Pearson Education Limited Edinburgh Gate HarlolV Essex CM20 2JE England and Assoc iated Compan ies throughout the \\·orld www.pearson ELT com © Pearson Edu cation Limited 20 12 Th e ri ght of Rachael Ro bert, and Patncia Re \ : of thi s Work has been asserted b\· :hem In J " Designs and Patents \ ct 19::.:- _: :::e prior ,,'r itten permi"io:: First published cC! : ISBi\': 9- 8· 1· -1'.:;"" Set in :-IHiad Pr" Printed in China SWTCiOI Acknowl edgementThe publisher- ~::.: :.:_ : ,:ke to thank the following people and in stitutions rur :b.e r :"";::Ja~ ";"lj :omments duri ng the development of th e material Repo rters: Argent ina: C;~_;:::J L:-chese, Carolina Osa, Liliana Mabel Nasazzi; Czech Republic: H:!;::! Hrabm'ska; Hungary: Nora Horvath; Italy: Franca Barnat:>el \"rella Cmi nato, Chi ara Bellegamba; Poland: Marzena Chadn·, Bea:a Zeini·ew Boguslawa Sk iba, Sylwia W,glewska, Wieslawa Sa\\'icka Ewa Gt::0\\·,ka Inga Dawi dowicz, Hanna Lipinska, Krystyna Z,bal a :- lagdalena -' \acioch , \ lalgorzata Abramczyk, Isabela Zbrzeiniak, Joann a Frankowicz -Ro,,·e :-lagdalena Loska, Ewa Pilarska; Russia: Angela Lezgl\·an Eliza\'eta Yo ushkina, Ianina Gennadievna Barskaya, Gaultna Dokukina b'genia Burki nskaya; Spain: Beatriz Chavez Yuste, Hermin ia de lu ana Dario Hernandez; Slovakia: Marian Marticek; Turkey: Secil GU\'enc, Enim Tan is, Sevilay Ozpinar, Alper Darici; Ukraine: Inna Olkhovska , Anastasia Volvin Text acknowledgements We are grateful to the follo\\'ing for perm iss ion to reproduce copyright material: Logos Logo and strapl ine in unit from Fairtrade Foundation, copyright © Fairtrade Foundation, \\·wwJairtrade.org.uk; Logo in unit from www earthmatters.org.uk/, copyright © Earth Matters Ltd Screenshots Screenshot in un it fro m The Mo neyless Man: A Year of Freeconomic Living, O neworld Publications (Mat'k Boyle, 2011 ) copyright © Oneworld Publications Text Ext rac t in unit from Bend it like Beckham , Hodder Children's Books (01arinder Dhami , 2002 ) pp.82·84, copyright © Narinder Dhami, 2002 First publi shed in the UK by Hodder Children's, an imprint of Hachette Ch ildre n's Books, 338 Euston Road, London NWI 3BH Reproduced by pe rmi ssion of United Agents (www.unitedagents.co.uk) on behalf of Narinder Dhami; Extract in unit from Wild Swans: Three Daughters of China , Harper Perennial (lung Chang, 1993) pp.4·12, copyright (c) Jung Cha ng Reproduced by permission of HarperCollins Publishers Ltd and Aitken Alexander Associates; Extract in unit from Dark Matter: A Ghost Story, O rio n Books (Michelle Payer, 2010) pp.103·105 & inside cover Reproduced with permission from Th e Orion Publi shing Group Ltd, London; Extrac t in unit from "Classical to rap: music lovers have much more in common than you would think': The Independent, S September 2008 (G reen, C), copyright © The Independent 2008, www.independent co.uk ; Quote in unit from 'Watching the world go by' blog by Anousheh Ansari on 26 September 2006, http:/ /s paceblog.xprize.org/2006/09/26/ watching· the- world·go -by/ Reproduced by permission ; Extract in unit from "The man who lives without money", The Telegraph, 18 Augl!st 20 I (Salter, j.), copyright © Telegraph Media Group Limited 2010; Extract in unit from At Home: A Short History of Private Life, Doubleday (Bill Br yson, 2010 ) pp.190·191 , published by Black Swan , copyright © 2010 Bill Br yson Reproduced by permission of The Random House Group Ltd, Doubleday, a division of Random House, Inc and Doubleday Canada; Extrac t in unit adapted from "Pupils perform alarming feat': The Metro, 24 May 2006 (Davern, F ), copyright © Solo Syndication 2006; Extract in unit from 'Mosquito Device: http://www.compoundsecurity.co.uk/ security·equipment/m osquito-device Reproduced with permission of Co mpound Security; Extract in unit from "Home keeps moving': The Telegraph , I3 August 2010 (Sand· Hart, H ), copyright © Telegraph :-ledia Group Limited 2010; Extract in unit fro m "Can Jamie Oliver re\'olutiol1lse th e nation's schools?", Th e Observer, 13 February 2011 Tucker I cnpnight '& Gua rdian i\'ews & 'v!edia Ltd 2011; Extract Ir Ul1!t q t'rom "Da\'id Starke\': Jamie's Dream School was a lesson I'll ne\~r forget' The Telegraph: 13 February 20 11 (Starkey, D.) , copyright Telegraph -'Iedia G roup Limited 2011; Extract in unit from "Jamie's Dream "choolcha nged my life': T he Guardia n, 06 March 2011 (Crosland, R CO:'HIght Guardian :\e,,'s & Media Ltd 2011 ; Extract in 'unit 10 ir m Tee~age entrepren eurs get off to a good start in business", The T.me, 2t' Octob er 200- (Rachel Bridge ), copyright © The Times, 2007, wW\\'.11IsmdrcatlOn.com; Extract in unit 10 adapted from "Flip-thinking: the ne',' buzz,,"ord s\\'eeping the (;S': The Telegraph, 12 September 2009 Pink D.I, cop\Tight If'; Telegraph ;'\.Iedia Group Limited 2009 In some instances "'e have been unable to trace the owners of copyright material, and we would appreciate an)' information that would enable LIS to so Photo acknowledgements The publisher would like to thank the foll owing fo r their kind permission to reproduce their photographs: (Key: b-bottom; c·centre; 1·left; r· right; t-top) Alamy Images: Alan Edwards 9b, ASia Images Group Pte Ltd 63 bl , Aurora Photos 4tr, Bjorn Svensson 4tc, Blend Images 38tc, 9-l tr, Buzz Pictures 13cr, Catchlight Visual Services 18br, 34tr, CBW 50ci, Chao · Yang Ch an 78bl, Christophe DIesel Michot 6tr, ClassicStock 44tr, Darrin Jenkins 61br, David L Moore - Lifestyle 45tr, David Levenson 70tr, Design Pics rnc 38br, ersoy emin 48bl , Everyday Images 63cr, fancy 3811, 39b, Friedrich Stark 78br, Garl' Doak 86bc, Garl' Stones 7tr, H i\ lark Weidman 4tl, Image Source 76cl, INTERFOTA 45tl, Janine \\'iedel Photolibrary 3-1cl, JeffMorgan 03 13tr, 84br jeffrey Blackler 50tc, Krzysz tof :- leiech 30b, leandro :-lise 16tc, M Sobreira 67tc, MBI 63br, -'l ike \brahams 91b -'like Go ld"'ater 17br, moodboard 18t, OZimages II-Itr Pame;': Ba:chelder :' -Icr Peter Ekin· Wood 83cl, Picture Partners 6- tr Rob \\'.:",: ):- I ,~' R~bber~aIl9()br Simon Ra""es SOt!, Spencer Grant I~br re r~ 17._=,~' - ,,~ T,~' vJ ne 'ut, 1I15et', \ \' ILDLIFE Da\'ld Le\er.,c - - ~c ~_' 83tr, -'Ieliha G ~ ~~, 68, Arch i\'e Ho.":.::;, 108tr, Gett\· 1:T.~2~' ~. 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Int roductory it and there p58 Wh at 's in your kitch en cupboards? p56 Do you have good taste? p58 Where does food come from? p54 Healthy eating p56 Taste p58 Food - REAL TIME p60 activestudy3 p62 cogs turning r- • Revisio n of gra mmar and vocabu lary from Units 5-6: Learn words in g rou s Learn collocations Exam p ractice - Sentence transformations Ga p -fill p, p6S Moda ls of deduction and spec ulation p67 Pa ss ive p66 The Mosquito Anti-Vandal System p68 The invention of Dr Nakamats p64 Sequencers p68 Positive and negative adjectives REAL TIME p72 culture clash activestudy4 p82 a typical education p75 Relative clauses p77 Modifying comparative structures p74 Advertising and ma rket ing p77 Differences and similarities p78 Culture - • Revis ion of grammar and vocabulary from Units 7- 8: Word formation, Exam practice - Sentence transformations, Multiple-choice p85 Unrea l conditionals p87 Nomin ali sati on p?4 Would you buy a car called 'Killer?' P78 Home keeps moving REAL TIME p80 • Reading : Read for specific informatio ! p84 Post-compulsory education p88 as and like p88 Can Jamie Oliver revolutionise the nations schools? REAL TIME p92 10 working life p95 Gerund and infinitive verb patterns p9? Reported speech p95 Aspects of jobs p98 Entrepreneurial qualities p94Job ads p99 Teenage entrepreneurs get off to a good start in business REAL TIME pl00 activestu dy5 p 102 • Revision of gramma r and vocabulary from Units 9-10: Learn collocations, Dependent prepositions, Word formation, Exam prac t ice - Se ntence transformations ppl04- 123 Mini Workbook • pp124- 133 Grammar2know • Reaa-ing : Read for specific informatio • pp 134, 135 Quiz answers and activities Speculating Defending a point of view 01 Special occasions ;:> 17 Learning life skills p14 Discussing special celebrations p 17 Talking about dealing with domestic situations A formal email Developing an argument 026 Record-breaking t eenage rs p24 Discussing the advantages and disadvantages I p30 A narrative of using a smartphone p26 Giving an opinion (roleplay) =xpressi ng surprise Expressing disappointment p37 Giving opinions, agreeing and disagreeing p39 Discussing personalities I~r e ssi ng A magazine article preference I • srenin g: Listen for gist C:: !.! A lecture on 'The future of Brazil ' p46 Agreei ng and disagreeing p49 Discussing world problems :::I.S 'uating: discussing Evaluating : expressing an opinion importance ,::55 Street interview about junk food in pSO A persuasive essay pS7 Describing food likes and dislikes s.::: ools ~ Describing process t?r:::::>lem solving • _5:eni ng: Listen for specific information • Speaking: Photo description p::.! Inventions of the past p67 Giving opin ions and making an argument fo r and against something ::-=senting information Emphasising a point t- ::: \\ul ti-cultural relationships p7S Discussing cultural behaviours p79 Discussing living overseas A review ='-=xribi ng past experiences o p70 A for and ag ainst essay • Speaking: Collaborative task nusua l degree courses pS4 Giving a presentation on post-compulsory education pS7 Discussing compu lsory school subjects p90 A problem and soluti ons essay Predicting ~'1tern ships· good or bad? 9: "'ow to nail that job! - :-: cnd don'ts p9S Talking about how to get started in your career p97 An interview (roleplay) Interviewi ng • Speaking: Giving and justifying opinions QI ' :::- 36-145 Wordl ist get active Grammar Articles Reference Vocabulary Parts of the body Danger and preferences Phrases Speculating Defending a point of view C B A &Vocabulary Listening In pairs or small groups, discuss the questions • What kind(s) of physical activity you enjoy? Walking, dancing, going to the gym? • Do you prefer participating in sports, being a spectator or neither? Why? • If you watch sports, are you an armchair fan or you prefer live sporting events? Why? • What you think are the best ways to keep fit or have an active lifestyle? a Look at photo C What you know about hula hooping? Do you think it is a good way of keeping fit? Why? Why not? a Check the Words2know Then circle the best words to complete the instructions for hula hooping Words know 1.3 ankle belly button calf (calves) chest chin elbow heel hips limbs lower back palm shins shoulders spine thighs thumb torso waist wrist b 1.2 Listen to a radio interview with a hula hoop enthusiast Put the topics in the order you hear them a □ A definition of hula-aerobics b □ Different kinds of hoops c □ How hula hooping compares to running in terms of calories expended The longest hula hooping session ever d □ e □ What parts of the body hula hooping particularly benefits f □ When hula hooping was first invented 3 Listen again Tick (✓) true and cross (✗) false ✗ □ The world hula hooping record is eighteen hours □ Hula hooping is better exercise than running □ In the 1950s more than 100 million hoops were sold in the United States □ Hula hooping was first invented in the United States □ A toy hula hoop is heavier than a more professional one 1.2 MINI WORKBOOK exercise page 105 Well, the first thing you is to step into the hoop, hold it with both hands and then place the hoop round your 1ankle/waist Pull it to one side until it is pressed right up against you and give it a good push If the push isn’t hard enough, it won’t work Then you push your hips/calves back and forth as you feel the hoop against your 3belly button/palm at the front and your 4shoulders/lower back It’s really good for building strength in your 5wrist/torso but you also use your 6thumbs/arms, 7shoulders/ heels, 8knees/chin and 9thighs/belly button You need to press your feet down quite firmly and extend your 10elbow/spine and neck However, you shouldn’t keep your 11chest/limbs rigid, you need to relax into the rhythm really As you get better, you can more complicated things For example, you can lift one 12foot/torso up while you hula hoop or place two hula hoops round your 13shins/hips going in different directions b 1.4 Listen to the rest of the interview and check your answers a B Look at the pictures showing a Qi Gong movement called ‘painting a rainbow’ Listen to the instructions and put the pictures in order 1.5 b 1.5 Work in pairs Using the pictures, explain how to the movement Listen again to see how close your instructions are to the original Did you miss anything out? Grammar Focus Articles Look at the extracts from the radio interview in exercise and complete the rules with a/an, the or zero article … pull it to one side … and give it a good push If the push isn’t hard enough, it won’t work Patrice is also the winner of a recent hula hoop marathon … the world hula hooping record is over seventy hours [no article] Practice makes perfect! a When something is one of many we use _ b When there is only one we use _ a When we mention something for the first time we use _ b When something is known (because it has been mentioned before or because the context makes it clear) we use _ When we are talking about things in general we use _ Grammar know D C page 124 Complete the extracts with a/an, the or zero article Presenter: And here in the studio with us today we have Patrice Neal … to talk about _ new fitness craze, hulaaerobics Presenter: _ Hula hoops were popular in the 1950s, weren’t they? Didn’t _ craze start in the United States? Patrice: Yes, that’s right Amazingly, _ company that invented _ plastic hula hoop sold twenty million hoops in the very first six months of production and more than 100 million over the next two years They weren’t even _ original idea! No one knows who _ actual inventor was Complete the text with a/an, the or zero article Probably the first country that most people think of when they hear the word ‘tango’ is _ Argentina but _ tango is also very popular in _ Baltic States and Finland There are, of course, different styles of tango _ kind of tango danced by ballroom dancers on TV is quite different from Argentine tango, as danced in _ streets of _ Buenos Aires Tango is _ very passionate form of dance Discepolo, one of _ most famous composers of tango music, once said, ‘Tango is the dance of 10 _ hundred secrets, 11 _ thousand shadows and 12 _ million mysteries.’ In the dance, 13 _ emotion is expressed without words Most people would agree that 14 _ tango was at its peak of popularity in 15 _ 1930s, with such world famous figures as 16 _ Carlos Gardel, 17 _ singer, songwriter and actor, who sadly died in 18 _ aeroplane crash at 19 _ height of his career 20 _ film about his life, Dare to Love Me, was recently released and 21 _ film has had the effect of popularising tango once again around 22 _ world a CA N Decide on a sport, DO YOU ENG IT IN physical activity or dance LISH ? which is popular in your country and make notes about these questions What happens in the activity? What kind of people take part in the activity? Why you think it is popular? b Work in pairs Tell your partner about the activity you chose MINI WORKBOOK exercises 1–2 page 104 get active A 1active get A &Speaking Vocabulary Danger and preferences Look at the photos Which of the words in the box would you use to describe these activities and the people who them? Words know 1.6 brave dangerous exciting extreme foolhardy hazardous risky thrilling thrill seekers a Discuss the questions • Why you think that some people enjoy thrilling or dangerous activities more than others? • What factors you think make people more likely to enjoy thrill seeking? Age? Gender? Personality? Other? a 1.8 Check the words in blue Read the statements and decide if you strongly agree, agree, disagree or strongly disagree with each statement b Read the text and compare your ideas with the information in the text 1.7 Does the idea of base jumping or a similarly dangerous sport appeal to you? Why? Why not? Just a craze … or crazy? When an estimated one in sixty participants will die, why would anyone want to base jump? The world record for base jumping was recently broken again, when Nasr Al Niyadi and his trainer Omar Al Hegelan jumped 672 metres from the 160th floor of the world’s tallest building, the Burj Khalifa in Dubai They were not the first ones to attempt this In 2008, two other men illegally jumped from the building before it had even been finished Having got into the building dressed as engineers, they were arrested shortly after their jump This is not unusual for base jumpers though, who often act without permission Taking unnecessary risks really doesn’t appeal to me You would never catch me doing a parachute jump I sometimes like to take a few risks I love the feeling of going really fast I prefer to swim in a pool rather than in a deep lake or sea For those who may not know, base jumping is an increasingly popular extreme sport which involves jumping off high buildings, bridges or cliffs with a parachute It is unbelievably dangerous While a sky diver may have up to three minutes to open his or her parachute, a base jumper has only seconds There is also the risk of hitting the building or cliff on the way down Since its invention in 1981 there have been at least 147 fatalities related to the sport Even fans of the sport estimate that one in sixty participants will die Brave, or simply foolhardy? I find it hard to understand the popularity of such hazardous sports Many psychologists believe that it is all a question of individual personality Men are more likely to enjoy thrill seeking than women, and our desire to experience these sensations is highest in the late teens and early twenties But some people are naturally drawn to enjoy thrills and danger, while others are not Both types are important in any society, as low-sensation seekers will happily carry out relatively unexciting jobs, while highsensation seekers will work very well as fire fighters or on the stock market I’d never want to go base jumping I quite fancy the idea of walking on a tightrope I doubt if I’d enjoy surfing I often wish I could fly a plane I find roller coasters really exhilarating b Compare your answers with a partner then check the results of the quiz on page 134 Do you agree with what the answers say about you? Change each phrase in blue in the quiz to make statements that are true for you Tell the class MINI WORKBOOK exercises 1–2 page 104 B D C Grammar Focus Reference a Look at the first paragraph of the text in exercise again and decide what the words in bold refer to, as in the example The world record for base jumping was recently broken again, when Nasr Al Niyadi and his trainer Omar Al Hegelan jumped 672 metres from the 160th floor of the world’s tallest building, the Burj Khalifa in Dubai They were not the first ones to … Look at the examples of ellipsis and answer the questions in brackets While a sky diver may have up to three minutes to open his/her parachute, a base jumper has only seconds (What does a base jumper only have seconds to do?) Men are more likely to enjoy thrill seeking than women (What verb is ‘missing’ here?) Some people are naturally drawn to enjoy thrills and danger, while others are not (What is ‘missing’ here?) Both types (of what?) are important in any society b Underline other examples of reference pronouns and demonstratives in the text What does each one refer to? a Look at the examples of substitution from the text What the words in bold replace? … Nasr Al Niyadi and his trainer Omar Al Hegelan jumped 672 metres from the 160th floor of … the Burj Khalifa in Dubai They were not the first ones to attempt this I find it hard to understand the popularity of such hazardous sports b Complete the sentences with the words in the box does did one ✓ so such As soon as a world record is broken, someone will try to set a new one Nasr Al Niyadi jumped 672 metres and so _ Omar Al Hegelan Older people don’t often like extreme sports, while younger people frequently _ I don’t fancy making a parachute jump but my older brother _ Thousands of injuries are caused by _ sports Extreme sports are popular worldwide but perhaps nowhere more _ than in the US Grammar know 1.8 page 124 Rewrite the statements to remove the repetition using suitable reference devices from exercises 6–8 High-sensation seekers can be the kind of people who well in business as well as the kind of people who enjoy extreme sports Society needs this kind of people People enjoy extreme sports because these days ordinary life is a bit too dull and safe Because of the fact that ordinary life is a bit too dull and safe, people need to get their thrills elsewhere Enjoying extreme sports is a sign of immaturity The fact that it is a sign of immaturity is why enjoying extreme sports is something people grow out of as people get older When Nasr Al Niyadi and Omar Al Hegelan jumped off the Burj Khalifa, they were watched by a fascinated audience I wish I had been at the Burj Khalifa to see Nasr Al Niyadi and Omar Al Hegelan jump off the Burj Khalifa High-sensation seekers are at one end of the scale, while low-sensation seekers are at the other end of the scale Most people fall in the middle of the scale Most people like new experiences but don’t want to take too many risks b Discuss the statements in small groups Do you agree or disagree? Why? MINI WORKBOOK exercises 3–4 page 104 get active a 1active get &Vocabulary Reading Discuss the questions • What sports the photos show? Do you play any of these sports? • Do you think men or women are better at these sports? Why? a You are going to read an extract from Bend it like Beckham, a book (and film) about a women’s football team In this section, Jess, the main character, is playing a game against a team in Germany Read the text and answer the questions What is the score at the beginning of the extract? What word is used to describe this? What is the score at the end of the second paragraph? What phrase describes the score? What is the score at full time? What word describes this score? Which team won in the end? How? b How does Jess feel at each stage of the game? Underline the words and phrases which tell you 1.9 nd half All I felt OK as we ran out for the seco ed to be seem ugh eno t my fears about not being fi for the next ed tinu k dloc dea unfounded But as the a bit My pace twenty minutes, I began to wheeze was having to push myself hard started to drop, and I to keep up with the flow of play tled me ‘Jess! Suddenly a shout from behind star rt, I realised hea ing Mark her!’ Mel yelled With a sink was and me from y that my opponent had got awa I chased ed ark unm , area alty pen 10 dribbling towards the up She banged the ball after her, but couldn’t catch her were one-nil down into the net past Charlie and we to put her arm Mel saw my face and came over said ‘These things round me ‘Don’t worry, Jess,’ she 15 happen.’ ed if I was fit Yeah, but it wouldn’t have happen on the rest of fair n’t was enough, I thought silently It the team c I was almost on my The match was nearly over and a chance I picked the ball up from 20 last legs, when I saw denly opened up in Sally and, as if by magic, a gap sud d and headed for the front of me I got my second win German penalty area g as she ran ‘Jess!’ I could hear Jules shriekin 25 alongside me ‘Pass!’ ard into space I glanced up and hit the ball forw mped the ball thu and up it ed Jules ran on to it, pick into the net I jumped on her, Jules cartwheeled over to me and the team We were all screaming 30 followed by the rest of k it up and hustle us with joy The referee had to brea minutes after we back to the centre circle, but two full time A draw for off, he blew the whistle kicked off a friendly match nish fi to al Although it wasn’t usu ded that it would be a 35 with penalties,, both sides had deci came on to the pitch to nice idea _ I back as Joe wouldn’t choose me give us a quick pep talk Maybe he briskly ‘Then Mel, ‘OK, Jules, you go first,’ Joe said ‘ - Jess.’ me to Tina, Hannah and …’ he turned last With any 40 was I t tha I tried not to look relieved turn, if the match was luck I wouldn’t have to take my decided before that ed _ The The Germans went first and scor After a third Germans scored again So did Mel 45 vous, but she was German goal, Tina was looking ner post the lucky because her shot went in off over as Hannah and over ing turn was ach stom My _ If Hannah alty pen stepped up to take our fourth man penaltyGer last the to n scored, it would be all dow 50 taker … and me and wrong way Hannah sent the goalkeeper the d corner of the han leftthe into y othl rolled the ball smo elf down If mys to calm net I tried to take deep breaths turn _ my take e to the next German scored, I’d hav 55 me that she’d A loud roar round the stadium told over ged trud I and me to scored The referee beckoned incredibly tired, and to place the ball on the spot I was lead Behind me I of e mad e my legs felt like they wer agement could hear the girls yelling encour 60 s _ Jule was t Tha !’ ‘Come on, Jess the s ard tow ran I made a superhuman effort and right I groaned n’t was it w kne I it hit I as ball but even into the ted che as the ball hit the crossbar and rico thgate, Sou eth Gar crowd Now I knew exactly how 65 ’d missed who ers play r othe David Batty and all those bed someone had grab penalties for England felt Like out Gutted, in them ed ripp and hold of my insides other words a Six sentences have been removed from the text Complete the text with the sentences below There is one sentence which you not need a ‘You can this.’ b I closed my eyes, willing her to fail c I had to make it up to them somehow d Now, with my legs wobbling dangerously underneath me, I wasn’t so sure e This was easily the biggest crowd I’d ever played in front of f So did Jules, with a cracking shot that nearly broke through the net g The Germans hadn’t missed one yet b What the reference words in bold in the sentences refer to? Check the words and phrases in blue in the text Then match them with the definitions A chance to hit the ball into the goal, either because the other team has broken a rule or to decide who wins after a draw penalties Kick, throw or hit a ball to a member of your own team Move the ball along with you by short kicks or bounces Start or restart a game by kicking the ball Stay close to a player of the opposite team during a game The speed at which someone walks or runs or the speed at which something happens To come from behind and reach someone in front of you by going faster To hit (two words with this meaning) What the referee does to stop the game 10 When something changes direction after hitting a surface at an angle 1.10 a 1.11 b 1.11 Listen to two match reports for a volleyball match and a hockey match In each report: Who won? London or Exeter? Hopewell or Charlton? What was the final score in each game? SPEAKING Work in pairs Tell each other about a real sporting event that you have watched or taken part in MINI WORKBOOK exercise page 105 CAN DO YOU ENG IT IN LISH ? get active Listen again and note down some of the sports-related vocabulary that you hear in each report Compare with a partner Relative clauses Modifying comparative structures Defining relative clal:tSes Comparatives a Defining relative clauses define exactly who or what you are talking about They are a key part of the meaning of the sentence and cannot be left out Use which, that, who, whose, whom, where And finally there are the examples which are simply insulting There were many people who were insulted by the advert Paul is nowhere near as fluent as Karl b When a relative pronoun in a defining relative clause refers to the object of the clause it is possible to omit the pronoun The message (which/that) they were putting across was not exactly what they intended c Always use a defining relative clause after someone, anything, anyone, everything, etc Anyone who lives there may apply for the grant Last year I met someone who worked for the BBC Everyth ing which is marked with a yellow ticket is for sale d Use that (not who or which) after superlatives and ordinal numbers She was the best friend that I had ever had Non-defining relative clauses a Non-defining relative clauses add extra information about the subject of the main clause b Use commas to separate the relative clause from the main clause Use which, who, whose, whom, where but NOT that One person, who has since left the company, always parked in my parking space He is much less fluent than me He is considerably more fluent than me This restaurant is far more expensive The journey is slightly longer if you go that way Your job is hardly more important than mine! Luis is nothing like as tall as Carlos I am not nearly as rich as I used to be She is so much more talented than I am Petrol has become a great deal more expensive recently Superlatives It's just about the most interesting city I can think of That's easily the quickest way to go It's by far the best restaurant in town She is much the fastest runner of the two Progressive comparison Repeating the same comparative form emphasises increase or decrease My Spanish is getting better and better The water was getting colder and colder Combined comparison Use comparatives with the to say how a change in one thing affects the other Notice the comma after the first clause The hotter it gets, the more I appreciate the sea breeze The later it gets, the darker it is becoming The bigger the investment, the greater the possibility of making (or losing) a lot of money Prepositions and prepositional phrases Use a preposition either at the end of a ph rase (less formal) or before the relative pronoun (more formal) After a preposition use which for things and whom for people That's the dress that I complimented her on That's the dress on which I complemented her That's the person (that) he was talking to That is the person to whom he was talking Reduced relative clauses We can sometimes shorten a relative clause by omitting the pronoun and the verb, when the relative clause contains a present or a past participle The woman (who was) sitting next to me The product, (which was) marketed to teenagers, did extremely well Would you buy a car (which was) called 'Killer? 131 Unreal conditionals Other unreal past expressions Second conditional a Use It's (about/ high) time + past to say that something is not happening and it should be It's about time people realised going to university is not the only option! It's high time you started doing some work! Use the second conditional to talk about hypothetical or very unlikely current or future situations and their results (which can't happen) If I were eighteen now (I'm not), I don't think I'd want to study from home I'm learning a lot more than if I were at university (I'm not at university) If I took on a huge debt (I'm not going to), my parents would be worried Third conditional Use the third conditional to talk about hypothetical events or situations in the past and their results (which couldn't happen) If I had known about it, ( didn't) I think it would have been a better idea than my (very expensive) three years at university If I hadn't gone to university (I did), I think I would have regretted it If I hadn't been good at languages (I was), I wouldn't have studied French and German Mixed conditionals We can mix second and th ird condition al s to vary the timeframe of the situation or the result If I had taken a traditional degree, I might be in a lot of debt now (I didn't take a traditional degree) (I'm not in a lot of debt now) If I had decided to study face-to-face rather than online, we wouldn't be together now (I didn't decide to study face-toface) (we are together now) If I wasn't good at studying on my own, I wouldn't have opted for a blended learning course (I am good at studying on my own) (I did opt for a blended learning course) Variations a Use were to to make a condition more unlikely If I were to go to university (this is very unlikely), I'd get into debt If you were to lend me a few thousand pounds (you probably won't), I'd be so grateful b Use if I were you to give advice If I were you, I'd study medicine c More formally, conditional sentences can be inverted We don't then use if Were I to go to university, I'd get into debt Had I known, I wouldn't have gone b Use wish or if only + past/ past perfect to express a desire for something to be different from how it actually is/was Note that if only has a slightly stronger meaning than wish I wish I was cleverer! (I'm not) I wish someone had told me I could vocational qualifications (they didn't) If only I had chosen a different university (I didn't) I hate it here! c Use wish or if only + would when we want someone else to change their behaviour but know that they probably won't I wish the government would something about the cost of face-to-face degrees If only my lecturer would speak more slowly It's impossible to take notes Note that if only has a stranger meaning than wish d Use would rather + infinitive to state a preference I'd rather go out tonight than tomorrow I'd rather have had pizza e Use would rather + past/past perfect to state a specific preference for how someone else behaves or behaved when you can't control this I'd rather you didn't say things like that I'd rather you had told me earlier I'd rather you hadn't said anything to him f Use as if/as though followed by a clause to compare a real situation with an imaginary one He treats us as if we were children (we are not) The house was so untidy, it looked as though we had been burgled Nominalisation In written and more formal spoken English we may use a noun phrase rather than a verb phrase to be more concise and elegant More and more employers require degree-level qualifications Degree-level qualifications are increasingly a requirement Some people assume that young people have an easy life There is an assumption that young people have an easy life Note that the noun phrase is often made up of two nouns linked by a preposition: interest in sport, demand for degrees Too much nominalisation can make a text very dense and hard to follow, so use it sparingly 132 IIi=IWiIIJiJilt , _ Gerund and infinitive verb patterns Gerunds a Use the gerund (-ing form) when an action is the subject or object of the sentence Studying needs to be your priority now b Use the gerund (-ing form) after prepositions I thought about going to college next year c Use the gerund (-ing form) after certain verbs and verbal phrases: admit, appreciate, avoid, can't help, can't stand, consider, delay, deny, dislike, enjoy, feel like, finish, forgive, imagine, involve, mind, miss, postpone, practise, risk, suggest, understand, it's no good, there's no point (in) I couldn't help overhearing their conversation Infinitives a Use the bare infinitive (without to): after modal verbs You shouldn't that after make and let Don't make me that! after certain phrases I'd better go now I'd rather stay here b Use the full infinitive (with to); • after certain adjectives I was happy to see her I was unable to help He's due to arrive tomorrow • after certain nouns There was no reason to refuse I only had one chance to succeed There was no need to say that b Use gerund or infinitive with a change in meaning after forget, mean to, remember, stop, try, went on I tried to open the window, but it was stuck If you feel tired, try going to bed earlier! I forgot to pack my sandwiches She'd forgotten having met me the other day Do you remember locking the door? I remembered to send him a card I don't mean to be rude Taking that job will mean having to commute Everyone was silent but Gareth still went on talking into his mobile After university I went on to a Master's degree I stopped to listen to the news I stopped eating meat Reported speech Tense shift In reported speech we often move verbs one step into the past but may not, especially if the speaker's words are still relevant Reported questions a Report wh questions w ith a suitable verb (ask, wonder, enquire) + the wh word (or about) I asked her why she wanted the job She inquired about the annual leave b Report yes/ no questions with a suitable verb + if or whether I asked whether she had any relevant experience Reporting verbs • after certain verbs and verbal phrases: afford, agree, appear, arrange, attempt, care, choose, claim, decide, expect, fail, happen, hate, help, hope, intend, learn, like, love, manage, offer, prepare, pretend, promise, refuse, seem, tend, want, wish a Verb (+ object) (+ not) + infinitive I asked her to give me some details of her previous job Also: advise, agree, decide, hope, offer, persuade, promise, refuse, remind, tel/, threaten, warn) • after the construction too to It's too late to worry now b Verb (+ object) (+ preposition) + gerund I congratulated her on her impressive exam results to express purpose I'm going to university to study English literature Gerund or infinitive a Use gerund or infinitive with little or no change in meaning after like, love, hate, prefer, can't bear, start, begin I love finding better ways to exercise I love to find better ways to exercise Note that the gerund is slightly more general in meaning and infinitive slightly more specific Also: accuse someone of, admit, apologise for, blame someone for, compliment someone on, criticise someone for, discourage someone from, tell someone Note that many reporting verbs need a specific dependent preposition and that these are always followed by a gerund c Verb + that + clause He hoped that she would accept the job Also: claim, decide, expect, explain, hope, promise, threaten, warn d Verb (+ person) + that + clause She advised him that he would receive the results by email Also: advise, tell 133 Unit 1, page 6, exercise 4b For questions 1,2,5,6 and give yourself one point for each 'strongly agree', two points for each 'agree', three points for each 'disagree' and four points for each 'strongly disagree' For questions 3, 4, 7, and 10 give yourself four points for each 'strongly agree', three points for each 'agree', two points for each 'disagree' and one point for each 'strongly disagree' You are definitely a thrill seeker You love to try new, exciting and even dangerous activities You have a great sense of adventure and enjoy anything which gets your heart pounding This makes for an exciting life but make sure that you look after yourself as well! You are generally a pretty calm and sensible person but sometimes you like to take a few risks, provided you know that you will be safe enough You have a balanced approach to life and enjoy a variety of activities You just don't enjoy extreme sports or dangerous activities but this doesn't mean that you can't take risks You might enjoy exploring new places or trying new and exotic food Unit 2, page 17, exercise 10 Unit 5, page 50, exercise Unit 7, page 65, exercise 9b ~ ~ fo ::f , wheel (number in survey) light bulb (number 3) internet (number 4) penicillin (number 7) iPhone (number 8) flushing toilet (number 9) combustion engine (number 10) washing machineJ number 12) hair straighteners (number 34) 10 space travel (number 39) 11 matches (number 49) 12 post-it notes (number 90) 134 Unit 7, page 65, exercise 9b - Unit 8, page 74, exercise 2b b 100 Greatest Inventions wheel aeroplane light bulb internet pes 10 11 12 telephone penicillin iPhone flushing toilet combustion engine contraceptive pill washing machine 13 14 15 16 17 18 19 central heating fridge painkillers steam engine freezer camera cars 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 spectacles mobile phones toilet paper Hoover trains Google microwave email the pen hot water shoe compass Ibuprofen toothbrush hair straighteners laptops knife and fork 37 38 39 40 41 42 43 44 45 46 47 48 49 scissors paper space travel kettle calculator bed remote control roof air conditioning SATNAV Wi-Fi cats-eyes matches 50 power steering 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 tumble dryer bicycle Sky+ tea bags umbrella iPod taps crash helmet wristwatch eBay DVD player nappies ladder suntan lotion lawn mower make-up chairs 68 69 70 71 72 73 74 75 sunglasses the game of football sliced bread 76 77 78 79 80 81 82 83 84 85 86 87 towels push-up bra binoculars WD40 mascara hairdryer Facebook escalator hair dye wellington boots spellcheck calendars 88 89 90 91 92 93 94 95 96 97 98 cheese grater buses Post-it notes gloves satellite discs pedestrian crossing baby's dummy curtains bottle opener food blender dustpan and brush sofa razor blades screwdriver motorways head/ear phones a 3c a* c * You should the other things Unit 10, page 98, exercise b Those likely to set up a business 40% 35% 30% 25% 20% 15% 10% 5% 0% Yes, I am quite likely to set up my own business Yes, I am very likely to set up my own business NO, l am unlikely to set up my own business No, I am very unlikely to set up my own business Drivers for business start-ups Want to be a millionaire Nonconformi st Very ambitious Own boss Being in control , 20 40 60 80 99 desks 100 clothes peg 135 Unit Pages 4-13 about the same level (phrase) / a 'baut oa serm 'Ievl! ankle (n) bang [ba ll into net] (phrase) !'rel)bl! belly button (n) !'b eli 'bAtn/ blow the whist le (phrase) / blau oa 'wrsl! brave (adj) / brerv/ / ka:f [ka:vz] / calf [ca lves] (n) catch up (phr v) / brel) [bJ:I 'm ta net] / change (n ) / kretS Ap/ / tSemd 3/ chest (n) !tSest/ chin (n) / tSm/ / klarm / cl imb (n + v) court (n) dangerous (adj) deadlock (n ) decrease (n + v) dip (n) dramatic (adj) dramatically (adv) draw (n) dribb le (v) drop (n) elbow (n ) I'd never wa nt to (phrase) lard 'neva wont t