Nexus english for advanced learners workbook

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

WORK BOOK

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To the Student

Organising Your Learning: Introduction

1 UNIT 1 Learning and teaching English

6 Organising Your Learning: Dictionaries

7 UNIT 2 The family

12 Organising Your Learning: Vocabulary

13 Organising Your Learning: Grammar

15 UNIT 3 Prejudice

20 Organising Your Learning: Speaking (1)

21 UNIT 4 Entertainment going out

26 Organising Your Learning: Writing

27 UNIT 5 The Third World

32 Organising Your Learning: Reading (1)

33 UNIT 6 Health and medicine

38 Organising Your Learning: Speaking (2)

39 UNIT 7 Crime and law enforcement

44 Organising Your Learning: Listening

45 UNIT 8 Political ideas

50 Organising Your Learning: Reading (2)

51 UNIT 9 Animals

56 UNIT 10 Unusual beliefs, the occult

61 UNIT 11 Environmental problems

66 UNIT 12 Motoring, cars

71 UNIT 13 Travel, holidays

77 Answer key

To the Student

This Workbook has four main aims:

• to develop the suggestions made in your

Coursebook about organising your learning

• to offer further practice of the language presented

The exercises can be done in class or as set homework,

and a key is provided so that you can correct for

yourself any exercise which you do on your own

Organising Your Learning:

Introduction

1 Why go on studying English?

Your English is fairly good now Most likely you

manage quite well when you speak and hear it So

why do you want to go on studying? Look at the

reasons for advanced English study below Which of

them are true for you? Are there any other reasons not

• a long-term need for English in your work

• a desire to speak English as the 'international

language'

• a need for English in your studies

• to pass an EFL exam (why?)

2 What are your strengths in English?

All learners are better at some things than others in

English Grade your own performance on the skills

below, using the following:

VG: very good G: good QG quite good

NVG: not very good

• expanding your passive vocabulary (what you

understand)

• activating your passive vocabulary (using it)

• using grammatically correct English: in writing

and speaking

• using an appropriate register, or style of English,depending on the situation

• speaking with little accent

• speaking fluently, with little hesitation

• writing

• understanding what you hear

• understanding what you read

3 What are your priorities?

Bearing in mind the needs you considered inexercise 1 and your strengths and weaknesses, what doyou most need to work on in your English?

4 Studying alone or in a group

No course or language class can entirely reflect yourpersonal priorities, so it is essential to organise yourown learning outside the classroom

Note the advantages of studying in class or working onyour English outside class time

in class

outside

5 Organising work outside the classroom

The Organising Your Learning units in this Workbook

and in your Coursebook provide suggestions anddemonstration activities for working on your Englishoutside the classroom These range from fluencyactivities, to file management, to ways of making themost of your dictionary You may well have otherideas of your own Whatever shape your self-directedlearning takes, the following basic rules are important:

• set aside a regular, realistic time for study oractivities, and plan what you will do

• keep a record, even a simple one, of what youhave done

• always be aware of the purpose of what you can do,and how this relates to what you want to achieveGood luck and enjoyable learning!

Learning and teaching English

be used to doing

1 The sentences below are marked to show

sentence stress For example, in a evening is

stressed, in b used is stressed Say the sentences to

yourself, stressing the correct syllable

a I'm used to eating late in the 'evening

b I'm 'used to teaching individual students

c They're'used to working in groups

d They're used to 'cold weather

e I'm used to teaching individual 'students

f She's 'used to risking her life

g I'm 'used to eating late in the evening

h They're used to lying in 'bed all morning

i They're 'used to cold weather

j She's 'used to the sight of blood

k I'm 'used to driving long distances without rest

1 They're used to working in 'groups

m She's 'used to getting up early

n She's used to risking her'life

2 Match each sentence below with a sentence in

exercise 1

Example:

8 We didn't get to the restaurant till I lpm t but that

was OK.

g I'm 'used to eating late in the evening.

1 She won't mind starting work at 6am

2 Paris to Athens in three days should be noproblem-

3 The students find all this individual work a bitdull

4 She won't worry about being sent off to cover thewar

5 Penguins find summers in the zoo a bituncomfortable

6 The students work together really efficiently

7 Working in an office will seem rather dull andsafe, I expect

8 We didn't get to the restaurant till 1 lpm, but thatwas OK

9 They won't like getting up at dawn in the army!

10 She won't be shocked, working in the casualtydepartment

11 Penguins don't mind the English winter a bit!

12 No problem, I've given a lot of private lessons

13 These early suppers in England are really strange

14 I'm not sure about teaching such a big group.Check on page 77

Language register: not any more and no longer

to speak of changes

3 Sentences A and B below talk about the same

change of situation, but B is more formal

A: Bob Smith doesn't workhere anymore.

B: Mr Smith is no longer employed by the company.

Convert the following sentences in the same way,

using the words in brackets Do not change the

form of the words The first is done for you

a Alice doesn't live here any more, (resides, address)

Alice no longer resldee at this address.

b He doesn't respect what his parents believe in any

more, (respect, beliefs)

c We don't mind them being here any more,

(objection, presence)

d I'm not interested in all that any more,

(interest, that matter)

e He doesn't want to go on living any more,

(desire, continue)

f There's no reason why he should feel that way any

more, (reason for, him, such an attitude)

g I'm not going to take the job any more,

(intention, the position)

h People aren't hopeful any more that they can sort

out the crisis without a war (there, hope, crisis,

Emphasis: neutral and strong adjectives

4 At twelve points in the dialogue below, adverbsqualify adjectives Sometimes the adverbs andadjectives don't match, because one of them is toostrong or too weak In these cases, replace one ofthe words, and write the new combination below.Where adverbs and adjectives do match, write OKbelow The first two are done for you

A: Gosh, mother, I'm 1 absolutely exhausted, aren't

you? I can't remember the last time I walked so far

It really is 2 fairly amazing how difficult it is to get

a bus whenever it snows

B: Amazing? I should say it is 3 utterly deplorable.

4 Absolutely annoying, in fact The bus company should do something about it It is 5 fairly incredible that elderly people should have to walk

in ice and snow in such weather

A: Young people, too! What about me? I'm

6 absolutely freezing!

B: Take that poor old lady over there, for example

She looks 7 absolutely scared that she's going to slip

up and fall down

A: Still, I must say I'm 8 utterly pleased we went

shopping today If we hadn't we would probablynever have found Dad's present I bet he'll be

9 extremely delighted with it All right, I know you found it a 10 rather strange colour, but I think it's

nice

B: It is not strange, dear, it is 11 absolutely ugly And I

can't imagine your father in a hat, anyway He'll

look 12 very ridiculous, I'm sure.

A: Well, as long as it keeps his head warm, I'll behappy

1 OK

2 absolutely I utterly amazing 3

4 5 6 7 8

10

11

12

5 Fill in each gap in the following dialogues with an

adverb + adjective combination

a Dinner guest: Mmm, this pie is

Modest hostess: Thank you, yes, it is

isn't it? It's my own recipe, you know

b A: You really must see the new Mel Brookes'

comedy It's _ _ !

B: I'm not a Mel Brookes fan really I mean, he's

, I suppose, but he doesn't make

me laugh much, I must say

c A: Look, listen to me, it is that

this letter is posted today

B: Oh come on, calm down, I know it's

that they should know soon, but it's not

that urgent, surely?

Check on page 77

Emphasis: adjective collocations

6 Adjectives like exhausted are quite strong on their

own However, some 'neutral' adjectives, like tired

can combine with other words to make strong,

emphatic combinations, or 'collocations'

Using your dictionary, match words on the left

with words on the right to form collocations

Some left-hand words can be used more than once

wide tiredstone asleepblind stiffraving rightfast awakebored slowfilthy colddead rich

maddeafdrunkCheck on page 77

7 Fill the gaps with expressions from exercise 6

a Dinner's on the table, come and eat or your foodwill be, _

b The children were ,and withinminutes of going to bed they were

I couldn't sleep though, no matter how hard Itried I stayed

c 'Oh yes, they're , they've got ahouse in the Bahamas, a flat in Paris, and a castle

in Scotland That's where they keep Uncle Anguslocked up, by the way.'

'Why? Is he a bit strange?''Strange? is more like it!'

d I agree with him entirely, he's

-e What a t-edious film; I was frombeginning to end

Check on page 77

UNIT 1

Emphasis: similes

8 Similes with an adjective or a verb like stubborn as

a mule and She works like a slave can also he used

for emphasis

Each picture can combine with one of the words

below to make a simile Match the pictures and

words and write the simile beneath each picture

quiet light blind smoke eat pretty

drink (alcohol) old clean sleep

Check on page 77

4

Emphasis: strong verbs

9 As with adjectives, some verbs are stronger than

others For example, she's struggling to understand

is stronger than she's trying to understand.

Using your dictionary, replace each verb in italicswith a more emphatic verb from the list

The first is done for you

a The car left the road on a sharp bend and feU into the sea plunged

b The drawer was jammed shut but he managed to

pull it open.

c The thieves took her bag and ran off with it.

d I absolutely dislike that man.

e She threw her glass at the w a l l

f , where it broke into a thousand pieces.

g We searched the country, and finally found the

sort of house we were looking for

h He asked her to forgive him, but she refused to.

i He pushed me out of the way in his hurry.

j The kite rose into the air as the wind caught it.

k The police suddenly came i n ,

1 hurried up the stairs

m and began knocking on the door.

n I promise I'll never do it again.

o Don't give up, Pm sure they'll find her soon.

p Don't look at the man just because he looks a bit

hurl grab hammer burst wrench race soar

shatter stare shove swear demand loathe

beg scour despair ruin

Check on page 77

Explaining purpose and function

10 Complete the sentences in your own words

using one of the following forms: infinitive

in order to so that for (people) to (do) for doing

a Some teachers ask their students to work in groups

they can talk freely

b Some teachers ask their students to work in groups

opportunity to talk freely

c A language lab is good _ pronunciation

d Our school has a language lab we can

practise our pronunciation,

e I go to the language lab practise my

h Dictionaries print words in phonemic script

students how words are pronounced

i She writes words up on the blackboard her

students can see how they are spelt

j She writes words up on the blackboard

show how they are spelt

k It's useful to have dictionaries in the classroom

look words up in

1 Make sure your written work is as good as you can

make it your teacher can see where you

really have problems

Check on page 77

Adding information and explaining purpose

11 Each sentence below makes two recommendations.Rewrite the sentence using the expression in

brackets, and add a clause of purpose with so that

or in order to The first has been done for you.

a A good language course should not only teachstudents the language, but also help them todevelop their own best way of learning

(apart from) (purpose: students can study effectively outside the classroom)

Apart from teaching students the language, a good _ language course should help them to develop their own best way of learning, so that they can study

effectively outside the classroom?

b Apart from participating in classroom work, agood language student will work independentlyoutside class time

(not only but also) (purpose: to achieve her own learning objectives)

c A good language school will not only support itsteachers with efficient teaching materials, but alsopay them for preparation time

(apart from) (purpose: the teachers can present an organised programme of work)

d Apart from working hard in the classroom, a goodlanguage teacher will spend time on lessonpreparation

(not only) (purpose: to be able to present an organised programme of work)

Organising Your Learning:

Dictionaries

Choosing and exploring a dictionary

Bilingual dictionaries are useful when you know what

you want to say, but don't know the word in English

However, they can also lead you astray, if you use an

English word as if it meant the same as its 'equivalent'

in your own language in every context

A monolingual learner's dictionary avoids this

problem, and will tell you more about usage

It is worth spending some time finding out what

information a dictionary can offer you, especially if

you are deciding which one to buy

1 Compare two or three learner's dictionaries (the

introductions and contents lists as well as the

entries) Do they contain the following?

• words included specifically because they are

common in modern English

• clearly laid out entries, so that meanings,

derivatives (e.g childhood, childish), idioms,

compounds and phrasal verbs are easy to find

• explanations in easy-to-understand English

• helpful example sentences

• information about grammar, pronunciation, style

(formality/informality), US/British differences

• separate sections on grammar, punctuation,

prefixes and suffixes, important abbreviations,

Christian names, place names, nationalities,

measurements, abbreviations

2 Clear layout is especially important with very long

entries, which may contain several meanings, plus

phrases, compounds, and phrasal verbs

a Look up the following words as they are used in

the sentence contexts If you can, use two

dictionaries Which one is quicker?

1 He looks as if he's high on something.

2 He was speaking in such a high voice.

3 We're low on sugar.

4 I thought he was looking a bit low.

b Look up the following, comparing dictionaries

again if possible

1 She's lying low at the moment, (phrase)

2 I feel like a Chinese takeaway, (compound)

3 He took to her straight away, (phrasal verb)

6

3 How words are pronounced should be made clear

by your dictionary It should include a table,showing all the sounds in phonemic script, withexamples A good idea is to record your teachersaying the example words, so that you can listen tothem from time to time

4 Using your dictionary, match the following wordswith their phonemic transcriptions on the right

5 Word stress will also be shown by a good dictionary.Mark what you think is the stressed syllable ineach word below Check in your dictionary, thenpractise saying the words correctly

a operation b potential c particular d automobile

e knuckle f coincidence g delicacy

h kaleidoscope i quantitative j psychosomatic

6 Most sounds can be written in different ways in

English (e.g /su/ in low, alone, loan) If such a

sound is at the beginning of a word you hear andwant to look up, try to guess the probable spelling,and keep looking until you find your word

Write out the phonemic transcriptions below innormal script To check your answers, look them

up in your dictionary If you don't find the word,try a different spelling As a last resort, check onpage 77

wish + past simple/ past perfect, or would

1 Convert the infinitives in brackets to the correct

tense, or could + infinitive

'Oh, Mummy, I wish I (1 tell _ ) you

how horrible he is If I ( 2 know _ )

what he was like, I (3 never start

) going out with him Oh, it's all gone

wrong, I wish I (4 be ) dead!'

Don't talk such nonsense! So now you wish you

(5 never meet ) him, do you?

Yesterday you were in love You said if you (6 not go

) to the disco with him, you (7 not go

) with anyone Now you're wishing

you {8 never be born

_ ) I wish I (9 keep up with

) you, you change too quickly for me

All right, what's so bad about him, then?

'He's horrible He laughed at me Everything (10

be ) alright if only he {11 not laugh ) at me 1 wish 1(12 never buy

) the stupid dress.''He laughed at you in your new dress? Is that all?

Oh well, in that case '

'Oh, Mummy, I wish you (13 take )

me seriously! I wish 1 {14 never mention

) it to you!'Check on page 77

Wish + would with clauses of purpose

2 Change each sentence below into a wish + would

sentence, including a so clause to explain purpose.The first has been done for you

a You don't understand what you're supposed to bedoing, because you don't listen properly

I wish you would listen properly, so you would understand what you were supposed to be doing

UNIT 2

b You always make such a mess because you don't

take enough care

f Because you won't make up your mind, I can't

book the tickets

Wish + past perfect with third conditional

3 For each sentence below, write a wish + had

sentence, followed by a clause of reason with a

shortened third conditional The first one has

been done for you

a You didn't tell me, so I couldn't help

I wish you'd told me; I could have helped if you had.

b We spent a lot, so we can't take a taxi home

I wish

c You didn't tell me you were coming, so I didn't

cook anything nice for dinner

Wish + would or it's high time

4 Wish + would can express impatient recommendation It's time + past tense does this

more forcefully It's high time is even more forceful.

Example:

I wish you would make up your mind

It's high time you made up your mind!

This can't he done when wish + would doesn't

express impatience

Example:

I wish you would come to the party

It's high time you came to the party (Wrong)

Recommending a change of habit, we usually add

the verb to start.

Example:

I wish you would listen more carefully

It's time you started listening more carefully!

Below, which wish + would sentences could be

replaced with a forceful It's time sentence? Write

out the new sentences

a 1 wish the government would tackle inflation

b I wish you would do some homework!

c I wish it would stop raining

d I wish you would be a little more patient

e I wish you children would go to bed

f I wish they would put a stop to all these strikes.

g I wish you would try this cheese, it's good

h I wish you would be a bit more punctual.

i I wish you would grow up and act responsibly

j I wish you would explain tilings carefully Dad!Check on page 78

Second, third and mixed conditional sentences

5 Write second, third or mixed conditional

sentences based on the following prompts

a I'm sure he's rich; he bought that new car, didn't

d This government doesn't know what it's doing; it's

increased interest rates!

Word stress and vowel reduction

6 Four-syllable words can be stressed in one of the

following ways The big dot shows the syllable

which carries the primary stress

Say the words to yourself Which of the patterns do you think is/are the most common inEnglish?

stress-Words in column 5 look like four-syllable words,but in normal speech one of the syllables is soreduced that it disappears Using your dictionary,sort the words listed below into the 5 columns

disenchantment disotderly polytechnicCheck on page 78-

Were you right about the most common stress patterns?Phrasal verbs

7 Replace the words in italic with one of the phrasalverbs in Section E of your Coursebook

a How do you relate to your parents?

b The marketing manager proposed some very

interesting ideas

c Look, I'm counting on you for this lift tomorrow,

so don't disappoint me, please!

d Her son has the same personality as her.

e I used to like honey, but I have stopped liking it.

UNIT 2

f Most criminals escape punishment for their crimes.

g I really had to reprimand her this morning.

h Can you share books today? There aren't enough

for everyone to have one.

8 Fill the gaps with a phrasal verb from Section E

a The Ferrari had tyre problems, and

the Maclaren

b After a tyre change, however, it soon

it again

c Look that's enough! I am not going to

you talking to your mother like that!

d He's still very strange, I don't think he's

the shock of it yet

e 'There's no water.' 'We'll just have to

h Many big companies their

executives remaining single, preferring them to

a Grow slowly become more enjoyable or

attractive to (someone)become more grown up and stopdoing (something)

b Fall quarrel (with someone)

become strongly attracted tosomeone

laugh almost uncontrollably

c Catch understand (something), or

realise something is happeningcatch someone making a mistake,

or trick them into making one

d Get _ cause something to be understood;

make people understandavoid a law, or difficulty, orrestriction

be successful and make progress

in your life and careerCheck on page 78

10 Use one of the phrasal verbs you discovered inexercise 9 to complete each sentence below

a She's very ambitious, you know, really keen to

b Jack and Jill have , I think Ihaven't seen them together for a long while

c Grammar exercises should try to help students,not them _ ,

d It's a funny-tasting wine at first, but I think you'llfind it you

b • developing countries/capacity/create wealth/butcrippled/debt

• Brazil

• largest/economies/world/but/huge exportearnings/used/pay/interest/foreign debt

c • apparently/difficult/reasonably-pricedaccommodation/London/short notice

e The children had been missing school secretly for

days before their parents

what was happening

f I used to like pop music, but I've

it now

g You should have seen how ridiculous he looked;

we just _ when he came in

h It was love at first sight They

each other the day they met

i To teach grammar, it's not enough to understand

it; somehow you've got to it to

your students as well

j Well, there are certain regulations, but I'm sure

you can them with the help of a

good accountant

Check on page 78

Supporting a statement: guided writing

11 Below are four sets of information Each set

comprises:

• a generalisation

• an example

• supporting information

Write sentences using the examples and

supporting information to support the

generalisations Use two or three sentences as

necessary The first one has been done for you

a • professional people earn a lot/but/hand/work

hard/their money

• GPs

• taking/account morning and evening surgeries/

doing their rounds/work far longer day/most

people

Organising Your Learning:

Vocabulary

Teaching yourself vocabulary

The vocabulary sections in your Coursebook aim to

teach you new words and expressions, and exposure to

English will expand your passive vocabulary

However, continuously expanding your active

vocabulary is something you will probably have to

work on yourself by a process of conscious learning

This section will give you some ideas

1 Sources of new vocabulary

If you are studying in Britain, you are surrounded by

English However, your long-term learning will most

likely be done in your own country Which of the

following sources of new vocabulary are available to

you there?

books newspapers magazines

English-language videos BBC World Service

radio English-language TV programmes

native speakers other proficient speakers of English

songs

Which do you actively use for expanding your

vocabulary? What are the advantages of each?

2 Selecting vocabulary to learn

Criteria for choosing items to learn are very personal,

but it seems to be true that choosing words for

ourselves makes them easier to learn Try to pick up a

few items whenever you read or listen to English

3 Recording vocabulary

A proper file (or small 'Filofax') is best for storing

vocabulary, because pages can be added where you like

or thrown away when they are no longer needed

Items can be recorded with all or any of the following:

a translation (but be careful, as with bilingual

dictionaries!)

an explanation (not too long)

a phonemic transcription (if the pronunciation is

tricky)

an example sentence, making the meaning and

features of form clear (e.g Prevent he didn't want to

stay, but I prevented him from leaving) How do you

record the items you collect?

12

A single word-list will soon become too long to work

on and review Instead, open a variety of smaller lists,

according to, for example, topic (e.g rock music, sport, finance, winter) the type of item (e.g.

compounds like landscape, landlord, landmark) items

having a common aspect of meaning (e.g gasp, stare,

amazing, beyond belief)Lists like these are more effective because:

• items on short lists are more prominent

• items on meaningful lists are linked, andremembered together

• reviewing can be more methodical

• a topic list with very few items shows there is a gap

in your knowledge

• in deciding where to list a new item you think

more about its rneaning(s)

• when reviewing, you can have ideas for new lists,

and duplicate or transfer existing items to them Indoing this, you think again about the meaning ofitems, and consolidate your learning The bubblepuzzle opposite shows how this can work

Bubble puzzleThe bubbles opposite contain eight lists The word

overthrow is common to bubbles B, C and D, so it

appears on all three lists The bubbles are linked in achain by other words which are common to more thanone list For example, bubbles F and G are linked by

to fall for someone.

Place the vocabulary items given in the correctbubbles Items linking bubbles will appear on each list,

in positions shown by the arrows

a throwback to fall ill fiance overdraft

to break up poll to throw out to pay offovercoat nuclear waste to overturn

to fall to pieces rate of interest fiascoconstituency bizarre budget deficit

to overtake MP fall-out to fancypower station

Check on page 79

b New lists are suggested by several of the items in

the bubbles What lists might include the

• Arrange your lists with the words in one column,and the definitions etc in another Cover eachcolumn in turn and test yourself on what is in theother

• Write problem items on a separate list, and givethis special attention

• Put problem items on cards with the item on theback and an example sentence (with a gap for theword) on the front Work through the packtesting yourself Put ones you know on one side.Peep at the ones you get wrong, and put themback at the bottom of the pack, until you haveremembered all of them

• Write problem items on slips of paper and stick

them on your wall where you will keep seeingthem

• Pick four or five items at random, and write asentence containing them all Associating items

in a sentence context makes them easier to recall

• Try to find 'mediating words' which (ink theEnglish item with its equivalent in your language

For example, an English learner might find donate

a helpful link between give and the French word dormer, or that camping was helpful in recalling o campo, the Portuguese word for countryside.

• Teach words to fellow learners and ask them totest you on your lists

• Use items you are fairly sure about in extendedwriting for your teacher

Organising Your Learning: Grammar

Setting a grammar research agenda

At more advanced levels, it is sometimes difficult

to see where you can make improvements in yourEnglish, even though you know it isn't (quite) perfect.This can make you feel you can't progress any more.One solution to this problem is to use yourcorrected written work to help you analyse yourperformance in English Probably the only time your

teacher can give your English her undivided attention

is when marking and correcting your extended

writing Use this attention, and treat your returned

homework as a basis for grammar research

Another idea is to ask your teacher (or others, if

you are in Britain) to correct you as you speak, or to

note down important errors and give you feedback

later Alternatively, record yourself speaking

unrehearsed, and listen critically to the recording

Genuine (not careless) errors show you what you

need to research and practise Study the errors, and set

up an ongoing agenda of problem areas to be tackled,

either with your grammar or by asking your teacher or

another student In this way, you know you're making

progress, because every problem you deal with means

another improvement in your English

Exercises

1 The following twenty sentences are genuine

examples of English from advanced students Each

contains one or more errors, underlined Correct

the errors

a There are by far too many qualified lawyers,

for this it's hard to find work

b I went to an Italian-speaking school, to that my

mother could help me with my work in case I

needed it

c I'm glad to hear that some of that I said was of

interest

d I'd rather you correct my errors, please, and can't

it be a good idea to do a dictation every week?

e Certificates prove you're really good jn something

f It seems sometimes almost impossible to keep pace

with the others

g It's the first time I have to correct my own writing

h I don't see any reason to go again with the class to

the computer room

i That is easy to be understood

j When I'll be back in Switzerland I'll have a

holiday, and after 111 enter university to study law

k I'm not used to wtiting neither in English or in

Italian

I After this, I could go to university, whereas I did a

secretarial course instead

m After graduated, I had spent 3 months in Paris to

14

perfect my French that I have studied for theprevious 6 years

n At the following weekends I hope to see as much

as possible from England

o I just have finished my studies in Germany

p In case of needing advice, can I ask you afterlessons?

q Whatever we'll do I'm sure it will be useful

r I rather talk than studying always grammar,

s I arrived back to Spain and began working in amultinational company which head office was at

future tensessequences and time expressionslogical connectors

prepositions

in case too, enough, so, such relative clauses and what clauses

rather

neither/nor

present perfect/past simpleCheck on page 79

Prejudice

Ability in the past

could, couldn't, could have, able to, had managed to

1 In the following story, convert can + infinitive to

an appropriate past form, affirmative or negative

My first English lesson

It was a rainy evening, and it was a long time since the last car had passed We were trying to hitchhike from Salonika toLondon, because we (1 can afford) the bus We'd only got fifty miles that day, our third, and I (2 can see) _ _ _ _ usgetting to the Austrian border that night The previous night had been spent in a misty dripping wood, with nothing to eat

or drink Jackie (3 can sleep) a bit, but I hadn't slept at all Perhaps I (4 can do) , if I hadn't been so worried.Suddenly we saw a car's headlights coming towards us We rushed down to the edge of the road, hoping we (5 can make)

it stop We (6 can see) it wasn't going very fast The driver didn't see us at first, but the car was going so slowlythat we (7 can run) alongside it waving for a few seconds, and finally we (8 can make) it stop The driver saidsomething we (9 can understand) Never mind, he was smiling! It was a tiny car, but we (10 can get) our stuffinside Great! But after a few minutes, the car turned up a narrow track, and stopped We all got out into the rain He smiled,and spoke again, before walking away into the darkness I (11 can believe) it We were in an even worse position thanbefore If only I (12 can speak) the language!

We (13 can make out) small houses nearby, but no lights If someone had been about, we (14 can offer) themmoney to take us in, perhaps, but there was no one I (15 can feel) water trickling down my neck There was a haystacknearby That might offer shelter! We started digging into it, but after a few minutes all we (16 can achieve) was thevirtual destruction of the haystack Not (17 can make) any shelter at all for ourselves, we huddled in the rain, thinlycovered by wet hay, our misery complete

We heard a voice A boy was leaning over a fence, smiling and beckoning to us We followed him to a nearby house, of a

Check on page 79.

Compound words

2 Use your dictionaries to discover compound words

which have the following meanings

up compounds

g improve, raise to a higher quality (verb)

h sudden total change in a lifestyle, (noun)

1 the cost of maintaining a property

(noun)

j rebellion by ordinary people (noun)

k tense, irritable or nervous (adjective)

1 improvement, especially in terms of

statistics (noun)

3 Put one of the above compounds into each of the

gaps below

a I earn quite a lot, but my _ are so high that I

never seem to have any spare money

b Take it easy, what are you so about?

c Moving abroad is going to mean a real inour lives

d To be a successful political party, we must throwaway ideas and become truly modern

e That's a nice you're wearing

f The government spent millions on ournuclear capability

g Good news! There's been a slight in oursales figures

h Young British people often behave and dress in

ways intended to shock older people

i The _ was repressed by troops.

j Unable to afford the _ of their country

houses, the British 'upper classes' often open them

to the paying public

k People in villages are often cut off whenthere is heavy snow

1 This is a rough of my plan, not a detailed

he (20 can continue) with his studies

They had decided that we should have his mother's bedroom We tried to refuse it, but they insisted very firmly, and wereclearly proud (21 can offer) it to us

We slept well, and after breakfast, the boy asked politely if 1(22 can give) him an English lesson, before we went

- early that morning he (23 can arrange) a lift to the nearest town for us So for an hour or two I tried to teach himsomething, and I think I (24 can help) him a bit As we were leaving they gave us a bag with bread and tomatoes in,

to eat on the way We (25 can hardly find) words to thank them, but the boy said they were happy (26 can offer)

c regular expenditure (noun)

d strange, bizarre, very different from the

4 Put prepositions in the gaps in the following letter

UNIT 3

Dear Friend

Your concern for the people of South Africa has been and continues to he 1 vital

importance in their struggle against apartheid It has helped to sustain them 2 decades of

brutal repression and through the long night of poverty and deprivation You have given

tangible solidarity, 3 which many thousands 4 people men, women and children

-would, be utterly destitute and the gaols in South Africa even more crowded than they are

today

But there is a new situation Organisations and people are unbanned and able to operate

Censorship has been lifted and human rights organisations are anxious to take 5 much of

the work that, for the past forty years, has been done by Defence and Aid It will take some

time 6 these structures to be fully effective - estimates are 7 least one or two years.

Meanwhile the work of Defence and Aid remains crucial

We must not fail in this last lap of the struggle; we cannot abandon so suddenly the

thousands of people who depend 8 us The situation demands more, not less, support To

fulfil only the existing commitments, based on our present caseload, a minimum of £550,000

per month is needed

Legal Defence

1990 has seen a sharp rise 9 the number 10 political cases We hope that this

number will decline but there is no sign of this yet The notorious Internal Security Act is still

being implemented and people continue to be arrested and detained Reports of torture and

assaults in prison continue

The latest figures from IDAF are of a 4,333 caseload involving 34,686 individuals - and

many of those in prison have families that need support

There are still 50 people 11_ sentence of death whose cases are 18 review If their

sentences are confirmed, money will be needed for their appeals IDAF has successfully funded

the appeal of the Delmas Three, and the death sentences have been quashed This is a hopeful

precedent Currently under review is the case of the Upington 14 - the case in which the

accused were sentenced 13 death 14_ being part of a crowd where a murder took

place The court found only one of the 14 guilty 1 5 _ the murder but the other 13 were

sentenced to death 16 the grounds 17 'Common Purpose' The needs are

UNIT 3

overwhelming and, for the first time 18 our history, IDAF, because of lack of funds, has

been compelled to refuse to take 19 the greatly increased number of cases involving

charges of Public Violence which arise 20 the situation in the townships There are also alarge number of related civil actions 21 the police for death and injury Our inability to

fund these cases is a cause 22 deep regret We cannot emphasise too strongly how

urgently your support is needed if we are not only to continue but to increase the humanitariansupport we have worked to provide

We have always felt that because of Britain's close political and economic links 33 South

Africa we have a special responsibility in this area of great human need The people of Britain

have been wonderfully generous 24 their recognition of this special need and special

responsibility,

We urge you to maintain and extend your support at this crucial time 25 apartheid hasfinally been relegated to the past, and South Africa is truly democratic and free

We look forward to hearing from you

With our best wishes

Sincerely yours

Check on page 80

Language register in making complaints

5 Below are two dialogues Each concerns the same

complaint in a restaurant, but in one the customer

and the manager are polite to each other, and in

the other they are extremely rude The dialogues

have been mixed together and everything put in

the wrong order Paying attention to the

politeness of the language, decide which parts

belong to each dialogue Write the letters in the

correct order in the grid below

a Manager: Not at all, sir One moment, sir, and

I'll bring the menu

b Manager: Just let me look at the ribs, all right?

It's you who's making the trouble Well, they

look all right to me What's wrong with them?

c Customer: You're the manager, I suppose

d Customer: Yes, please Thank you very much,

and I'm sorry to cause any inconvenience

e Manager: Well, sir, I'm sorry you feel that way.Naturally, I'll be glad to return them to ourkitchen Can I offer to bring you the menuagain?

f Manager: I am, sir What can I do for you?

g Customer: These spare ribs are no good, there's

no meat on them,

h Manager: One steak It'll take as long as it takes.We're very busy

i Customer: What's wrong with them? Look, I eat

here a lot, and I'm telling you they're rubbish.Just look at them! There's no way I'm payingfor that!

j Manager: Good evening, can I be of any help?

k Customer: Don't tell me I'm talking rubbish Areyou looking for trouble or something?

1 Manager: Hello

m Customer: Well, it's about these spare ribs Theredoesn't seem to be very much meat on them,I'm afraid

18

UNIT 3

n Customer: Good evening Sorry to bother you,

but are you the manager?

o Manager: Hmm Well, sir, I must say they seem

very similar to the spare ribs we usually serve,

b u t

p Manager: Yeah, what do you want?

q Customer: You see, I do actually eat here

regularly, and they definitely don't seem to be

the same quality as usual Not quite as meaty

r Manager: Look, just keep your voice down, will

you? OK, I'll take them back What do you

want instead?

s Customer: Give me a steak, and hurry it up, I

haven't got all day

t Manager: Rubbish Let's have a look at them

u Customer: Certainly I don't like to complain,

but as you can see

v Manager: I'm sorry to hear that, sir May I see

them?

Polite dialogue

Rude Dialogue

6 By reference to the dialogues, convert the impolite

expressions below to their polite equivalents

Fhe first one has been done for you

a What do you want?

What can I do for you ?

b There's no meat on them

c You're the manager, I suppose

d OK, I'll take them back

e Just look at them!

f What do you want instead?

Writing an evaluation: guided writing

7 Study the information about flats in London onpage 157 ofyourCoursebook

a Note the way connecting expressions are used inthe following evaluation of the first flat

It's true that it's got some advantages It's contained, to start with, and there's quite a bit of space, considering there are two bedrooms, a sitting room — even if it is a small one - a kitchen and a bathroom You've also got the use of a big garden.

self-So it would be a comfortable place to live,

compared with some places On top of that, it's got a

TV, which is good if you're going to spend time

indoors On the other hand, it's a long way from the

centre - in fact it's even a long way from the

tube station - and it hasn't got a telephone So you'd tend to be a bit isolated, and probably wouldn't have much of a social life What's more,

at £100 a week, it's not cheap.'This is basically a negative evaluation, because theproblems are mentioned last The speaker is notrecommending the flat

b Rewrite the evaluation, putting the information in

a different order so that the final judgement ismore positive The following skeleton will help,but you must provide the connecting expressions.some problems long way centre

tube station telephone isolated social life

£100 self-contained space two bedroomssitting room kitchen bathroom

garden TV comfortable some placesCheck against the possible answer on page 80

c Choose one of the other flats, and write twobalanced evaluations, one in favour of it and oneagainst

Organising Your Learning:

Speaking (1)

How do you s a y ?

You probably still find that in certain situations or at

certain points in conversations you just don't know

the English way of saying what you want to express In

these situations, do you:

I give up trying to say it?

• express your meaning in another way, by using a

greater number of simpler words, or a structure

which doesn't say exactly what you mean?

• translate from your own language

word-for-word, (producing some very peculiar English)?

Whatever your reaction, you would probably like to

find yourself in fewer of these situations, and find the

exact structure, word, or expression when you need it

One way of setting about this positively is to carry a

small notebook with you whenever you can, and

quickly note down the problem when you meet it, or

shortly afterwards Alternatively, some learners,

especially those studying in their own countries, find it

fun to imagine conversations, and identify potential

problems in this way If you do this regularly, you will

quickly build up a list of things you want to know The

list can be in the form of:

• situations (e.g 'What do I say when ? ' )

• questions in English (e.g 'What's a polite way of

saying ?')

• words, structures or expressions written in your

own language, in clear contexts, to be

reformulated in English

Ask your teacher or fellow learners to help you If you

are studying in Britain, perhaps your host family can

help When you have found answers to your questions,

write example sentences or mini-dialogues in your file,

and have these checked as well

Exercises

1 An advanced learner of English has noted downthe following situations and wants to know what

is usually said Any ideas?

a I've been chatting politely to someone I don'tknow, say in a bus, and now it's my stop What do

d I keep meeting the same acquaintance in ashopping centre - it's now the third time intwenty minutes What can I say in a light-heartedway, because it's almost getting embarrassing?

e How do I recommend a film, for example, veryenthusiastically?

b I was invited to dinner and took some flowers forthe hostess She seemed pleased, but she said 'Oh,you shouldn't have.' I didn't understand Did shemean I'd done something wrong?

c 'It didn't live up to expectations,' means thatsomething wasn't as good as expected Could I say'English weather didn't live up to my fears',because it wasn't as bad as I'd feared?

Check on page 80

Entertainment, going out

Gerunds and infinitives

1 Convert the verbs in brackets to gerunds or

infinitives with to The infinitives may be

continuous (to be doing) or perfect {to have done).

Add prepositions or pronouns where necessary

a Before (1 leave) , Simpkins advised (2 be)

careful with Benson He told me Benson

meant (3 have) my job and he was a man

who wouldn't hesitate (4 betray) his

colleagues by (5 undermine) them behind

their backs This seemed (6 be) a little

hypocritical, since that was exactly what Simpkins

appeared (7 do) Benson

b Women resent (I be) treated as if they

were any different from men, and naturally refuse

(2 accept) sexist behaviour on public

transport, such as that of men who attempt (3 offer)

their seats Men who insist (4 act)

in this outmoded way will find that modernwomen do not permit (5 do) so Far from(6 be) thanked (7 be) considerate,male persons guilty of such flagrant sexism will beseverely criticised (8 patronise) women

c 'The company cannot afford (1 continue)with its present policies My proposal wouldsucceed (2 save) it, by {3 enable){4 increase) our efficiency We wouldfinally manage (5 decrease) our labourcosts, without (6 reduce) our production

I regret (7 say) that this would entail(8 make) half our workforce redundant,but the situation obliges (9 take) strongmeasures.'

d 'He promised faithfully (I give) a lift, andnever showed up And then, when I saw him the

UNIT 4

next day and accused (2 let down) , he

pretended not (3 offer) {4 give)

me the lift in the first place! He simply denied

ever (5 say) anything about it And even

when I proved that he had done, he tried to get out

of it (6 claim) _ _ _ _ not (7 remember)

(8 do) it!'

Check on page 81

as being + adjective

2 We can express our opinions and impressions

using as, followed by being and an adjective after

certain verbs Being can also be omitted.

For example:

1 remember him as (being) a very considerate man.

Convert the following sentences, using as and the

appropriate fonn of the verb in brackets

a I think he's essential to the success of the deal

d I think he's the best in his field, (regard)

e He seemed rather nervous, (strike)

f I've never had the opinion that he was mean,

as plus gerund or infinitive

3 Some phrases ending in as can be followed only bythe gerund, and some only by the infinitive Somemust be followed by a finite verb (with a subject).Convert the verbs in brackets to gerunds,

infinitives, or finite verb-phrases

a He keeps healthy by taking sensible decisions, such

as (refuse) to overeat or drink alcohol.

b As soon as (arrive) in Rome, I'm going out

for a big meal and a bottle of wine,

c I think smoking cigarettes is the same as (burn)

your money

d But to bum my money wouldn't give me as much

pleasure as (smoke) does

e She left early 50 as (arrive) at the airport

in plenty of time

f To me, watching sport on TV is as good as (watch)

it live

g Much as (admire) his courage, I really

think he should give up boxing

h As far as (know) , we're not doing

anything this Saturday

i The coffee was so sweet as (be)

undrinkable

j As well as (windsurf) , he likes to waterski.

Check on page 81

The infinitive: other uses

4 The infinitive can be used: to give instructions, to

speak formally of arrangements, with nothing and nowhere (passive infinitive), to speak of

impossibility, and (usually with see or find) to

speak of discoveries

For example:

You are to say nothing, (instruction)

Parliament is to open tomorrow, (arrangements)

The key was nowhere to be found, (impossibility)

She woke to find that the sun had almost set

(discovery)

Rewrite the sentences below, completing the sentence

stems and using the infinitive In the brackets, write

the function which the infinitive is performing The

first one is done for you

a Stay here until you're called

Hyphenated expressions: ill/well

5 Use your dictionaries to find expressions using ill

or well which could describe the following;

a an opinion or judgement which has a solid

foundation in facts

b a rich person

c someone who feels uncomfortable, not relaxed

d an unwise action which it was a mistake to do

e a person who has a smart, neat appearance in

general

f an action which was supposed to do good, but

perhaps didn't

UNIT 4

g a person who speaks in a polite way

h a decision which is destined to bring trouble

i a vague, imprecise feeling which you can't identify

j an office or flat which has good equipment orfurniture

6 Use expressions from exercise 5 to fill the gaps

a I was shown into a 1 office Behind a largedesk sat a 2 young man: impeccablehaircut, tie perfectly in place, neatly-clippedmoustache, you know the look I'll never achieve

it, I know Such elegance is only for the 3 ;

it just costs too much I sat there, feeling 4

in my shabby suit

He looked up: 'allo, siddown, I'll be wiv yer in asec, OK?' I was surprised By his appearance, I'dexpected him to be 5

b She didn't know why, but she had a pessimisticfeeling about the expedition It was certainly

1 enough: the desire to save an endangeredspecies was something everybody supported Shejust felt it was somehow 2 she knew in herbones that something was going to go wrong And

as we now know, these 3 fears proved to be

4 , in the end There had been noplanning, no thinking through It was a crazy,

5 venture from start to tragic finish.Check on page 81

Language register in invitations

7 The language in the following dialogues is ofteneither too polite and careful or too familiar anddirect Underline the parts that are too direct with

a continuous line, and the parts that are toopolite with a dotted line

UNIT 4

1

Jenny: Jonathan, Robin and I were wondering if

you and Helen would like to come round

for dinner sometime

Jonathan: OK, why not, no problem When?

Jenny: We were thinking of Friday

Jonathan: I should imagine there would be no

objection to that Naturally I shall have to

ask for confirmation from my wife, but to

my knowledge we have no concrete plans

at this time

Jenny: Excellent I wonder if you could possibly

give me an answer tomorrow?

Jonathan: Yeah, maybe I'll see what I can do, but

I'm not promising anything, OK?

2

Alan: Hello, Ken?

Ken: Yes Alan

Alan: Hi Sorry to bother you, but I was wondering if

there was any chance of you coming for a drink?

Ken: I can't really Dinner will be served in a matter

of minutes There is a possibility that I will be

free a little later Would that be convenient?

Alan: All right About 9 o'clock?

Ken: Fine Shall I just see you in the pub?

Alan: No, I'll pop round and pick you up

Ken: OK see you then About 9

Alan: Right you are See you

3

Francis: Hello, Liz?

Liz: Good evening,

Francis: It's Francis Francis Blake

Liz: Ah, good evening, Mr Blake What can I do

for you?

Francis: Do you want to come out with me tonight?

Liz: What?

Francis: For dinner, I'll pay

Liz: No way Why on earth should I want to go

out with you?

Francis: Some other time then? When would suit

you? Are you free tomorrow?

Liz: I'm terribly sorry, Mr Blake, but I'm afraid I

have a previous engagement I do apologise

Francis: Oh, that's a shame How about Thursday?

Liz: Look, I've had enough of this The answer is

no, OK? Goodbye

24

8 Rewrite the following extracts from the dialogue

in a more appropriate style

a OK, why not, no problem When?

b I should imagine there would be no objection to

that Naturally I shall have to ask for confirmationfrom my wife, but to my knowledge we have noconcrete plans at this time

c Excellent I wonder if you could possibly give me

f Do you want to come out with me tonight?

g For dinner I'll pay

h Look, I've had enough of this The answer is no,OK? Goodbye

Check on page 81

Positive and negative connotations

9 It often happens that two words have very similar

basic meanings, but have different connotations

For example, both slim and skinny mean not fat,

but slim sounds positive and skinny sounds negative.

In the two paragraphs below, there are twenty

places with a choice of two similar words One

word in each pair is positive-sounding, the other

negative-sounding

Using your dictionary, first decide which words are

positive and which negative

Then rewrite passage a twice, first using the words

which give a positive impression of Jones and his

flat, and secondly those which give a negative

impression

Rewrite passage b twice, first giving a positive

impression of the new president and a negative

one of the ex-president, and secondly giving a

negative impression of the new president and a

positive impression of the ex-president

a We looked round Jones' 1 cosy/cramped

apartment, with its 2 cheap/inexpensive furnishings

and 3 gaudy I cheerful colours He was a 4 skinny/

slim, 5 pale/pasty-faced man with 6 a proud/an

arrogant, 7 cocksure/'self'-confident air.

a i

ii

b He is more likely to make 8 bold/rash decisions

that the previous president His staff will find him

9 an abrasive/a forthright and 10 strong~wiUed/

domineering person to work with, and his views

more 11 simplistic/straightforward than those of his

predecessor However, he is a very 12 shrewd/

UNIT 4

devious man, and in order to achieve the high

position he now holds, he must have shown

greater 13 flexibility /lack of principle in private than was usually expected from his more 14 principled/

rigid predecessor At home, I think we can expect

a more 15 frugal/penny-pinching style of government, and probably 16 firmer/more

repressive law-and-order policies In foreign policy,

expect a greater willingness to 17 intervene/mediae

militarily in the affairs of smaller states, compared

with the 18 hesitant/cautious former president, who, when he did act, preferred 19 discreet/

surreptitious diplomatic 20 blackmail/pressure to the

use of armed force

b i

ii

Check on page 82

Organising Your Learning:

Writing

What do you need to write?

Unlike speaking and listening, writing is something

you may never need to do very much in English

Which of the following would you like to be able to

• essays in EFL examinations

Your Coursebook will help you with formal letters,

with story-telling, and with the organised writing

needed for studying This will also help you prepare for

writing as part of an EFL examination

If other types of writing are important to you, special

books are available on the market, particularly for

business and commercial writing Also, try to get hold

of examples from real life, and build up a store of

models You can learn special vocabulary and stylistic

points from these, which you can use when you write

How can you improve?

The more you write, the better you will get, as long as

you understand what you need to improve Your

teacher can help you here by:

• correcting your mistakes

• rewriting parts of what you have written

• helping you to correct your own mistakes and to

rewrite

• giving advice about how to improve

Which of these do you think are most useful, and why?

Self-correction

1 If your teacher gives you clues, telling you the type

of mistake you have made, it will help you with

self-correction Below are some examples of

correction clues

26

P punctuation T tense G grammar (nottense) S spelling W wrong word WO .word-order Exp wrong expression A put a

word in here V take a word out of this line

Study the two extracts below, (which were written byreal students), and the correction clues Rewrite eachextract, correcting the errors

a P I went up the path to the door it was

A, G listening the silence during a short

W period

b WO I always had wanted to go in the

Spring to

G, G Paris, therefore I was delighted for

W, W, G getting your gentle invitation, that

T, WO this morning has arrived I would like

WO very much to come

Check on page 82

2 For each extract, recommend the most importantONE of the following areas for the writer to dosome remedial work on

Formal and informal vocabulary as (adverb) as past

tenses where to end a sentence and start a new onevocabulary expansion how connectors like so,

therefore are used prepositions the order of adverbs

and adverbial phrases in sentences

Check on page 82

The Third World

The Jones family moved to France two years ago.

The situation now is: Ken doesn't smoke any more but

he's very fat He eats a lot He's studying French

without much success.

Sue is thinner because she's on a diet now She does

more exercise She's looking better.

Ken and Sue go out instead of watching TV.

The children go out more, and have friends now.

They speak French fluently.

a Ken (give up) smoking (move) France

Ken has given up smoking since he moved to France.

b (get) fat (give up) smoking

c (eat) lot (live) France

d (not learn) much French (start) studying

e (lose) weight (start) diet

f (look) better (start) doing exercises

g (go) out more (move) France

h relationship (improve) (stop) TV all the time

i The children (learn) French (move) France

j (make) friends (go) out more

Check on page 82.

UNIT 5

2 Study the following sentences

A: It's a long time since I've eaten a hamburger

B: It's ten years since I last ate a hamburger

C: It's ten years since I gave up junk food

In A, since + present perfect simple refers to

something that used to happen regularly, then

stopped happening (eating hamburgers) It could

still happen again

In B, since + last + past simple refers to the last

{most recent) time such a thing happened If it

can't happen again, we use for the last time.

In C, since plus past simple refers to an event that

only happened once (giving up junk food)

For each sentence below, write another type A, B

or C with the same meaning

a I started studying English a long time ago

b I haven't seen him for twenty years

c I used to go riding a lot, but that was ages ago

d The last time the city saw such celebrations was

thirty years ago

e He only left ten minutes ago

f The war ended eighteen years ago

g I haven't seen such a beautiful girl for years

h The last time I spoke to him was a year ago, just

before he died

Check on page 82

28

Rises, falls and prepositions

3 Read the following editorial carefully To makesure you have understood it, find answers to thequestions at the end The glossary will help you withwords and expressions

Yesterday' s figures detail ing Britain' s gross domesticproduct in the fourth quarter make it painfully clearnot only that we 're now officially in recession (defined

as two successive quarters of negative growth), but

5 that the pattern is looking ominously like a re-run of1980/81 In 1980 the economy suffered fourconsecutive quarters where the output of the wholeeconomy contracted by one per cent or more, withmanufacturing industry taking the hardest knocks

10 Yesterday's statistics show that, in the third andfourth quarters of 1990, output as a whole declined by1.3 per cent and one per cent respectively, withmanufacturing output falling by one per cent andthree per cent If the redundancies currently recorded

15 are anything to go by, there will be a third successivecontraction of about one per cent in the first quarter of1991

It is important to be clear why this is happening andwhy we are having to endure an unnecessarily severe

20 recession for the second time in a decade It is becauseministers will brook no other way of bringing inflationdown to the levels prevailing in Europe's ExchangeRate Mechanism: they continue doggedly to rely onhigh interest rates and rising unemployment alone

25 Although it is likely that there will be a substantialreduction of 2 to 3 percentage points in the annual rate

of price inflation in April there will be no lastingreduction in price inflation until Britain's propensity

to pay wage increases comes down to European

30 levels And what progress is being made there? None.The problem is actually getting worse

Last week's figures showed no increase in the overallannual rise of earnings, which remained at 9.75 percent in December But, within this overall stagnation,

35 average earnings in manufacturing went up from 9.5

to 9.75 per cent, while other sectors remained thesame In other words, in spite of sharply rising ;unemployment and high interest rates, companies arestill doling out wage and salary increases at nearly

40 twice the rate of our competitors in Europe

a quarter - three months

taking the hardest knocks - suffering most

brook - permit

doggedly - with stubborn determination

propensity to pay - habit of paying

doling out - giving away for nothing

Are these statements about the text true or false?

a From July to September 1990, UK output

(production) rose by 1.3%

b From October to December 1990, UK

manufacturing output fell by more than UK

output as a whole,

c More reduction in manufacturing output is

expected for the current quarter (at the time of

writing, February 1991)

d The real cause of the recession is the way

Ministers are fighting inflation

e Ministers refuse to use high interest rates in the

fight against inflation

f There is certain to be a fall of 2 to 3 per cent in

inflation in April

g The real cause of inflation is the fact that British

companies keep giving wage increases

Check on page 82

4 Study the following extracts from the article,

output contracted by one per cent or more

(line 7)

earnings went up from 9.5 to 9.75 per cent (line 35)

there will be a contraction of about one per

cent (line 15)

there will be no reduction in price inflation

(line 27)

With verbs (e.g contracted, went up), by refers to

the size of the rise or fall, while from and to refer to

the former level and the new level

With nouns (e.g contraction, reduction), of refers to

the size of the rise or fall, while in refers to the

thing which is being measured To and from can

also be used with nouns to refer to the new and

old levels

5 Study the graphs, and write sentences about them

Each sentence should be based on one of the

prompts below The first has been done for you

UNIT 5

30

d value of exports

(substantial)(sharply)

(£5bn)Check on page 83,

Sentence construction: word jumble

6 The words in the following sentences have been

jumbled up Unjumhle them and write the

sentences in the spaces provided The beginning

of each sentence is given Punctuation marks

follow the words which they follow in the

sentence

a looking we long we for which we

sign driving were saw been when

hadn't the

We hadn't

b misunderstanding, no carefully, I that

should explained so there be

I

c severe revolution, war turn attempted

led to the caused an in which

poverty,

The war

d the sales, in increase notwithstandingthe bad looks future company's stiltNotwithstanding

e such should I extraordinary it that ahappened, have find thing absolutely

I

Check on page 83

Nouns derived from ed adjectives

7 Adjectives ending ed often form nouns with merit, but not always For each sentence

below, use your dictionary to help you writeanother with the same meaning, converting theadjectives to nouns and making any othernecessary changes The first one has been done foryou

a The bonus system has brought about an improvedservice,

The cause of the improvement in the service has been the bonue eystem.

b I was rather disappointed by the result

The result was

c The look he gave me was more astonished thanpleased

UNIT 5

e The children danced around, they were so excited

and delighted

The children danced around in

f We stared at the scene, horrified and fascinated

We stared at the scene in

g Ordinary people became progressively more

impoverished as a result of the adjustment

policies

The adjustment policies led to the

h He pushed at the locked door, surprised and

annoyed

He pushed at the locked door in

i I was more amused than frightened by their

behaviour

Their behaviour caused me

') 1 gaped at him, utterly stupefied by what he had

told me

I gaped at him in

k They lived there contented for many years

They lived there in

Check on page 83

Cause and effect

8 Fill the gaps with cause and effect connectors Thefirst letter of each word is given

a Describing effects

A drop in consumers' spending power 1 r

in a corresponding drop in demand throughoutthe economy 2 A a r _ , industrialproduction had to he reduced, and 3 o

c _ of this was that many workers were maderedundant- 4 O to this rising

unemployment, consumers' incomes and

5 c their spending power fell further For

6 t r , demand continued to fallthroughout the economy, 7 c a fall inindustrial production, and in turn, moreredundancies

b Explaining causesThe recent redundancies are 1 t_ ro a reduction in industrial production,which was in turn 2 c b fallingdemand throughout the economy Thiscontraction in demand was 3 d to a drop

in consumers' spending power, which fell partly

4 b of redundancies, when people losttheir jobs 5 b industrial production wasreduced 6 a a r _ o_ fallingdemand throughout the economy

Check on page 83

Organising Your Learning:

in the right order Turn each piece over in turn,read it and try to predict what will be said on thenext piece

d Read a short story until two or three pages fromthe end, then try to predict what will happen bythe end Write you predictions down, and check

by completing the story

There are other ideas for reading activities in the

Projects and Assignments in your Coursebook Have

you got any of your own?

Using your reading to teach yourself phrasesOne way of widening your range of expression,particularly in your writing, is through consciouslylearning phrases in what you read For example, readthe text below, paying attention to the phrases in

bold.

'Brazil has changed a lot over the past half-decade —almost entirely for the worse In these five years Brazilhas had ten finance ministers, ten central-bankgovernors, five doses of economic shock therapy, and

four currencies Each of the cruzeiros in circulation today equals one million of the cruzeiros in circulation

at the beginning of 1986 The currency's externalvalue fluctuates madly; in the month of Octoberalone, you needed anything from 550 to 1,050

cruzeiros to buy $1 Real GDP in 1991 is likely to be

less than it was in 1986 It is likelier than not that

the economy will shrink again in 1992 If so, that willmake for the third straight year of economic

contraction.'

If you want to practise the phrases in bold for activeuse, copy them into your file, and invent othersentences on the same pattern

Example:

anything fromApril temperatures in London can be anything from0°C to l5°C

1 Why do you want to read in English?

Below are some reasons for reading in English Are

any of them true for you?

• to get information or ideas unavailable in your

own language, perhaps for study

• to read literature in the original, rather than in

translation

• because you need to read English at work

• to pick up new vocabulary

Do you have another reason, not mentioned here I

2 What are you going to read?

It is better only to read the sort of thing which you

would enjoy reading in your own language

You and your fellow learners can get hold of

things to read by:

• finding a shop which sells English-language

newspapers or books

• finding an English language library you can join

• recommending, lending and exchanging books or

magazines

• photocopying short texts like articles, poems and

short stories for each other Build up a stock of

these to keep in your classroom

Can you think of any other ideas?

3 What do you want to improve in your reading?

Below are some activities which you may find useful

Reading quickly

a If you are in Britain, watch foreign films with

English subtitles Don't read word for word, but

glance at each subtitle briefly as a whole,

including words you don't know Your reading will

soon become more efficient, and you will be able

to get all the meaning while the subtitle is on the

screen

b If you are in your own country, skim a newspaper

for an article which interests you, then give

yourself a short time limit to read it all Write

down what you think the article says, then go over

it more slowly and check your first impression

32

Health and medicine

Making comparative structures more informative

1 Convert each sentence to another with the same

meaning, using the sentence stem given

a This is far easier than I thought it would be,

This is nowhere

b My salary is only a quarter as high as his

He earns four

c The tree was four times as high as a man

The tree was

d It's not nearly as simple as people think

It is a great

e This car is three times the price of that one

This car costs

f Going by car isn't nearly as expensive as flying.It's

g But flying is a lot quicker, and a great deal morecomfortable

But going by car isn't

h I think the weather is a bit cooler today

UNIT 6

2 Fill the gaps in the following text

Wiser Welsh still hanker for chips

Vivek Chaudhary finds a region's health drive

making inroads on workers' traditional fare

Wide-ranging health

targets have been adopted in

Wales 1 the beginning of

last year in a programme 2

community groups and

companies 3 the

health-conscious catering manager at

the Driver Vehicle Licensing

Authority at Swansea conceded

yesterday: 'We could sell chip

butties all day long.'

4 the emphasis on

healthier eating, chips are

5 as traditional as rugby

in this part of South Wales.

Douglas Manning has been

using different oils, wholegrain

rice 6 reducing sugar and salt used in cooking in the DVLA canteen He offers vegetarian dishes and salads to workers

7 agrees: 'Twenty fiveper centof food cooked here is chips.' The Health For All In Wales scheme was first formulated as a heart disease prevention programme, Heartbeat Wales, in 1985 and expanded in January 1990 to tackle smoking stress and other problems 'We have blazed a trail and the fact that both political parties are devoting attention to a health programme is a tribute to our

success,' said Dr Simon Smarl of the Health Promotion Authority for Wales, a government-backed body leading the initiative.

8 its launch the percentage of smokers in Wales has fallen 9 4 per cent for men and 3 per cent 10 women Surveys show those eating green vegetables and salads increasing 11 25 per cent

to 45 per cent.

Professor John Catford, executive director of the Health Promotion Authority for Wales admits that there is room for improvement 'Areas like the valleys still suffer enormous health problems 12 to middle class areas Health is

13 to many other factors

and we need a strategy to tackle

14 adequately.' The DVLA canteen choice yesterday included six different salads, as well as pie and chips Receptionist Jill Davis, tucking into a plate of chips, agreed it was a 'bad habit'

15 only has them once a week The health promotion has made me more conscious of

16 I eat I don't 17 have a chip pan at home' she added.

Jan Morgan eating salad, boiled potatoes and cottagecheese said 'I have salad every 18 day Since the health programme

at work people vary more

19 they eat, but my family

20 love egg and chips !

Glossary

hanker for (headline) - want, desire

catering manager {para 1) - person responsible for the

provision of meals to employees

chip butties (para 1) - sandwiches containing chips

blazed a trail (para 4 ) - done something never done

before, making it easier for others to follow

the valleys (para 6) - the industrial, mostly

working-class part of Wales

Check on page 83

3 Colestera and Hypochondra are two small

countries where eating habits have been

changing Using the graphs and the prompt words,

write sentences comparing consumption ten years

ago with consumption today Be as informative as

possible The first one has been done for you

KEYgreen vegetablewhite sugaralcoholdairy producefish

wholemeal bread and cereals

34

UNIT 6

a people/many/green vegetables h people/near/white sugar/as

People don't eat quite as many green vegetables as

they usedto.

b people/more/white sugar i people/about a quarter/alcohol

c consumption/wholemeal bread and cereals/than j consumption/dairy produce/than

d consumption/dairy produce/deal k consumption/fish/than

e people/seven/alcohol 1 people/three/quantity/wholemeal bread and

a fibre b vitamins c cholesterol d likelihood

of heart disease e alcohol-related injuries