Tài liệu Language to go int students' book 1

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ISBN058eq0334-? I n f o r m a t i o nf o r p a i r a n d g r o u p w o r k p n c u8 4 > P r a c t i c es e c t i o n p n c r B B '1 > G r a m m a rr e f e r e n c e p a c r 0 8 '\ l-b€u€g|6to go: Recountingevents in your life { o c a b u l a r y a n d s p e a k i n g :T r a v e la n d a i r p o r t s Reading: Newspaper extract: The Hub G r a m m a r : P a s t p e r f e c ts i m p l e G a t a l k i n g a n d w r i t i n g : S h a r i n gs t o r i e s L a n g u a g e t o g o : T a l k i n ga b o u t i m p o r t a n tm o m e n t s V o c a b u l a r y a n d s p e a k i n g :T h i n g sw e r e a d Reading: A suitcase of stories G r a m m a r : P a s t p e r f e c ts i m p l e a n d c o n t i n u o u s G e t t a l k i n g : T u r n i n gp o i n t s i n y o u r l i f e J n g u a g e t o g o : D e s c r i b i n ga p r o c e s s . ' o c a b u l a r ya n d s p e a k i n g : F a m e a n d s u c c e s s r - i s t e n i n g :C r e a t i o no f a p o p l e g e n d G r a m m a r : P a s s i v ec o n s t r u c t i o n s G e t t a l k i n g : I n f o r m a t i o ng a p : T h e W i l l i a m ss r s t e r s L a n g u a g e t o g o : T a l k i n ga b o u t t h r n g sp e o p l ed o f o r y o u V o c a b u l a r y a n d s p e a k i n g : H o u s e w o r ka n d c l e a n l i n e s s \ Reading: Maid4lJ - Servicesfor your home V ''... G r a m m a r : H a v e s o m e t h i n gd o n e a n d r e f l e x i v ep r o n o u n sr.. / G e t t a l k i n g : T h i n g sy o u d o , a n d h a v e d o n e f o r y o u L a n g u a g e t o g o : M a k i n g p r e d i c t i o n sa b o u t t h e f u t u r e V o c a b u l a r y a n d s p e a k i n g :T o y s a n d g a m e s Reading: Tomorrow's toys G r a m m a r : M o d a lv e r b s t o t a l k a b o u tf u t u r e p r o b a b i l i t y G e t t a l k i n g a n d w r i t i n g : F u t u r ep r o d u c t s L a n g u a g e t o g o : P r e d i c t i n gf u t u r e e v e n t s V o c a b u l a r y a n d s p e a k i n g : D e s c r i b i n gc h a n g e s L i s t e n i n g : F u t u r ei n v e n t i o n s Grammar: Future with willand will have done Get talking: What will you havedone by 2O2O? [ - a n g u a g et o g o : C o m m u n i c a t i n gb y p h o n e S p e a k i n g a n d v o c a b u l a r y : T e l e p h o n i n ge x p r e s s t o n s [ - i s t e n i n g :A t e l e p h o n ec o n v e r s a t i o n V o c a b u l a r y2 : P h r a s avl e r b s a b o u t t e l e p h o n i n g G e t t a l k i n g :r o l e p l a yO : n the phone L a n g u a g e t o g o : D e s c r i b r n gs y m p t o m s o f a n i l l n e s s V o c a b u l a r y a n d s p e a k i n g : M e d i c a lp r o b l e m sa n d s y r y ) i Q t o m s / ' \ L i s t e n i n g : H o n e y m o o nh o r r o rs t o r i e s V o c a b u l a r y 2 : P h r a s a vl e r b s a b o u t i l l n e s s r ' G e t t a l k i n g : r o l d p l a yA : v i s i tt o t h e d o c t o r L a n g u a g e t o g o : D e s c r i b i n gr u l e s i n t h e p r e s e n t V o c a b u l a r ya n d s p e a k i n g : M a k e a n d d o Reading: Netiquette G r a m m a r : M o d a l v e r b s f o r n e c e s s i t ya n d o b l i g a t i o n G e t t a l k i n g a n d w r i t i n g : D i s c u s s i n g' r u l e s ' o f b e h a v i o u r L a n g u a g e t o g o : D r a w i n gc o n c l u s i o n sa b o u t t h e p a s t V o c a b u l a r y : P e o p l ea n d g r o u p s S p e a k i n g a n d r e a d i n g : A n a m a z i n gd i s c o v e r y G r a m m a r : P a s t m o d a lv e r b s o f d e d u c t i o n G e t t a l k i n g a n d w r i t i n g : L i f e 2 , 5 0 0y e a r sa g o L a n g u a g e t o g o : C o m p a r i n ga t t i t u d e s V o c a b u l a r y a n d s p e a k i n g : E x p r e s s i o n sw i t h t i m e Reading: Long-distancecommuter G r a m m a r : W a y s t o e x p r e s sc o n t r a s t i n gi d e a s G e t t a l k i n g a n d w r i t i n g : A t t i t u d e st o w o r k a n d t i m e L a n g u a g e t o g o : G i v i n ge x t r a i n f o r m a t i o n V o c a b u l a r y a n d s p e a k i n g : B u s i n e s sp r o c e s s e s w : ord building, -X Reading: A simple idea G r a m m a r : N o n - d e f i n i n gr e l a t i v ec l a u s e s ./ G e t t a l k i n g a n d w r i t i n g : E x p l a i n i n ga b u s i n e s sp l a n L a n g u a g e t o g o : D i s c u s s i n gp e r s o n a la c h i e v e m e n t sa n d p r o j e c t s V o c a b u l a r y a n d s p e a k i n g :A c h i e v e m e n t sa n d p r o j e c t s L i s t e n i n g :T r e v o rB a y l i s- i n v e n t o r G r a m m a r : P r e s e n tp e r f e c ts i m p l e a n d c o n t i n u o u s Get talking and writing: What you've been doing L a n g u a g e t o g o : D e s c r i b i n gf r i e n d s h i p V o c a b u l a r y a n d s p e a k i n g :V e r b e x p r e s s i o n sa b o u t f r i e n d s h i p L i s t e n i n g :O l g f r i e n d s Grammar: Present perfect with forand since G e t t a l k i n g : T e l l i n gs o m e o n e a b o u t a g o o d f r i e n d L a n g u a g e t o g o : D i s c u s s i n gf r e e d o m V o c a b u l a r ya n d s p e a k i n g : P r i s o n Reading: Extracts from Long Watk to Freedom F u n c t i o n : P r o h i b i t i o no, b l i g a t i o na n d p e r m i s s i o ni n t h e p a s t G e t t a l k i n g : C o m p a r i n gf r e e d o m a t d i f f e r e n tt i m e s o f v o u r l i f e L a n g u a g e t o g o : A s k i n g q u e s t i o n sa b o u t p e r s o n a li s s u e s I' . Speakingand vocabulary: Happiness L i s t e n i n g : S u r v e ya b o u t h a p p i n e s s F u n c t i o n : P o l i t eq u e s t i o n s G e t t a l k i n g : P e r s o n a li s s u e s L a n g u a g e t o g o : T a l k i n ga b o u t l i k e l ya n d u n l i k e l ys i t u a t i o n s S p e a k i n g a n d v o c a b u l a r y : D o i n gb u s i n e s s R e a d i n g a n d l i s t e n i n g : B u s i n e s sa r o u n dt h e w o r t d G r a m m a r : F i r s ta n d s e c o n d c o n d i t i o n a l s G e t t a l k i n g : D i s c u s s i n gr e a c t i o n st o s i t u a t i o n s I I t L a n g u a g e t o g o : R e p o r t i n gw h a t y o u h e a r o r r e a d V o c a b u l a r y a n d s p e a k i n g :T h e w e a t h e r L i s t e n i n g :W a y s o f f o r e c a s t i n gt h e w e a t h e r Gramma r: Reportedstatements G e t t a l k i n g : R e p o r t i n gt h e w e a t h e r > R e c o r d i n gs c r i p t s p n c r 1 1 8 > P r a c t i c es e c r o n a n s w e r r e v p n c et z + Languageto go: Talking -l v) 4 U) 3 d {. nnr ''-,.'\ ./ a regrets Vocabulary and speaki Reading:Extract from G r a m m a r : T h i r dc o n d i t i o n aal n d / w G-ettalking: You only regret what yoil tf onlY tdo Language to dp' Reporting a conversation or interview Speakingand r)pcabulary: Job ryplications andinterviews Listening: Afteritheinterview f guestions.1 Grammar:Reported Get talking:Re'irorting a conversa'tion (D andrntensrfiers Adjectives a n dc o n t i n u o u s P a sst i n p l e T e l l i nsgt o r ' raetsr de x a g g e r aet tvnegn t s Complete the dialogues below with a suitable adj ecti veor i ntensi fi er. L o o k a t t h e p h o t o s o f C a r n i v a l i n F l i o c i e '. j a r t e i i ' r i , B r " a z i l "I n p a i r s , d i s c l t s s t h e f o l l o w i n g q u e s t l c . r n s . " 1 H a v e y o u b e e n t o R r of o r C a r n i v a7 2 Would you ike to go? Why? / Wh', 3 ! \ / h a t d o y o u k r r c v ;a b o u t i t ? !l 2 - f l ' v t r aht et h e p a i r s o f a d j e c t i v e s w h i c h a r t s i ' - i r r i a i r l n'lean!ng. fascnating good Packeo trr-ed enormcus cr-owded fiao a w fu l e r h a u s t e d - : ' fi 4 5 bor,LLwg( = verY, 'le [-xan-pie.laot [rr-) A V \/ereyou I B : H ot?I tryasabsoLttel v A: \\/ere you rea v ---.-.1 B Y es,I w as . - : -,aa',: A :W a s r t I ts Y es,i t w as = " i r) A , W as the stacr, B : B i g rl t v v a sa b s , -l . : A : W a sl h e m t s , : _- j, - _ ^ . _ + - l -:)t L,l B G o o d ?l t w a s , ) : l J : - N o w l t s t e n a n d c h e c ' xy o u r a n s w e r s ^ When do we use the r n t e n s i f i e r sr e a ! l y very and Describe the photos using the adlecttves ii'oi.'"r Exercise2" absolutely? i ttl l - - € F--" l It'*t;i,t ^" ,, -.4|* t F E!': {€ d t tli r F \ r.s I,u' 1 Listening Practlce 5 I O E$| Listento Saratatking about her visit to Carnival. Whatdid she think of it? Usten again. Are these sentences true O) or false (F)? 1 Sarawas stayingin Rio. 2 lt was r ainin gw h e n s h e a rri v e d . 3 T heywer e pl a n n i n gto c a n c e th l e c a rn i v abl e cause of t he r ain. 4 W hen t he r ai ns to p p e dth , e c a rn i v asl ta rte d . 5 A n audienc eo f 7 0 ,0 0 0w a s w a i ti n gi n th e S am badr om e . Look again at the sentencesabove. Underline verbs in the past simple and verbs in the @ past continuous. Complete the sentences using the correct form of the verbs iri brackets. Example:I rwet (meet)Tom yesterdaywhile I was waLtLwg (wait)for a bus. 1 | -2 He _of him. 3 Jul i a 4 - (go)to the ci nematw i ce l astw eekend. (drive)very fast, when he (see)a dog run acrossthe roadin front (l i sten)to l oud musi c,so sh e (not/ hear)the doorbel l . (you/ see) Pabloat the party?He ' -ffi:'l"1:"^,:il;ffi buthewasn't (not/ eat)anythi ng . hungryso he (enjoy)the lessonso much yesterday 6 | -(not/ real i se) that I i t w as ti me to go. Grammar focus G e tt a l k i n.g. . I 10 In pairs, tell your partner a true story about you. Gombinethese sentencesto make rules about the past simple and the past continuous. 1 T h e p a s ts i m p l e. . . 2 T h e p a s tc o n t i n u o u.s. . 3 S om et im est h e p a s tc o n ti n u o u s... a) is us edt o d e s c ri b ea l o n g e ra c ti o no r e v e nt whic h is in te rru p te b d y a n a c ti o no r e v e n ti n the pas ts im pl ete n s e . b) des c r ibes a n a c ti o no r e v e n ti n th e p a s t. c) des c r ibesa s i tu a ti o no v e ra p e ri o do f ti m e i n the past.lt is often usedto set the context to a story. Firstset the context.Then describethe actionbut exaggeratesome of the informationto makethe story more i nteresti ng. Thesei deasmay hel pyou. o You met a famousperson o Youdid somethingvery dangerous o Y ouhadan acci dent o Youwent to a strangeplace o Y oufoundsomethi ngi nteresti ng o Youfell in love Y ourpartnermust deci dew hi ch i nformati on i s true and w hi ch i nformati on i s exaggerated. andwrlting 11 Writeyour story as part of an informalletterto a friend.Exaggeratesome of the story to makeit moreinteresting. A : I sawherw henI w asw al ki ng dow ntheroad. B :D i ds h el o o kg o o d ? A : Good? S hel ooked absol utel y fantasti c! > GRAMMARREFERENCE PAGE108 > PRACTICEPAGE88 C, c a b u lray S l e e p questions andobject G r a m m aSubject r routines anddescribing about L a n g u a gt oeg o Asking person? A r ey o ua m o r n i n g aryand speaking Vocabul In pai rs,di scussthe fol l ow i ngquesti ons. What i s yourfavouri te/ l eastfavouri tepartof the day?W hy? 2 Match the phrases about sleep with the correct definitions. Phrases 1 a mornrngperson 2 stay up late oversreep 4 havean earl yni ght not be ableto keep (your) eyesopen o havea l i e-i n 7 be an earl yri ser 8 w ake up I f a l la s l e e p 1 0 get out of bed on the w rong si de 3 Definitions a) sl eepl ongerthan pl anned b) a personwho feels goodI alertin the mornrngs c) a personw ho gets up earl y d) stop sl eeprng e) begi nto sl eep f) go to bed l aterthan usual g) stayi n bed l aterthan usua l h) go to bed earl i erthan usual i ) be i n a bad mood i n the mo r nt ng j ) fi nd i t di ffi culto t stayaw akeat ti mes duri ngthe day Describethe people in the pictures using the phrases from Exercise2. R e a di n g 4 Read the text and say which of the pictures are described. ii Vic has eaten his two slices of toast and is on his third cup of tea and first cigarette of the day when Marjorie enters the kitchen in her dressing gown and slippers. 'Smoking,' she says, condensing into a single word an argument well known to both of them.Vic grunts. He glances at the kitchen clock. 'shouldn't Sandra and Gary be getting up? I won't waste my breath on Raymond.' 'Gary doesn't have school today. The teachers are on strike.' 'What about Sandra?' 'I'm taking her to the doctor's.' 'W'hat's the matter with her?' Marjorie yawns evasively.'Oh, nothing serious.' 'Why can't she go on her own? A girl of seventeen should be able to go to the doctor's without someone to hold her hand.' 'I don't go in with het not unless she wants me to.I iust wait with her.' Vic regards his wife suspiciously.'You're not going shopping with her afterwards?' Mariorie blushes.'.Well,she needs a new pair of shoes ...' Adaptedfrom Nice Workby DavidLodge 5 Read the text again and answer the questions. 1 2 3 4 5 6 l^._ What did Vic havefor breakfast? W hat does M a rj o ri eth i n ka b o u ts m o k i n g ? W ho got out o f b e d o n th e w ro n g s i d e ? W ho s houldb e g e tti n gu p ? W hic hc hildo fte no v e rs l e e o s ? W hat do V ic a n d Ma ri o ri eta l ka b o u t? _ G e tt a l k i n g 9 Do a survey to find the morning people in your class. 1 C ompl etethe questi onsusi ngthe prompts. 2 D o the questi onnai re i n pai rs,then di scussyour answ ersIn groups. r t ] r a m m a rT o c u s 6 Look at the examples and underlinethe correct alternativesin sentences 1-4. A Subjectquestions:Who speaksto Vic? Answer:Marjoriespeaksto Vic. t1r,ebLrdswake CarLos ,lcp. B Objectquestions:Who doesVic speakto? Answer:He speaksto Mariorie. 1 ln A, Marjorieis the subject / the object. 2 ln B, Marjorieis the subject / the object. 3 Subject questions / Object questions need an aux iliarvyer b . W hen we as k q u e s ti o n sa b o u tth e s u b j e c to f the s ent enc e,t he w o rd o rd e ro f th e q u e s ti o na n d the answer is fhe same / different. 7 Look at Exercise5 again and answer the questions. 1 Which au*iliary verbs are used? 2 Which are subject questions and which are object questions? Practice 8 Look at the prompts and write the questions. Use the answers to help you decide if it is a subject or object question. Example:got up / first? Who got , fursta Vic. T 1 M ar jor ielwea r? Dressinggown a n ds l i p p e r s . 2 Vic / speakto / first? Ma rj o ri e . 3 lik e/ hav ea lie -i n ? A l lt h e c h i l d r e n . 4 V ic/ glanc eat? T h e k i tc h e ncl ock. 5 take / Sandrato the doctor's? H e rm o th e ri s. 6 Marjorie/ planto do afterthe Goshopping. doctor's? 7 Marjorie/ say aboutthe T h e ya re o n stri ke. t eac her s ? A : W hatw akesyouupi n themorni ng? B :A l argecoffeel > GRA]VIMAR REFERENCE PAGE108 > PRACTICEPAGE88 Associations VncnhulnrV wilh will andgoingto firammar Future fordecisions reasons decisions andgiving t* fifi Making Lnnqumge rV ffind speaking #mnmhulfi 't Complete the sentences using the words in the box. go wit h im a g e a s s o c i a ti o n sma k e s re mi nds s ounds s u g g e s ts s u tts The name Elvisalwavs_-- me ot a rocK SIAT. a fl o werto me. me th i nkof the S he' sc all e dl n d i a ,s o i t -c ounT r y . at al l . my p e rs o n al i ty M y nam ed o e s n ' t ' c a l m '- a n d l ' m n o t l It means I t hinka n a m el i k eA u g u s tu sc re a te sa v e ry strong 2 Her nam e ' sF l o raT. h a t= -- l i kehe 6 His f ir s t n a me ' sJ o rg e ,s o i t -c o u l db e S p a n i s h . ' f u l lo f I S h e ' sa l i v e l yp e r s o na n d h e r n a m em e a n s h e r. lif e' ,s o lt re a l l y--B T he nam eL o rn ah a sa l l k i n d so f h a p p y s f or m e, b e c a u s eth a t w a s my g ra n d mo ther'name. ? I n pair s ,dis c u s sth e fo l l o w i n gq u e s ti o n s . 1 D o y o u l i k ey o u rn a m e ? 2 Doesit g o w i th y o u r p e rs o n a l i tY ? 3 Do you know why your parentsgaveyou t h a tn a m e ? 4 Do v ou k n o w w h a t i t m e a n s ? Look at the pictures.They show ways in which par ent sdec i d e o n n a me s fo r th e i r c h i l d ren.Thi nk of other ideas. CSI Listen to parents talking about their children's names. As you listen, write the speaker next to the name(s)they chose. Name lSpeaker Dawn Lola Kevin G eor ge Stanley I STealrcert Matilda iReason 5 Look at the Top Ten reasons why parents choose names for thei r chi l dren.Li stenagai n and m at ch the six names in Exercise4 with the correct reasons. ffi d$e baby... fornaming Top $ffi reasons I t s o u n d sg o o d . s It' sa famousperson'name. It camefrom a namebook. I t ' sa t r a d i t i o n af la m i l yn a m e . It createsa strongi mage. I t r e m i n d tsh e m o f a c l o s ef r i e n d . I t ' st h e n a m eo f a p a r e n to r g r a n d p a r e n t . I t h a sr e l i g i o uass s o c i a t i o n s . It refersto the ti me of bi rth. + J r ' S r . Y l n n af or c u s a Match the examples in the box with the rules below. I t Lref tfilK{rltl I Look at the products below and think about the best names for each one. W e' ll f ak et h e fi rs t n a m ew e fi n d . c a l l o u rb a b yb o y S ta n l e y . r- I don't think I'll callher that. ts W e' r e going to - W hen we t alka b o u td e c i s i o n sm a d eb e fo re t he m o m e n to f s p e a k i n gE. x a m p l e _ 2 W hen we t alka b o u td e c i s i o n sm a d ea f th e m omenr of s peak ing.Ex a m p l e_ 3 W hen we m a k ea d e c i s i o nn o tto d o s o me thi no. Exampl_ e - ] C K l ok/ I l me-zone / A ccurate EEI Listen and repeat the sentences. -r^f i^^ 3 U LIT.U Underlinethe correct form of the verb. E x am ple: W e' v e a l re a d ym a d eo u r d e c i s i o nh: e ' l l / he' s going t o be c a l l e dBe rn i e . 1 We decidedlast night that we'll / we're going to hav ea par t yt o c e l e b ra teD a v e ' sn e w j o b . 2 A : Do y ou wan t to c o me to th e n e w Bo n dm o vi e tonight? B: l'm not sure. I'll / I'm going fo callyou later. 3 What did you decide- will you / are you going to c a l ly o u rd o g B o n e s ? 4 A : O h , n o ! D i dy o u h e a r t h a t ?T h e t r a i n ' sg o i n g t o / willbe hal fa n h o u rl a te . B: ln that caseI'll / l'm going fo take the bus. I hav en' tm ad eu p my m i n dy e t, b u t I th i n k l ' l l / I' m going fo call my boat GypsyOueen. A : W o u l dy o u l i k ea d r i n k ? B: No, I don't think I will / l'm going fo, thanks. I hadone e a rl i e r, l' v e m adeup my m i n d- th e tw i n s w o n ' t / a ren' t going f o haves i m i l a rn a m e s . S p a r k l /eW h i t eM a g i c/ F r e s h 4 | Rainbow/ Tasty/ Tropical Fi rstdeci dew hi ch nameyou l i kebest and w h y. C hooseone of the namessuggested(orthi n kof otheri deas). In groups,try to agreeon the best names. R ememberto gi veyour reasons. I I A : A reyougoi ngto marrvhi mthen? B : I ' mn o ts u r eD , ad. l ' l ld e c i d lea t e r . > G R A M M A RR E F E R E N CPEA G E1 0 8 > PRACTICE PAGE89 r V n c a b u l a rEducation y andsuperlatives r Comparatives fi ramrna careers L a n g u a gt *Hg ; r ;Comparing tffireerpaths V o c a b u l a rayn d s p e ak in g 'l vatctr the nouns and verbs to complete the spidergrams. ^i^l,ar Lest aoegree lo0 a s^ ^ ct - ^n^ lo o t a o l l esg e anex am al t;tl Xl fi n rm' [ic mrl univ er s it y g o o dg ra d e s 4 Read the article again. Are the statementstrue (T) or false (F)? 1 2 3 4 5 6 7 B Y o u n gp e o p l ew i l l g e t t h e i re x a mr e s u l t st o d a y . Gavi nal w avsw antedto teachhi story. G a v i nl o s th i sj o b b e c a u s eh e w a s t h e o l d e s tl e c t u r e r . G a v i nt h t n k sr e - t r a i n i ni sg e a s i e fro r y o u n gp e o p l et h a ni t i s f o r h i m , C a r ld i d w e l l a t s c h o o l . c o u r s eb e c a u s ei t w a s d i f f i c u l t . C a r lg a v eu p t h e t r a i n i n g u l b e c a u s eh e h a sw o r k e dh a r o . C a r li s s u c c e s s f n e c essarv. a r e C a r tl h i n k se x a m s ls lt Studylng? really worthlt? 2 I n pair s ,dis c u s sth e fo l l o w i n g ques t ions . 1 Do ex am re s u l tsre a l l ys h o w y o u rt r u ea b i l i t y ? 2 How im po rta nat re q u a l i fc a t i o n s ? i:t*acling 3 Read the article quickly to find out what jobs Gavin and Carl do now. t's that time of year again - the national exam results are coming out today and young people all over the country are deciding what to do next. Go to college?Get a job? So,it's a good time to ask: 'How important is educationif you rvant to be successfulin life?' A iobfor lite? A university educationused to be the safestpath - a job for life. Is this still true?ReadGavin's story. 'I always loved history but I didn't know what job I wanted. I worked hard at school,passedall my exams and went to university to study history. After continuing studying and becoming a university lecturer,I thought I had a good job and a safe career. Unfortunately. the university reduced the teaching staff. I was the most experiencedlecturer, but alsothe most expensiveso I had to leave. I'm 51 now. I want to re-train but it's harder for me than it is for youngerpeople.' ,r, / 10 3 rammar focus 5 Practice Look at the examples and answer the questions. A B C D E 7 Re- t r aining is h a rd e rfo r m e th a n i t i s fo r y o u ngerpeopte. Studyingis more important than working. He was the oldesf lecturer. lt was the most boring thing I ever did. I was the most experienced lecturer. E x a m p l eG: a v r nw a s a m o r e s u c c e s s f uslt u d e n t h a nC a r l . Carl was a Less sr"tocessfvl stwd,ewt thaw 1avLw. C arlhada w orse educat ion t h a nG a v i n . Gavi nhad C a m b r i d gU e n i v e r s i tiys o l d e r thanY al eU ni versi ty. Y al eU ni versi ty _ C arl ' scareerpathw as ri skier t h a nG a v i n ' s . Gavi n' scareerpath_ . G a v i nw a s n ' tt h e c h e a p e s t 1 W hat ar e t he ru l e sfo r m a k i n gc o mp a ra ti vaend superl ati ve sentences? 2 How do y ou pro n o u n c eth a n i n c o mp a ra ti vsentences? e 3 How do y ou pro n o u n c efh e a n d mo s f (e .g .th e most successfuli)n s uper lat ivsee n te n c e?s 6 Rewrite the sentences so that they have the same meaning. EEI Listen to the sentencesand repeat them with the correct p r onunc iat ion. lanlt trar Gavi nw as C arlw asn' tthe most i nterested studenti n hi s school. C arlw as Today' stest w as hardert han 4t' l^^+ .. ,^^l.t^ +^^+ IdJt VVUUK 5 LUSL. t Lastweek's test d,t it jr Ge tta l k i n g -f 8 In groups, l ook at the informationabout three different people on page 84. C omparethem usi ng the suggesti onsi n the box. $ $ happy sati sfi ed f ri ends ti red stressed ri ch free ti me benefi ts $ $' - d d s s{, ' A lessonin life? ]!wi Carl's chosenroute would appearto be the riskiest, but could it acrually be the most successfulin the modern world? 'I was the worst pupil in my school and left at 16.I tried a training course,but it was the most boring thing I ever did and I gave up after a week! I got a job in an electrical shop, and quickly learnt enough to becomemanager.Through hard work, I made my way to the top and now I'm Managing Director of one of the biggest software companiesin Europe. who needs exams?work is a much better way to learn than any courses!' d*€':'*+e*+*-*^*.s** l ..,$' s1 Example: I thlwk Javwes Lsthe rlohest,bu* heTrobabLyhas the Leastfree tLvwe. f s,r iF rii .sl { {i $i ql *i s .s! S,I d' s',.,-*.,+p.#, ,*ms# ..*d- -*$'*',.,NNs"""'*'*s'*nr' A : W hat' sthebestthi ngaboutyour newj ob? B :W e l l l,' v eg o ta b i g g edr e s ka n dl o n g e r hol i days ! F G R A M M A RR E F E R E N CPEA G E1 0 8 F PRACTICE PAGE89 11 of difficulty Levels Vmcnhu$nry forability verbs Modal ffirnnrrnnr anddifficulties abilities tn gn Describing l"nngunge Un thn ffithnrhnnd Vocabularyffindspffiffiking 1 3 put the expressionsinto the correct column below. I tw a s . . . I f o u n di t . . . a p i e c eo f c a k e . hard. manageable. lmpossible. c o m p l i c a te d . n o tro u b l e . simple. straightforward. tough. possible. How much do you know about being left-handed? In pairs, discuss the following questions.Then check the answers on page 84. ' l eft-handed' mean? 1 W hat doesbei ng ' ambi dextrous' mean? 2 W hat doesbei ng 3 What percentageof peopleare left-handed? and ri ght4 D o w e i nheri tl eft-handedness handedness? Listmning 4 Listento the first part of the conversation ffi betweenMikeand Joannatalkingaboutbeing Tick (/) the thingsthey mention. left-handed. 1 tennis 2 dri vi ng ? Egl Now listen and repeat the expressionswith the correct pronunciation. Look at the photos of people learningto do things. ln pairs, discuss the following questions. H o w d i d y o u f e e lw h e n y o u f i r s t . . . . ro d ea b i c y c l e ? . s pok eE ng l i s h ? . us edt he I n te rn e t? . l e a rn e dto ti e y o u r s hoel aces? w ri ti ng T I tr 4 ealrng T 5 draw i ng 6 bei ngambi dextr ousT tr 4 '18 Fnactic* +hIL ffi Complete the sentences using the correct form of can, could, be able to or manage fo. There may be more than one answer. E x a m p l eT: h e h o m e w o r kw a s d i f f i c u lbt u t i n t h e e n d I vwawagedto do it. 1 I w ri te unti lI w as ei ght. s compl i cated, 2 Thi sgrammar' too I understand i t. 3 Lastyear I speakE ngl i shmuch bet t er than I w ri te i t. 4 l t ' se m b a r r a s s i nbgu, t I ' m 2 9 a n d I s t i l l r i d ea b i k e l 5 E venbeforehe w as seven,he -ki c ka footbal bri l l l i antlwy i th ei therfoot. 6 l ' m j ust to cook.I burneverythi ng! I My si sterfel l i ntoa ri verbut fortunatel she y sw i m to the bank. B C oul dyou repeatthat,pl ease?| -h ear w hat you sai d. c EEI The pictures above show four abitity tests that M ik e and J o a n n a d i d w i th th e i r ri g h t h a n ds. Listen to the rest of their conversationand write notes about how they got on. 1 T hr owa ball 2 Write a message G e tt a l l q i n u I D o the abi l i tytests that Mi ke and Joanna di d. 1 In pai rs,di scusshow w el l you thi nkyou can do t ne t e s t sw i t h y o u r ' o t h e rh' a n d . 2 D o the tests,then compl etethe tabl e. 3 I n g r o u p sd, i s c u s sy o u rr e s u l t s . 3 Cut wit h s c is s o rs 4 Draw a face Y ou 1 Throwa bal li nto a w aste bi n r cus 3 r - a m m af o 2 W ri te a message 3 C ut paperw i th 5 Look at t he r ec o rd i n gs c ri p t o n p a g e 1 1 g a n d fi nd examples of talking about ability and difficulty. SCISSOTS 4 D rawa face Example:I vwawagedto throw the baLLOK. - Complete the rules using the correct form of can, could, be able to or manage to. ' W hen we t alka b o u ta b i l i tyi n th e p re s e n t,w e use z W hen we t alka b o u tp e rma n e nat b i l i tyi n th e p ast, we us e W hen we t alka b o u ts o me th i n gth a t w a s p o s s i bl e on a s pec if icoc c a s i o nw, e u s e--or ( bu tn o t c o u l d ). W hen we t alka b o u ts o m e th i n gth a t w a s N OT pos s ibleon a s p e c i fi co c c a s i o nw, e u s e A : D i dy o um a n a gteo fi xthecar? B :Y es,i t w asa pi ece o fc a k e ! or_or > G R A M M A RR E F E R E N CPEA G E1 0 9 > PRACTICE PAGE90 I P artner =W V o c a b u l a rCrime y of purpose G r a m m aAdverbs r reasons foractions L a n g u a gt oeg o Describing spying Corporate V o c a b u l a rayn d s p e a k i n g 1 6 took at the sentences and underline the correct alternatives. guardtp.p{-,t the nightlookingat I 1 Thesecurity on the CCTVmonrtors. ,,spying Z"itVtuilgjers I Thievesbrokeintothe banklastnight and borrowed I stole f1 million. Policedidn't haveenoughsenfenceI evidenceto arrestthe suspect I prisoner. The directorwas accusedI committed of using companyprofitsto buy jewelleryfor his wife. Georgetold me he was thirty,when reallyhe's forty-five!He's so dishonest I illegal. 6 lf you reallydidn'ttake the money,you must deny I admit it straightaway. Explainthe difference in meaning between the pairs of words in italics in Exercise 1. Do you think it is acceptable for employeesto do these things at work? o . . . t ak e pen sh o me s endpe rs o n ael -m a i l s m ak epe rs o n apl h o n ec a l l s c laimt o o m u c h o n e x p e n s ea c c o u n ts Reading Look at the photo in the newspaper article and describe what is happening. 1 W hat ar e th e s e c u ri tyg u a rd sd o i n g ? 2 What are they lookingfor? Read the article quickly and match the headings below with the correct paragraphs. @ @ oo voutakeotf youare!#n*Jffit-T:t:i:H3-$ where They know ,,,,.',*1.^-#- *+--rFa ^ _.1*a-**" i can'thide.$ @ Yourcomputer -*r,,# *1^#e d' *@ffi",[email protected] Read the article again and answer the questions. 1 W hat arevi deocamerasand taoe recorder sused for at work? 2 W hy do some compani esput machi ne sin t heir employees'cars? movements'in par agr aph 3 W hat do you thi nk 3 means? 6 - ' o n n m afro c u s Practice C om plet et he r u l e s a b o u t th e a d v e rb so f p u r pose in the table by writing verb, verb/-ing or subject + verb. Find examples in the text to help you. 8 W ay sof ex pr e s s i npgu rp o s e E xampl e:l ' m getti nga pri vatedetecti ve/ spy on m y bovfri end I'vw ge*Lwg a prLvate detectLveto spy ow wLA bogfrLewd. W h y s o m e o n ed o e ss o m e t h i n q. . . 1 to + verb e.g.to watch erwpLogees' vlvtr,taLYwovevwewts 2 in order to + 3 so as (not) to + 4 so that + 1 H e w antsto buy one of thosedevi ces/ reco r dinq phoneconversati ons 2 S h ea l w a y sc a r r i e sa m o b i l ep h o n e/ t h e r e ' sa n emergency S omecompani esuse tapesand vi deocamer as/ fi nd evi denceof di shonestemol ovees S ecuri tycamerasare usedi n shops/ catch shopl i fters I ' v eb o u g h ta n e w b u r g l aar l a r m/ a n y o n eb r e a k s InIOmy nouse They' vegot new w i ndow l ocks/ noooorT can open them from the outsi de t i l Because something m i g h th a p p e n 5 in case + W hat s om et h i n gi s fo r 6for+ r Admit it! Sometimes you make a few personal phone calls, you take home some office pens, you come back a bit late after lunch. You always thought nobody noticed. Nobody could accuseyou of stealing! But not any more! From now on, employerswill be taking advantageof new technology in order to spy on staff. And that meansyou! Write complete sentences using the prompts and a sui tabl econnecti ngexpressi on.There may be more than one answer. Ge t r al k i n g ,l' 9 In pai rs, have a meeti ngabout company secur it y. S tudentA : Y ouarethe di rectorof a company. Turnto page84 and readyour i nformati on. S tudentB : Y ouare a sal esrepresentati ve from a secuntycompany. Turnto pageB Gand readV ouri nformati on. z ) ---F- You may not see them, but tiny tape recorders and video cameras are probably spying on you now. Security devices for u'atching and listening to everything that happensat the workplace. And don't try to hide! They can even check if workers are really where they say they are. Companies a n dw r i t i n g 1 0W ri te an e-mai lto a col l eaguew ho coul d not attend the meeti ng.S ummari sethe mai n point s of the meeti ng. can link camerasto offices in case workers are tempted to steal property. They can install machinesin salesrepresentatives'cars so as to check on their expenseaccounts. l)***" ' u*"@ *O *nu,'s more, businessesare bringing in lT security companies to watch .Tplglggl, virrual movementr. Sofrrur"lil^talled so that they can record the websites you visit and check the e-mails you send. They find out all your secrets.You have been warned! A: Whyareyouputting i n securi ty cameras? B :S othatI know w h e r eI a m . I ' . G R A M M A RR E F E R E N CPEA G E1 0 9 ]} PRACTICE PAGE90 Work perfect simple I Present ilil'runnrnn aboutyourexperience {j# tu t1r:r Talking il.nrlr,lHl,3 \,Ir,r:u[ll Ilml:p $k,ffiffiTru\rumf$-; ''\,''4"\q" :;,.\ I'l; i-rg N t I $il-j $"v ilJ[l (:j {h$:}rr+# 'il ln pairs, name the office equipment in the picture. Do y ou ev e rfe e l l i k eth i s p e rs o n ? $ ' il r{stft}f'l{il"}{J ffi Look at the photo and the job advertisement. In pai rs,di scussthese questi ons. 1 D o y o u t h i n kt h e a p p l i c a nwt a s s u c c e s s f u l ? 2 W hy?/ W hy not? Now listen to the interview and check ffi your i deas. d$ Listen again and make notes about what work experienceDan has and hasn't had. #,eader ^"i".,uired r 'tr Matchthe verbswith the nounsto make \ expressionsabout things to do with work. There may be more than one answer. V er bs Nouns us e send w o r ki n organrse applyf or go f or write geT recerve a job a report a n rn te rv te w a p ro m o | o n an event a te a m a fax a c o mp u te r a n e -ma i l I n pair s ,s a yw h l c hy o u h a v ed o n e . v-4,- _- i 7 -:rarnrnar focus Fractice 5 B Look at the examples in the box and c o m p l e te the sentences. Example: Have you ever worked in a team? Yes, I have. W hen did y ou d o th a t? 1 T he nam eof t h e te n s ei n e x a m o l eA i s : 2 T he f or m of t h e te n s ei s : r 3 T he nam eof t h e te n s ei n e x a m o l eB i s : 6 Underlinethe correct alternatives. 1 We use the past simple / present perfect simple to talk aboutour experiences. We need / don't need t o s aywh e n th e e x p e ri e n c ehsa p p e n e d. 2 We use the past simple / present perfect simple t o t alkaboutf i n i s h e da c ti o n si n th e p a s t.We n eed/ don't need to say when it happened. Write dialogueswith the correct form of the present perfect simple or past simple. I You/use/computer? ftaVe tJow ever wsed a oornryv*er? W hen l l earn? Whew dld govt Learw? Yes 1 Y ou/ organi se/ event? 2 Y ou/ w ork i n / team? When I do? 3 You/ send I fax? 4 You/ apply for I job? W h e n/ a p p l y ? 5 Y ou/ go for / promoti on? B e / successful ? No Yes In March No Yes Lastyear Yes Yes \es,I hav e. ln 2000 Iw 2OOO. In pairs, ask and answer the questions in Exercise 8, giving answers which are true for you. Look at the recording script on page 119 and find other examples of the present perfect simple. EEI Now listen and repeat the sentences. Ge tta l k i n g 10 Roleplayan interviewfor the job advertisedbelow. 1 In groups,preparew hat you' regoi ngto say. GroupA are goi ngto be i ntervi ew ers. GroupB are goi ngto be appl i cants. I You have ... . thought abouta new job. . had internationalexperience. . experiencedpast successes. . been a team leader. . r u n m e e t i n g si n E n g l i s h . I l f y o u t h i n k y o u ' v ed o n e w h a t i t t a k e s. . . then we want to hear from you. ,-dft"+\"*',,"q+n,silnr*ffiw, m,,.*".****@*t'*ll 2 D o the i ntervi ew s. A : H aveyoueverusedE ngl i sh for busi ness? B :Y es,I have.l ' vegi venpresentati ons i n E ngl i sh . > G R A M M A RR E F E R E N CPEA G E1 0 9 > PRACTICE PAGE91 17 V o c a b u l a rTopics y of conversation FunctionManaging a conversation L a n g u a gt oeg o Whatto sayinsocial situations Niceto meetyou Vocabul aryandspeaking Look at the topics in the box. In pairs, discuss the following question. What topicsof conversation do you thinkare appropriate when you meet someonefor the firsttime? the footballresults your love life his / her salary your bad health last night'sTV programmes the weather his / her good taste in clothes how much his/ her haircutcost a deathin the family L i sten ing 2 Look at the photo. In pairs, discuss the following questions. 1 Which of the peopleknow eachother? 2 Which of the peopleare meetingfor the first time? EEI Listento the first part of the conversation betweenSusie,Barryand Tom.Checkyour answersto Exercise2. Are the EEI Listento the completeconversation. statementstrue [I) or false (F)? 1 2 3 4 5 6 Barryis American. TomprefersBritishweather. BarrylikesSusie's newsuit. Susieis takinga courseat college. Susie's motherlikesSusieto be on time. Barrywouldliketo meetSusieagainsoon. Language f oc us 5 Look at the recording script on page 119 and find examples to complete the table. Functions I Examples 1 openinga conversation 2 congratulating I fhatt bnLLLawt!WeQ dowe. 3 introducing 4 c om p l i m e n ti n g 5'making conversation' 6 criticising 7 closinga conversation Practice 6 Put the words in the correct order to make sentences. E xampl e: to H i , you agai n. see l ovel y tli, LoveLt4 to see govcagaLw. 1 real l y the your I l ove of hai r. col our 2 most at party! the beauti ful the Y ou' re w oman 3 me phoned for Y ou ages! haven' t 4 on bi rth of the baby! C ongratul ati ons y our 5 to you my C an w i fe? | i ntroduce 6 morni ng? new s you the hear thi s D i d 7 are you at H ow moment? getti ng the on 8 send P l ease to fami l y. my your l ove 9 resul ts are done! W el l exam fantasti c! Your 10 a i t? l t' s day, l ovel y i sn' t 7 EEI Listen to the sentencesand check your answers to Exercise 6. Repeat the sentences with the correct pronunciation. I G e tr a l k i n g. 8 Choose three of the functions in Exercise5 and make up a short conversation for two or three people. 1 In groups,practi sethe conversati on al oud. R ememberto thi nkaboutthe i ntonati on. 2 Try repeatingthe conversation without your notes. . .. a n dw r i t i n g 9 Write a similar conversationfor three peopte using three different functions from Exercise5. j"i,',',,ffim you?B arry, A : C anI i ntroduce thi si s Tom.., Tom,thisis Barry. B : P l eased to meetyou,Tom. C :N i ceto meetyoutoo,B arry. > G R A M M A RR E F E R E N CPEA G E1 0 9 > PRACTICE PAGE91 19

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