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Virginia Evans - Jenny Dooley
Contents
Speaking &
Module Vocabulary Grammar Reading Listening Writing
Functions
1 Sports & means of comparatives/ A Journey Under for opinion/ expressing interest an email to a
Entertainment transport superlatives the Sea attitude talking about a friend of yours
(pp. 5‒32) sports (p. 9) (multiple choice) for gist film you have seen about a travel
relative clauses (pp. 6‒7) experience you
entertainment for specific giving personal
(p. 9) The London had
films information information
present tenses Marathon a short review
hobbies expressing likes/
(p. 13) (text completion) of a film
dislikes
Word power: (pp. 10‒11) stories
past tenses contrasting ideas
ways to walk Great descriptions in
(p. 16) speculating
Entertainers stories (people,
(multiple (pp. 18‒19) (pp. 20‒21) places, objects)
matching) Multiple Interview
(pp. 14‒15) matching Speculating &
Multiple reaching a decision
choice Discussion
Culture Clip – Pedicabs (p. 30)
Green Issues – Our Energy Resources (p. 31)
Progress Check 1 (p. 32)
2 Food, Health & eating reported Mirror, Mirror for gist offer/refuse – food a summary of a
Safety disorders speech (p. 37) on the wall ... for specific – drinks text
(pp. 33‒60) vegans future tenses (multiple choice) information asking for – giving letters/emails
(p. 41) (pp. 34‒35) advice
eating habits for detail letters/emails of
infinitives Live long and agreeing – application/
jobs
(p. 44) prosper disagreeing recommendation
emergency (text completion)
modals – suggesting – narrative/
services (pp. 38‒39)
logical reaching a descriptive
food allergies assumptions Come quickly it’s (pp. 46‒47) decision emails
Word power: (p. 45) an emergency Sentence
letters/emails of
make/do (multiple completion
complaint
matching) Multiple (pp. 48‒49)
(pp. 42‒43) choice Discussion
Culture Clip – School Dinners (p. 58)

Curricular Cut: Food Technology – Why does food go bad? (p. 59)
3 Travel Time festivals & gradable A Fair to go for specific describing pictures a short letter to
(pp. 61‒88) celebrations adverbs (p. 65) Cuckoo About information asking about/ a friend
holiday be/get/used to/ (pp. 62‒63) for opinion recommending describing a
destinations would (p. 69) Tsingy Nature places festival
types of travel linkers (p. 78) Reserve giving reasons/ expanding
(pp. 66‒67) examples sentences
Word power: a/an – the
ways to look (p. 86) Been there, done expressing a short text
that (pp. 70‒71) similarities/ about a bad
differences holiday
experience
argumentative
(pp. 74‒75) essays (for‒and‒
Sentence (pp. 76‒77) against, opinion,
completion Comparing pictures solutions to
Multiple Speculating & problems)
matching Reaching a decision an itinerary
Culture Clip – New Zealand Tour Itinerary (p. 86)
Green Issues – Eco‒tourism The Future of Holidays ‒ What is Eco‒tourism? (p. 87)
2
Speaking &
Functions
4 Environmental extreme inversion Into the Eye of for specific expressing concern a summary of
Issues weather (p. 93) the Storm information repeating & a text
(pp. 89‒112) conditions the passive (pp. 90‒91) confirming the weather
weather (p. 97) Save the report for
endangered conditionals/ Whales tomorrow
animals wishes (p. 100) (pp. 94‒95) reports
environmental linkers Global
issues (p. 107) Ecologists (pp. 102‒103)
(pp. 98‒99) Multiple choice (pp. 104‒105)
ecologists
Sentence Interview
biodiversity completion Comparing pictures
Word power: Multiple Speculating &
sounds matching Reaching a decision
Multiple choice Discussion
Culture Clip – Farms in the city (p. 110)

Curricular Cut: Geography – Global Warming (p. 111)
5 Modern Living science emphatic It’s all in the for specific making discussing an
(pp. 113‒138) technology structures mind information assumptions issue
crime (there, it) (pp. 114‒115) for detail making reviews
(p. 116) Nanotechnology suggestions
lifestyles articles
both, all, ‒ the next big complaining/
computers
whole, either, thing? apologising
success neither, none, (pp. 118‒119)
fashion every (p. 117) Fashion
Word power: causative (pp. 122‒123)
artificial, fake, forms (p. 120)
false, clauses (p. 121)
counterfeit
far/every, each,
much, too,
even, a bit, any
(p. 125) (pp. 126‒127)
quantifiers/ Multiple choice (pp. 128‒129)
C‒U nouns Sentence Interview
(p. 125) completion Comparing pictures
Multiple Speculating &
matching Reaching a decision
Culture Clip – Accidental Inventions (p. 136)

Green Issues – Energy Efficiency (p. 137)
Grammar Reference (pp. 139‒154)
Irregular Verbs (p. 155)
American English – British English Guide (p. 156)
Appendix I/II (pp. 157‒167)
Further Practice Section (pp. 168‒174)
Style (p. 175)
3
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1
Module 1
2 Units 1-14
5
4
3
Sports & Entertainment

▶ Look at Module 1 • speculate
• Describe the pictures. • describe objects and places
• Which units are the pictures from? What is • give personal information
each unit about?
▶ Practise ...
▶ Find the page numbers for • present and past tenses
• a proverb • relative clauses
• an article about a stadium • comparatives/superlatives
• a famous magician • phrasal verbs: take, make, set, put, see
• a clown ▶ Write/Make ...

• a story in pictures • an email about a travel experience
• beginnings & endings of stories • a paragraph about the means of
transportation you prefer
▶ Listen, read and talk about ... • a film review
• sporting activities • a story
• sporting events • a presentation on forms of transport tourists
• journeys & means of transport use in your country
• entertainment • a short article about how to save energy at
• types of entertainers home
▶ Learn how to ...

• express interest/likes and dislikes/preferences/ Culture Clip: Pedicabs
opinion/attitude
• describe pictures Green Issues: Our Energy Resources
• contrast ideas
MODULE 1 5
A
Several years ago, my wife and I came upon an advertisement in a travel magazine for an
international exchange programme promising ‘the chance of a lifetime’. Not one to let such an
intriguing opportunity pass me by, but a bit hesitant about taking such a leap into the unknown,
I did some research and discovered that the programme involved something called house-
B swapping.
After much discussion, my family and I decided to, as they say, go for it. Consequently, we were
soon jetting off for a holiday in the Peak District of England while our exchange partners were
settling down for their vacation in our flat back home in Mt Vernon, Washington. The exchange was
for a month and the time passed quickly. To end our time away on a high note, we decided to travel
to Paris via the engineering marvel known as the Channel Tunnel.
Being on a fairly tight budget, we opted for a package deal which included round-trip tickets on
the Eurostar passenger train, five nights in a three-star hotel in Paris, Metro passes and unlimited
use of the Paris bus system. When the package still hadn't arrived after a week, I began to think that
perhaps our trip hadn't been such a good idea after all. Maybe it was a sign that we shouldn't go.
The tickets and vouchers eventually arrived and I scolded myself for having had such silly
thoughts. On the day of departure, with plenty of time to spare, my two teenage children, my wife
and I stood waiting eagerly on the platform at King’s Cross Station. At exactly 7:57 am, we boarded
our train and began our journey through the picturesque county of Kent. About an hour into our
journey, an announcement, in both English and French, informed us that we were about to enter the
Channel Tunnel.
The Eurostar adverts had boasted proudly about the engineering feat that was the ‘Chunnel', and
the convenience it offered to those travelling between England and the Continent. They had spoken
highly of the “lack of rough seas” and to me, a person who gets seasick very easily, this was a major
selling point. When all is said and done, however, I must admit that there were moments when I felt
quite nervous about travelling 50 metres below the bottom of the English Channel.
Inside the tunnel itself, there really wasn't much to grab my attention
– no posters or other artwork, so I busied myself studying the
occupants of our carriage. Some calmly read novels or
newspapers; others quietly looked through business reports
and notes. I quickly realised, however, that most of my
fellow passengers were like my family in that they looked
excited and very happy to be enjoying such a novel
C
travel experience.
Our underwater journey ended as quickly as it
had begun. All of a sudden, we left the darkness of
the tunnel behind and nosed out into the light of the
pleasant French morning. The tracks being well-
built, we quickly accelerated to 300 kph, the speed
of a Boeing 747 at take-off. We arrived in Paris' busy
city centre a mere 180 minutes after leaving London.
That journey, and indeed the whole time that we spent
on the exchange programme, have given us all a
yearning for new experiences, and many wonderful
memories that we will cherish forever.
Reading & Listening

3 Read the
1 Describe picture A. Where was it taken? What
time of year is it? How can you tell? How do
last sentence in each paragraph. What is the
article about? Listen, read and check. What is
you think the people feel? Why? the author’s purpose?
4 Read the article. For questions 1‒6, choose

the answer (A, B, C or D) which you think fits
2 Look at the map. Which countries can you see? best according to the text.
6 MODULE 1
Multiple Choice
Read the text quickly to get an idea of what it is about. Read the question stem, then find the part of the text
which the question refers to. Go through the choices and choose the one that fits best. The information might be
rephrased.
Exam Practice: Reading

1 How did the writer first learn about the 4 The writer was most attracted by the fact
house‒swapping scheme? that the Eurostar train ...
A from his wife A travelled so far below sea level.
B purely by chance B was unaffected by sea conditions.
C through a travel agent C offered a convenient way to travel.
D by doing research D used such a well‒designed tunnel.
2 The writer uses the phrase ‘go for it’ 5 What did the writer do during his journey
(paragraph 2) to express the idea of ... through the tunnel?
A taking a risk. A He studied a business report.
B going abroad. B He looked at the other passengers.
C flying on a jet. C He read a novel about travelling.
D having a choice. D He wished the journey would end quickly.
3 The writer ‘scolded’ himself (paragraph 4) 6 How was the writer’s attitude changed by
because ... his experiences?
A the tickets arrived late. A He began to think more about the past.
B they had to wait a long time on the B He saw the value of doing new things.
platform. C He realised his journey was special.
C he thought the trip was a silly idea. D He saw that he needn’t have worried so
D he had worried unnecessarily. much.
5 Match the words/phrases in bold to their Speaking

definitions.
• passengers in • chance • reprimanded
7 Work in pairs. Imagine you have been on an
interesting journey. Tell your partner about
• sped up • longing for • achievement your journey. Say:
• decided on • eased forward • different
• where you went and which means of
• usefulness • attractive • doing something
transport you used.
without having previous experience of it
• how long you went for and the reason for
• endless
your journey.
• what you did during your stay there.
6 Fill in: high, cherish, rough, travel, tight, grab,

package, exchange, business, intriguing. Make
In pairs, ask and answer questions based on
the text.
sentences based on the text, using the phrases.
1 ................ 6 . . . . . . . . . . . . . . . . seas
programme 7 . . . . . . . . . experience Writing
2 on a(n) . . . . . . . . note
3 . . . . . . . . . . . . . budget
8 . . . . . . . . . . . . . . . . my
attention
8 Portfolio: Use your answers from Ex. 7 to write
an email to a friend of yours about your travel
4 . . . . . . . . . . . . . . . . deal 9 to . . . . . . . memories experience (80‒120 words).
5 . . . . . . . . . . . . reports 10 . . . . . . . . opportunity
MODULE 1 7
7 The minister will . . . . . . . an announcement later.
A do B have C form D make
8 When all is . . . . . . . and done, it’s his decision.
A said B spoken C told D stated
Vocabulary & Grammar 9 There is a variety of marine life at the . . . . . . . of

the sea.
1 Say which of the following verbs are used with
the following means of transport.
A base B bed C depth D bottom
10 Our journey was a unique . . . . . . . experience.
A travel B tour C trip D journey
VERBS
catch get out of ride steer • Phrasal verbs
4
miss get on(to) take disembark from
Fill in the appropriate particle. Check in
get in(to) get off drive board Appendix I. Use the phrasal verbs in a story of
MEANS OF TRANSPORT your own.
a car a train a plane 1 Due to the heavy snow, no planes were able to
a motorbike a boat a bus take . . . . . . . . . . . . . .
a bicycle a ship a taxi
2 Getting my money back when the flight was
catch a bus / a train ... etc. cancelled didn’t make . . . . . . . . . . . . . missing an
important meeting.
2 Choose the correct word. Which means of
transport is each sentence about?
3 Even though we set . . . . . . . . . . . . . late, we still
made it to the airport in time.
1 Takeoff was delayed/missed for over an hour 4 They were really put . . . . . . . . . . . . . by the ticket
because of bad weather. inspector’s behaviour.
2 The compartment was so populated/crowded I 5 Whenever I go on a long trip, my whole family
couldn’t get a seat so I had to stand all the way. sees me . . . . . . . . . . . at the airport.
5
3 I took a new direct route that was fast/speed so
Fill in the correct word derived from the
I reached my destination in no time. words in brackets.
4 The traffic/congestion on the motorway wasn’t
heavy so it took us very little time to get there. Exam Practice: Use of English
5 The crossing was rough/bumpy and we both got
seasick.
6 We broke/fell down outside York and had to
wait for over an hour before someone came to
get us.
3 Choose the correct word.

1 Last year we had the . . . . . . . to travel to China.
A occasion B opening C benefit D opportunity When the Channel Tunnel opened, many
people had high 1) . . . . . . . . . . . . . . . . EXPECT
2 We reached the airport with plenty of time to . . . . .
Instead of 2) . . . . . . . . . . . . . . for up to 3 TRAVEL
A free B let C spare D spend
hours by sea, the tunnel appeared to be an
3 John spoke . . . . . . . of the service at this restaurant. 3) . . . . . . . . . . . . . . alternative. In reality, ATTRACT
A strongly B greatly C highly D extremely however, the Channel Tunnel project ran
4 The location of the hotel was a major selling into some unexpected 4) . . . . . . . . . . . . . DIFFICULT
. . . . . . of the holiday. For example, nobody had imagined that
A detail B feature C point D aspect there might be a power 5) . . . . . . . . . . . . , FAIL
5 The metro makes it easy to get around the . . . . . . . leaving the passengers stranded in the
city centre. tunnel for hours. 6) . . . . . . . . . . . . . . , OBVIOUS
A busy B full C loud D energetic problems like this have been overcome
and the tunnel now satisfies passengers’
6 We . . . . . . . London just before 10 pm.
7) . . . . . . . . . . . . . . for a fast and REQUIRE
A reached B got C had D arrived
8) . . . . . . . . . . . . . . journey. ENJOY
8 MODULE 1
• Comparatives/Superlatives GR p. 139
9 Join the sentences with relative adverbs or
6 Read the examples. Are there similar
structures in your language?
pronouns.
1 The tourists were robbed. They are talking to the
He runs as fast as John. police.
She isn’t half as skilled as her sister. 2 John is going on holiday to Ibiza. It is one of the
Motorbikes are faster than bicycles. Balearic Islands.
This car is less expensive than that one. 3 This is the shop. You can buy cheap clothes there.
Petrol is more expensive than diesel.
4 Where’s the milk? It was in the fridge.
It’s getting hotter and hotter.
The earlier we leave, the sooner we’ll arrive. 5 Owen’s dog is a terrier. It is very friendly.
This is the fastest car I’ve ever driven. 6 She tried on five skirts. None fit her.
7 Bob is a vet. He is my neighbour.
8 He has three sisters. All of them are dentists.
7 In pairs, use the structures in Ex. 6
and the adjectives below to 9 I met a woman. Her son knows you.
compare various means of
transport: comfortable, safe,
economical, polluting, fast, reliable, Exam Practice: Use of English
dangerous, expensive, convenient,
tiring, cramped, pleasant, • Key word transformations
leisurely, inconvenient, slow,
uncomfortable, relaxing, etc. 10 Complete the sentences using the words in
bold. Use two to five words.
1 It is a pity she didn’t come with us.
which She didn’t come with us, . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pity.
A: Travelling by plane is faster and more comfortable 2 My six‒year‒old brother can swim very fast.
than travelling by car. years My brother, . . . . . . . . . . . . . . . . . . . . . . . . . .
B: However, travelling by car isn’t as expensive as . . . . . . . . . . . . . . . . . . , can swim very fast.
travelling by train. 3 I’ve got some letters. Three of them are Ann’s.
which I’ve got some letters, . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ann’s.
• Relative clauses GR p. 139
4 This is Steve. His wife works with me.
8 Fill in: where, whose, who, which, why. Which
of these words do we use for: people?
whose This is Steve, . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . with me.
things/animals? places? reason? possession?
5 As she gets older, she becomes more mature.
the The older she gets, . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . she becomes.
6 Kate studies harder than John.
as John does not . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kate.
Tenerife is a Spanish island 1) . . . . . . . . . . . . . . is

situated off the coast of North Africa. Having visited
Writing
T hink! Which means of transport do you
Think!
many islands 2) . . . . . . . . . . . . . . the nightlife is not
very lively, I was thrilled when I saw so many
11 prefer? Why? Spend three minutes writing
restaurants, cafés and discos in Tenerife. It is a about the topic.
stunning island 3) . . . . . . . . . . . . . . beauty captivates
all those 4) . . . . . . . . . . . . . . go there. That is the
reason 5) . . . . . . . . . . . . . . many people visit the
island year after year.
MODULE 1 9
Lead-in
1 a) Which sports can you see in the
pictures? Which is your favourite one?
How do you think people benefit from
doing sports? Use the ideas to tell your
partner.
b) Listen to a person discussing

the above questions. Which of your
points does he mention?
Sports are a great way to keep fit.
Team sports teach us how to work

together to achieve a common goal.
Sports teach us to deal with success and failure.
Sports teach us to balance competitiveness.
Sports bring people together.
Sports help us relax.
Reading
2 In groups, discuss
the proverb.
A healthy mind in a healthy body. 3 a) You are going to read an
article about a man who
grew up with a heart defect
and overcame his illness to
compete in the London
Text completion Marathon. Six sentences have
been removed from the
Read the text through, then read the list of missing sentences. article. Choose from the
Start fitting the sentences into the gaps. Match the topic of the sentences A‒G the one which
missing sentence with the topic of the sentence before and after fits each gap (1‒6). There is
each gap. Look for clues such as reference words (he, there, one extra sentence, which
etc) or linking words before or after each gap. Check that the you do not need to use.
sentence you choose fits grammatically and makes sense.
Read the completed text to see if it makes sense. b) Is the text narrative or
argumentative?
10 MODULE 1
race, they just couldn’t go any further. Their muscles would cramp
and their heart and lungs could not obtain enough oxygen.
Each year, I tried to imagine what it would be like to line up before
all the crowds prepared to run the 42.2 km along roads, up hills
and around some of the most famous sights in London. The race
started in Greenwich Park, then competitors would race along the
River Thames, towards Big Ben, and eventually ending in front of
Buckingham Palace.
I decided to talk to my heart specialist and find out if there was
any chance that I could train my body to handle running 42.2 km.
At first, he thought I was joking, but soon he realised how
important this was to me. 3 At the same time, I started
lifting weights to build muscle strength.
Over the course of a year, I progressed from just walking to
running. Running became a daily thing for me and I was building
more strength and confidence with every step. My doctor was
thrilled with my progress and allowed me to continue forward.
Finally, at the age of 19, the time came to apply for the London
Michael Scott talks about his success story of Marathon. I knew that only a certain number of people would be
going from being a sickly teenager to a London allowed to enter the race and as much as I wanted to do this, I
Marathon competitor. knew that my chances were slim. 4 I couldn’t believe how
far I had come and that finally my dream would come true.
Growing up with a heart defect was difficult. While other kids my My doctor and I worked together to set out a training schedule
age were going to football practice and on beach holidays with their that would allow me to safely complete the entire 42.2 km.
families, I was in and out of hospital. My only involvement in a Physically, I was fit and my heart appeared to be in good
sporting competition was watching it on the television. condition. The biggest problem would be dehydration, as it would
One of my favourite events to watch was the London Marathon. be with all of the competitors. On average most of the runners
When I was just 14, a man from London, named Chris Brasher, take four to five hours to complete the race and water is essential
organised the first London Marathon. It was 29th March 1981 and to all of the competitors. The year before 710,000 bottles of water
7,747 people were involved in the race. 1 Now, there are had been consumed during the race!
46,500 participants each year from all corners of the world and of Soon enough it was race day. My family, as well as various friends
all levels of ability. Many people say the marathon is the ultimate were all gathered to watch and support me. 5 I finished the
physical challenge. Athletes have to train physically and mentally race in less than six hours, which was amazing since just a few
for each marathon and be prepared for many challenges. years before I was barely able to run across the garden.
I always found it surprising to see how many well-trained athletes Today, I am still running. I have not competed in the London
did not complete the course each year. 2 Some dropped out Marathon again, but I do volunteer each year to assist the
because of injury or illness, but most just ‘hit the wall’, an infamous athletes in any way I can throughout the race. 6 I learned
experience suffered when their bodies simply ran out of fuel. For that as long as I try my best and have faith in myself I can do
many runners, by the time they reached the 30 to 35 km point in the almost anything.
A Over the years, I watched the event grow into

the biggest of its kind in the world. 4 Explain the words in bold. Then, in pairs, ask
and answer questions based on the text.
B I enjoy taking part in the atmosphere and
sharing my success story with the other athletes. Listening & Speaking
C Three weeks later, I received my acceptance
letter and was over the moon. 5 Listen to and read the text. Which of
the following qualities best describe Michael?
D The London Marathon is the most challenging
Discuss in pairs, giving reasons.
marathon in the world.
E Out of the over 46,000 starters, on average, only • determined • passionate • persistent • tolerant
33,000 actually crossed the finishing line. • courageous • stubborn
F It was the most difficult and the most exciting Michael is very passionate because he cared so
and rewarding experience of my life. much about the marathon.
G I began walking for a few minutes at a time,
increasing my intensity until I was able to walk
for 10 minutes a session.
6 What would you do if you were Michael? Tell
your partner.
MODULE 1 11
Vocabulary & Grammar
3 Choose the correct word. Check
in your dictionaries.
1
1 The match was planned/settled/
Complete the exchanges. Use: team, go, score,
dirty, win, played, postponed, live, home, lost. fixed/agreed. They paid him to lose.
2 Many fans were damaged/broken/
1 A: It’s a pity they . . . . . . . . . . . . . . . . . . injured/wounded when the wall fell.
B: Yes, but everyone said it was a . . . . . . . . . . . . . . . . . game. 3 The seating ability/capability/
2 A: I’ve never . . . . . . . . . . . . . . . . . golf. skill/capacity of the stadium is
B: Why don’t you have a . . . . . . . . . . . . . . . . . ? 10,000.
3 A: Are they playing at . . . . . . . . . . . . . . . . . this week? 4 His competitor/contestant/foe/
B: No – the game has been . . . . . . . . . . . . . . . . because of the enemy in the final match was his
bad weather. best friend.
4 A: Do you think they’ll . . . . . . . . . . . . . . . . . ? 5 Jack finished the tennis match/
B: If they . . . . . . . . . . . . . . first, they’ll have a chance. contest/race/competition in first
5 A: Have you ever seen a . . . . . . . . . . . . . . . place.
basketball match? 6 He has faith/trust/belief/credit in
B: No. I don’t like . . . . . . . . . . . . . . sports. himself and believes he’ll make it.
7 I think their chances of beating
• Word Power the opponents are narrow/slim/
little/slight.
(ways to walk)
8 The athletes are all in good state/
2 a) Fill in: crawl, slip, creep, stagger,
wander, stray, march, dash, trip in
position/situation/condition.
the correct tense.

4 Complete the sentences with the
words: were involved, dropped
1 We watched the athletes . . . . . . . . . . . . . . . . . into out, obtain, handle, defect,
the stadium waving their flags. (walk with regular volunteer.
steps as a group)
1 I have been helping out as a(n) . .
2 Gymnasts must be careful not to . . . . . . . . . . . . . . . . when . . . . . . . . . . . . at the local marathon
performing on the beam. (lose balance) for over ten years now.
3 The racing driver . . . . . . . . . . . . . . . slowly out of the wreckage 2 We didn’t know that you . . . . . . . . .
unharmed. (move on hands and knees) . . . . . with coaching the ball team.
4 Two hours after the end of the match, there were still a few fans 3 After you . . . . . . . . . . . . . . your pass,
. . . . . . . . . . . . . . around outside the stadium. (walk aimlessly) you can go and meet the players.
5 The thief . . . . . . . . . . . . . . . . into the changing room to steal the 4 The runner . . . . . . . . . . . . . . . . of the
athletes’ valuables. (move quietly) race after he hurt his ankle.
6 On hearing the starting pistol, she . . . . . . . . . . . . . . . towards the first 5 Because of his age, he didn’t think
hurdle. (go quickly) he would be able to . . . . . . . . . . . . . .
7 The boxer had been hit so hard, he . . . . . . . . . . . . . . . across the ring the stress of the race.
and fell down. (walk unsteadily) 6 She was born with a heart . . . . . . .
8 Tom had . . . . . . . . . . . . . . . . into the wrong part of the stadium and . . . . . . . . and must be very careful
was surrounded by fans of the other team. (wander away from a when doing sports.
place) • Win/Gain
9 If a horse . . . . . . . . . . . . . . . . , the rider may fall off and be seriously
injured. (knock one’s foot against something and fall) 5 Fill in: win or gain. Make
sentences using them.
b) Read the joke. What does trip mean? 1 win the 5 . . . . . . . . one’s
I took a trip to election a competition
Oh, what a shame. Did
Paris last week. you hurt yourself? 2 . . . . . . . . . an 6 . . . . . . a medal
argument 7 . . . . . . . . speed
3 . . . . . . . weight 8 . . . . . . . . one’s
4 . . . experience freedom
He didn’t manage to win the election.
12 MODULE 1
• Present Tenses GR p. 140 1 They won the match. Did they really?
6 Put the verbs in brackets into the present simple

or the present continuous.
2
3
The match was fixed.
He scored the winning goal.
1 A: I . . . . . . . . . . . . (see) you’re wearing a new suit. 4 They are in first place.
You look very professional. 5 I saw the match live.
B: Thank you. I . . . . . . . (see) a client after work. 6 It was a record‒breaking jump.
2 A: Why . . . . . . . . . . . . . . . . . . (you/smell) the soap?
7 She just seemed to go to pieces.
B: It . . . . . . . . . (smell) fantastic, just like flowers.
3 A: . . . . . . . . . . . . . . . . . . (you/enjoy) your new job? Questions
B: Yes. I . . . . . . . . (enjoy) working with children. • Has he really? • Are they really?
4 A: Kim . . . . . . . . (be) such an easy‒going person. • Did he really? • Did you really?
B: Not today. It seems she . . . . . . . . . . . . . . . . . (be) • Was it really? • Can she really?
really moody with everyone. Exclamations
5 A: I . . . . . . . . . . . . . . . . (think) of going on holiday Positive Negative
to Egypt.
• Wow! That’s great/ • Oh no! That’s awful/
B: I . . . . . . . . . . (not/think) it’s a very good idea.
brilliant! terrible!
6 A: I . . . . . . . . . . . . . . . . . . (have) problems with my • How exciting! • How embarrassing/unlucky!
kitchen sink. Can you help me?
B: Not really, but I . . . . . . . . . . . (have) the phone
number of a good plumber who can. 9 Think of the word which best fits in each space.
Write only one word. In groups, compare answers.
7 A: You . . . . . . . . . . . . . . . . . (appear) to have a rash
on your face. Are you alright? Exam Practice: Use of English
B: Yes. I’m just nervous because I . . . . . . . . . . . . . . .
(appear) on a TV quiz show later today.
8 A: Why . . . . . . . . . . (you/taste) the sauce, Mum?
B: It . . . . . . . . (taste) a bit bland. I think it needs
more salt.
7 Put the verbs in brackets into the present simple,

present continuous, present perfect or present
perfect continuous. How is each tense used?
1 John . . . . . . . . . . . (be) in his office. He . . . . . . . . . . Wembley Stadium is 0) one of the world’s most famous
(talk) to Mr Harris. football stadiums, and the national stadium for football in
2 It . . . . . . . . . . . . . . . . (seem) that package holidays England. The original structure 1) . . . . . . . . demolished in
. . . . . . . . . . . . (become) more and more popular. 2002 and the new Wembley Stadium opened on the same
site in London in 2007.
3 You . . . . . . . . . . . . . . . (always/use) my shampoo!
At a cost 2) . . . . . . . . around £800 million, it is the most
4 They . . . . . . . (be) so busy with their new house
expensive stadium 3) . . . . . . . . built. A huge 133 m high arch
they . . . . . . . . . . . . . . . . . . . . (not/visit) us for ages.
supports a movable roof that makes Wembley the biggest
5 I’m very tired. I . . . . . . . . . . . . (walk) all morning. fully-covered football stadium in the world. Beneath the arch,
6 John . . . . . . . . . . . . . . . (drive) the same car for six the facilities have 4) . . . . . . . . designed to give spectators
years now. more comfort 5) . . . . . . . . ever before. The 90,000 seats in
7 I’m afraid that bus . . . . . . . . . . . . (not/stop) here. the stadium offer fans more leg room than the Queen
8 He . . . . . . . . . . . . . . . . . . . . . . (live) here since 1985. 6) . . . . . . . . in the Royal Box of the old stadium. There are
9 How much . . . . . . . . (you/earn) in your current also 12 restaurants, 58 kiosks and 156 hospitality boxes to
job? choose 7) . . . . . . . . . . In fact, the four main restaurants are
the biggest in London.
10 It’s the first time we . . . . . . . . . . . . . . . . (eat) sushi.
Wembley Stadium is a multi-purpose stadium, designed to
Everyday English host football and athletic events 8) . . . . . . . . well as concerts,
and it was also the site of many events at the 2012 Summer
• Expressing interest Olympics.
8 Use the language in the box to respond to the

following.
MODULE 1 13
1 2
Lead-in
1 Think of as many words as
possible related to ‘performances’.
Compare them with your partner.
What forms of entertainment do
you prefer?
2 What do you know

about the people in the pictures?
What are they famous for? Think
of two questions for each. Listen 3 4
and see if you can answer them.
Reading
Multiple matching
Read the questions carefully and

underline the key words. Scan
the text for the information you
need. As you are reading,
underline the parts related to the
questions. Read the questions
again and answer them one by
one, referring to the texts. Some
information may be paraphrased.
3 a) Read the text. For questions

(1‒10) choose from the
performances (A‒D). The used to perform with other famous stars? 1
performances may be chosen
more than once. taught their craft to other people? 2
made their creations more entertaining and lifelike? 3
b) What is the author’s purpose?
is/was not the same as most people in their profession? 4
wants/wanted to do things people think cannot be done? 5
4 Match the underlined words in
the text to their synonyms. Use (has) entertained and educated children around the world? 6
them in sentences of your own. is trying something different with their career now? 7
• praised • officially approved does/did not live in the country where they were born? 8
• immediate • successful has/had an educational background unrelated to 9
• extraordinary • individual entertainment?
• instructive • levels had a record-breaking show? 10
14 MODULE 1
A B
A udiences around the world consider David
Copperfield to be the greatest magician of our time.
Copperfield was born in the United States in 1956. He
J im Henson will forever be remembered as the person
behind some of the most famous puppets in the world.
His best-known creations include such characters as Elmo,
began performing magic at the age of 12 and became Big Bird, Bert and Ernie, Miss Piggy and especially Kermit
the youngest person ever admitted to the Society of the Frog.
American Magicians. At 16, he was teaching a magic Born in 1936 in the United States, Henson grew up loving
course at New York University. He then began singing puppets. In those days, most puppets were simply painted
and performing magic on stage in Chicago. At the age wood with no actual character or emotion. Henson
of 19, he was given a break in television with his own designed puppets made of flexible, fabric-covered foam
show. His career in the world of entertainment was rubber, with big soft bodies and large mouths, which
taking off. made them more realistic. He was given an opportunity to
Since the 1970s, Copperfield has performed in Emmy perform on a local television show, which quickly
award-winning television programmes, stage plays, launched his career.
films and personal tours. He has travelled around the By 1970, Henson had developed a popular children’s
world and has elevated the art of magic to new heights. educational television programme, called Sesame Street.
In addition to performing, he created a critically The programme became an instant success and led to his
acclaimed Broadway show, Dreams & Nightmares, which next top production, The Muppet Show.
broke all box-office records during its run in New York Over the years, Henson expanded his company to include
City. “The secret,” says David, “is to consider nothing a wide variety of children’s programmes and educational
impossible, then start treating possibilities as materials, including books, music, television shows and
probabilities. If I am in the impossible business – and I feature films. His work is known and loved worldwide.
am – then I want to go beyond impossible.”
Jim Henson died in 1990, after devoting more than 30
years of his life to his craft.
C
harlotte Church has an exceptional talent. By the
C time she was 11 years old, people were talking
D
about the little girl with the big voice. Her break came in
1997 on a television show in Britain and was quickly
W e have all been amazed and impressed by
acrobats and jugglers, mostly men, tossing
around a variety of objects. However, a woman has
followed by her show-stealing performance on a recently taken centre stage in this male-dominated
televised talent programme. Church released her first form of entertainment. Her name is Meike Fromm and
album in 1998, called Voice of an Angel. She became the she is from Germany, though she left there many years
youngest artist to have a number one hit in the classical ago. Her stage name is Mika, and she is considered the
charts. The young Welsh girl from Cardiff had become best female juggler in the world.
an instant success in Britain as well as North America.
As a dancer, Mika trained in modern dance, jazz and
Her fame spread quickly and she was offered a number belly dancing. She holds a Master’s degree in Physical
of options. The young soprano travelled around the Education and is a certified teacher. She has worked
world, doing live performances alongside legends like with children with special needs in the New York City
Pavarotti and Julie Andrews. By the time she was 16, public school system.
Church had completed a number of albums, including a Since 1995, Mika has performed in circuses and live
‘Best of ’ album. Church has also expanded her career shows as an entertainer around Europe as well as the
to include cameo appearances on popular television United States. Her unique style has allowed her to move
programmes and a few small roles in feature films. She beyond the standard style of juggling and add a
is currently taking a break from singing, and working theatrical touch to her performances. “I love my art,
on her own television programme, entitled The Charlotte and I am just so very pleased to have the opportunity
Church Show. to share it with others,” says Mika.
5 Match the words in bold to their meanings. Use the words Speaking
in bold to make sentences about the performers.
• dedicating • made larger • at present • put out • throwing
6 Work in groups. Choose a
person from the text and
• accepted • choices • raised • started present him/her to the class.
MODULE 1 15
Vocabulary
& Grammar
1 Fill in each gap with
the appropriate Superman Returns, 1) ................. by Bryan
word from the list. Singer, is an action film with an incredible
2) ................... of actors and a clever 3) ................ .
• miss After eliminating General Zod and the other
• directed Kryptonian villains, Superman, 4) ................ by Brandon
Routh, leaves Earth to try to find his home planet of Krypton.
• played
When he finds nothing but ruins, he returns to Earth only to face
• cast more problems. Superman must again race against time to stop
• masterpiece his enemies killing people. Superman Returns is a modern
5) ......................, well worth going to see. The 6) ......................
• sensational
will be sitting on the edge of their seats throughout this
• plot 7) ................film. Don’t 8) ..................it.
• audience

• Past Tenses GR p. 141
4
1 She had a character/renown/reputation/fame
Put the verbs in brackets into the past simple,
for being professional. past continuous, past perfect or past perfect
2 Peter Jackson likes to take/shoot/create/fire continuous. Give reasons.
films in his native New Zealand.
1 Tony . . . . . . . . . . . . . (watch) TV when the lights
3 Minor actors usually play side/supporting/
went out.
helping/backing roles.
2 They . . . . . . . . . . . . (play) tennis with the Smiths
4 The film is a(n) variation/change/adaptation/
yesterday.
version of the novel by Charles Dickens.
3 He . . . . . . . . . . . . . . . . . . . . . . . (live) in Paris in 2004.
5 The film has a huge budget that is calculated/
4 He was happy because he . . . . . . . . . . . . . . . (win)
estimated/valued/assessed to be more than
the lottery.
£100 million.
5 Harry . . . . . . . . . . . (make) up his mind and then
6 The film was met/enjoyed/received/greeted by
let us know his decision.
fans despite what the critics said.
6 When I saw Jane, she . . . . . . . . . . . . . . (buy) a gift.
7 Jim Carrey will play the portrayal/part/person/
actor in the film version. 7 Gary . . . . . . . . . . . . . . . . . . . . . . . (look) for a flat for
months before he . . . . . . . . . . . . . . . . . . . (find) one.
8 The film was placed/set/located/put in Paris in
the 1930s. 8 We . . . . . . . . . . . . . . . . . . . (hope) to go on holiday,
but we couldn’t afford it and stayed home.
3 Cross the odd word out. 9 When it . . . . . . . . . . . . . (start) raining, he was out.
1 film: comedy, horror, adventure, live 10 John . . . . . . . . . . . . . . . . (learn) English for 7 years
before he . . . . . . . . . . . . . . . . . . (move) to London.
2 cast: weak, all‒star, talented, beautiful
11 The band . . . . . . . . . . . . . . . . . . . (play) for an hour
3 ending: tragic, surprising, sudden, modern
when it . . . . . . . . . . . . . . . . . . . . . . . . . (start) raining.
4 special effects: excellent, large, spectacular, great
12 They were very tired. They . . . . . . . . . . . . . . . . . . . . .
5 plot: ugly, awful, simple, complicated (travel) for more than ten hours.
16 MODULE 1
5 Put the verbs in brackets into the past simple, 5 Rachel started taking piano lessons five years ago.
past continuous, past perfect or past perfect been Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . .
continuous. Give reasons. . . . . . . . . . . . . . . . . . . . . . . for five years.
6 He has never flown on an aeroplane before.
When my brother 1) . . . . . . . . . . . . . . (suggest) first It’s the . . . . . . . . . . . . . . . . . . . . . . . . . . . .
that we go to see the David Copperfield performance
. . . . . . . . . . . . . flown on an aeroplane.
at the local stadium, I immediately 2) . . . . . . . . . . . . . .
(agree). He 3) . . . . . . . . . . . . . . (tell) me about the
amazing tricks that he 4) . . . . . . . . . . . . . . (perform) in the • Prepositions
past and I have to admit I 5) . . . . . . . . . . . . . . (be) intrigued.
On the night of the performance, as we
7 Fill in the correct prepositions. Check in
Appendix II. Choose any five of them and
6) . . . . . . . . . . . (enter) the venue, there was an immense make sentences using them.
feeling of anticipation in the air while the audience
7) . . . . . . . . . . . . . . (hurry) to find their seats. As the lights 1 He aimed . . . . . . . . the target and
8) . . . . . . . . . . . . . . (dim), everyone 9) . . . . . . . . . . . . . . released the arrow.
(go) silent. 2 He isn’t keen . . . . . . . comedies.
The show that 10) . . . . . . . . . . . . . . (follow) left me
3 I was upset when our holiday
breathless. After his first trick, where his assistant
came . . . . . . . . an end.
11) . . . . . . . . . (cut) him in half, Copperfield 12) . . . . . . . . .
(invite) audience members to supply him with dates of 4 A lot of people live . . . . . . . isolation.
birth and anniversaries. He then 13) . . . . . . . . . . . . . . 5 The team are confident . . . . . . winning the cup.
(proceed) to open a locked box and 14) . . . . . . . . . . . . . . 6 Bell is famous . . . . . . . inventing the phone.
(pull) out a piece of paper with the exact dates printed on
it! Then, the illusionist 15) . . . . . . . . . . . . . . (play) back an
7 The lecturer gave an interesting interpretation
audiotape that he 16) . . . . . . . . . . . . . . (record) before the . . . . . . . . Shakespeare’s sonnets.
show on which he 17) . . . . . . . . . . . . . . (recite) the dates 8 Her pet dog died . . . . . . . . a mysterious illness.
that the audience members 18) . . . . . . . . . . . . (give) him. 9 The old lady died . . . . . . . . an accident.
As the evening 19) . . . . . . . . . . . . . . (progress),
10 He’s obsessed . . . . . the idea of becoming a film star.
Copperfield 20) . . . . . . . . . . . . (make) a person disappear
and reappear in another country and, magically
21) . . . . . . . . . . . . . . (transport) thirteen audience Listening
members to the back of the theatre. I was very impressed
by Copperfield’s talent and I 22) . . . . . . . . . . . . . . (have) to
admit to myself that it was the greatest performance I
8 Listen to someone talking about a
film they watched. Answer the questions.
23) . . . . . . . . . . . . . . (ever/see).
1 Which film did he watch?
2 Who starred in it?
Exam Practice: Use of English 3 Who was it directed by?
4 What was the film about?
• Key word transformations
5 What were the special effects like?
6 Complete the sentences using the words in
bold. Use two to five words.
6 Did they recommend the film?
1 Sally isn’t as quick at typing as Pam. Speaking

than Pam is . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . Sally is. 9 You have recently watched a film. Tell your
partner about:
2 Her parents didn’t let her stay out late when she
was young. • the title/actors/director of the film
allowed She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • your description of the plot
. . . . . . out late when she was young. • your comments on the music/atmosphere etc
3 I can’t stand people laughing at me. • your positive or negative opinion
laughed I can’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at.
Writing
4 We had never been to Paris before.
first It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . we had ever been to Paris.
10 Use your answers in Ex. 9 to write a short
review of the film.
MODULE 1 17
C
Listening for opinion/attitude

• Preparing for the task
1 Look at the pictures. Match

what the people say to each B
sport. Which words helped you
decide?
Most people learn

2 how to do it as kids.
I didn’t, but as I was
I know lots of people watching the others having
really enjoy playing or fun I said to myself, “It’s
1 watching it but I personally never too late.” At first
I just love it. can’t stand it. I can’t I felt like I was going to
There’s nothing like feel the tension and drown, but after some
watching it live. I enjoy the I can’t understand how time I learnt to float and
atmosphere in the stadium. people get excited watching I became more confident
Everyone cheers and shouts. two people hit a ball back in the water. Now I go
It’s really great, especially and forth until one twice a week.
when my team scores of them misses.
the winning goal.
4 Think of a sport you like and one you don’t like. Use the
phrases in Ex. 2 to talk about them. Make sure you don’t
mention the names of the sports. Your partner guesses the
2 The following phrases express
opinion. Which of them are used
sports.
in the texts in Ex. 1?
Exam Practice: Listening
Expressing opinion/attitude
• I love/don’t like ...

5 You will hear five people giving their views on
extreme sports. For speakers 1‒5, choose from the statements
• I feel that ... (A‒H) what each speaker says. There are three extra letters
• I believe/don’t believe that ... which you do not need to use.
• I think/don’t think ... A I don’t know why people like them. Speaker 1
• To me ... B I’d rather do something more relaxing. Speaker 2
• I personally ...
C I’m too afraid to try anything like that.
Speaker 3
D Other sports are too boring for me.
Speaker 4
3
E I’d like to try a sport like that.
You’ll hear a boy talking
about a sport. How does he feel F I don’t enjoy it as much as I used to. Speaker 5
about it? Which phrases helped G I haven’t found one I like yet.
you decide?
H I don’t like any sports.
18 MODULE 1
jugglers
Listening for gist stage ring footlights
• Preparing for the task tricks acting aisle stunts
audience acrobats stalls
6 Match the words to the correct
picture(s). play boo applause
clowns
orchestra trapeze
dancers
7 Listen to Tracey talking about an
evening out. Where did she go?
disappear performers
curtain
• theatre • circus • magic show
Which words helped you decide?
8 a) You’re going to hear someone talking about one

of the following forms of entertainment:
• magic show • juggling act • puppet theatre
Before you listen write some key words
you expect to hear for each choice.
b) Now listen. Choose the correct

answer. Did the speaker mention any of
the key words?
Multiple choice listening
Read the questions and underline the key

4 You hear a man talking. What is he?
words. Listen once and note down any answers
you can. Listen again and complete/check your A an actor
answers. B a scriptwriter
C a personal assistant
5 You hear a man talking at work. What is he worried
9 You will hear people talking in eight
different situations. For questions 1‒8,
about?
A the company’s financial position
underline the key words. Listen and choose B an important meeting
the best answer (A, B or C). C his after‒dinner speech
1 You hear a teenager talking about the sport he does. 6 You hear a woman talking about her car. Why is she
Why did he take it up? happy with it?
A to avoid doing something else A It is a nice colour.
B to follow a family tradition B It is a vintage car.
C to build on his natural talent C It is reliable.
2 You hear a woman talking about a trip she is taking. 7 You hear someone talking about a footballer. How
How will she travel to the airport? does the footballer feel about his sport?
A on foot A He thinks it restricts his lifestyle.
B by train B He sees it as a route to something else.
C by motor vehicle C It’s the most important thing in his life.
3 You hear part of a lecture about the role of women in 8 You hear a manager talking to his secretary. Why is he
the legal profession. What is the lecturer describing? talking to her?
A historical facts A to give a warning
B opinions on the effects of something B to grant permission
C disagreements between researchers C to make a suggestion
MODULE 1 19
Giving personal information
1 Complete the sentences about yourself. Imagine you are new to the class. Use the sentences to talk
about yourself to your partner.
My name’s . . . . . . . . . . . . . . . . . . . . . . . . There are . . . . . . . . . . . . . . . . in my family.

I’m . . . . . . . . . . . . . . . . years old. My dad works as . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I live in . . . . . . . . . . . . . . . . . . . . . . . My favourite subjects are . . . . . . . . . . . . . . . . . . . . . . .
I go to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . school. In my spare time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Expressing likes/dislikes
2 Listen to John talking about what he

likes doing in his free time and complete the
sentences with the correct activity.
1 I really enjoy . . . . . . . . . . . . . because we have a lot of

fun together.
2 I like . . . . . . . . . . . and . . . . . . . . . . . . . because I’m a
very active person.
3 I’m fond of . . . . . . . . . . . . . and I often go with my dad

to the lake.
4 I’m keen on . . . . . . . . . . . . . and go regularly with my
mum in the park. Exam Practice: Speaking
5 I can’t stand . . . . . . . . . . . . . . . . . I don’t like to get my
hands dirty. 3 What about you? What do/don’t you enjoy
doing in your free time? What’s your favourite
6 I’m not keen on . . . . . . . . . . . . . because I do it a lot
hobby? Why? Tell your partner.
at school.
7 I just hate . . . . . . . . . . . . It’s so boring.
8 I really enjoy . . . . . . . . . . It’s interesting and fun. Likes Dislikes
• I really like/enjoy ... • I just hate ...
• I’m fond of ... • I can’t stand ...
• I’m keen on ... • I find ... boring/difficult, etc
20 MODULE 1
Contrasting ideas/Speculating
4 Which sports can you see in the pictures? What are they like? In what ways
can they be dangerous? Listen and complete the sentences.
A
Both horse racing and motocross are challenging sports. 1) . . . . . . . . . . . . . . . .
horse racing can be a great 2) . . . . . . . . . . . . . . . . , it can also be quite dangerous.
For example, if the horse falls over, the jockey may 3) . . . . . . . . . . . . . . . . or
injure their head.
Similarly, motocross could be dangerous if the rider 4) . . . . . . . . . . . . . . . . of B
the bike and crashes it. In spite of all the dangers, these sports require a
5) . . . . . . . . . . . . . . . . so they can help you stay 6) . . . . . . . . . . . . . . . . .
Exam Practice: Speaking
5 a) Look at pictures A and B. Use the language in the boxes to compare the photographs and say in
what ways these sports may be dangerous. Use the text in Ex. 4 as a model.
A In what ways may B

these sports be
dangerous?
Contrasting ideas
• ... but ...
Useful language
• Although + clause
• In spite of/Despite + Benefits Possible dangers
noun/‒ing form • great form of exercise • crash/lose control
Speculating skiing • gives sense of freedom • break leg/injure
• It may/might/can ... • helps you get fit head/get concussion
• It probably ... • very exciting • fall from great height
• It seems that ... rock climbing • challenging/adventurous • break arm/leg
• I’d say it ... • enjoy nature • injure shoulder/back
• Perhaps ... • requires skill
b) Listen to a model monologue. What does the speaker say about the dangers of each sport?
Expressing preferences
6 Which of the sporting events above would you prefer to watch and why? Use the phrases to tell your partner.
• I’d prefer (+ to‒inf) rather than (+ bare inf) because ... • I’d really like to ... • I think ...
• I quite like ... but I’d prefer ... • I’m not very keen on ... . I’d rather/prefer ...
MODULE 1 21
PLAN
Introduction
Para 1 Set the scene (describe the
weather, time, atmosphere,
people involved, possible
feelings, etc)
Main Body *
Para 2 Before the main event(s)
(incidents leading to the main
event)
Para 3 The main event(s) (describe
the main event(s), people
involved, more details and the
climax event)
• Stories can be written either in the first or * The main body may include 1‒3
the third person and present a series of
paragraphs.
events, real or imaginary.
• We normally use past tenses in stories. e.g. He Conclusion
stood on the deck looking out to sea as the ship
was leaving the harbour.
Para 4 End the story (refer to moods,
consequences, people’s
• When writing a story, we need to keep a time
reactions, feelings, etc)
sequence in mind. Stories describe a sequence of
events which need to be linked with appropriate
sequence words such as: First, Then/Next,
• Interpreting rubrics
After/Before (that), During/Meanwhile, Finally,
As soon as, The moment that, As, No sooner ...
than, Hardly ... when, Immediately, Since, 1 Read the rubric and look at the underlined
key words. Then answer the questions below.
While, Until, By the time, As long as. e.g. He
stood up and walked towards the door. Your teacher has asked you to write a story
Meanwhile, Stella was poking the fire. about a frightening experience for the
• Using a variety of adjectives (disgusted, amusing, school magazine. The story must begin
astonished, etc) and adverbs (fearlessly, with this sentence: It was raining heavily
cautiously, amazingly, etc) will make our stories yesterday ... . Your story must include:
more interesting to the reader. e.g. He carefully • a uniform • falling
approached the empty house and knocked on the
wooden door. Write your story (140‒190 words).
• We can use descriptions of people, places or
1 What are you going to write?
objects to create atmosphere and emphasise
specific parts of the narration. e.g. Behind the 2 Who is going to read your piece of writing?
desk there was a cheerful little girl looking at 3 Who will the main character(s) be?
me smiling shyly.
4 What can the story be about?
• We can use direct speech to make our stories more
dramatic. e.g. “What’s this?” she asked.
5 What words must you use in your writing? Where?
6 How many words must you write?
7 How can you begin your story?
22 MODULE 1
Trapped! Para 1
It was raining heavily yesterday evening as I was walking to work. I .......................
reached the building and, as usual, I went up to the security office and .......................
changed into my uniform. I was in a good mood and I figured that I could .......................
easily finish my first patrol before 9 pm.
Para 2
I had only just begun my security patrol when there was a terrible .......................
rumble, like thunder, and the building literally started to collapse around me. .......................
I remember falling and then I was lying on cold concrete in total darkness. .......................
I was trapped. I started to shout frantically but I realised it was useless.
That turned into the longest night of my life. It seemed like an eternity before Para 3
I heard faint voices above me. I shouted for help. A man shouted back, .......................
“Where are you?” “Here, here!” I yelled at the top of my voice. “Don’t panic –
.......................
.......................
we’ll get you out of there,” he called.
When a chunk of debris was moved and I saw the dim lights, I knew I Para 4
would be safe. As the rescuer climbed down carefully and pulled me out, I felt .......................
relieved. Although my leg was hurting terribly, I was happy to be safe and .......................
sound. .......................
• Model analysis 3 What adjectives has the writer used to describe the
following?
2 a) Read the model.
mood rumble darkness night lights
1 Which paragraph sets the scene? concrete voices
2 What is the main event?
3 What happened before it? 4 Fill in the adverbs the writer uses with the following verbs.
Make sentences using these phrases.
4 What happened in the end?
1 . . . . . . . . . . . . . . . . finish 3 shout . . . . . . . . . . . . . . . .
5 How did the character feel?
2 . . . . . . . . . . . . . . . . started to 4 climbed down . . . . . . . . . . . . .
6 Underline the direct speech in the
collapse 5 hurting . . . . . . . . . . . . . . . .
model.
b) Read the model again and

complete the paragraph 5 Listen to the story and put the pictures into the
correct order. Then write a story based on them entitled:
plan. A Flight to Remember. Write your story (140‒190 words).
c) List the events in the order A B

they happened. Use them to
tell the class a short
summary of the story. E
The building started to collapse.
He went to the security office.
A man found him.
He fell and got trapped. C D
He went to work.
He heard a rumble.
He heard voices.
The rescuer pulled him out.
He shouted for help. 1 .... 4 ....
2 .... 5 ....
3 ....
MODULE 1 23
• Descriptive Techniques 2 Fill in: victoriously, politely,
cautiously, quickly, happily,
To make your story more interesting to the reader you can: wearily, fortunately, softly, always,
• use a variety of adjectives and adverbs that bring the text to seriously.
life. e.g. The lovely old lady smiled warmly at me.
• use direct speech and a variety of verbs such as: exclaimed,
1 She . . . . . . . . . . . . . . . . . . . . . . excused
uttered, screamed, announced, mentioned, stated, expressed, herself from the dinner table.
shouted, etc to avoid using said all the time. e.g. Instead of 2 None of the hotel guests were
saying “Let’s go!” he said, you can say “Let’s go!” he . . . . . . . . . . . . . . . . . . . . . . injured in
exclaimed. the fire.
• use your senses (sight, sound, smell, taste, touch). e.g. I heard 3 You should . . . . . . . . . . . . . . . . . . . . . .
the sound of shattering glass and saw people running hurriedly wash your hands before you eat.
towards the exit. I could smell something burning and a blast
of hot air blew past me and I could feel the heat from it. 4 The man instructed everyone to
walk . . . . . . . . . . . . . . . . . . . . . towards
• Adjectives/Adverbs the exit.
1 Replace the words in bold with one of the adjectives or 5 The trainer . . . . . . . . . . . . . . . . . . . . . .
adverbs from the lists. approached the lion.
6 . . . . . . . . . . . . . . . . . . . . . . . . . the plane
landed safely and on time.
7 Becky . . . . . . . . . . . . . . . . . . . accepted
A the invitation to the birthday party.
That day, Amy and Mark couldn’t believe their bad luck! They had 8 The boy . . . . . . . . . . . . . . . stroked the
gone mountain climbing 1) many times before, but never had they puppy and wrapped it in a blanket.
experienced such 2) cold temperatures and 3) strong winds. They 9 The family . . . . . . . . . . . . . . . . . . . . . .
realised they would have to find shelter 4) fast before they got into returned home after their weekend
5) serious trouble. of camping in the mountains.
10 The team . . . . . . . . . . . . . . . . . . . . . .
celebrated winning the
championship.
B
• Using a variety of verbs
Tom and Amanda had just shared a 1) nice evening out with
friends. On their way home, driving along a mountain road, 3 Complete the sentences with:
exclaimed, shouted, assured,
they suddenly saw a(n) 2) big rock blocking their way. Tom whispered, explained, screamed.
slammed on the brakes immediately and managed to stop the
car. They were 3) very lucky because they 4) just missed 1 “Everything will be fine,” he
having a(n) 5) bad accident. . . . . . . . . . . . . . . . . . . . . her.
2 “You look gorgeous,” Tom
. . . . . . . . . . . . . . . . . . . in admiration.
3 “Hide in here! Quick!” she
. . . . . . . . . . . . . . . . . . . . . . just before
C the door burst open.
The 1) old lady lived in a(n) 2) big house on a(n) 3) quiet street 4 “Oh no! It’s going to fall!” she
near the edge of town. She had lived there all her life and her . . . . . . . . . . . . . . . . . . . . in terror.
house was filled with 4) nice 5) old furniture and collectibles. 5 “It was all my fault,” he . . . . . . . . . . .
She spent most of her time in a(n) 6) small parlour at the back to the police officer.
of the house, in front of a(n) 7) hot fire, reading books. 6 “Psst. Over here,” . . . . . . . . . . . . . . . . . a
strange voice.
24
• Feelings
Stories should illustrate how the characters feel. e.g. anger, happiness, sadness, frustration, loneliness, etc. This makes
them more interesting to the reader and brings the characters to life.
4 Read the following story endings which describe how the characters feel. Fill in the gaps with the
adjectives: frustrated, angry, lonely, happy, sad.
1 The boy looked at me and smiled. I had saved his 4 Everything she had told me was a lie. I was very
life. I felt so . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with her and I could never forgive
2 She was badly hurt. There was nothing I could do her.
to help her. I was so . . . . . . . . . . . . . . . . . . 5 He waved his mother goodbye as she entered the
3 I knew the vet had done his best, but he couldn’t save coach. Suddenly, he felt very . . . . . . . . . . . . . . . . . .
my dog. I wanted to cry; I felt really . . . . . . . . . . . . .
• Beginning and ending a story

The beginning and ending of a story is very important. d directly addressing the reader
A good beginning will stimulate interest and make the e asking a rhetorical question
reader want to continue reading the story. A good Ways of ending a story:
ending will give the reader a sense of satisfaction. a using direct speech
Ways of starting a story: b asking a rhetorical question
a creating atmosphere by describing the weather, c describing your reactions, feelings or mood
people, setting the scene, etc d describing other people’s reactions or feelings
b using direct speech, either a statement or a e creating a feeling of suspense or mystery
question Remember that more than one technique may be used
c expressing someone’s mood or feelings to begin or end a story.
5 Match the beginnings (1‒4) to the endings (A‒D), then decide which techniques have been used in
each.
1
sounded A
“Bob, what’s that over there?” Jack
rds the trees. I
nervous as he pointed towa
pile of cloth es? When we got out into the fresh air,
looked. What was that we felt
relieved. We were safe at last.
2
Why is it that the most important things happen when we B
don’t expect them? The sun was shining as they walked
wasn’t sure
through the jungle. Everybody was nervous, especially He ran away as fast as he could. He
he knew he would
James Johnson. The scientist had been working all his life about what he had seen but
to find the lost tomb of Itawa, the ancient Brazilian god. never go near that hous e agai n.
3 C
house? Brian stood in
Have you ever been to a haunted
t look ing up at the haunted When the doctor told us
the dark, deserted stree we had saved the man’s
dere d why he had agre ed to go inside we were glad. It was luc life
house. He won ky that we had gone to
no choice, though, work
since it made him nervous. He had a little earlier that winter
’s morning.
but to go in.
4 D in this valley,”
The train had not moved for some time. We were James was tired. “OK, so it wasn’t
ts. I’ll just have to
worried. It was becoming hard to breathe as it was he thought, “but I know it exis
extremely hot in the carriage and the air conditioning ed back to the camp,
keep looking.” He walk
had stopped working ages ago. anxious to star t his search agai n.
6 Write a beginning and an ending for a story entitled “A Day to Remember.” Use any of the techniques
above.
MODULE 1 25
• Descriptions in stories 2 a) Fill in: lazy, intelligent, practical, reliable,
patient, lively, unstable, generous, boring,
Stories may include descriptions of the people, optimistic.
objects or places involved in the event(s).
1 Mary was a very . . . . . . . . . . . . . . . person. You could
Describing People always count on her to do what you asked her to.
2 He tended to be . . . . . . . . . . . . . . . . . His mood was
likely to change at any time.
• When you describe physical appearance,
remember to include details of: height, 3 He was a very . . . . . . . . . . . . . . . . . . person. He did
build, age, facial features, hair, clothes, nothing but watch TV most of the day.
moving from general adjectives to more 4 Mike could often be . . . . . . . . . . . . . . . . . . . He had a
specific ones. e.g. John was a tall, well-built tendency to repeat the same old stories.
man. He had an oval face with bright blue 5 She had a very . . . . . . . . . . . . . . . . . . outlook on life.
eyes and a big nose. His short, fair hair She always looked on the bright side. She never
made him look sophisticated. He always expected anything to go wrong.
dressed smartly in a well-cut suit and tie. 6 The teacher was very . . . . . . . . . . . . . . . . . . . with her
• When you describe a person’s character, you students. She always explained things several
should always justify the qualities you mention times.
each time. e.g. He was so reliable, he would 7 The little boy was so . . . . . . . . . . . . . . he could learn
never let you down. things quickly and easily.
The negative qualities should be written using 8 Her uncle was very . . . . . . . . . . . . . . . . . . . He always
mild language e.g. Instead of saying: He was gave money to charity.
aggressive, you can say: He had/showed/ 9 Josh was very . . . . . . . . . . . . . . . . . . . . . He was full of
displayed a tendency to be aggressive or He energy and high spirits.
could be aggressive at times.
10 Her husband was very . . . . . . . . . . . . . . He repaired
everything around the house.
1 a) The following adjectives describe people’s
physical characteristics. List them as in the b) Use appropriate adjectives to describe a
example. Compare with your partner. friend of yours to your partner.
• blue • short • oval • tiny • straight • freckled
• dark • of medium height • slim • upturned
• muscular • brown • wavy • overweight
3 Make sentences with the following
personality traits. Justify the adjectives when
• blond(e) • almond‒shaped • long • plump describing a person.
• wrinkled • ugly • shabby • crooked • elegant • pleasant • reserved • sensible • selfish
• attractive • fashionable • slanting • tall • helpful • naïve • unreliable • silly • honest
• casual • curly • green • well‒built • unpredictable • serious • curious • dishonest
• pessimistic • sociable
Height short • witty • amusing
Build tiny • dull
Face oval Her children
Eyes blue were very
Nose straight pleasant. They
Hair brown always
behaved in a
Clothes shabby polite and
friendly manner.
b) Find pictures of people from magazines.
Describe them to your partner.
26 MODULE 1
4 a) Look at the text below and answer the questions. b) Put the events in the order
they happened. Use them to
1 What type of text is it? retell the story.
2 What tenses are used?
She saw a man.
3 Which paragraph(s) contain(s) a description of a person?
A car headed towards them.
4 What does the person look like?
They sat together.
5 What character adjectives and justifications has the author She went to a restaurant.
used?
Ambulances and police arrived.
6 Which verbs does the author use instead of “say” in the last They heard a sound.
paragraph?
John pulled her into the kitchen.
7 How has the writer used the senses?
They heard glass shatter.
5 Find the adjectives the writer

uses to describe the following.
• weather • restaurant • man
• tyres • glass • furniture
Think of two more adjectives for

each noun. Compare with your
partner.
1 Yesterday, I had an
interview and I didn’t want
to be late. The weather 6 a) What techniques has the
writer used to begin/end her
was awful so I set off in story?
plenty of time and I was an
hour early. I decided to
spend the time in a small
b) Think!
Think! Give the story a
cosy restaurant.
different beginning and
2 Straight away, I noticed a handsome young man. He ending. Use any of the
seemed familiar. He was slim but muscular and rather tall. I was techniques on p. 25.
trying to think where I knew him from when he looked up and
smiled at me. I smiled back. He waved me over to his table.
3 He was John Stevens, an old friend of my brother’s. He was 7 Imagine the writer met a
woman. Rewrite paragraphs 2
friendly, interesting and funny. I was laughing at one of his jokes and 3. Think about:
when we heard the sound of screeching tyres from outside. We
• who the woman can be.
looked out of the window and saw some car headlights heading
towards us. I was terrified.
(e.g. a friend, a relative, etc)
• what she looks like.
4 Instantly, John grabbed me and pulled me into the restaurant’s • what she is like.
kitchen. We heard the sound of shattering glass and smashing
furniture and then everything went quiet. Ambulances and police
arrived within minutes, and thankfully no one was injured. “You
saved my life. How can I repay you?” I cried. “How about dinner?
Not here though, it needs some remodelling,” he replied jokingly.
MODULE 1 27
Describing places 2 Read the extract below.
Highlight the static features and
circle the moving features.
When describing particular details of a place, you can use
your senses (sight, sound, smell, taste, touch). e.g. He lived in
a cottage with thick wooden beams that you could smell when
you walked in the door. A combination of static and moving
features can also be used in descriptions. e.g. static features:
The cottage was at the top of the hill. moving features: The ... On the mountainside there was
stream flows down the hill. You can also describe the place a forest. The fields stretched as
either from near or far, from a central point, from a high point far as the horizon. A path led to
etc. e.g. In the distance, we could see a castle high up on a hill. the village. The village was set
among pine trees. In the
1 a) Fill in: beyond, from, covered, along, poked, up. background there was a hillside.
The hills seemed to rise up from
nowhere. A road crossed the
I was struck by the beauty of Bergen as we sailed into the valley. A stream flowed through
the valley. A path curved around
harbour early that summer morning. It seemed to offer the
the hills. The road wound through
perfect combination of fragrant pine trees and fresh sea air. the forest. At the foot of the
The old harbour was filled with colourful sailing boats and mountain there were caves ...
1) . . . . . . . . . . . . the bustling waterfront people drifted in and
out of the craft shops, cafés and restaurants which were
already busy serving delicious-looking food. 2) . . . . . . . . . . . .
the city, the dense evergreen forests which grow
3) . . . . . . . . . . . . the mountainside made
it seem as if it were 4) . . . . . . . . . . . .
with a lush green blanket. Here and
there in the forest old wooden-
beamed houses 5) . . . . . . . . . . . . their
roofs out from between the trees.
6) . . . . . . . . . . . . the harbour I could
smell the delicious aroma of fresh
seafood and fruit. I knew that my
stay in this stunning part of
Norway was going to be an
interesting one.
b) Circle all the adjectives in the text.
c) List all the phrases that relate to the use of the senses (smell,
sight, sound, taste).
28 MODULE 1
5 Show and tell. Bring objects
from home or choose objects in
the classroom and describe
Describing Objects them to your partner.
• Discuss & Write
• When you describe objects you can use a variety of
adjectives. You should bear in mind the following order: 6 Read the rubrics and answer the
questions. Choose one and write
your story.
Opinion, Size/Weight, Age, Shape, Colour, Country of A You see this announcement in an
Origin, Material NOUN
international magazine.
Instead of saying “He was holding a box” we can say “He We are looking for stories for
was holding a beautiful, heart-shaped, velvet box”. We do our international magazine.
not normally use more than three adjectives to describe a Your story must begin with
noun. this sentence: I had never been
so surprised in my whole life.
• We can add more information in a prepositional phrase Your story must include:
after the noun. e.g. It was a beautiful, heart-shaped, velvet • a flight • a monument
box with a red ribbon on it.
Write your story (140‒190 words).
3 The following adjectives describe objects. Use them to
complete the table, as in the example.
B You see this announcement in
your school newspaper.
enormous ancient light rubber round Short story competition
modern little purple Spanish British Do you have an interesting
story? Your story must begin
steel Chinese metal red heavy square
with this sentence: I woke up
disgusting new black attractive flat early as it was my birthday.
Your story must include:
beautiful . . . . . . . . . . . blue . . . . . . . . . . . . . . • a dog • a cooking
Opinion Colour
.................... .................
Size/ large . . . . . . . . . . . . . . . . Egyptian . . . . . . . . . . Write your story (140‒190 words).
Origin
Weight .................... .................
1 What should you write?
old . . . . . . . . . . . . . . . . . woollen . . . . . . . . . .
Age Material 2 Who is your target reader?
.................... .................
round . . . . . . . . . . . . . . carpet . . . . . . . . . . . . 3 Who can the main character(s) be?
Shape Noun
.................... ................... 4 What can the story be about?
4 Read the following extract from a story and put the

adjectives into the correct order, then cover the text and
Swap papers and evaluate your
partner’s story. Think about:
try to describe the suitcase in the picture. spelling mistakes, paragraph
structure, sequence of events, tenses.
As I entered the house I heard people laughing in the living

room. A(n) (leather, old, square) suitcase was in the corridor.
Each corner of the suitcase was covered by a (dark, small,
leather) patch, which was fastened by (metal, tiny, round)
studs. The suitcase was covered with many (colourful,
interesting, paper) labels, and had a sturdy handle. There were
also two (metal, silver, small) locks on either side of the handle.
“Who can this suitcase belong to? What is in it?” I wondered as
I headed towards the living room.
MODULE 1 29
1 a) Describe the pictures above
the text. Why would the people
choose to use these forms of
transport? Exam Practice: Use of English
b) Listen and read the

text to find out.
What do London and Edinburgh have in 0) . . . .B. . . . ? Well,

Text completion they are both popular destinations for tourists eager to learn
Read the title to get a general idea of about the cultural heritage of Britain and to see the spectacular
what the text is going to be about. sights. However, they are also cities that offer an alternative
Read the text once to get the general form of transport, the pedicab. For those who don’t like walking
idea. Read again. Pay close attention or are 1) . . . . . . . . about polluting the environment, this is a(n)
to the words before and after each 2) . . . . . . . . way to get about.
gap. Look at the choices and choose The pedicab is a sophisticated version of the rickshaw, a form
the best one. Read the completed of transport that has been popular in the Far East for many
text to see whether it makes sense. years. Basically, it is a lightweight tricycle which can carry up to
three passengers. There is no engine and so there is no
2
pollution. The power is provided by your driver, a fit cyclist! A
Read the text. Answer the
short ride of around half a mile 3) . . . . . . . . £3 per passenger,
questions.
which is rather expensive, but there is no shortage of
1 Why do tourists visit Britain? customers, with some drivers 4) . . . . . . . . up to 40 miles and
carrying 50 different sets of passengers during a 5) . . . . . . . .
2 What alternative form of transport
eight-hour shift.
can a tourist use in London?
The vehicles are very popular with tourists. In London, for
3 Where did pedicabs come from? example, you can enjoy a visit to a theatre and then 6) . . . . . . . .
4 How many passengers can a a pedicab ride to one of the many restaurants in Soho or the
pedicab carry? West End. With around 250 pedicabs in use you should be able
to find one easily. Be warned, though – you won’t find one in the
5 How much is the fare?
daytime, as they only 7) . . . . . . . . in the evenings. They have
6 Can you find pedicabs any time of also become a popular mode of transport for weddings,
day? birthday parties and so on. In Edinburgh, there are now 40
7 Are pedicabs used only by tourists? pedicabs ferrying tourists between the city’s many attractions.
Some people are not 8) . . . . . . . . on the idea of pedicabs,
3
especially taxi drivers. However, it seems that they are here to
Read the text. For each stay, adding yet another dimension to Britain’s vibrant culture.
gap choose the correct word
(A, B, C or D).
4 Work in pairs. Imagine you are

on holiday. You are talking to
your friend on the phone. Tell 0 A share B common C standard D stock
him/her about: 1 A regarded B afraid C concerned D troubled
• where you are 2 A classic B model C fine D ideal
• how long you are staying and why 3 A costs B sells C pays D amounts
• what means of transport you are 4 A moving B covering C crossing D passing
using and why 5 A normal B standard C typical D usual
5 ICT Work in groups. What forms
of transport do tourists use in your
6
7
A
A
take
act
B
B
hold
function
C
C
grab
operate
D
D
seize
work
country? Are they cheap/expensive? 8 A intense B keen C fond D eager
When do they operate? Collect
information and make a
presentation for the class.
30 MODULE 1
Exam Practice: Use of English
There 0) are two categories of energy resources:

renewable and non-renewable. Non-renewable energy
resources cannot be replaced once they have been used
up. Renewable energy resources, on the 1) . . . . . . . . . . . . . .
hand, never run out.
Non-renewable energy comes from fossil fuels such as coal,
oil and natural gas. They were formed over millions of years
from the remains of living things, and it would take millions
of years to replace 2) . . . . . . . . . . . . . . . Fossil fuels release
sun oil
energy when they are burnt, but they also release large
amounts of carbon dioxide, 3) . . . . . . . . . . . . . . pollutes the
atmosphere and increases global warming.
Renewable energy resources include wind, water and solar
power. The Earth has an endless supply of these forms
4) . . . . . . . . . . . . . . power, and using them causes little or
no pollution. The power of the wind 5) . . . . . . . . . . . . . .
converted into electricity using wind turbines. The power of
moving water, whether from dams, or the ocean waves, can
drive hydroelectric turbines, while energy 6) . . . . . . . . . . . . . .
the Sun can provide heat or 7) . . . . . . . . . . . . . . turned into natural gas water
wind
electricity.
Cutting down on the amount of fossil fuels we use would
reduce pollution and conserve the Earth’s resources
before they disappear completely. We can all help. For
example, we can slow down when driving and walk to
school 8) . . . . . . . . . . . . . . than travel by car, and we can
turn off the lights when we leave the room.
wood
coal
1 Look at the pictures. Which Speaking

energy resources do you think Think! In pairs, discuss the benefits of using water,
Think!
will not run out and which ones 4 wind and solar power as energy sources.
will eventually run out? Read
through and check.
Listening
2 Read the text and fill in
the gaps with an appropriate 5 Listen to two people talking about how to save
word. Compare answers with a energy. List the points under the headings: home ‒ school
partner. Listen and check. What
type of text is it?
3 Match the words in bold to their

meanings. ICT In groups collect information, then write a short
• cut down on • from the sun
article about how to save energy at home. You can use ideas
from Ex. 5.You can visit this website:
• machines that turn to produce
http://www.eere.energy.gov Go to I want to ...:
power • types • leftovers Click on ▶ Save Energy at Home
• protect (from loss) • substituted
MODULE 1 31
LEVEL B2.2
Student’s Book
Teacher’s Book
Class CDs
Workbook Student’s
Book Workbook Teacher’s
Book
Virginia Evans - Jenny Dooley
Contents
Speaking &
Functions
1 Communication gestures & comparisons Body Talk for specific express an email to a
(pp. 5‒38) emotions ‒ing/(‒to) (multiple choice) information preference friend
body language infinitive (pp. 6‒7) for gist give reasons describing a
The Universal ask for opinion/ festival you
character traits clauses of for detail
Language of agree/disagree attended
music/places of reason/time for opinion
purpose/ Music ask for advice/ a paragraph
entertainment
result/cause (text completion) give advice about qualities
feelings & (pp. 10‒11) a driver should
& effect complain,
moods have
direct/ So you think apologise
friendship you are a good informal/semi‒
indirect ask about/
ways to look questions driver? express feelings formal/formal
ways to talk (multiple letters/emails
invite/accept –
matching)
phrasal verbs refuse invitations
(pp. 14‒15) (pp. 18‒19)
the senses
Multiple choice (pp. 20‒21)
languages, Multiple matching Interview
dialects & Sentence Compare pictures
accents completion Speculate
Culture Clip – Cockney Rhyming Slang (p. 36)
Curricular Cut: Biology – Animal Talk (p. 37)
2 Challenges animal groups tense The Serengeti for gist express a summary of a
(pp. 39‒68) animal sounds revision (multiple choice)for specific dissatisfaction text
collective (pp. 40‒41) information give & react to a letter to a pen
ways to speak
nouns In the shadow of for detail news friend telling
disasters
conditionals Vesuvius make speculations him your news
idioms (text completion) express wants/
wishes a diary entry
feelings (pp. 44‒45) intentions about a
unreal past
phrasal verbs Do it, if you express opinion disaster you
linkers dare! use of the senses experienced
extreme (pp. 52‒53)
sports time adverbs (multiple stories
Multiple choice (pp. 54‒55)
adjectives/ matching) Multiple matching Interview descriptions of
adverbs (pp. 48‒49) Sentence Compare pictures objects, people,
completion Speculate
places
Culture Clip – The Navajo Language – Surviving Against the Odds (p. 66)
Curricular Cut: Science – Standing on Solid Ground (p. 67)
3 Rights crime clauses of Caught in the act for gist give an eye‒ a formal letter
(pp. 69‒98) technology concession (multiple choice) for detail witness account of complaint
modals (pp. 70‒71) buy things a diary entry
education for specific
intensifying Snapshots of the information narrate essays
social/world
adjectives world experiences
issues a presentation
(text completion) contrast ideas
welfare passive on an
(pp. 74‒75) express feelings
causative organisation
work Struggling in follow a discourse
festivals linkers Society use quotations
(pp. 82‒83)
organisations (multiple Multiple choice (pp. 84‒85)
matching) Multiple matching Interview
phrasal verbs
(pp. 78‒79) Sentence Compare pictures
idioms completion Speculate
Culture Clip – A Cause for Celebration (p. 96)
Curricular Cut: Citizenship – Unicef (p. 97)
2
Speaking &
Functions
4 Survival evolution inversion Lonesome for gist make & respond a summary of a
(pp. 99‒124) conservation emphatic George for opinion to suggestions text
structures (multiple choice) express probability a short
heredity for detail
(pp. 100‒101) advantages/ paragraph
space modal verbs for specific
Will we all have disadvantages stating your
GM foods so – neither/ information
to leave home? decide on opinion on GM
nor
food/drink (text completion) food/drink food
linkers (pp. 104‒105) express
deserts reports
GM foods agreement/
proposals
(multiple disagreement
an article on
matching) (pp. 112‒113) approve of an idea
global warming
(pp. 108‒109) Multiple choice make decisions
Multiple (pp. 114‒115)
matching Interview
Sentence Compare pictures
Culture Clip – The Millennium Seed Bank (p. 122)
Green Issues – Deserts (p. 123)
5 Spoilt for choice teenage relatives – First days for specific express annoyance/ a diary entry
(pp. 125‒152) problems relative (multiple choice) information sympathy describing your
weather clauses (pp. 126‒127) for gist make deductions first day at
the definite To the ends of school
travel for detail make suggestions/
article the Earth accept/reject a short
shopping
quantifiers (text completion) paragraph on
money reach a decision
(pp. 130‒131) credit cards
linkers compliment/thank
phrasal verbs Shopping habits articles
idioms (multiple give alternatives
reviews
matching) make assumptions
(pp. 138‒139)
(pp. 134‒135) Multiple choice
Multiple (pp. 140‒141)
matching Interview
Sentence Compare pictures
Culture Clip – London: A Shopper’s Paradise (p. 150)
Curricular Cut: Science – Clouds (p. 151)
Grammar Reference (pp. 153‒169)
American English – British English Guide (p. 170)
Appendix I/II (pp. 171‒181)
Further Practice (pp. 182‒197)
Irregular Verbs (p. 198)
Style (p. 199)
3
The teacher’s interactive tool!
• Reading texts
with recordings
and justifications
for all reading
• Fully
comprehension
interactive
activities
workbook
• Video links • Fun board

thematically games to
related to the revise writing
topic of each theory and
module techniques
The student’s interactive

study partner! Publishing is fully protected under the
Homework is stress-free with the ieBook!
• Fun vocabulary
& grammar
games to • Fully interactive
practise and activities to
revise the practise all four
content of skills
each module
• A vocabulary
list with audio
in every lesson
• An easy-to- helps students
use Digital learn new words
dictionary and practise
with audio spelling and
pronunciation
1
Module 1
2 Units 1-17
3
4 5
Communication
▶ Look at Module 1 • make decisions
• Describe the pictures. • react
• Which units are the pictures from? What is • compare pictures
each unit about? • structure discourse
▶ Practise ...
▶ Find the page numbers for • comparisons
• a pop group • ‒ing/(‒to) infinitive
• a famous Italian actor • clauses of result/purpose/reason/time &
condition
• a joke • phrasal verbs
• a music festival
▶ Write/Give ...
• a presentation of gestures used in your country
▶ Listen, read and talk about ... to express feelings
• body language • an informal email describing a festival you
• music attended
• character adjectives • a short paragraph about qualities drivers
• languages should have
• ways animals communicate • informal/semi‒formal/formal letters/emails
▶ Learn how to ... Culture Clip: Cockney Rhyming Slang

• ask about/express feelings
• express preferences
Curricular Cut (Biology): Animal Talk
MODULE 1 5
Lead-in
1 Who’s the man in the
pictures? Which character
does he portray? What is
special about the character?
2 Read the title of the text. How

can this character be related to
the text? Read through to find
out.
3 Read the article. For questions

1‒6, choose the answer (A, B, C by Mark Evans
or D) which you think fits best
according to the text. However, this is not, as commonly thought, the sure sign of a lie,
but the reflexive movements we make when we are trying to
remember something. Because of this, glancing away is not as
You will probably laugh when I tell you that my interest in body easy to interpret as you might believe. A good liar is not searching
language was sparked by a favourite professor of mine at his memory for the truth, so he can quite easily look you straight
university. He mentioned ‘Pinocchio Syndrome’ to me one wintry in the eyes as he speaks to make the lie more convincing. Here’s
morning after claiming that I always rubbed my nose when giving a tip, though. Watch the pupil of the eye; does it change size? If it
excuses for being late to his lectures. Apparently, when someone gets bigger, this is probably an involuntary sign that something is
tells a lie, the person’s blood rushes to the nose and the extra being hidden.
blood makes it itchy. So if you think someone is not being entirely Body language is something that the majority of us cannot
honest with you, perhaps like my professor you should watch to control; it’s what escapes when we’re concentrating on
see if they scratch their nose! This little example of non-verbal something else. I might think I’m creating a good impression
communication inspired me to become a body language expert. because my voice is strong and steady and my speech is clear,
Now, I earn my living by training people in non-verbal but the sweat pouring off my forehead and my constantly moving
communication. Knowing when someone is lying and knowing feet say otherwise.
how to convince people you’re telling the truth are two of the most Business clients are constantly in need of my services and I
important skills you’ll ever learn. For example, lawyers build their try to improve their confidence in themselves by teaching them
reputation on their deductive skills when cross-examining in court, about body language. I give advice about handshakes, which
while politicians need to rely on their powers of persuasion to gain should always be firm and steady, and I teach the importance of
support. personal space, explaining that people who live in warm climates
I have dedicated my life to studying the ways the human body stand a lot closer to one another than people in cooler climates.
gives more reliable information than the words we speak. The They may seem like minor matters, but these codes of behaviour
words say one thing but the body may say something completely can be the key to making or breaking a business deal.
different. This is the theory of body language and most of us are My working life gives me a great deal of satisfaction. I feel that
familiar with the basics. We know that crossed arms can be seen I’m providing a public service, but it is a service that has had its
as either defensive or aggressive, but what about facial downside. Whenever I meet someone new and I tell them what I
expressions, gestures, posture, and the intonation and rhythm of do for a living, they immediately put their guard up and they’re no
our speech? All of these speak volumes and can be understood if longer relaxed. They quite literally freeze in the attempt to hide all
you only know how to make sense of the signs. the signals that they assume I’m reading. It makes life difficult at
Take the eyes, for example. If I told you a lie, you would times, but I consider it a small price to pay for a job I enjoy so
probably expect me to look away rather than look you full in the much.
face.
6 MODULE 1
Multiple Choice
Read the text quickly to get an idea of what it is about. Read the question stem, then find the part of the text
which the question refers to. Go through the choices and choose the one that fits best. The information might be
rephrased.
1 According to the writer, non‒verbal 4 To have a positive effect on someone,

communication is important because you should try to avoid
A it helps lawyers to be more skilful. A making any facial expressions.
B politicians need to know when people are lying. B having any involuntary reactions.
C it can help make people believe what you tell C giving the impression of not caring.
them. D moving your legs about too much.
D it provides a unique way of earning one’s living.
2 What does the writer assume about his readers? 5 Why do people react in a negative
way when they meet the writer?
A They are able to change their intonation.
A They think he is too self‒confident.
B They need to develop good posture.
B They assume that he is always lying.
C They use only words to communicate.
C They have heard about him previously.
D They know something about the subject.
D They believe he is studying them.
3 According to the writer, it is not easy to
recognise when someone is lying because 6 What do we learn about the writer
from the passage?
A they have an honest look on their face.
A He makes a lot of money from his job.
B they move their eyes very rapidly.
B He travels the world giving advice.
C listeners read their body language incorrectly.
C He is dedicated to his work.
D listeners do not look into their eyes.
D He trains body language experts.
4 Match the words/phrases in bold from the text to their Speaking &
definitions: likely to be correct, moves quickly, simplest ideas,
understand the meaning, make person believe something is true, Writing
rub fingernails against the skin, cannot be controlled, suppose,
believable, focusing on, the deciding factor. Then, explain the 6 Think!
Think! Listen and
underlined words/phrases. read the text. How does the writer
feel towards his job? Give reasons
based on the text. Would you ever
5 Fill in: build, show, facial, business, non‒verbal, powers,
crossed, body language, clear, minor. Make sentences based
choose to do this kind of job?
on the text, using the phrases. Why/Why not?
1 ..........................
communication
6
7
. . . . . . . . . . . . . . . . . . . . . arms
. . . . . . . . . . . . . . . expressions
7 ICT Project: What gestures do
people in your country use to show
2 . . . . . . . . . . . . . . . . . . . . expert anger, joy, worry, regret, annoyance
8 . . . . . . . . . . . . . . . . . . . . speech and other emotions? Collect as much
3 . . . . . . . . . . . . . . . a reputation 9 . . . . . . . . . . . . . . . . . . . matters information as you can and prepare
4 . . . . . . . . . . . . . of persuasion 10 . . . . . . . . . . . . . . . . . . . . . . deal a presentation for the class. Use
5 . . . . . . . . . . . . . . . . confidence photographs to illustrate your work.
MODULE 1 7
Ben Phoebe
wrinkled forehead
narrowed lowered
eyes
Ryan eyelids
Beth
red face
clenched head down blushing
Vocabulary
teeth
raised
eyebrows
& Grammar
hands on eyes cast
hips down giggling eyes wide
open
tapping
1
his foot downturned
Use the phrases to mouth mouth open
describe the cartoon clasping feet turned raised
drawings. How do you her hands inwards
folded arms hands
think each person is
feeling?
4 Many people move to big cities hoping to make a
Ben has his hands on his hips. His face is red and … better income/earning/wage/living for themselves.
5 I can’t make any sense/logic/reason/explanation
2 Use the verbs in the list to complete the
sentences below.
of this letter – the handwriting is so bad!
6 The little girl was so curious/fascinated/
• clenched • bowed • wrinkled • squinted interested/attracted by the story that she asked
• shrugged • snapped • shook • drummed her mother to read it again.
• scratched • licked 7 Peter turned/bent/nodded/lowered his head in
understanding when I explained the problem.
1 He had forgotten his glasses, so he . . . . . . . . . . . . .
to read the small print. 8 He clenched his nose/fingers/eyes/teeth when
the doctor gave him an injection.
2 Robert . . . . . . . . . . . . . his head in shame when he
remembered how rude he had been to his teacher. 9 The audience punched/clapped/tapped/smacked
their hands enthusiastically at the end of the
3 She . . . . . . . . . . . . . her fingers impatiently on the
performance.
counter as she waited for the manager to come.
10 He couldn’t look/stare/glance/gaze his mother
4 She . . . . . . . . . . . . . her teeth angrily and made a
in the eye because he was so ashamed of what he
brave effort not to show how she hated him.
had done.
5 He . . . . . . . . . . . . . his fingers to attract the waiter’s
attention. • Ways to look
6 She . . . . . . . . . . . . . her nose in disgust when she
smelt the bad meat in the fridge. 4 Check these words in your dictionary. Use the
words in their correct form to complete the
7 The children . . . . . . . . . . . . their lips hungrily when phrases. Which of these verbs best describe
they saw the delicious cake. the people in the pictures?
8 James just . . . . . . . . . . . . . his shoulders as if he
didn’t care when he heard the news. • glare • stare • wink • peer • glance
9 My grandfather . . . . . . . . . . . . . his head in disbelief
1
when he heard how much my new designer jeans
1 You shouldn’t . . . . . . . . . . . at
cost.
people. It’s rude.
10 He . . . . . . . . . . . . . his head thoughtfully as he read
2 She . . . . . . . . . . . at the
the difficult questions in the exam.
children so that they knew
3 Choose the correct word. she was joking.

3 He . . . . . . . . . . . through the
1 I don’t trust/recall/consider/think him to be a keyhole to see what was
very reliable person. happening in the room.
2 My father cannot lift anything heavy because he 2
4 The teacher . . . . . . . . . . .
hurts/suffers/aches/pains from a bad back. angrily at the children.
3 I’m afraid that I’m not familiar/aware/known/ 5 The doctor only had to
recognised with any of his books so I can’t ........... at his
answer your question. patient to see he was ill.
8 MODULE 1
2 It is . . . . . . . . . . . . . (hard) to forget
than to forgive.
• Multiple Choice Cloze 3 Happy people tend to be . . . . . . . . . .
(self‒centred) than unhappy ones.
5 For questions 1‒8, read the text below and decide which
answer (A, B, C or D) best fits each gap. There is an 4 Painting is . . . . . . . . . . . . . . . . . . .
example at the beginning (0). (relaxing) than listening to music.
5 Rich people are . . . . . . . . . . . . . . . . .
(happy) than poor people.
You are standing in a 0) . . .D. . . . .

7 Complete the sentences so that
they are true for you.
area. Suddenly there is a disturbance,
and even though you can’t see what’s 1 (good) actor in the world ... I think
going on, you, and those near you, the best actor in the world is ...
immediately feel 1) . . . . . . . . and quickly 2 (funny) person I know ...
move away. 3 (tiring) job ...
Scientists have long known about animal 2) . . . . . . . . to danger. For 4 (expensive) restaurant in my
instance, if one animal begins to run away, then all the other animals in town ...
the group will follow. But scientists have been baffled by what causes 5 (cold) place in my country ...
3) . . . . . . . . behaviour in humans. What is it that causes fear to spread
6 (difficult) language in the world ...
so quickly through a group of people?
7 (windy) place in my country ...
Researchers at Harvard believe they may have begun to unravel the
mystery. In the past it was accepted that people judged emotional
situations simply by looking at faces. What this new study has Exam Practice:
4) . . . . . . . . is that the position of the body is also very important. Use of English
To test their theory, the scientists showed pictures of people 5) . . . . . . . .
in different poses but with their faces rubbed out. The pictures showed • Key word transformations
people in happy, neutral and fearful positions. While the test subjects
6) . . . . . . . . at the pictures, their brains were scanned to see how they 8 Complete the sentences using
the words in bold. Use two to
reacted. The researchers found that the fearful position caused a very five words.
strong reaction despite the lack of any facial expression in the pictures. The
effects suggest that humans react instinctively to a position of fear in other 1 Bill earns more money than Ann.
people and that this 7) . . . . . . . . in our behaviour has helped humans to as Ann doesn’t . . . . . . . . . . . . . .
8) . . . . . . . . in dangerous situations throughout our evolution. . . . . . . . . . . . Bill.
2 If you practise, you’ll get better.
the The more . . . . . . . . . . . . . . . .
0 A filled B jammed C packed D public
. . . . . . . . . . . will get.
1 A irritable B nervous C impatient D doubtful
3 We finished in half the time she
2 A replies B explanations C answers D responses took.
3 A same B equal C like D similar twice It took her . . . . . . . . . . . . . . .
4 A founded B realised C exposed D discovered . . . . . . it took us to finish.
5 A forming B having C standing D taking 4 This is the fastest she can run.
6 A glared B noticed C looked D watched any She can’t . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . this.
7 A effect B development C result D conclusion
5 He didn’t expect it to cost so much.
8 A remain B keep C survive D live paid He . . . . . . . . . . . . . . . . . . . . . . . .
• Comparisons GR p. 153 he expected.
6 I can’t attend the meeting next
6 Complete the sentences with a positive or negative
comparative form to show your opinion.
week.
present I won’t . . . . . . . . . . . . . . . .
1 Doctors should be paid . . . . . . . . . . . (much) money than the meeting next week.
footballers.
MODULE 1 9
Lead-in
1 Look at the two pictures. How
are they related? Why do people
enjoy events like this?
2 What types of music do

you enjoy? How do they make
you feel? Listen to the music
clips and match them to the
type of music.
A classical . . . . .
B folk . . . . .
C country . . . . .
D jazz . . . . .
E pop . . . . .
F rock . . . . .
G blues . . . . .
3 Think!
Think! Read the quotation.
In pairs, discuss its meaning and
then say whether you agree or
disagree with it.
“Music is the shorthand of emotion.”

Leo Tolstoy

Text completion
Read the text through, then

read the list of missing
4 You are going to read an article about a popular music
festival. Six sentences have been removed from the article.
sentences. Start fitting the Choose from the sentences (a‒g) the one which fits each gap
sentences into the gaps. Match (1‒6). There is one extra sentence which you do not need to
the topic of the missing use. What is the author’s purpose?
sentence with the topic of the
sentence before and after each 5 Explain the words in bold. Use them in sentences of your
own to illustrate their meanings.
gap. Look for clues such as
6
reference words (he, there, etc)
Fill in: hold, language, share, swap, high, broaden, get, common.
or linking words before or after
Now use the phrases to make sentences based on the text.
each gap. Check that the
sentence you choose fits 1 ........... your experiences 5 ........... sight
grammatically and makes
sense. Read the completed text 2 ........... a festival 6 ........... barriers
to see if it makes sense. 3 ........... our horizons 7 ........... spirits
4 ........... stories 8 ........... the chance
10 MODULE 1
The skies open and the rain pours down, a sure sign that we are understanding. The musicians have come here from all over the
enjoying an English summer. The ground beneath our feet is world, from Alaska to Zanzibar, so it is not surprising that the
rapidly turning into a field of mud, but it doesn’t matter. I am having festivals have become known as the ‘Global Village.’ 4 Artists
the time of my life, dancing and singing along to the music at the share changing rooms and food, laugh, joke and swap stories
latest WOMAD festival with thousands of other fans from all over about life on the road.
the country.
Although people’s spirits are high, the weather is a major
The World of Music, Arts and Dance, or WOMAD, tries to give us problem for this British festival. A common sight is people
a taste of the musical styles that are enjoyed all over the world, and wearing a black plastic bag on each foot. These do-it-yourself
it has become so successful that WOMAD festivals are now held boots protect the wearer from the brown soup the field has
in several countries. 1 His dream is to broaden our musical become. Experiences like this explain why WOMAD has
horizons, getting us away from what we hear on the radio or TV occasionally been renamed WOMUD.
every day, and experiencing the best in world music.
Nothing, however, can dampen the enthusiasm of the audience.
Gabriel says, “The festivals have always been wonderful and Taking a look at the fans from the stage, I see a crowd that is united
unique occasions and have succeeded in introducing many despite their differences. 5 The artists gather on stage to give
talented artists to an international audience. 2 Music is a a performance in a multitude of languages. We might not
universal language that brings people together.” understand every word, but the feelings are unmistakably
universal and prove that music truly has the ability to break down
World music was the motivation for these hugely popular three-
the language barriers that so often divide us.
day carnivals and to this day remains the main attraction, but there
are now other delights to experience. 3 At this particular The concert ends and I join the crowd as it drifts away, leaving
festival, I find activities designed for children as well as workshops, behind the echo of the last note played and a mud-splattered field.
multi-media exhibits and stalls selling all kinds of hand-crafted The stage comes down and the tents, stalls and canteens are
goods. taken apart. 6 Another festival is over and all that remains
are the fond memories. But the die-hard WOMAD fans are already
The fun is not only experienced by those in front of the stage. I am
looking forward to next year’s event. The real joy of having happy
lucky enough to be invited backstage, where there is a feeling of
memories is the belief that, sometime, somewhere, you’ll get the
brotherhood and sisterhood among the many artists, as well as
chance to create even happier ones.
a feeling that they are doing something to improve international
a This togetherness is reflected in the final performance of the weekend, designed as a celebration of the main
idea behind the festival.
b Equally important, they have also helped different audiences to understand cultures other than their own
through the enjoyment of music.
c The amount of energy that goes into organising a festival like this is simply astonishing.
d Nobody is in competition to be the biggest or the best, the focus being firmly on a community spirit.
e The car park slowly empties as a quieter day dawns over the countryside.
f Over the years, the festival has turned into an event for the whole family.
g The person who came up with the idea for the festivals is Peter Gabriel, the musician who came to fame as
the lead singer of the rock group Genesis.
Listening & Speaking Writing

7 Listen to and read the text again. What reasons does 9 Portfolio: Imagine you attended
WOMAD. Send an email to your
the writer give for the popularity of such events? Discuss your
answers with a partner and then present your findings to the English pen‒friend, describing
class. your experience. Write when it
happened, how you went there,
who with, what the weather was
Think!
Think!
8 “Music can help make world peace.” Spend
three minutes writing a few sentences on the topic. Read
like, what you did/saw and your
feelings.
your sentences to the class. Who agrees with you?
MODULE 1 11
1 Hand . . . . . and facial expressions register with
children before they learn to speak.
A indications B gestures C signals D signs
Vocabulary 2 When the radio . . . . . popularity in the 20th century,
it revolutionised the way people saw the world.
1 Choose the
correct word.
A gained B earned C got D found
3 When talking pictures emerged in the 20th
century, lots of cinema pianists found themselves
1 The Beatles were
out of . . . . . .
a famous British
A work B job C favour D duty
orchestra/band.
4 The festival gave us a . . . . . of Asian music.
2 Coldplay’s new song has gone straight into the
A test B style C sample D taste
top/box ten.
5 At the end of the show, all the musicians . . . . . on
3 We haven’t seen this group on scene/stage.
stage for a last song.
4 The spectators/audience sang along with the A gathered C collected
band. B flocked D grouped
5 I always wanted to hear them perform live/living. 6 Jennifer Aniston . . . . . to fame playing Rachel
6 Social surroundings seem to affect/effect the Green in the popular TV series Friends.
music and lyrics of different artists. A moved C arrived
7 He was tapping his foot to the rhythm/rhyme of B came D reached
the music. 7 The dolphin show . . . . . the main attraction of
8 He plays music entirely from mind/memory. the water park.
A remains B stands C keeps D holds
9 Live music can be transmitted/broadcast over
the radio, TV or the Internet. 8 Opinions are . . . . . on whether a single world
language would be a good idea.
10 Some amateur musicians have private/personal
A split C torn
music lessons with a teacher.
B separated D divided
2 Complete the sentences with the verbs in the

correct form.
• Ways to talk
• keep • call • cut • hear • put • lose • bump

4 Underline the correct word. Make sentences of
your own using the other option.
• get • hold
1 He usually mutters/mumbles his words, so I find
1 Although we all promised to a) . . . . . . . . . . . . . . in it difficult to understand what he is saying.
touch when we left school, we soon went our 2 There was a whisper/murmur of approval when
separate ways and b) . . . . . . . . . . . . . . contact with the Prime Minister announced his plans.
one another. 3 There’s no need to shout/scream, I can hear you.
2 I find it very annoying when you ask to speak to 4 She gave a little yell/cry of surprise when I
somebody on the telephone and you are told to opened the door.
a) . . . . . . . . . . . . . . the line for what seems like
5 He sighed/breathed with relief when he heard
hours! If the operator can’t b) . . . . . . . . . . . . . . you
the plane had landed.
through to the person you want to speak to
straight away, why don’t they simply ask you to • Words often confused
c) . . . . . . . . . . . . . . back when the person is available?
3 It was an amazing coincidence really; I was just
5 Choose the correct word. Compare with a partner.
thinking I hadn’t a) . . . . . . . . . . . . . . from my friend 1 I promise to drop you a line/letter as soon as I

Susan for a long time when I b) . . . . . . . . . . . . . . have any news for you.
into her in the high street! 2 Peter promised to give/send me a call today, but
4 I telephoned Customer Services for help but we I haven’t heard from him yet.
were a) . . . . . . . . . . . . . . off as I was explaining the 3 Please don’t hang up/off; I’ll see if Mr Jones can
problem and after that I couldn’t b) . . . . . . . . . . . . . . speak to you now.
through to them again for the rest of the day. 4 We will send/post you a fax to confirm your order.
12 MODULE 1
6 Match the places of entertainment to the
activities. Make sentences using your own ideas.
Text completion
1 nightclub a meet other people
2 leisure centre for social activities Read the title to get a general idea of what the
b see a film text is going to be about. Read the text once to
3 amusement arcade c play video games get the main idea. Read again. Pay close
4 cinema d go on a attention to the words before and after each gap.
roller‒coaster ride Read the completed text to see whether it
5 funfair e see trapeze artists makes sense.
6 circus f dance
g listen to your
7 rock concert favourite band
8 youth club h play a game of
squash Exam Practice: Use of English
At a nightclub you can dance.
• Open Cloze
Everyday English 9 For questions 1‒8, read the text below and
think of the word which best fits each gap.
• Expressing preferences Use only one word in each gap. There is an
example at the
7 You and your friend are trying to decide what
to do this Saturday evening. Use the table
beginning (0).
below to discuss. You can use ideas from Ex. 6.
Asking about preferences According
• Do you want + to ‒infinitive …? 0) . . . to
......
• Do you fancy + ‒ing form …? the myth of
• Would you like + to ‒infinitive …? the Tower of
• Where would you rather + bare infinitive Babel there
Expressing preferences was once a time
• I’d prefer + to ‒infinitive/noun 1) . . . . . . . . . . . . . .
• I’d much rather + bare infinitive (+ than + bare all people spoke a common
infinitive)
language. This doesn’t seem a very believable story if
• I’d rather not … I’m not so keen on ...
you consider 2) . . . . . . . . . . . . . . many languages are
• Not really. I’d rather …
spoken in the world today. What is true is people have
A: Would you like to go to a nightclub this always searched for a global language that can be used to
Saturday?
communicate with anyone, no 3) . . . . . . . . . . . . . . where
B: I’d prefer to go to the cinema. There’s a good
comedy on. they come from.
A: Well, I’d rather not. I’m not in the mood. In ancient times, the language of choice was Greek, and
Would you like to …? then later, 4) . . . . . . . . . . . . . . the Romans became a
world power, it was Latin. In more recent years, English
8 Think!
Think! Read the joke. Why do you think has turned 5) . . . . . . . . . . . . . . to be the nearest we have
Sally cried? to a universal language.
We went to the However, there is another language, 6) . . . . . . . . . . . . . .
cinema last night. many people believe would be suitable as a world
Did you enjoy it?
language – Esperanto. As it has a simple and regular
grammar, it is said that people can learn it in a fraction of
the 7) . . . . . . . . . . . . . . needed for natural languages.
No, I cried.
There are more than 100,000 people worldwide who
Why? Was
speak the language fluently and who 8) . . . . . . . . . . . . . .
it a drama?
Esperanto alive with annual conferences, books and
No, we couldn’t get in.
magazines in the language.
MODULE 1 13
Lead-in
1 Imagine you are a driver. Which
of the following sentences would
Ann
best describe you? Bob
• I never talk on my mobile while

driving.
• I can steer perfectly well with one
hand.
• I always stay within the speed limit.
• I flash my lights to get other cars
to move out of the way. Steve
• I always drive slowly and carefully.
Mary
• I drive as fast as I please.
• I keep a safe distance from other Reading
vehicles.
• I like looking out of the window
while I’m driving.
4 You are going to read a magazine article about different
types of drivers. For questions 1‒10, choose from the
• I let other drivers overtake me. people (A‒D). The people may be chosen more than once.
• I always obey the rules of the
road.
• I often weave from one lane of
traffic to another. Multiple matching
Read the questions carefully and underline the key words.

2 Describe the pictures. Who
seems to be a good driver? Give
Scan the text for the information you need. As you are
reading, underline the parts related to the questions. Read
reasons. the questions again and answer them one by one, referring to
the texts. Some information may be paraphrased.
Ann seems to be a good driver
because she ...
Listening Exam Practice: Reading
3 Listen to four people

describing incidents involving Which person :
bad driving. Match the incidents
(A‒D) to the speakers (1‒4). realises what can result from irresponsible driving? 1
lacks self-assurance? 2
is unlikely to find obeying the law boring? 3
A not signalling a turn may use accessories in their vehicle inappropriately? 4
B jumping a red light possibly only drives at weekends? 5
puts other drivers at the greatest risk? 6
C double parking
is unlikely to have had enough driving practice? 7
D speeding 8
is careful not to get too close to other vehicles?
often does not focus on their driving? 9
1 Susan 3 Helen 10
could cause an accident by driving too slowly?
2 Ben 4 Andy
14 MODULE 1
Most road users think of themselves as skilled drivers who are considerate to
other people on the roads.
Road safety expert Robert Evans comments on four different drivers.
A Mary Smith
B James Mason
“I always drive slowly and carefully, so I think I am a very
safe driver. I have never had a serious accident, and I have James Mason is typical of so many drivers whose over-
been driving for over 50 years,” says Mary Smith. You might confidence makes them believe they are better drivers than
think that drivers like Mary would be the safest on the road, everyone else, making them a danger to themselves and
but that is not necessarily so. In fact, she rarely drives her car other road users. James thinks that he can steer perfectly
and so, although she does not know it, she has not gained well with just one hand on the wheel. He is often distracted
enough experience to be a good, safe driver. It takes up to by things he sees out of the window and thinks nothing of
500 hours of driving in different conditions to gain the skills taking his eyes off the road, believing it is a skill he alone
you need to be a safe driver. The problem with people like has developed. Because drivers like James are certain they
Mary, who rarely take their cars out for more than a Sunday are better than everyone else, they think the rules do not
morning drive, is that they are probably driving only about apply to them. They talk on their mobile phones, change
100 hours a year. Mary may think she is being safe as she CDs or adjust their satellite navigation systems, ignorant of
crawls along at the side of the road, but she is a danger for a the fact that they are not in control of their vehicles when
number of reasons. For one thing, she is probably very they do this. There have even been cases where drivers
nervous and lacking in confidence, which can result in have been stopped by police for reading a newspaper while
dangerous road behaviour. Also, driving at a snail’s pace as driving. Needless to say, when travelling along a road at
Mary does can cause accidents because impatient drivers high speed, it’s a good idea to give your full attention to
take risks as they try to overtake her. what you’re doing.
C Peter Willis Sally Parsons

D
Peter Willis was recently sent to prison for 6 months for forcing Sally Parsons is a good example of the competent driver
another car off the road when it wouldn’t get out of his way. This we should all try to be. She says, “I obey the rules even
kind of behaviour is a nightmare for other drivers, as road hogs if sometimes I can’t see the point of them. I keep my
like Peter Willis are basically just bullies. They drive so hands on the wheel and my eyes on the road.” Sally
dangerously that they are far more likely to cause an accident stays within the speed limit and makes a point of
than any other road user. The list of crimes they commit is long keeping a safe distance from other vehicles. This does
and depressing. Road hogs seem to believe that the roads, and not mean that Sally is a timid driver. She is simply aware
possibly the world, were created solely for them. In their eyes of the fact that any vehicle can be a dangerous weapon
it is their right to go as fast as they like with no regard for if it is not handled properly. Drivers like Sally have
anyone else on the road. They are very fond of driving right respect for their own lives and the lives of other people
behind other cars and flashing their lights repeatedly in order and it shows in the confident, careful way they drive
to get these ‘obstacles’ to move out of their way. Another their vehicles. If everyone drove with the proper care
favourite trick is to weave from one lane of traffic to another at
and attention, road accidents would be almost non-
high speed, apparently unaware of the risks to others.
existent. Sadly, this is not the case.
5 Match the underlined words in Speaking & Writing

the text to their definitions. Use
the words in sentences of your
own.
7 Listen to and read the text. Which of these
adjectives best describe each driver? Give reasons.
• attention drawn away to sth else • nervous • confident • impatient • careless • indifferent
• proficient • only • moves very • arrogant • responsible • selfish • patient • irresponsible
slowly • nervous • obstructions
• conscious • practice • move 8 T hink! What qualities make a good driver? Spend three
Think!
between and around things minutes writing a short paragraph on the topic. Use ideas
from the text as well as your own and present your text to the
6 Explain the phrases in bold. class.
MODULE 1 15
3 Think!
Think! Work in pairs. Choose three
adjectives from Ex. 2 which best describe your
partner. Give reasons. Does your partner agree
with your description?
Vocabulary & Grammar
I think you are extremely hardworking.
• Character adjectives
• Idioms
1 Choose the correct word. Check in your
dictionary. 4 Explain the idioms in bold. Which are
positive/negative? Are there similar idioms in
1 My younger sister is very sensitive/impatient and your language?
she gets very upset if you say the wrong thing to her.
1 She seems to be on cloud nine after getting her
2 When Michael is in one of his stubborn/
degree.
aggressive moods he refuses to admit that he
might be wrong about things. 2 The party was great. Everyone seemed to be in
high spirits.
3 She is a very unhelpful/lazy person who expects
other people to do everything for her. 3 Despite all her problems, she’s trying to keep her
chin up.
4 It is best to leave Peter alone when he has a
headache because he can be very 4 He almost jumped out of his skin when I tapped
bad‒tempered/jealous. him on the shoulder.
5 She is so outgoing/broadminded that she is What would you say if ...
never shocked by other people’s behaviour.
1 you were told you’d won first prize in a short
6 Fortunately, my employer is quite easy‒going/ story competition?
inconsiderate so I can take time off if I need to.
2 you and your friends were having a great time at
7 I remember John was very bossy/arrogant when the school party?
he was young; he was always telling the other kids
3 you heard a loud bang behind you?
what to do!
8 Janet is very reliable/loyal so you can be sure she • Prepositions
will do what she promised.
5 Choose the correct preposition. Check in
2
Appendix II. Which of these sentences do you
a) Match the adjectives to their opposites. Can
agree with? Correct the sentences which
you add three more pairs to the list?
aren’t true for you.
1 intelligent A aggressive
B pessimistic 1 I’m fed up with/in rude people.
2 polite
C mean 2 You can’t blame others at/for being indifferent to
3 hard‒working your problems.
generous D stupid
4 3 Don’t put the blame in/on others when it’s your fault.
optimistic E unsociable
5 4 In order to be happy you need to learn to deal
sociable F lazy
6 with/of disturbing events.
G rude 5 Patience is the key for/to success.
7 popular
H unpopular 6 Self‒doubt can result in/to a lack of confidence.
8 calm
b) Read the school report below. Change the • Phrasal verbs
adjectives in bold to make the report
positive. Begin like this: ‘Dennis is doing 6 Choose the correct particle. Check in
Appendix I. Make sentences using the other
very well this term.’
particle.
Dennis is not doing very well this term.
He is 1) rude to his teachers and he is 1 Don’t run down/off others if you don’t know them.
very 2) unsociable with the other 2 He lied to us but we saw off/through him at once.
children. In fact, he is very 3 Always stand up for/in for your rights.
3) aggressive in his behaviour towards 4 He was extremely put out/off by her rudeness.
everybody. He is very 4) lazy in class
5 She’s so naïve. She’s always taken in/up by his lies.
and this makes him very 5) unpopular.
6 He’s so patient; he’s cut up/out to be a teacher.
16 MODULE 1
• Clauses of result/purpose/
reason/time & condition GR p. 154
• Word formation
7 Join the sentences. Use the words in brackets.
1 He was very noisy. He was asked to leave the class.
9 Read the text below. Use the word given in
capitals at the end of some of the lines to form
(so) He was so noisy that he was asked to leave the a word that fits in the gap in the same line.
class. There is an example at the beginning (0).
2 They invited a lot of people. There was nowhere
to sit. (such)
3 She has been practising every day. She wants to
Do you find it difficult to build 0) .friendships
.........? FRIEND
do well in the contest. (so that)
If so, then don’t worry. Studies show that very
4 You should drive slowly. The road might be
few people are 1) . . . . . . . . . . . gifted when it NATURE
slippery. (in case)
comes to making friends. Here is a quick and
5 He was late for work. He asked his friend for a lift.
(since) simple summary of what the experts have to
say.
6 He didn’t comment on her new hairstyle. He was
afraid of upsetting her. (so as not to) First of all, don’t forget to smile. Smiling
7 There has been a heavy snowfall. They have makes us appear 2) . . . . . . . . . . . It also helps ATTRACT
closed the road. (due to) the other person to relax. First
8 He declined the invitation. He said he was 3) . . . . . . . . . . . . . . . are important, so try to IMPRESS
working that weekend. (on the grounds that) remember the name of the person you have just
met and use it in your 4) . . . . . . . . . . . . Above CONVERSE
Everyday English all, experts stress the 5) . . . . . . . . . . . of showing IMPORTANT
a genuine interest in the other person. If you ask
• Asking about/Expressing feelings questions to find out what he or she likes, you
8 a) Read the dialogue. How does speaker B
feel? Why?
will find that your 6) . . . . . . . . . . . will increase. A POPULAR
lot of people experience 7) . . . . . . . . . . . . . . NECESSARY
A: Is everything OK? You look upset. anxiety when meeting new people. Try following
B: Well, it’s been a really long day, and I’ve just found these 8) . . . . . . . . . . . . tips and don’t VALUE
out that I failed my exam. forget that the other person
A: Oh no! probably wants to
make friends just
as much as you
b) In pairs use the language in the box to act
out dialogues for the following situations. do!
You can continue your dialogue if you like.
• your friend has lost her handbag

• your friend’s computer broke down
• your friend had a tooth taken out
• your friend wanted to attend a rock concert 10 a) Think!
Think! Complete the sentences.
but there were no tickets left
1 My friend is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 My parents are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Asking about feelings Expressing feelings
3 My teachers are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• How are you? • Well, it’s been a ... day
• Are you alright/angry/ and ...
upset/pleased? • The thing is I ..., b) Complete the sentences. How do your
sentences differ from those in Ex. 10a?
• Is everything OK? • I’ve been in a bad
• What’s wrong with mood all ... 1 I love my friend because . . . . . . . . . . . . . . . . . . . . . .
you? • Actually, ...
2 I appreciate my parents for . . . . . . . . . . . . . . . . . . . .
• To be honest, I ... .
3 I value my teachers as . . . . . . . . . . . . . . . . . . . . . . . .
MODULE 1 17
Multiple choice
Read the questions and underline

the key words. Listen once and
note down any answers you can.
Listen again and complete/check
your answers.
1 You will hear people

talking in eight different
situations. For questions 1‒8,
choose the best answer (A, B
or C). Which dialogues are
informal?
1 You hear a woman talking on the
radio. What is unusual about her?
A her habit of shocking people
B her choice of profession
C her strange sense of humour
2 You hear a young man talking about school.
What does he say about his school experience?
A He tended to get into trouble a lot.
B He got along with his fellow students.
C He was not like the others in his class.
3 You hear a man talking to an old friend. How does 6 You hear a teenager talking about shopping.
the man feel about recent changes at work? How does it make her feel?
A He approves of his new boss. A bored
B He liked things the way they were. B thrilled
C He welcomes the new ideas. C angry
4 You hear a woman talking. What came as a 7 You hear a traveller talking about his latest
surprise to her? adventure. What is he describing?
A her dislike of her new city A a modern means of transport
B the strong feelings she experienced B a local tradition
C the problems she had with the movers C local traffic problems
5 You hear someone talking on a TV programme.
8 You hear a father talking to his daughter. Why is
What was it that caused the person to lose
he talking to her?
weight?
A to praise her
A the advice of a health professional
B to warn her
B a conversation with someone at work
C to persuade her
C the support of a family member
18 MODULE 1
2 You hear Hannah, the editor of a lifestyle magazine, talking about how
to arrange a successful party. For questions 9‒18, complete the sentences.
When choosing guests for a party they should be from 9 .

It isn’t a good idea to have guests with similar professions or 10 .
Send out invitations 11 in advance of your party.
To help guests locate the party, you should 12 with the invitation.
It’s very important to welcome people 13 .
If you are co-hosting the party, one person should serve the 14 .
Hannah usually asks one of her 15 to help her.
You shouldn't let the 16 ruin your enjoyment of the party.
To increase the chances of success, you can draw up a(n) 17 at sit-down meals.
If a guest brings a gift, open it 18 and thank them immediately.
Exam Practice: Listening 25 Scott Ogilvy discovered the advantages of pet

therapy
3 You will hear five different people
talking about a life change they have made
A after much research.
B somewhat by chance.
recently. For questions 19‒23, choose from the
list (A‒H) the type of change that each person C through another psychiatrist.
made. Use the letters only once. There are three
26 Pet therapy is now practised
extra letters which you do not need to use.
A all over the world.
A taking up a sport Speaker 1 19 B only with young people.
B choosing an alternative
lifestyle C by a handful of professionals.
Speaker 2 20
C altering their dietary habits 27 Sam and Elizabeth Corson
D moving house Speaker 3 21 A were successful with all their patients.
E taking up a hobby B had not expected to get the results they did.
F furthering their education Speaker 4 22
C conducted their programme over a long
G opting for a new line of work period.
Speaker 5 23
H turning a talent into an
occupation 28 The Australian study
A used numerous animals.
Exam Practice: Listening B was conducted in one place.
C involved older people.
4 You will hear a radio interview with a
psychiatrist, Scott Ogilvy, about animal
29 What does Scott say about prison inmates?
therapy. For questions 24‒30, choose the best A They were allowed visits by animals.
answer (A, B or C). B They were given their own pets.
C They were not affected by the animals.
24 What is one difficulty not experienced by
withdrawn children? 30 According to Scott, pet owners
A talking about their problems A are generally the same as non‒pet owners.
B dealing with people B are easy to understand as people.
C relating to animals C tend to be more friendly to others.
MODULE 1 19
Select one or more questions from any of the following categories as
appropriate.
Holidays
• Where did you go on your last holiday? What was it like?
• What is your favourite type of holiday? Why?
• Describe a happy holiday memory.
• What would be your dream holiday? Why?
Special Occasions
• What special occasions do you enjoy celebrating? Why?
• Tell me about a recent special occasion.
• How do you usually celebrate your birthday?
• What is the most popular festival in your country and how do people
celebrate it?
Daily Life
• What do you enjoy doing with your family?
• Tell me about a typical weekend.
• What is your ideal way of spending an evening out? Structuring discourse
• What do you do to relax? Introducing: well, let me see,
in the first ...
Exam Practice: Speaking Enumerating: first, then, and,
... also
Candidate A: Compare the two photographs and say why you think people Adding points: also, another
choose to use these forms of transport.
point, what is more
A B
Topic Vocabulary
Bus
• reasonably cheap
• convenient
+
• keeps to regular
timetable
• can be crowded/delayed
‒
• slow
Taxi
• fast
+• good for luggage
• take to exact destination
• expensive
‒
• hard to find at busy
Candidate B: Which form of transport do you usually use? times
20 MODULE 1
Candidate B: Compare the two photographs and say why you think people celebrate these occasions.
C D Topic Vocabulary
anniversary
• way of saying ‘thank you’
• look back on the past and
remember things you did
together
• show appreciation for being
together for such a long time
festival
• colourful
• people parade
• forget their troubles, escape
Candidate A: What anniversaries do you like to celebrate in your country? from daily routine
• traditional celebration
Listen to a model answer. How does each speaker justify • exciting and festive/have fun
his/her points?
Mr Black, a popular teacher, is retiring from your school and you want to give him a leaving present. First,
talk to each other about how useful these items are and then decide which two would be the most suitable
for a present.
Asking for Opinion & Suggesting Agreeing Disagreeing
• Why don’t we ...? • Yes, I agree because ... • I’m not sure I agree with that because ...
• What do you think of ...? • That sounds like a good • I don’t think that would be a good idea
• We might ... idea ... because ...
• I don’t think this would be a good • That’s not a bad suggestion • I’m sorry, but I don’t agree with you there
idea because ... How about ...? • I like this too because ... because ...
• Wouldn’t ... be better? • I’m not so sure. He might have had ...
a set of luggage How useful are a pocket watch

these items?
a set of books a set of cutlery
an oil painting
Listen to a model answer.
• Which two items do the speakers decide on? What reasons do they give?
• What other items would make a suitable present?
• Would you like to receive any of these items as a present? Why (not)?

In pairs discuss:
• When do you exchange presents in your country?
• What is the best present you have ever received?
• How easy do you find it to choose a present for somebody?
• Do you think people spend too much money on presents?
• How else can we thank someone for their help apart from giving them a present?
MODULE 1 21
■ Letters/Emails can be informal, semi-formal or formal,
depending on who you are writing to. There are quite a few
types, such as: invitations, accepting or refusing invitations,
asking for or giving information, job applications, complaints,
apologies, asking for/giving advice, giving news, expressing • Style in informal and
thanks/regrets/congratulations, etc.
formal letters/emails
■ Before you start writing a(n) letter/email it is important to think
about who you are writing to. This will help you to decide how
INFORMAL OR
formal/ informal the letter/email will be.
SEMI‒FORMAL STYLE
■ Informal letters/emails are sent to people you know well (e.g.
friends, relatives, etc). An informal letter/email should consist of: Greeting:
• an informal greeting (e.g. Dear Tony/Uncle Bill/Mum, etc), Dear Mary/Aunt Sue/Dad, etc
• an introduction in which you write your opening remarks and
the reason for writing (e.g. How are you? I thought I’d drop you • friendly, relaxed, personal
a line to let you know …), style (e.g. Thanks so much for
• a main body in which you write the main subjects of the your last letter.)
letter/email in detail, starting a new paragraph for each topic. • frequent use of colloquial
• a conclusion in which you write your closing remarks (e.g. I’d expressions, idioms, phrasal
better go.), verbs, short forms (e.g. It’s
• an informal ending (e.g. Love/Yours/Best regards ,+ your first name). been ages since we hooked up.)
■ Semi-formal letters/emails are normally sent to someone you know • pronouns are often omitted
but are not intimate with (e.g. your friend’s parents, a distant (e.g. Thought I’d drop you a line.)
relative, etc). Semi-formal letters/emails contain: • use of literary devices (e.g.
• formal greetings (e.g. Dear Mr and Mrs Jones,) You’re as stubborn as a mule
• informal endings (e.g. Best wishes/Yours, + full name) sometimes.)
• a respectful tone, depending on the relationship you have with
the person Sign off:
• pronouns should not be omitted and idioms should be used carefully Best
■ Formal letters/emails are normally sent to people in an official wishes/Love/Yours/Regards,
position or people you don’t know well (e.g. Director of Studies, Peter
Personnel Manager, etc). A formal letter/email should consist of:
• a formal greeting (e.g. Dear Sir/Madam, – when you do not
know the person’s name; Dear Ms Smith, – when you know the FORMAL STYLE
person’s name),
• an introduction in which you write your opening remarks and Greeting:
mention your reasons for writing (e.g. I am writing to apply for Dear Sir/Madam,/Dear Mr/Mrs/
the position of …),
Ms Smith,
• a main body in which you write about the main subjects of the
letter in detail, starting a new paragraph for each topic, • serious, impersonal style (e.g. I
• a conclusion in which you write your closing remarks (e.g. I was pleased to hear that you
look forward to hearing from you as soon as possible …), are in good health.)
• a formal ending (e.g. Yours faithfully, – when you do not know • complex sentence structure –
the person’s name; Yours sincerely, – when you know the frequent use of passive voice
person’s name) followed by your full name.
– no phrasal verbs – no
colloquial English – advanced
vocabulary – no short forms
General outline for letters/emails
(e.g. The item in question,
greeting Paragraph 1: Paragraphs 2, 3: Paragraph 4: sign which I received last week, was
closing off damaged in transit.)
opening development
remarks, remarks Sign off:
reason(s) for Yours faithfully/Yours sincerely,
writing Peter Brown
22 MODULE 1
1 What type of letter/email is each sentence (1‒20) from? Which sentences are formal? Which are
informal? Put an F for formal and an I for informal language. Give reasons for your answers.
1 In reply to your complaint about ... 11 Drop in whenever you get the chance.
2 I trust that this will answer your query. 12 You have been very helpful and I thank
3 Sure hope you can come. you for ...
4 I would like to inform you that you 13 I’m so happy you passed your exams.
have been chosen ... 14 By the way, I forgot all about ...
5 I hate to say it but I think I’ll have to miss ... 15 I am writing in response to your request ...
6 Why don’t you come and visit us ... 16 It is with great pleasure that we offer you ...
7 I look forward to our meeting. 17 Please accept our sincere congratulations on ...
8 Can’t wait to see you. ... 18 Drop me a line when you can.
9 I am writing with regard to the advertisement ... 19 You are cordially invited to attend ...
10 How about getting together next Sunday? ... 20 We regret to tell you that ...
• Beginnings and endings of letters/emails
2 Match the beginnings to the endings, saying whether the beginnings and endings are formal or informal
and identifying which style elements have been used.
A
I hope that you will consider me for the job. I have
Hey Jenny, included a copy of my CV as well as several letters of
1 w how sorry I am that I
Just wanted to let you kno reference. I look forward to hearing from you in the near
r’s wedding. You know
couldn’t come to your brothe future. Thanking you in advance,
e.
that I really wanted to com Yours faithfully,
Kevin Murdock
2
Dear Sir/Madam, B
So, Auntie, now you know about my problem. I really
I am writing in response to your advertisement in this hope you can help me out. Hope to hear from you soon.
week’s paper for a junior secretary. I am very
interested in applying for this position. Love you,
Jonie
C I trust that you will take my complaints seriously. I expect

3 Dear Aunt Sue,
ng to you that you will investigate the problems that I have described
Hope this letter finds you well. I’m writi and take action to improve the situation. I look forward to
ething.
because I need your advice about som hearing from you in the near future.
Yours sincerely,
4 Trent Phelps
Dear Mr Grant,
I am writing to you because I am not at all satisfied with D
the changes that have been made at the gym. In the past So, as I said before, I’m really sorry I couldn’t come but
I really used to look forward to coming to the gym every you know how it is … sometimes things just come up
afternoon. Unfortunately, this is no longer the case. out of the blue. Anyway, take care and keep in touch.
Kisses,
Annie
3 Write the first and the last paragraph for the following:
1 You are writing a letter to invite your friend to spend a weekend at your house.
2 You are sending an email to congratulate your English pen‒friend on his success in his exams.
3 You are writing a letter to thank your English pen‒friend’s parents for their hospitality while you stayed with
them.
MODULE 1 23
• Rubric analysis
Always think about the situation in the rubric. This will • the type of writing task.
help you plan your writing. Read the rubric carefully and • the specific topics you should include
underline the key words/phrases. in your piece of writing.
These indicate: Study the example below.
• the imaginary situation you will write about, e.g. 1You are working abroad as a tour guide. Write a
who you are and the reason you are writing. 2
letter to your 3English pen-friend, 4describing the
• the imaginary reader who is going to read your job saying what you like and what you don’t like
piece of writing. This will help you decide on the about it.
writing style you should use; formal, semi-formal 1
situation, 2 type of writing task, 3 reader - style, 4 specific topics
or informal.
1 Read the rubrics below. Underline the key

words. Find the imaginary situation, the
A
Dear Ms Smith,
imaginary reader, style, type of writing task I am writing to inform you that your entry for our short
and the specific topic(s). story competition has been chosen by our judges as
the best submitted. As you are aware, being the winner
A You recently bought a TV but you were given the of our competition, your entry will appear in the next
wrong model by mistake. When you complained, issue of It’s a Wonderful Life.
the shop assistant was rude to you. Write a letter
In addition, you also win a €100 cash prize. We would
to the company’s Complaints Department
expressing your dissatisfaction and saying what like you to come to our offices to claim your prize and
action you expect to be taken (140‒190 words). have your photograph taken for the local newspaper.
Please contact our offices to arrange for a suitable date
B You have seen the following advertisement in an and time for the photography session. You can contact
international magazine. Write your email us on 210 87655544 from 9 to 5, Monday to Friday.
applying for the job (140‒190 words). I look forward to hearing from you soon. Once again,
congratulations on your winning entry.
WANTED - SUN CAMP WALES
We are looking for young energetic Yours sincerely,
e
people to work in our camp in July. Ther Cindy Giasson
are all kinds of jobs available from
Cindy Giasson (Editor-in-Chief)
cooking to entertaining campers.
hoo.com
Contact: Toby James at suncamp@ya
B To: Janie
C You spent three weeks at your English pen‒friend’s From: Pam
house. You are back now. Write a letter to your Subject: I WON!
friend’s parents thanking them for their hospitality
Janie,
and explaining how your visit helped you improve
your English (140‒190 words). You’re not going to believe this
! Remember that
short story competition I entered?
You know, the
D You won first prize in a short story competition. one for It’s a Wonderful Life mag
azine? Well I won!
Send your English pen‒friend an email telling I’m so excited, I’m on cloud nine
! Not only will my
him/her the news and how this could change story be coming out in next mon
th’s magazine, but
your life (140‒190 words). I also get 100 euros! I even get
my picture in the
paper. This could change my who
le life. You know
how badly I wanted to become
2 Read the two models. Which is a(n) letter/
email? Which is formal/informal? Give reasons.
happy! Talk to you soon.
a writer. I’m so
Which of the two models is an answer to one of Take care,

the rubrics in Ex. 1? Pam
24 MODULE 1
• Informal letters/emails
• Informal letters/emails are sent to people we know Closing remarks in informal letters/emails
well. They can include: invitations, accepting or may include:
refusing invitations, giving news, asking for/giving – greetings to the person’s family/friends.
information, asking for/ giving advice, expressing
– wishes, a promise (e.g. to write soon), etc.
thanks/regrets/congratulations, etc.
– a request to the person to reply soon.
Opening remarks in informal letters/emails may
include: – the reason for ending the letter/email.
– questions/wishes about recent events, the • In informal letters/emails you may often talk about
person’s health, etc. more than one topic.
– a thank you to the person for their last letter. e.g. Tell your friend about your summer plans and
invite him/her to come with you.
– comments about their news.
– an apology for a delay in writing/replying.
– the reasons why you are writing.
General Outline for informal letters/emails
greeting Paragraph 1: Paragraphs 2, 3: Paragraph 4: sign off

(Dear + person’s opening remarks, write about closing (Yours/Best wishes,
first name,) reason(s) for writing specific topic(s) remarks + your first name)
3 Read the following sentences. Mark them as O

(opening remarks) or C (closing remarks).
5 Read the model. Which rubric in Ex. 4 does it
answer? What is each paragraph about?
What point does each include?
1 Sorry for not writing earlier, but ... .....
To: Peter
2 I have to go now as Mum needs some help. . . . . . From: Robert
Subject: Questions
3 Give my best wishes to your parents. .....
4 Thanks for the lovely present. ..... Dear Peter,
5 I hope that things will improve. ..... Hi, how are things with you? Thanks so much for
6 How are you? Hope you’re feeling better. . . . . . inviting me to your house. I’m so excited that I can’t
wait! There are just one or two things I’d like to ask
7 Do write back soon. .....
you before I come.
8 I’m writing to ask for your advice. .....
I was wondering what clothes I should bring with
4
me for the week I’ll be staying with you. You say the
Read the rubrics. What points will the main
weather is usually good at this time of year, so I’m
body paragraphs include?
packing mainly light clothes. Should I bring a
pullover and a jacket in case the evenings are
A You are going to spend a week at your English
chilly? What do you advise?
pen‒friend’s house and you aren’t sure what
Could you also please give me some idea of how to
clothes to take with you or how to get there.
get to your house? I’ll probably be coming by train,
Write him/her an email asking your questions
in which case, could you send me some directions
(140‒190 words).
on how to reach your house from the station?
Do write back soon and please give my best
B You are on holiday in a country cottage. Send wishes to your parents. I’m really looking forward to
your pen‒friend a letter describing your seeing you.
holiday so far and inviting him/her to spend a Best wishes,
week with you (140‒190 words). Robert
C Your cousin has invited you to go on a

five‒day cruise. Write him/her a letter refusing
the invitation and explaining why you aren’t
able to go (140‒190 words).
MODULE 1 25
• Letters/Emails asking for/giving advice 2 Read the model. Which rubric from Ex. 1 does
it answer?
Letters/Emails asking for/giving advice from a
friend usually consist of four paragraphs. See
how the paragraph plans differ.
ASKING FOR ADVICE

Para 1: opening remarks, state the problem
Paras 2,3: describe the problem in detail and Hi Max,
how it affects you I’m sorry to hear you’re so stressed at the moment! Don’t
Para 4: ask for help/advice, closing remarks worry about the exam, I’m sure you’ll be fine. I thought I’d
give you some tips that I find helpful when I’m studying.
GIVING ADVICE In my opinion, 1) the best thing to do is make a revision
Para 1: opening remarks, express sympathy timetable. 2) This will mean that you won’t forget to
Paras 2,3: give advice supported by expected include any topics in your revision. Make sure you include
results regular breaks in the timetable, though. That way you will
work more efficiently.
Para 4: express hope things will improve,
3) If I were you, I’d try to get some exercise to relieve your
closing remarks
stress. 4) Have you thought about going swimming? It’s a
great way to reduce stress levels. Finally, 5) you shouldn’t
Useful language stay up all night studying, as you will be too sleepy to
Asking for advice • Why don’t you ...? concentrate properly!
• Do you think I should ...? • Another idea is to ... Anyway, 6) I hope things get better. If you ever need some
• Do you have any idea friendly support, phone me!
• It’s best not to ...
Take care,
about ...? Result Ricky
• Can you think of • This would/will mean
anything that ...? that ...
• What do you advise? • That way ...
• What can I do? • If you do this, (you
Giving advice will/ won’t) ... 3 Read the model again.
• If I were you, I’d ... Ending the letter/email a) Replace the phrases in bold with other
• You should/shouldn’t ... • I hope my advice helps. phrases from the useful language box.
• The best thing to do is ... • Hope things get better.
• Have you thought of/ • Let me know what b) What is Ricky’s advice? What will the
about (+‒ing) ...? expected results be? Complete the table.
happens.
1 Read the rubrics. What will the main body

paragraphs be about? Advice Results
A This is part of a letter you have received from your
English pen‒friend.
I’m visiting your country for the first time. What’s
the best time to visit? What places would you
suggest visiting?
Write your letter (140‒190 words).
B This is part of an email you received from your English
pen‒friend.
I have an important exam coming up. I’m very
anxious. Any advice?
Write your email (140‒190 words). 4 Write your letter of advice for rubric A
(140‒190 words).
26 MODULE 1
• Letters/Emails inviting/accepting – refusing invitations
Letters/Emails inviting/accepting – refusing invitations consist of four paragraphs. See how the paragraph
plans differ.
INVITING ACCEPTING REFUSING

Para 1: opening remarks Para 1: opening remarks, Para 1: opening
Paras 2,3: details about the event thanks for invitation remarks, thanks
(place, time, guests, food, Paras 2,3: accept invitation, make for invitation
decorations, etc) comments about the Paras 2,3: refuse invitation,
Para 4: closing remarks (ask event, ask questions, giving reasons
person to let you know if offer to help, etc Para 4: closing remarks,
he/she can come, express Para 4: closing remarks, thank thank person
hope to see them, etc) person again again
5 Read the extracts. Which type of letter is each b) Which paragraph

from? • gives details about food, drink, theme?
• invites the person, giving details about place
A Hi! How are you? Are you doing anything this
and time?
weekend? We’ve decided to hold a party and
• asks the person to let the writer know if she
we’d love it if you could come.
can come?
• invites the person to stay the night?
B Thanks a lot for the invitation. Unfortunately, I
won’t be able to make it.
7 Read the email. Which language does the
writer use to accept the invitation?
C Thanks for the invitation to the party. Sounds
like a great idea. I’d love to come and meet all
your friends.
6 a) Read the email. What type of email is it?

Hello Sue,
To: Kim Great to hear from you! I’m fine, thanks. Your party on
From: Sue@newf.nfld
Subject: Big Party! Saturday sounds like a really fun idea and thanks so
much for the invitation.
Hey Kim, Of course I’d love to come. I wouldn’t miss it for
Hi! How are you? What are you doing this Saturday? I’m anything, in fact, as I love fancy dress parties. I think I’ll
holding a fancy dress party at home in the afternoon and come dressed as a witch, as I’ve already got a suitable
I’d love you to come. costume. It will be a good opportunity to meet some
I’m planning a big party with our old schoolfriends. There of the people we haven’t seen for ages. Will Bob and
will be lots to eat and drink. I’ve decided to give the party a Nancy be there? Is there anything you would like me
spooky theme. So make sure you get dressed up. to bring? I’ve got some interesting new CDs.
You’ll probably be coming by train, won’t you? Just give me I’m planning to take the train. Thank you for offering
a ring from the station when you arrive and my parents will to pick me up from the station. Staying the night with
come and pick you up. I expect the party will go on quite you would be great, but you must let me help you
late so you can stay the night. We can share my room. clear up the mess on Sunday morning!
Well, I really hope you can make it. It seems ages since we Can’t wait to see you on Saturday! Many thanks once
last met. Please let me know if you can come. again.
Love, Love,
Sue Kim
MODULE 1 27
• Semi-formal letters/emails
Semi-formal letters/emails are sent to people you don’t know well or when you want to sound more polite and
respectful. For this reason they are written in a polite tone (see p. 22). They can be letters/emails asking for/giving
advice, asking for/giving information, explaining arrangements, expressing thanks, etc.
General Outline for semi‒formal letters/emails
greeting Paragraph 1: Paragraphs 2, 3: Paragraph 4: sign off (Regards/

(Dear + title + opening remarks, subject(s) of the closing Best wishes, +
person’s surname,) reason(s) for writing letter/email remarks your full name)
1 Match the beginnings to the

endings. What type of letter/
2 Match the semi‒formal sentences to the informal ones.
email is each? A I am writing in the hope that you can help me.
B Please could you give me some information about suitable
hotels in the area?
Dear Mrs Morgan, C I would like to thank you for your kindness during my stay.
1 I am writing on behalf of the students of D It would be a good idea if you did some extra Maths classes.
Class 2B to thank you for coming to our
school to give the talk on Internet safety. E I am sorry that I will be unable to come.
F I hope you will find this information useful.
Dear Mr Gray,
2
Regarding your school’s forthcoming INFORMAL SEMI‒FORMAL
exchange trip to our town this summer, I
would like to provide you with some details 1 Asking for Do you know where I B Please could you
in order to help you begin planning the trip. information can find some good give me some
hotels? information about
Dear Mr Smith, suitable hotels in
3
As you may already know, your son Adam’s the area?
friends are planning a surprise party for his
16th birthday. Therefore, I would like to
invite both you and your wife to the party 2 Offering Why don’t you do
which will be held on Saturday, 5th June advice some extra Maths
from 8pm. classes?
3 Thanking Thanks for being so

kind to me when I
stayed with you.
A I hope that you are both able to come. I can
be contacted at the email address above.
Best wishes, 4 Refusing an What a pity that I
John Sparks invitation can’t come!
B Once again, thank you very much for

taking the time to come and talk to us.
Regards,
5 Asking for I thought I’d drop you
Jane Thompson advice a line to ask you for
some help.
C Please feel free to contact me via phone or
email if you have any other questions or
concerns. My class is really looking forward 6 Giving Hope this was what
to your visit! information you wanted to know.
Regards,
Andrew Jacobs
28 MODULE 1
3 Replace the phrases in bold with
phrases in the list.
4 Replace the underlined phrases with the ones below to make
the email more polite. What is each paragraph about?
• Thank you for agreeing to • I’m writing in the hope that you may be able to • As I remember
• realise • short notice • help us • Thank you once again • Dear Ms Webb • I was wondering if
• Mr Evans • would like you could provide me with a little more information
• would you be able to • Best wishes • I am usually available • It was a great surprise
• welcome • serve refreshments to learn • this will be my first visit • I look forward to hearing
• could you advise me on where I will be staying and what I
should bring with me • Thank you for your email regarding
Dear 1) Graham, • You can contact me by telephone
2) Thanks for saying that you • Could you please confirm that this is the case
will 3) give us a hand at the
school prize‒giving evening on
Thursday. I 4) know that it’s
5) only a few days away.
Hi Ms Webb!
You asked me what I 6) want
ng Writers Competition. I
you to do on the night. Well, Thanks for your email about the You
7) can you 8) say hello to first prize! I’m just writing
was really surprised to hear I’d won
people at the door and help to of my questions.
because I want you to answer a few
9) give out drinks at the end? a weekend trip to York. Is
If I remember rightly, first prize was
ut the city, as I’ve not been
that true? If so, tell me a bit more abo
and what should I bring with
before. Also, where will I be staying
1 ....................................
me?
2 .................................... 9 004 321). I’m usually
You can call me on my mobile (077
anytime at weekends.
3 .................................... around from 7 pm on weekdays and
you!
4 .................................... Thanks a lot. Can’t wait to hear from
5 .................................... Love,
6 .................................... Sally Jones
7 ....................................
8 ....................................
9 ....................................
5 a) Read the rubric. Answer the questions.
• you have any questions or
concerns • don’t hesitate You have just spent a month in England doing an English
• Best wishes • really grateful that course at a language school. You stayed with a lady called
you are able to • telephone me Mrs Grigson while you were there. Write a letter to Mrs
Grigson thanking her for your enjoyable stay and asking her
to send you a diary you left in your room by accident.
Once again, I am 10) so glad that Write your letter (140‒190 words).
you can help. Please 11) feel free
to 12) give me a ring if 13) there’s 1 Who is going to read your letter?
anything you want to know. 2 Why are you writing it?
14) Lots of love, 3 How many main body paragraphs should you include in your letter?
Susan King 4 Which of the following should you mention? In which paragraph?
• what you particularly enjoyed about your stay with
Mrs Grigson • what you thought of your English course
10 .................................... • your reason for writing • that you left your diary and would
11 .................................... like Mrs Grigson to send it to you
• that you hope to stay in touch • what you are doing tomorrow.
12 ....................................
5 How will you start/end your letter?
13 ....................................
14 .................................... b) Now write your letter (140‒190 words).
MODULE 1 29
General Outline for formal letters/emails

(Dear + title + opening remarks, subject(s) of the closing (Yours sincerely/
person’s surname,) reason(s) for writing letter/email remarks Yours faithfully, +
Dear Sir/Madam,) your full name)
• Formal letters/emails
Formal letters/emails are sent to Dear Mr Jones,

people in an official position or I am writing with reference to your Introduction
people you don’t know well (e.g. Director of advertisement in the Evening News on 3rd April Para 1
Studies, Personnel Manager etc.) They are for teenagers to help children in the computer lab. ..............
written in a formal style with a polite, I would be really interested in applying for the job. ..............
impersonal tone (see p. 22). They are
I am 17 years old and am currently completing
normally written to apply for a job/course,
my final year of sixth form. I will be starting my Main Body
make a complaint, give/request official
information, etc. When we know the name university studies in September in Computer Para 2
of the person we are writing to, we begin Programming. I am a native speaker of English, but ..............
with Dear + person’s surname, and we I am also fluent in Italian and am presently learning ..............
sign off with Yours sincerely, + our full Spanish.
name. When we don’t know the name of Furthermore, I am very keen on computers. I
the person, we start with Dear Sir/ have participated over the past year in our school’s Para 3
Madam, and we sign off with Yours programme tutoring pupils and helping my teachers ..............
faithfully, + our full name. with our lab. Therefore, I would welcome the ..............
opportunity to help children with something I am
• Applying for a job familiar with.
Conclusion
1 Read the rubric. Then read the
letter. What is each paragraph
I attach my CV and a reference letter from my
Computing teacher. If you feel that my qualifications
Para 4
meet your requirements, I will be happy to hear from ..............
about?
you. I would be available for an interview at any time. ..............
You have seen the following job Yours sincerely,
advertisement in the Evening Jessica Jameson
News. Write a letter applying for
the job (140‒190 words).
2 Read the letter again and find formal expressions to match

the informal ones.
Are you good with computers?

Do you speak good English?
Are you polite and reliable? • about your advert ... • with reference to your advertisement ...
Our local community centre is looking
• I fancy the idea of ... • .............................
for teenagers to help children aged 7 to
10 who will be practising in the • right now ... • .............................
computer lab after their computing • my Italian is also pretty • .............................
lesson. The ideal candidate must be good ... .............................
able to answer simple questions and • I am mad about ... • .............................
willing to demonstrate how to use the • it would be really great ... • .............................
computer. This position is on a part-
time basis (11 am to 1pm, Monday to
• I know about ... • .............................
Friday). • I’m sending you ... • .............................
If you’re interested, write to Mr Cyril • If you think I’m right for • .............................
Jones at Best Computers, 6 Hadley the job ... .............................
Way, Sevenoaks, Kent,TN20 IXX • I can come in for a chat ... • .............................
30 MODULE 1
3 Read the rubric. Underline the
key words. What is your letter Dear Sir/Madam,
going to be about? I am writing regarding your advertisement in the September issue of ‘Sporting
News’ for English-speaking ski instructors in Italy during the winter holiday
You would like to attend a summer season. I really fancy doing this kind of work.
course to improve your English.
I am 18 years old and completed my secondary schooling this summer with
Write a letter applying for a place
satisfactory grades. I shall be commencing university in October, studying Sport
on the course (140‒190 words). and Physical Education. But that’s not all. I also got my CSIA Level 1 ski
instructors’ certificate in Canada last winter, when I attended a five-week
Read the model letter. Match the
course there. This means that I won’t have any problem teaching skiing from
headings to the paragraphs.
beginner to early intermediate levels. I am a native English speaker and also
A qualifications have reasonably fluent Italian.
B opening remarks/reason(s) for Your advertisement states that instructors would be teaching school groups. I feel
that I would be suitable, since I regularly supervised excursions with younger classes
writing
during my last year at secondary school. Therefore, I think that this experience will
C documents enclosed, closing come in very handy when it comes to teaching kids.
remarks
Please find enclosed my CV and a letter of reference from the Canadian ski
D experience/reason for wanting school. I hope you get in touch soon.
to attend the course Yours faithfully,
Arnold Thompson
Dear Sir/Madam,
5 Read the rubrics. Answer the questions. Choose one task
Introduction
1 I am writing in connection and write your letter/email. Use the useful language.
with the foreign students’ programme A Write a letter of application for a place at Sheffield University to do
you run during the summer season. I
would like to apply for a place in order a course in Information Technology (140‒190 words).
to improve my English.
B You have seen the following advertisement in the Cambridge
2 I am 18 years old and I have
just finished high school. I was an
Evening News:
excellent student with grade As in all Small book shop specialising in foreign languages seeks reliable
my subjects. The extra‒curricular and friendly assistant to work over July/August. No sales
activities I took part in included sports experience needed, but good organisational skills are required.
as well as volunteer work. I am fluent
Apply by email to John Wheatcroft at jwcroft@flbooks.co.uk.
in French but my English is, I am afraid,
Main Body
intermediate level. Write your letter (140‒190 words).

3 My good grades allowed me
to get a scholarship to attend a highly 1 Who is going to read your letter/email?
respected university overseas, but I 2 Do you know the person you are writing to?
really need to improve my English in
order to be able to cope with the 3 Why are you writing the letter/email?
demands of my subjects. Therefore, I 4 How will you start/end your letter/email?
would be grateful if you could send me
further information on your Useful language for letters/emails of application (for a course)
programmes and consider me for a
place. Opening remarks: I would like to apply for admission to the …/I
4 would like to be considered for …, etc
I have enclosed my CV as well
as reference letters from my teachers. I Closing remarks: I would appreciate a reply at your earliest
Conclusion
look forward to hearing from you at convenience./I look forward to meeting/hearing from you./I enclose
your earliest convenience. Please do further details of my…/I hope that you will consider me for …, etc
not hesitate to contact me if you need
further information. Useful language for letters/emails of application (for a job)
Yours faithfully, Opening remarks: I am writing with regard to …/I am writing to
Pedro Torretti apply for the … which I saw advertised in …, etc
Closing remarks: I would appreciate a reply at your earliest
4 The following letter is in the
wrong style. Rewrite the
convenience./I enclose my CV and I would be glad to attend an
interview at any time convenient to you./I look forward to hearing
underlined phrases to make it from you in due course …, etc
sound more formal.
MODULE 1 31
1 I hope you will replace the item in question or
compensate me in some way for the problems I have
• Letters/Emails making a complaint experienced. Thanking you in advance for your cooperation.
to the quality
The purpose of a letter/email of complaint is to 2 I am writing to draw your attention
not only disappointed
complain about a specific problem. The style is normally of service in your hotel where I was
by the standard of
formal and the letter should be written in a dignified style. by the staff’s attitude, but also
The reason for the complaint is stated in the first sentence. accommodation offered.
The language used depends upon whether you want to
complain in a mild or strong tone.
3 I want to express my extreme dissatisfaction with
e.g. MILD - I am writing to complain about a fridge I your company. I ordered a DVD from you six months ago
purchased from your shop last June. and, despite numerous conversations with unhelpful staff,
STRONG - I was shocked by the inferior quality of the I have still not received my DVD.
fridge which was sold to me at your shop last June.
4 There is no way that I will be using your appalling
Linking words are used to give reason(s) for a
complaint. e.g. Even though the control switch is at its services again and I demand that you return all of my
highest setting, the freezer does not keep food frozen. money immediately or I shall be forced to take legal action.
2
A suggestion or request (which can be mild or strong)
Read the letter of complaint below. Is it
is included in the conclusion.
strong or mild?
e.g. MILD - I hope this matter will be resolved.
STRONG - I insist that you replace the item at once.
Dear Sir or Madam,
I am writing on behalf of the pupils at Faraday Secondary
General Outline for letters/emails of complaint School to express my strong dissatisfaction about the way your
greeting company organised our ‘School Fest’ on Sunday, 2nd March.
Paragraph 1: Paragraphs 2, 3: Paragraph 4: Firstly, you had promised top quality, state-of-the-art sound
reason(s) complaint(s) closing systems but, in contrast, the equipment that was brought was
for with remarks outdated and inadequate to the task. A further complaint has to
writing justification be made about the music. We had asked for contemporary hip
sign off hop, rap and rock music but all the DJ played was 80s music,
which was hopelessly inappropriate.
Your company had also promised full catering which would
Useful language for letters/emails of complaint
include at least three types of hot meals, side dishes and a wide
Opening remarks: variety of soft drinks. Instead, all we got was fast food (hot dogs
• (Mild) I am writing to complain about/ and hamburgers) and cola drinks. To top everything, although
regarding/on account of/because of/on the subject we had agreed on a reasonable price, we received a very
of …/I am writing to draw your attention to …/I high bill because, as you said, the party lasted longer than
am writing to you in connection with …, etc
expected.
• (Strong) I was appalled at/I want to express my
We consider your company to be totally unreliable and
strong dissatisfaction with/I feel I must protest/
incompetent. We expect a full apology for the service
complain about …, etc
received as well as a 50% discount on the amount we had
Closing remarks: agreed on. Otherwise, we will be forced to take further
• (Mild) I hope/assume you will replace …/I trust
action. We expect to hear from you promptly.
the situation will improve./I hope the matter will
Yours faithfully,
be resolved./I hope we can sort this matter out
Kyle Leek
amicably …, etc
• (Strong) I insist you replace the item at once./I
demand a full refund./I hope that I will not be 3 Replace the underlined phrases in the letter
with the ones given below. How does the tone
forced to take further action …, etc change?
• surprise • we did not really like
1 Read the following extracts and say which of
them are beginnings (B) and which are • I trust I will not have to take this matter further
endings (E). What tone has the writer used in • rather disorganised and inefficient
each? • not working very well
32 MODULE 1
• Letters/Emails making an apology
Letters/Emails Letters/Emails of apology

of apology are
written when someone greeting Paragraph 1: Paragraphs 2, 3: Paragraph 4: sign off
has made a mistake, has
reason(s) for reason(s) to express
failed to perform a duty
the apology explain the understanding/
or he/she is not able to
fulfil a promise. They can inconvenience/ regret/promise to
be formal, semi-formal or upset caused make up for the
informal, depending on situation &
the person the apology is closing remarks
addressed to.
4 Read the letters of apology (A and B) and fill in the gaps with one of the phrases below. Then, make the
plan for each model.
• apologise/say how sorry I am B Dear Chloe,

I’m writing to 1) . . . . . . . . . . . . . . . . . for losing
• are aware/know
the book you lent me to read on my journey
• it was impossible for me to/there was no way I could
home from your house.
• displeased/cross
It was such a(n) 2) . . . . . . . . . . . . . . . . . read that
• by way of an apology / to make up for things I didn’t even notice that my train had reached my
• fantastic / excellent station. I was so engrossed that I almost missed
• in a terrific rush / under great pressure my stop. Unfortunately, I ended up
• why don’t you let me / perhaps I could 3) . . . . . . . . . . . . . . . . . to get off the train which
meant that I left the book behind by accident. I’m
A Dear Great Aunt Sally, afraid 4) . . . . . . . . . . . . . . . . . get it back, even
though I checked with the lost property office.
I’m writing to 1) . . . . . . . . . . . . . . . . for missing your 85th
I 5) . . . . . . . . . . . . . . . . . that you must be
birthday party last Sunday, and I hope you are not too
6) . . . . . . . . . . . . . . . . . with me for losing
2) . . . . . . . . . . . . . . . . .
something that you’d trusted me to take care of.
Unfortunately, 3) . . . . . . . . . . . . . . . . come. As you Next time you’re in London, 7) . . . . . . . . . . . . . . . . .
4) . . . . . . . . . . . . . . . . , I have been studying very hard for my take you to Waterstone’s bookshop in Piccadilly?
end-of-school exams this year. I had been intending to come It’s London’s largest bookshop – with six floors
to your party, but I was due to have a Maths exam the full of books. You’re bound to find something you
following day. It wasn’t until Sunday morning that I realised like. I’ll treat you to whatever book you like,
I would have to continue studying all day in order to pass 8) . . . . . . . . . . . . . . . . . . Really sorry, once again!
the exam, which meant working 5) . . . . . . . . . . . . . . . . until lateLove,
that evening. I’m sorry I didn’t let you know sooner, but the Gilbert
amount of revision I had to do was completely unexpected!
Anyway, 6) . . . . . . . . . . . . . . . . , 7) . . . . . . . . . . . . . . . . take you
out for tea next weekend. We could go to that 8) . . . . . . . . . . . . . . . . tea shop you like by the
river. My exams are over now so you can be sure I’ll be there this time!
Lots of love,
Hayley
5 Underline the key words in the rubrics below. Choose one rubric and write your letter/email.
A B
You recently bought 3 DVDs from a shop, all of which You have borrowed some money from a
were faulty. When you went back to the shop to get a friend and failed to return it by the agreed
refund, the assistant was very rude to you and accused date. Write an email (140‒190 words) to your
you of damaging the DVDs. Write a letter (140‒190 friend, apologising for your behaviour and
words) to the shop manager giving the reasons for explaining the reasons for the delay.
your dissatisfaction.
MODULE 1 33
• Letters/Emails of recommendation
Letters/Emails of recommendation are written to recommend a person for a post, a place for an event to be
held, etc. These letters/emails usually contain descriptive techniques e.g. if you recommend a person, you need to
make reference to qualities related to the topic and give examples or justifications. These types of writing can be formal
or semi-formal depending on who the letter/email is addressed to.
General Outline for letters/emails of recommendation

reason(s) recommendation (qualities/ closing
for writing features with examples/ remarks
justifications)
1 Read the rubrics and underline the key words.

What is the topic of each?
2 Read the model. Which rubric from Ex. 1 does
it match?
A You see this announcement in the school

newspaper.
Which is your favourite book? Why do you Dear Sir/Madam,
like it? Write us a review nominating your As you are aware, the pupils of Fairview School
favourite book. plan to hold an end-of-term party next month.
Write your review (140‒190 words). I am writing on their behalf to suggest a
possible venue.
The size of the location is obviously a main
B The local youth centre has asked its members to priority, as approximately 150 people are
nominate people for the ‘Teenage Personality of expected to attend. The Beaufort Hotel’s
the Year’ award. Write your letter to the youth function room appears to be a good option,
centre recommending someone and giving since it is extremely spacious, holding up to
reasons for your recommendation (140‒190 200 people. In addition, the huge dance floor
words).
would ensure sufficient room for sound
equipment and dancing.
C Another important factor is the catering. The
The school committee has asked pupils to
hotel can provide light refreshments at a
recommend a place to hold an end‒of‒term
party. Write a letter recommending a place, reasonable cost, which would be convenient.
saying why it would be a suitable venue for the All things considered, I wish to recommend the
party (140‒190 words). Beaufort Hotel as a suitable location for our
party. I would appreciate it if you could inform
us of your decision on the matter as soon as
possible.
Yours faithfully,
Eleanor Wright
34 MODULE 1
• Discuss & Write
3 What features make this place
special? How does the writer
justify her opinion? Complete
5 Read the following rubrics (A‒C). What type of task is each
one? What style are they to be written in? In an appropriate
the table. style, choose a task and write your answers. You do not have
to include addresses.
features justifications
A An elderly neighbour is visiting her sister for a few weeks. You
have offered to take care of her house while she is away. Write
a letter giving news of what you have been doing and ask if
there is anything else she would like you to do (140‒190 words).
B As president of your school committee, you have been asked to

write to Peter Selby, a well‒known environmentalist, asking him
to give a talk at your school. Write a letter inviting him,
suggesting what environmental problems he might include in
his talk, and asking if he would need any special equipment
(140‒190 words).
4 Read Jim Harris’s notes. Use
them to write your letter for
rubric B. C You have received this email from your English pen‒friend
Rebecca.
• I am a member of the youth centre From: Rebecca

and writing to nominate Charles Subject: Studies
Adams for the Teenage Personality I’m thinking of giving up college to study drama
of the Year Award full‒time. My parents don’t agree with me.
• caring, kind and hardworking Any advice?
person – cares for the elderly and
Write your email (140‒190 words).
the environment – organised
neighbourhood clean-up and
recycling day – is a volunteer at
the local old people’s home – 6 When you have finished your work, exchange with a
partner. Evaluate his/her piece of writing. Think about the
dedicates his weekends and free
following:
time to helping people in his
neighbourhood and caring for the
environment
• very interested in local affairs – • Has all the information asked for in the rubric been included?
recently attended an evening • Is the letter/email easy to understand? Does it flow?
course in community volunteering – • Are the paragraphs clear and in the correct order?
takes active interest in • Are the beginnings and endings in the correct tone/style for
environmental issues at school – the intended reader?
introduced and organised School • Does the letter/email contain any information that isn’t
Recycling Scheme necessary?
• is an example to the teenagers of • Is the style the same throughout the letter/email?
our community – deserves to win
• Has a variety of vocabulary been used instead of repeating the
the award
same vocabulary?
• Are there any errors in spelling or grammar?
MODULE 1 35
1 Look at the pictures and the phrases
under each. How can they be related?
Read the text to find out.
If someone said to you, “My loaf of bread hurts because I’ve 0) been on the dog and dog and bone
bone all day”, chances are you would think 1) . . . . . . . . were crazy! But if you said this
exact same thing to a Cockney, or someone from the East End of London, he would
simply tell you to take an aspirin!
Translated 2) . . . . . . . . ordinary English, then, this sentence means “My head hurts
because I’ve been on the telephone all day”. This is because ‘head’ rhymes with ‘bread’
and ‘bone’ rhymes with ‘phone’. Over the years, the residents of London’s East End have
developed a whole dialect, called Cockney rhyming slang 3) . . . . . . . . this way. For example, bread and honey
‘mince pies’ are ‘eyes’, ‘boat race’ is ‘face’ and ‘apples and pears’ are ‘stairs’. However, people often
don’t bother saying the rhyming word. ‘Butcher’s hook’, for instance, means ‘look’, but Londoners
don’t say ‘let’s have a butcher’s hook’, they say ‘let’s have a butcher’s’. 4) . . . . . . . . this reason, it
can be very hard for outsiders to work 5) . . . . . . . . what a particular phrase means!
East Enders have been using their rhyming slang 6) . . . . . . . . around the mid-19th century. Some
people believe that it was simply a linguistic accident, whereas others think that locals,
especially villains, used it as a secret code to confuse police and eavesdroppers*. 7) . . . . . . . .
days, some Cockney rhyming slang phrases are even used by people in the rest of Britain,
such as ‘use your loaf’, meaning ‘use your common sense’ (loaf of bread: head). New phrases
sometimes appear too, like ‘wind and kite’ (web site) or words 8) . . . . . . . . rhyme with
celebrities or famous people. So, whatever
the origins of Cockney rhyming slang, apples and pears
one thing is for sure - it’s still very much
alive today!
jam jar
*people who listen secretly to what
others are saying
boat race
2 Read the text again and complete the gaps 1‒8 with
the correct word, then compare with your partner. Listen
plates of meat
and check. What is the author’s purpose?
3 In pairs, ask and answer questions based on the text. Cockney

Adam and Eve
Meaning
believe
4 Look at the table, then complete the examples with
appropriate Cockney expressions.
Barnet Fair hair
dicky bird word
1 Well, look who it is! I don’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it! easy‒peasy lemon squeezy easy
2 Your secret’s safe with me. I won’t say a . . . . . . . . . . . . . . . . . . . . . . whistle and flute suit
3 The exam went well. It was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 What has Adam done to his . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
It looks awful! 5 What slang do you use in your
country? Compare it to Cockney
5 Tim looks very smart in his new . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ! rhyming slang.
36 MODULE 1
Biology
blowfish
snake
1 Look at the animals in
the pictures. Which seems
to be on the attack? trying to scare something
away? affectionate? playing? What helped you elephants
decide? horses
Have you ever seen bees dancing, gorillas sticking out their tongues or horses
rubbing noses? Well, you might be surprised to learn that these are not simply things
they do to 0) . . . D . . . . . themselves or visitors at the zoo! They are actually very
important 1) . . . . . . . . of communication. So, how exactly do animals use the
different senses in order to speak to one another?
SMELL The sense of smell is the most basic way in TOUC

which even the simplest of creatures (including the single-
H It’s not just humans that 5) . . . . . . . . . . . . . . . .
hands when they meet – chimpanzees
celled amoeba!) communicate. Many animals, including also greet one another
by touching hands. Other animals use
humans, 2) . . . . . . . . . . . . . . . . scents to attract others to them the sense of touch in
order to show their feelings 6) . . . . .
for reproduction, to keep away predators or to attract prey, . . . . . . . . . . . one another.
To show affection, for example, elep
whereas others, such as ants, leave scents to show others hants link their trunks
together, while horses rub noses and
where to find food. Sometimes, how these scents are detected giraffes press their necks
together.
can be quite incredible. Snakes, for example, use their tongues
to pick up scent in the air, whereas sharks can detect blood in
the ocean about one mile away!
SOUND We’ve all enjoyed waking up to the lovely
sound of birds singing, but birds are not the only animals that
wide use use the sense of sound to communicate. The world’s largest
SIGHT Many animals 3) . . . . . . . . . . . . . . . . mammal, the whale, for example, has a complicated repertoire
message across. A of low-frequency songs to communicate to others where they
of body language in order to get their
s the white underside of her are and where there is food, sometimes 7) . . . . . . . . . . . . . . . .
female rabbit, for example, show
the safe ty of the burrow.
tail to tell her young to follo w her to hundreds of kilometres. In fact, all sorts of animals use sound
complicated dance to to speak in different ways. Elephants, for instance, trumpet in
In the same way, bees perform a
distance of a food 8) . . . . . . . . . . . . . . . . of excitement or danger, male
communicate the direction and
blows up like a balloon grasshoppers rub their hind legs over their wings to attract
4) . . . . . . . . . . . . . . . . , while a blowfish
gorillas stick out their females and snakes and crocodiles hiss loudly to ward off
to scare away predators. Meanwhile,
tongues to show anger! intruders.
Think!
Think!
2 Read the article and choose the correct word (A, B, C or D) to
complete the gaps 1‒8.
3 Listen and
read the text. Tell your partner
five things from the text that you
0 A present B perform C enjoy D entertain found particularly interesting.
1 A processes B schemes C routes D means
2 A free B release C transfer D supply
3 A make B put C have D do
4 A means B origin C place D source ICT Choose an animal and
5 A shake B shrug C clench D tap find information on the ways it
6 A at B towards C over D against communicates. You can visit this
7 A over B for C throughout D during website:
8 A minutes B moments C points D stages http://en.wikipedia.org/wiki/
Animal_communication
What type of text is it? Write a short text about it.
Present it to the class.
MODULE 1 37
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Tel.: (0044) 1635 817 363, Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
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Culture Clip – School Dinners (p. 58)

Culture Clip – Farms in the city (p. 110)

Culture Clip – Accidental Inventions (p. 136)

The student’s interactive

Homework is stress-free with the ieBook!

Sports & Entertainment

• a famous magician • phrasal verbs: take, make, set, put, see

• a clown ▶ Write/Make ...

▶ Learn how to ...

Reading & Listening

4 Read the article. For questions 1‒6, choose

Exam Practice: Reading

5 Match the words/phrases in bold to their Speaking

6 Fill in: high, cherish, rough, travel, tight, grab,

Vocabulary & Grammar 9 There is a variety of marine life at the . . . . . . . of

3 Choose the correct word.

Tenerife is a Spanish island 1) . . . . . . . . . . . . . . is

b) Listen to a person discussing

Sports are a great way to keep fit.

Team sports teach us how to work

Sports teach us to deal with success and failure.

Sports teach us to balance competitiveness.

Sports bring people together.

Sports help us relax.

A Over the years, I watched the event grow into

the correct tense.

6 Put the verbs in brackets into the present simple

7 Put the verbs in brackets into the present simple,

8 Use the language in the box to respond to the

2 What do you know

Read the questions carefully and

3 a) Read the text. For questions

2 Choose the correct word.

1 Sally isn’t as quick at typing as Pam. Speaking

Listening for opinion/attitude

1 Look at the pictures. Match

Most people learn

• I love/don’t like ...

8 a) You’re going to hear someone talking about one

b) Now listen. Choose the correct

Exam Practice: Listening

Multiple choice listening

Read the questions and underline the key

My name’s . . . . . . . . . . . . . . . . . . . . . . . . There are . . . . . . . . . . . . . . . . in my family.

2 Listen to John talking about what he

1 I really enjoy . . . . . . . . . . . . . because we have a lot of

3 I’m fond of . . . . . . . . . . . . . and I often go with my dad

Exam Practice: Speaking

A In what ways may B

b) Read the model again and

c) List the events in the order A B

• Beginning and ending a story

5 Find the adjectives the writer

Think of two more adjectives for

b) Circle all the adjectives in the text.

4 Read the following extract from a story and put the

As I entered the house I heard people laughing in the living