Module 12 THAT'S ENGLISH

12
B2
THAT’S
ENGLISH!
Module
B2Module12THAT’SENGLISH!12THAT’S
ENGLISH!
Module
B2
132475

12
B2
THAT’S
ENGLISH!
Module

Autores
Caroline Cooke; Anna Cowper; Susan
Lea-Wilson; Alejandro Zarzalejos
Edición
Valerie Clark; Sarah Jackson; Esther Lema;
Verónica Moro
Corrección
Michelle Armstrong; Denise O’Brien
Ilustración
Chema García
Grabación
EFS Motivation Sound Studios
Edición gráfica
Fidel Puerta
Verónica Matilla
Maquetación
Patricia Fernández
Coordinación técnica y de diseño
Mario Dequel
Dirección del proyecto
Vicki Caballero Anderson
Diseño curricular y seguimiento técnico del proceso de elaboración de los materiales didácticos de Inglés a Distancia
desde el CIDEAD realizado por:
Rocío Arias Bejarano
Silvia Ávila Duez
Nuria Cambronero Sicilia
Rafael Fernández Alonso
María Ángeles Fernández Melón
Ana Mª García Romero
Karen Ludlow
Cleo Merino de Diego
Ángel Nieto Serrano
ElenaTerán Herranz
Alejandro Zarzalejos Alonso
MINISTERIO DE EDUCACIÓN, CULTURAY DEPORTE
SECRETARÍA DE ESTADO DE EDUCACIÓN, FORMACIÓN PROFESIONALY UNIVERSIDADES
Centro para la Innovación y Desarrollo de la Educación a Distancia (CIDEAD)
Edita:
© SECRETARÍA GENERAL TÉCNICA
Subdirección General de Publicaciones y Documentación
Catálogo de publicaciones del Ministerio de Educación, Cultura y Deporte: http://www.educacion.es
Catálogo general de publicaciones oficiales: www.060.es
Fecha de edición: diciembre 2015
NIPO: 030-15-137-7
ISBN: 978-84-369-5635-1
Depósito legal: M-20310-2015
Impreso en la UE - Printed in EU
Imprime: Reyper, S.L.
THAT’S ENGLISH!
Este material se ha elaborado con papel
certificado por la cadena de custodia PEFC
(Programme for the Endorsement of Forest
Certification), procedente de plantaciones
forestales, totalmente libre de cloro
(TCF –Totally Chlorine Free) y cumpliendo
la ISO14001, siguiendo lo estipulado en
la Orden PRE/116/2008, de 21 de enero.
Fotografía
ARCHIVO SM; Fidel Puerta; Laurence Mouton / PHOTOALTO; EFE; CORBIS; 123RF; SHUTTERSTOCK; iStock; GETTY
IMAGES; AGE FOTOSTOCK; ALBUM
Fuentes
P. 15: BBC (11/07/15); P. 30:The Guardian (16/07/15); P. 35:TheAtlantic (19/07/15); P. 59:The Guardian (08/08/15); P. 69: Debretts
(04/09/15); P. 74: Foreign Affairs (20/08/15); P. 76: Wikipedia (23/08/15); P. 79: The Guardian (26/08/15); P. 99: Professional
Counselling (15/09/15); P. 99: Screen Rant (16/09/15); P. 106: Art Net,Vulture (18/11/15); P. 107: Gov.UK (18/11/15): P. 108: BBC
(18/11/15)

THAT’S ENGLISH!
3
Contents 4
Introduction 6
Unit 1 8
Memory lane
Unit 2 18
Life-changing experiences
Unit 3 28
Law and order
Unit 4 38
Regrets … I have a few
Revision 1 48
Unit 5 52
Age is nothing but a number
Unit 6 62
Mind your manners
Unit 7 72
More power to you!
Unit 8 82
Art? Or not?
Unit 9 92
And they all lived happily ever after
Revision 2 102
Unit 10 106
Exam Strategies
SelfTests (Units 1-9) 112
Reference Section 121
Pronunciation Guide 144
List of Irregular Verbs 147
Audio Scripts 149
Answer Key 167

4 THAT’S ENGLISH!
FUNCTIONS GRAMMARContents
1
UNIT • Expressing past intentions
• Expressing consequence
• Reporting
• Reporting verbs
• Future in the past
• or else, otherwise, if not
• Connectors to tell an anecdoteMemory lane
2
UNIT • Talking about experiences
• Organising information
when writing
• Past tenses
• Past modals
• Inversion
• Echo questions
• -ing clauses
Life-changing
experiences
3
UNIT • Describing a process
• Agreeing and disagreeing
• Expressing opinion: asking
and giving opinions
• Revision of passive voice
• should, ought to
• agree/disagree + that/to/with/on/
about/over
Law and order
4
UNIT • Expressing wishes and
regret
• Offering condolence
• I wish, if only
• I regret, I am sorry …
• Omitting the subject pronoun
• Connectors of contrasts
Regrets …
I have a few
REVISION 1
REVISION 2
Exam
Strategies
5
UNIT
• Expressing necessity
• Expressing opinions
• must, have to, need (to)
• Indefinite pronouns and quantifiers
• whatsoever, not at all
Age is nothing
but a number
6
UNIT • Emphasising
• Inviting, accepting and
refusing
• Introducing people
• Intensifying adverbs
• Inversion with conditional
sentences and with negative
adverbials
• Connectors for cause and result
Mind your
manners
7
UNIT • Expressing objections
• Expressing agreement
• Expressing obligation and
prohibition
• Modal verbs of obligation
• make, not allow, ban, prevent
• object (to)
• Emphatic and formal use of
personal pronouns
• Question tags
More power
to you!
8
UNIT
• Recommending
• Expressing criticism
• Relative clauses
• recommend, advise, suggest
Art? Or not?
9
10
UNIT
10
UNIT
• Narrating
• Expressing contrast
• Correcting and rectifying
• Speculating
• Perfect participles
• in the end, at the end
• contrary to, although, as a matter
of fact
• even if, even though, still
• Third conditional
And they all
lived happily
ever after

5THAT’S ENGLISH!
PHONETICS VOCABULARY SOCIOLINGUISTICS WRITING / SPEAKING
• Intonation and stress
patterns: creating and
maintaining interest
• Vocabulary connected to
memory
• Anecdotes
• How certain things related
to senses remind us of
past experiences
• Production: tell an
anecdote about
something that didn’t
go as planned
• Intonation of echo
questions
• Experiences
• The importance of
reacting and showing
interest
• Writing a personal
statement
• Word stress in long words • Crimes and legal terms
• Different aspects of
white-collar crime and
cybercrime
• Interaction: discuss
suitable punishments for
a crime
• Intonation: expressing
condolence
• Regret and condolences
• Mourning rituals in
different countries
• Writing an informal email
of apology
• Connected speech: linking • Ageing process • Coming of age • Production: giving a talk
• Stress for emphasis • Formal situations
• The sense of formality
cross culturally
• Writing a formal letter of
invitation
• Stress in strong
agreements
• Intonation in question
tags
• Power
• Objection and protest
• The concept of hard vs
soft power
• Interaction: a debate
about the nature of power
• Defining and non-defining
relative clauses
• Arts and exhibitions • What makes a work of art? • Writing a review
• Intonation: sounding
interesting when telling
a story
• Fairy tales and stories
• Traditional stories and
their endings
• Production: telling a story

Bienvenido al módulo doce del curso That’s English!
con el que terminamos el segundo curso de nivel
avanzado.
En esta introducción te proponemos algunas
sugerencias para seguir cómodamente y con éxito
los nuevos módulos de That’s English!, que constan
de 9 unidades, 2 unidades de revisión y 1 unidad de
preparación para el examen de fin de módulo.
Antes de empezar cada una de las unidades del
módulo, es útil consultar la tabla de contenidos
del principio del libro donde verás recogidas las
funciones, estructuras, vocabulario, etc., que la
configuran.
Programa de vídeo A (páginas 1 y 2)
Al empezar cada unidad, en la primera página,
están detallados los objetivos que se espera que
hayas conseguido al finalizar el estudio de la misma.
Puedes volver a ellos entonces y comprobar si los
has conseguido.
Los encabezamientos Before you watch, While you
watch y After you watch te indican qué actividades
debes hacer en cada momento.
Before you watch presenta el vocabulario y las
frases clave del programa. Debes, por tanto, leerlas
atentamente y buscar en el diccionario cualquier
palabra que desconozcas.
While you watch contiene las preguntas que los
presentadores hacen al comienzo del programa; sirven
para que te hagas una idea del contenido del episodio
correspondiente de la serie 12, Penn Road y para que
centres tu atención en sus aspectos esenciales. Los
presentadores te darán las respuestas al final.
Mientras ves el programa, intenta responder a las
preguntas de los presentadores. No te preocupes si
hay algunas palabras o expresiones que desconoces.
Muy probablemente aparecerán de nuevo en otras
secciones de la unidad. Es conveniente que tengas
papel y lápiz a mano, pues puede haber palabras o
explicaciones de los presentadores que te interese
anotar. Cuantas más veces veas el programa, mejor
lo entenderás.
Las actividades de la sección After you watch te
permitirán comprobar tu grado de comprensión
del programa. Si te resultara muy difícil realizar las
actividades de esta sección, deberías volver a ver el
programa y hacerlas de nuevo.
En la sección Now you! se te pide que relaciones
el tema del programa con tus propias vivencias y
opiniones utilizando el lenguaje que has aprendido.
Por eso conviene que hagas esta actividad nada más
ver el programa.
La segunda página consta de tres secciones: Street
Interviews, Activate your English and Now You!, y
en ella se trabajan y practican ciertos aspectos del
idioma utilizado por las personas entrevistadas en la
calle.
Reading (páginas 3 y 4)
Bajo el encabezamiento Reading, se encuentra un
texto relacionado con el tema de la unidad. Léelo las
veces que lo consideres necesario para realizar las
actividades relacionadas con él.
Language Study (páginas 5 y 6)
Estas páginas están dedicadas al desarrollo de los
siguientes aspectos:
Pronunciation
Los ejercicios que vas a encontrar en esta sección son
fundamentales para mejorar tu pronunciación. Para
hacerlos, deberás usar el CD de audio. Conviene que
grabes tu propia voz y la compares con el modelo del
CD. Repite tantas veces como consideres necesario
hasta obtener una pronunciación aceptable.
Listening
Estas actividades sirven no solo para desarrollar la
importantísima destreza de comprender el discurso
oral, sino también para reforzar el vocabulario, las
estructuras y funciones estudiadas.
Vocabulary
Las actividades de vocabulario tienen como objetivo
practicar el que se presenta en el vídeo y en la sección
de Reading e introducir nuevos términos de forma
contextualizada.
Grammar
El conocimiento de las reglas gramaticales te
ayudará a entender ciertas estructuras complejas o
simplemente distintas a las españolas. También te
permitirá corregir tus propias producciones y te dará
sensación de confianza. Recuerda, sin embargo, que
se pueden conocer todas las reglas de una lengua
y ser incapaz de expresarse en la misma, así como
también es posible expresarse con toda ﬂuidez y
corrección sin conocer las reglas.
A lo largo de la unidad encontrarás llamadas de
referencia a la sección Reference section, en la que
encontrarás una explicación más detallada de las
estructuras presentadas.
Speaking
Hay dos clases de actividades de speaking: de
producción y de interacción, identificadas con sus
correspondientesiconos.Lasactividadesdeproducción
las realizarás solo. Sin embargo, para trabajar las
actividades de interacción necesitarás a otra persona. Si
conoces a alguien que también esté estudiando inglés,
sería muy útil que pudieras hacer estas actividades con
esta persona. Siempre tienes, por supuesto, la sesión
de tutoría, donde podrás realizar estas actividades con
tus compañeros de clase. Un consejo: no seas tímido.
Lánzate a hablar. No te preocupes por los errores que
puedas cometer. No hay nada más que una forma de
aprender a hablar y es hablando.
Introduction
THAT’S ENGLISH!6

Writing
Esta sección te ayudará a desarrollar la destreza de
expresión escrita. Sigue las indicaciones y aprovecha
todas las oportunidades que se te ofrecen para
practicar. No es necesario que todo lo que escribas
sea absolutamente correcto. Relee tus textos y
compáralos con los modelos de respuesta que te
proporcionamos en la clave.
Programa de vídeo B (página 7)
La sesión B, que abarca el segundo programa de
vídeo, tiene por objeto ampliar la lengua presentada
en la sesión A de forma menos controlada y más
natural. Este segundo programa está compuesto por
diversos apartados:
• Documentary: aquí podrás ver un documental sobre
algún aspecto relacionado con el tema de la unidad.
• Same language,different lives: ofrece la oportunidad
de ver a personas de diferentes países de habla
inglesa respondiendo a preguntas relacionadas con
el tema de la unidad. De esta manera, además de
oír diferentes acentos, podrás aprender cómo es la
vida en estos países y contrastarla con la tuya.
•That’s the USA: es una sección con la que podrás
disfrutar de un viaje cultural y turístico por los
Estados Unidos de América conociendo aspectos de
la vida norteamericana. En este módulo visitaremos
la costa este de Estados Unidos. En cada episodio
nuestro presentador, Alex, visita un lugar de interés
y conversa con personas que aportan información
sobreloqueestamosviendo.Estasecciónteayudaráa
mejorar tu comprensión auditiva y a conocer de cerca
interesantes aspectos de la cultura norteamericana.
Realiza las primeras actividades de cada sección
antes de verla. Te ayudarán a familiarizarte con el
lenguaje que se va a usar. Haz el resto de actividades
de comprensión después de ver cada sección.
Un consejo: no te preocupes si no entiendes todas
las palabras de cada sección. Lo importante es captar
la información principal y los detalles sobre los que
se pregunta en las actividades de comprensión.
Skills Work (página 8)
Esta página está reservada para trabajar las distintas
destrezas de listening, reading, speaking y writing
de forma integrada y con actividades más abiertas
y menos controladas que las de las sesiones A y B.
Comprueba en la página de respuestas los modelos
que se proporcionan para hacer las actividades
escritas y practica las actividades orales en tu tutoría.
Writing / Speaking (páginas 9 y 10)
En estos módulos del nivel avanzado se alternan cada
dos unidades dos páginas dedicadas a las destrezas
de writing o speaking. En ellas se incluirán actividades
para analizar textos escritos u orales (forma y
estructura) y el lenguaje y funciones utilizados en
ellos. Al final de cada sección el alumno tendrá que
producir o bien un texto escrito basado en el tipo
de texto trabajado en la sección o bien un texto oral
en forma de monólogo o diálogo. Al final del libro
encontrarás las secciones Writing Reference y Answer
Key. En la primera se incluyen modelos de los tipos de
texto presentados en las unidades, y en la segunda se
ofrecen respuestas modelo para todos los ejercicios.
Self Tests
Al final del libro se incluyen los Self Tests
correspondientes a cada una de las unidades. Estas
páginas te dan la oportunidad de que te autoevalúes
y repases los contenidos fundamentales de la unidad.
Revision Units
En este módulo se han elaborado dos unidades de
revisión. Revision Unit 1, que se encuentra después
de la unidad 4, revisa los contenidos de las cuatro
primeras unidades. Revision Unit 2, que aparece
después de la unidad 9, revisa las cinco restantes.
Constan de cuatro páginas para repasar y
consolidar los contenidos principales del módulo.
Incluyen actividades de gramática, vocabulario y
pronunciación, y práctica de las 4 destrezas.
Unit 10 Exam Strategies
La última unidad del libro está destinada a preparar
el examen de final de módulo. Plantea un modelo de
examen por destrezas similar al que se propone en las
Escuelas de Idiomas de la mayoría de las Comunidades
Autónomas. Además proporciona actividades y
consejos para desarrollar las estrategias necesarias
para enfrentarse a las distintas partes del examen.
Reference Section
En esta sección encontrarás las secciones de
Grammar Reference, Writing Reference y Answer
Key que ya se han mencionado. Además, se incluye
la sección Pronunciation Guide con explicaciones
teóricas del contenido de pronunciación presentado
en las unidades.
Por último, un par de consejos. Primero, intenta
asistir a las sesiones de tutoría con regularidad. Son
fundamentales para el desarrollo de tu competencia
comunicativa. En segundo lugar, te animamos a
que hagas uso de la plataforma digital, en la que
además de todo el contenido del curso digitalizado,
encontrarás material de estudio extra y herramientas
de comunicación que te pueden facilitar tu aprendizaje.
Un saludo y mucho ánimo.
El equipo de That’s English!
7THAT’S ENGLISH!

8 THAT’S ENGLISH!
1UNIT
Don’t forget …A
Answer the questions.
1 What profession did the man mentioned go into?
2 What reminder of the man did Mrs D find?
3 How did the man annoy the other neighbours?
4 What is Karen worried about regarding Mr D?
5 How does Mr D show that his memory is still
good in some ways?
Choose the option that matches the meaning.
1 Mrs D: It slipped my mind.
a I forgot something.
b I didn’t forget anything.
2 Mr D: A bit of a senior moment.
a forgetfulness for a short time
b time you spend with old people
3 Doctor: I’m afraid short-term memory loss is
just part of the ageing process.
a forgetting events in the distant past
b forgetting very recent events
4 Mrs D: It feels like yesterday.
a It’s a vivid memory from long ago.
b It happened only recently.
5 Mr D: I might be losing my marbles.
a losing my belongings
b losing my mental abilities, going crazy
Use the correct form of the expressions from
activity 5 to complete the sentences.
1 Sadly my neighbour seems to be ... as he put the
radio in the washing-machine and washed it.
2 My grandfather can clearly recall his time in
the Army years ago but his ... is terrible.
3 Here’s that book you wanted to borrow − I
meant to bring it yesterday but ... .
4 Oh dear, I can’t remember her last name − I
seem to be having a ... .
5 I can’t believe it was forty years since I was last
here as ... .
Complete the sentences.
1 Mr D can’t find his ... .
2 Karen thinks she is forgetting things because
she is under … .
3 Mr D is concerned about his memory because
recently, he has started … .
4 Last Wednesday Mr D was watering the plants
and he completely forgot to turn the … off.
5 The doctor recommends writing things down
as reminders or … .
6 Ageing is not the only thing that affects
memory, … can also be a sign of stress.
Have you ever had any problems with forgetfulness?
AFTER YOU WATCH
3
4
5
6
Do you think you have a good memory or not?
Tick (✔) the methods you have used to help you
remember things.
1
BEFORE YOU WATCH
OBJECTIVES
• To talk about the outcome of past intentions
• To report memories
WHILE YOU WATCH
2
1 What examples does Mr Dalton give to show
he is forgetful?
2 Why is Mrs Dalton worried about the bonds?
NOW YOU!
7
Memory lane
The main problem I have with forgetfulness
is with new people’s names. Even ...
lists repeating information to yourself
mobile phone reminders making up a story
associating words with pictures
putting up reminder notices

9THAT’S ENGLISH!
The speakers were asked the following question: What kind of music, smells or tastes bring
back memories for you?
1 Which of these things bring back memories for you?
a The smell of flowers, a place, a special dish, a time of year, …
b The taste of sweets, a savoury dish, a certain fruit, …
c The sound of a favourite song, piano music, church music, …
2 Now watch the video and see which ideas are mentioned.
Complete the table with the thing which brings back memories for each speaker.
Which speaker mentions ... ?There may be more than one speaker for each category.
1 family members 2 a time of year 3 an American state 4 having fun
8c
8b
8a
ACTIVATE YOUR ENGLISH!
Look at some of the expressions the speakers
used about memories.What do they mean?
1 Glenn: Whenever I hear some of that music, it
reminds me of my father.
a I make a deliberate effort to recall him.
b Something causes me to recall him.
2 David: It takes me straight back to a moment I
had eight years ago.
aThe memory gradually comes to me.
bThe memory is instant and vivid.
3 Victor: When you get a whiff of that smell …
a smell something slightly
b smell something strongly
Complete the dialogue with expressions from
activities 5 and 9.
Jane: Did you remember to ask Grandma for
that picture of her wedding?
Tina: Oh no! Bother, I’m afraid it 1
... .
Jane: Oh well, never mind. How was she?
Tina: OK physically but she had a 2
... and forgot
I was coming. It’s happened a lot lately, I
think she might have 3
... .
9
STREET INTERVIEWS
NOW YOU!
What kind of things bring back memories for
you?
11
Jane: No, surely not. She’s very sensible, not
a bit like Aunt Mary. Do you remember
when she was 4
... and kept her shoes in
the fridge?
Tina: I hope you’re right. Anyway, she’d made
us some fruit cake − here you are.
Jane: Cheers. It 5
... visiting her on Sunday
afternoons − in the rain − and playing
Scrabble.
Tina: Mmm, it‘s delicious. When you open
the box and 6
... , it 7
... to the times when
I would sit in her cosy kitchen, waiting for
the cake to cool down.
Jane: Yeah, that must have been twenty years
ago but 8
... .
Chelsi Brandy David VictorGlenn Borislav SamanthaNicole
For me, it’s the smell of fish and chips or
rather the vinegar on them. When I get a
whiff of that smell it takes me straight back to
holidays by the sea and walking along eating
fish and chips out of newspaper, listening to
the waves crashing on the beach ...
Nicole
Glenn
Chelsi
Brandy
David
Victor
Borislav
Samantha
10

10 THAT’S ENGLISH!
Memory lane
Read the account of someone’s earliest memory.
What is your earliest memory?
READING
Read the text A trip down memory lane and
answer the questions.
1 What kind of text is it?
a a diary b a memoir c a short story
2 What impression do you get of Zoe’s
personality?
3 What kind of person does Rachel seem to be?
Read the text again. Are the sentences true (✔)
or false (✗)? Correct the false ones.
1 Zoe had been in the attic for ages.
2 Rachel was tired of waiting for Zoe.
3 Zoe had intended to look for the old
photographs of their grandfather’s farm.
4 Zoe is sure that the boy’s name was Jack.
5 Winning the prize at the flower show was
Zoe’s first real achievement.
6 Zoe’s parents and grandfather all realised
where her true abilities lay.
7 Rachel felt resentment towards her sister
when they were little.
Read the text again and answer the questions.
1 What kind of relationship did the sisters have
when they were children?
2 What difficulties did Zoe have with her parents?
3 Why was her grandfather so important to Zoe
as a child?
4 How does Zoe feel now about her sister and
parents?
5 How do the sisters show they care for each
other at the end?
2a
2b
2c
10
1
A trip down
‘What on earth are you doing? Have you found it yet?’
Rachel’s impatient voice rudely interrupted Zoe’s
daydreaming and she put down the old photographs
she had been sorting through in the attic. ‘No, not yet ...
I was going to start looking and then I got distracted ...
Just remind me again. Is it a brown briefcase or a black
one?’
‘Honestly, Zoe, you’ve got a memory like a sieve! Please
try and concentrate. We haven’t got all day. I’m coming
up.’ Rachel stamped loudly on the attic ladder. ‘It’s
brown ... must be here somewhere,’ she muttered as
she moved things around. ‘Zoe! Are you going to give
me a hand or what?’
‘Oh yes, sorry. Look, I’ve just come across all these old
photos of grandad’s farm. It’s years since I saw them.
Look, here we both are riding Prince …’
‘Let me see. Yes, I was so excited ... and here we are
feeding the chickens. I can picture it so clearly, it feels
like yesterday,’ Rachel said. ‘Here’s one of us a bit later
with that boy who used to help out – do you remember?
We thought he was so handsome. What was his name?
My mind’s gone blank.’
‘Something beginning with J,’ Zoe suggested, trying to
jog her memory. ‘Joe ... no ... Jim?’
‘No, it’s on the tip of my tongue ... James ... no, it was
Jack! That’s it, Jack, if my memory serves me correctly.’
‘Poor Jack, he must have got tired of us following him
like a shadow!’ said Zoe while looking for more photos.
‘What’s this? Oh, it’s the cup I won in the flower show
for the tallest sunflower.’ Tears came into her eyes as
Myearliestmemoryisofmedancingwith
my grandfather’s cat when I was about
three. I can still clearly remember the
music on the radio - Elvis Presley - and
my grandfather’s laughter as he watched
us. Music always brings back memories
ofspecificevents,whichisstrangebecause
I’m not at all musical.

11THAT’S ENGLISH!
UNIT 1
11
Match the expressions (1-7) to the meanings
(a-g).
1 my mind’s gone blank
2 to have a memory like a sieve
3 the memories come flooding back
4 it’s on the tip of my tongue
5 a trip down memory lane
6 if (my) memory serves (me) correctly
7 to jog someone’s memory
a I can almost remember the information I need
b to help someone remember
c to be generally forgetful
d I believe what I have recalled is right
e many recollections enter your mind all at once
f remembering happy events in the past
g I am suddenly unable to remember anything
about the subject
Complete the sentences with the correct form
of an expression from activity 3a.
1 What was the name of that great restaurant in
Lyons? Wait, ... . I know! It was Les Arbres.
2 When I met my cousin again after 20 years, we
chatted for hours as we took ... .
3 My first teacher was called Mrs Stonehouse,
... .
4 Yesterday I lost my keys and today I left my
bag at home − ... .
5 I couldn’t remember which house he lived in,
but Helen ... when she recalled the front door
was blue.
6 The scent of the lilacs reminded her of her
wedding day and ... .
7 Help me − what is that man’s name over there?
I know him but ... .
1 Do you have a good memory or have you got
a memory like a sieve?
When I was small, I had a memory like a
sieve. I was hopeless at remembering my
schoolbooks and homework, things like that.
I forgot to take my lunch nearly every day but
now I’m older and I try to be more organised.
I find making lists very useful ...
2 Can you recall seeing, hearing or smelling
something which made the memories come
flooding back?
3 When did you last take a trip down memory
lane? Who were you with and what did you
recall?
4 When you forget something, what are useful
ways to jog your memory?
5 Haveyoueverhadanembarrassingexperience
because your mind went blank?
4
3b
TRACK 1
memory lane
the memories came flooding back. She’d never won
anything before and she’d struggled at school, always
nearly bottom of the class. She had felt so proud that
day as she collected her prize. It brought back so many
memories of that special moment.
‘You know, Mum and Dad always tried to encourage me
totryharderbutIknewtheyweresecretlydisappointed
with me. I was always letting them down, failing tests
or else doing really badly. Grandad advised me to
concentrate on doing practical things and he was right.
He never criticised me for not achieving at school like
you.’
‘Hey Zoe, I apologise for being the typical annoying
older sister back then. I never wanted people to
compare us, you know.’
‘It’s OK Rachel. I’m not accusing anyone of hurting me
deliberately. I don’t blame Mum and Dad for getting
frustrated, I wasn’t an easy child. I’m just glad we had
such wise grandparents.’
‘They were special.’ Rachel sighed. ‘It must be over 20
years since they died. Well, that was a real trip down
memory lane. Let’s not look for the briefcase now. I’m
starving! How about I take you out for lunch?’
‘I was about to suggest taking you out for lunch but if
you insist on paying ...’
‘Zoe, don’t push your luck!’ Rachel replied.
Zoe smiled, ‘That’s a relief – you’re back to normal.
I was worried there that you’d had a personality
transplant and become nice.’
3a

THAT’S ENGLISH!
Memory lane
12
LANGUAGE STUDY
Complete the sentences with the adjectives
from the box.
1 I have such … memories of where I spent my
childhood summers: I loved it. I can still recall
the sights and smells, even now the smell of
the sea brings back … memories.
2 My memories of that day are so … : no matter
how hard I try, I just can’t remember anything.
3 My … memory is superb: I remember the
street we lived on 20 years ago. Unfortunately,
my … memory is dreadful: I can’t remember
where I put my keys five minutes ago!
4 My mate Lizzie has a … memory: she
remembers absolutely everything!
5 He’s never been able to forget his first true love:
her … memory will be with him till he dies.
6 I’ve only got a … memory of what we did that
day: I can remember who was there, but I can’t
remember where we were.
Listen to a witness’ testimony about an incident
and answer the questions.
1 Why did Mr Black object to MrWhite’s apple tree?
2 What had Mr White offered to do about the
apple tree?
3 What had he refused to do?
4 What did Ms Green beg the men to stop doing?
5 What did Ms Green accuse Mr Black of trying
to do? Why?
6 Who does Ms Green blame and why?
Complete the table with the reporting verbs
from the box. Listen again and check.
Complete the summary of Ms Green’s account
of the incident with the missing prepositions
and the correct form of the verbs in brackets.
1
2a
3a
2c
3b
4a
4b
3
3
2
2
2b
Verb pattern Verbs
verb + to
offer, refuse,
continue, 1
…
verb + somebody + to
beg, advise, 2
… 3
…
4
… 5
…
verb + -ing 6
…
verb + preposition +
(something)/-ing
apologise for, 7
…
8
…
verb + somebody +
preposition + -ing
accuse sb of, 9
…
verb + to somebody +
about + -ing
10
…
long-term vague fond haunting
retentive elusive short-term vivid
persuade threaten blame warn insist
invite deny object complain encourage
What are the people doing? Match the sentences
(1-8) to the verbs.
1 ‘Please, please, Susie; stop crying,’ said Ben.
beg
2 ‘I won’t lend you the money,’ said Uncle Sam.
3 ‘Nicola stole my husband,’ said Betty.
4 ‘I didn’t break the window,’ said Fred.
5 ‘It’s Harry’s fault we missed the train,’ said Mum.
6 ‘Try hard in the race,’ said my trainer.
7 ‘I’m going to tell Mum if you don’t do it,’ said
Elliot.
8 ‘Get to bed early before the exam,’ said Mrs
Day.
Rewrite the sentences from activity 3a using
reporting verbs.
1 Ben begged Susie to stop crying.
Listen to a manager talking to an employee and
answer the questions.
1 How does the manager feel?
2 Why does he feel like this?
Listen again and complete the sentences.
1 Nick … send the sales figures.
2 David … finish the report.
3 The secretaries … organise the meeting.
Reporting verbs page 121
Mr Black objected 1
to Mr White’s tree growing
over his fence. He said he’d often complained
2
... Mr White 3
... it. Mr White told me he’d
offered 4
... cut the branches but he refused 5
...
cut it down. I begged them 6
... stop arguing.
Then Mr Black got an axe and threatened
7
... cut the tree down. Mr Black did warn Mr
White 8
... move away but instead he climbed
the tree and Mr Black started cutting it down.
I accused him 9
... 10
... (try) to injure Mr White,
but he denied 11
... (do) anything wrong. Then
the police arrived and advised Mr Black 12
...
stop and apologise 13
... 14
... (damage) the
tree, but Mr Black insisted 15
... 16
... (continue).
I blame Mr Black 17
... being unreasonable.
I’d encouraged him 18
... talk about it and I’d
invited them 19
... come to dinner, but I couldn’t
persuade him 20
... come.
beg blame refuse deny
accuse threaten encourage advise

THAT’S ENGLISH!
UNIT 1
What verbs and structures did the speakers use
to express past intention?
Look at the text and complete the sentence.
Rewrite the sentences with the words in
brackets.
1 She meant to get him a present but the shops
had shut. (go)
She was going to get him a present but the
shops had shut.
2 We planned to install a new bathroom but we
ran out of money. (go)
3 He was ready to start his speech when all the
lights went off. (about)
4 They intended to tell their parents about the
engagement but her father became ill. (go)
5 Sorry about the mess – I wanted to clean up
but I overslept. (go)
6 It was almost time for the wedding ceremony
to begin. (about)
7 He had just picked up the brush to start
painting when the phone rang. (about)
Read the text. What are the experts’
recommendations for memorising information?
6a
5
4c 6b
6c
7
Complete the sentences with otherwise, or else,
or if not. More than one may be possible.
1 Put the milk in the fridge ... it will go bad.
2 We need to leave by 8:00 a.m. ... , we could
miss the plane.
3 She needs to start cooking now ... the food
won’t be ready in time.
4 You really must spend more time revising. ...
you ... , you’ll fail the exams.
5 He should give up junk food and start
exercising. ... , he’ll have serious health
problems.
6 It’s icy outside so be careful ... you’ll fall over.
Complete the gaps with a suitable form of the
verbs in brackets or an expression from the box.
13
In 1920 in Berlin, a woman called Anna
Anderson, who 1
... commit suicide, was
rescued. She refused 2
... (speak) for several
years and seemed to have amnesia, although
doctors tried many methods 3
... . She claimed
she was the Grand Duchess Anastasia, the
daughter of the Russian Czar, who was shot
and killed with all his family in 1918. She
stated that jewellery sewn into her clothes
had saved her; 4
... , she would also have
been killed. She persuaded some Russian
aristocrats 5
... (believe) her story and they
offered 6
... (provide) her with money. However,
other members of the Royal Family denied
7
… (know) her and accused her of 8
... (try) to
deceive them. For many years, no one was sure
of her identity: she may possibly have been a
missing Polish worker 9
... an escaped mentally
ill patient. In the end, DNA testing proved she
was not related to the Russian Royal Family
but there is still a Facebook page that insists
on 10
... (claim) she was a real Russian princess!
if not to be about to or else
to jog someone’s memory
Or else, otherwise and if not are used to
express ... .
1 reasons 2 negative consequences
to express past intention?
Past intentions page 121
Expressing consequence page 122
Everyone needs to memorise information for
exams; however, some methods are more
effective. Often, students study for hours
at a time but this is inadvisable. Experts
recommend frequent breaks or else you
won’t retain the information. Don’t rely on
reading your notes again and again or else
you’ll only recall a small percentage of them.
Instead, consider the connections between
ideas. If not/Otherwise, you’ll be unlikely to
express your ideas well in an exam. Above
all, eat healthily and get plenty of sleep. If
you don’t/Otherwise, you are unlikely to
achieve your potential.
Use your head!

Memory lane
B
What were your favourite foods as a child? Do
you still like them or have your tastes changed?
Watch the documentary and answer the
questions.
1 What inspired Naz to become a chef?
2 What was his favourite dish as a child?
3 What memory does he associate with that
dish?
4 Which two senses are most closely linked to
memory, according to Professor Spence?
5 Which sense is the most powerful of the two?
Why?
THAT’S THE USA
5
1 What adjectives would you use to describe
NewYork City?
2 What kind of activities do you associate with
visiting NewYork City?
Watch the video and complete the sentences.
1 NewYork City, or ‘...’ as it’s often called, is one
of the most ... and recognisable cities in the
world.
2 NewYork has a population of roughly ... people
and attracts roughly ... visitors a year.The city
is made up of ... boroughs (districts).
3 My favourite memories are spending time with
my family, visiting ... and seeing my family’s ... .
4 The Charging Bull is a bronze statue by Arturo
di Modica. It celebrates the ... spirit of America
and NewYork ... .
5 The ‘... Absence’ Memorial here ... the people
who died when the World Trade Center was
attacked on September 11, 2001.
6 Well I think eh, first of all it makes us realise
how important and ... and ... sometimes our
freedom is.
7 The Freedom Tower is a ... building and a
magnificent symbol of ... , ... and liberty.
6
1
DOCUMENTARY
Food for thought
d celebrating a victory over a faraway enemy
e remembering an important agreement
which brought peace and involves boating
competitions
What kind of events do people celebrate in their
country’s history?
SAME LANGUAGE, DIFFERENT LIVES
3
2
What’s your favourite national event?7
NOW YOU!
4
a victory a defeat a battle
getting freedom the life of a national hero
a sporting event the birth of a famous person
shopping sightseeing quiet reflection
cultural visits sporting events
appreciating nature
Match the speakers (1-6) to the commemorative
events (a-e). More than one speaker may go
with each event.
a a period of quiet to remember those who died
in a major conflict
b a cultural celebration of a literary hero
c a celebration of gaining freedom from a
colonial power
3
4
1
2
5
6
My favourite national event which is
commemorated is ... It takes place in ... We
remember the time when ...

15THAT’S ENGLISH!
UNIT 1
Which of these things help you best to recall past events? How and why?
1 music 2 smells 3 photographs 4 objects 5 tastes 6 talking to family and friends
Read the blog posts. Match the photos (1-4) to the posts (a-d).
1a
1b
SKILLS WORK
1 2 3 4
Read the blog posts again and answer the
questions.
1 Who associates a special smell with a close
relationship?
2 Who describes being transported back in time
to a particular age?
3 Which person enjoys recalling the feeling of
security they get from a certain smell?
4 Who finds it difficult to recreate the special
scent from the past?
Listen to a radio interview. Which sense are
they discussing in relation to memory?
Listen again. Are the statements true (✔) or
false (✗)? Correct the false ones.
1 It was customary to learn words set to music
in the past.
2 Words learnt along with music aid recall.
3 Music evokes strong emotions connected to
the conscious mind.
4 Smell stimulates similar types of memory as
music.
5 Therapists can use music as an aid to treat
some mental disorders.
Write a blog post (80-100 words) about a smell,
taste or piece of music that brings back special
memories for you.
1c
3
2a
2b
5
5
TRACK 18
Memories come ﬂooding back ...
Yesterday, I decided to make some strawberry jam. I haven’t made any for years and I was
amazed when the smell of the cooking fruit made memories come flooding back of my
grandmother’s house in the summer. I can picture it so clearly. So, what smells or tastes trigger
vivid memories for you? Vivienne
a For me, it’s the fresh smell of clean laundry that has dried in the sun. That takes me back to summertime
playing in the garden with my brothers, running in and out of the clothes on the washing line. Then we’d help
Mum take it down and fold it. Nowadays I don’t have a garden so I use a tumble dryer. You can get some
detergent that’s meant to replicate that outdoor smell but it’s nothing like the real thing! Fiona T
b Last month I was on holiday on the coast and we bought some mackerel direct from the fisherman. The smell
and taste of that freshly caught fish when it’s cooked brings back so many memories of my childhood when
I used to go fishing with my grandfather. I persuaded him to teach me to fish, and we’d go out in the early
morning and enjoy watching the dawn sitting quietly in his boat. Then we used to make a fire on the beach
and cook the fish or else take it home to my granny − the taste was superb. It felt like yesterday eating that
fresh mackerel. The fish you buy in shops never tastes as good. Mikey
c In many towns now you’re not allowed to burn garden rubbish, but I love the autumnal scent of bonfires. It
reminds me of playing in the fallen leaves and throwing them around before we collected them for the
bonfire. Then, as it was getting dark, we’d start the bonfire and enjoy the strong smell from the thick smoke.
Afterwards, we’d go inside and sit by the fire and make toast. I felt so cosy and safe then, and when I smell a
bonfire it doesn’t feel that long ago. Keith A
d When I was small, we always went to the same seaside resort every year for our holidays. My mother always
bought a certain type of sun cream called Suntone. It had a distinctive smell of oranges. Last year, I bought
some and guess what − it still has the same scent! Suddenly I could picture it so clearly, being six years old,
eating vanilla ice cream on the beach, paddling in the shallow water, the waves breaking on the shore and the
seagulls crying high above. Why is it that childhood recollections are so vivid? Tessa35 TRACK 4
When I was young, we always used to play in a
small park full of lilac trees near our apartment.
In the springtime, there was a beautiful smell
from the trees. When I smell lilac, I can picture
it so clearly − playing on the swings with my
friends in the sunshine ...
(onlinesource)

SPEAKING
Listen to the beginning of Thea’s account.What
kind of speaking is it?
1 a formal speech
2 a factual report
3 a personal anecdote
Which kind of information and speaking
style would you expect to hear in this type of
communication?Tick (✔) them.
Listen to the rest of Thea’s account. Choose the
correct answers.
1 Thea might have had problems during her trip
to Eastern Europe because … .
a she couldn’t go for the first week
b communicating wasn’t easy at the time
c her parents were upset
2 Thea … .
a didn’t go to the final interview for her
university project
b had a good flight to Budapest
c was worried immediately on arrival in
Budapest
3 Lucy … .
a hadn’t arranged to meet Thea
b was at the same airport
c was responsible for the mistake
4 Thea enjoyed herself … .
a while waiting for her friends
b while on her own
c only at the end of the trip
1a 3a
3b
4a
1b
2
Thea uses certain strategies to make her
anecdote memorable and engage the listener.
Listen to the whole anecdote again and
complete the expressions.
Add the expressions from the box to the table
in activity 3a.
Thea also uses connectors to guide her listener
through the sequence of events. Choose the
correct options.Then, listen and check.
1 To begin with / In the end, we were planning
to do a train trip around Eastern Europe.
2 The thing is / Luckily, she’s not really one for
details or admin.
3 Anyway / Amazingly, the plan was to all leave
together after exams finished.
4 Luckily / Obviously, I tried phoning Lucy but
the reception seemed to be very bad.
5 In the end / Amazingly, I decided to go outside
the building and walk up the road.
6 Luckily / Actually, I found a hostel and got to
know a few other students.
7 Actually / To begin with, I had a really good
time.
Talking about … that reminds me of the time I …
It feels just like yesterday.
Have you heard the story about ...?
Every cloud has a silver lining.
I can almost smell the scent.
I’ve got a story about that.
Next time I’ll think twice!
I was about to …
Creating interest
in the story
Did I 1
… you about …?
You 2
… what 3
… to me.
Reminiscing
about the past
It doesn’t feel 4
… .
I can 5
… so clearly.
It brings 6
… memories.
Organising ideas
in chronological
order
We 7
… to do a trip.
The plan 8
… to leave
together.
I 9
… fly out.
Commenting on
the outcome
That really was a 10
… !
All’s 11
… well.
It all went 12
…-shaped.
Connectors for telling a story page 122
6 8
7
9
Memory lane
facts and figures first-hand experience
formal style conversational style
academic subjects humour

17THAT’S ENGLISH!
Did I ever tell you about the time I went to the
Grand Canyon with Al and Ruby? It feels just like
yesterday. Well, 1
... Al hates being late and that
can be problematic. So we went to Arizona and
of course, we wanted the full Canyon Experience.
2
... , we all got along well but after a while we got
tired of Al always rushing us to the next thing.
3
... , we arrived at the hotel in the afternoon and
discovered there were free buses to go and see
the sun rise. 4
... we were all keen to do that so Al
said he would wake us at 5:30 a.m. He brought
us coffee the next day while it was still dark. But
it wasn’t 5:30 a.m. at all, 5
... it was 4:00 a.m.! Al
had decided we needed to leave early to beat the
crowds. Well, we got up and made our way in the
darkness to the bus stop. We waited and waited
for nearly two hours. 6
... the bus arrived and guess
what! 7
... , there wasn’t one single other person
waiting! We were pretty annoyed with Al, I can tell
you! 8
... we saw the funny side later after Al paid
for breakfast for us all. Every cloud has a silver
lining!
5a
5b
6a
6b
Production: tell an anecdote about something that didn’t go
as planned
Intonation also helps maintain the listener’s attention. Listen to the sentences and underline
the word which is most stressed.
1 It doesn’t feel that long ago. 3 It feels just like yesterday.
2 I can picture it so clearly. 4 It brings back so many memories.
Listen again and repeat with the same stress and intonation.
Think about a time when your plans didn’t work out. Look at the situations below and
complete the table with things that might have gone wrong.
Tell an anecdote about a time when your plans didn’t work out. Use one of the situations in
activity 6a or one of your own. Remember to:
• describe the original plans and say what went wrong
• use connectors and suitable expressions to create interest and reminisce about the past
• end with a comment on the outcome
UNIT 1
Situations Things that might have gone wrong
a breakdown in communication argument, …
problems on a journey passport/luggage etc. stolen, food poisoning, …
a disappointing holiday weather, …
unexpected work problems computer crashed, …
Have you heard the story about what happened when I went skiing in Austria? We were
going to drive all the way at spring break as it was cheaper to go then. I can picture it so
clearly − the car was piled so high with bags and cases that I could hardly see to drive.To
begin with, the journey went well ...
10
10
4b Complete the anecdote with suitable connectors from activity 4a.

2UNIT
Learning from mistakesA
1 Which two customers were going to be
affected by the mix-up?
2 What does Omar ask the first driver, Bill to do?
3 What does he ask Steve, the second driver to
do?
4 How does Omar’s boss show that he’s happy
with his work?
Read the extracts from the video and choose
the correct meaning of the expressions in bold.
1 Danny: You’ve certainly managed to broaden
your experience.
a learned to do a greater variety of things
b gained a deeper understanding of the world
2 Omar: Unfortunately we were understaffed.
a Our workers didn’t have the right skills.
b We didn’t have enough workers.
3 Omar: Don’t worry. We can sort this out.
a get these things taken away
b solve this problem
4 Omar: It’s not rocket science. It’s just staying
calm and working out solutions.
a You don’t need to be clever to do this.
b Scientists couldn’t do this kind of task.
Complete the sentences with an expression
from activity 5. Change the form as needed.
1 The cost of employing people has become so
high that many businesses are ... .
2 He’s always worked in the same field and
never done anything different. He needs to … .
3 I don’t understand why they’re having so
many difficulties with this, … .
4 It’s a difficult situation, but we need to find a
way to … .
Are the statements true (✔) or false (✗)? Correct
the false ones.
1 The customer on the phone didn’t get her
delivery because a van broke down.
2 Omar makes the customer happy by promising
to pick up the delivery himself.
3 Omar has started organising new systems and
procedures at work.
4 His colleague is worried that they won’t be
able to take on any more work because they
don’t have enough vehicles.
5 Omar frees up an extra vehicle by sending an
empty van returning from a delivery to drop
off supplies.
AFTER YOU WATCH
3
5
4
6
Complete the paragraph with the words in the box.1
BEFORE YOU WATCH
OBJECTIVES
• To share experiences
• To describe career experiences
Life-changing
experiences
customers deliveries movements shopping
NOW YOU!
Can you think of a time when you made a
mistake? What did you learn from it?
7
I once forwarded an email message to ...
Logistics is organising the 1
… of goods to
2
… . With the growth of online 3
… effective
logistics is essential. However, co-ordinating
large numbers of 4
… is not always an easy
job.There are lots of things that can go wrong.
WHILE YOU WATCH
2
1 According to Danny, what is Omar learning
from his new job?
2 What goes wrong with the delivery and how
does Omar fix the problem?

19THAT’S ENGLISH!
The speakers below are going to tell us about an experience they had when they were younger
which has been useful to them in later life.
1 Which of the kinds of experiences do you think they might talk about?
2 Watch the video. What experiences do the speakers mention? Did they mention any of your
choices?
Watch again.Which speakers … ?
1 talked about learning a practical skill (although they say they don’t use it much now)
2 talked about an experience that involved being away from home
3 learned from observing their parents’ experiences
4 talked about spiritual experience
5 talked about experiences where they hurt themselves physically
Watch again and complete the phrases.
Robert: White’s white, black’s black, right’s right 1
… .
Nicole: I went to a sleep-away camp for the first time 2
… .
Jameeka: Like see my mom 3
… taking care of me and my brothers.
George: It gave me an immersion in the sense of 4
… . I think it helped me 5
… for people who
have a sense that they don’t belong and would like to.
9a
9b
8
Complete the text about logistics with the
correct form of the phrasal verbs from the box.
10a
STREET INTERVIEWS
NOW YOU!
Answer the questions in 10b relating to your own
experience.Write one or two lines for each answer.
11
10b Complete the questions with the correct form of
the expression from activity 9b.
1 What kinds of difficult situations (or academic
subjects) did you really … with as a child?
2 Can you remember the first time you spent a
night away from home … ?
3 In what situations have you had the experience
of … ?
4 How can parents help their children ... for
those who suffer?
free up take on pick up work out
drop off break down
Nicole Glenn Jameeka ChelsiRobert GeorgeKristen
I’m dyslexic, so I really struggled with learning
to read and write as a child. Primary school
was awful, but the experience really taught
me to be determined and never give up.
Working in logistics isn’t simply about
organising when and where to 1
… goods
and then 2
… them … at the right place.There
are lots of other factors to take into account.
For example, in order to 3
… the maximum
amount of work, you have to make sure your
vehicles are never empty, even on a return
trip. If a vehicle has a mechanical problem
and 4
… , you will probably need to 5
… a
whole new delivery schedule. You will have
to try and 6
… one of your working vehicles
so it can make the delivery and keep your
customer happy.
being away from parents for the first time an accident or injury in childhood
recovering from a romantic break up having a difficult time at school
being in a foreign country observing how parents managed problems

Have you experienced any of these activities
(1-6)? Describe them. Use the words from the
box to help you.
1 driving very fast
2 staying out all night
3 sleeping under the stars
4 getting lost
5 doing a parachute jump
6 giving birth
Read the introduction to an interview about a
life-changing experience. Why is it important
not to just focus on your academic performance
if you want to go to university?
Read the interview and decide if the statements
are true (✔) or false (✗). Correct the false ones.
1 The ayahuasca ceremony is aimed at spiritual
healing.
2 Kat went to the ceremony to ensure she stood
out from other university applicants.
3 Kat has always been enthusiastic about
mystical and spiritual events.
4 You mustn’t eat anything before taking part in
an ayahuasca ceremony.
5 The volcanic water tasted horrible, but Kat felt
better after drinking it.
6 You need to give a valid reason to be allowed
to participate in the ceremony.
7 Kat was alone with the shaman before the
ceremony.
8 The ceremony took place in silence.
What do you think happened to Kat next?
Discuss with a partner.
Listen to the end of the interview and complete
the summary with the words from the box.
READING
2a
2b
3a
3b
20
1
You did what?
First impressions count and never more so than
in the highly competitive world of university
admissions. Ensuring your CV stands out
from the rest is a must. Not only does your
academic profile need to be impressive, but so
too do your non-academic skills. So, how do
today’s candidates prepare for this challenging
world? Whilst many go for adrenaline-filled,
exhilarating, hair-raising experiences, such as
extreme sports, to show what they are capable
of, others are into more rewarding spiritual
experiences. Polly James talks to recent
Oxford graduate, Kat Trew, about taking part in
a traditional ayahuasca ceremony in Peru.
Polly: So what exactly does this ceremony
consist of?
Kat: Basically, it’s part of a self-healing
process.Theideaistohelpyouunderstand
yourself better and heal the pain in your
life. Ayahuasca is a hallucinogenic plant,
which is actually illegal in many countries,
but some Amazonian tribes consider it to
be a potent medicine.
Polly: Sounds risky. Why did you do it?
Kat: Good question! I’ve often asked myself
the same thing. I needed something
attention-grabbing to put on my university
application form so that the selection
committee would remember me. And to
be honest, although I’ve always been very
sceptical about those kinds of mystical
experiences myself, I’m also an extremely
curious individual. So I decided to go
to a government-sponsored centre for
Westerners in Cuzco, Peru, and try it.
Polly: Sounds interesting! So what happened?
Kat: Well, when we started we’d already been
fasting for eight hours in preparation for
the experience − I hadn’t eaten or drunk
anything since I got off the plane.
Polly: Oh poor you! That can’t have been easy.
Kat: I didn’t have much of an appetite. Not
only was I apprehensive about what was
going to happen, but I was also suffering
from altitude sickness! Cuzco is 3,400
metres above sea level. The people from
the centre gave us volcanic water to drink
to help us detoxify our systems. It tasted
enjoyable pleasant unforgettable
painful emotional frightening
dreadful unsettling harrowing
intense magical calming
Kat describes her experience as initially
being 1
… . However, she felt 2
… when
reliving her mistakes, an experience which
she describes as 3
… . Nevertheless, Kat felt
the experience as a whole was 4
… , though
at the same time 5
… and 6
… .
13

21THAT’S ENGLISH!
UNIT 2
Match the words from activity 3b to the
deﬁnitions (1-6).
1 relaxing and peaceful
2 causing nervousness and confusion
3 very upsetting
4 great or extreme
5 extremely upsetting or frightening
6 mysterious and enjoyable
Complete the table with the highlighted
adjectives from Kat’s interview.
Complete the sentences with a suitable word
from activity 4a.
1 There was a(n) … 100 metres drop off the path:
we’d have died if we’d fallen off.
2 I had a(n) … experience when I was little: I saw
fairies!
3 Working with street children was very … : I felt
I was making a difference.
4 The freezing cold water of the lake was … after
the sauna. I felt incredibly alive!
5 I found it … that I couldn’t speak to the women,
but I had to respect their culture.
6 My mother was ill and my father was depressed.
It was a(n) … time.
7 I find my new job really … : I’m learning
something new every day.
Complete the sentences so they are true for
you. Discuss your answers with a partner.
1 One of the most harrowing things I’ve ever
experienced was …
2 I think the most rewarding experience of my
life so far was when I …
3 For me … is always an exhilarating experience
because …
3c
4a
4b
5
TRACK 12
awful but you had to drink as much as
possible − preferably until you vomited,
which we all did!
Polly: No! You didn’t! That must have been
horrible.
Kat: Apparently it’s an important part of the
purging process. Afterwards, we all had a
private interview with a shaman. Some of
them only speak Quechua and you need
a translator but Leon, my shaman, spoke
Spanish and some English, too.
Polly: That was a stroke of luck!
Kat: Yes. He asked me what I wanted to find
out from the ceremony. I had to convince
him that I was serious and not simply
looking for a thrill. Finally, they gave us
the ayahuasca to drink. It’s very bitter and
absolutely horrible. I swallowed it and
lay down on my mat in the circle with the
others in my group, with my bucket next
to me.
Polly: With your what next to you?
Kat: Bucket. Remember what I said earlier
about purging? Anyway, at first things
seemed calm enough. The shamans were
singing and I started to feel sleepy for the
first time since I’d arrived in Cuzco. But
no sooner had I begun to relax than things
started to get weird …
Thrilling
experiences
Positive
experiences
Negative
experiences
1
…
2
…
3
…
4
…
intense
calming
magical
unforgettable
emotional
pleasant
5
…
6
…
dreadful
harrowing
unsettling
7
…
8
…
… when my grandfather
died. I was alone with him
… I still miss him terribly.
Poor you!That
must have
been awful.
21

THAT’S ENGLISH!
22
Kim has returned from holiday looking happy
and with an engagement ring. Rewrite the
sentences using a suitable past modal.
1 She definitely got engaged while she was away.
She must have got engaged while she was
away.
2 It’s not possible that she met someone special
so fast.
3 It would have been better if she hadn’t rushed
into it so quickly.
4 It’s possible that she’s found the man of her
dreams.
5 It’s possible she decided to wear a ring because
she was travelling alone.
6 It would have been better if you had gone with
her.
LANGUAGE STUDY
Match the phrases (1-8) to the uses (a-h).
1 so I woke up
2 have always worried
3 had hardly slept
4 had been sitting there all morning
5 ’s taking yoga
6 was sitting in the company reception area
7 seems to think relaxation
8 ’ve been trying to learn
Complete the text with the missing phrases
from activity 1a.
Match the sentences (1-6) with past modals to
the meanings (a-e). Use one of them twice.
1 His car isn’t here. He must have gone to work.
c
2 I don’t know where he is, but his car’s still here
so he can’t have left the office.
3 I can’t see his car but he might have come in
to work by bus this morning.
4 He should have told us he was leaving work
early.
5 He could have parked it in the employees’ car
park.
6 He shouldn’t have left the office without telling
us.
a It’s possible this happened.
b This definitely didn’t happen.
c This definitely happened.
d He did something and it would have been
better not to do it.
e He didn’t do something and it would have
been better if he had.
1a 1b
2a
2b
from activity 1a.
My first day at work
I 1
… the night before. I was terrified of
oversleeping 2
… every hour to check the time.
All my life I 3
… about arriving late. Recently, I
4
… to relax more but my wife says she hasn’t
noticed much difference: she 5
… classes at the
moment and 6
… is the key to everything!
I got up at 6:00 a.m. and by 8:00 a.m. I 7
…
waiting for my new boss. By the time the boss
arrived at midday, I 8
… and was even more
nervous!
Past modals page 123
Past tenses page 123
a present perfect: started in the past and
continued up to now (or very recently)
b present perfect continuous: started in the
past and continues up to now/recently – with
emphasis on the continuity
c simple past: precise moment in the past
d past continuous: ongoing action which
happens around a precise past moment
e past perfect: happened before the past
moment we are talking about
f past perfect continuous: happened before
the past moment we are talking about – with
emphasis on the continuity
g present continuous: an action that is
happening now
h present simple: an action that is repeated or
usual – a habit or hobby

THAT’S ENGLISH!
UNIT 2
4a
4b
3b
5a
5b
3a Look at the dialogues and choose the correct
answers.
1 A: I lay down with my bucket next to me.
B: With your what / when next to you?
2 A: I’m still waiting for my boss to pay me for
last month.
B: You’re still waiting for who / how to do
where / what for when / why?
3 A: I just spent €60,000 on my dream car!
B: You spent how much / how many?
4 A: I hated being at school.
B: Do / Did you?
5 A: She’s too inexperienced.
B: Is / Isn’t she?
Complete the echo questions.
1 A: And then she offered us €1,000!
B: She offered you … ?
2 A: So I invited him to stay with us.
B: You invited him to do … ?
3 A: I’m a famous chef and live inTokyo.
B: You’re a famous … and you live … ?
4 A: I’m getting married! I’m going to be Mrs
Krestovozdvizhenskiy.
B: You’re going to be Mrs … ?
5 A: I love my new job!
B: … ?
A: I wouldn’t want to do anything else.
B: … ?
Listen to the echo questions from activity 4b
and complete the pronunciation rules with
words from the box.There is one extra word.
Listen again and repeat paying attention to
stress and intonation.
1
We were lost and tired and hungry (not
only). 2
When we sat down to rest, it started to
rain (no sooner). 3
The moment we started to
build a shelter, we saw a light in the distance
(hardly). 4
We could see a light and also hear
voices (not only). 5
But the instant we started
walking towards the light, it disappeared (no
sooner). 6
Just as we were recovering from our
disappointment, the light reappeared behind
us (hardly).
23
rising no strong falling
• Echo questions have a 1
… intonation and 2
…
stress on the wh-word.
• Other echo questions have a 3
… intonation.
Look at the examples of inversion and complete
the rule.
a Not only was I apprehensive about what was
going to happen, but I was also suffering from
altitude sickness!
b No sooner had I began to relax than things
started to get weird …
c Hardly had I met my boss when I realised we
weren’t going to get on.
Rewrite the paragraph using the words in
brackets. Make any tense changes necessary.
1
Not only were we lost, but we were also tired
and hungry. No sooner …
Inversion page 124
Echo questions page 124
Pronunciation Guide page 146
The adverbials not only (but also), no sooner
(than) and hardly (when) are often used for
emphasis at the 1
beginning / end of a sentence
and the subject and 2
auxiliary / main verb are
inverted.
Lost in the forest
14
14

B
Dr Helen Sharman was the first British person in
space.Which things do you think she had to do
as part of her astronaut training?
What do you know about the Harlem district of
NewYork City?
THAT’S THE USA
5a
2 There is a high status attached to being a
‘self-made man’ who has succeeded through
efforts and experience alone.
3 It depends on the job. (two countries)
4 Qualifications are highly valued because they
give you status.
5 More people are going to university to get
qualifications, but employers actually value
skills and experience more.
6 There’s a lot of social pressure on young
people to get qualifications.
5b
6
1a
DOCUMENTARY
Out of this world experience
Watch the documentary and check your answers.
Watch again and choose the correct option.
1 Helen had her anti-gravity training … .
a in an aircraft performing loops
b falling out of an aircraft
c in a depressurised aircraft
2 The journey to the space station took … .
a two and a half hours
b two days
c twenty-four hours
3 Because its automatic docking system wasn’t
working, Helen’s spacecraft … .
a missed the space station
b docked manually with difficulty
c crashed into the space station
4 Helen spent most of her time in space ... .
a doing experiments with nutrition
b adjusting to zero gravity
c doing experiments with plants
5 The experience of travelling in space made
Helen … .
a appreciate her friends and family
b worry about the Earth’s future
c realise how small our planet is
Howimportantarequalificationsandexperience
in your line of work?
Watch the video. In which culture(s) will you find
the following attitudes about qualifications?
1 Qualifications and experience are valued
equally by employers.
3
1b
2
If you could study for any qualification you
wanted to (with everything paid for!), what
would you choose and why?
7
NOW YOU!
learn spacecraft systems learn Russian
learn to use the stars as a map lose weight
learn to eat upside down weightless training
carry out experiments to do in space
1 Which ethnic community would you associate
with this area?
2 What do you think a ‘brownstone’ is?
3 What kind of music was Harlem famous for in
the past? And today?
Watch the video and check your answers.
Watch again and complete the information.
a The first Harlem Renaissance happened in the
1920s and 30s thanks to 1
… , 2
… , 3
… and the
4
… . The current Renaissance is the result of
high 5
… .
b Hearing 1
… performed live in Harlem is one
of the best 2
… experiences you can have
in New York City. You can hear it in many
African-American 3
… in the area.
c Denny Moe’s is an example of the close 1
…
spirit of Harlem today. He raises money to
help children go to 2
… .
That’s easy! I’d give everything else up and
study engineering. I ...
4

25THAT’S ENGLISH!
UNIT 2
Some professions, like mountain guides or ﬁreﬁghters, are challenging as well as harrowing.
Do you think you could do these kinds of jobs? Why? What kind of people do these types of
jobs?
Read a newspaper editorial about a climber who died on Everest.Why didn’t people do more
to help him?
1
2
SKILLS WORK
Read the text again and answer the questions.
1 Why is it physically difficult to reach the
summit of Everest?
2 Whataresomeeffectsofthecommercialisation
of Everest?
Listen to an interview about the 1996 Mount
Everestdisasterinvolvingtwotrekkingcompanies,
Adventure Consultants and Mountain Madness.
1 What were the two main causes of the tragedy?
2 Why did Anatoli Boukreev, the Mountain
Madness guide, descend from the summit
before everyone else?
3 Why did Jon Krakauer, the journalist, believe
this was a huge mistake?
Listen again and complete the table with Hall’s
and Boukreev’s skills and qualities.
Talk to a partner.Who do you think was the best
man for the job on that tragic day: Rob Hall or
Anatoli Boukreev?
3
4a
4b
4c
16
16
Rob Hall (Adventure
Consultants)
Anatoli Boukreev
(Mountain Madness)
1
An … experienced 2
…
and a 3
… 4
… guide
He took the time to
5
… and 6
…
extremely 7
… ,
exceptionally 8
… ,
incredibly 9
… ,
tough 10
…
I can see why Boukreev was thought to be
lazy if he didn’t help clients enough with
things like … . But, …
Absolutely! I always love a challenge, be it physical or mental, and even though it’s true
that these professions can be harrowing at times, they’re also tremendously rewarding …
Everest: the ultimate experience?
In May 2006 British mountaineer, David Sharp, lay dying of exhaustion and
hypothermia close to the main route to the summit of Mount Everest. It’s a
horrible way to die, but not uncommon in Everest’s death zone. At this height,
8,000 metres above sea level, the human body can’t function normally. You
can’t survive more than 48 hours, even with an oxygen tank, and one in every
ten climbers that reaches the summit never comes down again. Even so, it is
unsettling that of the 40 climbers who passed the dying Sharp, allegedly, not
one of them stopped to help him.
Climbing Mount Everest has become the ultimate thrill-seeking experience. ‘Commercial trekking companies
accept people on expeditions who don’t realise what a harrowing experience they can be and are physically
unprepared. We’re seeing rich businessmen and women who have been successful at everything they do
and now want a picture of themselves on the top of Everest,’ says Western guide Lou Hill. ‘When a group has
paid a large sum of money, it puts pressure on you to get to the summit and perhaps take risks.’
Certainly if any of the climbers who passed Sharp had stayed with him, they would have put their own
lives at risk and they almost definitely couldn’t have saved him, but nevertheless his death shocked the
mountaineering community.
Hill’s statements express the feelings of many: ‘What has happened that human life has become less
important than getting to the top of a mountain?’ TRACK 15

WRITING
Complete the deﬁnition of a personal statement with the words from the box.
ReadTim’s personal statement and answer the questions.
1 What kind of job is he looking for?
2 Underline the skills, experience and qualifications Tim has which are appropriate for the
kind of job he wants.
Match the sections of a good personal statement (1-3) to the paragraphs (a-c) inTim’s statement.
1 What you can offer to an employer: your personal qualities, skills and achievements.
2 Your career aims: what your professional ambitions are.
3 Who you are: your qualifications and industry experience.
Look at the words and expressions in bold inTim’s statement. Match them to the deﬁnitions.
1 in a role where you give advice to people in a consultative capacity
2 top companies, selling high-quality products and services
3 describes someone who doesn’t give up easily but keeps trying
4 lots of examples of times when something was done successfully
5 describes someone who recovers quickly after something goes wrong
6 the way someone moves forward and progresses in their chosen field of work
7 describes someone who is motivated by good results
8 describes someone who is determined to accomplish things and succeed
1
2a
2b
3a
competition skills qualifications CV concise summary
12
Writing a personal statement
12
A personal statement goes at the beginning of your 1
… and is a short personal 2
… aimed at prospective
employers: it should help you to stand out from the 3
… . It should be 4
… and pertinent and state what
5
… and 6
… you have that make you perfect for the job.
Personal statement: Tim Radley-Smith
A talented, dynamic mountain guide with strong leadership skills.
a Having gained my IFMGA certification* in 2005, my career path to
date has been with high-end trekking companies: first as a guide,
then as expedition leader and organiser in a consultative capacity.
b As well as being a driven, results-oriented professional, I am also extremely safety
conscious. I have a proven track record of leading successful expeditions in demanding
terrains. My tenacious and resilient approach inspires confidence and client satisfaction,
thus ensuring our clients the perfect once in a lifetime experience. Since being in
my present role, the number of returning clients has increased by 20%. In addition to
consistently exceeding personal targets, motivating my clients to excel and develop their
mountaineeringskillsismyconstantgoal.Alargenumberofmyclientsgoontosuccessfully
gain mountaineering qualifications or take part in sponsored expeditions teams.
c Now seeking the opportunity to take my career to the next level by using both my extensive
network of contacts and my entrepreneurial skills to help you grow your mountaineering
or exploring business.
*International Federation of Mountain Guides Association

27THAT’S ENGLISH!
UNIT 2
Complete the table with the answers from
activity 3a.
Add these words and expressions to the table
in 3b.
Read the sentences below. Pay attention to the
words in bold and complete the rules.
1 I’m good at rapport building and I have a lot of
experience in management.
Apart from being good at rapport building, I
also have a lot of experience in management.
2 I completed my degree in engineering and
then I became a professor at Oxford.
After completing my degree in engineering, I
became a professor at Oxford.
3 I graduated from Cambridge so I didn’t have
problems finding a good job.
Having graduated from Cambridge, I didn’t
have problems finding a good job.
4 I put my clients first and thereby I ensure they
have the best possible experience.
I put my clients first, thus ensuring they have
the best possible experience.
Rewrite the clauses using the words in brackets.
1 I am highly motivated and driven, so I am not
afraid of challenges. (-ing)
2 I had gained some hands-on experience and
in this way I improved my prospects. (thus)
3 Before I started my degree course, I took a gap
year. (before + -ing)
4 I worked part-time and studied for my degree.
(while + -ing)
5 I studied programming at college so I have no
difficulty in working with computers. (-ing)
6 I want to gain insight and I want to make a
valuable contribution. (as well as + -ing)
7 I have a proven track record in my field and I
have also received two awards. (besides + -ing)
8 I never miss a deadline and so I have
maintained a reputation for excellence. (-ing)
9 I constantly exceed expectations and I always
strive for perfection. (in addition to + -ing)
Plan a personal statement for your CV for the
kind of job you do or would like to do. Make
notes under the following headings.
Write a personal statement for your CV (150-200
words). Remember to include the following:
• your notes from activity 5a
• be specific about your achievements (give
examples)
• use structures with -ing to avoid repetition.
• finish with a specific example of what you
could bring to the job/the company
3b
5a
5b
3c
4a
4b
meet/miss a deadline conscientious
innovative gain invaluable insight into
well-rounded pursue a career in practical
-ing clauses page 124
Writing Reference page 140
Professional terms Personal attributes
Who you are
Qualifications: have a degree/diploma in ... ,
graduated from … , a qualified …
Experience: have extensive/hands-on/valuable/
relevant/practical/first-hand experience of/in
developing/creating/selling/making ...
Your skills and personal qualities
have a good knowledge of … , have strong
leadership/networking/problem-solving/
communication skills, … being a detail/
results-oriented … , having a proven track record in
… , excel at …
What you could bring to the company/
your career goals
Seeking/looking for an opportunity to … could
make a valuable contribution to (your company’s)
… , would like to develop/use my … to …
Personal statement: Zoe Swift
A prize-winning, professional racing
car driver with a proven track record in
international competitions.
Having obtained my driving licence in
2001, my career path to date has been with
prestigious, high-end racing companies:
first as a mechanic, then as a driver …
• We can sometimes avoid repeating a subject +
verb structure by using a verb in the 1
… form
or having + 2
… .
• We also use these forms after prepositions like
before, 3
… , while, when or since, prepositional
phrases like in addition to, 4
… and as well as
or adverbs like thereby or 5
… .

3UNIT
I spy with my little eyeA
WHILE YOU WATCH
2
5
6
1a
1b
BEFORE YOU WATCH
AFTER YOU WATCH
3
Law and order
• To discuss different crimes and their possible
punishment
• To agree and disagree about issues related
to law and order
OBJECTIVES
4
What are white-collar crimes?
1 crimes committed by wealthy people
2 non-violent crimes connected with financial
dealings
Which of these can be considered white-collar
crimes?
1 What does Richard suggest to Danny as a way
to earn more money?
2 How does Danny react to the idea?
3 How does Richard’s opinion differ from Danny’s?
4 What does Karen point out about Richard’s
offer to Danny?
Are the sentences true (✔) or false (✗). Correct
the false ones.
1 Richard Ellison has been under suspicion before.
2 What does Danny do to incriminate Richard?
2 A former employee at Danny’s company was
suspected of stealing information.
3 Danny passes on true information to Richard.
4 Danny’s reward is just the satisfaction of
having done the right thing.
Read the extracts and choose the option that
matches the meaning.
1 Danny: Isn’t it white-collar crime?
a non-violent crime for financial gain
b crimes committed by company executives
2 Karen: It’s a serious crime along with insider
trading.
a the selling of stocks and shares by people
with access to secret information
b selling stocks and shares to other people in
the same company
3 Danny: I don’t want to do time in jail.
a to visit someone in jail
b to be sent to prison
4 Danny: So, companies are really cracking
down on corruption.
a searching for corruption
b dealing with illegal behaviour in a severe way
Use the correct form of the expressions in
activity 5 to complete the text.
NOW YOU!
7 Do you think white-collar criminals should do
time in jail?
1 Why doesn’t Danny agree to Richard’s proposal?
bribery arson insider trading burglary
shoplifting selling information cybercrime
activity 5 to complete the text.
In the past there was a more tolerant attitude to
1
... such as fraud, as it was seen as less serious
since no individuals were harmed. However,
business can lose huge sums of money if new
product information is stolen due to industrial
espionage. Judges are 2
... this kind of crime
with severe sentences. Recent cases of 3
...
where corrupt employees have made millions
on the stock market have caused widespread
anger. The message from the courts is clear:
don’t make money dishonestly or you’ll 4
... !
… criminals often end up in open … where
they have quite a lot of …

29THAT’S ENGLISH!
10a
10b
10c
STREET INTERVIEWS
Match the expressions from 9b (1-3) to the
meanings (a-c).
a it’s definitely acceptable
b that is too extreme
c it’s difficult to judge
Use the correct form of the expressions in
activities 5 and 9b to complete the sentences.
1 Examples of ... are cybercrime or insider trading.
2 People used to be executed for stealing a
sheep but we now think ... .
3 The Council’s new policies are ... pollution.
4 A jail sentence ... if a driver has endangered
other people’s lives by his driving.
5 ... is very unfair as ordinary people don’t have
the opportunity to make a profit on the stock
market.
6 ... is a possible outcome for committing
financial crimes.
7 When children give evidence in court ... to
know if it is harmful to them or not.
Complete the sentences so that they are true
for you.
1 I feel it’s more than justified to expect criminals
to ...
2 Punishments such as ... are over the top for ... ;
something like ... would be more appropriate.
3 In cases where it’s just someone’s word against
another person’s it’s a tricky one but ...
The speakers were asked the following question: Can crime ever be justified?
1 Which of these reasons do you think are the most common cause of people committing
crimes?
a psychological problems c greed e self-defence g mixing with wrong-doers
b bad parenting d poverty f drug addiction h being indoctrinated
2 Watch the video and see if any of the ideas are mentioned.
Which speakers mention ... ? There may be more than one for each item.
1 being in need of the basics of life could be a justification
2 protecting yourself and your loved ones
3 helping others is more important than keeping laws
4 killing can never be excused
5 being addicted is no excuse for theft
Listen to the speakers and complete the sentences.
Chelsi: Killing, murdering, that’s just crazy, 1
... .
Thierno: 2
... , it depends really because, if I’m shoplifting …
George: I feel 3
... to break the law.
9b
9a
8
Chelsi Thierno Stephen GeorgeGlennRobert
NOW YOU!
11 Do you think crime can ever be justified? Give
some examples.
Generally speaking, crime can’t be justified
but sometimes there are circumstances
which should be taken into account. Such
as if a family member assists a terminally
ill person to end their life as ... Each case
should be judged on the facts because in
some cases ...

Law and order
READING
2
3
4
5a
30
1 Answer the questions.
1 Do you think crime is increasing or falling?
2 What kinds of crime might affect you where
you live? Has the type of crime in the area
changed over the years?
Read the article and match the headings (1-8) to
the paragraphs (a-g).There is one extra heading.
1 Not so easy pickings
2 Hidden threat
3 A new type of criminal
4 More effort needed
5 Dying out
6 Up or down?
7 Cultural changes
8 Hands up! This is a robbery!
Read the text again. What do these numbers
refer to?
1 670 million 3 51% 5 70s 7 32%
2 50% 4 2005 6 90s 8 47%
1 Why does the author say that most people’s
perception of the crime rate is incorrect?
2 How did a rise in unemployment and drug use
affect non-violent crime in the 1980s?
3 What link do some researchers believe exists
between opportunities to commit crimes and
preventative measures?
4 How has criminal behaviour in the young been
affected by cleaner energy sources for cars?
5 What effect has improved technology had on
young people’s lifestyles?
6 What action has the government taken to
combat electronic crime?
7 Why is deception in online games actually
more important than it may seem?
8 What conclusion does the author draw as
to whether the crime rate is increasing or
decreasing?
Listen to someone talking about crime. Which
of the crimes from the box does he talk about?
fraud scams robbery phishing
drug dealing cyber bullying car theft
burglary harassment
d However, other experts have offered a range of
theories such as the appealing idea that people are
becoming more civilised. Another intriguing idea
is that the removal of lead from petrol has reduced
antisocial behaviour in young people, as research
indicated that developing brains were especially
vulnerable to damage from lead. The fall in
vandalism and antisocial behaviour in teenagers is
The mysterious case of
the falling crime figures
19
a Stop anyone in the street in Britain and ask them
about the crime rate and the answer will invariably
be it is rising. But the strange thing is although that is
what probably should have happened, it actually
hasn’t. In fact, the crime rate has dropped steadily for
19 years and is now at its lowest for decades. Experts
disagreeaboutwhyandhaveproposedmanytheories
to explain this surprising phenomenon.
b Acquisitive crime (based on obtaining money, rather
than acts of violence) such as burglary and car theft
rose rapidly in the 1980s alongside a dramatic
increase in the use of heroin and unemployment. The
Home Office suggested last year heroin addicts were
responsible for 50% of crime from the early 80s to
2005 but that since then, the majority of drug users
have either died or recovered.
c Some researchers believe acquisitive crimes rise
when the opportunity to commit them is facilitated
anddecreaseswhentherearebetterdeterrents.Inthe
70s, there was a huge rise in thefts from cars as music
systems were widely installed, but by the late 90s
such thefts were rare as car alarms became standard.

31THAT’S ENGLISH!
UNIT 3
31
5b
5c
6
Listen again and complete the definitions of the
crimes the speaker mentions.
1 A plan to trick someone out of money is a ... .
2 Sending false emails or making fake calls
pretending to be from someone’s bank to trick
them is ... .
3 Breaking into a person’s home to steal is ... .
4 Selling illegal substances to be consumed is
... .
5 Upsetting someone by repeatedly contacting
or following them is ... .
6 Threatening and scaring someone online is
... .
Complete the sentences with a suitable word
from activity 5b.
1 ... can be prevented by good window locks
and a security alarm.
2 Many teenagers are vulnerable to ... as they
spend so much time using social media.
3 Sal Grey’s former boyfriend was charged with
... after he phoned her a hundred times a day.
4 Don’t ever transfer money in response to an
email from your bank as it’s probably ... .
5 There are very strict punishments for ... in
many countries where the substances are
grown.
6 He was fooled into investing money in a ...
which promised him a high rate of interest.
Think about your answers to the questions and
discuss them with a partner.
1 How can young people be protected from
cyber bullying?
I think it’s essential for us to educate and
warn children about the dangers of the
Internet before they are teenagers. Once
they become teenagers they often refuse
to listen, but younger children are more ...
When it comes to phishing the first thing
we need to do is question if the source is
real or not. Often the language used in
phishing repeats from one email to the
next. If we have any doubts we should ...
2 What can we do to protect ourselves from
online crime like phishing?
f So,arethesecybercriminalstraditionallawbreakersf So,arethesecybercriminalstraditionallawbreakersf
or a new breed of digital natives? It seems that the
Internet provides endless opportunities to ordinary
people to abuse others. There have been cases where
people on dating sites have been tricked out of their
savings by their online ‘partners’ who are simply
sophisticated scammers. Interestingly, recent research
showsthatpeoplewhocommitcybercrimeoftenbegin
by cheating in online role-playing games. Although
stealing gold in computer games seems trivial, it has
been shown to lead to more serious crimes.
g So, is the crime rate really falling? Some new trends,g So, is the crime rate really falling? Some new trends,g
such as encouraging terrorism online, have been
addressed vigorously but other e-crimes have still not
been dealt with effectively. Until modern crime
developmentsareaccuratelyreportedandprevented,
that question cannot be answered.
thought to be due to the rise in the use of
smartphones and computer gaming. Rather than
be on the streets causing trouble, young people
entertain themselves on social media.
e There is also a strong argument that traditional data
collection methods do not reflect the massive rise in
cybercrime, like Internet scams, online fraud, or
harassment. Senior police believe that 51% of the
population have been affected and yet only 32% had
reported it. Cybercrime is thought to generate more
moneythandrugdealingandatleast£670millionwas
stolen online last year. However, officials agree that as
many cases are never reported, the true cost is probably
massively greater. Subsequently, the government is
devoting more resources to fighting cybercrime and
publicisingActionFraud(theUKfraudcentre)as47%of
victimsdidn’tknowwheretoreportonlinecrime.
TRACK 18
19
(onlinesource)

Law and order
32
LANGUAGE STUDY
1
2
3a
3b
4a
20
20
Choose the correct verb form: active or passive.
Rewrite the text in the passive using the
reporting verbs in bold.
Jim Mack is believed to be on the run in Ireland.
He’s known …
The police believe Jim Mack is on the run
in Ireland. The police know he committed
several bank robberies. Insiders think his
extended family help him. Experts estimate
he’s stolen over £1 million.The police expect
him to disguise his appearance. Many believe
he is too clever to be caught. Many say he’s
hidden a fortune in gold in Ireland. Journalists
understand he’s bribed police officers to
protect him.
A punishment to fit the crime
Punishments have come a long way since
the bad old days when people were given
the 1
... for stealing sheep! For petty crime,
a first offender is often 2
... some money or
given 3
... e.g. picking up litter for 100 hours,
or the offender is put 4
... when they are
supervised by a professional who helps them
stay out of trouble. Judges try to avoid jail, so
sometimes the offender receives a 5
... . If they
don’t commit a crime for a fixed period, they
remain free; but if they break the law again,
they go to prison. For more serious crimes,
an offender receives a 6
... for a length of time
but if they behave well, they may be released
early 7
... . Again, if they re-offend, they return
to jail. The worst crimes result in a 8
... : this is
a minimum of 20 years but can be extended
by a judge.
Listen to the discussion.What is the relationship
between the people?
1 friends
2 colleagues
3 lecturer and students
Listen again and choose the correct word to
complete the definitions.
1 Domestic abuse / manslaughter is when
someone attacks their partner.
2 Intimidation / assault is hitting or hurting
someone physically.
3 Accidental murder is called manslaughter /
assault.
4 A small offence that involves little money and
no physical harm is a(n) petty crime / assault.
5 Stealing from a store is called shoplifting /
petty crime.
6 Using someone’s creative property
without paying is copyright infringement /
manslaughter.
7 Scaring someone by threatening them is
assault / intimidation.
8 Manslaughter / assassination refers to killing
a prominent person for political reasons.
Complete the text about types of punishment
with the words from the box.
Future continuous and future perfect page 125
Passive voice and reporting verbs page 125
Choose the correct verb form: active or passive.
Future continuous and future perfect page 125
Multimillion pound robbery in
London’s diamond centre
Eight men 1
have charged / have been charged
with robbing London’s diamond centre. The men
2
had arrested / had been arrested on Tuesday after
raids at their homes. Most of the missing jewellery
3
found / was found at various houses in London.
CCTV images 4
released / were released of six
suspects who 5
saw / were seen entering the building
over the weekend. The thieves 6
were filming / were
filmed dressed as workmen. The police 7
criticised
/ were criticised for not answering a call that the
alarm 8
had triggered / had been triggered. Chief
inspector Bowes 9
had announced / had been
announced a reward of £20,000 for information
as he emphasised the gang 10
must find / must be
found.
Gerald Foster (one of the victims) said, ‘Many of us
11
have lost / have been lost a lot of money. It 12
could
have prevented / could have been prevented
easily, and consequently security measures 13
are
increasing / are being increased. The building
14
guards / is guarded 24/7 now. Over £250,000 15
will
spend / will be spent on the project. The changes
16
will have completed / will have been completed
by next week and hopefully, we 17
will never suffer /
will be suffered such a robbery again.’The suspects
18
are to release / are to be released on bail today,
and one informant, who 19
was to have rewarded /
was to have been rewarded, 20
is looking / is being
looked for by the police after it was discovered
he was actually part of the gang. The police are
confident he 21
will catch / will be caught.
life sentence on probation prison sentence
fined death penalty on parole
suspended sentence community service

33THAT’S ENGLISH!
UNIT 3
7
4b
5
6
21
Complete the sentences with the correct
expression from activity 4a.
1 Offenders get help to find a job and a home
when they are put ... .
2 If you receive a ... , you must be very careful
not to commit the smallest offence.
3 Businesses can be ... huge amounts of money
for some crimes.
4 After 10 years in jail and an excellent record,
Bob was released ... .
5 ‘This is the fourth time you’ve appeared here.
I have no alternative but to give you a ...,’ said
the judge.
6 Many European countries have abolished the
... .
7 Being convicted of murder usually means
getting a ... .
8 ... is a good way to get offenders to help people
where they live.
Listen to the words and mark the stress. Then,
listen again and repeat.
1 infringement 6 manslaughter
2 harassment 7 community service
3 cyber bullying 8 on probation
4 intimidation 9 suspended sentence
5 assassination 10 death penalty
Complete the sentences with the correct form
of the verbs in brackets and should (have) or
ought (have).
1 Yesterday I told a lie to my parents. Today I feel
ashamed. I ... to … (not lie).
2 Stealing a car was one of the things he … (not
do) when he was young.
3 The government ... to ... (act) sooner on
improving online security.
4 We ... to … (leave) now because otherwise
we’ll miss the verdict.
5 There ... (be) a law against using noisy
headphones on public transport.
6 The sentence the judge gave was far too lenient.
The criminal ... (have got) a life sentence.
Complete the text with the correct form of the
verbs in brackets or words from the box.
intimidation should have petty crime
copyright infringement drug dealing scam
Cybercrime mastermind caught
Benno Sweitz 1
... (arrest) by Vietnamese police,
reports our correspondent Vi Nguyen. Sweitz
2
... (know) to be one of the main directors of the
infamous file-sharing website Freedom City Files.
Originally from Austria, Sweitz began with a career
of 3
... such as stealing from cars before he became
involved with addicts and 4
... (convict) of 5
... in 2001.
Since then, he abandoned those bad habits and
became involved with an investment scheme which
promised huge rewards to investors. Journalist
Marco Blum was investigating as it 6
... (believe) to
be a 7
... after investors reported they could no longer
contact Sweitz. Blum reported receiving death
threats and other incidents of 8
... from Sweitz. ‘I 9
...
reported it to the police but I was too afraid,’ he said.
Sweitz then moved to Asia in 2006 and the website
10
... (set up) to allow users to share large amounts
of data, such as films. Before it was closed down
over 2 million films 11
... (download). Many support
the idea of freely sharing information but artists
and musicians are very critical.‘12
... is just another
form of theft. If no one pays for creative work, then
eventually there will be no new films or music,’
said a spokesperson of the Musicians Union.
Pronunciation Guide page 145
Should and ought to (present and past) page 125
http://www.freedomcity_files.com/
!
This website is unavailable.
If you are the website owner, please contact your
website administrator for further details.
Freedom CITY FILES
HOME MUSIC ﬁlms SUPPORT

Law and order
B
THAT’S THE USA
DOCUMENTARY
Putting things right
1
6
7
2
3
4
5
Do you think the victims of crime get enough
help from the justice system?
Match the phrases (1-4) to the definitions (a-d).
1 restorative justice 3 gobsmacked (informal)
2 beneficial outcomes 4 a sicko (informal)
a helpful results
b a psychologically unhealthy person
c a legal system that emphasises helping victims
of crime
d very shocked
Watch the documentary and answer the
questions.
1 Why was restorative justice introduced?
2 How does the system help victims of crime?
3 Why isn’t it compulsory for offenders to take
part?
4 What surprising reaction did Viv have when
she met the burglar in her house?
5 What positive result does taking part in
restorative justice have for criminals?
Boston is famous for the Boston Tea Party in
1773.Why did the demonstrators throw the tea
into the sea?
1 They had been cheated with poor quality tea.
2 They were protesting against taxes on tea
imposed by the British rulers.
3 They wanted to limit tea imports to push
prices up.
Watch the video of the tour of Boston and
decide if the statements are true (✔) or false (✗).
Correct the false ones.
1 The Sons of Liberty rebelled against a
repressive colonial power.
2 Law and order in Boston emphasises building
good relationships between the public and the
police.
3 The police have succeeded in convincing most
people in the city that they are a positive force.
4 Beacon Hill is a deprived area of the city.
5 Boston is very close to the world-famous Yale
University.
6 For strong athletes it is easier to balance the
boat in the Boston Charles Regatta.
Do you think there are too many laws or
regulations governing our lives? Are there any
new laws you would like to introduce?
Match the speakers (1-6) to the laws (a-f) they
find unfair and would like to change.
a different minimum pay levels for young people
b permitting individuals to possess and use
firearms with little control
c a heavy fine for using swearwords or offensive
language
d discrimination against those in same sex
relationships
e permitting former offenders to serve in parliament
f giving more rights to one partner than another
if an unmarried couple split up
NOW YOU!
8 What laws do you consider unfair and how
would you change them?
Many laws connected with ... are unfair
because ... I’d like to see changes such as ...
3
4
1
2
5
6

Module 12 THAT'S ENGLISH

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Module 12 THAT'S ENGLISH

Similar to Module 12 THAT'S ENGLISH (20)

More from MaraGarca303

More from MaraGarca303 (20)

Recently uploaded

Recently uploaded (20)

Module 12 THAT'S ENGLISH