4. THAT’S ENGLISH!
3
Contents 4
Introduction 6
Unit 1 10
Time goes by
Unit 2 20
Getting on well
Unit 3 30
East, west, home is best
Unit 4 40
Mind your language
Revision 1 50
Unit 5 54
Fish for a compliment
Unit 6 64
As nice as pie
Unit 7 74
The future looks bright
Unit 8 84
Live to tell the tale
Unit 9 94
Beauty is only skin-deep
Revision 2 104
Unit 10 Exam Strategies 108
SelfTests (Units 1-9) 114
Reference Section 123
Pronunciation Guide 148
List of Irregular verbs 149
Audio Scripts 151
Answer Key 165
5. 4 THAT’S ENGLISH!
FUNCTIONS GRAMMARContents
1
UNIT It’s (about / high) time
Wh- ever
-ingTime goes by
2
UNIT
Getting on
well
3
UNIT
East, west,
home is best
4
UNIT
It
Mind your
language
REVISION 1
REVISION 2
EXAM
STRATEGIES
5
UNIT
Fish for a
compliment
6
UNIT
As nice as pie
7
UNIT
Hope (not) to, hope thatThe future
looks bright
8
UNIT Would
Object to / (Dis)approve of /
(Dis)agree with
Live to tell
the tale
9
10
UNIT
10
UNIT
Wh- like
As though / as ifBeauty is only
skin-deep
7. THAT’S ENGLISH!6
Introduction
Bienvenido al módulo nueve del curso That’s English!
con el que comenzamos el nivel avanzado.
En esta introducción queremos ofrecerte varias
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.
A continuación se detalla la estructura de la unidad
página por página.
Programa de vídeo A (páginas 1 y 2)
Todos los materiales de cada unidad giran en torno
a un tema diferente. Antes de ver el programa
correspondiente a una unidad, te ayudará consultar la
tabla de contenidos al principio del libro donde verás
recogidas las funciones, estructuras, vocabulario,
etcétera, que la configuran.
Después, echa un vistazo a la primera página de la
sección A. En ella podrás ver los Objetivos que se
espera que hayas conseguido al finalizar el estudio
de la unidad. 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
presentadoreshacenalcomienzodelprograma;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 del
mismo. Este apartado debes prepararlo cuidadosa-
mente antes de ver el programa, pues te servirá para
su mejor comprensión y aprovechamiento.
Mientras ves el programa, intenta responder a
las preguntas hechas por los presentadores, pero
recuerda que lo más importante es seguir el hilo
general de la trama, y que no debes preocuparte si
hay algunas palabras o expresiones que desconoces.
Muy probablemente las tendrás en cualquiera de
los demás materiales 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. En cualquier caso, observarás que
la segunda vez que veas el programa entenderás
mucho más que la primera. Y si lo ves una tercera
vez, aún mejor.
Nada más terminar el programa, conviene que hagas
la sección After you watch. Con estas actividades,
puedes comprobar tu grado de comprensión del
programa. Si te resultara muy difícil realizar las
actividades de esta sección, deberías volver a ver el
programa e intentar hacerlas de nuevo.
En la sección Now you! se te pide que relaciones
el tema del programa con tus propias vivencias y
opiniones. Por eso conviene que hagas esta actividad
nada más ver el programa. Es una excelente manera
de repasarlo e interiorizarlo.
La segunda página consta de tres secciones: Street
Interviews, Activate your English and Now You, y en
ella se trabajan y practican ciertos aspectos de la lengua
utilizada por las personas entrevistadas en la calle.
Reading (páginas 3 y 4)
Así como las dos primeras páginas se centran en el
desarrollo de la comprensión auditiva, las páginas 3
y 4 de cada unidad están dedicadas al desarrollo de
la capacidad lectora, fundamental, junto con aquella,
para el aprendizaje y dominio de una lengua. 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.
Recuerda que lo importante no es la comprensión de
todas y cada una de las palabras, sino de lo esencial
del texto, ya sea hablado o escrito.
Language Study (páginas 5 y 6)
Estas páginas están dedicadas al desarrollo de los
siguientes aspectos:
Pronunciation
Los ejercicios de pronunciación se centran en los
diversos aspectos de la fonética: sonidos, acento,
ritmo y entonación, tratados desde el punto de vista
de las dificultades que presentan habitualmente para el
hablante español. Estos ejercicios 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. Para conseguir una
pronunciación aceptable, necesitarás repetir muchas
veces, pero el esfuerzo merece la pena.
Listening
Estas actividades sirven no solo para desarrollar la
importantísima destreza de comprender la palabra
hablada, sino también para reforzar el vocabulario, las
estructuras y funciones estudiadas. Para ello, escucha
el CD de audio con atención: no escribas nada. Vuelve
a escuchar el CD e intenta completar los ejercicios
cuantas veces sea necesario. Finalmente, escucha
el CD de nuevo siguiendo el texto y comprueba que
todas las respuestas son correctas.
8. 7THAT’S ENGLISH!
Vocabulary
Se presenta y practica vocabulario tanto en el
programa de vídeo A como en las páginas de
Reading, Language Study, Speaking y Writing. Las
actividades de vocabulario tienen como objetivo
practicar el vocabulario ya presentado en el vídeo, en
el texto de Reading o presentar vocabulario nuevo de
forma contextualizada.
Grammar
La gramática juega un papel importante, pero
no esencial en el aprendizaje de una lengua. El
conocimiento de las reglas no lleva automáticamente
a aplicarlas bien a la hora de hablar o escribir; por
tanto, no debes obsesionarte con la gramática.
Es más importante ser capaz de participar en una
conversación, leer un libro o escribir un correo que
saber todas las reglas de la lengua. Conviene buscar
un equilibrio.
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,
probablemente a posteriori, y te dará una cierta
sensación de confianza. Recuerda, sin embargo, que
se pueden saber 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.
En este nivel avanzado las estructuras gramaticales
nuevas se presentan a traves de help boxes
inductivas para poder inferir las reglas gramaticales,
de color morado, y con otras de carácter informativo
de color verde. En ambas se proporcionan llamadas
de referencia para acudir a Reference section donde
se proporciona una explicación más detallada de las
estructuras presentadas.
Así pues, conviene que estudies los recuadros de
explicaciones gramaticales, que comprendas bien los
ejemplos y que hagas los ejercicios correspondientes.
Speaking
Hay dos clases de actividades de speaking: de
producción y de interacción, señalizadas con
sus correspondientes iconos. Las actividades de
producción las puedes hacer solo. Sin embargo, para
las actividades de interacción necesitas a alguien
con quien interactuar. 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.
Writing
Para muchos de los ejercicios de expresión escrita
de estas páginas no hay una solución correcta única.
Esto no debe preocuparte. No es necesario que todo
lo que escribas sea absolutamente correcto. Escribe
sin miedo, echa mano de tus fuentes de consulta:
diccionarios, gramáticas, amigos, internet; de nuevo,
no tengas miedo de cometer errores, y piensa que es
a base de práctica como se aprende a escribir.
Programa de vídeo B (página 7)
La sesión B del libro, que se corresponde con el
segundo programa de vídeo, tiene por objeto
ampliar la lengua presentada en la sesión anterior de
forma menos controlada y más natural. El segundo
programa está compuesto por diversos elementos
que abordan el tema general introducido en la sesión
anterior desde muy distintos puntos de vista:
Documentary: donde podrás ver un documental
sobre algún aspecto relacionado con el tema de la
unidad.
Same language, different lives: en esta sección
tendrás oportunidad de ver a varias personas de
diferentes países de habla inglesa respondiendo a
preguntas relacionadas con el tema de la unidad.
De esta manera, además de oír diferentes formas de
hablar inglés, podrás aprender cómo es la vida en
estos países y contrastarla con la tuya.
That’s Britain: es una sección con la que podrás
disfrutar de un viaje cultural por diferentes zonas
del Reino Unido. En este módulo visitaremos
el norte de Inglaterra. En cada episodio nuestra
presentadora, Alex, visita alguna ciudad o lugar
de interés turístico y conversará con las personas
que vaya encontrando. Esta sección te ayudará a
mejorar tu comprensión auditiva y a conocer de
cerca interesantes aspectos de la cultura británica.
Pues bien, antes de ver el segundo programa, es muy
conveniente que leas todas las actividades que debes
hacer porque te resultará motivador y te ayudará a
comprender lo que vas a ver.
Realiza las primeras actividades de cada sección
antes de ver el programa B: muchas de ellas están
encaminadas a familiarizarte con el lenguaje que se
va a usar y, en ocasiones, a predecirlo.
A continuación realiza las actividades de comprensión
de cada sección después de ver el programa. Estas
tienen por misión medir tu comprensión de los
diversos elementos.
Un consejo que deberías tener muy en cuenta: no te
preocupes si no entiendes todas y cada una de las
palabras que oigas o leas. Lo importante es captar el
mensaje esencial de cada uno de sus episodios.
9. THAT’S ENGLISH!8
Introduction
Skills Work (página 8)
Esta página está reservada para trabajar las distintas
destrezas de listening, reading, speaking y writing de
forma integrada y con temas alusivos al tópico de la
unidad.
Algunas de estas actividades pueden ser más
abiertas y menos controladas que las de las sesiones
A y B. No debes preocuparte si no sabes si has
resuelto bien la actividad o no. El mismo hecho de
realizarla te ha servido para mucho. Como muchas
otras cosas de la vida, una lengua se aprende
practicándola y cometiendo errores. No obstante, la
tutoría presencial puede ser un buen momento para
preguntar tus dudas y practicar las actividades orales
de esta sección con tus compañeros.
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 que será un monólogo o un diálogo. Al
final del libro se podrá consultar la sección de Writing
Reference, que incluirá los distintos tipos de textos
trabajados en las unidades dedicadas a writing. En la
sección de Answer Key se proporcionarán modelos
para orientar en las producciones orales y escritas.
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
a través de distintos tipos de actividades.
Revision units
En este módulo se han elaborado dos unidades de
revisión. Revision Unit 1, después de la unidad 4, revisa
los contenidos de las cuatro primeras unidades.
Revision Unit 2, 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 Exams
Al final del libro también se incluye una unidad de
examen 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 algunas Comunidades Autónomas.
En esta unidad, además de trabajar las cuatro
destrezas, se proporcionan actividades y consejos
que ayudan a desarrollar estrategias para mejor
enfrentar las distintas partes del examen.
Reference Section
En este nivel avanzado también se incluye una
sección completa al final del libro que se llama
Reference Section. En ella puedes encontrar los Self
Tests correspondientes a cada una de las unidades,
breves explicaciones de gramática, una sección
de Writing con modelos de los distintos tipos de
textos trabajados en las unidades, una breve guía
de pronunciación y la lista de verbos irregulares.
Finalmente, la sección de Answer Key te puede
ayudar para autocorregirte las actividades de las
unidades.
Todos estos elementos están pensados para
proporcionarte la ayuda necesaria con las estructuras
y el vocabulario de cada unidad.
Por último, un consejo muy importante para que
puedas tener éxito con el curso That’s English!:
asiste a las sesiones de tutoría con regularidad. Son
fundamentales para el desarrollo de tu competencia
comunicativa.
Introduction
10.
11. 10 THAT’S ENGLISH!
1UNIT
Time flies, when you’re having fun!A
Answer the questions.
1 Why did Anthony get home at five o’clock in
the morning?
2 When does Danny think that time flies?
3 What does Danny think of Anthony’s
meditation class?
4 What campaign does Danny have a deadline
for?
5 What does Danny have at 9:30 on Monday
morning?
6 Why can’t Danny do the time management
course in Glasgow?
Decide if the following sentences are true (3) or
false (x). Correct the false ones.
1 Anthony had a dream where people were
giving him cakes.
2 By the time Danny got to the pub, his friends
had left.
3 Karen finished work at seven o’clock and then
went home.
4 The clocks went back on Saturday night.
5 Chris’s flight has been cancelled and the
presentation rescheduled for tomorrow.
6 Karen thinks that Danny has been lucky this time.
Match the expressions in bold (1-4) to the
meanings (a-d).
I didn’t get home till five o’clock this morning.
I was at a conference on creative desserts last
night. When the conference finished, I went to
the reception. I lost track of time1.
I’ve got a deadline2 for this campaign for Trend
watches. What do you think of this? ‘Time is
running out3. Buy aTrend before it’s too late.’
Chris! I don’t have time for a time management
course4!
a There is almost no time left to do something.
b I didn’t realise how late it was getting.
c Learn how to use your time better.
d Time when something is due.
AFTER YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
3
4
5
Read the sentences and tick (3) the ones you
agree with.
If you don’t wear a watch, you can lose track
of time.
I usually feel tired for a few days when the
clocks go forward.
I don’t think that memorising long lists of
verbs is a waste of time.
1
BEFORE YOU WATCH
NOW YOU!
Think about the answers to the questions.6
10
Time goes by
When I’m doing exams,
I always feel that time’s
running out. I start to get
really nervous and…
2 Do you ever
feel that time
is running out?
3 What do you think you
would learn on a time
management course?
Have you ever done one?
1 Why is Danny under pressure at work?
2 Why does Danny start to panic when he
realises what time it is?
1 When do you
lose track of
time?
I think you’d
learn…
I lose track of time when
I’m with my friends. I enjoy
myself so much that I forget
to look at my watch…
OBJECTIVES
12. 11THAT’S ENGLISH!
The speakers below were asked the following questions: When does time fly for you?When does
it go really slowly?
1 Think of two things you think they will talk about for each question.
2 Watch the video to see if any of your ideas were mentioned.
Circle the two things which the speakers in activity 7 did not mention for when time flies.
1Time off work always goes quickly. 2 When I’m having a bath. 3 When I’m having fun, enjoying
time with my friends and my family and doing things that I love doing. 4 When I’m lying in my
bed. 5When I’m on holiday and I’m at home, relaxing. 6 All the time..., because I’m getting older.
7Time doesn’t stand still because I have such a busy life.
Listen to the speakers talking about when time goes more slowly. Complete the sentences with
one word in each gap.
When I’m at work, I’m clock-1w... .
When I was in my old job, 2s... behind an office desk all day, 3t... away.
Time 4d... for me when there’s nothing to do. When I’m maybe sitting at home, not 5s... , not got
anywhere to go.
In class, so 6s... , so bored.
8b
8a
7
ACTIVATE YOUR ENGLISH!
Read some of the answers in the Street
Interviews. Underline the expressions that refer
to time.
1 Time drags for me when I’m doing nothing.
2 Time flies for me when I’m on holiday.
3 Time doesn’t stand still because I have such a
busy life.
4 Time off work always goes quickly.
5 When I’m at work, I’m clock-watching.
6 There’s never a time when time doesn’t fly.
Use some of the expressions in activity 9a to fill
the gaps (1-6).
9a
11
STREET INTERVIEWS
NOW YOU!
Discuss with your partner ... .
1 in which situations you feel that time drags on
and on
10
Time drags on and on for me
when I’m in some of my classes at
university.There are some teachers
who talk and talk...
Jude Lauren Karen Ruth Andy Lesley Ian Ernest
9b
2 when you would like time to just stand still
3 in which situations time flies for you
Time flies for me when I’m really
enjoying myself, usually when I’m out
with my friends on a Saturday night…
I’d like time to stand still when I
have an exam the next day and I
know I haven’t studied enough…
Jack started working in an office a few months
ago. The job is really boring and it feels like
time 1... on and on. Jack never has anything
interesting to do, so he spends most of his
time 2... watching. However, at the weekends,
when he is off work, Jack feels that time 3... .
He has such a busy life with his family and
friends that time always 4... .There is never
a weekend or holiday when time 5... fly.
Sometimes he wishes that time would 6... still.
13. 12 THAT’S ENGLISH!
Time goes by
READING
5
Listen and match the dialogues (1-3) to the
situations (a-c).
a Someone is annoyed.
b Someone is surprised.
c Someone approves of a decision.
Listen again and match the time expressions
(1-3) to their meanings (a-c).
1 it’s high time
2 time flies
3 a complete waste of time
a I think it should be done now.
b Time that is not spent well.
c It seems that the hours are shorter.
Now complete these sentences with time
expressions from activity 2b.
1 I hate waiting in queues. It’s annoying and … .
2 The children are exhausted. … they went to bed.
3 I can’t believe the holidays are nearly over. … ,
doesn’t it?
Read the text and answer the questions.
1 Where would you find this text?
a in a scientific journal
b in a women’s magazine
c in a newspaper
2 What is the text about?
a saving time
b impressions of time
c memory techniques
Match the summaries (1-4) to the paragraphs (a-d).
1 Memories of new events make time seem to
pass more slowly.
2 Time seems to go faster as we get older.
3 The way we perceive time is related to the
number of years we have lived.
4 The writer recommends actions to change our
perception that time passes too quickly.
3
2a
4
2b
1
1
12
Do you think any of these activities are a waste
of time? What do you prefer to do with your
time?
1
WHY AND
WHEN DOES
TIME FLY?
DOES
a Why is it that when we’re younger
time passes slowly, but as we get
older, the years seem to fly by? One theory is
that our perception of time changes depending
on the number of years we have lived: so for a
ten-year-old child, one year equals 10% of their
whole life, but for a 50-year-old, it’s actually only
equal to 2%. Obviously this means that a year
is relatively much more important when we’re
younger.
b Another theory about how we experience the
passage of time is that having new experiences
actuallyslowsdownourperceptionofhowquickly
time passes. While adults rarely have many
completely new experiences, children, on the
other hand, are constantly learning fascinating
new things about their world. So, children’s
memories of events are always extremely vivid
and unforgettable. That’s why time passes much
more slowly for children than for adults: if your
daily routine is always the same and you know
what to expect, then nothing special ever stands
out in your memory, so time really does seem to
pass by more quickly. Just compare your daily,
boring commute home with an exciting trip to a
new destination: unless you’re stuck in a traffic
jam, your commute simply flies by, but a journey
through new towns and villages seems to last
much, much longer for both adults and children.
5
10
15
20
25
3
4
1
2
14. 13THAT’S ENGLISH!
UNIT 1
13
6
8
Read the article again and answer the questions.
1 According to the first theory, would a
30-year-old or a 12-year-old feel time
passing more quickly?
2 Why do children have more detailed memories
of events?
3 According to the second theory, do routine
activities make time seem to pass more slowly
or quickly?
4 What kind of journey often seems to take a
short time?
5 What did Maggie look forward to when she
was a child?
6 What does the writer recommend doing to
stop life going by too quickly?
Choose the correct option. Look for the
expression in the text.
1 Time passes slow / slowly when you are
bored. (paragraph a)
2 When you are having fun, time runs / passes
very quickly. (paragraph a)
3 Itcan’talreadybetenyearssinceIleftuniversity!
The years seem to go / fly by. (paragraph a)
4 If you are waiting impatiently in a queue, time
seems to slow down / up. (paragraph b)
5 As the weeks went through / by, I began to feel
more confident in my job. (paragraph c)
6 For / By the time I got home, Joe had eaten his
dinner and cleaned the kitchen. (paragraph c)
7 Joe, look at this mess! It’s soon / high time you
tidied your bedroom! (paragraph d)
8 I try to do / make the most of my day by getting
up early so I have time to do everything I want.
(paragraph d)
Complete the sentences with the correct form
of the verbs from the box.
1 It … me a long time to get to work.
2 Don’t rush, just … your time.
3 Even if you are very busy, you’ll have to …
time to see your grandmother.
4 My son’s a dedicated student. He … a lot of
time researching his projects.
5 Don’t … your time going to that shop. It
doesn’t have any good clothes.
6 We … a great time at the party last Saturday.
7 When I’m on holiday, I love … time lying on
the beach.
8 I have too much to do so I never seem to …
time to organise my life.
Answer the questions. Give reasons for your
answers.
Do you think time passes more quickly or slowly
when … ?
1 you are a child
2 you are middle-aged
3 you are waiting in a queue
4 you are on holiday
5 you have a lot of work to do
have make spend take waste
9
7
c We spoke to Maggie, a grandmother, about
her childhood memories: ‘I remember always
excitedly waiting for Christmas. As soon as
the autumn school term started, I was already
wondering what Santa was going to bring. But the
days went by really slowly! When I was older and
had young children, the months before Christmas
seemed to fly by. Suddenly, it was mid-December
and I still hadn’t sent any cards or bought any
presents. Once I’d retired, time went by even faster.
Last year, by the time I put away the decorations,
my children had already begun to plan next year’s
festivities. I don’t want my life to go by so quickly!’
d If, like Maggie, you feel that life is passing too
quickly, it’s high time you did something about it.
You should make the most of your time by taking
up a new hobby, visiting a new place or meeting
new people. Whatever you choose to do, the
activity stimulates your brain. Afterwards, the
days seem longer and more interesting.
30
35
40
45
TRACK 2
15. 14 THAT’S ENGLISH!
Time goes by
14
LANGUAGE STUDY
Listen and say what the speakers’ relationship is.
a work colleagues b friends c family
Listen again and complete the sentences.
1 Sue says that she can’t talk long because she’s
a bit ... of time.
2 Sue asks Kate if they can … the tennis match
until the following week.
3 Sue feels that everything in her life seems to
happen at the … .
4 Kate thinks that Sue needs some time … and
to have a break from work.
5 Sue must get to the meeting … time.
6 Sue says she’ll talk to Kate again … .
Rewrite the expressions in bold using
expressions from activity 1b.
1 I have very little time.
I’m short of time.
2 Can we postpone the conference?
3 Everything seems to happen at once.
4 You need to have a break from work.
5 I’ll see you at another time.
6 The train arrived at the correct time.
Look at the use of in time and on time.
Match the expressions (1-2) to the meanings (a-b).
1 in time 2 on time
a at the planned time: not early, not late
b with enough time to do something
Complete the sentences with on or in.
1 I got to the station just … time to catch the last
train, which left … time for once.
2 The show always starts … time, and no one
is admitted after it starts. I hope we make it to
the theatre … time.
Continue the sentences using It’s time, It’s high
time or It’s about time.
I ate too much at Christmas! It’s time I started a
diet.
1 He’s still in bed and it’s lunch time…
2 You’ve been ill for a month…
3 My neighbours are having a noisy party and
it’s now 3 a.m.…
Listen to the following sentences and repeat.
1 I started a new job last month, but I’ve had a
few problems.
2 I noticed Jenny was on the bus while I was
going to work.
3 As soon as she’d passed her exams, she booked
a holiday.
4 Robert hurried into the bank two minutes
before it closed.
5The doctor checked my eyes after he’d washed
his hands.
6The detectives were following him slowly when
he suddenly turned left.
Listen again and answer the questions.
1 Why do the verbs ending in -ed sound different?
2 Why is it so difficult to hear was / were in
sentences 2 and 6?
Match the sentences 1-3 to a-c.
1 It’s high time I bought a decent diary.
2 It’s time we bought a new car.
3 It’s about time you took some time off.
a We’ve had ours nearly four years now.
b You haven’t had a holiday for ages!
c I really need a new one!
1a
1b
2
3a
3b
4
6a
6b
5
4
4
It’s time / It’s about time / It’s high time
▶Complete the rules:
After It’s time, It’s about time, It’s high time
we use the ... tense.
It’s high time and It’s about time are more / less
emphatic than It’s time.
Sue arrived on time. She was even in time to
get a coffee.
Pronunciation Guide page 147
page 123
3
3
16. 15THAT’S ENGLISH!
UNIT 1
Complete the text with the verb in brackets in
the correct past tense form.
Choose the correct option.
Write sentences in the past joining the ideas.
Use the words in brackets.
1 He / go home. He / buy some milk. (before)
2The children / play in the garden. I / prepare
dinner. (while)
9
8
10
11
12
7 3 She / do her homework. She / turn on the TV.
(when)
4 She / go out. Her son / turn on theTV. (as soon
as)
5 The students / finish their exams.They / go out
to celebrate. (after)
Choose the correct option.
1 You can come to my house wherever / whenever
you like, I don’t mind.
2 I’ll listen to whatever / whoever music you
want; it’s all the same to me.
3 We can go wherever / however you want, it
doesn’t matter.
4 Whoever / However broke the vase, can you
please replace it?
Complete the sentences with wh–ever words.
1 … you live, you’ll be comfortable.
2 … you go, I’ll go with you. I don’t mind if it’s
late.
3 … you buy, I’m sure he’ll like it.
4 … came to visit, they were welcome.
5 You can dress ... you like for the party. It’s not
formal
Complete the text.
Expressing lack of preference
▶Choose the correct answer.
We use wh–ever words to show that time, place,
manner, etc. matters / doesn’t matter.
whenever fi time = I don’t mind when you come
wherever fi place = it doesn’t matter where
Review of past tenses page 123
page 124
Time clauses in the past
To connect two events in the past we use
adverbs of time e.g. before, until, as soon as, by
the time, when…
We use the past simple, past continuous and
past perfect to refer to events in the past.
page 123
I 1… (travel) to Oxford on the express train
when I suddenly 2… (see) a young man.
He 3… (carry) a knife and 4… (run) along the
corridor. As soon as he 5… (go) past me, I 6…
(call) the police but by the time the train 7…
(get) into the station, the man 8… (jump) off.
He 9… (run) towards the city centre when the
police 10… (catch) him.
Gary’s parents went away last Saturday, so
Gary decided to have a party. 1As soon as
/ While his parents had left, Gary sent messages
to his friends to invite them to the party. 2When
/ Until he had finished sending messages,
Gary went to buy some drinks. 3Until / After
he had prepared the food and drink, he put on
some loud music. 4While / Before Gary and
his friends were dancing and having a great
time, the neighbours called the police. 5After
/ By the time the police arrived, luckily they
had already turned down the music. Gary
didn’t go to bed 6by the time / until everyone
had left. 7Before / After his parents got home,
Gary had cleaned up most of the mess.
Last week I had a job interview in London. It
was the first time I 1had ever been there so,
2… I left, I planned my journey. I took two
days 3… work to make 4… most of the visit.
What a disaster! It 5… me an hour to get to the
train station, so I missed my train. However, I
arrived at 7:40 so I was 6… time to catch the
eight o’clock train. 7… the time I got to London,
it was already 12:20 and my interview was at
12:30, so I decided not to 8… time and take a
taxi. Half an hour later, I 9… still sitting in the
taxi. I hadn’t realised that London traffic was
so bad! Finally, I got to the office but 10… I
walked in, the receptionist said, ‘Sorry, the
manager is ill today so we have to put 11…
the interviews until next week. Can you come
back nextTuesday?’
17. 16 THAT’S ENGLISH!
Time goes by
B
Match the pictures (1-3) to the words (a-c).
a a sandglass
b a pendulum
c a sundial
Watch the documentary and correct the
sentences by replacing the words in bold.
1 A good place to start the exploration of time
is in Greenwich, the place of Greenwich Mean
Time or GMT.
2 GMT is time found on the meridian using
eyeglasses.
3 After the railways were invented, the need for
a standardised measurement of time became
really necessary.
4 Before clocks were invented, people used
sundials, which didn’t work at all at night or
when the weather was bad.
5 Galileo noticed a light swinging back and forth
and this gave him the idea for the pendulum.
6 The problem of how to measure longitude
led to the invention of machines that were
accurate at sea.
7 The digital watch was invented in the 1980s.
8 Over the past 30 years, clockmakers have
developed the technology of radioactive
timekeeping.
Listen to the speakers talking about the
importance of being punctual in their country.
What is a clock-watcher? Choose the correct
definition.
1 A person who likes to look at clocks.
2 A person who pays too much attention to the
time.
Listen again and answer the questions.
1 What are the clock-watching New Zealanders
always aware of?
2 When is there no option but to be unpunctual
in South Africa?
3 When is it not important to be punctual in
Australia?
4 What does the speaker think is the most
important thing for Jamaicans?
5 What do the English think about people who
are late?
Are people from your country clock-watchers?
Is it important to be punctual?
SAME LANGUAGE, DIFFERENT LIVES
Alex is visiting the city of Liverpool on the
River Mersey. Can you think of anything that
Liverpool is famous for?
Complete the tourist information leaflet.
THAT’S BRITAIN
3
4
5
6
7
1
2
DOCUMENTARY
NOW YOU!
Clock-watching
1 2 3
Spanish people are clock-
watchers. We’re always looking
at our watches or mobile phones
to see what time it is, but that
doesn’t mean we are punctual.
We usually arrive a bit late,
maybe ten minutes or even more!
Welcome to Liverpool, at one time one of
the biggest 1... in Europe.Take a ferry on the
Mersey River to get the best view of the 2...
and the three famous buildings known as
The Three 3… . After this you can visit the
Albert Dock, which has been completely 4...
and is one of the biggest tourist attractions
in the country. Next, the Merseyside
Maritime Museum is a great place to learn
about the city’s 5... past. Then go to the
cultural 6... , where you will see a number
of landmarks and public buildings. Finally,
no trip to Liverpool would be complete
without visiting the 7... Cavern Club, where
the Beatles played live almost 8... times.
18. 17THAT’S ENGLISH!
UNIT 1
SKILLS WORK
We can make, spend, waste, take and have more or less time, but why does time exist? Complete this
quote with the words everything, time and once.
‘The only reason for … is so that … doesn’t happen at … .’ Albert Einstein.
Now do the quiz to find out if you waste time.
Listen to people talking about the PTS time management course and complete the table.
Talk to your partner about your answers to the quiz questions. How do you manage your time now
and what could you do to manage it better?
1
2
3
I don’t let anyone interrupt me too
often, except of course, my boss!
But it’s hard to ignore a colleague,
especially if she / he needs help.
Name Reason for doing the course Reason why he / she has problems managing time
Ken has no time for … has too much …
Jackie has no time for … has … and …
Oliver is always … can’t organise …
2 During a normal busy day, do you … ?
take regular breaksa take time off for social activities,
e.g. the cinema
b never have time to exercisec
3 When you have an important presentation to give, what do you do the night before?
start preparing your
presentation
a read carefully through your
previously prepared presentation
b quickly go over your summary
notes
c
4 Is your email inbox … ?
always full of unread messagesa logically organised into files and
subfiles
b emptyc
5 When you have an important appointment or meeting, do you … ?
arrive late with an excusea always arrive exactly on timeb arrive in time to have a coffee
beforehand
c
6 If you have to do something boring or difficult, do you … ?
put it off until latera start it but soon change to
another activity
b do it immediatelyc
1 When you are working on something important, do you … ?
often let other people
interrupt you
a only allow interruptions for
essential matters
b not talk to anyone until you’ve
finished
c
Now that you’ve done our quiz, why not sign up for one of our courses so we can help you improve your time
management at work and at home? Find out more on our website pts@yaboo.com.
Do you ever feel that there just aren’t enough hours in the day?
Whatever you do — work in a busy office, study, or organise a family —
managing your time is a skill that can and should be learnt. We at People
Training Services specialise in teaching time management skills, and we offer
a wide range of courses for everyone, whoever you are!
So, try our quiz and find out just how good you are at managing your time!
Mostlya:Youdefinitelyneedhelp!
Callusnowifyouhaveenoughtime!
Mostlyb:Notbad,butdoyoureally
makethemostofyourtime?
Mostlyc:Youmanageyourtime
well,butthere’salwaysroomfor
improvement!
(onlinesource)TRACK 5
6
19. 18 THAT’S ENGLISH!
Time goes by
WRITING
Read the two stories and answer the questions.
Complete the sentences with the adjectives
from the box.
1
2
3
B The Postman Never Knocks Once
Larry Perkins was living in a pretty cottage at the end of the village
and trying to finish writing his novel. One day, while he was sitting
in the living room writing the final chapter of what he hoped to be
a best-seller, he heard a strange noise. Suddenly, out of nowhere,
terrifying words appeared on his computer screen. Meanwhile, the
awfulnoisewasgettinglouderandlouder.Scaredandshaking,Larry
read these words, ‘You are running out of time’ and a horrific picture
of a skeleton appeared. Feeling terribly frightened, Larry ran to the
door, but it was locked. By the time he managed to open the door,
the noise had stopped. A tall, dark man was standing outside on
the path. Before Larry could do or say anything, the man said, ‘I’ve
got a parcel for you, Mr. Perkins.’ It was just the postman! Relieved,
Larry smiled nervously and took the parcel. Anxiously, he opened
the parcel but as he tore the paper a human bone fell out. Larry
looked inside the parcel and saw that it was full of bones. When the
postman started laughing wickedly, Larry began to scream.
A Larry’s Novel
Larry wanted to write a novel, so
he went to live in a village. One day
he was writing in the living room
and he heard a strange noise. The
noise got louder. Words appeared
on his computer screen, ‘You are
running out of time.’ And there
was a picture of a skeleton. Larry
was frightened and ran to the door.
The door was locked. Then the
noise stopped and Larry opened
the door. A man was there. The
man said, ‘I have a parcel for you.’
It was the postman. Larry smiled
and took the parcel. When he
opened the parcel a human bone
fell out. The postman laughed and
Larry screamed.
Writing stories
anxious annoyed happy tired bored
excited embarrassed ashamed
1 … but … , he went home thinking that life was
good.
2 … and … , they admitted they were wrong.
3 … and … , George left the party because it was
no fun at all.
4 … but … , his mother watched him perform in
his first competition.
Complete the sentences with an appropriate
adverb.
1 Sadly / Happily, Larry lived in a pretty cottage
at the end of a peaceful village.
2 Quietly / Anxiously, Larry opened the mysterious
parcel.
3 Nervously / Shyly, Larry read the words, ‘You
are not alone.’
1 Which story has the best title?
2 Which text is more interesting?
3 What adjectives and adverbs are
used in text B? Where do they
occur in the sentence?
4 What other kinds of words are
used to start a sentence effectively
in text B?
5 Underline the connectors and
linking words used in text B.
6 Which verb tenses are used in text
A? And in text B?
Adjectives or adverbs
Adjectives or adverbs can be used at the
beginning of a sentence.
Surprised and amazed, I walked towards the
strange spacecraft.
Quietly, he walked towards the closed door.
page 124
20. 19THAT’S ENGLISH!
UNIT 1
–ing form
You can use the –ing form of a verb to start a
sentence.
Thinking about what he had to do, John
didn’t notice that it was already dark.
Write a story (175 words) about a strange or
unusual experience you or another person has
had. Include the following information:
When and where it happened: describe the
setting.
Who was involved: describe what they did and
how they felt.
How it ended.
Use this checklist to improve your writing.
Make sure:
Your story has a good title. 4
It has a strong beginning and end. 4
There is a variety of adjectives and adverbs to
describe people, places and events. 4
There are connectors. 4
There are no spelling or punctuation
mistakes. 4
7a
7b
Match to make sentences.
1 Wondering where he was,
2 Sitting peacefully in the garden,
3 Running as fast as he could,
4 Screaming with terror,
5 Shivering with cold,
6 Feeling embarrassed,
a we finally got to the mountain refuge.
b Sam managed to escape the lion.
c the girl ran out of the house.
d the man looked at the map again.
e Harry apologised for using the wrong name.
f Jenny enjoyed the summer sun.
Choose the correct option.
1 Afterwards / After he left the room, he took the
lift to the ground floor.
2 He left the room. After / Afterwards, he took
the lift to the ground floor.
3 Before / Beforehand the doctor arrived, the
patient had died.
4The doctor arrived. Before / Beforehand, the
patient had died.
5 Meanwhile / While I was talking on the phone,
my supper got cold.
6 I was talking on the phone. While / Meanwhile,
my supper got cold.
7 He lived in York. Previously / Afterwards, he
had lived in NewYork and London.
8 Once / Until he had found his brother, he could
stop worrying.
Complete the text with time connectors in the
Help Box.
5
6
4
Writing Reference page 142
Time connectors
▶ Match the two halves of the explanations:
1 once, before, after and while
2 beforehand, previously, afterwards and
meanwhile
a connect two separate sentences
b connect two clauses in one sentence
page 124
1… Jack had managed to swim to the island,
he lay down exhausted. He was hungry,
thirsty and totally alone. Two days 2… , his
ship had left port in sunny weather, but a
sudden, heavy storm had driven it crashing
onto some rocks. 3… , the ship had sunk,
and only Jack had survived. Jack knew he
should look for food and water, but 4… ,
the midday sun was getting hotter and hotter.
So 5… he started to look for something to eat
and drink, he decided to build a shelter. Jack
left the beach and went into the thick bushes
to find some wood. 6… he was fighting his
way through the dense jungle, he came
across a small stream.The water looked clean
and pure, and 7… Jack had drunk as much as
he could, he continued on his way.
page 124
21. 20 THAT’S ENGLISH!
RelationshipsA
3 Mark thinks that the wedding plans are getting
out of … .
a hand b control c sight
4 Lucy’s mum and dad want to invite … people
to the wedding.
a 300 b 200 c 400
5 Danny thinks that Mark should talk to Lucy
and not … with her.
a fall out b argue c be angry
Complete the sentences.
1 Mark thinks they shouldn’t let other people’s
… influence them.
2 Lucy finds it difficult to … her mother’s opinion.
3 Lucy thinks that the … cake would be better
for a summer wedding.
4 Mark wants to run away to … .
5 Danny thinks the wedding will be … .
6 Danny says he has lots of stories about the …
for his best man’s speech.
Use the words from the box to complete the
dialogue between Lucy and Danny.
Choose the correct option.
1 Anthony is planning a lunch for his girlfriend
Bridget’s birthday on … .
a Friday b Saturday c Sunday
2 Danny thinks that weddings must be really …
to organise.
a hard b easy c fun
AFTER YOU WATCH
Choose which of the following options best
describes what happened in the Drama.
WHILE YOU WATCH
2
3
4
5
Match the verbs (1-3) to the pictures (a-c).1
BEFORE YOU WATCH
2UNIT
20
Getting on well
1 Danny is / isn’t being supportive to his
brother Mark.
2 Lucy and Mark are / aren’t enjoying
themselves planning the wedding.
a b c
L: 1... Mark. I was
here with his friends. He 2… all evening!
D: Oh, yes?
L: He was nice 3… to but I’d just 4… with my
boyfriend and I wasn’t really 5… .
D: And now, ’da, da, da-da’.
L: Yes, we’re getting married! Can you 6… it?
D: I’m glad things have 7… .
interested broken up worked out
chatted me up to talk met believe
1 to chat someone up 3 to run away
2 to break up with someone
NOW YOU!
Talk about how you first met your partner.6
I met my boyfriend at a summer festival in
a village. I think most Spanish people meet
their partners at these festivals!! Jaime
came over to me and...
OBJECTIVES
22. 21THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
Match the expressions (1-6) to their meanings (a-f).
Ruth: We’ve got lots of in jokes1.
Ruth: You get this nice, warm, fuzzy feeling2
when you’re with the people you are
close to.
Arken: My family know me better than anyone
else, they know my flaws3 as well.
Ian: I’ve got a big family; they’re all spread
out4 over the world.
Ian: Family is belonging; I think it’s knowing
that you can lean on5 people.
Darren: I’m not quite ready to fly the nest yet6.
a not want to leave home at the moment
b to have a lovely feeling inside
c to depend on someone for help and advice
d to secretly find something funny with your
family or friends
e to be in many different places
f something which is not good about someone
or something
Tick (4) the sentences which are positive about
relationships.
1 We’re getting on very well, actually.
2 Aunty Mary and Uncle Ian are getting divorced.
3 Some friends of mine have had a huge row
about their wedding plans.
9
10
21
NOW YOU!
Discuss the questions with your partner.
1 Do you agree that marriage is a big decision?
11
The speakers below were asked the following questions: Who are the closest people in your life?
Why do you get on with them?
1 Which type of people do you think the speakers will mention?
2 Watch the video to see if any of your ideas were mentioned.
Listen to the speakers and tick (4) the family members that they talk about.
a wife b husband c brother d sister e twin brother f twin sister g children h cousins
i parents j father-in-law k mother-in-law l aunt m uncle
Answer the questions.Which speaker ... ?
1 has family in different parts of the world 4 is married to his / her best friend
2 thinks his / her family is his / her world 5 feels they are accepted by his / her family
3 6 is friends with his / her work colleagues
8b
8a
7
STREET INTERVIEWS
Lesley Nadine Darren Jude Ian Karen Arken Ruth
I think that getting married
and having children are the
biggest decisions you can take
in your life...
2 Is your family spread out or do you all live
close to each other?
3 Who would you lean on for help if you had a
problem?
I have family in the north and
south of Spain, so I suppose you
could say we are spread out. I
also have a cousin who is doing
Erasmus in Germany...
I would definitely lean on
my family, especially if the
problem was a financial
one...
23. 22 THAT’S ENGLISH!
Getting on well
READING
Listen and answer the questions.
1
2 Who is Sue’s boyfriend at the moment: Jim or
Listen again and match the phrasal verbs to the
meanings.
1
romantic date.
2
3
4
and make a home together.
5 When a marriage or relationship starts to have
difficulties and comes to an end.
6 When people have a disagreement and there
is bad feeling between them.
Read the article and decide where it might
appear.
1 in a specialist psychology magazine
2 in a lifestyle magazine
3 in a gossip magazine
Choose the best title for the article.
1
2 How to find the perfect partner
3
3
2a
4
2b
8
8
22
Look at the photos.Which of these relationships
do you have? Put them in order of importance
for you.
1 JOHN WATT. Staff writer
Throughout human history, people everywhere
have searched for their perfect match. But is
this a realistic goal? Psychologists believe that
people’s needs within a relationship evolve over
time and that the concept of the perfect, lifelong
partner is perhaps more myth than reality.
I spoke to three couples who, after experiencing
difficult moments in their relationships, turned
to a relationship counsellor for advice. Here are
their stories:
CharlieandKelly
Charlie and Kelly
settled down and
got married when
they were only 18:
a romantic child
bride and groom.
It was Charlie’s
dream to have a
large family, and
he saw himself as
being the head of
the family while
Kelly would be a
housewife and stay-at-home mum. It wasn’t
difficult to convince Kelly, and she soon got
pregnant and three more babies quickly
followed. At first, Kelly was happy and loved
being at home with the babies, especially as the
in-laws lived nearby and helped out whenever
they could. But as time went by, she felt she
needed more in life and so she started a Fine
Arts degree. Charlie couldn’t accept that his
once loving wife was no longer satisfied with the
life he’d planned for them.
DanielandHugo
Daniel and Hugo were work colleagues and
best friends and had also been going out with
each other for two years before they finally
5
10
15
20
25
30
35
get on with ask out fall out
break down go out with settle down
3
4
1
2
24. UNIT 2
23THAT’S ENGLISH! 23
6
8a
Read the relationship counsellor’s advice (1-3)
and match it to the couples in the article.
1 Your partner needs to understand the importance
of maintaining some independence. At the same
time, you need to assure him / her that you love
him / her.
2 You need to adjust to your partner’s changing
needs and look for ways to grow together
while respecting each other’s ambitions and
3 Conflict can be the first step to solving a
problem if you address it as soon as possible.
You should trust your partner, and he / she
should learn to control his / her temper.
Read the article and the advice given again.
Answer the questions.
1 Why do psychologists believe the ‘perfect,
lifelong partner’ is a myth?
2 What was Charlie’s idea of the perfect family?
3 In what way had Kelly changed?
4 What do we learn about Daniel’s family
background?
5 Why did Daniel start to worry about Hugo?
6 Why was Ruth so keen to go out with Rob?
7 How did Rob initially feel about Ruth?
Match the highlighted words in the text with
their meaning.
1 two people who do things together
2 a woman on her wedding day
3 a man on his wedding day
4
5 the person in charge at work
6 a former husband, wife or partner
7 your husband’s or wife’s family
8 the person you are romantically involved with
or share a business with
Complete the questions with the correct form of
the phrasal verbs in bold in the text.
1 Do you … with your colleagues at work?
2 Why do you think so many marriages … these
days?
3 When was the last time you … or had an
argument with a friend or relative?
4 What do you think is the best age to … , get
married and form a family?
5 When was the last time someone … you … on
a date?
6 How old were you when you first started …
with boys / girls?
Discuss your answers to the questions in
activity 8a.5
8b
7
decided to move in together. During this time
they’d never fallen out, and that’s how Daniel
thought things should be. His parents never
argued and whenever there was a difference of
opinion, his father’s was always the final word.
Their new life together worked well although
Hugo was extremely messy. But whenever
Daniel mentioned this, Hugo was quick to lose
his temper and Daniel started feeling insecure
because he wasn’t used to this kind of reaction.
He wondered if Hugo was committed to the
relationship, or if he was thinking of leaving him.
RuthandRob
After Ruth’s marriage
broke down, she felt
very lonely. Her ex
hadn’t liked to go out
much, and as all her
friends and relatives
were now married
and only socialised in
couples, she often felt
left out. So when the
boss, Rob, asked her
out, she was easy to persuade. On their first
date, they had a wonderful time and got on very
well. Rob loved Ruth’s affectionate nature, and
when it came to cooking, hers was the best!
Rob soon thought he’d found the love of his
life. However, as time passed by, Ruth became
increasingly possessive and dependent, and
Rob started to feel he’d made a big mistake.
40
45
50
55
60
65
Yes, I get on well
with almost all
of my colleagues
at work.
Not really. I make an
effort to get on well
with the people I
work with.
TRACK 9
25. 24 THAT’S ENGLISH!
Getting on well
24
LANGUAGE STUDY
Read and listen to the news report. Pay attention
to the information in bold.
Choose the correct answer.
1 He used a ladder to paint the bedroom’s ceiling /
bedroom ceiling.
2 My colleague’s boss / The boss of my colleague
is more formal than mine.
3 His relative’s jobs / His relatives’ jobs are all in
the travel industry.
4 My mum’s cooking / My mum’s is the best
cooking I’ve ever tasted.
5 A friend of mine / my has just come to live
with me.
6 room’s back /
back of the room.
Listen to the sentences. Is the ‘s pronounced /s/,
/z/ or /ɪz/?
1 Dr Adams’s recent speech attracted a large
audience.
2 s’ interest in the subject was
obvious from the length of the queues.
3 s’ speech was
controversial.
Complete the text with the or Ø (no article).
Choose the correct option.
1 in / down after only two
years.
2 It’s hard to make up / in when you’re really
angry.
3 Have you seen who she’s going out with / on
at now?
4 I love being chatted at / up.
5 Go on! Ask him down / out!
6 out / in with each other over
something trivial.
7
up / down. We hardly speak to each other
anymore.
8 I didn’t use to get on / in with anyone.
Put the phrases into the correct column. Listen,
check and repeat.
1
2
3a
3b
4
5
11
Informal use of the definite article
We can use the definite article informally to
replace possessive adjectives.
Kelly was happy and loved being at home with
the babies, especially as the in-laws lived
nearby.
Dr Russ Adams’s recent speech, on a theory
of his about the use and misuse of the
apostrophe in English, attracted a large
audience to the auditorium of modern
languages ’s were always some
s’
interest in the subject was obvious from the
length of the queues outside and crowded
corners of the auditorium. His speech’s
controversial theory divided his audience
into two opposing schools of thought and
arguments soon broke out.
the campus’s facilities Charlie’s dreams
Ruth’s marriage the book’s cover
the speech’s theory people’s needs
/s/ /z/ /ɪz/
10 12
Expressing possession
1 The Doctor’s lectures were always some of
the most popular.
2 The Doctor’s were always some of the most
popular lectures.
What kind of word is omitted after the ‘s in 2?
Review of phrasal verbs for relationships page 126
Pronunciation Guide page 147
page 125
page 125
Until I was a teenager, I’d always had 1…
great relationships with 2… kids I hung out
with. But once I left 3… school and started 4…
work, things became more difficult. I seemed
to always fall out with 5… people at work and
I argued a lot with 6… boss. Life at 7… home
wasn’t good either, and 8… relationship with
my parents got worse and worse. Last week I
took 9… difficult decision to leave home and
move to 10… city.
26. UNIT 2
25THAT’S ENGLISH!
Replace the words in bold with the correct form of the phrasal verbs from the box.
had always been good friends, but there was no romance between them.
flirt with her before, but finally she
serious and that it was time they lived together. But after a month of constantly arguing
about the housework and money, the relationship finally came to an end. Eventually they
became friends again, but sadly they were never as close as before.
Rewrite the sentences using the words given.
1 He’s nice to talk to. It’s … . 3
2 4 It’s fun to be with my colleagues. My … .
Complete the text with the correct answers: a, b, or c.
9
8
6
7
Describing people
Subject + to be + adjective + to infinitive It + to be + adjective + to infinitive + object
Kelly wasn't difficult to convince. It wasn't difficult to convince Kelly.
She was easy to persuade. It was easy to persuade her.
break down make up get on well fall out settle down chat up
1 a unique
b lonely
c only
2 a get on with
b get over
c get into
3 a relationships
b relatives
c familiars
4 a grandparents
b grandparent’s
c grandparents’
5 a boyfriend
b husband
c groom
6 a
b in-laws
c stepfamily
7 a ancient
b old
c elderly
8 a care for
b chat up
c break up
Think about the following questions and prepare a short talk.
1 Do you think it’s important for children to have
brothers and sisters?
2 Do you think arranged marriages can be as
happy as love marriages?
Actually I don’t think it’s important for children
to have brothers and sisters. I’m an only child
myself, and I had a great childhood…
Complete the text with the correct answers:
Family life in China and India
but most kids will still grow up as 1… children. Devised to contain population
growth, this policy has produced a generation of ‘little emperors’: spoilt kids
who never learn to 2… others. As most Chinese parents work, childcare is
often provided by 3… ; over half the children in cities are brought up by
grandparents.
Although the children are well looked after, the situation isn’t ideal.
Schoolteachers claim that grandparents overprotect the youngsters,
while parents complain about the 4… old-fashioned ways.
are often arranged by the families of the bride and 5… , and new brides
usually move in with their 6
7… parents and
support them financially.
8… each other,
maltreatment of women by their husbands’ families isn’t uncommon.
… children. Devised to contain population
growth, this policy has produced a generation of ‘little emperors’: spoilt kids
… others. As most Chinese parents work, childcare is
… ; over half the children in cities are brought up by
Although the children are well looked after, the situation isn’t ideal.
Schoolteachers claim that grandparents overprotect the youngsters,
… , and new brides
ancient
elderly
care for
chat up
page 126
(onlinesource)
27. 26 THAT’S ENGLISH!
Getting on well
B
Which of the sentences about friendships do
you agree with?
1 Friendships can begin at school and last all
our lives.
2 It’s natural to act differently with different
friends.
3 We don’t normally have lots of good friends.
Watch the documentary and read the sentences
about friendship. Which two are not true?
Correct them.
1 We need our friends for emotional support
and companionship.
2 Friendship is about very deep values being
shared.
3 Friendship is essential to live a long and
healthy life.
4 We couldn’t survive on this planet without
friends.
5 Laura thinks she is very different with certain
friends.
6 As Laura gets older she realises that friends
are always there for you and acquaintances
are people that pass you by.
7 Roseanna has noticed that she seeks friends
with common interests.
8 A study has revealed that even sharks form
long-term relationships.
Match the speakers (1-5) to the attitude young
people have about marriage in their country (a-e).
Discuss the following questions with your
partner.
1 Do you think it is acceptable to live with your
partner before you tie the knot?
2 Do you have a lot of close friends or just a few?
The Leighton Moss Nature Reserve
6 What do the water and reed attract?
Alex is visiting Morecambe in Lancashire,
England. One important feature of this place is
the quicksands.What do you think they are?
1 Sand that can be dangerous to walk on.
2 Sand that goes back into the sea because of
the tides.
Answer the questions about Morecambe.
Morecambe Bay
1 Why do hundreds of people travel to the
sands?
2 What is Cedric’s job?
The Stone Jetty
3 Why is this a great place for families with
children?
The Midland
4
The Statue of Eric Morecambe
5 Who was Eric Morecambe?
THAT’S BRITAIN
3
4
a
b
becoming more accepting.
c People cohabit to test the water before taking
the leap.
d Marriage gives you a sense of security and
responsibility.
e People tend to live together before they decide
to tie the knot.
Listen to the speakers again. They use two
different idioms to refer to ‘getting married’.
Which ones?
6
7
1
5
2
DOCUMENTARY
SAME LANGUAGE, DIFFERENT LIVES
NOW YOU!
BFF: best friends forever
I have about three really close friends.
Two of them I met at primary school
and the other at university...
I think it’s a good idea because
most of my friends lived with their
parents until they got married and
now I think they regret that…
1 3 5
2 4
28. UNIT 2
27THAT’S ENGLISH!
Read the online advertisement.Who and what is it for?
Answer the questions.
1 Who or what do these numbers refer to?
a 4 b 25 c 3 d 3,000 e 2,000 f 50
2 What do you need to do when you find someone who interests you?
3 What is the prize in the competition?
Listen to four people explaining why they joined Soulmate Search. Match the speakers (1-4)
to the reasons (a-e).There’s one extra sentence.
a Anything connected with computers and the Internet suits my personality and lifestyle.
b My professional ambitions leave me with very little free time to meet people.
c
d All the guys I meet are either in a relationship or boring.
e Joining a dating agency wasn’t my idea.
Write a description of your perfect partner. Refer to Elinor’s description above as a model.
My ideal partner would be...
1
2
3
4
14
where people like you find the love of their life
Has it been a while since you last went out with someone?
Have all your friends settled down whilst you feel you’ve been
left out?
Are you looking for that special person you’ll always
get on with?
Would you like to find your perfect match?
If you answered yes to any of those four questions,
then you’ve come to the right place:
Welcome to !
We offer a comprehensive, international dating service
for all types of people of all ages – including you!
We have twenty-five years’ experience of bringing
couples together. Over the last three months,
over 3,000 couples who met on
got engaged and another 2,000 got married. Would
you like to be one of those lucky people? Then,
sign up today! Just fill in the online registration
form and write your personal profile, but don’t forget
to upload a photograph! That’s all! Now you’re ready
to start searching for true love.
When you find someone you like the look of, complete
the registration form, and we’ll take care of the rest.
And of course, if anyone likes the look of you, we’ll
get in touch with you and send their details
straight away. Happy searching!
Click here to register now
C O M P E T I T I O N :
Win a romantic dinner for two at a top restaurant.
Describe your ideal partner in 50 words or less.
Here’s last month’s winner:
Elinor Sommers
(Cardiff)
My ideal partner would be fun to be with, easy
to get on with and extremely attractive! Ideally,
I’d like a thirtysomething lawyer, but I know
that’s not easy to find
I’d like a thirtysomething lawyer, but I know
that’s not easy to find . My soulmate should
be kind, sincere and have a wonderful sense of
humour… rich would be good too!
be kind, sincere and have a wonderful sense of
o!
be kind, sincere and have a wonderful sense ofbe kind, sincere and have a wonderful sense of
o!
be kind, sincere and have a wonderful sense ofbe kind, sincere and have a wonderful sense ofbe kind, sincere and have a wonderful sense ofbe kind, sincere and have a wonderful sense of
SKILLS WORK
TRACK 13
29. 28 THAT’S ENGLISH!
Getting on well
SPEAKING
Look at the pictures and think about what is happening in each situation.
Listen to three dialogues and choose the correct option.
Dialogue 1
1 Judy’s partner is having an affair / has left her.
2 Judy should leave him / carry on as normal.
Dialogue 2
1 Jill is fed up because her salary has been cut / she’ll be paid late.
2 Jill should think carefully before making a decision / borrowing some money.
Dialogue 3
1 Kate’s partner doesn’t want to move to Sweden / might want to split up with Kate.
2 Kate should talk to her partner about the situation / look for a job in Sweden.
Complete the extracts with the expressions from the box. Listen and check.
1 I’m so sorry. … . Remember when my Dave threatened to leave me?
2 And I … . Maybe you should come out with the girls tonight.
3 I’m terribly sorry to hear that, Jill. … , I’d talk to a good lawyer.
4 Well, I do sympathise with you, but … . If you’re really short of money, I can help you out.
1
2
3a
hope things get better soon don’t do anything you might regret later
I know how you must be feeling I tell you what I’d do
15
16
Listen again. Practise saying the sentences and copy the intonation.3b
16
The woman in picture one may be upset and feeling down
because she suspects her husband is having an affair with
a woman from work.
1 2 3
Review of expressing sympathy page 126
Pronunciation Guide page 148
30. UNIT 2
29THAT’S ENGLISH!
Look at the extracts in activity 3a again and answer the questions.
1
2
Look at the expressions in the box from activity 2, dialogue 3 and complete the table.
Listen, check and repeat. Copy the intonation.
Read the situations. Show concern and offer sympathy.
1 Your partner is moving to Australia for a year.You won’t
months.
2 You were promised a promotion, but you’ve just found
out that the job went to your boss’s nephew, a recent
3 You are a talented sports person and you’d like to become
a professional. A famous coach is coming to watch you,
but you’ve twisted your ankle and won’t be able to play.
Choose either situation 2 or 3 from activity 6a and act out the role-play with your partner.
Use correct intonation and include the following:
give advice
4
5
6a
6b
Oh no, that is sad. What’s wrong, Kate? You seem upset. Poor you!
Oh really, what’s happened? Why don’t you go to Sweden and try and make up?
Haven’t you thought of going over there? That’s what I would do.
17
Function Useful language
1
2
1
2
offering advice 1
2
What’s wrong, Elena?You seem upset.
I’ve had some bad news. Mike’s going
to Australia and I can’t go with him!
Poor you! Why don’t
you go away with him?
I know how you must be
feeling. I get quite lonely when
Peter's away on business.
Interaction: expressing concern and sympathy
31. 30 THAT’S ENGLISH!
If I lived here...A
3UNIT
30
East, west, home
is best
OBJECTIVES
Choose the correct option.
1 an hour an hour and a half
2 does doesn’t
3 10 20
4 would might
Tick (4) the two things that are not in the area.
1
2
3
4
5
6
7
Decide if the following sentences are true (4) or
false (7). Correct the false ones.
1
2
3
4
5
Complete the text about why people are moving
out of the centre of London with the words from
the box.
AFTER YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
3
4
5
Tick (4) the statements you agree with.1
BEFORE YOU WATCH
6
1
2
neighbourhoods dead tube transport
crime leisure markets prime facilities
I live in a small town near the city ofValencia,
and there have been many changes over the
last few years...
Write a short paragraph about changes that are
happening in your town or city. Use activity 6
as a model.
1
2
3
4
5 6
7
8
9
NOW YOU!
7
32. 31THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
Tick (4) the things (1-6) from the Street
Interviews which are true for your area.
1
2
3
4
5
6
Decide if these sentences (1-5) from the Drama
are positive or negative.
1
2
3
4
510
11
31
NOW YOU!
Discuss the questions with your partner.
1
12
The speakers below were asked the following questions: What do you like about the place where
you live? What would you like to change?
1
2
Look at some of the things which the speakers said they liked about their area. What do you
think they mean?
1 a neighbourhood watch
a
b
2 has got history to it
a
b
3 handy things
a
b
Listen to the speakers talking about what they don’t like about their area. Complete the sentences
with one word.
1c
2s
3b 4r
5l
9b
9a
8
STREET INTERVIEWS
2
3
4
I don’t really know many of the people
who live in my area, but those I do know
are decent, hard-working and friendly…
33. 32 THAT’S ENGLISH!
East, west, home is best
READING
Rank the factors (1-6) in order of importance
for you if you had to move to another city or
country.
1
2
3
4
5
6
Think about what you know about New York
and Los Angeles.Where do you think you would
rather live?
Read the website entry and use the missing first
lines (1-5) to complete the paragraphs (a-e).
1
2
3
4
5
Read the text again. Choose the correct option.
1
a
b
c
2
a
b
c
3
a
b
c
4
3
2
5
32
Look at the photos.Where would you feel … ?
1 4
2 5
3
1
ca
b
a … While New York is compact and intense,
LA, by contrast, is a vast, never-ending place.
Originally a series of separate villages now grown
together, it seems to lack a single definite centre.
After New York, it feels less like a city and more
like a huge suburb.
b … Saying that public transport is better in New
York is incorrect: in LA, public transport simply
doesn’t exist! New Yorkers take the subway
everywhere – or walk (did I mention this is why,
generally speaking, we are slimmer and fitter
than our LA counterparts?), but in LA distances
are usually too great for walking. Cycling is
beginning to become popular, but there aren’t
nearly as many cycle lanes as in New York. As a
consequence, the whole city sits in a slow-moving
traffic jam for hours every morning just to get to
work.
c … We may not have as much sunshine, but
the air in New York is far cleaner and there are
more parks and green spaces (and, incidentally,
a slightly lower crime rate). However, although
NEW YORK
OR
LOS ANGELES?
New Yorker Angie Pasadena recently
moved temporarily to Los Angeles.
Here she shares her first impressions:
34. UNIT 3
33THAT’S ENGLISH! 33
6
7b
4
a
b
c
5
a
b
c
6
a
b
c
7
a
b
c
8
a
b
c
Find a word in the text that means … .
1
( a)
2
c)
3
( d)
4 d)
5
d)
6
d)
Listen to the end of Angie’s first impressions.
Which city did she choose in the end?
Based on what you know now, which city would
you choose? Explain why.
Listen to Nico and Annie arguing. Answer the
questions.
1
2
Listen again and complete the summaries of
each person’s views with the words from the
box.
20
21
21
8b
7a
8a
affordable developers elevator housing
litter rents suburbs
Annie
1
2
3
Nico 4
5
6
7
TRACK 19
public services
have improved –
you won’t see much
litter in the subway
these days unless
it’s just after a big
football game –
our crowded city’s
infrastructure is
still pushed to the
limit. Sadly, it is a
statistical fact that wherever you are in New York,
you’re never more than a few metres away from
a rat!
d … Whilst Angelinos complain about the traffic,
New Yorkers complain about how small their
apartments are. When developers build new
housing, they have to make 20% of it ‘affordable
housing’ that's cheap enough for everybody, but
this still isn’t enough to meet demand. Rents
in LA aren’t cheap, but they are certainly less
expensive than at home. And I haven’t seen any
tiny ‘walk-up’ (New-York speak for ‘the building is
so old there is no elevator’) studio apartments on
the 5th floor with the shower in the kitchen like
the one I lived in in my 20s.
e … The ideal solution
would be if I could
transport my LA
apartment to New
York, but I know
that’s cheating. In
the end, if I had to
choose, I’d...
35. 34 THAT’S ENGLISH!
East, west, home is best
34
LANGUAGE STUDY
Completethesentenceswithasuitableexpression
from the box.
1
2
3
4
5
6
In which group of compound nouns does the
stress fall on the first word? And on the second
word? Listen, check and repeat.
1
2
Match the examples (1-6) to the forms (a-f).
1 more than
2 more and more
3 such
as
4 far more
5 not as as
6 The lower the better
Listen and repeat the dialogue. Pay attention to
the weak forms.
A:
B:
A:
B:
Complete sentence b so it has the same
meaning as sentence a using the correct form of
the word(s) in brackets.
1 a
b Here there is much more air pollution than in
Madrid.
2 a
b
3 a
b
4 a
b
5 a
b
6 a
b
7 a
b
Identifytheunstressedwordsinthecomparative
structures.
1 as expensive as
2 cheaper than
3 less dangerous than
4 as safe as
Listen, check and repeat.
1
2
3
4
5
6
22
exhaust fumes cycle lanes public transport
green spaces crime rate studio apartment
23
24
Review of comparison
Pronunciation Guide
Pronunciation Guide
a
b much far a lot a bit a little
c such … as
d not as … as
e the
f than
36. UNIT 3
35THAT’S ENGLISH!
Complete the definition of urban decay with the
words from the box.
Listen to the first part of a programme about
urban decay and answer the questions.
1
2
3
Complete the sentences from a residents’
meeting about the High Line. Use the first
conditional and the verbs in brackets.
1
2
3
4
5
6
Now listen to the second part of the programme.
What is the High Line land used for now?
Listen again and match the facts (1-5) to the
numbers from the box.
1
2
3
4
5
Read the text about another problem of urban
decay. Use the prompts to make second
conditional sentences.
1
If new businesses invested in Detroit, this
would help the local economy.
2
3
4
5
6
9
7
10a
10b
11
8
25
26
26
fewer greater higher less more and more
20 m 2 km $50 2012 10 m
THE RISE AND FALL OF DETROIT
In 2013, the city of Detroit went bankrupt. There was
no more money to pay for schools, street lighting or
basic health care. Suddenly, the everyday facilities
that people in American cities expect to have were
no longer available. Schools closed and the street
lighting went dark. This was the final result of the
long,slowdeclineofthecarmanufacturingindustry
in ‘Motor City’ as Detroit was known. As people lost
their jobs, they left the area. They often couldn’t sell
their homes so the houses were abandoned. Now
there are 10,000 abandoned buildings in Detroit,
and it has one of the highest crime rates in the USA.
From a population of 1.8 million in 1950, there were
only 700,000 people in 2013.
Review of conditionals
Urban decay is the process whereby, for various
reasons, there starts to be 1… employment and
economic activity in a city or part of a city than in
the past. Because there are 2… jobs, people start
to leave. As 3… businesses close down, homes and
buildings are abandoned. There are 4… rates of
crime and poverty and 5… social problems.
37. 36 THAT’S ENGLISH!
East, west, home is best
B
Tick (4) the things a survey on happiness would
include.
Watch the documentary and choose the correct
option.
Would you prefer to live in a big town, a smaller
town or the countryside?
Listen to the speakers talking about where the
best place to live in their country is. Answer the
questions.
1
2
3
4
5
What do you think is the best place to live in
your country?
1
a b c
2
a b c
3
a b c
4
a b c
5
a b c
6
a b c
Circle the reasons why people like living in Fleet,
the capital of Hart.
1 5
2 6
3 7
4 8
What do you most associate Manchester with:
football, music or architecture?
Match the places or things (1-4) to the
descriptions (a-f).
1
2
3
4
a
b
c
d
e
f
THAT’S BRITAIN
4
3
5
8
6
7
1
2
DOCUMENTARY
NOW YOU!
SAME LANGUAGE, DIFFERENT LIVES
The best place to live in my country is...
It’s difficult to say because there are
many parts of Spain which are great
to live in. Madrid has lots of parks,
museums, a great nightlife and
loads of opportunities, but so does
Barcelona, with the added advantage
of a beach. Having said that…
38. UNIT 3
37THAT’S ENGLISH!
Read the article.Where do you think it might appear?
1 2 3
1
Talk to your partner about the good and bad points of where you live.4
Read the article again and complete the table.
Listen to Rahman and Balvir talking about life in Dhaka and tick (4) the problems they mention.
Listen again and choose the correct option.
1
a
b c
2
a
b c
3
a
b adda c
4
a
b c
5
a
b c
6
a
b
c
2
3a
3b
28
28
Last year This year
1 The Economist)
2 Mercer)
3
The worst place to live
in the world
I
n the 21st century, we are in love
with lists and statistics and there
are many best and worst places
to live in the world lists. They all use
similar criteria to evaluate a city’s
‘liveability’, such as political stability,
infrastructure, health care, culture and
environment, and education. Some
lists also include factors such as green
space and air pollution whereas others,
like the one by The Economist, include
cultural life, ‘connectivity’* and low
crime rates.
The results, however, are similar
and the message is clear: if you want
quality of life, go and live in Canada!
Vancouver, Toronto and Calgary are
consistently in the top five and for
several years, Vancouver was the
undisputed best place in the world
to live. More recently, Melbourne in
Australia has been The Economist’s
number one and, at the time of writing,
Vienna in Europe has come first in the
influential Mercer list** for two years in
a row. Given the selection criteria, these
results are hardly surprising: peaceful,
stable and wealthy countries are more
likely to have peaceful, stable and
wealthy cities.
Equally predictable is the bottom end
of the list which contains cities from
poorer, less politically stable countries.
There’s always a disproportionate
number of African cities in the bottom
ten: Harare (Zimbabwe), Mogadishu
(Somalia) and Kinshasa (the Congo) are
often mentioned. Dhaka in Bangladesh
appears, as does Kabul (Afghanistan).
Sadly, these lists also serve as a guide
to where there is or has been a war.
Ten years of conflict is the reason why
Baghdad was the worst place to live
in the world for two years and why
Damascus in Syria was top this year.
That sounds lovely! I live in the city centre,
which is perfect for going out, but...
Well, I live in the suburbs. But you can
easily get to the city centre because...
TRACK 27
SKILLS WORK
*connectivity: how easy it is to get to other places **Mercer list: rates cities in terms of their attractiveness for expatriates
39. 38 THAT’S ENGLISH!
East, west, home is best
Deal
a Deal is a small place on the Kent coast in South East England. It’s a quiet town which isn’t
famous for anything. Nevertheless, it has a special place in my heart. I spent my holidays
there as a child and its sights and smells remain as vivid to me as if I were still seven years old.
b Historically, Deal was a traditional fishing and sailing town and most of the houses near us
were modest fishermen’s cottages. However, there were some grander places further away on
the seafront, where the sea captains lived. They were painted in soft, bright ice-cream colours:
pink, white and vanilla yellow, which I loved. But what was most important was the beach, only
a five-minute walk away from our house. I can still hear the sharp cries of the seagulls and
smell the salty rocks as we approached it. We didn’t mind that there was no sand and the hard
stones hurt our feet, we just wanted to get down to the sea.
c And when we got there, standing right in front of the immense, shining sea, with the big sky
above us was like standing on the edge of the world. Life felt bigger and full of possibilities.
Although I’ve never been back to Deal, I’ve never forgotten that feeling and it’s the reason why
the place is important to me.
WRITING
Read the first paragraph of a description of a place and answer the questions.
1
2
3
Read the complete description. In which paragraph (a-c) does the writer … ?
1
2
3
4
1a
1b
Read the text again. List the adjectives and phrases the author uses:
1
2
3
Match the beginnings of the descriptions (1-7) with the endings (a-g).
1 b a
2 b
3 c
4 d
5 e
6 f
7 g
Write short descriptions answering the questions in (1-4). Use the prompts in brackets.
1
It was a hot day. My wet shirt stuck to my back and I could smell the hot grass.
2
3
4
2
3
Writing a description of a place
4
40. UNIT 3
39THAT’S ENGLISH!
Contrasting connectors
▶ Match the two halves of the explanations.
1 But, nevertheless and however
2 Although
a connect(s) two separate sentences.
b connect(s) two clauses in one sentence.
page 129
Complete the sentences with the words from
the box.
1
2
3
4
5
6
Choose the correct option to connect the two
parts of the sentence.
1 Although
Nevertheless
2 but although
3
Nevertheless Although
4 Although But
Rewrite the sentences (1-7) using the connectors
in brackets.
1
Although it could be a dangerous place, we
always felt safe there.
2
3
4
5
6
7
When you write, it’s important to plan your
work. Match the paragraphs of the writing plan
(1-3) to the contents (a-c).
Paragraph 1:
Paragraph 2:
Paragraph 3
a
b
c
Choose a place to describe. Write your essay
plan.
Write your description (150-175 words). Include
the following:
7
8
9a
9b
5
6
Modification of adverbs and prepositions
Adverbs and prepositions can be modified by:
other adverbs
standing right in front of the immense sea…
noun phrases
only a five-minute walk away from our
house…
a short distance further well
a two-hour drive right quite
Writing Reference
page 129
41. 40 THAT’S ENGLISH!
NOW YOU!
Do you use different language depending on the
situation?
7
4UNIT
It’s been very nice to meet youA
2 Anthony is sure that Roz’s new boyfriend … .
a wants to marry her
b doesn’t like her c loves her
3 Mr Selby says that to be a successful salesman
you have to ... people’s behaviour.
a ignore b understand c analyse
4 Roz thinks it would be great if Arlo could come
and ... her flatmates soon.
a talk to b live with c meet
Answer the questions.
1 How did Arlo say ‘hello’ and ‘goodbye’ to Mr
Aramaki?
2 Why wasn’t Mr Selby pleased with the way
Arlo spoke to Mr Aramaki?
3 Why does Roz look depressed?
4 What does Mr Aramaki want to do to the car?
5 What does Arlo find very embarrassing to say
to a girl he wants to go out with?
Complete the dialogue between Mr Selby and
Arlo with the words from the box.
Mr Selby: Do you see the way the customer 1...
away from you?That is where you 2...
the sale.You 3... the customer. Always
try to 4... with the customer. What
could you say instead?
Arlo: It’s expensive, but it’s still great 5... for
money.
Mr Selby: Very good. And then you said, ‘6... !’
That was much too informal, wasn’t it?
Arlo: Yes, maybe ‘goodbye’ or ‘I 7... to see
you again soon’ or something like
that would be better.
Choose the correct option.
1 Mr Selby reminds Arlo that ... and eye contact
are very important in the sales business.
a body language
b shaking hands c being polite
AFTER YOU WATCH
4
5
6
Tick (4) the statements you agree with.
The best type of communication is face to face.
Body language is as important as the spoken
word.
You shouldn’t use informal language in a
formal situation.
Match the verbs (1-4) to the pictures (a-d).
1
2
BEFORE YOU WATCH
Mind your language
OBJECTIVES
messages might mean
informal English
Answer the questions.
WHILE YOU WATCH
3
1 What main piece of advice does Mr Selby
give to Arlo?
2 Why does Arlo feel happy at the end of the
scene?
a cb d
value agree backed cheers lost
hope contradicted
Yes, with my friends I use language that
I would never use in a formal situation…
1 scratching 2 nodding 3 winking 4 frowning
42. 41THAT’S ENGLISH!
The speakers below were asked the following questions: In what situations do you prefer to
communicate electronically? When do you prefer face-to-face communication?
1 Think of two things you think they will talk about for each of the questions.
2 Watch the video to see if any of your ideas were mentioned.
Answer the questions.
1 Lesley is the kind of person who doesn’t like technology. Which word does she use to describe
herself?
2 Why does Lesley have such long phone calls?
3 What social network sites does Nadine enjoy using?
4 What has Judy just acquired?
5 Who does Alan email and chat to?
6 Who does Jo email?
Choose the two things which the speakers in activity 8 did not mention for when they prefer
face-to-face communication.
1 talking to people I like 4 if I want to discuss something very important
2 if it is something difficult to say 5 if I need to ask for money
3 if it is something private 6 in emotional situations
9b
9a
8
ACTIVATE YOUR ENGLISH!
Look at the different ways of saying hello and
goodbye from the Drama. Underline the formal
ones.
1 It’s been very nice to meet you.
2 Hi, good to see you.
3 Hi! How’s it going?
4 Good morning / afternoon.
5 Hi there!
6 Cheers!
7 I hope to see you again soon.
8 Hiya!
Complete the sentences some of the speakers
in the Street Interviews say.
Lesley: 1… much better because you can see the
expressions and the emotions.
When you 2… someone you can 3… the
text completely 4… .
10
41
STREET INTERVIEWS
NOW YOU!
Answer the two questions given to the speakers
in the Street Interviews. Use activity 11 as a
model.
13
11 I prefer to text or email people in
different situations. When I have
to meet my friends, I usually…
Whenever I have something
important to say, like…, I prefer…
Jo: We often 5… for sorting out and
confirming things that need 6… and
need to be 7… .
Judy: I don’t 8… computers or anything.
Judy Alan Jo PeterNadine RuthLesley
12 Tick (4) the ideas you agree with in activity 11.
43. 42 THAT’S ENGLISH!
Mind your language
Look at the photos. Match the different ways of
greeting people to the pictures.
shaking hands
waving high fiving
kissing someone on
the cheek hugging
READING
How do you usually greet the following: friends,
family, work colleagues, people you meet for
the first time?
Read the article and choose the best summary.
1 Globalisation means people worldwide can all
learn to communicate in the same way.
2 The meaning of body language varies widely
and needs to be researched by travellers.
3 It is often difficult to overcome the difficulties
of communicating across cultures.
Read the article again. Decide if the sentences
are true (4) or false (7). Find information in the
text to justify your answers.
1 A smile is universally understood.
(7)However,eventhesimplestgesturecanhave
many different meanings depending on the
culture, such as friendliness, embarrassment,
or even impatience. (lines 3-6)
2 Phrasebooks are a good way to find out about
3 The meaning of some head gestures can be
reversed.
4 Throughout Latin America, gestures have a
similar meaning.
5 Gestures we consider impolite may not be so
in other cultures.
6 In Europe, fixed eye contact is usual.
7 Shaking hands is a daily occurrence between
friends in the UK and US.
8 British men might be shocked if a man tries to
kiss them in greeting.
Complete the sentences with the name of the
country(ies) / area(s).
1 Nodding one’s head to give a negative answer
is usual in ... and ... .
2 In ... , travellers should avoid using a common
gesture to show a positive reply.
3 Don’t be surprised in ... if people greet you
with a gesture considered rude in Europe.
3
1b
4
2
42
1a
WHEN IN ROME...
What could go wrong with something as simple
as a smile wherever you are in the world? Surely
a smile can’t be misunderstood. However, even
the simplest gesture can have many different
meanings depending on the culture, such as
friendliness, embarrassment, or even impatience.
The well-prepared traveller shouldn’t just count
on a phrasebook but also spend some time looking
into non-verbal forms of communication.
Gestures can vary widely in meaning. Nodding
one’s head for ‘yes’ and shaking it for ‘no’ is
commonly understood, except in Bulgaria and
Albania where they mean exactly the opposite!
Similar confusion could take place in Brazil if
the OK sign, a circle made with the thumb and
forefinger, is used. Although perfectly acceptable
in the rest of South America, in Brazil this gesture
is extremely insulting. Equally, the traveller in
Tibet might be taken aback if the locals briefly
stick out their tongues, which in Europe is a sign
of disrespect. However, this unusual gesture is a
common Tibetan greeting.
Another potentially problematic area is eye
contact. Europeans usually interpret frequent
eye contact as a sign of interest and honesty.
However, in many Asian and African cultures
looking directly into someone’s eyes is considered
aggressive: in fact avoiding eye contact is a sign of
respect for elders. By contrast, in the Middle East
intense eye contact, which is generally regarded
as staring by Europeans, is very common between
members of the same sex. Other ways of looking
5
10
15
20
25
30
4
5
1
2
3
44. 43THAT’S ENGLISH!
UNIT 4
43
7a
4 Making eye contact with senior people is
thought of as disrespectful in ... and ... .
5 It’s usual in the ... for male friends to look
directly at each other for long periods.
6 It’s not advisable to wink in ... as it may cause
offence.
7 Travellers can expect hugs and kisses when
meeting people in ... and ... .
8 If you make physical contact with a stranger in
... , you should apologise.
The title of the article is a part of a famous
English idiom. Choose the best meaning (1-3).
‘When in Rome, do as the Romans do’
means … .
1 people should always behave like everyone
else
2 treat people as you would like them to treat
you
3 people should adapt to the customs and
culture of the places they visit
Complete the sentences with the correct form
of the expressions in bold from the text.
1 ‘You’re very naughty,’ said the teacher. Jimmy
… his … as soon as she went.
2 Everyone in the shop ... at the thief as the
police took him away.
3 When the boss suggested finishing early
everyone smiled and ... their … in agreement.
4 She … at me to show she knew about the
surprise party planned for later.
5 The British usually … when they are introduced
for the first time.
6 Tom hadn’t seen his brother for ages. ‘Great to
see you again,’ he said as he … Joe a … .
7 I asked the mechanic if my car was ready, but
he … his … and said no.
8 ‘Quick, you’ll miss the train,’ said mum as she
gave him a quick … on the … .
Match the phrasal verbs from the text (1-6) to
the meanings (a-f).
1 count on a shock
2 look into b meet
3 take aback c stop
4 get together d understand
5 give up e depend / rely on
6 work out f investigate
Complete the sentences with the correct form
of the phrasal verbs from activity 7a.
1 How does other people’s rude behaviour make
you feel: are you … ?
2 Are you good at ... what other people are
feeling?
3 Would you be interested in ... your family
history?
4 What’s your favourite way of ... with friends?
5 Have you ever ... a sport or hobby? If so, why?
6 Who do you ... when you need help?
Discuss your answers to the questions in
activity 7b.
7b
5
6
(onlinesource)(onlinesource)
at someone, such as winking, also differ widely
in meaning. A wink in western countries may
indicate attraction or shared secret knowledge,
whereas in Vietnam, winking is highly offensive.
Physical contact can also cause confusion. In
Latin America and southern Europe, physical
touch is an important part of socialising, whereas
Britain is classed as a non-contact culture: even
accidentally touching someone’s arm is reason
to apologise. The British often just say hello
and smile when meeting friends and only shake
hands when being introduced for the first time or
in formal situations. Giving a simple peck on the
cheek is common between men and women who
know each other very well but never between men.
Younger men may sometimes give each other a
bear hug: the same is true in the US, but most men
normally just shake hands when they get together.
So, should travellers give up trying to work out
the significance of body language because of its
complexity? Rather than just staying at home
and watching travel documentaries on TV, we
can easily research the fascinating differences
in culture all over the world and be prepared. It’s
well worth it.
35
40
45
50
55
at someone, such as winking, also differ widely
8
I’m always really
taken aback when
people are rude
or offensive.
Really? I’m not! I
just ignore people
who behave like
that.
TRACK 29
45. 44 THAT’S ENGLISH!
Mind your language
44
LANGUAGE STUDY
Complete the definitions with the correct form
of the verbs from the box.
1 To smile and show all your teeth is ... .
2 Holding your hand up flat and hitting it briefly
against someone else’s hand is ... .
3 Opening your mouth wide and taking a big
breath when you are tired or bored is ... .
4 Looking directly at someone for a long time is
... .
5 Quickly closing and opening one eye is ... .
6 To make quick movements with your head or
hand is … .
7 When you move your eyebrows to show you
are annoyed, worried or thinking, this is … .
8 To move your nails hard against your skin
because you have an itch is … .
Look at the sentences below. Choose the more
formal option.
1 Travellers should spend some time looking
into / investigating
communication.
2 The traveller in Tibet might be taken aback /
shocked when the locals stick out their tongues.
3 In the US, most men normally just shake
hands when they meet / get together.
6 I was taken aback to learn they had borrowed
my car without asking permission.
7 You can always count on her to do the right thing.
8 I don’t like to bring it up, but you owe me some
money.
9 We tried to reach the summit, but it was too
difficult and we gave up.
Listen to five dialogues and answer the
questions for each of them.
1 Is the situation formal or informal?
2 What is the relationship between the speakers?
Dialogue 1 is informal; the speakers are friends.
Listen again and complete the table with
examples from the dialogues.
Underline the silent letters. Listen to the extracts
from the dialogues in activity 4a to help you.
Listen, check and repeat.
Choose the correct option.
A:Do you know where my car keys are?
B: No, but they 1can / may be in your bag.
A:No, they 2can’t / could be, I’ve checked twice.
B: Well, they 3might / can be in your coat pocket.
A:Wait, I’ll check. No, not there.
B: OK, they 4could / can’t be still in the car.
A:No, I know I had them last night – they
5must / may be in this house somewhere.
B: Good, then we 6can’t / can find them if we
look carefully.
Replace the phrasal verbs in bold with the
correct form of the verbs from the box.
1 Most families try to get together at Christmas.
Most families try to meet at Christmas.
2 When I told my father I had crashed his car, he
blew up.
3 Gestures can be a useful way to get over what
you mean.
4 Scientists are looking into the reasons behind
climate change.
5 Her handwriting is terrible: I can’t work out
what it says.
1
2
3
4a
5
4b
6
31
30
30
32
shake frown high five wink scratch
grin yawn stare
light could write knock should
whole know would high
knee who
investigate rely on mention shock
meet get angry stop communicate
understand
Formal Informal
Greetings Hi, Clare.
Goodbyes
Apologies
Questions
Phrasal verbs
▶Choose the correct answer.
Phrasal verbs are used in more / less formal
contexts.
page 130
Review of certainty and possibility page 131
Pronunciation Guide page 148
46. THAT’S ENGLISH!
UNIT 4
Rewrite the sentences using a modal verb so
that the meaning is the same.
1 I’m sure they are rich because they drive a
Porsche.
They must be rich because they drive a
Porsche.
2 It’s quite likely that we’ll move to a bigger flat
next year.
3 Use my laptop if you like.
4 I’m sure my glasses are on my desk.
5 She isn’t his wife: she looks far too old.
6 She’s probably his mother or aunt.
7 Maybe it’s too late to change the plane tickets.
8 We’re certain there’s a good reason for the delay.
9 Perhaps I’ll go to France in the summer.
Listen to the dialogues. In each one, is the
second speaker interested or uninterested?
1 ... 2 ... 3 ... 4 ...
Match the expressions (1-6) to the meanings (a-f).
1 We made it!
2 What time do you make it?
3 Come to think of it…
4 I can’t help it.
5 I love it!
6 How’s it going?
a I now remember something I had forgotten.
b How is everything in your life?
c It’s impossible not to do this.
9
7
8a
10
11
33
d I am crazy about this.
e We succeeded.
f What’s the time according to your watch?
Complete the dialogues with the expressions
from the box.
1 At the top of a mountain
Jack: Wow, at last, … !
Tom: Yes, look at that view!
Jack: It was a hard climb but … .
2 In the shopping centre
Lucy: Look at that bag! It’s gorgeous but very
expensive.
Tina: I’m going to get it.
Lucy: But it’s £200! I don’t think … .
Tina: I don’t care, … !
3 Neighbours chatting in the street
Jill: Have you seen the Smiths recently?
Sue: No, ... , I haven’t.
Jill: Their car hasn’t been there for some
days.
Sue: Right, … they mentioned a trip to Scotland.
Complete the text with a verb from the box.
It for general reference
When we talk about something in general, we
use the pronoun it.
It’s well worth it.
can can’t could get over grinning may
might must scratch stares work out
I love it come to think of it we made it
now that you mention it it’s worth it (x2)
Whales 1… their location to a mate through their
out of the water. Scientists are convinced this
2… be another aspect of impressing a female
whale. Dolphins are also very communicative,
but researchers find it difficult to 3... what their
gestures mean as there are so many variables.
Opening their mouths and 4... may be a sign of
aggression, but at other times it 5... mean they
want to play.
We have learnt to interpret the behaviour of
dogs more easily than sea mammals because
we 6... observe them more readily. When a dog
opens his eyes wide, he 7... be stressed in some
way, but if a dog 8... directly at you, it 9... be good
news: time to move away! A dog who avoids
eye contact 10... be telling us he is submissive,
so it should be safe to 11... his tummy.
Intonation to show interest or lack of interest
▶Choose the correct answer.
We use rising / falling intonation to show
interest. We use rising / falling intonation to
show lack of interest.
page 148
Listen again and imitate the intonation to show
interest.
– ‘Hey, Carol, come and have a look at this!’
‘What?’
– ‘Yeah, good. I’m going to Japan for a whole
month soon, though.’
‘Really?’
8b
33
45
page 131
