Flying High for Saudi Arabia - Level 6 - Student's Book

Simon Brewster Paul Davies Mickey Rogers

FlyingHighfor Saudi Arabia

Level 6

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UNIT Page LeSSONS gRaMMaR

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Contents

Family, friends, and 6 colleagues

1 Brothersandsisters2 Afriendinneed3 Workingrelations4 Languageforlife:foreignvisits

•Presenttensesandtime•Verbcomplementation

The best of the past 14 1 Localshopversussupermarket2 Heroespastandpresent3 Viewpoint4 Languageforlife:project

management

•Thepast•Thedefinitearticle

Into the future 22

1 Futureshock2 Thebestintentions3 Biosphere4 Languageforlife:gettinginvolved

•Futuretensesandtime•Both / neither / all / none of us /

them / you / us

The world of sports 30 1 Yourview2 Thebusinessview3 Thecareerview4 Languageforlife:theREALLY

bigsportsfestival

•Post-modificationofnouns•Typesofrelativeclauses

Knowing the market 38 1 Marketing2 Infashion3 Sellingtheimage4 Languageforlife:advertising

andpromotion

•Differentpassiveforms•Useofactiveandpassive

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FUNCTIONS VOCaBULaRY PRONUNCIaTION

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Contents

•Talkingaboutrelationships•Discussingasurvey•Talkingaboutlivinginanother

culture

•Suffixes•Wordsforgesture,posture

andvoice

•Givingadvice•Tellingastoryfromhistory•Talkingaboutcities•MakingacaseforanewUNESCO

site

•Recordingvocabulary•City-relatedwords,pastand

present

•Talkingaboutspaceexploration•Talkingaboutresolutions•Negotiatingtochoosemembers

ofateam•Planningacommunityproject

•Synonyms•Urbanproblems

•Intonation–expressingfeelings

•Talkingabouttheprosandconsofsport

•Explainingwhyyouadmiresomeone

•AnalyzingtheOlympicGames

•Thebodyandsports•Businessandmoney

•Describingmarketsegments•Givingadvice•Discussingthefashionindustry•Promotingnewproducts

•Marketsegmentation•Fashion

•Intonation–questions

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Contents

Irregular verbs 78 Pronunciation 79Learner training 80Spelling rules 82

AB

Looking forward 46 1 Andtheweathertomorrow…2 Optimismversuspessimism3 Whatif…?4 Languageforlife:building

abrightfuture

•Conditionals–future,present,past•Mixedconditionals–ifandunless

The animal kingdom 62 1 Preservationorextinction?2 Beastsofburden3 Animalsashealersandteachers4 Languageforlife:thevegetarian

option

•Wish+past verb vs. wish+would+verb

•Want / allow / encourage / force, etc.+object+to+infinitive

Using language 70 skills

1 Readtolearn2 Writingintherighttone3 Theartoflistening4 Languageforlife:saywhatyou

mean

Free time 54

1 Adayattheraces2 Gamesofskill3 Let’sgettogether4 Languageforlife:beingsociable

•Instructions•Aspectsofadverbsandadverbials

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FUNCTIONS VOCaBULaRY PRONUNCIaTION

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Contents

•Discussingoldwives'tales•Talkingaboutattitudestolife•Talkingaboutcauseandeffect•Makingacareerplan

•Suffixes•Jobs

•Intonation–lists

•Arguingfororagainstsomething•Usingcomparisonsinarguments•Talkingaboutfuturehopesand

expressingregret•Discussingvegetarianism

•Similes•Animals•Connectors

•Weakformsandlinking

•Recognizinggenre•Writingintherighttone•Listeningfordifferentpurposes•Explainingwhatyoumean

•Discoveringmeaningfromcontext

•Supportingopinionswithreasons•Givinginstructions•Preparingaquestionnaire•Discussingsocializingand

personality

•Opinionand(dis)agreement•Romanhistory

•Sounds–homophones

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Brot

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11 Speaking and reading a What do you know about the Wright

brothers? Look at the title of the article below and discuss what you understand.

b Read the article quickly. Do you think that Orville would have been surprised by developments in his life time?

c Work in pairs, A and B. Read the article again. Student A, fill in 1 to 4 in the chart; Student B, fill in 5 to 8. Then ask questions to complete your chart.

Wright fact chart1 Firstbrothertobeborn: __________________________________________2 Yearofopeningbicyclerepairshop: __________________________________________3 DifferencebetweentheWrightsandotherearlywould-befliers: ______________________________________________4 Brotherwhomadethelongestflight: ______________________________________________5 Lesswell-behavedbrotherasachild: __________________________________________6 Brotherwhostartedprintingbusiness: ______________________________________________7 Brotherwhomadethefirstflight: ______________________________________________8 Longestlivingbrother: ______________________________________________

When the Wright brothers were children, few people could have guessed that, one day, these two Americans would become household names, renowned for inventing and building the world’s first successful airplane and for making the first controlled, powered human flight.

Wilbur and Orville were born in 1867 and 1871 respectively. Neither showed any great potential as children – Wilbur seems to have been a responsible, respectable child while his brother was more mischievous, once even being expelled from elementary school. Neither received a school diploma and, after dropping out of high school in 1889, Orville started a printing business in which he was joined by his brother.

Three years later the brothers opened a bicycle repair and sales shop, all the while becoming more interested in the developments in human flight that were taking place in Europe and the USA.

While other potential fliers were obsessed with developing the actual flying machine and its engine, the Wrights (probably because of their experience with bicycles) realized that piloting skills were key to any successful attempt not just to get off, but to stay off the ground for any period of time. They spent three years of extensive tests with manned and unmanned

gliders before they finally considered that they were ready for the final push. After weeks of frustrating mechanical problems, the brothers were ready to go with their flying machine Wright Flyer 1. At Kitty Hawk in North Carolina, on December 17th 1903, Orville achieved a flight of 37 meters in twelve seconds. The brothers made four flights that day with Wilbur, on the fourth flight, staying airborne for 59 seconds and covering 260 meters.

Thus the Wright brothers took the human race on the first hesitant steps into the era of flight.

Wilbur died of typhoid fever in 1912. Orville, on the other hand, was born in the age of horse-drawn vehicles, and died in 1948 after the invention of supersonic flight.

Brothers and sisters

6 Unit 1

Family, friends, Unit 1 and colleagues

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2 Word builder: suffixes

a The adjectives respectable and responsible come from the verbs respect and respond: the suffixes -able and -ible make them into adjectives. Use one of these suffixes to make adjectives from the list of words: -able, -ate, -ful, -ible.

-able -ate -ful -ible

b Work in groups of three. Say which of the adjectives apply to you and which definitely don’t.

3 Speaking and listeninga Discuss these questions in pairs.

1 Areyouanonlychild,ordoyouhaveanybrothersorsisters?2 Ifyouareoneofseveralchildren,areyoutheoldest,middle, oryoungestchild?3 Doyouthinkyourpersonalityhasanythingtodowithbeing theoldest,middle,oryoungestchildinyourfamily?

b Listen to the first part of an interview with a family expert, and note why Dr. Wong thinks birth order is so important.

c Listen to the interview again and write the missing adjectives in the mind maps.

Learning tip

InEnglishweoftenuseprefixesandsuffixestocreatenewwords:satisfy – satisfactory–unsatisfactory.Usingprefixesandsuffixesisagoodwaytoexpandyourvocabulary.Howmanywordscanyoumakefromthebasewordsattractandpractice?

like agree care sense consider thoughtdepend rely affection social knowledge play

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1 perfectionist

18 rebellious

8_____________

7conservative 6_____________ 5_____________

13_____________12affectionate

17_____________ 16_____________

11feel not______

2 _____________

only/first-bornchildren

second-bornchildren

youngestchildren

3 conscientious 9 competitive

4 serious

15 outgoing /charming

14 absent-minded 10 feel not______

d In groups, look back at exercise 3a. Have you changed your ideas after listening to the interview? What other factors do you think can influence children’s characters? Make a list and compare your ideas with your group.

7Unit 1

Family, friends, and colleagues Lesson 1

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1 Speaking “A friend in need is a friend

indeed.” In groups, discuss the meaning of this saying. Do you agree?

A friend in need2

3 Grammar builder: present tenses and time – general uses and special cases

a Underline the verbs in each of these sentences and match them to the different uses of the present simple or present progressive.

1 JasimlivesinJeddahwithhiswifeandtwochildren.______2 Iplaybothfootballandbasketballprettywell._____3 Waterboilsat100degreesCentigrade._____4 Takeyourumbrella – it ’sraining!_____5 OurflightleavesearlyTuesdaymorning._____6 Whyareyoutwoalwaysarguing?Itreallygetsonmynerves._____7 She’sseeingherdoctortomorrowforacheckup._____8 Itakethekidstoschoolinthemorningandpickthemup againatthree._____9 We’restayingattheGrandCentralHotelinRiyadhuntilSaturday.____

a)habitsandroutinesb)permanentsituationsc)thefutureinregard toschedulesd)general(scientific)truths andfactse) annoyinghabits(with

always)f ) temporaryactionsor

situationsg)plannedfutureeventsh)actionsinprogressatthe timeofspeakingi) generalabilitiesortalents

2 Listening and speakinga Listen to the conversation between two brothers, Sami and Jasim,

and match the opinion with the correct person.

1 Jasimis a) cynicalaboutfriendship.2 Samiis b) infavoroffriendship.

b Listen to the conversation again and note Jasim and Sami’s arguments for and against friendship.

c Think about your friends. In groups, discuss the qualities that make them your friends.

b

Language assistant

Remember,thepresentperfect,notthepresentsimple,isusedinreferencetothepastuptothepresentmoment,e.g.I’ve lived here since 1995 / for 14 years,notI live here since 1995 / for 14 years.

8 Unit 1

Family, friends, Lesson 2 and colleagues

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4 Reading and speakinga Read the article and choose the best

heading for each paragraph.

1 Communication2 Talkingaboutbeliefs3 Interests 4 Decision-making

b Read the article again and answer the questions.

1 Whatdoyouthink“win–winoutcomes”means?

2 Howmightafriendfeelifheorshealwayslosesarguments?

3 What’sthebestwayofcreatingtrustwithinafriendship?

4 Whattypesofsharedinterests strengthenfriendships?5 Whatisthemainpointofthearticle?

c In groups, talk about friendships you know (not your own) and say why you think they are successful or unsuccessful.

b Now look at these “special cases.” Each one is incorrect. Correct the sentences individually and then discuss why they are incorrect as a group.

1 Iamsmellingsomethingburning.Istheovenon?

_________________________________________

2 Wearelikingrallyracing,butit’salittlebitloud.

_________________________________________

3 Ithoughthe’dleftthecountry!Imustseethings!

_________________________________________

4 Thatmanislookingjustlikemyfather–theoneovertherewholooksathiswatch.

_________________________________________

5 Canyouturnthelighton?Idon’tsee.

_________________________________________

Language assistant

Someverbs(“stative”verbs)arenotnormallyusedintheprogressiveformbecausetheydescribethoughts,feelings,orappearanceratherthanactions,e.g.I like cheese,notI’m liking cheese.Somecanbeusedintheprogressiveform,butthemeaningchanges,e.g.I think you’re wrong(anopinion)andI am thinking of someone. Guess who!(apictureinmymind).

Note:Withhear, see,andsmellweoftenuse cantodescribewhatishappeningnow,e.g.I can see a light.

According to research, similarity increases happiness in almost all important areas of a relationship. These areas are the following:

a) _____ These include beliefs about the need for privacy and philosophy of life as well as social issues.

b) _____ In general, the most important issue in a friendship is that both friends feel that the decisions being made are in their best interests and lead to their overall happiness (win–win outcomes). A situation in which both people feel they get their way in conflicts about half the time contributes to both people’s happiness.

c) _____ Research shows that similar communication beliefs and styles tend to cause people to make firmer friendships. Some people are better communicators and listeners than others. Honest, open, positive expression of feelings and thoughts on a regular basis creates a trust between friends that is very important.

d) _____ Especially those directly related to the friendship. The more similar the interests, generally the happier people are. These may be recreation interests, career interests and achievements, skills and abilities, shared likes and dislikes and so on.

9Unit 1


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2 Speaking, writing, and listeninga In groups, discuss what kinds of factors interfere with effective communication at

work, e.g. how you feel about the person who is speaking to you, or the means of communication – email, phone, face to face. Write down your ideas.

b Listen to a training session on communication. Number these points in the order that they are mentioned. Check your lists in pairs.

a) Differentperceptionsofaproblemortopicb) Useorabsenceofnon-verbalcommunicationc) Distrustofthepersongivingthemessage d) Emotionalreactions e) Languagedifferences f ) Specializedterms

c Listen to the session again and answer the questions.

1 Whycanpeopleinterpretthesameinformationin differentways?2 Whycanlanguagebeaproblemineffective communication?3 Whichsolutionsaresuggestedfortheproblemsofnoise?4 Howcanemotionalreactionsaffectcommunication?5 Whichfournon-verbaltypesofcommunicationare mentionedbythespeaker?

Working relations31 Word builder: words for gesture, posture, and voice

a Put the words in the appropriate column (or columns) in the table. Do the words convey a positive, negative, or neutral meaning?

Body Voice Face Hands Head

b Choose the best word or phrase in each sentence.

1 Thecommitteemembersnodded / shooktheirheadsinagreement.2 Mybossglared / grinnedatmewhenIaccidentallyspilledcoffeealloverhisnewsuit.3 Stopleaning / slouchingandsitupstraight!Everyonewillthinkyou’rereallybored!4 Theteammembersdidn’tseemtounderstandtheproposalsincemostofthem

werestaring / frowning.5 Duringthemanager’sspeech,Jamalshouted / whispered tomethathewashungry.

frownwaveshoutpointlaughslouchsmilegrinstarenodyawnleanglareshakewhisper

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Family, friends, Lesson 3 and colleagues

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1 When you are having a conversation with someone, do you a) paycloseattentiontoeveryword? b)begintogetabitdistractedafterawhile? c) tendtoletyourmindwanderandsay“Hmmm,yes,right!”?

2 While someone is speaking to you, do you normally a) avoidinterrupting? b) sometimesinterrupttoclarifypoints? c) constantlyinterruptwheneveryoudisagreeorwanttosaysomething?

3 While you listen to someone, do you a) keepanopenmind,becauseeveryoneisentitledtohisorheropinion? b)makesomejudgmentsaboutwhatheorsheissaying? c) immediatelydecideifheorsheistalkingnonsense?

4 During a conversation do you a) maintaineyecontactwiththespeakerorlistener? b)occasionallylookatotherthings? c) makesureyoulookatanythinginterestingthat’shappeningaroundyou?

5 When you talk to someone, do you normally a) saywhatyouhonestlythink? b) sometimeschangeyourviewsifyouthinksomeonewon’tlikethem? c) saywhateveryouthinktheotherpersonwantstohear?

How good a communicator are you?

3 Grammar builder: verb complementation – verb + infinitive / gerund

a Complete the following sentences with the correct form of the verb in parentheses. Which verb can be followed by the infinitive or gerund without a significant change in meaning? Can you think of other similar verbs?

1 Danthreatened____________(resign)unlesshereceivedanapologyfromhissupervisor.2 Wouldyouconsider____________(work)intheprivatesectorifitmeantahighersalary?3 DuringthemeetingIstarted____________(feel)reallytiredandalmostfellasleep.4 MycolleaguesandItend____________(agree)thatweareunderpaidfortheworkwedo.5 Doyoumind____________(type)theseproposalsforme?I’mratherbusyatthemoment.

b Some verbs can be followed by the gerund or the infinitive, but the meaning changes significantly. In pairs, match each of the following options to the infinitive or gerund.

1 Westoppedto listen / listening tothebosswhenhestartedtalking aboutsalesfigures. a) Wesuddenlybecameinterestedinwhatthebosswassaying. b) Weendedupnotlisteningtowhatthebosswassaying.

2 “Shallwetryto open / openingthewindow?”suggestedKarim. a) Karimthoughtthatthewindowmightbedifficulttoopen. b) Karimthoughtthatopeningthewindowwasagoodidea.

4 Reading and speakinga Take the survey and then check your answers.

b Compare your answers in pairs or small groups. Do you think your answers are an accurate reflection of your ability to communicate?

Language assistant

Notethatsomeverbsarefollowedbyapreposition+verb+-ing(apologize for,insist on,think / dream of,look forward to,be / get used to),e.g.Sam still hasn’tgotten used to gettingup at 6 a.m. for work.

Scores

Mostly As:Youareahighlyeffectivecommunicatorandagoodlistener.

Mostly Bs:Youcommunicatewell,butthere’sroomforimprovement.

Mostly Cs:Communicationisn’tyourstrongpoint.Takeacourseincommunicationassoonaspossible!

11Unit 1


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1 Making contact

You have the chance to visit a foreign country and stay with someone you know there.

Complete the fourth profile below for yourself. Then look at the other three profiles and decide which one you have the most in common with.

Name: Chris Martinez

Age: 19

Nationality: Australian

Hometown: Melbourne

Family: 2 sisters, 1 brother

Occupation or school major:

1st year media studies

student

Languages: Spanish, English

Interests: Photography, reading

Profile: Quiet, serious but friendly

Other info: Writing first novel

Name: Charles Austen

Age: 20

Nationality: Canadian

Hometown: Vancouver

Family: 1 sister


Hotel Management course –

Vancouver Community College

Languages: English, French, Arabic

Interests: Sightseeing, cycling

Profile: Outgoing, good sense of humor,

very adaptable

Other info: Interested in Middle East

Name: Nadine Kasbani

Age: 20

Nationality: French

Hometown: Lille

Family: 1 brother (14)


2nd year economics student,

Lille University

Languages: French, English, Arabic

Interests: Cooking, learning languages

Profile: Outgoing, enthusiastic, works

hardOther info: Regularly visits Morocco

12 Unit 1

Family, friends, Lesson 4 and colleaguesLesson 4

4 Language for life: foreign visits

Name:

Age:

Nationality:

Hometown:

Family:


Languages:

Interests:

Profile:

Other info:

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3 Adapting to another culture

Getting used to another culture is not always as easy as you first think. The big challenge is to learn the language of the country. If you speak the language, many aspects of the culture are more accessible. There may be other big differences, such as the type of food and when people have their meals. In some countries, the main meal of the day is at noon; in others it is in the evening. Food may be spicier or heavier than you are used to, with dishes and elements that are completely new. Other factors can also vary from one country to another. Time may be more or less flexible. For instance, Anglo-Saxon cultures tend to be more inflexible about time than some other cultures. Stores may close and open at different times, and holidays can differ completely from one country to another.

What would you miss most about Saudi Arabia if you went abroad for a long time? What aspects of your culture would be most difficult for an English-speaking foreigner to adapt to?

You are going to write an e-mail to the student you selected from the profiles. Ask him / her questions about things you think you should know before you arrive in his / her country.

To

COMPOSE EMAIL

Subject

Send Send Later Save to Inbox Link Tools Library

Hi My name is . I’m a student in Saudi Arabia

and I found your profile on the 'Study Abroad' bulletin board.

I’m writing to ask you some questions about your country, but

let me tell you something about myself first!

4 Hosting

It’s your turn to have a friend stay for six months. Now you have to make some plans. Your guest will go to your school and take language classes as well.

Think about the following areas and write down some ideas for each category.

• People to meet – at college, family, friends

• Important places in your town – mosques, stores, library, supermarkets, post office, banks

• Health – doctor, dentist• Sports – places to work out• Having fun – coffee shops,

restaurants• Places of interest – museums,

historical sites, art galleries• Places to visit in other parts

of your region or Saudi Arabia.

Discuss your ideas with another person.

2 Arrangements

You’re going to spend a year abroad. Congratulations! Now you’ll have to make plans.

Write a list of the ten most important things you need to do.

Ten most important things

1 ________________________ 6 ________________________2 ________________________ 7 ________________________3 ________________________ 8 ________________________4 ________________________ 9 ________________________5 ________________________ 10 ________________________

OK, let’s look at that list. Did you include a present for the host family you’re going to stay with?

Listen to Carl talking about how he got ready for his stay in Ecuador. How close is your list? Write down any useful advice he gives.

13Unit 1


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In many cities the small food shop is rapidly becoming a thing of the past. Where is the baker, the butcher, the fruit shop, the cheese

shop? Indeed, many young urban dwellers scarcely know the meaning of these words. Why?

Because, faced with rivalry from the major supermarket chains and other factors, these small retail outlets just cannot compete. They have gone out of business, their premises being taken over by other fast food chains and international coffee shops.

In the United Kingdom it is estimated that 2,000 independent shops are closing every year under pressure from unfair competition from supermarkets, rising business rates and rents, and extortionate parking charges that drive customers out of town centers – or into the free parking lots provided by in-town stores. And it’s not just the small food retailers that are threatened – in 2008 over 62 per cent of shoppers regularly used supermarkets for non-food items compared with 45 per cent five years previously.

There is an argument that says that consumers will only realize how good it is to have a variety of different shops on the main street and the choice they provide when all these shops have

disappeared. However, there is already a small, but growing consumer backlash against the supermarket, and people are beginning to complain about the reduction in choice as cities become dominated by national and international chains.

It is said that you can never go back. But, with tax relief and other support from local and central government, we may yet be able to put a halt to the inexorable decline of the small local shop.

The local shop – is it too late?

Local shop versus supermarket

11 Speaking Discuss these questions.

1 Wheredoyou,ormembersofyourfamily,gotobuybread,cheese,meatandfruitandvegetables?

2 Ifyouhadaskedyourparentsthesamequestiontwenty-fiveyearsago,wouldtheiranswerhavebeenthesame?

3 Doyouthinkthatchangesinshoppinghabitshavebeenbeneficial,ornot?Why?

Unit 2 The best of the past

14 Unit 2

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2 Reading and speakinga Sentences 1–5 are paraphrases of central ideas

in the article on the left. Some of the paraphrases contain factual errors. Read the article and correct the errors.

Paragraph1:1 Manymodernchildrenarenottaughtabout

shopping.

Paragraph2:2 Smallshopkeepersarediversifyingintoother

areas,suchassellingcoffee.

Paragraph3:3 Other,non-food,retailersareclosing.

Paragraph4:4 Intownsandcitieswheresmallshopshave

disappearedpeoplearebeginningtocomplain.

Paragraph5:5 Itisprobablytoolatetosavesmallshops.

b Discuss the situation in Saudi Arabia.

1 Towhatextentaresupermarketchainstakingoverfromsmallshopsinlargetownsandcities?

2 Doyouthinkthatgovernmentshouldtakestepstopreventthis?

3 Howhaveshopsinruralcommunitiesbeenaffected?

3 Speaking, writing, and listeninga In pairs, list the advantages and disadvantages of

shopping in small, local shops.

b Listen to a radio program about the issue. Do the two sociologists cover the same topics as appear on your list?

c Predict the opinions of the two sociologists on Internet shopping.

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The best of the past Lesson 1

Unit 2

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4 Speaking and writinga In pairs, devise a questionnaire about the shopping habits of other students

and their families – small shops, supermarkets, Internet shopping, etc.

b Conduct your questionnaire with other students in your class.

c Write up your results as a formal survey.

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1 Reading and listeninga Read and listen to this excerpt from a poem by

Longfellow, a famous American poet. It is about Paul Revere. Who was he? Why did he become a legend of the American Revolution?

b Read the text and check your answers to exercise 1a.

Heroes past and present2

ItwasadarknightinBostononApril18,1775,and(1)therewastensionandfearintheair.(2)TheAmericancolonieswerefightingtheBritishfortheirindependence,andtherewasarumorthattheBritishweregoingtoattackthatnight.PaulRevere–artist,silversmith,andrevolutionary–waswaitingforinformationaboutwhethertheBritishwouldattackbylandorbyseasothathecouldwarnrevolutionaryleaders.Suddenly,thereweretwolanternsglowingfromthetower,asignthattheenemywouldarrivebywater,acrosstheCharlesRiver.(3)Revereleapedonhishorseandgallopedthroughthecountrysideatfullspeed,slowingateachhousealongthewaytoshout,“TheBritishare

coming!”ReverewasarrestedbyBritishsoldiers,but(4)notbeforehehadwarnedtheleadersandpreventedasurpriseattackonAmericantroopsnearBoston.BostonwasthecenteroftheAmericanRevolution,andifPaulReverehadn’tmadehiscourageousride,(5)theoutcomeoftherevolutionmighthavebeenverydifferent.Everyculturereveresitsheroicfreedomfighters.IntheArabworld,forinstance,thenameofKingAbdulAzizBinAbdulRahmanAl-Saudwillalwaysberememberedforre-establishingandunitingtheKingdomasamodernstate.Wetendtothinkofsuchheroesaspeoplewhofoughttofreetheircountriesfromoppressiveregimesinprevious

centuries,butinmorerecenthistorytherehavebeenpeoplewhofoughtforothercauses.MartinLutherKingJr.becameasymbolinthefightforracialequalityintheUnitedStatesinthe1950sand60s.RigobertaMenchúhasspentyearsofherlifesupportingtherightsofindigenouspeopleinCentralAmerica.Otherpeoplehavefoughtforcauseslikepeace,therightsofanimals,andenvironmentalprotection.Wethinkofheroesaspeoplewhorisktheirlives,buttheymayalsobepeoplewhorisktheirjobsorwhoputgoodcausesbeforepersonalgainorcomfort.Thesepeoplemayfightsmaller,quieterrevolutions,buttheyarerevolutionsallthesame.

Listen my children and you shall hearOf the midnight ride of Paul Revere.On the eighteenth of April, in seventy-five,Hardly a man is now aliveWho remembers that famous day and yearHe said to his friend, “If the British marchBy land or sea from the town tonight,Hang a lanternOne if by land and two if by sea;And I on the opposite shore will be,Ready to ride and spread the alarmThrough every Middlesex village and farm,For the country folk to be up and to arm.”

Paul Revere’s Ride by Henry Wadsworth Longfellow

16 Unit 2

Lesson 2 The best of the past

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c Find sentences or phrases in the text that support these statements, i.e. that prove that these statements are correct.

1 Itwasn’tcertainthattheBritishweregoingtoattackthatnight.

2 ReverehelpedtheAmericansoldiers.3 Peopleassociaterevolutionarieswiththepast.4 Revolutionariesdon’talwaysfightforfreedom

ofacountry.

2 Grammar builder: the past

Look at some of the ways we use tenses to describe the past. Then look at the phrases in blue in the text in exercise 1b. Match each phrase (numbered) with one of the functions below.

1______2______3______4______5______

1 Todescribeasetting,weoftenuse

a) thepastsimple:The night was dark and the town slept peacefully.

b) thepastcontinuous:An old man was watching the moon rise from his window.

c) there was / were: There were thousands of stars and there wasn’t a cloud in the sky.

2 Todescribeactionsorevents,weoftenuse

a) thepastsimple:A child started to cry.

b) thepastperfect:The man had checked the locks before he went to bed.

c) thepastprogressive: He was getting into bed when he heard a noise.

3 Totalkwithdifferentdegreesofcertaintyaboutapersonorsituationinthepast,weoftenuse

a) must have: He must have been frightened.

b) may / might have: The noise may have been an animal.

c) couldn’t have: It couldn’t have been an animal because it came from inside the house.

3 Speaking, writing, and readinga In groups, talk about heroes from the past in

Saudi Arabia. Why are they considered heroes? Are there any modern heroes? Who do you admire in Saudi Arabia or other countries, and why?

b Imagine that a history magazine is running a competition for the best 150-word story about a real or imagined heroic event from the past. You have decided to enter the competition. First of all, you need to think about the details of your story. Answer the following questions and write notes.

1 Whereandwhenisyourstoryset?(year?country?periodofhistory?)

2 Whoistheheroofyourstory?(soldier?ordinaryman?leader?)

3 Whatarethedetailsoftheheroicevent?(peopleinvolved?whathappened?)

4 Whatwastheoutcomeoftheheroism?(peoplesurvived?happier?)

c In pairs, discuss your ideas for your story. Ask and answer questions about the plot and the characters. Offer suggestions for ways you think the story could be improved. Refer to the learning tip below for some important suggestions for writing a story.

d Write your story for the competition, but don’t write your name. Your teacher will put all the stories on the wall. Read them and vote on the one you think most likely to win the competition. Give reasons for your choice.

Keeptheplotsimple!–don’tincludetoomuchaction.

Makethestoryinteresting–usedescriptivelanguage.

Useappropriatepasttenses–refertotheGrammarbuilder!

Learning tip

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Unit 2

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diseasespollution

cart

transportation

1 Listeninga You are going to listen to a lecture.

Look at the photographs. What do you think the lecture is about?

b Listen to the lecture and check your answer. Does the lecturer think life was probably better or worse in the past than it is today?

c Listen again and complete the table.

Traffic terrible – lots of horse-drawn carriages, etc.

Cleanliness

Pollution

Health

2 Word builder: recording vocabulary

a Here are three different techniques for recording vocabulary.

1 Mindmaps

Somepeopleliketomakemindmapsofwordswithrelatedmeanings.Completethemindmapswithwordsfromthebox.

Viewpoint3

Trydifferentwaysoforganizingandstudyingvocabularytofindthewaythatworksbestforyou.

Learning tip

choleracartdiphtheriawasteemissionscarriagesmoketuberculosissewagewagoncarbonmonoxidetyphoid

3 Translations

Otherpeopleliketotranslatewordsintotheirownlanguage.Writetranslationsofthewordsthataredifferentfromyourlanguage.

b Which of these techniques did you like? Which didn’t you like? Which have you never tried?

2 Contexts

Otherpeoplethinkofvocabularyinsentencesorgroupsofwordsthatgotogether.Completethesephraseswithwordsfromthebox.

carriage respiratoryproblemsatmosphere traffic

stuckinrushhour __________________________

ahorse-drawn_____________________________

Peoplesufferedfrom________________________

cleaner___________________________________

18 Unit 2

Lesson 3 The best of the past

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3 Grammar builder:the definite article, the: use and non-use

a Match the following uses of the definite article to their definitions.

1 HaveyoueverbeentotheFrenchAlps?2 Idisagreethatthepoliceshouldbeallowedto

carryguns.3 Isthereanythingonthetelevisiontonight?4 Avaccineforpoliowasinventedinthe1950s.5 Didyouremembertolockthecar?

a) certaincountries,regions,ormountainrangesb) periodsofhistoryc) whenthelistener/readerknowswhichthingwearetalkingaboutd) formsofentertainment(see*Note)e) certaingroupsofpeopleornationalities;beforeadjectives

b Read and complete with the where appropriate. Leave the blank empty if the article is not necessary.

NaguibMahfouzwas(1)__________winnerof(2)__________NobelPrizeforLiteraturein1988.Hewasbornin(3)__________Egyptin1911anddiedin2006.Heisconsideredoneof(4)__________greatestEgyptianwriters,andcertainlyoneof(5)__________finestwritersofcontemporaryArabicliterature.

Hewasbornandgrewupinalowermiddle-classfamilyin(6)__________Gamaleyyaandel-AbbaseyyaneighborhoodofCairo.Both(7)__________districtsservedasabackdropforMahfouz'swritings(8)__________mostfamousofwhichishisCairoTrilogy.HewontheNobelPrizeforhisrealisticandrichpictureof(9)__________lifeinCairoandfor“forminganArabiannarrativeartthatappliestoallmankind.”

4 Writing and speakinga You have been asked to write a paragraph for an

article in a student magazine about life in your capital city 100 years ago. Write about what you think life must have been like and whether you think life was better or worse than it is today. Look back at the table in exercise 1c for ideas.

b In pairs, read each other’s paragraphs. Talk about which aspects of life in the past were better and which were worse. Give reasons for your choices.

Language assistant

The“definitearticle”isusedtotalkaboutspecificthingsthatareknowntothelistenerorreader.CompareHave you seen the laptop?(you know which laptop I am talking about)toLaptops are getting cheaper all time (laptops in general).

Language assistant

Theisnotusedtotalkabout:thingsingeneral,e.g.I’m studying math / medicine, etc., in London.

placesorareasingeneral,e.g.She is at home / college, etc. He is in prison / bed, etc.

mostcities/countries/mountains,e.g.Have you ever been to New York / Egypt?

meals,e.g.What are you having for lunch / supper?

*Note:BothradioandTVareusedwiththearticlewhenyouaretalkingabouttheobjectitself,e.g.What’s on the radio / the TV?WhenyouarereferringtoradioandTVingeneral,thearticleisn’tused,e.g.He writes for radio and television.

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Unit 2

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1 Model cases

UNESCO (United Nations Educational, Scientific, and Cultural Organization) is an international organization concerned with the preservation of heritage sites around the world. The places on the UNESCO heritage list range from endangered wilderness areas and historical sites to outstanding modern architecture. Imagine that you are on a committee appointed by your government to identify potential UNESCO sites

in Saudi Arabia. First, look at these examples of UNESCO sites and answer the questions.

• Are there any similar sites in Saudi Arabia? • Do you know whether they are included on the

UNESCO list?

If you would like to check for more UNESCO sites, you can search the Internet under the UNESCO heritage list.

ForwardBack

Address

Favorites History Search Scrapbook Bookmark

StopHomeRefresh Tools LibraryMail

Río Plátano Biosphere Reserve, Honduras

Reasons for designation: One of few remaining rainforests in Central America. A wide variety of animal and plant life. Over 2,000 indigenous people still live in the forest. Problems: Destruction of forest by timber industry. Uncontrolled hunting of animals. Needs better park management. Potential hydroelectric project may have negative effects.

Petra, Jordan

Reasons for designation: Situated between the Red Sea and the Dead Sea, Petra is one of the world’s most famous archaeological sites. This caravan city, half-built and half-carved into the rock, was an important crossroads between Arabia, Egypt and Syria.

Al-Hijr Archeological site, Saudi ArabiaReasons for designation:The Archaeological Site of Al-Hijr (Madâin Silih), is the largest conserved site of the civilization of the Nabataians south of Petra, Jordan. Its historical significance is due partly to its position as an important town on an ancient trade route that linked the Southern Arabian area and the Eastern Mediterranean. In more modern times, the site became an important resting point for pilgrims from Syria on the Hajj. There are well-preserved, decorated monumental tombs dating from the 1st century B.C.E. to the 1st century C.E. The site also features inscriptions and cave drawings. The site is an outstanding example of the Nabataians’ architectural accomplishment.

20 Unit 2

Lesson 4 The best of the pastLesson 4

4 Language for life: project management

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2 Choosing a site

With your committee, follow the procedures listed below.

1 MakealistofpotentialsitesinSaudiArabiaandcategorizethemasE(ecological),H(historical),orC(cultural).IncludethesitesyoudiscussedinSection1andaddothersifpossible.

2 You’vebeentoldthatonlyonesitefromSaudiArabiawillbeincludedonthelistthisyear.Choosethesiteyoupreferandwritereasonswhyyoufeelitshouldbechosen.

3 Discussyourreasonswithyourcommittee.Thecommitteemustcometoanagreementononesite.

4 Afteryouhaveagreedonthesite,reviewyourreasonsforinclusionontheUNESCOlistandaddfurtherreasonsifpossible.

5 LookbackatthedescriptionoftheRíoPlátanoReserve.Consideranyexistingorpotentialproblemswithyoursite.Istheecologyoftheareathreatened?Isthearchitectureinpoorcondition?Isuncontrolledtourismthreateningtheintegrityofthesite?

6 Completethepetitionaboutyoursite.7 Asawholeclass,discusstheheritagesites

chosenbyeachgroupanddecidewhichofthesiteschosenwouldbethebestcandidatefortheUNESCOlist.Also,decidewhatcouldbedonetosolveanyproblemswiththesite.

Country:

Location:

Type of site:

Description:

Reasons for designation:

Existing or potential problems:

Petition for inclusion of a site on the UNESCO world heritage list

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Unit 2

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There are those people who would

argue that money spent on the

exploration of remote planets is completely

wasted when there are so many more urgent terrestrial needs.

But these people neglect to recognize the benefits that we have

already reaped from space travel. Without it, we would have no

communications satellites and therefore no Internet and cell phones.

There would be no weather satellites with their ability to predict

hurricanes and save lives, as well as to provide information on the

development of climate change.

1

5

10

1 ListeningIn 1970, Alvin Toffler wrote a best-seller called Future Shock in which he predicted the effects that technology would have on our future. Listen to an excerpt from a university literature class and answer these questions.

1 AccordingtoAlvinToffler,whatisfutureshock?

2 Whateffectsdidhethinktechnologywouldhaveonpeople?Doyouthinkhewascorrect?

3 Whattechnologicaldifferencesbetweenthe1970sandnowdothespeakersmention?

Future shock12 Speaking and readinga Discuss the following questions.

1 Howmuchdoyouknowaboutthehistoryofspaceexploration?Makenotesofyourknowledgeofthesubject.

2 WhatdoyouknowaboutHRHPrinceSultanBinSalmanBinAbdulAzizAlSaud?Whatpartdidheplayinthehistoryofspaceexploration?

3 Doyouthinkthattheexplorationofspaceisawasteoftimeandmoney?Why/Whynot?

b Read the introduction to the article. According to this introduction, what benefits has space exploration already produced?

Unit 3 Into the future

22 Unit 3

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The benefits of space travel

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3 Word builder: synonyms

a The words on the left below are underlined in the article on pages 22 and 23. Match them with their synonyms. In each case, indicate how you arrived at the answer.

1=Ialreadyknewtheword.2=Ifigureditoutfromthecontext.3=Ilookeditup.4=Other(specify).

1 remote _______________ a) except2 reaped________________ b) checking3 provide________________ c) quickly4 monitoring_____________ d) distant5 theageingprocess______ e) give6 less-polluting___________ f ) gettingolder7 rapidly ________________ g) cleaner8 apartfrom_____________ h) gained

b Now look back at the article and figure out the meaning of these words: terrestrial (line 4), zero-gravity (line 12), furthermore (line 16), and barrier (line 23). In groups, discuss your answers and, most importantly, how you arrived at them.

15

20

25

c Now read the rest of the article below and answer the questions.

1 Whatisthemainideaofthefirstparagraph?2 Inthesecondparagraph,whatexampleistheauthormakingbymentioningPrinceSultanbinSalman?

Language assistant

Trytofigureoutawordfromcontextbeforeusingyourdictionary.Youcantrythesestrategiestofindoutthemeaningofawordorphrase.

1 Whatdoesthecontextaroundthewordorphrasetellyou?

2 Ifthewordorphraseisrepeated,donewcontextsgiveyoumoreclues?

3 Lookatthegrammaroftheword,e.g.noun,verb,andlookatprefixesorsuffixes.

And what of the future? Already experiments monitoring the effect of zero-gravity on astronauts have substantially added to our knowledge

on the working of the human body and the ageing process, with many possible benefits to the future of medicine. Research into more efficient fuel for spaceships is already pointing scientists in the direction of the development of less-polluting fuel for our motor cars. Furthermore, space exploration is an investment in the future. Our world is rapidly running out of natural resources and it would be foolish to ignore the potential of our own solar system – mining, for instance, for minerals and other substances on planets and asteroids.

A bove all, space exploration allows us to keep our dreams alive. From Ibn Battuta through Christopher Columbus to modern Antarctic

explorers, humans have been driven to cross the HRH Prince Sultan Bin Salman Bin Abdul Aziz Al Saud of the physically unknown. With our world largely mapped, where is there to go apart from space? When, on June 17th 1985, joined French and American astronauts on STS-51G Discovery and became the first Saudi Arabian in space, he pointed the way forward to a future where we can all co-operate to cross the ultimate barrier … space.

23

Into the future Lesson 1

Unit 3

HRH Prince Sultan Bin Salman Bin Abdul Aziz Al Saud was the first Arab, the first Muslim, and the first Royal in space.

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1 Grammar builder: future tenses and time

a In English, there are many ways to talk about the future, depending on how the speaker sees the situation. Match the sentences with their meanings.

1 DinneratLuigi’srestaurant?That’llbegood.Italwaysis. a) apromise

2 Thebusleavesintwohours. b) aplanorintention

3 I’mgoingtostayhomeandresttonight. c) aneventthathasbeenarranged

4 ByThursday,Iwillhavewrittenmypaper. d) apredictionbasedonpastexperience

5 Ilikethisshirt.IthinkI’llbuyit. e) adecisionthathasjustbeenmade

6 It’smuchcoldertoday.Ithinkit’sgoingtosnow. f ) asituationthatwillbetrueatacertainpointinthefuture

7 I’mhavingdinnerwithmyparentstonight. g) ascheduledevent

8 Thistimenextweek,I’llbe(living)inNajran. h) apossibilityatsomepointinthefuture

9 Theymaybuyanewcarnextyear. i) somethingthatwillbefinishedbyacertaintimeinthefuture

10 I’llcallyoutomorrow. j) apredictionbasedonpresentevidence

b Read the conversation and complete it with appropriate future forms.

A: Ihopeallgoeswellwithyourexams.

B: Thanks.I(1)______________________(finish)itby4:00.I(2)______________________(call)youthen.

A: Sure.Hey,don’tforgetthattheJohnsons(3)______________________(come)fordinnertonightat8:00.

B: Yeah,that(4)______________________(be)fun.ButisitOKifIgetthereabout9:30?

A: That’stoolate.We(5)______________________(start)dinnerbeforethen.Whatabout9:00?

B: Uh,let’ssee.Yeah,there’satrainat8:30that(6)______________________(get)thereat8:50.

A: Fine.I(7)______________________(see)youlater.

B: Yeah.I(8)______________________(enjoy)tonightafterfinishingthisexam!

2 Pronunciation: expressing feelings

a Listen to each of these sentences repeated twice from the conversation in exercise 1b and underline the words that the speaker stresses.

Speaker1: Yeah,thatwillbefun. ___________________________

Speaker2: Yeah,thatwillbefun. ___________________________

Speaker1: Fine.Iwillseeyoulater._______________________________

Speaker2: Fine.Iwillseeyoulater. _____________________________

Speaker1: Hey,don’tforgetthattheJohnsonsarecomingfordinnertonightat8:00. __________________________

Speaker2: Hey,don’tforgetthattheJohnsonsarecomingfordinnertonightat8:00.________________________

b Listen again and match one of the adjectives from the box to the feeling that the person conveys.

critical enthusiastic

sarcastic annoyed

insistent bored

c Listen again and say the sentences. Try to copy the intonation.

The best intentions2

24 Unit 3

Lesson 2 Into the future

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3 Speaking and readinga Have you ever made any resolutions? Did you

stick to them? Why? / Why not?

I was going to read more in English, but …

b Read this article about resolutions and take the test. What are some factors that are necessary for sticking to a resolution?

4 Writing and speaking a Write a resolution on a piece of paper. Explain

how you plan to put your resolution into practice, and set a deadline for the results.

I’m going to lose weight. I’ll stop eating candy. I will have lost three kilograms by next month.

b In groups, talk about each person’s resolution. Is it realistic? Is there a good plan for carrying it out? Do you think the person will stick to it?

How many people make resolutions or other promises, but fail to stick to them? Most resolutions don’t survive more than a few weeks after people make them – if people even start them at all! That’s because some of us have unrealistic expectations.So what’s the secret to sticking with plans and making them work? Here’s a little test: read the three cases below. Which of the people do you think stuck to his or her resolution and why? Why do you think both of the others failed?

Martin: I’m going to lose fifteen kilos by my graduation day in March. I’m going to run 5 kilometers every day. If I go on an 800-calorie-a-day diet, I’ll lose about one and a half kilos a week. I will have lost the fifteen kilos in ten weeks!

Sam: I’m going to save money so I can buy a computer when I graduate from college. I can work part-time two days a week and on Saturdays, so I can earn about $400 a month. My parents said that if I save $200 a month, they’ll help me with the rest.

Tom: I'm going to practice football for eight hours a day. I am already a good player. I'm going to make it on the national team and I'm going to be the next David Beckham!

Did you guess correctly? The successful person was Sam. He made a realistic plan for saving money based on how much he could earn in his free time. He was also motivated by his parents’ offer to help and he was content to reach his goal little by little.

Martin and Tom, on the other hand, are unlikely to be successful. They both had unrealistic expectations of what they could do. Martin wanted to reduce his calorie intake to almost dangerous levels and he planned an overly ambitious exercise routine. Of course, he didn’t stick to either of them! Tom should

have thought more carefully about the amount of time he has available for football training. He would need several years to become a top class player, and he should have started training when he was much younger.

Sticking to those resolutions!

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Unit 3

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Candidates

1DanShaw,45,medicaldoctor.Hobbiesaregardeningandplayinggolf.Married.Hastwosons–neitherofthemlivesathome.

2FahadSalman,19,collegestudent.Isstudyingcomputerscience.Haslotsoffriends–theyallcallhim“Genius.”Bothofhisparentsaredisabled–hetakescareofthemboth.

3ProfessorDavidWright,52,botanyprofessor.Wifediedlastyearandhesayshewantsachange.Hobbiesarereadingandautomechanics.

4Dr.AndrewHamlin,50,biochemistspecializinginnutritionandfoodscience.HobbyislearningFrench.Insulin-dependentdiabetic.Noneofhisfamilywantshimtoenterthebiosphere.

5GregPeterson,29,carpenter,nocollegeeducation.Currentlyworkingasarchitect’sapprentice.Hobbyisdesigningandbuildingfurniture.Slightlyclaustrophobic.

6AlanWhite,33,author,especiallyinterestedineffectsofhumorousliteratureonstressmanagement.Hobbiesarestory-tellingandcarpentry.Hastwochildren.

aim:Toseehowwellpeoplewilladjusttolivinginaself-sufficient,closedenvironment,awayfromfamily,friends,andconveniencesforoneyear.Theresearchwillbeimportantinrelationtocolonizingspaceinthefuture.

Situation:Oneyearinabiosphereoftemperateclimate.Participantswillproducetheirownfood,maintainandrepairlifesupportandtelecommunicationssystems.Theywillallhavetobuildtheirownseparatelivingquartersandsolveallproblemsrelatedtobiosphereoperations.

1 Speaking and listeninga Look at the photograph before you listen to an interview. In

your opinion, what is Biosphere 2? What is its purpose?

b Now listen to the interview and answer these questions.

1 Whatisabiosphere?2 WhatisthepresentpurposeofBiosphere2?3 Whatwasthepurposeofthebiospherefrom1991to1993?4 Whatdidthescientistssaytheyhadlearnedduringthattime?

2 Reading and speakinga In pairs, talk about some of the skills or abilities that you think

a person would need to survive for a year in a biosphere.

They’ll need to be able to stay calm.Yeah, and they’re going to need to know something about science or environmental issues.

b In groups, read the information and choose three people to live in a closed biosphere for a year.

3

c Find examples in the text that refer to two, or more than two, people.

… neither of them lives at home.

Biosphere

BIO

SP

HE

RE

BIO

SP

HE

RE

26 Unit 3

Lesson 3 Into the future

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a Rewrite the following sentences so that the meaning stays the same. Use the words in bold and use between two and five words.

1 Tomhastwobluecars.of

areblue.

2 Everyone,includingme,wasinvitedtoattendthemeeting.of us

invitedtoattendthemeeting.

3 Idon’thaveanyfriendswhosmoke.none

smoke.

4 Myparentscouldn’tmakeittomygraduationceremony.neither

makeittomygraduationceremony.

b There is a mistake in each of these sentences. Correct the sentences.

1 Thebothchildrenaredark-haired.

2 Saminvitedallustojoinhimforcoffee.

3 Bothofthemaren’there.

4 NeithertheTVshowswesawwasgreat.

3 Grammar builder: both / neither / all / none of us / them / you, etc.

Language assistant

Weusebothorboth oftotalkabouttwothings,e.g.Both (of) his parents are disabled.Beforeanounwithadeterminer(the, my, these,etc.),bothandboth ofarepossible.Withpersonalpronouns,weuseboth of.Thesameistrueofallandall of.Neither ofmeansboth … not,e.g.Neither of them lives at home.Neithertakesasingularverb.Notethatbothandallcangoafterpronounsusedasobjects,e.g.He takes care of them both.

4 Writing and speakinga The project managers want to

add a fourth person to the biosphere team: one person from your group. Write a paragraph saying why you think you would be a good addition to the team already chosen by your group.

b Read your paragraph to the committee. As a committee, decide who is the strongest candidate for the biosphere team.

I believe that my skills and interests make me an excellent candidate for the biosphere team. I’m 28 and have no health problems. I’m an ecologist and I’ve worked on a project called Save the Rainforests for three years. I enjoy working with other people and I think I’m relaxed and outgoing. My hobby is gardening. I’m married, but my wife is in favor of my joining the biosphere team.

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Unit 3

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1 The problem

Let’s imagine a town of about 50,000 people. We’ll call it Greenwood and we’ll put it in Mississippi. Greenwood is a pleasant town, but many of its residents are worried. About ten years ago, a software manufacturer and an automobile plant moved into the area. In the last ten years, many people have moved to Greenwood from large northern cities and the population has doubled. The ecosystem around Greenwood is beginning to be affected by the rapid growth. A group of residents from Greenwood have formed a committee to think of ways of improving the town’s environment. They are having a meeting to make a working list of the town’s problems.

Listen to the meeting and complete the list.

Areasofconcern

1 Careofpublicareas

• strayanimals

• exhaustfumes

• _________________

2 Disposalofgarbage

• notenough__________________

3 Appearanceoftown

• _________________

• morebuildingsand_________________

2 SolutionsListen to the second committee meeting. In what ways is the committee going to organize its efforts?

1 Asklocal businesses to donate money and supplies.

2 Encourage_____________________________

3 Ask___________________________________

4 Get____________________________________

28 Unit 3

Lesson 4 Into the futureLesson 4

4 Language for life: getting involved

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Problems

Careofpublicareas

1 Strayanimals 2 Exhaustfumes

3 Littering

Disposalofgarbage

4 Notenoughrecyclingprograms

Appearanceoftown

5 Toomanybuildings,notenoughplants

6 Graffiti

3 Getting involved

Define the problems. You’ve been reading about a hypothetical situation in a hypothetical town. The idea is that the Greenwood project might serve as a model for a real project in a real community – yours.

In groups, follow these steps.

• Make a list of problems in your town. Think about any of the steps that have already been taken and whether they have been successful in eliminating the problem, e.g. recycling centers too far out of town so people have to drive to them.

• Eliminate problems that really cannot be dealt with on a community level (things like air pollution or traffic congestion).

• Choose one or two problems to focus on.

Make a plan. Follow these steps.

• For the problems you chose to focus on, make a list of possible actions.

• Analyze your list and decide which actions are the most realistic.

• Explain your plan to the class.

Solutions

a) Asklocalbusinessestodonatemoretrashcansforpublicareas.

b) Encouragepeopleandbusinessestoplanttreesandplants.

c) Createcyclelanesandencouragepeopletousethem.

d) Asklocalpaintstorestodonatepaint.e) Getstudentstomakeanti-litteringposters.f ) Createthejoboftowncatcatcher.g) Asklocalbusinessestosetupmorerecycling

centers.h) Getkidstovolunteertopaintattractivemurals

onwalls.i) Haveneighborhoodmeetingstoeducatepeople

aboutwhattheyshouldberecycling.

The committee has made an outline of possible solutions to the problems listed in the first meeting. Match the problems below with the solutions.

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Unit 3

We’re going to focus on the problem of desertification just outside the town. We’re going to try to involve people in each of our neighborhoods to educate the public about the need to plant trees to stop the desert encroaching. We’ll ask neighborhood schools to let us talk to the children. Maybe they can offer to water the trees when they are still young …

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1 Speakinga Survey. Find people in the class who …

•playacompetitivesport(notjustdoexercise)everyweek

•havecompetedinaregional,national,orinternationalsportscompetition

•almostneverplayanycompetitivesports,butoftenwatchthem

•arenotinterestedineitherplayingorwatchingsports

•thinksportscancausemanyproblems(aggression,injuries,etc.)

b In groups, discuss the results of your survey.

1 Istheclassgenerallypro-sports,anti-sports,ordivided?

2 Aretheremoresportsparticipantsorspectators?

2 Speaking and readinga In pairs, discuss how you feel about the sports in

the photographs.

b Read the first paragraph of an article below. Which of the three sports in the photographs is it about?

c Read the rest of the article. In pairs, discuss whether you agree in general with Dr. O’Neill or with Dr. Warburton.

1

Language assistant

Lookatthesequestionsaboutsports:Do you play any sports? Do you play tennis (football, etc.)? Do you swim (skip, etc.)?Notethatpracticeisnormallyusedonlyforspecifictrainingorpreparation:I practice tennis (skipping, etc.) every day.

C

B

“Itistheonlymajorsportwheretheintentionistoinflictseriousinjuryonyouropponent,andwefeelthatwemusthaveatotalban.Foraslongastheheadisavalidtarget,braininjuriesaregoingtooccur,”saidDr.O’Neill.“Noneofthesafetymeasuresintroducedoverthelasttentotwentyyearshashadanysignificantimpactonthebraininjuryandeyedamagethatoccur.”

Your view

A

Unit 4 The world of sports

30 Unit 4

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d In pairs, list arguments for and against boxing. As a whole class, have a debate on whether or not to ban boxing. Elect a chairperson to chair the debate and give everyone the opportunity to express his or her opinion. Then vote and see if the majority is for or against a ban on boxing.

3 Word builder: the body and sports

a In pairs, identify the parts of the body in the box and match them with the photograph. Use a dictionary if necessary.

ankle calf elbow heel jaw knee neck rib shoulder thigh toe wrist

b Which of the parts of the body above, and others, might you break or fracture, twist or sprain, dislocate or bruise? Have you had any sports injuries of these kinds?

c What parts of the body do you use to catch, dribble, hit, hold, jump, kick, row, and throw with?

You row a boat with your arms.

4 Listening and speakinga You are going to hear a TV show called What’s

my Sport? Contestants ask the athletes (hidden and with disguised voices) up to 12 yes / no questions to guess their sports. Listen to the first eight questions. Try to guess the sport and the person.

b Listen to the answers.

c Play What’s my Sport?

TheBritishMedicalAssociation(BMA)hasbeencampaigningforabanonallformsofboxingsince1985.It has sponsored legislation in Parliament to try to get the sport abolished. In 1996 the BMA alsocommissioneda60-secondadvertisementthatwonthreeawards.

However,theorganization’spolicyhasbeencriticizedbysomeinthemedicalworld.Dr.NigelWarburton,a professor of philosophy, argued in the Journal of Medical Ethics that the policy is “inconsistent,paternalistic,andtooweaktojustifyachangetocriminallaw.”Hesaidthatbetween1986and1992,boxingaccountedforthreedeathsinEnglandandWales,comparedwith77deathsfrommotorsports,69fromairsports,54frommountainclimbing,40fromballgames,and28fromhorsebackriding.

The BMA responded by claiming that Dr. Warburton’s article underplayed the “chronic brain damagecausedbyboxing,afactorthatisnotgenerallypresentinothersports.”

Whenlearningnewwords,notethecontextstheyareusedin–theotherwordsaroundthemandthegrammar,e.g.sprain:I sprainedmy ankle when I fell,orbreak:He broke his arm playing football(injury+possessive+partofbody).Thishelpsyourememberthewordanditsappropriateuse.Writethreesentencescombiningwordsfromexercises3a,b,andcabove.

Learning tip

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The world of sports Lesson 1

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Shaq moves to Miami Heat for 23 million!

Alex Rodriguez leaves the Rangers for the Yankees!

The business view2

I n 2004, Shaquille O’Neal signed a record-breaking deal

with the Miami Heat for $23 million. Can anyone be

worth that much to put a ball through a hoop? The

answer is yes … the way economists keep score. It’s a

simple case of supply and demand.

For example, the supply of 2-meter, 135-kilo giants is

extremely limited, especially ones like Shaq, who can move

with extraordinary agility for his size. On the other hand, the

money provided by television networks and ticket buyers is

expanding fast, and good teams get a bigger piece of the

pie. Team quality generates demand, and demand

determines ticket prices. The better the team, the more

intense the demand for a fixed number of seats. And that’s

why stars are worth so much, says economist and sports

expert Roger Noll of Stanford University.

The whole NBA takes in more than $3 billion annually,

and it is becoming as popular in places like Zagreb,

Croatia, as it is in Chicago. More important, unlike many

businesses, basketball team owners know what their costs

will be over the next few years. The players get 48% of the

league’s basketball-related income, and each team has a

salary cap of $35.5 million. So a team that brings in $70

million has plenty of money left after “labor costs.”

1 Speakinga What do these headlines have in common?

Whatisyourreactiontothem?

b Can you name the following? If you can’t, try to find the answers from other people.

1 thesportsShaquilleO’Neal,LuisFigo,andAlexRodriguezplay

2 theAmericancitywheretheYankeesarebased3 theSpanishteamLuisFigomovedto4 thesportthatpaystopplayersthemost

2 Reading and speakinga Read the article and answer the questions.

Discuss your answers in pairs.

1 Accordingtoeconomists,aretopathletesworththemillionstheyearn?

2 WhatissospecialaboutShaquilleO’Neal?3 IstheincomeofNBAteamsincreasingmuch?4 WhycanNBAteamscalculatetheircostsbetter

thanmostbusinesses?

b Find expressions in the article that mean the same as:

1 scoreabasket 4 marketforces2 makemoremoney 5 outstandingplayers3 toplimitonpayroll 6 salaryexpenses

c In groups, discuss whether anyone (sports star, president, etc.) should make $30 million a year, and whether other people (doctors, teachers, etc.) should make more than they usually do.

Sports ExtraSports Extra

Are they worth it?Are they worth it?

Figo moves from Barcelona to

Madrid rivals for $54 million!

32 Unit 4

Lesson 2 The world of sports

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5 Speaking and writinga Think of someone you admire and why you

admire him or her. It might be someone famous or simply someone you know personally. Write notes for the headings below; then tell another student about the person and explain why you admire him or her.

1 General information about the person 2 Why you admire him or her

4 Pronunciation: weak form of that

a Listen to the sentences below. Practice the weak that and the flow of the “noun + that + verb” phrase.

Baseball is the sport that pays the most.Football’s a game that’s played everywhere.He was the player that made them champions.

b In pairs, give your choice for each of the following.

1 asportsstarwhoisagoodexampleforyoungpeople

2 asportsstarwhoisadisgrace3 asportthatshouldbeprohibited

I think boxing is a sport that …

b Now write a short article of two paragraphs for your school magazine about your favorite Middle Eastern sports star.

c Complete the second sentences in a different way from the the first sentences, but with the same meanings.

1 ThenewplayerwhowasboughtbyUnitedisonly16.

The new player bought by United is only 16.

2 Racquetballisagamethatwasintendedtobeplayedindoors.

Racquetballisagame_____________________tobeplayedindoors.

3 ThesportsequipmentthatCoachMillerorderedwillbeherenextweek.

Thesportsequipment______________________willbeherenextweek.

4 ThestadiumthatisshowninthephotographwasbuiltfortheOlympicGames.

Thestadium_______________________________wasbuiltfortheOlympicGames.

5 TheItalianwhoisnowmanagingRangersisveryexperienced.

TheItalian_______________________________isveryexperienced.

a Using words or phrases from the box, complete sentence 1 and sentence 2 in different ways but with the same meaning.

whoiswearing thatcause wearingcausing dressedinresponsiblefor in

1 Theman______________________________redisthechampion.(4differentways)

2 Sports____________________________seriousinjuriesshouldbebanned.(3differentways)

Cannounsbemodifiedinsimilarwaysinyourlanguage?

b Circle the correct form to complete each sentence.

1 Theplayerwears/wearing/wornnumbersevenisreallygood.

2 Morris,trades/trading/tradedlastyearbyRealMadrid,nowplaysforaFrenchteam.

3 Theuniformschooses/choosing/chosenforthisseasonareblueandwhite.

4 Hockeyisagameplays/playing/playedmostlyincolderclimates.

3 Grammar builder: post-modification of nouns

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Unit 4

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Dear Sir,

Don Flynn’s article “The Money Game” gives an inaccurate picture of the professional sports world. For every star earning $1 million, there are hundreds or thousands playing full-time for little money or part-time for less. The same may be true for coaches, referees, and other sports workers, but it is worse for players, who only have a job for a decade or so. Young talents hoping to become rich and famous should consider other occupations if they have a good mind. Of the 19 youngsters I coached for a famous football team ten years ago, only four are still playing, and only two on the first team, both as reserves. Professional sports offer most players a strenuous, disappointing, poorly paid, and short professional career, often even shorter because of injury.Incidentally, I am now a qualified football referee. I work mostly in semi professional leagues, which have a low stress level, not in fully professional football, where stress is high. I earn enough to provide decently for myself and my family, and a colleague is still refereeing at age 61.

Yours, James Sinclair

1 Reading and speaking

a Read this letter to a magazine. In pairs, discuss each example the writer gives about the difficulty of being successful as a professional athlete.

b Discuss these questions in groups.

1 WhoarethemostsuccessfulprofessionalathletesinSaudiArabia?

2 Dotheyallmakealotofmoney?

3 Arethereotherathleteswhohavebeenfamousbuthavehadseriousproblems?

The career view3

Language assistant

1 Definingrelativeclausesgiveadefinitionorspecifywhichpersonorthingwearetalkingabout.Intheseclauseswemayusetherelativepronounswho, which, or that.

NBA players who earn a lot of money are often criticized.

NBA players that earn a lot of money are often criticized.

2 Non-definingrelativeclausesgiveadditionalinformationthatisseparatedfromtherestofthesentencebycommas.Intheseclausesonlytherelativepronounswhoorwhichmaybeused,andnotthat.

NBA players, who earn a lot of money, often open restaurants or clothes stores of their own.

Some players endorse athletic shoes and clothing, which makes them very popular.

2 Grammar builder: types of relative clauses

a Look at the following sentences and answer the questions.

1 ShaquilleO’Nealisagiantwhomoves with extraordinary agility.

2 He’stheplayerthe Lakers bought for $123 million.

3 RealMadridistheteamto which Michael Owen moved.

4 RealMadridistheteamMichaelOwenmoved to.

a) Canwhobeomittedinsentence1?b)Whichrelativepronouns(threepossibilities)

couldbeinsertedafterthe playerinsentence2?Doyouthinkthatinsertingapronounwouldmakethesentencemoreorlessformal?

c) Whichdoyouthinkismoreformal,sentence3or4?Whathashappenedtoto whichinsentence4?

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Lesson 3 The world of sports

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b Write sentences with the ideas below, using contact clauses whenever possible.

1 Iraqisthecountry_______________________(NashatAkramcomesfromIraq).

2 Rodriguezistheplayer_______________________(TheRangerspaid$252millionforRodriguez).

3 Sanchezistheplayer_______________________(IalwayscheermostforSanchez).

4 Basketballisasport_______________________(Peopleallovertheworldlovetowatchbasketball).

5 PhilJacksonwasthecoach_______________________(Jacksonledtheteamtotheplayoffs).

6 TheBullsarethefirstprofessionalteam_____________________(MichaelJordansignedwiththeBulls).

c In pairs, decide whether sentence 1 or sentence 2 below can have the relative clause omitted and still be a complete, logical sentence.

1 Itisworseforplayers,whoonlyhaveajobforashorttime,thanforrefereesorcoaches.

2 Itisworseforplayersthatonlyhaveajobforashorttimethanforthosewithalongcareer.

d Convert the pairs of sentences into single sentences, type 1 or 2, using the pronouns in parentheses.

1 IplayfootballwheneverIcan.It’smyfavoritesport.(which)

2 Thisistheboy.Heismypartnerintennis.(who) 3 Theteamisatthebottomoftheleague.Itbeatuslast

week.(that) 4 TheSpartanswonthegame.Theypracticealot.(who) 5 Refereeingisaprofession.Itcanbringinenough money.(that)

3 Speaking and listening a Harvey Bates is an exciting, new,

young Formula 1 racing driver. Listen to a radio interview with him. In pairs, do you think that sudden wealth has affected Harvey? For the better or for the worse? Does the interviewer approve or disapprove?

b Imagine you have a child who shows extraordinary talent at a sport and has the potential of becoming very rich at an early age. Discuss what you would do.

Language assistant:contact clauses

Sometimestherelativepronounswhom,which,orthatcanbeomittedfromasentence.Whentherelativepronounisomitted,themodifyingclausecomesintocontactwiththenounitmodifies.Thesekindsofclausesarecalledcontactclauses.Lookattheexamples.

Maria is a girl (whom) I like very much.

This is the car (that) I bought last year.

Tony said something (that) I thought was very funny.

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1 The Olympic Games

We always seem to be recovering from or preparing for the Olympic Games – the Summer Olympics, that is. But do you actually know much about them?

Test yourself with this quiz.

1 WhenweretheveryfirstancientOlympicGamesheld?

a)776B.C.E. b)76B.C.E. c)776C.E.

2 Whereweretheyheld? a)inEgypt b)inGreece c)inRome

3 WhatnationalitywasthepersonwhocreatedthemodernOlympicGames?

a)English b)American c)French

4 WhenwerethefirstmodernOlympicGames? a)1806 b)1896 c)1906

5 HowmanyathletesparticipatedinthoseGames? a)145 b)245 c)450

6 HowmanyathletesparticipatedintheAthens2004Games?

a)about2,500 b)about5,000 c)about10,500

7 Whatdoesthefive-ringsymbolrepresent? a)theoriginalfivesports b)thefivecontinents c)thefivecitiesofancientGreece

8 Canyounamethevenueofthe2012OlympicGames?

a)Alexandria,Egypt b)Rome,Italy c)London,UK

Now read on and check how much you know.

[SH5U7L4_a:photoofOlympicringstoactasbackdropforthewholespread

Beginningin776B.C.E.,theOlympicGameswereheldinthevalleyofOlympiainGreeceeveryfouryearsforalmost1,200years.InspiredbytheancientGames,FrenchmanBaronPierredeCoubertincreatedthemodernOlympicGames.FirststagedinAthens,in1896,theyattractedabout245athletes(allmen)in43events.AttheAthens2004Games,morethan10,500athletestookpartin300events.TheOlympicmovementhasbecomeasymboloftheabilityofthepeopleofallnationstocometogetherinpeaceandfriendship.Thefiveoverlappingringsareintendedtorepresentthelinkingofthefivecontinents.RecentGameshavebeenheldonfourofthosecontinents(Seoul,Korea,1988;Barcelona,Spain,1992;Atlanta,U.S.A.,1996;Sydney,Australia,2000;andAthens,Greece,2004),andthe2008GameswereheldforthefirsttimeeverinChina.

Well,nowyouknow.ButjustthinkofallthechangesfromAthens1896tonowadays,e.g.thenumberofathletes,numberandtypesofsports,thefactthattheathletescannowbeprofessionalratherthanamateur,nationalisticcompetitiveness,andsoon.

Doyouthinkthesechangesrepresentmostlyprogressandimprovement,orhavesomethingsdeteriorated?

36 Unit 4

Lesson 4 The world of sportsLesson 4

4 Language for life: the REALLY big sports festival

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2 The Olympic objectives

Baron de Coubertin believed the Olympic Games movement could bring nations together in sports and reduce the risk of war. That was his main objective. If you were participating in the organization of the Olympic Games in Saudi Arabia, what would your objectives be, both international and national? Write a list of five or more objectives.

The 2008 Olympic Games were hosted by Beijing, China. What did you think of Beijing as an Olympic city? What were its positive points? Were there any negative points to consider? What changes or improvements do you think were needed in the city for the Games to be successful?

Now listen to what the President of the Beijing Organizing Committee for the Olympic Games has said about China hosting the 2008 games and about how Beijing rose to the occasion. How well do these ideas correspond to yours?

3 Where next?

The following cities were the candidates for the 2016 Olympic Games: Chicago, Tokyo, Rio de Janeiro, and Madrid.

Do you know which one won? Which one would you have selected and why?

The subsequent Summer Olympics will be in 2020. Which city would be a good choice for that date? One way of testing opinions is to make proposals and then vote – but not for the city you proposed.

Form a group of six and propose a city from a different continent or region: Europe, Asia, Australasia, North America, South America, Africa. Africa is an interesting case: some people say it is time for the Olympics or the World Cup to be in Africa, but a major problem is the enormous investment required.

4 Your chance!

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YOU too can go to the next Games!YOU too can go to the next Games!Yes, tickets for two to the next Games, all expenses paid! Just write an essay of 140 to 160 words on “Why the Olympics are a good idea.” Don’t forget Baron Pierre de Coubertin’s original ideas, but you must have ideas of your own, too.

Theentrieswillbeexaminedbyapanelofsportingexperts.Thebestentrantwillwintwotickets–allexpensespaid!

Remember, competing is the important thing … but you might even be a winner!

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Marketing11 Listening Listen to a radio interview with a marketing

expert and answer these questions.

1 WhatarethefourPs?

2 WhichPisthis? More and more people are buying certain goods

online.

3 WhichPisthis? Some PCs are much more expensive than others

– but then they are more powerful.

Unit 5 Knowing the market

38 Unit 5

2 Word builder: marketing

Complete the sentences with words from the box.

accessories consumers fundamentals outlets targetmarket

1 Fooditemsaremainlysoldat suchassupermarkets.

2 Handbags,designerwatches,andjewelryareallfashion .

3 Parentsarethe forchildren’sclothes.

4 ThefourPsarethe ofmarketing.

5 Marketersoftenrefertocustomersas.

3 Reading and speakinga Read the definition of market segmentation.

Marketers find it useful to divide the population into different groups of people or “segments” who have something in common. Segmenting the market makes it easier to identify groups of people with the same consumer needs and wants. There are various criteria used in segmentation but the most basic is to divide consumers according to age, gender, culture, income, and lifestyle.

b In pairs, label each sentence with one of the criteria from the box.

age gender culture income lifestyle

1 Ayoungprofessionalmaywanttodriveasportscar.Amarriedcouplewithchildrenwillneedalargercar.

2 Do-it-yourselfequipmentislargelytargetedatmen,whereascosmeticsarelargelytargetedatwomen.

3 Thepopulationcanbedividedaccordingtothestagesoflife,e.g.schoolchild,teenager,parent,pensioner.Pensionersaremorelikelytohavesimilarneedsbutdifferentneedstothoseofateenager.

4 Peoplehavedifferentneedsaccordingtotheir

socialcustoms,language,anddietaryhabits.

5 Differentsegmentshavedifferentdisposableincomes,i.e.theamountofmoneythatisleftafteressentialshavebeenpaidfor.

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Income

Culture

GenderAge

Lifestyle

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39

Knowing the market Lesson 1

Unit 5

4 Reading and speakinga In small groups, look at the excerpts from a

vacation brochure. Which holiday suits each of these people best?

Afamilywithsmall Aretiredcouplechildren

Ayoung,single Auniversityorprofessionalperson collegestudent

Enjoy the peace and quiet of the English countryside in one of our Country House Hotels. Five-star dining, five-star service, five-star accommodation. Our staff are there to cater for your every need. Guided tours to places of historic interest are included in the price of all our hotels.

Do you want a vacation but can’t afford it? Then try one of our working vacations. We have hotels all over the country and are looking for summer staff. Come and give us a try. We guarantee that

• you’ll meet interesting people.• you’ll have free food and accommodation.• you’ll have plenty of time off to relax and have a

good time.• and, when you go home, you’ll have money in

your pocket.

Phone us now for an application form.

Come to Central Park for the vacation of a lifetime. Fun for you and all the family.

• Explorethewildlifepark.Seetheexoticanimalsatcloserange.

• VisittheSci-FiMuseum.• Havethetimeof yourlifeattheCentralParkFunfair.

• Relaxintheeveningintheknowledgethatourfully-qualifiedbaby-sittingstaff areatyourservice.

Worked hard all year?

Had enough of the stress and strain of the office?

Looking for a break?

Well, look no further. We can offer

the perfect vacation solution in any

of a number of

Mediterranean

locations. Try your hand at hang gliding, sailing, horseback

riding or any number of other outdoor activities. Or, if

it’s all been just

too much, look no

further than the

sun, the beach and the sea.

b Which holiday would you choose? Why?

1

2

3

4

C D

A B

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1 Word builder: fashion

a Complete the text with phrases from the box.

hautecouture massmarket ready-to-wear

Therearethreemaincategoriesoffashiondesign:1 :thetypeoffashiondesignwhichwasmostinfluentialuntilthe1950swas“made-to-measure”or ,(Frenchforhigh-fashion).Thetermmade-to-measurecanalsobeusedforanygarmentthatiscreatedforanindividualclient.2 :theseclothesarenotmadeforindividualcustomers,butgreatcareistakeninthechoiceandcutofthefabric.Clothesaremadeinsmallquantitiestoguaranteeexclusivity,sotheyareratherexpensive.3 :nowadaysthefashionindustryreliesmoreon sales.The

catersforawiderangeofcustomers,producingclothesinlargequantitiesandstandardsizes.Cheapmaterials,creativelyused,produceaffordablefashion.Designersoftenadaptthedesignscreatedbythefamousnamesinfashion.

b Complete the text with words from the box. Use a dictionary if necessary.

fitting suit measured shade sketch studio textile linen

Lastyearmycousinwonfirstprizeinacompetition.Guesswhat?Itwasamade-to-measuresuitfromoneofthemostfamousdesignersinthecountry.He wassoexcited!Hisfirsttripwastobe(1) ,tolookatsomesampledesigns,andtochoosethe(2) .Hedecidedona(3) madeof(4) ina(5) ofdarkblue.Thedesignermadea(6) ofhisideaofthefinisheddressand,whenmycousinagreed,heandhisteamwenttowork.Mycousinhadtomakeseveralothertripstothedesigner’s(7)

,andlastweekIwentwithhimforthefinal(8) .Helookedfabulous!

c In groups, find someone who has had clothes made specially for him / her. What did he / she have made? What would you choose if you had the opportunity?

In fashion2

Tounderstandandlearnvocabulary,youoftenneedtouseseveralstrategiestogether,e.g.notingcontext,andcheckinginyourdictionary.Sometimes,forinstance,youmaythinkyouknowthemeaningofawordonlytofindthat,incontext,ithasadifferentmeaning.Comparethewordmarketinthesesentences:

I bought some eggs on the market.

We’re going to market the new product next year.

The fashion industry relies on mass market sales.

Learning tip

40 Unit 5

Lesson 2 Knowing the market

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Language assistantRememberthatthepassiveputsthefocusonthereceiveroftheaction.

The dress was made by a famous designer.

Theactive,ontheotherhand,putsthefocusonthedoeroftheaction.

A famous designer made the dress.

Notealsothehave+pastparticiplestructurerelatedtothepassive:

She had the dress designed for her.

3 Grammar builder: different passive forms

a In pairs, write as many different sentences as you can using the underlined words in the example, a different verb tense, and a phrase from the box.

nextyear lastyear sofarthisyeararoundtheworldatthisverymomentbeforemassmarketclothesbecamepopular

Many new haute couture fashions are created every year.

b Complete the sentences below using the correct forms of the words in parentheses.

1 Designerjeans______________________(can / wear)inmostsituations.

2 Hasn’tMarthahadherexamresultsyet?Surelyshe______________________(should / tell)bynow.

3 Whyareyouholdingthatbooksoclosetoyourface?Youreally______________________(must / your eyes / tested)soon.

4 You______________________(can / your pants / alter)ifyouthinkthey’retoolong.

5 IthinkI______________________(should / my hair / cut).Itkeepsgettinginmyeyes.

2 Reading and speaking

a Read the article and complete with numbers from the box.

20th 17th 300 $450 1848

b Calvin Klein – Jeans

Inpairs,thinkofmanufacturersofothertop-of-the-marketproducts(e.g.watches,cars).Saythenamesofthemanufacturerstoanotherpairandtheymustanswerwiththeproducts.

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Unit 5

Nowadays, jeans are a fashion statement. Designer jeans such

as those made by Calvin Klein and Versace have become acceptable in the work place, and can thus be worn both for work and for leisure.

But this is a recent development. Over (1) years ago the people of Genoa in Northern Italy wore cotton clothes, and the word “jeans” derives from the city. Although jeans were made in the USA as early as the

(2) Century, they really took off after gold had been discovered in California in (3) , and the miners created a demand for cheap but hard-wearing trousers. For decades after this jeans were associated with manual laborers. Who would have thought that, by the end of the (4) Century, a pair of designer jeans could easily cost (5) and be worn on the most stylish occasions?

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Lesson 3 Knowing the market

1 Speakinga Examine these advertisements. In

pairs, discuss the different strategies used to try to get people to buy each product.

b Discuss these questions.

1 Whatspecificadvertisementscanyouremember(e.g.frommagazines,TV,billboards)?

2 Whydoyourememberthem? 3 Doyoubuyanyoftheproducts

theypromote?

2 Listening and speakinga You are going to hear the beginning of a lecture

about changes in advertising. Before you listen, decide if you think these statements are true (T) or false (F).

1 Advertisingisafairlymoderninvention. T F

2 Advertisingbecamebigbusinessinthe20thCentury. T F

3 Inthe20thCenturyadvertisementsweremainlytargetedatrichandfamouspeople. T F

4 Sportsstarswereusedtopromoteproducts. T F

5 Modernadvertisinglargelyignoresconcernsabouttheenvironmentandhealth. T F

b Look up the word subtle in a dictionary. Listen and check your answers to exercise 2a.

c Listen again and discuss these questions in groups.

1 Whatdoesthemanmeanby“Itwasn’tuntilthe20thCenturythatitbecamethe‘imageindustry’”?

2 Whydoeshesaythatadvertisingischanging?

3 Pronunciation: intonation – questions

a Listen to the questions. Does the intonation go up or down on the underlined syllable? Mark each main intonation change or .

1 Who’syourfavoritesportsstar?2 Doesheappearinadvertisements?3 Whyisadvertisingchanging?4 Arethechangesgoodorbad?

b Which questions go up and which go down: those beginning with question words (e.g. who, what, why) or those beginning with verbs (e.g. does, has, are)?

c Listen again and copy the intonation. Then ask each other the questions.

3 ORIONKeeps your skin healthy

100% naturalNo animal testing

B

Alpine Crunch – the nutritional way to a healthy day!

Styling for MenAnd you don’t have to be

rich (or famous!) to use it …

A

C

42 Unit 5

Selling the image

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ForwardBack

Address



Hampton Sports CenterHampton Sports and Leisure Center

offers our members and non-members a quality sports, health and leisure experience, whoever activity you choose to take part in, and we offer quite a few!

With two state of the art gyms and five air-conditioned studios, a 25 meter swimming pool and a teaching pool we are feeling that we are the number one choice for Health and Fitness in Hampton, a place to come not only to improve health, but to make friends and to get fit.

Why don’t try one of our 125 different classes?

Make sure that kids and teens have the opportunity for regular activity.

Try one of our other activities as badminton or squash.

Become a member, and experience it all for just a very affordable amount each month.

Let us inspire you, and share informations about how you can become fitter and feel great at the Sports Center in Hampton.

5 Speaking and writinga Look at this webpage

advertising a popular sports center. It contains several mistakes. Read the advertisement; then correct the mistakes.

b In pairs, make a list of the main benefits of a sports center. Use your notes to write a short advertisement for a sports center that you would like to visit.

c Exchange advertisements with another pair. Edit each other’s work for mistakes.

Hi, Graham. I (1) (almost finish) the promotion report. I (2) (send) it to you at least an hour before the meeting tomorrow. For your information, the main points (3) (summarize) below.

Last week, Hal Thomson (4) (employ) to make a series of five new TV commercials. ProMo Studios (5) (have) them ready for next month. These commercials (6) (show) on all major channels in the afternoon right through the fall, winter, and spring. Stills from the commercials (7) (use) in new magazine advertisements. New packaging for Alpine Crunch (8) (design) at the moment. It (9) (go) into production next month, and it (10) (be) in the stores just before the TV campaign (11) (begin) in the fall. The retail price of Alpine Crunch (12) (reduce) by 10% to coincide with the beginning of the TV campaign. Sales (13) (expect) to rise by at least 25% during the campaign, and the increase should (14)

(sustain) for a good period after that.

Jack

From: Jack Halstrom

To: Graham Martin

Subject: Alpine Crunch promotion

4 Grammar builder: use of active and passive

Read the memo about a product promotion. Complete the text with the appropriate forms, active or passive, of the verbs in parentheses.

Language assistant

Rememberthatthepassiveisusedmoreofteninformallanguage,especiallywriting,thanininformallanguageandspeech.However,speakersdohavetheoptionofusingeitheractiveorpassive,exceptwhenthe“doer”isnotknown,inwhichcasethepassiveispreferred.Forexample,inthesentence,Mohammad Ali is included in that number,wedon’tknowwhoexactlyincludeshim(whothe“doer”is),soweusethepassive.

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Unit 5

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1 Carrying the message

Both these scenes show people promoting products or services. But there’s an enormous difference between them, isn’t there? Why on earth did people once walk around the streets with advertising boards? Well, there could be some very good reasons. Can you think of some?

And those kids – why on earth would they want to wear sweatshirts promoting the manufacturer? Well, again, you can think of some reasons, can’t you? (You yourself may be advertising something at this moment without being paid for it – check your clothes and possessions!)

So, what do you think? Are people being exploited by business more nowadays than ever before? If so, is that a good or a bad thing? Where will it end?

RicaCola

When you’re hot, RicaCola is really cool.

When you’re cool, RicaCola is what lets everyone know.

2 Remember the advertisement

Are you an advert addict? Do you remember the advertisements promoting a breakfast cereal, a toothpaste, or a detergent? Obviously, a lot of people work in the business of slogan and copy writing. And the best of them can make a lot of money for a little work. Could it be a job for you?

Think of as many slogans as you can. What makes them memorable? Now, can you come up with a good slogan for a product or service in Saudi Arabia or your community? Here is one for an imaginary product as an example.

44 Unit 5

Lesson 4 Knowing the marketLesson 4

4 Language for life: advertising and promotion

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Keys to advertising successOftenthebusinessofadvertisingissocomplexthatstudentsandadvertisersalikewringtheirhandsandcry,“Justgivemeafewsimplerulesforaneffectiveadvertisingcampaign.”

In an advertisement (appropriately enough) in the Wall Street Journal, David Ogilvy of Ogilvy & Mather, one of the nation’s top advertising firms, listed 38 pointers to the path of success in creating a good advertising campaign. Here are a few that are common to all advertisements, regardless of the medium:

1 The most important decision is how to position your product in the market. Make that decision before you plan your campaign.

2 Make the promises in your campaign unique and competitive. In the 18th Century, Dr. Johnson said: “Promise, large promise, is the soul of an advertisement.”

3 Don’t be a bore. Nobody was ever bored into buying a product.

4 Innovate. Start trends instead of following them.

5 Reduce your strategy to one central promise and go all the way in delivering that promise.

6 It pays to give most products an image of quality, and the advertisements should reflect that image.

These are some of the principles Ogilvy uses in creating advertising for his clients. As his company has created more than several billion dollars of advertising, it seems safe to conclude that his formulas have been successful.

3 Learning the profession

Advertising and promotion don’t just consist of clever ideas. A real marketing professional needs to know many technical concepts and procedures. That means studying. How would you manage as a marketing student with texts like this one below?

Check yourself by matching the following statements with Ogilvy’s six principles:

a) Make your advertisements really interesting.b) Be original in your thinking and approach

advertising in new ways.c) Don’t do cheap, second-rate advertising that will

reflect poorly on your product.d) Right at the start, decide what market sector you

are aiming at.e) Don’t get into detail, but just push a single viable

idea. f) Present your product as something very different

and much better than any other.

4 Promotion

Imagine that you have an important advertising agency. Two foreign companies approach you about the introduction of their products in Saudi Arabia.Listen and take notes on the product of each customer.

Customer 1

Product

More information

Customer 2

Product

More information

Now listen again and write down some more information about the products.

What would you tell each customer about the prospects of his or her product in Saudi Arabia and how to approach its promotion? With a classmate (your business partner!), plan what you would say. Then practice, with one of you as yourself and the other as a customer. Yes, practice! You can’t be too careful with contracts that might be worth millions of dollars!

45


Unit 5

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old wives’ tale n. folklore, traditional as

opposed to scientific wisdom

And the weather tomorrow …12 Listening and speakinga Listen to the interview and check (✔) the items

in the first circles that the speaker mentions. Are they predictions of good or bad weather? Write G or B in the second circles.

b Listen to the interview again and answer the questions.

1 Howdidpeopledeveloptheirtraditionalwisdomabouttheweather?

2 Aretraditionalmethodsofweatherforecastingalwaysaccurate?

3 Whatcausestheskytoturnredintheevening?4 Whathappenstoseaweedwhenthereisnorain

coming?

c Here are some other traditional weather predictions. Discuss them in small groups and decide if there is something similar in Saudi Arabia. If you know any other traditional ways of predicting the weather, describe them to the group.

• Ifgoatseatwiththeirheadstowardsthewind,meansgoodweatherisonitsway.

• Ifthereisredskyinthemorning,lookoutforbadweather

1 Speaking and reading Nowadays we rely very much on science for our

knowledge of the world. But does science provide all the answers? Do you believe that our grandparents’ generation understood much about the world before the development of modern technology? Discuss your ideas in groups and then read the definition.

Unit 6 Looking forward

46 Unit 6

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3 Word builder: suffixes

Some suffixes can be used to form verbs from other words.

suffixes:energy – energize, sweet – sweeten, alien – alienate, different – differentiate

Write an appropriate verb in each sentence. Use the word in bold and one of the suffixes above.

1 Mypencil’sdull.Ineedto_______________________it.sharp

2 Thecompanyneedsto_______________________itsoperationstocompete.computer

3 Somepeoplewhoarepartiallycolor-blindcannot_______________________thecolorsgreenandgray.different

4 Politicalrivalstriedto_______________________theopposition’sname.black

4 Pronunciation: intonation – lists

a Listen to this list of bad weather forecasts and notice the intonation.

Beesreturningtotheirhives ,cowslyingdowninfields andseaweedturningwet ,allthesethingscanpredictbadweather.

b Say these sentences and mark the intonation on them. Then listen and check your answers. Practice the intonation.

1 WhenIwenttotheshopsIgotasweater,twobooks,andapen.

2 Itwasagreatlunch:wehadfishchowder,salmon,salad,andblueberrypie.

3 Fouad’shobbiesincludeplayingfootball,horsebackriding,andwritingpoetry.

5 Reading and speaking a Read the article and match these main ideas

with the paragraphs.

1 Sometraditionalmethodsofpredictionstillwork.

2 Futurologistsarenotalwayscorrect.

3 Thedesiretoknowaboutthefutureisnotanewphenomenon.

Throughout history mankind has sought to discover what lies in the future, and has often used extremely strange methods of prediction. In ancient Rome, for example, "wise men" would sacrifice animals and examine their internal organs before advising generals to go into battle. Did these predictions work? Well, your guess is as good as mine … though their frequent "success" just might have had something to do with the fact that the Roman army was normally considerably stronger than its enemies!

Nowadays, prediction of future events is more prosaic, limiting itself to the weather and financial trends. Modern developments in science have made weather forecasting supposedly much more accurate. But there are still country folk who can accurately tell you tomorrow’s weather by looking at the color of the evening sky, or by examining the wetness or otherwise of seaweed. Sociologists and economists are forever making usually depressing projections into the future based on trends up to the present. You know what I mean? E.g. 'Inflation may reach a five-year high by the end of the year and property prices could well fall by up to 25%'.Note the use of the verbs may and could. Futurologists are keen to steer clear of words like will, won’t and definitely. Then no-one can blame them if their prediction fails to take place. So when you next read of imminent catastrophe? Well, my advice is … cheer up! It may never happen.

Looking to the future1

2

3

b The following items are about inference: things that are implied by the writer, but not directly stated in the text. In pairs, choose the best phrases (a-c) to complete the sentences based on what the writer implies.

1 Ancientmethodsoftellingthefuturewere a) fairlyreliable. b) sometimesreliable. c) totallyunreliable.

2 Traditionalweatherforecastingmethodsare a) sometimesasaccurateasmodernmethods. b) moreaccuratethanmodernmethods. c) neverasaccurateasmodernmethods.

3 Futurologists a) sometimesgetthingswrong. b) aren’tverygoodwriters. c) areexpertsatpredictingthefuture.

47

Looking forward Lesson 1

Unit 6

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Always looking on the bright side can damage your health, American

psychologists believe. Meeting at their annual conference, they

attacked what they termed “the tyranny of the positive attitude”: the

kind of relentless optimism preached by American self-help gurus and

business managers. A symposium at the American Psychological

Association conference decided to recommend “the overlooked

virtues of negativity.”

A growing band of psychologists believes that the pressure to be

cheerful glosses over a person’s need for a good moan every so

often and may make some people depressed.

Dr. J. Norem, a social psychologist at Wellesley College in

Massachussetts, has produced a study on “defensive pessimism.”

This involves people setting absurdly low expectations for

themselves to help master difficult situations. Preparing for an

interview, for example, the optimist imagines only the best

outcome, whereas the defensive pessimist thinks of tripping over

the carpet, spilling the coffee, garbling answers. If he or she

fears the worst, the pessimist devises means to avoid it: by

wearing low shoes rather than heels, by refusing coffee when

offered, and being thoroughly prepared with answers.

1 Speaking a Discuss the sayings below in groups of three.

Are they optimistic or pessimistic?

Lookonthebrightside. Lifeisn’tfair.Youcan’tbeatthesystem. Don’tworry,behappy.Itneverrainsbutitpours. Tomorrowisanotherday.

b Which two do you think reflect your philosophy best?

2 Reading a Read the two texts quickly and answer the question.

What kind of text is each one: a story, an advertisement, a newspaper article, or a report?

b Read the texts again. Which text does each statement reflect, A, B, or both?

1 Toomuchpressureonpeopletobehappymaybenegative. _____

2 Itisimportanttocomplainsometimes. _____3 Alotofself-helpbookstry

tomakeusfeeloptimistic. _____4 Self-helpbooksdon’tworkallthetime. _____5 Beingpessimisticcanhelp

usdealwithdifficultsituations. _____

B

Optimism versus pessimism2

If you are tired of being told: “Cheer up! Things could be worse.”“Smile – look on the bright side.”“Stop complaining – it’s not that bad.” If you have ever said to yourself:“What’s to stop things from getting worse?”“The bright side isn’t that bright.”“Why should I stop complaining? It is pretty bad.” then you need to assert your inalienable right to gripe (complain) – and this book will show you how.Self-help books abound. And virtually

every one of them pushes us to look on the bright side – to be ever more optimistic, cheerful, positive, happy. If this “don’t worry, be happy” approach to life worked, would we need so many of these self-help books? Aren’t there times when you feel miserable about something and just want to complain about it?

PUBLISHER: St Martin’s GriffinISBN: 0-312-28351-2 © 2001Price: $9.95

A

48 Unit 6

Lesson 2 Looking forward

STOP SMILING

START GRIPING

9780230405448_text.indd 48 10/05/2012 18:03

3 Grammar builder:conditionals – future, present, and past

a Talking about the future – first and second conditionals. Look at the examples and answer the questions.

1 IfImakealotofmoney,Iwillbuyanexpensivesportscar. 2 IfImadealotofmoney,Iwouldbuyanexpensivesportscar.

a) Inwhichsentencedoesthespeakerthinkmakingalotofmoneyismorelikely?Howdoyouknow?

b) Inwhichsentencedoesthespeakersoundmorelikeanoptimist?Howdoyouknow?

b Talking about the present – zero and second conditionals. Look at the examples and answer the questions.

1 IfIhavemoney,Ispendit. 2 IfIhadmoney,Iwouldsaveit.

a) Inwhichsentenceisthespeakertalkingabouthisorherregularbehavior?

b) Inwhichsentenceisthespeakerimaginingasituationthatisnottruerightnow?

c) Inwhichsentencecanyoureplacethe“if”with“whenever”withoutchangingthemeaning?

c Talking about the past – third conditional. Look at the example and answer the questions.

If I had studied, I would have passed the test.

Whichofthefollowingaretrueaboutthissentence?

Istudiedalot.Ididn’tstudy.Ipassedthetest.Ididn’tpassthetest.

d Answer the questions.

1 Whatdoyoudoifyoufeeltiredduringtheday? 2 Whichcountrywouldyougotoifyoucouldchoose? 3 Ifyouwonalotofmoney,whatwouldbethefirstthingyou

wouldbuy? 4 Ifyouhavesomefreetimeintheeveningthisweek,whatwill

youdo? 5 Ifyoucouldchangeonethingaboutyourself,whatwoulditbe? 6 Howdoyoufeelifyoudon’thavebreakfastinthemorning? 7 Ifyouhadmorefreetime,howwouldyouspendit? 8 Whatcareerwouldyouchooseifyoucoulddoanythingatall? 9 Whenyouhavealittleextramoney,whatdoyoudowithit?10 Whatwouldyouhavedonedifferentlyinyourlife,knowingwhat

youknownow?11 Ifyouhadbeenborninadifferentera,whichwouldithavebeen?

Language assistantNoticetheorderoftheclausesandthepunctuation.

If I’m late, I’ll call you.

I’ll call you if I’m late.

Noticethatmodalsoftenoccurinconditionalsentences.

If you want, I can help you with your homework.

I should exercise more if I really want to lose weight.

Noticethatwouldisverycommoninconditionals,evenintheifclause,butnotinformalwriting.

If that would happen, we would have to change plans.(spoken)

If that happened, we would have to change plans.(written)

49


Unit 6

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1 Speaking and listeninga Look at the scenes and try to guess what

happened and what caused the problems.

b Listen to people talking about each incident and match the descriptions with the photographs.

1________2________3________

c Listen again to the people and answer the questions.

1 Whatdoyouthinkfeeling“undertheweather”means?

2 WhatwasJake’sbigmistake?3 WhywasPaullateleavingfortheairport?4 WhathappenedtoAndrew’scomputer?5 Whathappenedasaresult?

d Listen again. Can you complete the missing final sentence in each incident? Listen and check your answers.

1 IfI_______________________________________.

2 IfI_______________________________________.

3 Iwouldhave______________________________.

2 Grammar builder:mixed conditionals – if and unless

a It is often possible to mix the tenses in conditional sentences, i.e. to use tense combinations other than the traditional conditional types. Look at these examples.

1 If I were you, I wouldn’t have said that.2 If he didn’t like the meal, he wouldn’t have eaten

it.3 I’d be feeling better if I hadn’t gone to bed so

late last night.

b Complete the sentences with the correct form of the verbs in parentheses.

1 IfOmarhasn’tarrivedyet,heprobably______________________(not come)atall.

2 IfYaserwasatthegamelastnight, I__________(not see)him.

3 Ifyouhadn’tknockedonmydoor, I_____________(still be)asleep.

4 Istillwouldn’tknowabouttheirproblemsifyou_______________________(not tell)me.

c In some sentences it is possible to use unless in place of if … not. Look at these examples.

1 She’ll be here if she’s not too busy.2 She’ll be here unless she’s too busy.3 I’ll call you when I get there, if it’s not too late.4 I’ll call you when I get there, unless it’s too late.

What if …?3

B

A

C

50 Unit 6

Lesson 3 Looking forward

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d Rephrase the sentences using the words given without changing the meaning.

1 Unlessitrains,we’regoingtothebeachonSaturday.(if)

________________________________________

2 Ifyoudon’twritetome,I’llbeangrywithyou!(unless)

________________________________________

3 IfAndycan’tplayinthisweek’sgame,ourteamwillprobablylose.(unless)

________________________________________

4 Andrewwillbeupsetunlessweinvitehimtojoinusfordinner.(if)

3 Speaking and readinga Look at the picture. What do you think

happened?

b Read the newspaper article quickly and put the paragraphs in the correct order.

1______2______3______4______5______

c Underline all the words in the text associated with flying. Then organize the words into groups. In pairs, discuss your categories and the meanings of any words you didn’t know.

4 Writing, reading, and speakinga Work in groups of three. Imagine that you were

one of the people on the plane (e.g. the co-pilot, the captain’s wife, one of the passengers, a flight attendant). Discuss what happened from your point of view.

b The police have asked everyone on board for a full report. Write a report of the incident, giving as much detail as possible.

c Exchange your report with another student. Take turns imagining that you work for the police and you are reviewing the report. Read it carefully. Is the information clearly presented? Is there anything you don’t understand? Is there anything missing? Ask for more details.

d Revise your reports to include the new information.

A Hagan managed to overpower Martinez, and co-pilot

Richard Webb controlled the aircraft and got it back

on course. The two pilots forced Martinez, 27, a

Colombian, into an upper-deck compartment, where

he was handcuffed.

B Everything was apparently normal on the British

Airways Boeing 747 flying from London to Colombia.

The plane was flying over the Atlantic Ocean when a

deranged passenger, Juan Martinez, suddenly burst

into the cockpit and tried to take over the controls.

C Martinez is now being assessed by a Colombian mental

hospital. The pilots have suggested that he might have

been stopped at check-in if more trained ground staff

had been available to talk to passengers. Extra security

measures already being suggested include passenger

screening on all flights, locked flight deck doors, and

on-board security guards.

D The intruder struggled with Captain William Hagan,

and during the struggle Martinez managed to turn

off the autopilot. The plane plummeted 4,000 meters,

causing panic among the 379 passengers on board.

E Fifty-three-year-old Hagan, who was bitten on the

ear, was later examined by doctors before leaving on

vacation with his wife and two children. They were

also on board during the incident.

Near Disaster on Jumbo Jet

51


Unit 6

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1 Assess your strengths: make a list of your

strongest skills and abilities. Ask your family and

friends for their input. Remember that there are

many kinds of intelligence. Are you good with

words or figures? Are you skillful at building or

fixing things? Maybe you have an artistic gift or

a natural ability to help people.

2 Gather career data: try to find out information

about different types of jobs, their pay, training

and skill requirements, working conditions,

schedules, advancement opportunities, and

projected growth.

3 Tap into your network: find out about the

day-to-day realities of different occupations.

Consider scheduling an “informational interview”

with a professional in your field of interest.

Discuss working conditions (alone / with others),

the salary, training, promotion, and the best and

worst parts of the job.

4 Research your labor market: sometimes

students will get a degree, only to discover their

community is already saturated with qualified

workers in their field. Check with companies or

institutions in your field to see how many people

they employ in your area, possible openings, and

expected growth or decline.

5 Take career tests: many schools, universities,

and companies offer career guidance testing.

Aptitude, interest, and personality-style tests

help you discover which careers would be most

satisfying for you.

6 Job shadow or volunteer: get first-hand

knowledge by seeing the job in action. Through

job shadowing, you can spend a day observing

someone working in a job you’re interested in.

Or get actual work experience through volunteer

work. Volunteering looks good on your résumé

and often leads to a job offer.

CareerChoices 8888888CareerChoices 8888888

1 Thinking about the future

What plans do you have for your future?

If you plan to study for a career … Will you go to college? Will you go to vocational or technical school? If you want to start work soon … How can you find out what is the best type of career for you? Once you’ve decided, how do you find more information about what the job involves and what prospects there are? What kind of job do you think you would prefer? Would you need new skills or training?

Read this career planning document for some ideas. Which ones appeal to you?

Lesson 4 Looking forwardLesson 4

4 Language for life: building a bright future

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3 Your current situation

Planning steps Personal dataYour interests

Your values

Your skills

Your personality

Current labor market opportunities (where there are most jobs available taking into account salaries, benefits, training)

Opportunities for your education, training, and work experience Your preferred options

2 The right job

It’s important to choose occupations that are likely to offer the best opportunities. So, whether you are planning for a new career or just assessing your current situation, here are some factors you should take into account:

Decide on the most important for you personally.

• job satisfaction • job security • good pay and conditions • good working environment • ongoing training • opportunities for promotion

Even if a job offers you things that are important for you, are you the right person for the job? Qualifications are important, but so are personal qualities such as patience or an ability to make on-the-spot decisions.

What qualities do you think are needed for some of these jobs?

systemsanalysts commercialartistsphysicaltherapists computerengineerscollegeprofessors homemakerssocialworkers salesclerksphysicallaborersgeneralmanagersandtopexecutivesmarketingandadvertisingmanagersnurseryschool,elementary,andhighschoolteachersinstructorsandcoachesforsportsandphysicaltraining

More importantly, what qualities do you need for the work that you do or the careers that interest you?

Now that you’ve considered your current situation and thought about your future possibilities, it’s time to make a career plan. A career plan identifies the most appropriate career direction for you and highlights the required skills and training. A career plan should help you make informed decisions about the action you should take next and will set out the steps for you to take to achieve your goals.

Complete the career plan and compare it with another student’s. What have you decided about your future? Based on your career plan, what short-term and long-term goals do you have? Share your goals and information with another person and offer advice if asked.

Now summarize your career plan.

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Unit 6

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A day at the races1

c Write questions to match these answers about the text. In pairs, compare your questions and make any necessary corrections.

1 _____________________________________?For6,500years.

2 _____________________________________?InSaudiArabiaandtheGulf

3 _____________________________________?BecauseitisthehomeoftheArabianhorse.

4 _____________________________________?Theirspeed,endurance,andintelligence

5 _____________________________________? Approximately1,000horses.

6 _____________________________________?ItkeepsawrittenregisterofpurebreedArabianhorses,andheadsresearchintothebreedingofArabianhorses.

7 _____________________________________? Theyrodebarebackandbarefoot.

8 _____________________________________?TheKing’sCup.

1 Writing and readinga What is the sport in the photograph? How much

do you know about it?

b In pairs, write down any information you know about this sport. Then read the text quickly and add any new facts to your list.

Horse racing is one of the

most ancient sports in the

world, dating back about 6,500

years to the time when Asian

nomadic tribesmen domesticated

the horse.Many of the world’s highest

quality race horses are bred in

Saudi Arabia and the Gulf. Why is

this? In fact, the tradition of horse

breeding and horsemanship

flourishes in Saudi Arabia

because it is home to a special

breed of horse: the Arabian horse.

Arabian horses are thought to be

the oldest of pure breed horses

and are famous for their speed,

endurance, and intelligence. They

were first used by the tribes of

the Najd plateau, and are highly

adapted for desert conditions.

Horse breeding is backed by

the royal family of Saudi Arabia

and King Abdullah Bin

Abdulaziz Al Saud owns

approximately 1,000 horses

across several stables. He owns

thoroughbreds and Arabian

horses bred for horse racing,

horse shows, and horse jumping.

Some owners of pure bred

Arabian horses can recount to

you the bloodline of their horse

for hundreds of years, but the

Arriyadh Equestrian Club in

Riyadh is the authority for the

written registration of pure

Arabian horses, and heads

research into the breeding of

pure Arabian horses.

Horse racing is also

synonymous with Saudi Arabian

and the Gulf’s culture and

tradition, particularly the flat

race. This is a race where the

horses and jockeys do not have to

jump fences. Traditionally, jockeys in Saudi

Arabia rode bareback and

barefoot, but now a saddle and

shoes are compulsory for all races.

The new track at Janadriyah, just

outside Riyadh, accommodates

5,000 racegoers and the high

point in the racing calendar in

Saudi Arabia is the King’s Cup.

HORSE RACING AND SAUDI ARABIA

Unit 7 Free time

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3 Listening and speakinga Listen to a conversation. How do the two

people feel at the beginning and end of the conversation?

b Listen to the conversation again and take notes on the arguments for and against the Grand National, a famous, but controversial horse race in Britain.

c In groups, discuss who you agree with, Dave or Alan. Why? Give your arguments to your group. Try to use some of the expressions from exercise 2a.

4 Pronunciation: homophones

a Homophones are words with the same pronunciation but different meanings and / or spellings. Look at these sentences. Which words are homophones?

No horses got killed this time.I know that there’s an element of danger in it.

b Look at the homophones. Listen and decide which word in each pair is used.

1 pair/pear2 stair/stare3 mail/male4 peace/piece5 heal/heel6 sail/sale

2 Word builder: phrases giving opinion and agreeing or disagreeing

a Look at the list of phrases and place them in the most appropriate category.

1 Ithink… 5 Absolutely! 9 You’reright! 13 Areyouserious?2 Youmustbejoking! 6 Ifyouaskme… 10 Doyoureallythinkso? 14 Idon’tthinkso.3 Inmyopinion… 7 Idisagree. 11 I’mnotsureaboutthat.4 Iagree. 8 You’rewrong! 12 Nonsense!

Agree Disagree Giving an opinion Strongly agree Strongly disagree

b It’s important to use these phrases in the right context. For example, you wouldn’t say “Nonsense!” to your teacher because it’s not only very informal, but also rather strong. Decide if the phrases above are formal and polite (F) or informal and rather strong (IN).

Dear Sir,

I am writing in response to the article you recently published on horse racing. I would like to outline the reasons why I think racing should / shouldn’t be banned.

In the first place, …

Second, …

Finally, …

I hope that other people will be convinced by these arguments.

Sincerely,

5 Speaking and writinga Now work with a new group and discuss the

topic of horse racing. What is your opinion? Are you for or against it? Make a list of three reasons that support your opinion.

b Imagine that you recently read the article about horse racing in an international English-language newspaper. The editor of the newspaper invites letters from readers who want to express their opinions about articles they have read. Write a letter to the editor outlining the reasons why you support or are opposed to horse racing. Use the sample to guide you.

55

Free time Lesson 1

Unit 7

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1 Speaking In groups, look at

these photographs of world sports. Can you name them? Do you know how they are played?

2 Writing, listening, and speakinga Have you ever played baseball? Do you know

how to play it? What do you know about the origins of the game? You are going to listen to a presentation about the game. Write three questions that you would like answered by the presentation. Then listen and find out if your questions are answered.

b Listen to the talk again. Check (✔) the statements T (true) or F (false).

1 Noonepersoninventedbaseball. T F

2 BaseballisthesameastheEnglish gamerounders. T F

3 Nobodyplayedbaseballbefore theNewYorkKnickerbockers. T F

4 In1867baseballwasplayedall overtheU.S.A. T F

5 OnlypeoplefromCincinnatiplayed intheRedStockings. T F

6 Therearefour“bases”onabaseball field. T F

7 The“pitcher”triestohittheball. T F

8 Theinterviewerdoesn’tunderstand Bill’sexplanation. T F

c Work in small groups. Which sports are popular in Saudi Arabia? Do you like or dislike sports? Why?

C

2 Games of skill

D

AB

56 Unit 7

Lesson 2 Free time

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ee ssrrll2P2PaayyTo sTarT:Players pick red or white and line up their pieces as shown in the picture. Decide who goes first.

oBJECT:The object of the game is to move all of your colored checkers around the board and take them off. The diagram shows the movement of the white checkers. Red's checkers move in the opposite direction.

MoVING:Players take turns moving. The first player throws both dice together and moves his color checkers according to the numbers showing on both dice.

The checkers can only be moved forwards to a lower numbered point, or to an open point.

sTraTEGY:Each player must move with each roll of the dice, unless all of the points are closed. The opponent tries to defend his points to force the first player to lose his turn.

WINNING: Once a player has moved all of his checkers into his home frame, with each roll of the dice, he can now move his checkers off the board entirely.

The first player to remove all 15 of their colored checkers, wins.

4 Reading, speaking, and writing a In pairs, read the instructions for the game

Backgammon.

b In pairs, discuss another game you know. Together, try to create instructions about how to play this game.

c What kinds of instructions do you have to give or follow at home, or at school? For example, these might include instructions for turning on a computer, playing a computer game, or a list of regulations at your sports center. Think of one example, and write instructions for someone else to follow. Do not say what the instructions are for. Let the other person guess.

3 Grammar builder: instructions

Instructions can be expressed in different forms. Look at these instructions from the rules of football and write the numbers in the correct column.

1 Theteamschangeendsafterhalftime.

2 Iftherefereeshowsyouaredcard,leavethefieldimmediately.

3 Youhavetoobeytherefereeatalltimes.

4 Whentheballisinplay,nevertouchitwithyourhands(unlessyouarethegoalkeeper).

5 Thecaptainsdecidewhokickstheballfirsttostartthegame.

6 Onlytackleaplayerifheisinpossessionoftheball.

7 Goalkeepersarenotallowedtorunthelengthofthefieldholdingtheball.

8 Noplayermayassistthegoalkeeperwhen thereisapenaltykick.

What you should / What you shouldn’t / must do in the game mustn’t do in the game

57

Free time Lesson 2

Unit 7

y

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1 Listening and speakinga Look at the picture. Why do you

think the Romans liked going to baths? You are now going to listen to a presentation. What do you think it is about?

b Check (✔) the words you expect to hear in the presentation. Then listen. Did you check the correct words?

centralheating gladiator

bathers shampoo

fee cool

exercise store

philosophy libraries

coffee snacks

forum cleanest

c Work in pairs. Listen to the talk again and complete the fact table.

1 FeaturesofancientRomanbaths

2 NumberofbathsinRomeinthe4thCenturyC.E.

3 DatethebathofDiocletianwasbuilt

4 NumberofbathersthebathofDiocletiancouldaccommodate

5 Differenttypesofbaths

6 Facilities

7 CommonactivitiesinRomanbaths

8 TimesRomanswenttothebaths

d Did anything surprise you about the Romans and their baths?

Runningwater,baths,_____________________

and_____________________.

Public_____________________ Private_____________________

305C.E.

_____________________

Hot,_____________________,and_____________________.

_____________________,barbers,_____________________,restaurants,

and_____________________.

Batheandtalk,do_____________________,meetfriends,

do_____________________,andgetthelatestnews.

Men_____________________

Let’s get together3

58 Unit 7

Lesson 3 Free time

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2 Grammar builder:aspects of adverbs and adverbials

a Look at the examples of adverbs and adverbials. Notice what they describe and where they can occur in the sentences.

1 frequency:usually,often,rarely,generally,occasionally,sometimes,etc.

a)I generally do my shopping on Thursday.

b)We go out to a restaurant occasionally, but we just cook at home more often.

2 time:allday,allnight,everyday,everynight,lastweek,nextmonth,afterclass,afterwards,etc.

a)Sorry, I can’t join you Wednesday because I’ll be working at the hospital all night.

b) John is busy until seven, but he can meet us afterwards.

3 manner:badly,quickly,suddenly,rudely,well,etc.

a)The teacher was in the middle of an explanation when she was rudely interrupted by a ringing cell phone.

b)If you ask me, my brother speaks English very badly.

4 degree:deeply,excessively,lightly,superficially,truly,etc.

a)I thought deeply before coming to my decision.

b)David is an extraordinarily accomplished athlete for his age.

5 place:downstairs,upstairs,faraway,etc.

a)Let’s move this big, old chair downstairs so it’s not so crowded in here.

b)If you really do move to Australia, you’ll be so far away.

b Write a sentence of your own for each of the types of adverbials above.

c Where does it seem that many adverbials typically occur in sentences?

3 Speaking, reading, and writinga Look at the photograph. Don’t read the article

yet. What does the photograph tell you about the article?

b Work in groups. Write down some things you know about coffee, such as its history, how it is produced, and how it is consumed around the world today. Then read the article quickly to see how many of your facts appear.

c Group survey. Work in groups of four. Prepare a questionnaire: find out how many cups of coffee people drink a day, what type of coffee they prefer, when and why they drink coffee. If anyone doesn’t drink coffee, find out why. Compare your results with another group.

Whenyoureadorlistentoatext,it’sveryimportanttotrytopredictwhatisgoingtocomeupinthetext.Useclueslikethetitleorpicturestohelpyou.Thinkaboutwhatyouknowaboutthetopic.Forexample,anarticleentitled“WomanWinsMillions”wouldsuggestyou’regoingtoreadaboutmoney,buyingthings,andchangesoflifestyle.

Learning tip

TH

E co

ffee T

RA

DIT

ION Coffee has long been one of the most popular drinks in

the world. In 9th Century Arabia it was first recorded that people drank coffee. Planting of coffee first started in Yemen, in the Middle East, in the 15th Century, and it was forbidden to take coffee plants out of the country. However, plants were smuggled to India and Europe. The first coffeehouse in London opened in the 1680s, and soon they were all over the city. Coffeehouses were known as “penny universities” because you could buy a cup of coffee for a penny and learn more at the coffeehouse than in class!

In 1690, the Dutch introduced coffee cultivation to their colonies in Indonesia. Coffee arrived in Latin America several decades later, when the French brought a coffee plant to the island of Martinique. When a rare plant disease devastated the coffee plantations in southeast Asia in the mid–19th Century, Brazil emerged as the world’s foremost coffee producer, which it still is today. The first espresso machine was made in France in 1822, and instant coffee was first marketed in 1909.

To give you an idea of the popularity of coffee, Starbucks Coffee opened in 1971 and today has 3,300 locations in ten countries. Why is coffee drinking so popular? People believe that coffee has stimulating properties so it helps you concentrate or work. It also tastes good, and everyone has his or her favorite type of coffee: cappuccino, espresso, iced, mocha.

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Free time Lesson 3

Unit 7

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1 QuestionnaireBeing able to socialize is an important quality for work, study, and relaxing. However, a lot of people don’t really enjoy socializing or find it awkward. How sociable are you? Answer the questionnaire and check your results to find out.

Howsociableareyou?

1 Youseeagroupofpeoplewatchingsomething.Yourimmediatereactionisto

a) observewithinterestfromadistance b) walktheotherwayasquicklyaspossible c) rushoverandjointhecrowd.

2 Youandseveralothersareatdinnerinafriend’shouse.Doyou

a) talktoeveryonewithgreatenthusiasm? b) eatyourmealquietlyandfeelslightlyawkward? c)trytojoinintheconversationwhenthere’san

opportunity?

3 It’syourfirstdayatanewcollege.Withoutthinkingtoomuch,you

a) concentrateontheclassesandkeepalowprofile

b) say“Hi!”toeveryoneandintroduceyourselftoasmanypeopleaspossible

c) trytobefriendly,butcheckthingsoutfirst.

4 Yougoonapicnicwithofficecolleagues,butit’sincrediblyboring.Doyou

a) helpwithhandingaroundthefoodandtryandgetpeopletalkingtoeachother?

b) waitforotherpeopletostarttalkingtoyou? c) waitforpeopletorelaxandthenjoinin

thefun?

Scoring

1 a) 2 b) 1 c) 32 a) 3 b) 1 c) 23 a) 1 b) 3 c) 24 a) 3 b) 1 c) 2

Questionnairekey

10–12: You’resuper-sociable!Peoplereallyenjoyyourcompany.You’reprobablytoobusysocializingtoreadthis!

5–9: Youcanbesociablewhenyouwant,butyouknowhowtobebyyourselfaswell.Youcangetthebestofbothworlds.

0–5: Youareoneoftheworld’sintroverts.Shyandretiring,youaredefinitelynotintobeingsociable.

60 Unit 7

Lesson 4 Free timeLesson 4

4 Language for life: being sociable

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2 Analyze your personality

Now that you’ve done the questionnaire, check out some more details about your kind of personality in this article. Then do a quick check with some people you know to see if this analysis is accurate.

3 Shyness and how to overcome it

People who find social occasions challenging shouldn’t despair. There are many others like them out there who might want to be friends.

Modern psychologists have modified Jung’s view. They have divided personality types into three basic groups: extroverts, introverts, and ambiverts.Extroverts are people-oriented. They express emotions outwardly; they are inclined to put their ideas into action without a lot of thought about the results of those actions. Many extroverts choose careers as salespeople, athletes, and politicians. Introverts contain their emotions rather than express them outwardly; they are concerned with cause and analysis of actions. They often prefer working alone to working with other people collectively. Introverts often choose careers in science, accounting, engineering, research, and writing.

Ambiverts combine characteristics of extroverts and introverts. They usually adjust more easily to life’s problems and are more successful in dealing with people. Ambiverts are often teachers or executives, and they make good parents.

&extrovertsIntroverts

Basic personality types of introvert and extrovert were first identified by Swiss psychoanalyst Carl Jung. In his view, introverts are shy, contemplative, and reserved and tend to have difficulty adjusting to social situations. Extroverts, in contrast, are characterized by responsiveness to other people, activity, aggressiveness, and the ability to make quick decisions. They also tend to be outgoing.

61

Free time Lesson 4

Unit 7

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Listen to Dr. Alexander Bannister talking about some ways to overcome shyness.

What do you think about his suggestions? Do you have any other suggestions about how to deal with shyness? Write them down and discuss them with other people in your group.

from How to Overcome Shyness by Art Nefsky

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Preservation or extinction?1

b In pairs, try to complete the similes with the correct animals from the photographs above.

1 He’sasstrongas___________________.

2 She’sasquietas___________________.

3 I’masfreeas___________________.

4 She’sassmartas___________________.

5 He’sasslowas___________________.

6 You’reasstubbornas___________________.

c Do you have any expressions like these in your language? Discuss them in groups.

1 Word builder: similes

a Do you know the names of these animals in English? Write them under the photographs.

2 Pronunciation: weak forms and linking

a In spoken English, words frequently become joined, or linked together and pronounced as one word. Look at this example and notice the linking.

He’s as slow as a tortoise.

Listen to how the words are linked and to the pronunciation of as and a.

b Practice saying the similes in exercise 1b, linking the appropriate words. Then listen and compare your pronunciation with that on the CD.

c Discuss whether any of the similes apply to people you know.

My brother is as slow as a tortoise. We always have to tell him to hurry up!

Language assistant

Onewayofdescribingthingsorpeopleistousesimiles–phrasesofcomparison.InEnglish,somesimilesareformedwithas … as:Before the storm, the sky was as black as night.Manysimilesuseanimalsastheirpointofcomparison.

A

B

CE

D

F

Unit 8 The animal kingdom

62 Unit 8

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The ethicsof preservation

b In pairs, write a short paragraph for or against zoos. The phrases in the box may help you.

Inouropinion,… Aboveall,… First,… Therefore,… Furthermore,… Finally,…

Zoos must be abolished. They are …Without zoos, many species would already …

c Work with a pair of students who have the opposite opinion from yours. Use the arguments in your paragraph and any other arguments you can think of to try to change their opinion.

4 Reading, writing,and speaking

a Read the list of arguments about zoos. Mark each one F (for) or A (against).

1 Weshouldallowspeciestoevolveordisappearnaturally.

2 Humanshaveanobligationtostopthedestructionofspeciesanywaytheycan.

3 Ifspeciesdisappear,thebalanceofnaturewillbedisrupted.

4 Itisoftennotpossibletore-introduceanimalstothewild.

5 Animalsshouldbeseenintheirnaturalenvironmentornotatall.

6 Zooscanbecontrolledandlimitedtoendangeredanimals.

We’ve all heard and used phrases like “hungry as a bear” or “smart as a fox.” These phrases grew out of people’s long association and familiarity with animals. But try to imagine a world where these were just abstract phrases because there were no more bears or foxes on earth. Many conservationists feel that if radical steps are not taken to preserve animal species and their habitats, that world could soon become reality.

One method of species preservation is the zoo. Many conservationists claim that while wild animals are in zoos they are safe from extinction, safe from poachers, and safe from the destruction of their natural habitats. And, if the animals can be bred in captivity, there is always the possibility that they can be re-introduced into the wild when their numbers are prolific enough. At the same time they allow us, the public, who would normally have no opportunity to travel to exotic places, to come into contact with the diverse creatures with which we share the planet.

On the other hand is it humane to keep wild animals as captives in zoos to provide a fun day out for all the family? There are those who would argue that it is better that a species should die out than that it should exist unnaturally in cages to be gawked at by inquisitive humans. Create wildlife parks, create nature reserves by all means, but at least allow these creatures to live out their days in as normal a fashion as possible and, if it is the way of the world, to become extinct.

3 Reading Read the article (opposite)

about cloning and complete these statements.

1 Thefirstparagraphis a)anattackonzoos b)anargumentinfavorofzoos c)ageneralwarning.

2 Thesecondparagraphis…zoos.

a)afactualaccountof b)anargumentinfavorof c)ahistoryof

3 Thethirdparagraphis… zoos.

a)afactualaccountof b)abalancedviewof c)anargumentagainst

4 Inyouropinion,istheauthor’sgeneralattitudetowardzoos

a)positive? b)negative? c)neutral?

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The animal kingdom Lesson 1

Unit 8

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ForwardBack

Address



1 Reading and speakinga Read the advertisement at the bottom of the

page for an animal protection society. Do you have similar organizations in Saudi Arabia?

b Do you have laws which govern the treatment of animals?

2 Listeninga Listen to a radio interview with an animal

welfare activist.

b Listen again. Are these statements true (T) or false (F)?

1 Markdoesnotthinkthatdonkeysshouldbemadetowork.

2 HethinksthattheMediterraneanislandispartofacivilizedcountry.

3 Thelocalauthoritiesusuallypunishpeoplewhoilltreatdonkeys.

4 Heissurethathisworkhasamajoreffectonthesituation.

Beasts of burden23 Grammar builder:

wish + past verb vs. wish + would + verb

a Look at the groups of sentences. Which ones refer to present or past situations or actions that the speaker would like to change but cannot? Which refer to actions or habits that the speaker would like to be different? What is the difference in form?

1 Iwishdonkeyswerebettertreated.2 Iwishpeoplewouldbekindertodonkeys.3 IwishIhadn’tcaughtacold.4 Iwishtheneighborswouldmakelessnoise.5 Iwishyoudidn’tsmoke.6 Iwishyouwouldn’tsmokeindoors.

b Complete each sentence with a wish.

1 Idon’thaveenoughmoney.I wish…2 Thomasreallyneedstogethishaircut.

I wish…3 Mymotherdoesn’tspeakEnglishverywell.

I wish…4 I’msorryIdidn’tgooutwithmyfriendslast

night.I wish…

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Lesson 2 The animal kingdom

The Donkey SanctuaryThe Donkey Sanctuary is a UK based charity

working worldwide to improve conditions for

donkeys and mules.

Since 1969 we have taken over 12,000 donkeys into our care in

the UK and Ireland and have over 45 welfare officers who can

follow up reports of cruelty to or neglect of donkeys, quickly

and efficiently. We also have core overseas projects in Egypt,

Ethiopia, India, Kenya and Mexico – bringing urgent veterinary

assistance to working donkeys in distress. Further projects exist

in Europe where many more donkeys need our help.

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4 Reading and speakinga Look at, but do not read, the two texts. One is a

newspaper article, the other an extract from a children's encyclopaedia. In pairs, decide which is the article and which is the extract.

b What factors influenced your decision?

c Now read the two texts. What other differences can you notice in the style. Make a list.

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Unit 8

Newspaper article Encyclopaedia

more descriptive fewer descriptive adjectives adjectives

The largest herd of feral (wild) camels in the world lives in Australia? There are estimated to be between 500,000 and one million Australian camels. The population can double in ten years.

Camels were considered to be the ideal animal for exploring and working in the vast, dry interior of Australia. Between 1840 – 1907, thousands of camels were imported, mainly from India.

The first camel to arrive in Australia was called “Harry”. The unfortunate Harry, while on an expedition in South

Australia, proved himself to be rather badly behaved. He bit a member of the expedition, killed a goat by picking it up by its neck, and ate a bag of flour. Then he bumped into his owner, John Horrocks, who was loading his gun. The gun exploded, Horrocks lost two fingers and some teeth and ordered that Harry be shot. Horrocks then died from his wounds a few weeks later.

Camels compete with cattle and sheep for scarce vegetation and other sources of food. The Australian government is considering killing large numbers to keep the population down.

Many Australian camels are sold to Saudi Arabia as racing camels.

Camel Contest held in the United aRaB emiRates

Ten thousand camels had the

grooming of their lives before a

unique international contest held in

the United Arab Emirates.

The contest in Abu Dhabi was one

of the richest and biggest events of

its kind, with more than $9m and 100 cars in available prizes.

The contest featured camels or “ships of the desert” from Bahrain, Kuwait, Oman, Qatar and Saudi Arabia. The organizers hoped it would remind Emiratis of traditional desert values.

The contest was part of the Mazayin Dhafra festival, held annually in April, and organizers said it was the biggest contest of its kind to be staged in the Gulf.

A panel of camel experts chose the best animals for each age group. Entry was open to anyone who could prove ownership of a pedigree camel,

and the animals had to be free from contagious diseases.

The ruler of Abu Dhabi, Sheikh Khalifa bin Zayed, sponsored the event. It is said he wants Emiratis to help preserve their national identity through the respect of an animal central to Arab culture.

Camel racing remains a popular sport in the region, and long before the oil industry moved in, the Bedouin tribes prized the animal known as the “ship of the desert”.

Camels used to be the main measurement of wealth, along with horses and falcons.

DiD you know – the AustrAliAn cAmel?

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1 Speaking, reading, and writinga Does having a pet help people in any way?

Discuss your ideas in groups. Look carefully at these photographs. Discuss what you think is going on in them and what the role of the animals might be.

Animals as healers and teachers3

b Read the article quickly and match the topics with the paragraphs.

Paragraph1 a) animaleducators

Paragraph2 b) howtogetinvolved

Paragraph3 c) howanimalsbenefithumanhealth

Paragraph4 d) helpforanemotionallydisturbedchild

c Read the article again. Summarize the main ideas of paragraphs 2–4 in one or two sentences.

Paragraph1:Animal therapy is useful in helping people with both physical and emotional problems.

2

3

4

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Lesson 3 The animal kingdom

In today’s world of high-tech science and medicine, a very

low-techhealerhasbeendiscovered–animalcompanionship.

Itisnowwelldocumentedthatpeoplewithcertainproblems

suchasheartdiseaseorcancerlivelongerandhaveabetter

recoveryrateiftheyhavepets.Contactwithpetslowersblood

pressureandreducesstress.Animalsareincreasingly

importantintherapyforpeoplewithAlzheimer’sdisease,

autism,andcerebralpalsy.Thesepeoplefrequentlysufferfrom

frustrationanddepression,aswellasphysicalproblems.

Activitieswithanimalshelpthemwithphysicalcoordination

andalsogivethemjoy,entertainment,andloving

companionship.

Hereisacasethatillustratesthetherapeuticqualitiesof

animals.Johnwasasix-year-oldelectivemute:hesimply

didn’twanttotalk.Hisoldercousin,Ned,hadaparrotcalled

Sally,andJohnusedtovisitit.WhenhearrivedNedusedto

say“Hi,John!”Weallknowthatparrotscopyoften-repeated

phrases.Afterafewvisits,Sallybegansaying“Hi,John!?”

whenJohncameintotheroom.Then,oneday,Johnturnedto

theparrotandreplied“Hi,Sally!”Contactwiththeparrot

encouragedJohntobegintalking.

Anothergrowinguseforanimalcompanionsisinschools.In

somecases,animalsareusedtohelpchildrenwithphysicalor

emotionalproblems.Inothers,theyareusedtoencourage

childrentosocializeandlearntoshare,orsimplytoteach

childrenaboutanimals.

Ifyouwouldliketoknowmoreaboutanimaltherapyand

companionprograms,youcancontactorganizationslikeRiding

fortheDisabled(R.D.A.)ordoasearchunder“animaltherapy”

ontheInternet.Youdon’thavetobeananimaltrainerora

therapisttogetinvolved,especiallyinanimalcompanion

programsinschools,hospitals,orhomesfortheelderly.

h e l p e r s1

Animal

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c In pairs, use the prompts below to compare how Rashed’s parents treat him and how Mohammad’s parents treat her.

Rashed’sparents Mohammad’sparents

allow/stayuplate expect/studyeverynight

They allow him to They expect him to study stay up late. every night.

encourage/havefun make/practiceFrenchforanhour

let/havefriends force/trainhardeverytovisit weekend

want/behappy want/bethebestateverything

3 Listening a Some friends want to become involved in animal

companion activities. Listen to their discussion. What type of activity do they decide on?

b Listen again and answer the questions.

1 Whatthreegroupsofpeopledothefriendsthinkaboutworkingwith?

2 Whataretheproblemswiththefirsttwotypes?3 Whattypeofanimalsisthegroupgoingtowork

with?4 Whatthreetopicsaretheygoingtooffer?

2 Grammar builder: want / allow / encourage / force, etc. + object + to + infinitive

a Look at this sentence. Notice the order of the words that follow the main verb (in bold).

Visiting the parrot encouraged John to speak

subject verb object to infinitive

b How would the sentence above be expressed in your language?

d Tell your partner which parents sound more like your own parents, and make up a few more sentences about your upbringing.

My parents never let me … They encouraged me to … They didn’t expect me to …

e In pairs, complete the sentences with your own ideas. Make sure each verb is followed by an object.

It’s important to encourage children to be independent.

1 Schoolsshouldallow…2 Mostparentswant…3 Ithinkit’swrongtoforce…4 Youcan’tmake…5 Communicatingwithchildrenhelps…

Language assistant

Noticethatcertainverbssuchasletandmakecannotbefollowedbyto:

He allowed his brother to ride his horse vs. He let his brother ride his horse.

My father forced me to clean the garage vs. My father made me clean the garage.

Notethattheverbhelpcanbeusedwithorwithoutto:Mark helped me to study for the final exam or Mark helped me study for the final exam.

4 Speaking In groups, discuss the following.

1 Whichofyouownanimals?Whatdoyouhave?2 Doyouthinkthatit’sgoodforachild’s

developmenttohavecontactwithanimals?Giveyourreasons.

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2 The argument

a Listen to the conversation between a vegetarian and his brother. Who do you think has the stronger arguments? Why?

b Listen again. According to the conversation, are these statements true or false?

1 Benhasfinancialreasonsforhisvegetarianism. T F

2 Hegraduallygaveup eatingmeat. T F

3 TherearenovegetarianInuit. T F

4 Meatisanessentialsource ofprotein. T F

5 Animalschoosetheirfoodcarefully. T F

1 Animals and us

The relationship between the human and the animal kingdoms is close. Throughout history we have relied on animals for our well-being – they have carried our heavy loads, performed essential agricultural work and been popular pets. They have carried us into battle, they have transported us from one place to another. Their skins and wool have clothed us and, above all, their meat (as well as their milk and honey) has fed us.

Some would argue that we humans exploit, and have always exploited, animals unfairly. There is a strong case, especially since the invention of the internal combustion engine and synthetic materials, that we do not need animals to perform the tasks mentioned above. And there is a substantial minority which argues that we do not need to eat meat – that the eating of animal flesh is not just unnecessary, but wrong.

• Do you agree that we no longer need animals, and that it is wrong to exploit them for our benefit?

• Do you know any vegetarians or vegans? What is your opinion of their beliefs?

68 Unit 8

Lesson 4 The animal kingdomLesson 4

4 Language for life: the vegetarian option

vegetarian (n, a) a person who does

not eat meat; and, sometimes, fish and

eggs.vegan (n, a) a person who does not eat

any animal products, including dairy

produce and honey. Some will not

wear clothes from animal products

even if the production has not caused

the death of an animal (e.g. wool).

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Unit 8

3 The menu

a In pairs, read the menu. Decide what you would like to order.

b Read the menu again. Decide which dishes are suitable for vegetarians and which for vegans and vegetarians. In some cases you may need further information – for instance, how was the dish cooked? In other cases, the dish may be suitable for some vegetarians, but not for others.

c When you have finished, compare notes with another pair. Do you agree?

DINNER MENUTo start

Avocado Pear with Vinaigrette SaucePrawn Cocktail Mushroom Soup

Deep-fried Goat’s Cheese

MainsGrilled Sea Bass

Spaghetti with Tomato SauceBeef WellingtonVegetable Curry

Lamb KebabsCheese Fondue

A Choice of Salads, Fresh Vegetables or Rice

DessertsViennese Chocolate CakeStrawberries and Cream

Apple Pie Selection of Ice Creams

*Tea or Coffee

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Read to learn11 Recognizing genrea This skill is about the ability to identify features that are

characteristic of different texts, e.g. a comic, an advertisement, an autobiography, an academic article. Scan the three excerpts. Which one is from a novel? A biography? A newspaper editorial?

b Talk about how you decided on the genre for each text. Consider characteristics such as the following.

formal/informaltone

formal/informalvocabulary

subjectiveopinions/facts

dialog/monolog

A

B

If Jim Hanson is allowed to build Barton Creek Mall, he will be

contri buting to the destruction of species and the pollution of

Barton Creek. One of our last local wilderness areas will

disappear. Furthermore, Hanson and his supporters say that they

have the interests of the people in mind. If that is true, then why are

they offering less than market value to the farmers who own the land

where the mall will be built? Hanson Construction is taking

advantage of people’s economic needs to cheat them out of a fair

price. The only interest Jim Hanson has in mind is his own.

When Jim Hanson attended high school in the 1970s, few young

people in his inner-city neighborhood aspired to higher education.

Many didn’t even finish high school and started working at an early

age. However, Jim’s high school, recognizing its students’ need for

technical skills, had a strong vocational program with courses in

building construction. Jim took courses in carpentry, computer

drafting, and design, often staying after school to work on his

projects. His grades in all subjects were good, and in his vocational

courses they were outstanding. In 1975, his senior year, the hard work

paid off in the form of a full scholarship to study architecture at New

York University.

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Unit 9 Using language skills

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2 Making inferences Making inferences means “reading between the

lines” or understanding ideas that are not specifically stated in words. What did you understand that’s not stated in the excerpts? In pairs, check (✔) if the sentences are T (true) or F (false). Make sure you agree on the answers you give.

1 ItwasunusualthatJimHansonwenttocollege. T F

2 Heprobablycamefromapoorfamily. T F

3 TheeditorisinfavoroftheBartonCreekproject. T F

4 Intheeditor’sopinionatleast,JimHansonisarichman. T F

5 Stuartbelievedthatthedamagetohiscarwasapracticaljoke. T F

3 Discovering meaning from contexta This skill is about the ability to use clues in a

text to discover the meaning of words and phrases that you did not know before. Match the words on the left with the meanings on the right. Look back at the contexts of the words in the texts in exercise 1a.

1 outstanding(textA,line8) a) written2 paidoff(textA,line9) b) trick3 cheat(textB,line8) c) wasworth thetrouble4 fair(textB,line8) d) excellent5 uneasy(textC,line3) e) nervous6 scrawled(textC,line4) f ) reasonable

b In pairs, compare your answers. Discuss how the contexts helped you to understand the meanings of the words.

4 Conduct a reading survey in class! First, think about what you read, how often you

read, and how much you read in any language. Then find out more about your classmates by discussing the following.

Whatkindsofthingsdopeopleread?Why?When?

Howoftendostudentsintheclassread?Everyday?Almostnever?Why?

DotheythinkreadinghashelpedimprovetheirEnglish?Why?/Whynot?

Discuss:Whywouldreadingmorebeagoodthingtodo?Whatsuggestionsdoyouhaveforotherstoimprovetheirreadinghabits?

5 Write your own learning tipa In pairs, complete the learning tip with your

own ideas.

b Share your learning tip with your classmates. Discuss the different ideas and add to your learning tip if you want to.

C Stuart stayed after the meeting to talk to some of the other organizers of the protest against the construction of the new shopping mall in the Barton Creek Wilderness area. When he left, it was after 10:00 p.m., and as he crossed the parking lot to his car, he felt uneasy, almost frightened. Arriving at his car, he saw that his fears had been justified. His tires were slashed, and in red paint scrawled across the car door was the message: YOU’RE NEXT.

The young police officer who took the report was sympathetic, but gave Stuart little hope that the people who had damaged his car would be found. “I’m very sorry about your car,” he said. “I’m afraid you’ve been the victim of a vicious practical joke by some high school kids.” But Stuart didn’t think it was a joke. As the leader of the movement to stop the construction before the Barton Creek area was destroyed, he had met Jim Hanson, and he had seen the hard look in his eyes as he vowed not to let anything stop his Barton Creek project.

Learning tip

Reading in English can help you to …

When you don’t know a word, first try to …

It’s a good idea to read …

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5

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Unit 9

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1 Tone of voice in letters Below are two business letters. Read them and decide which one is

more appropriate in a business situation. Underline the phrases or sentences that make the more formal letter more appropriate.

Writing in the right tone2

Mr. George Lincoln

Accounts Manager

Barker Construction Company

April 30, 2009

Dear Mr. Lincoln,

I am writing in reference to 25,000 bags of cement

ordered from our Cedar Park branch on April 8, invoiced

on April 15.

I believe you are aware that our company policy states

that invoices must be paid within ten days of receipt.

When your payment was not received by April 25, we

assumed there had been a clerical error, and my assistant

called your accounting department to check. I am afraid

they were not very cooperative and told him that the

payment would not be made this month.

If it would be helpful, I would be happy to speak to you

personally about the payment. I would be grateful if we

could reach an agreement as soon as possible and hope

that we can continue to have an excellent working

relationship.

Sincerely,

Bruce ThomasAccounts Manager

A

CentralC e m e n t & C o n C r e t e

Mr. George LincolnAccounts ManagerBarker Construction Company

April 30, 2009

Hi Mr. Lincoln,

How are you doing? I’m writing about 25,000 bags of cement you ordered from our Cedar Park branch on April 8. We sent you an invoice on April 15. You probably know our company usually gets paid within ten days of getting an invoice. You didn’t send us a payment by April 25, so my assistant called your accounting department to check. They were pretty rude and told him that they wouldn’t pay the bill this month.

Please call me because I want to chat with you about the whole thing. We need to work this out right away.

All the best,

Bruce ThomasAccounts Manager

Language assistantTherearemanywaystoindicatetherightlevelofformalityinEnglish.Lookattheseexamples.

Vocabulary:kids, talk, put off vs. children, speak, postpone

Grammaranddiscourse:As I said, too vs. As mentioned above, moreover

Can you help me … vs. I wonder if you would mind helping me …

B

CentralC e m e n t & C o n C r e t e

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Lesson 2 Using language skills

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2 Reflect on levels of formality a Look at these sentences. In pairs, decide if they are formal or

informal and identify what specifically makes them so.

1 Hey,canyoutakethekidsoutofhereforaminute?2 WouldyoumindterriblyifIopenedthewindows?3 Brilliantsuggestions,tobesure,buteachoneisdifficulttorealize.4 Idon’tthinkyoushouldspeaktohimlikethat.

b Now write each formal sentence above informally and each informal one more formally.

3 Writing a lettera In pairs or small groups, follow the steps below to write a formal

letter.

1 Readthesituationbelowandbrainstormthepointsyouwanttomake.

2 Decidehowyouwanttodividethemainideasintoparagraphs.3 Writeafirstdraftandcheckittogether.Considerwhatgrammarand

vocabularycangiveyourletterthecorrectlevelofformality.Lookbackattheformalletterinexercise1forideas.

4 Writethefinaldraft.

Situation:Youarethecontractorinchargeofbuildinganewbank.YouhaveorderedbricksfortheconstructionfromtheMadisonBrickandStoneCompany.Youpre-paidtheorder,andthebricksweresupposedtobedeliveredaweekago.Youcan’tcontinueconstructionwithoutthem,andeverydayofdelaycostsanextra$1,000.Youhavecalledthewarehousemanager,buthewon’tguaranteeadeliverydate.Ingroups,writealettertothedirectorofthecompanyexplainingtheproblem.

b Exchange your group’s letter with another group’s. Read the letters and discuss the language used. Are some more formal than others? Do they explain the problem clearly? Do they demand a solution without being rude? Ask your teacher about any parts of your letter you had difficulty with.

4 Conduct a writing survey in class! askyourclassmatesandthendiscussthefollowing.

DotheyeverwriteinEnglishoutsideofclass?Howoften?Why?Whatdotheywrite?

WhatdotheyfindmostchallengingaboutwritinginEnglish?(grammar?vocabulary?other?)

WhatspecificallyhashelpedyouimproveyourwritinginEnglish?

5 Write your ownlearning tip

a In pairs, complete the ideas for a learning tip about writing.


Learning tip

Before you start writing a letter, think about …

When you write a business letter, the language should be …

Before you send the letter, it’s a good idea to …

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1 Listening strategies and subskillsa Reflect on how and when you listen. Think about

the kinds of things we listen to and the different ways we listen. For example, we listen to the news on the radio, we listen to announcements in the train station or shopping center, we listen at work or school, and we listen to our friends and family, too. All of these kinds of listening require different skills. Discuss what makes one kind of listening different from another.

b When we listen, we use certain strategies to help our comprehension, especially in a foreign language. These strategies include, among other things:

•askingforrepetitionofinformation(I’m not sure I understood what time you said the train to Chicago leaves.)

•askingforclarificationofinformation(I’m sorry, but did you say six o’clock?)

•checkingthatyou’veunderstoodthedetails(OK, so it leaves at 7:00 then. Thanks.)

•checkingthatyou’veunderstoodbysummarizingthemainideas(You said to check in my luggage first, then wait in the lounge area by the double doors. Is that right?)

Discuss which of the strategies you could use in the following situations.

1Thepersonyouaretalkingtospeaksveryfastandusesalotofslang.

2Apersongivesyouasetoffairlylongandcomplicatedinstructions.

3Apersonhasgivenyouaratherlongexplanationofsomethingandyouwanttomakesureyou’veunderstoodthemainideas.

4Someonehasgivenyouinstructionsaboutthetimeandplaceofanimportantmeeting.Youwanttomakesureyouhavealltheinformation.

5Theconversationisverytechnical,andthereareseveralimportantwordsyoudon’tunderstand.

6Youareataworkshopataconference,andyouhaven’tcompletelyunderstoodoneofthemainideas.

The art of listening3

c We listen for different reasons in different situations. Match these situations with the reasons for listening below.

1 You’resittinginonalecturetofindoutifyoumightbeinterestedintakingthecourse.________

2 You’reonthetelephone,andsomeonegivesyouhis/heraddressandtelephonenumber.________

3 Youwanttounderstandifafriendlikesanideayouhavesuggested.________

a) Youwanttomakesureyouhaveallthecorrectdetails.

b)Youonlywanttounderstandthegeneralidea,notthedetails.

c) Youwanttolisten“betweenthelines,”i.e.understandthefeelingsaswellasthewords.

2 Listening for the general idea You are going to hear two short conversations.

For each one, choose the sentence that summarizes the topic or main idea of the conversation.

Conversation1

1 Whatarethemendiscussing? a) Asportsgame. b)Aprofessor’scompetence. c) Anexam.

Conversation2

2 Whatisthemen’sopinionoftherestaurant? a) Theydon’tlikeit. b)Theylikeitverymuch. c) Onemanlikesit,buttheotherdoesn’t.

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Lesson 3 Using language skills

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3 Listening for detail For these two short conversations, there are two questions about details.

Read the questions first. Then listen and choose the correct answer.

Conversation1

1 Wheredoestheyoungerbrotherwanttogo? a) Tothepark. b) Towork. c) Tothelibrary.

2 WhydoesJohnsayhemightnotwanttogo? a) Hehastoworklate. b) Hehastostudy. c) He’stired.

Conversation2

3 Whydoesthemanwanttocancelthemeeting? a) Hehasanappointment. b) Hissonisgoingtothedoctor. c) Hehastomakeanimportantphonecall.

4 Whatistheothermangoingtodo? a) Gotothemeeting. b) Reschedulethemeeting. c) Saythatthemanwillcall.

5 Conduct a class survey on listening!Find out from your classmates and then discuss the following.

• WhatdotheylistentoinEnglish?• Whataretheeasiestthingstounderstandwhen

listening?Why?• Whatarethemostchallenginglisteningtasks?Why?• Dotheyusethesamelisteningstrategiesintheir

nativelanguage(s)?Why?/Whynot?

4 Listening for inference In these two short conversations, the questions

are about inference – what the people imply with words or tone of voice. Listen and choose the correct answers.

Conversation1

1 Whatdoesthemanimply? a) Hewantstogoout. b)Hedoesn’twanttogoout. c) Hedoesn’tlikeLebanesefood.

2 Whatdoesthefirstmanimply? a)Theothermanistense. b)He’srelaxed. c) Hedoesn’tfeelwell.

Conversation2

3 WhatdidJohnthinkoftheexam? a) Itwaseasy. b)Itwasdifficult. c) Hedidn’ttakeit.

4 WhatdoesthefirstmanthinkofJohn’scommentabouthisgrade?

a) He’ssurehegotanA. b)Hedoesn’tbelievehegotanA. c) He’ssurehefailed.

Learning tip

When you listen to a long conversation or lecture, try to focus on …

When you are listening, don’t worry about …

When you are talking to someone, it is helpful to notice …

6 Write your own learning tipa In pairs, complete the learning tip on listening

with your own ideas.


75


Unit 9

2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17

18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33

34 35 36 37 38 39 40 41

42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57

59 60 61 62 63 64 6558

66 67 68 69 70 71 72 73

75 76 77 78 79 80 8174

2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17

18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33

34 35 36 37 38 39 40 41

42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57

59 60 61 62 63 64 6558

66 67 68 69 70 71 72 73

75 76 77 78 79 80 8174

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The activities in this lesson have been designed to let you see how fluent you’ve become, so don’t worry too much about perfect grammar. The important thing is just to communicate! Reflect on how and when you speak.

Some people find speaking difficult or intimidating. Do any of these reasons stop you from talking?

• fear of making a mistake• lack of confidence / vocabulary / fluency• trouble with pronunciation

In groups, discuss how important (or not) these reasons are and how someone might overcome his or her fears.

1 CharadesPlay in groups or as a class.

• The teacher gives one student a word. • The student mimes the word silently and his /

her classmates try to guess what it is.• After playing the game for a few minutes with

words, change to sentences!• The student who guesses the word or sentence

mimes the next one.

2 Explain this!Work in groups of four or five. You will have to explain why you were at a certain place or doing a particular thing at a particular time.

• One student chooses a partner in the group and reads one of the situations opposite.

• The partner has to give a logical explanation for why he / she was in that situation.

• This student then chooses another partner and another situation.

• When each student has given an explanation, vote on the most logical explanation and also the most creative explanation.

1 Youweresittingathometalkingtoyourselfyesterdayevening.

3 Youwerewalkingdownthestreetyesterdaywithonlyoneshoeon.

5 YouvisitedastorelastSaturdayandcameoutwithmoremoneythanyouwentinwith.

2 Youwereknockingonyourneighbor’sdoorinthemiddleofthenight.

4 Youwerephoningyourfriendonhiscellphone–buthewasinthesameroom!

6 Youwerewritingane-mailtoafriendontheweekendbutyouneversentit.

76 Unit 9

Lesson 4 Using language skillsLesson 4

4 Language for life: say what you mean

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b With another pair of students, check how many statements you and your partner completed correctly for each other. The pair with the most matches wins.

4 Educated guessesa Work with a partner who you think you know quite well. Without consulting with your

partner, complete the statements below the way you think he / she would complete them. Then complete the statements for yourself.

Yourpartner You

1 Myfavoritetimeofdayis…

2 Onweekends,Iloveto…

3 Myfavoritekindoffoodis…

4 Iusuallyspendmyvacationsin…

5 Idon’tlikepeoplewho…

6 Ithinkbossesshould…

7 I’venever…

8 IfIhadalotofmoney,Iwould…

9 I’dliketolearnto…

10 WhenIfinishschool,I’mgoingto…

3 Chain storyWork in groups of six to eight. You are going to create a story.

• One student is the timekeeper, and another student starts the story.

• Each student must talk for thirty seconds. After each thirty seconds, the timekeeper says “Stop”, and the next student in the circle continues the story.

• Start like this: An amazing thing happened to me yesterday …

5 Write your own learning tipa In pairs, write a learning tip about your future use of English – ideas for maintaining

or improving the English you have learned.

b Share your ideas in groups or with your class. Discuss your plans for using English in the future.

77


Unit 9

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78

Irregular verbs

Irregular verbs

Infinitive Pastsimple Participlebe was/were beenbecome became becomebegin began begunbite bit bittenbreak broke brokenbring brought broughtbroadcast broadcast broadcastbuild built builtburst burst burstbuy bought boughtcan could couldcatch caught caughtchoose chose chosencome came comecost cost costcut cut cutdo did donedraw drew drawndrink drank drunkdrive drove driveneat ate eatenfall fell fallenfeel felt feltfight fought foughtfind found foundfly flew flownforbid forbade forbiddenforget forgot forgottenget got gottengive gave givengo went gonegrow grew grownhang hung hunghave had hadhear heard heardhit hit hithold held heldkeep kept keptknow knew known

Infinitive Pastsimple Participlelay laid laidlead led ledleave left leftlend lent lentlet let letlose lost lostmake made mademean meant meantmeet met metpay paid paidput put putread read readride rode riddenrise rose risenring rang rungrun ran runsay said saidsee saw seensell sold soldsend sent sentset set setshake shook shakenshow showed shownsit sat satspeak spoke spokenspend spent spentspill spilt spiltstand stood stoodstick stuck stuckstrike struck strucktake took takentell told toldthink thought thoughtthrow threw thrownwake woke wokenwear wore wornwin won wonwrite wrote writtenunderstand understood understood

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79

Pronunciation

Pronunciation

Vowels

/i/ eat

/I/ sit

/eI/ wait

/e/ get

/œ/ hat

/aI/ write

/ø/ but

/u/ food

/U/ good

/oU/ go

/O/ saw

/A/ hot

/aU/ cow

/OI/ boy

/‰r/ her

/´/ sofa

Consonants

/b/ bat

/k/ cat

/tS/ chair

/d/ dad

/f/ fat

/g/ girl

/h/ hat

/dZ/ July

/l/ like

/m/ man

/n/ new

/p/ pet

/kw/ queen

/r/ run

/s/ see

/S/ shirt

/t/ talk

/D/ the

/∏/ thin

/v/ voice

/w/ where

/j/ you

/N/ ring(asfinalsound)

/z/ zoo

Thealphabet

/eI/

Aa

Hh

Jj

Kk

/i/

Bb

Cc

Dd

Ee

Gg

Pp

Tt

Vv

Zz

/e/

Ff

Ll

Mm

Nn

Ss

Xx

/aI/

Ii

Yy

/oU/

Oo

/u/

Qq

Uu

Ww

/Ar/

Rr

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Learner trainingA

80

Learner training

1 Using a dictionary One of the most useful sources of information about the English language is a monolingual (English /

English) dictionary. You can greatly improve your reading skills and increase your vocabulary if you learn to use such a dictionary efficiently. Below is a typical dictionary entry. To get the most out of your dictionary, you need to know what is included and what each part means.

Task 1

Label the parts of the dictionary entry by drawing lines from the labels above to the correct part. Try to get into the habit of using this information when you look up a word or phrase.

Task 2

Get to know your dictionary! We all know what a dictionary is, but do we know exactly what it contains? Depending on which dictionary you have, you may be able to find any or all of the following:

aphonemicalphabet______anirregularverbtable______informationaboutgrammar______

informationaboutaffixation(word-building)______informationaboutpunctuation______

informationaboutspellingrules______informationaboutpartsofspeech______

differencesbetweenBritishandAmericanEnglish______

'falsefriends'(words/phraseswhichappearverysimilarinyourlanguageandEnglishbutinfacthaveadifferentmeaning)______

Look at your dictionary and try to find each of the above types of information. Write the page number(s) next to the item. Add any other items that you find, with the page number(s). If you can't find many of these items in your dictionary, it may be time to buy a new one!

language / ´lœNgwidZ / n 1 [U] the system of communication used by people to express ideas, thoughts and feelings, consisting of sounds and words: It is fascinating to watch the development of language in young children. 2 [C] the language system used by the people of a country: He speaks four foreign languages as well as his own language.bad language offensive language, swearing: Don't use such bad language.speak the same language to have similar opinions and / or attitudes: I think we can do business; we speak the same language.

1thedefinition 2thephonetictranscription 3relatedexpressionsusingtheword

4thestressmark

5theexample

6 informationaboutwhetherthewordiscountableoruncountable

7thepartofspeech

8theheadword

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81

Learner training

2 More ways of recording vocabulary Throughout Flying High for Saudi Arabia you have been shown ways of recording vocabulary. You

should continue to record vocabulary systematically through your English learning and review what you have recorded every so often, for example, once a week.

Itisimportanttorecordasmuchinformationasyoucanabouteachnewwordorphrase,ratherlikethedictionarydefinitionopposite,butperhapsnotinquitesomuchdetail!Thiswillhelpyoutousethewordorphraseaccuratelylater.Aspectsofthewordorphraseyoucanincludeinyourrecordingare:

• adefinition,translationorexampletoillustratethemeaning(oracombinationofthese)

• thepartofspeech

• phrasestoshowwhichwords/typeofworditregularlycollocates(combines)with

• somethingaboutthepronunciation,especiallywordstress

Thismayallseemratherlaborious,butthemoreworkyoudowithanewwordorphrase,themorelikelyyouaretorememberit.

Task 1

Record these words and phrases, including some of the features mentioned above.

Youcanrecordalotofnewvocabularywithaspidergram.Thisworksparticularlywellwithlexicalsets:wordsorphrasesaboutatopic,whicharerelatedinmeaning.Wearemorelikelytorememberthingsinassociatedgroupsthaninisolation.Hereisanexample:

Task 2

Make a spidergram of your own about the topic of housing.

astronomicalpricesdisapprovecommiseratehideousoverview

eDUCaTION

institutions verbs

subjectslevels

qualifications jobs

learn

teachstudy graduate

university

college

school history

geography

mathpre-school

elementary

high schooltertiary

degreecertificate

Mastersdiploma

professor

principal

teacher

lecturer

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Spelling rulesB

82

Spelling rules

Rule 1: Sound and spelling relationships One of the most difficult things about English is that words do not always look the way they sound. That is

why it is a good idea to get into the habit of using the phonetic transcription.

Often that is the only way you can be sure how to pronounce a new word or phrase. Take, for example, the letters -ough. These can be pronounced in several different ways.

Task 1

Write down some words which illustrate some of the different ways -ough can be pronounced. Use a dictionary to help you. English also has many silent letters: letters which are not pronounced at all, for example, b in lamb.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Task 2

Circle the silent letter(s) in each of these words.

AnotherfeatureofEnglishishomophones:wordswhichsoundthesamebutarespeltdifferently,forexample,meat,andmeet.(Seepage55ofyourStudent’sBook.)

Task 3

Write down a homophone of each of the following words.

mourning _______________

1 threw _______________ 5road _______________

2break _______________ 6 air _______________

3way _______________ 7 guest _______________

4aloud _______________ 8 pray _______________

Use a dictionary to check you know what each word means.

morning

thumbknifescissorswhispershouldcastlealthough

resignhalfpsychologywalkhourwrongsceneknock

Answers

Task 1

Examples:cough/thorough/bough/enough

Task 2

thumbknifescissorswhispershouldcastlealthoughresignhalfpsychologywalkhourwrongsceneknock

Task 3

1through2brake3weigh4allowed5rowed/rode6heir7guessed8prey

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83

Spelling rules

Rule 2: Multi-word verbs There are a lot of examples of multi-word verbs in English and they can be quite difficult to understand

and even more difficult to use yourself. A multi-word verb is a phrase which consists of a verb + an adverb / preposition or a combination of these. There are several different types.

Type1 Intransitiveverbs+adverb:She saw the blood and passed out.

Thistypehasnoobject.

Type2 Transitiveverbs+adverb:

She put the dinner things / them away. She put away the dinner things.

Thistypecanbeseparatedbytheobject.

Type3 Transitiveverb+preposition:They looked after the children / them.

Thetwopartscannotbeseparatedbyanobject.

Type4 Transitiveverb+adverb+preposition:She gets along well with her sister.

Thethreepartscannotbeseparatedbyanobject.

Task 1

Rewrite the sentences, with a suitable multi-word verb.

Ireallycan'ttoleratethisnoiseanylonger.

1Itriedtofinditinthedictionary.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

2Thefirealarmrangat8:30.

______________________________________________________________________________________________________________________________________________________________________________________________________________________

3Herobbedabankandescapedwithoutpunishment.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

4Ijustcan’tseemtorecoverfromthisterribleflu.

______________________________________________________________________________________________________________________________________________________________________________________________________________________

5Thatdressreallymatchesyourjacket.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

Task 2

Which type in the chart does each verb in task 1 belong to? Write type 1, 2, 3, or 4 next to your answer.

Answers

Task 1 and 2

1Itriedtolookitupinthedictionary.(Type2)

2Thefirealarmwentoffat8:30.(Type1)

3Herobbedabankandgotawaywithit.(Type4)

4Ijustcan’tseemtogetoverthisterribleflu.(Type4)

5Thatdressreallygoeswithyourjacket.(Type3)

I really can’t put up with this noise any longer.

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MacmillanEducationBetweenTownsRoad,Oxford,OX43PPAdivisionofMacmillanPublishersLimitedCompaniesandrepresentativesthroughouttheworld

ISBN:978-0-230-40544-8

Text©MacmillanPublishersLtd2009WrittenbySimonBrewster,PaulDaviesandMickeyRogersDesignandillustration©MacmillanPublishersLimited2009Publishingmanagement:hyphenPublishedunderlicencefromEditorialMacmillandeMexico,S.A.deC.V.

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Flying High for Saudi Arabia - Level 6 - Student's Book

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