| ee De en eee eee err What €1 surprisel I'd rothor not talk about i, if you don mind. What do you de in your free time? I'd tak it exay | ea eee a eee Ce eee eee Te ee fly? Haw lang have you been interested iF) jor? | reall like her. work fram home, No, I’m jvat looking, theink yeu Fm a nine. Which one sounds more RatUral? What's i CT ec ee ee ee eed ca you been learning English? sorry t'm tate. There wa Ce eo eee eee eee eee work on my laptop. | haven't played since | wes et schoo!Thomson Learning ELT Internat UK | Europe / Middle East / Africa Thomson Learning High Holborn House 50/51 Bedford Row London WCIR 4LR United Kingdom Tel: 44 -207-067-2500 Fax: 44-207-067-2600 Asia ‘Thomson Learning 5 Shenton Way 01-01 UIC Building Singapore 068808 Tel: 65-6410-1200 Fax: 65-6410-1208 [email protected] Australia / New Zealand Thomson Learning 102 Dodds Street Southbank, Victoria, Australia 3006, Tel: 03-9685-4111 Fax: 03-9685-4199 Brazil Rua Tralpu, 114 - 3°Andar Perdizes CEP 01235-000 Séo Paulo - SP Brasil Tel: 55-1 1-3665-9900 Fax: 55-11-3665-9901 ‘Canada Thomson Nelson 1120 Birchmount Road Toronto, Ontario MIK SG4 Canada Tel: 416-752-9100 Fax: 416-752-9646 Japan Thomson Learning Nihonjisyo Brooks Bldg 3-F 1-4-1, Kudankita Chiyoda-leu Tokyo 102-0073 Japan Tal: 81-3-351|-4390 Fax: 81-3-3511-4391 nal Contact Information Korea ‘Thomson Asia Pte Led. 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Tel: 800-237-0053 or 617-289-7700 Fax: 617-289-7855 Foreign Rights Jean Spurr, Director ‘Thomson Learning High Holborn House 50/51 Bedford Row London WCIR 4LR United Kingdom Tel: 44 -207-067-2500 Fax: 44-207-067-2600courseboo a course in natural English Hugh Dellar and Andrew Walkley THOMSON United Kingdom + United tae «Auta «Canad» Masco «Singapore» SpainTHOMSON ———+ Innovations Advanced Coursebook Dellar/Walkley Publisher: Christopher Wenger Series Editor: Jimmie Hill Project Manager: Howard MiddlalHM ELT Services Director of Product Development: Anita Raducanu irector of Product Marketing: Amy Mabley International Marketing Manager: fan Martin Editors: Liz Driscoll & Madeleine Willomson Development Editor: Sarah O'Driscoll Sr. Print Buyer: Mary Beth Hennebury Production Development: Oxford Designers & Mlustrators Ilustrators: Mark Dufin, Melyn Evans, Ed MeLachlan Photo Researcher: Suzanne Wiliams/Pictureresearch co.uk (Cover/Text Designer: Studio Image & Photographic Art (a stude-moge cam) Printer: G. Canale & C S.pA-Borgaro se (TO) -taly Gover Images: Kandinsky: © 2003 Arts Rights Society (ARS), New Yor/ADAGR Pars; Da Vine! © Bettmann/CORBIS; Guggenheim Museum: Tim Hursley/SuperStck Copyright © 2007 by Thomson ELT, a part of ‘The Thomson Corporation. Thomson ELT and the Star logo are ‘trademarks used herein under license. [All rights reserved. No part ofthis work covered by the ‘copyright hereon my be reproduced or used in any form or by any meane—graphie, electronic, oF mechanical, including photocopying recording taping, Web distribution or information "Rorage and retrieval ayseems—wthout the writen permission ‘of the publisher. Printed in taly. 123456789 10_ 10 09 08 07 06 For more information, contact Thomson ELT, High Holborn House, 50-1 Bedford Row, London WCIR 4LR, United Kingdom. ‘You can visit our website at eleshomson.com Mastrations Mark Dulin pp 3166 12 & br: Maom Ean SE MeLachlan pp 1415 PS Tan Gem “Confit Sages by Ec Brat In Beyod areca. Aaa a Frepwrbeyordmeacabaryorgn/conte. gs pp Photo credits Detter tng ar pin Sagara tea Sater ie a eet Sen eee rn Seer ieee Ane Roce ect een eae Epi the Octet ge, Here a rh cena Be eae aerate an Breer es Rareinaues Oncaea Beciceeoniicinieenee Sec eraemee nee oper Sececat ge ney cowie ae Sy Soares een net cat Sete e mene Seen Sema eee Seer eae ee cea, Same a momese iijacienee cece th uate ea Een Ea amen eee Studtivincert Keer Rewer} 62 (azo Balogeatr), For permission to use material from this text or product, submit a request online at: worwthomsonrghts.com ‘Ary additional questions about permissions can be submited by emall to: [email protected] ISBN: 1-4130-2184.0 (Coursebook)To the student Reaching an advanced level of English is a real achievement and it can be difficult to make the next step up in competence. Innovations Advanced will provide the spur to reach that new level of fluency ‘through its unique miture of focused language tasks and stimulating skills work. Innevetions Advaneed contains: * 24 compact units covering a wide range of topics people talk about in their day-to-day lives, each ‘one packed with the natural language English speakers use when discussing them. + 12 units focusing on different kinds of writing, providing models and useful analysis of core structural and lexical items that occur within specific genres. * naturally contextualised grammar practice that helps you brush up on areas you've studied already ‘and which will stretch you by looking at new grammar patterns in speech and writing. * challenging reading and listening texts that spark discussion and debate or which bring up personal anecdotes to share in the classroom. * focus on both idiomatic and more formal language to broaden the range of your English. We hope you find Innovations Adivemeod as fun and interesting to learn from as we did to write! Acknowledgements Hugh Dellar has taught EFL, ESP and EAP in Indonesia and Briain, where he Is now a teacher and teachertrainer at the University of Westminster, London. He trains both native-speaker and non-native speaker teachers. He also gives papers and teacher development workshops all over the world, Hugh would like to thank the following people for their love, encouragement, support and guidance over the years: Lisa, his mum and dad, Julian Savage, Andy Falrhurst, Andrew Walkley, Darryl Hocking, Scott Thornbury, Michael Lewis, Michael Hoey, Sally Dalzel, Maud Dunkeld and Ivor Timmis. He would also like to thank the following for providing inspiration joy and a world away from wiring and teaching: Robin Van Persie, Manfred Krug, Peter Guralnick, Bob Dyian, Cesc Fabregas, the Vinyl Vultures, Dan Abbot, Pil Marriott, Steve Marriot, Priscila andthe peerless Thierry Henry! Andrew Walley has taught English since 1990. He has mainly taught in Spain and Britain, and over recent years has taught and run teacher training courses at the University of Westminster: In addition, he har given talks and workshops In various other countries. He would like to thank the continued forbearance and love of Macu, Rebeca and Yago. He'd also like to thank the family and friends who he's seen less of because of writing but who are no less important to him for all that. In particular, ‘Mum, Dad, Simon, Matthew, Ben and Ruth, Hugh and Andrew would both like to thank: Jimmie Hil, Chris Wenger, Nick Broom, lan Martin, Howard Middle, Stuart Tipping, Stefanie Walters,Sarah O'Driscoll, Uz Driscoll, Madeleine Willamson, David Baker for thelr good work and encouragement. To Nick Barrett, Rose Nicols, Rebecca Sewell ~ thanks for support and shared beers, coffees and laughs. We would also lke to thank the University ‘of Westminster for work, wages and other support in our writing. Finally, mention should be made of the influence and Impact our former CELTA trainees and former students have had ‘on us. Similarly, big hello should go to the fine people we've met on our travels around the world, the staff at The Social, London W1 and finally to Mr:Teley and Mr Kipling! ‘The authors and publishers would like tothank the following teachers for their invaluable input on this ‘material during production: Kerry Davis, Euro Language Consultants; Lynda Edwards; Kirsten Hol Violeta Karastateva, The Technical University of ‘Varna: Yordan Kosturkoy,The University of PlovdiyyAmanda Lloyd, Embassy CES; Kathryn McNicol, Chilterns English Swan; Brendan © Sé, University College, Cork: Giles Perry Lingua Viva; Maria-Magdalena PYawecka, Gimnazjum no.4; Nicky Seth, British Study Centres,Contents Ustening Unit Describing and classmates 10 | Reading “Typical! Using Grammar Talking about your class | Modifying nouns and adjectives: a right pain, abit werd... "© | Ways of adding emphasis: he's always, she's constant theyre forever. 43 | Using Vocabulary ‘Talking about language learning and classes: She gave lots of praiee. 1 relevant to our day-to-day Ives... Collocations: environmentally conscious, deprived background, eclectic tastes, flout the rules. " 1" " Listening worker! Reading Reclaiming my life 17 Using Vocabulary He seems to think 'm | Talking about what your job involves: daw up 0 with Work 14 | some kind of miracle- E bar dhat Up 0 contract, se the police, oversee the lunch. Work idioms: show me the ropes, find my eet. Describing people you work with: He's very conscientious. Shes very ‘evenhanded. Describing jobs: emotionally demanding, immensely rewarding 18 4 4 5 16 Writing: | Writing sus Using grammar and vocabulary 18 9 20 plac “Twin trouble? Editing spelling and Spoken and written English: delete where appiiable, ontop of that 1 An punctuation 18 | have to pay all the bls. Mebrodeettomnad|| Moeng scl Collocations - problem and solution: an intractable problem a drastic sentence frames 19 | Col tion Unit 3 | usenne Using Grammer Three places 20| Comparing places: The food her is miles better ts « bit dil by Deseribing | reading «comparison 22! Using Vocabulary Describing places: Its 0 sprowing cy Its @ no-go area . Holiday activities: We didn't venture out of our hotel We hit the town ‘most nigh... ‘Word building: vary, varied, pressure, pressurized .. a Listening Hassle at airport The law — 24 | security Reading Money can't buy love! Using Grammar Modal verbs: They mustve searched my bog ten times. I shouldn't be using 24 | this phone for personal cal... Using Vocabulary YOU 4 | Talking about aspects of the law: The police tum a Bind eye to it Theyire having a crackdown ‘Sympathising: What 0 drog That's outrageous Dealing with lawyers: They were involved ina lengthy custody batt | should get o wil drawn up 4 4 25 Writing skills, formal lewcers Using grammar and vocabulary Starting and ending ‘Trying to find a job: / wos headhunted, Idi work experience. 7 | ing clauses: ! feel am suitably quaifed for the post having both o degree and @ Master's ‘Should: Should you require ay further references, | would be hoppy to provide them 28 29 23 Listening Reading Three recipes Using Grammar Tomatoes for peanuts | Explaining how to cook things: You chop oll he vegetables up. just leave 32 | the meat to roast Food and dietary problems: ve developed some kindof allergy. Spicy 30+| food abways gives me heartburn .. Developing arguments: absolute, | mean, mind you 30 3 3Lirtening “Tomatoes for peanuts Using Grammar Explaining how to cook things: You chop all the vegetables up. Just leave Food 30 32 | the meat to roast 30 Reading Food and dietary problems: ve developed some kind of alley. Spicy Three recipes 30 | food always gives me heartburn ... 33 Developing arguments: absolute; mean, mind you 2 Listening Using Grammar Unit 6 ‘Twisters and Reporting speech: She's been nagging me for weeks to clean the car.The Disasters 34 | earthquakes 35 | boord fay rejected them. 8 Reading send ‘Using Vocabulary ~ Forsign tidand the effects of saters I: wa lth fd os Burt tthe gd a ‘There was an almighty bang ... 4 Newspapers: gutter press, the obituaries, a big circulation ... 36 Word building: expert, expertise, close, ciosure ... 7 ‘Charities: bby the eoverment. distribute books to schoo. 7 Writing: | Wrtnesum Using Grommar and Vocabulary Planning 38 | Writing your introductory paragraph: buming issue, recent studies, Potting Structuring your ideas 39 | alarming increase » pelat of ing your attitude: Research has su 2 shown petee ey Showing your attitude: Reseorch has suggested. Research hos show » Review: Units 1-6 40 ast spia ee Listening Using Grommar Five conversations 44 | Auxiliaries: No wonder its come out the way it has! 45 Have it done: I'm going to have a crown fitted next week. 4s awihole | Adverbs that modify adjectives scl aceptele Bill hoppy... 46 new person! Ta ee Body collocations (1): mod storing ee, bushy eyebrows, delcote hands... 44 Body collocations (2) plck my eyebrows, wax my es.» 44 Listening Using Grammar Politics and elections ‘Sentences starting with What: What annoys me most, what concerns in rican wlnee 0 elections 48 | Reading Using | Pentan” °F gy | Collocations: crack a joke, a cabinet meeting 50 | Writing skis ‘Using Grommar and Vocabulary Structuring Describing changes: Sales of CDs have slumped. There has been a steady introductions 53 | decline in the birth rate 52. Cause or result: The problems stem from o lack ofivestment The intset has gen ge toa numberof eg problems 32 Listing Using Grommar Unit 9 Problems with the ‘Conditional sentences: The country would just grind to a halt. If we don't Weather and | weather 54 | face up to it, wee going to regret it. 37 environment | peoding Hae ei 54 | Storms of Protest! 56 b “Talking about the weather: Di you get cought in thot shower eorier? [es going to chuck it down any einste” A howling wind. s4 ‘Weather problems: We got snowed in There wos a huge tailback. 1 got socked 8s Simites: The pitch wos ike o mudbath, He rect her ike dre 55 ‘Word building and collocations: commerce, commercially vole, subsicy, heawly sabsdsed 37 Unit 10 | eee [Using Grammar ‘Taking something ‘Negative sentences: You don't think its a bit extravagant? You don’ think i's Shopping 58 | back toa shop 60 a bit fimsy? I wouldn’t go that far .. 6 Reading (Out of the black, into the red! 59 Using Vocebulary y ‘The black economy: a tout, counterft DVDs, fiddle your tox return. Problems with things you buy: It was chipped The picture was fuzzy. Being sarcastic: That’ jus fantastic tht i! My heart bleeds, rely does. 58 59 60Writing skils| Planning and writing a leecer of complaine a ‘Using Grammar and Vocabulary Useful expressions: failed to address my other complaints, a totally inadequate response, adding insult to injury... 3 Not only ...:Net only was the train late, but ... At no time did anyone tell me 3 According to ..: According to your leflet... 3 Listening Using Grammar “They must've had some kind of falling out Reading ‘They're just good-for- nothing layabouts! 64 7 | to mean ‘must | might | can’t: It must have been something faily majo. She might be ‘annoyed about something. She can't be coming... ‘She's not exactly: He's not exacty the most tolerant person Ive met. He didn't exactly cover himself in glory wish you wouldn't do that: | just wish hel think about us abit more. | wish you wouldnt get so worked up... Using Vocabulary Reporting conversations: She nearly bit my head off She confirmed my worst suspicions. We had a bit of @ heart to heart... Having an argument: ve had i¢ up to here with him What’ that supposed 66 7 Unit 12 Economies and finance 6 Listening ‘The new Tiger ‘economy Reading Lenders and borrowers ~all are 1m Using Grammar alerts ned Wid realy ert eer ht wh Using Vocabulary ‘Talking about the quality of life: Women's woges stl lg behind mens. ‘New businesses ore springing up everywhere. Voicing your opinion:! have a few sight reservations. fundamentally opposed tit. Hows business: Weve been inundated with orders. Were realy struggling. n 6 n Writing: Anecdotes and stories 72 Writing skills Starting and ending Using Grammar and Vocabulary Using tenses in anecdotes and stories: Wel just been 10 meeting. While we were taking... The guy suddenly shouts... ‘Ways of doing things: The car shot out of «side roc. | glared at him. I sneaked down the stirs . B B ea] tho eeelnete Unreal conditionals 4: i é been n Brtin, | woulve .. | would four ear ‘wasnt being repaired Unreal conditionals 2:You should've told me. wouldve got you Keeping your options open: Ive voguely arranged to go out Im supposed 10 be going cut... Using Vocabulary Describing films: conouted,explii oppy Describing scenes of films was Iteraly squirming in my seat. The opening fifeen minutes were brillant. Collocations: up-and-coming director, rer sy, experimental misc 7” 7” 8 p ‘War and peace a2 Reading Us and them? Using Vocabulary ‘Talking about war and terrorism: They've called a ceasefire. Theyre stepping up their campaign .. ‘War reporting: It very onesided They carried out precision bombings . \Cotecatbones isc a breed rom chandon te pole, eke 2 esWriting kills Using Grommar and Vocabulary Describing charts 87 Commenting on visual data: As cn be seen fom tis char. As revealed by these gues. 9% Intorprating research data: the ress indicat, the resuts establish, figure 8 clary depicts tel to carly % Describing numbers: the overwhelming majority, an insignificant number... 87 Relative clauses: of whom, of which 87 Listening ‘Using Grammar Four ceremonies 88 | ever: however hard I try, whatever he told you ... 89 Reading It’s not as though: Its not as if he doesn't know you. Its just that we don’t celebrations | We are all different, eth ee onpson’ 89 and culture | ve areallthesimei 90 | Considering consi how fe | suc considering how mich money they sper ” Using Vocabulary Ceremonies: en opening ceremony, o graduation ceremony, lav, solemn, dloborate 88 Death, wills and funerals Gn you pass on my condolences? She’ si rieing for hin » Profxes: ants hyper, post. a Listening ally Grammar Taking abou ean | perfect tenses ben starting tf hore led bok sine 2 and medicine ucwerin Reedng say | Medea problems: gt chon mips et eile oy oer. 92. iventhe go-ahead | Aeronyms: AIDS, JD, ME... 2 find other stories 94 | Medical issues: visecton, cloning donating lod... ” Discussing medical ethics: Isa sippery shpe The whole thin’ a mineeld es progress 5 Word-bullding: age, ageing, rey retonce 95 Writing kills Using Gremmar and Vocabulary Panning and writing # | Describing books: Is wit ste of modem poll if. Its puerle and book review 97 | offensive to riveting read 9% ‘Adjectival clauses blessed with supematural powers, revohing cround a love tone 7 Adverbial modifiers: emotionally devastating, vitally important highly coneroverso, 97 Listening Using Grammar Seeing the funny side 98 | Tenses and jokes: This woman accompanies her husband to the doctors Reading office The doctor say,"Theres something you can do" 100 Some os 100 Using Vocabulary i Folia Correcness 191 | pring people's sense of humour: She’ got o realy infctous laugh, avery dry sense of humour She cracks @ lt of okes Ways of laughing: | got the giles hod tears ling down my fce [dior was joke! They had me in itches. Don't make me laugh! Taking bout comedy: the ef hover al jut pele rar 33s Listening Using Grammar Did Vell you... 104 | passivest / had my car broken into-Two men hove been arested. He got Crime 102| peasing beaten up You be the judge 103 | Using Vocabulary Crimes: ormed robbery reckless deving, GBH 102 Verdicts and sentencing: detained in police custody, released on bail ... 102 Gollocations: gross misconduct cra ecto internal inestigction, ‘humerous ocasos 103 Idioms: She lets him getaway with murder. ts dayighe robbery. 105 “Talking about erimes: park ono double yelow Ine, hold fim up at kenfopein forge his sgnoure 104 105wi Giving instructior and advice 106 Weiting skills Writing a letter giving instructions and advice 107 Using Grammar and Vocabulary You mentioned there's « pool but you didn't say Clarifying: Did you want me to fed the dog and if so, what... 7 Giving advice: Id steer clear ofthe town centre. If you've never been camping 107 before, wouldn't recommend. 107 Review: Units 13-18 "die : Listening Using Grammar Unit 19 | orb 114 | Expressing degrees of certainty: ! hope they do beter next time. Sport and Reading The tkelincod is thatthe Conservatives will win. 115 Fitmoss 112 | Keeping the sports Using Vocabulary pee ope 112 | Idioms: we don't have « lve paying field, that’ por forthe course .. 113 Discussing players and teams: She lacks ocertcin self beef He must be | on something Het realy underated 14 | Taking about spores and keeping was oral strong undertow "5 GF Listening Using Grammar Unit 20 Beingalthonts | vers puters He fe moe. cnesed stag money. 117 penet baa ia Using Vocabulary Reading et 110 | Talking about religion: | was brought up a catholic have to say fm - aims agnostic. 'm not as devout as some people .. 116 Practising your faith: Fm festng ot the moment I befere in reincarnation The pen up chocolate for Lent. 116 Writing skills Using Grammar and Vocabulary = oF ee Planing and writing an | Stating your purpose: wig request Fm wring to frm you... 120 taking ecral requesting You could’ 2 Yu wouldn't happen to krow raapacks aad | crorwucan 421 | Softening: You could .. could you? You wouldn't happen to know ... 120 enquiries 120 Listening Using Grammar Unit 2 1 Four bad experiences in | Wouldn't: He wouldn't change his mind. You wouldn't want to bump into him ake 123 | on a dark night ... 123 Reading (Out of habit: They do it out of sheer boredom. They did it out of frustration .... 125 fave resi from | Using Vocabulary Different kinds of vehicles: 0 manual. a convertible a limo m Parts of a car:headihts, indicator, wing mirror, accelerator steering wheel hitch m “Talking about cars and driving: He did't pis heads. wos _bucketing down and the windscreen wipers wouldn't work 123 Debating! know what you mean. gre upto @ point bt 125 Listening i Using Grammar Unit 22 ‘Anovbor aby 126 | no wonder No wonder the Ri sich brat No wonder he So popuor.. 127 este a oi eee ee Expressions with no: Ive no burning desire to have children. There’ no sign PA Renderer oi of in changing his mind ... 7 snerstion 128 | Using Vocabulary Describing people at different ages: She’ 0 real handful. He realy shot up. She smothers them. 126 Talking about elderly people: Heb hard of hearing Shes stuck inher wye He abt of bigot 126 Idioms: make a sng and dance about i a rice nest eg, go tthe dos, be yung at heart. 09 =| wg tas i ao ors Writings | ierehng and aa Reports 130 topie sentences 130 Rating things: be compared unfavourably, score ‘Making formal recommendations: | would décor desperately needs Reporting people's responses: was felt concerns ebout Referring to things: pricewise, as fr os the price was concerned .. ay. strongly recommend, the Several people voiced their 431 1 atListening {really put my foot ini Reading Taboo or not Taboo? 134 Ustening Unit 24 [enn Celebrity and | celebrity gossip seandal 136 | Reading Where are they now? Wting sas Writing: | prepreg end wrtngs Giving presentation ‘at presentations 140 Review: Units 19-24 12 Tapescript 146 Grammar commentary 164 Groupwork 17110 Conversation 11 | speaking Discuss these questions with a partner. 1. How long have you been studying English? 2. What was your last English course like? How did you get on with the other students? 3. Have you tried learning any other languages? How did ‘you find it? 4. Who's the best language teacher you've ever had? Who's the worst? _2 | Talking about language learning Complete the sentences with the words in the box. alive day-to-day her favourites praise. around deadly hit it off rambled bully dlsparate on and off —_trichy 1. She knew how to bring the subject nnnnnnnnonn + 2. Al the language we learnt was very relevant to our lives. 3. He was abit of ~~ «He used to pick ‘on people if he didnt like them. 4. She had who she'd speak to all the time and then she'd ignore everyone else. 5. She was very encouraging, She gave people lots of, 6. ‘The grammar and pronunciation is very 7. Ages. lt must be about ten or eleven years now — 14. It was quite a weird bunch of people. We were all from very. background: 12, We got on really well. We all just immediately. With a partner, decide which question in Activity 1 each sentence is an answer to. ‘Change partners and discuss the questions in Activity 1 again. Do any of the sentences apply to you? al Listening 1 Listen to a conversation between two people — Patrick and Zoé ~ talking in the break of their French class. As you listen, try to answer these ‘questions. 41. What was their last class like? 2. What's the new class like? Do they get on with the other students? 3. What other things do they talk about? | isten again With a partner, match the verbs with the words they went with in the conversation, 4. watch 1 & everybody else 2. stick Jb about grammar 3. ramble on _] ca word in edgeways 4A. get J 4. youin the eye 5. correct. =] e-my weight 6 bestuck _] f. toadiet 7. look J & next to that guy Now match these verbs with the words they went with. 8, mumble _] you up and down 9. fiddle Ji me the creeps 10. fancy a1 i ttup to you 11. eye | with his pens 12. give 1b whimselr 13. wind —] sm him 14, make Jn. youup Can you remember who or what the speakers were talking about in each case? Listen again and check your answers. 5 | Speaking Discuss these questions with a partner. 41.. Patrick says, ‘Life's too short to be worrying about your weight all the time? Can you think of any other things that life's too short to be doing? 2, Do you agree that there's no harm in looking at other women/men when youte married? 3. Does anyone you know give you the creeps?Using grammar: modifying nouns and adjectives Choose the correct words in each sentence. |. She's so / such a slob, She's realy / 2 real bitchy. She's really / a right pain in the arse. She's a bit /a bit of a bully She's so / such a selfish, She's completely / a complete nerd. She's a bit / a bit of a weird. She's really «real busybody. She's so / such a hypocritical. 40. She's so / such a dizzy. All the sentences above could be used to describe ‘men as well as women. Do you think any of them are more common with one sex? Now match these follow-up comments with the sentences above. ‘She's always talking behind your back. She can just be quite nasty. She's always complaining about something or other and wasting my time, & She's forever pushing people around and telling them what to do. ._ She's constantly sticking her nose into other people's business. She's constantly losing things and she can just be a bit stupid sometimes. AA she does is sit in front of her computer all day. All she does is lie around all day, smoking and watching telly. She just never lifts a finger round the house. All she thinks about is herself. She just never really talks to anyone and she looks a bit strange as well i. She'll tell you off for something and then she'll go and do exactly the same thing herself. Work with a partner and test each other. Student A: Close your book. Student B: Read out the follow-up comments. Student A: Say the matching sentences. Do you know anyone like the people above? For more information on modifying nouns and adjectives, Se: ) PON AM AwD ° em 1 Describing people » Real English: bitchy Saying someone is 2 bicch is very rude. However, if you say someone is a bit bitchy or that they make bitchy comments, itis not rude. ft just means they say unkind or unpleasant things about people. The meaning has nothing to do with sex! We can also bitch about or have a bitch about people or things ‘when we complain about them. | When the boss isn't there, we usualy sit around and | bitch about him! | went out with Julie lastnight and had o good bitch about work. 17 | Ways of adding emphasis Did you notice these patterns for emphasising frequency? * He's always / constantly / forever ...-ing + He just never .. + Allhe (ever) .. is Choose some of these words to describe people you know. Use the patterns above to add follow-up ‘comments. ‘an egomaniac a loser a party animal aknowall macho rman moody ‘obsessed with 112 Describing people Reading 1 | Before you read In Britain, it’s common to categorise people in lots of different ways. People may be pigeonholed depending on the newspaper they read, the city they ‘grew up in, what social class they are, what kind of lifestyle they lead, how they dress, their age, land so on. Discuss these questions with a partner. 4. Do you stereotype people in similar ways in your country? 2. Do you have special names for any particular type of person? 3. Do you think any of the stereotypes are fair/unfair? Why? 12 white you read Read the humorous text about British social types on the ‘opposite page. As you read, decide if any of the social types are similar to the ones you have in your country. [3 comprehension Which of the social types might say these things? 41. Rather than spending all that money on weapons, they should improve hospitals. 2. My taxes have gone up, but the country's going downhill. 3. I can't remember how I got home last night, but it was a great night! 4, Just because | look after myself and ''m into clothes, it doesn’t mean I'm By 5. Children are just so time- consuming, not to mention expensive! 6. If you stick together and can laugh about things that go wrong, you can get through anything, 7. You mean some people actually clean their own houses? Doesn't ‘everyone have a maid, then? How ghastly! (| speaking Discuss these questions with a partner. 1. Do any of these social types exist in your country? 2. Do people see these types as negative, positive, or just neutral? 3. Do you fall into any social group? Do people ever stereotype you? Do you mind? | Word check: collocations Below are different groups of collocations. Find the missing words from the text. Compound adjectives 1. fashion- / environmentally / health- / politically. 2. university: / highly / privately / well- 3. community- / bloody- ! open- / politically Adjective + noun 4. privileged / deprived / religious / working-class ... 5. extravagant / acquired / eclectic / strange Verb + noun 6. develop / damage / have / live up to 7. bend / flout / follow / stick to . 8 purgue / boost / end / ruin .. Can you find any other examples of these types of collocations in the text? ‘Try to use some of the collocations to talk about: + yourself. + your country’s leader. ‘+ people from your town/city.Buzzwords come and buzzwords 20. In 1980s Britain, we had yuppies = young urban professionals — living in their converted warehouses, driving BMWs, drinking in expensive wine bars and making loads of money. Following hot on their heels were the Buppies = black urban professionals! Then ‘came the lad and his female ‘equivalent the ladette — binge- drinking, chain-smoking and swearing their way through the 90s, A few years later, David Beckham introduced the metrosexual — fashion-conscious straight men in touch with their feminine sides, and very keen on shopping and hair and beauty produ Here, we explore some of Britain's other social types, some of which hhave stood the test of time and moved from buzzword to institution, some of which may well be here today — and gone ‘tomorrow! TR eee The Guardian — a popular broadsheet newspaper ~is the bible of left-wing voters. Stereotypically, Guardian readers are middle-aged, middle-class and university. ‘educated. They like to think of themselves as open-minded, but others think they're simply smug and self-satisfied! They tend to be pro-public spending on health care and education, pro-political correctness and pro-immigration — although some cynics say that’s only because they don't live close to any of the poorer immigrants! By and large, they're anti-war, anti- hunting and anti-Daily Mail! The Daily Mail is a paper that likes to think of itself as serious, but that actually seems to be full of ‘My husband left me for another ‘woman’ articles, puzzles, quizzes and lifestyle questionnaires. If you asked a typical Guardian reader, they'd probably tell you that The ‘Mail is aimed at frightened, paranoid white right-wingers who like to imagine they are now an oppressed minority. Daily Mail readers always seem to be whingeing about one thing or another. Stereotypically, they often preface their opinions with ‘I'm not racist, but ..” and constantly remind us that ‘Things aren't what they used to be’. are Scousers are people from Liverpool, a port on the north-west coast of England with a large Catholic community and strong links to Ireland. It was also the home of The Beatles. Liverpool is. traditionally a working-class city that has gone through a lot of ups and downs, and its people have developed a reputation for being survivors ~ even if that may sometimes have meant bending a few rules. Scousers are also believed to be natural comedians ‘who are very proud of their city and their football clubs, and very ‘community-minded. Sloanes (also known as Sloane Rangers) are named after Sloane Square, an incredibly posh area in west London, Princess Diana was regularly described in the ‘newspapers as a Sloane before she became a Princess. Sloanes come from very privileged backgrounds and spend half their lives going to lavish parties and the other half in their big country houses hunting, shooting and fishing. Sloanes have extravagant tastes in almost everything and seem utterly uninterested in anything outside of their narrow little world — hence their reputation for not exactly being Einsteins! Pras DINKIE stands for Double Income No Kids and Dinkie couples arc a growing social trend. Not only are couples getting married later and later nowadays — if they bother to tie the knot at all — but many are also choosing not to have kids, and to pursue their careers and enjoy the wealth it brings instead. They holiday in the sun twice a year, own two decent cars and possibly even have a second home in the countryside — much to the horror of Daily Mail readers, who think they are selfish, self-centred and contributing to the downfall of society! .14 2h lil Conversation Al Talking about what your job involves ‘Complete the expressions below with the verbs in the box. deal with do draw up keep in touch make _ 1 : -- research into the causes of Alzheimer's / my tax return .~ the marketing side of things / irate ads and promos / travel F the boss with our branches overseas / with clients around the country a contract / a new policy Now complete these expressions with the verbs in the box. delegate liaise organise oversee negotiate 6 _ prices with our suppliers / contracts with the unions 7. wun with the police / between diferent spending / the launch of our new 7 1» international conferences / ‘weddings and events like that 1 a lot of work to my assistant / ‘to some of the juniors 10. ... responsibility (2| speaking Discuss these questions with a partner. ‘Are you working at the moment? If yes, doing what? What exactly does your job involve? Have you always done this kind of thing? How do you get on with the people you work with? If youre not working, have you got any idea what you'd like to do in the future? Ce Sh eee Wor ms Match the idioms with the meanings. 4. Ive got a lot on my plate at work at the moment. 2. My boss isa real slave-driver. rm still finding my feet. ‘They just threw me in at the deep end. I'm totally out of my depth, She's not pulling her weight. I don't want to rock the boat, She's supposed to be showing me the ropes. not doing her fair share of the work showing me what to do and how everything works getting used to things force people to change the way they do things Pm very busy with things. | can't cope. The work is too demanding. very demanding and bossy dictatorial didn't give me any support when | first starved ‘Spend two minutes trying to memorise the idioms. Then work with a partner. Cover the idioms. Use ‘the meanings to help you recall the idioms. BEUREEES Sie not pig Fer weigh[4 | Rote play Choose two of the idioms in Activity 3.Imagine you have these problems at work. Spend two minutes thinking about the circumstances. Now work with a partner and role-play a conversation between two friends about work. (One of you should explain your problems. The other should sympathise. Begin like this: + So how're things at work? a Listening You're going to listen to two friends - Rachel and Lynn = talking on the phone. Lynn has recently started working as a PA. Before you listen, discuss what you think being a PA involves. Do you think it’s a good job or not? Why? 1 Now listen and decide how things are going for Lynn and why. Real Englishs He seems to think.» ‘We use scems to talk about things we feel are true, 7 things that appear true to us. ‘He seems to think im some kind of idiot! AI seem to do all day is just make the tea for everyone! {can't seem to find my keys. Have you seen them? Find three more examples of sesin in the tapescript at the back of the book. 2 Work and office politics people you work with ‘Complete the sentences with the words in the box. | accessible | ambitious dictatorial inflexible moody direct insensitive reliable | “conscientious even-handed 3 My boss is really domineering and he never listens to ‘a word anyone else ever says. He's 50 1 say one thing for her. She's very She doesn't mince her words. She always tells you exactly what's on her mind. He probably doesn't mean to be, but he can be really : sometimes. Some of the things he says are very hurtful She's a great boss — very She ‘treats all of us exactly the same, she doesn't have any favourites or anything. He's quite quite up-and-down. He loses his temper really easily! He seems frighteningly think Ive ever met anybody quite so the career ladder. She's a very worker. She always pays a lot of attention to detail and makes sure everything is done properly. Hels a very .. _- worker If he says he'll do something, he does She can be a bit - at times. She's kind Of stuck in her own way of doing things. She's a great BOSS, VERY nn Her door’s always open to everyone and she's really easy to talk to. Can you use any of these sentences to talk about people you know? Tell a partner. 7 | Role play ‘You are going to do the role play in Activity 4 again. First, look at the tapescript at the back of the book and underline ‘any expressions you want to use this time. Now find a new partner and do the role play again = this time, on the phone!16 Reading “1 | Vocabulary and Read the six newspaper headlines. Then discuss with partner what you think happened in each case. 1. Woman wins £22,000 in sexual harassment case 2. Mother wins posthumous racial discrimination claim 3. New legislation outlaws age discrimination in the workplace ‘4, Tribunal upholds mother's right to work part-time 5. Government crackdown on bullying in the workplace 6. Unfair dismissal verdict upheld in landmark case for the disabled A Listen to a short extract from a news programme. Which of the stories above do the two reports talk about? What happened in each case? How did the company respond? 2 Listen aga Listen and complete the first report. stening The family of a black man who committed suicide after being subjected to (1) - bullying have agreed an (2)... settlement from his ‘employers, Julian Smith hanged himself at his family hhome two years ago and his mother (3)... the company for racial discrimination on behalf of her son. ‘The company conducted a (4)... Iavestgation, which nvealed that white colengu4s ind (5). _ Julian in his work and ostracised him following an (6) hhe had made to ‘management about abuse and name-calling. ‘Ina statement the company expressed O— oat its handling of the affair and stated that it was instigating (8). von 1, ensure that all discrimination is stamped out. _3| Speaking Discuss these questions with a partner. 1. Have you heard of any cases of unfair dismissal or discrimination in the workplace? What happened? 2. Have you heard of anyone ever suing a company! Why? Did they win? 3. Do you think workers have too many rights or too few? 4) Describing jobs Make sure you know what the jobs in the box on the left are. Then discuss with a partner which of the expressions in the box on the right you could use to describe the jobs. Use each expression as many times as you want. a care assistant challenging a football manager ‘emotionally demanding aGP financially rewarding a history academic highly stressful a househusband high-powered a housewife immensely rewarding a journalist incredibly competitive a labourer incredibly tedious a management consultant | | not very fulling a marketing manager physically demanding a plumber slightly demeaning a psychiatrist very varied a refuse collector a social worker a stockbroker a street cleaner ‘Change partners. Tell your new partner which of the jobs you would/wouldn't like to do. Why / why not? Do you know anyone who does any of these jobs? What do they think of their job? (5) white you read You're going to read an article about a woman who made a change in her work life. Read the article and answer these questions. 1. What change did she make! Why? 2. Do you think she made the right decision? Why / why not?2. Werk and office plies 2's 10.30 au ri usr setiling down to my mid-morning coffee break. I open the paper and two articles leap out at ‘me. The frst Oreo Btn fed and two ted fore — reports the findings of a ssarvey which found that over half the ‘working population are so tired by the time they get home that their sex lives are suffering. The other article ~ Uspaid retin ts £23hn mark ~ reports that research conducted by a trade union. reveals that busineses increasingly rely ‘on staff putting in extra hours without ‘extra pay and thatthe average person ‘would have each earned £4,650 for their cfforts if they had received a wage. Tlove reading the newspaper, because {tis always fll of articles like these, ‘which just confirm to me that Ihave ‘ade the right choice: Tam a stay-a- ‘home mum. Twas not the most obvious candidate for being a stay-at-home mam. My own ‘mother always worked — she was @ teacher — and when 1 became pregnant, xy intention was always to continue my ‘successfal carer in marketing after my first child, Naomi, was born. In fact, 1 did go back to work after my six months ‘of maternity leave. I left Naomt ata childminder’s a eight o’dock in the ‘morning and collected erat six o'dock {in the evening This worked fora while, ‘butas she grew and started to walk and (el Speaking Which of these statements about the article do you agree with? | don't like her. She's a bit smug. {ike her. he knows her own mind. Reclaiming my life ‘alk, she got increasingly upset when 1 left her in the mornings. had incredible pangs of guilt I still enjoyed my job, but ‘whereas before it had been everything to ‘me, now it seemed somehow more ‘trivial. What was more important ~ ‘promoting tolleties or raising a happy child? However, the pressures of work ‘adn’ changed — chere were still sles targets to meet, new products to be pushed — and I was frequently home late. ‘There were some days when my husband ‘Alin picked Naonal up when T wouldn't see Naomi awake all day and, yes, I was ‘too knackered to speak to my husband, let alone make love. ‘The crunch came one day when I was ‘on my way home from work. The rush packed. I just about squeezed on and found myself pressed up aguinst the sweaty armpit of a guy holding up Compare to his face to read. I got off arVletoria to catch my train out of the city only to find the place was in chaos. ‘The main station had been evacuated because ofa security alert. Nobody knew ‘when it would reopen. There were Indreds of people getting increasingly ‘agitated. Trang my childminder to warn her ‘be late. We had a rather terse conversation, it wasn't the frst time, but ast tumed ‘out, it was th last] toldher 1 see £1 ‘could get Alan to pick up Naomi. 'rang ‘him, but as soon as he picked up the ‘phone, Tknew I shouldn't have. I could Jhcar the stress and anxiety in his voice. ‘Held told me he had to work late—a tight deadline to meet. How the hell am T going to get it done with you phoning ‘me all the time?" he snapped. When 1 pointed out that phoning him once is shard ‘all the time’, he just slammed down the phone on me. ‘understood his situation, but it didn't stop me from feeling angry and resentful, until really thought about ‘who or rather what was to blame — ‘work. There and then I took out my laptop and typed my letter of resignation. “That was seven years ago now and I've hardly looked back. Of course, when people ask me ‘what do you do”, there are some who look on me as some kind of lesser being when I say ma Jhomemaker, but that’s thelr problem, not ‘mine. I se it as working with children and that can be as rewarding, fullling and challenging as any other job roma personal point of view, I think {ts probably saved our marriage. OF ‘course, the lack of money places a bit of a strain on things every once in awhile, Dut scrificing a new car or a second holiday fora better home life seems the sensible option. And of course, Ino longer fed too ill or too tired, which is ee ere | Vocabulary check article. 4. T'm hoping to publish the -. ‘Complete the sentences with words from the of my research next year. She's just kidding herself she's happy. Her husband is just taking her for granted. Her mother created unrealistic expectations for her. She had no reason to feel guilty about being a working. our, 7. Not everyone can afford to make the decision she's made. 8. Companies aren't interested in their employees as, People. 2 Recent research has blamed the increase in divorce on the mounting ... _ of work, ‘The government has set some tough for reducing crime. The question is, can them? ‘She's a nice person, but if it came to the as www» just don't think I could rely on her to pull her weight. rey meet The shop had to be because of a security Were working to a very ... —- deadline for this project and we'll be penalised if we miss it Im sorry | at you.| shouldn't have spoken to you like that. When | got sacked, it put an enormous nnn ‘on our marriage. W718 Writing: An introduction fa] Speaking Discuss these questions with a partner, 1. Do you write much in your own language? ‘What kinds of things? 2. Do you enjoy writing in your own language? In English, do you think you are better at speaking or writing? Why? 4. What kinds of things do you write in English? Why? 3 TAL to me, Howe, eho aoe ay WHILE Te Ecowony arvane LUCE patna Eoros-pwopicite inoustte, He OVERALL SERICE SECTOR Ts Bunyan, with CoNTMIED ecw n)Soas AND INCOMES, as evineucep by RECENT ae: ara [a | es! 2 | Listening You're going to hear a brief talk by one of the authors of this coursebook about why students may be better at writing than speaking, or vice versa. 1 Listen and answer these questions: 1. What are the reasons the author gives? 2. What examples does he give of the differences between spoken and written English? 3. What two comparisons does he make near the end of the talk? Is there anything you heard that you disagree with? Can you think of any other reasons why someone's writing might not be very good? 3 | Spoken and written English Choose the words in red which are more appropriate for the context. 41. Cross it out / Delete where applicable. 2. I'm sorry, but | bought this yesterday and there's something wrong with it / there is a defect in the appliance. 3. Applicants should affix / stick a recent photograph to the form. 4. This timetable is subject to alteration / change. 5. hope you read all the small print on the back / reverse of the form before you signed it. 6. Apparently, you've got to have / be in possession of a driving licence or some other ID to get in. 7. He charges £100 a week in rent and then on cop of dat / in addition I have to pay all the bills. 8. Attractive arty Irish guy, 36, laid-back, into cinema, theatre, music, exhibitions seeks / looks for similar 25—40 F What would you write if you put a personal ad in the paper? ‘al Spelling and punctuation In each line, there is one spelling or punctuation mistake. Correct the mistakes. For example: 1 interviews Make your writing look neat and organised ‘They say that in job intervelws and meetings, people make their ‘minds up about @ person within the first ten seconds. appearances, are important and the same is true ofa piece of writen work. ‘teacher, or more importantly an examiner picking up an essay 5 which has scrawled handwriting or sloping lines, will immediately be predisposed to giveing that essay a bad mark ~ Irrespective ofthe actuall content. you cant write legibly in joined-up writing, e's best not to try. However, don't write in capitol letters as ies harder to see where sentences begin and end, Similarly its 40 important to organise youre writing into paragraphs. An essay, "written in one block, gives a bad impression because it looks as ifthe writer has'ne considered what’ important and what's not — where one part ofa story or essay stops and another begins. Paragraphing brakes up a piece of writing and makes it easir to follow an arguement. 15 Weather your paragraphs are well constructed or not, making sure you have them gives the impression of an organised mind! Finally remember that writing, which has alot of spelling mistakes is seen by many readers as a sign ofa lack of intellgance.AlWways check your _writing thoroughly, even if you have spell checked it on your 20 computer: Keep a record of the mistakes you make and practice spelling them, correct. ‘This text should be paragraphed. How would you divide it into paragraphs?5 | Speaking Rank these pieces of advice on improving your writing from 1 (the most important) to 8 (the least important). Make your writing look neat. . Organise your writing in paragraphs. Read good models of writing. 4. Notice and copy chunks of language. fe. Plan what youre going to write, f. Reewrite what you've written. & Keep records of language you learn and mistakes you make. fh. Practise regularly. ‘Compare your ideas with a partner. Explain your decisions. 6 | Reading: noticing, copying and plagiarism In Activity 5, did you think the idea of copying was good or bad? Why? Read this short text and decide if the writer agrees with you. (On the whole, T think copying is essential when learning 10 ‘write in any language, but especially in a foreign language. ‘However, isn’t copying cheating? Surely students should write in their own words and give their own ideas? Well, yes and no. Ta sense, it depenals on the kind of text you're waiting. Many formal Jeters are very formulaic and use chunks of language ~ even whole sentences — over and over again, For example: Please do not bestate to contact me should you require any furtber information. Jn fact, many companies have templates for staff to copy with ‘some minor adaptations. Obviously, for 2 foreign student who. ‘has to write a letter like ehis under exam conditions, then peering over someone shoulder and copying is wrong. ‘However, the initial copying of the formlaic chunks isnot — igs normal, You just have to remember them for the exam! Although copying formulaic sentences is acceptable, copying from books when writing essays for school or university is very much frowned upon, Copying someone else’ writing and ideas, and pretending itis your original work is known as plagiarism and is illegal! At worst, people can be sued in the civil courts and, a best, would be failed for an assignment, However, the key here from a language learners perspective is the word original. Many pivees of academic writing aso contain a large number of semi-fixed chunks or sentence frames which you can copy. In these cases, noticing and copying whole chunks of language does not necessarily mean you always have to convey. ‘the same message. A sentence like the example below could be “copied but adapted in many ways expec if you keep a record of other useful collocations. Ln concasion, I fel thatthe death penal offers a lasting solution 10 the problem of ialent crime. Has the text changed your mind about copying or ‘ways of improving your writing? iti: An introduction 7| Making use of sentence frames Complete the sentences with the words in the box. “congestion falls partial doesn't goes radical 41. In conclusion, | feel that the death penalty largely to offer a lasting solution to the problem of violent crime. 2. In conclusion, | feel that the death penalty offer any kind of solution to the problem of violene crime. 3. In conclusion, | feel that the death penalty Some way to offering a lasting solution to the problem of violent crime. 4. In conclusion, I feel that the death penalty only offors a === Solution to the problem of violent 5. In conclusion, | feel that enforced therapy offers a MOP -vnennnnnnnenns Solution to the problem of violent crime. 6. In conclusion fel hat rend pricing offers ting solution to the problem of Write three sentences of your own based on the same sentence frame. 8 | collocations: problem and solution Many essays require you to focus on problems and solutions. Having a good range of collocates that go with these key words can help develop your writing. There are many exercises in this book and in the Workbook which focus on collocation. You may also find books like Key Words for Fluency Upper-intermediate useful. ‘Complete the collocations with the word problem(s) or solution(s). In some gaps, both the singular and plural forms are possibl 4. tis an intractable .. 2. We need to start addressing the 3. tis a very drastic 4. Anumber of but they were all rejected. 5. ft a long-standing .. 6. We need to get to the root of the 9. We should try and find a diplomatic. 10. Isa. Choose five of these collocations and give examples ‘of how you could use them to talk about problems in the world today. ‘which is fraught with 19Conversation 1 | Describing places ‘Complete the sentences with the words in the box. ancient no-go skyline ‘compact remote skyscrapers deprived Samal sleepy ghost town shanty towns wma | 1, Itsan.. city. It was founded over 2000 years ago. 2. It’s a seaside resort, but we stayed there in the ‘off-season, so it was more like a fe was absolutely dead! 3. What | like about Amsterdam is how ... it is. mean, you can walk round it very easily. 4. Its a huge . _~ ity — it goes on for miles and miles! 5. She's from some place called Batagal, in a really part of Siberia. 6. All round the outskirts of Johannesburg are these 7, When we had idm dcied 9 mov 9 mora ~~ area — it was just quieter with less 8. Its a nice enough place, e's just a . little provincia town where nothing much ever realy happens. 9. As you come across the Brooklyn Bridge, the Manhattan is just incredible — all those _ everywhere! Ie’ really exciting, 10. Its a very poor area — one of the most run-down, ~- areas of the city. Which of the sentences can you use to talk about places you know? Tell a partner as much as you can about these places. 2 | Listening 1 Listen to three short conversations. As you listen, try to answer these questions, 1. What kind of places are the people talking about? 2. Why are the places being discussed? 3 | After you listen Discuss with a partner whether you think these sentences are true or false. ry to justify your decisions. ‘1a. Ruth’s job in Sierra Leone was financially rewarding. ‘1b. The students in Sierra Leone weren't keen on learning English, 2a, Neil and Becca are a bit tired at the moment. 2b. Their new flat is fairly central. 3a._Jane Peel found the food in Tallinn quite heavy. 3. She thought the Estonians were pretty cold, miserable people. Listen again and check your answers. Try to note down the exact words that tell you why each sentence Is true or false. [Real English: type | Jane Peel said thatthe hype about the Baltics seems | | to be true. Hype is advertising and other kinds of publicity that tries to get everybody talking about how good something i. Sometimes things don't lve | upto the hype and are real letdown. You can then | tall people Don't believe the hype! The media sometimes hypes things up and makes them sound | bectar than they are. 4] speaking Discuss these questions with a partner, 4. Do you know anyone who's ever done any volunteer work? 2. Have you ever done any D-FY! Are you any good at it? 3. You heard that living out in the commuter belt ‘sounds like my idea of hell. What's YOUR idea of hell? 4. Which holiday destinations are being hyped at the moment? Have you been to any of them? Is anything else being hyped up?Match the sentence beginnings with the endings. We didn't really venture We saw We just spent the whole time lazing around We hitch-hiked We camped out ‘The people there party by the pool. in the mountains for a few days. out of our hotel very much. all the sights. . like there's no tomorrow. all round the country. Pee e ps BEES ange Now match these sentence beginnings with the endings. 7. We went out and hit 8. You're always jetting off 9. | usually try and stay 10. We spent ten days trekking ‘14, John and Ben just spent the whole time hanging out 12. fe was really nice just being able to let & round the pool with all the other kids! hh. my hair down for a change. for the weekend to some foreign city or other. |. off the beaten track. ke through the rainforest. IL the town every night. 16] Role play Work with a partner. Role-play a conversation between two friends who have recently returned from their holidays. Student A: You're an adventurous holidaymaker, Student B: You're a dull and predictable holidaymakert Spend three minutes deciding where you went, who you went with and what you did each day. Decide which of the expressions in Activity 5 you ‘want to use. Try to remember them. Begin the conversation like this: A: Hishow'e you? How was your holiday? _ 8: Ohynot too bad, thanks. Didn't do very much, you know. A’ Obsright. So where did you go again? B BeBe 3. Deserioing places {7 Using grammar: comparing places ‘Choose the correct form in each sentence. 1. Their economy is nowhere / nothing near as strong as ours at the moment. Inflation is out of control over there. 2. The food here is miles / metres better, I can tell you! Everything there was really stodgy and it's very limited too. 3. The transport system there is milion fold / times better than the rusty, worn-out mess we've got here! 4. [lke it here, but i's not even similar / close to bei as romantic or charming as Paris. Par is just such a seductive city. 5. I suppose Mar del Plata is the Argentinian equal / equivalent of somewhere like Bournemouth or Torquay ~ a classic seaside holiday resort. 6. The standard of living here is nowhere / nothing like as good as it is there. They've got it all figured out over there, you know! 7. | think there are definite comparisons / parallels between the two countries. We've both lost empires, wee both on a bit of a downward spiral and were both very proud. 8 There's no comparing / comparison! | much prefer it here. It’s out in the middle of nowhere there and its totally dead at night. 9. Ilike my hometown, but it's not in the same league / competition as the capital. 10. Bangkok is amazing! I found the rest of the country a bit dull by / when comparison, to be honest. a (8 | Practice Think of five towns, cities or countries that you know well. Spend a few minutes thinking about how they compare with the place you're studying in, Decide which of the comparison forms in Activity 7 you want to use. Then tell a partner. 2122 3 Describing places Reading 1 | Before you read ‘Towns or cities often sign an official agreement with a town or city in another country to establish a social or economic connection. This is called town ‘twinning. Do you know if the place you live in is twinned with anywhere? Do you think twinning is a good idea? ‘Why / why not? 2 | While you read Read the article and find out if the author thinks twinning is a good idea. Why / why not? 3 | Comprehension Discuss these questions with a partner. 4. Why do you think people in Belper were insulted by the gift? Would you have been? 2. Why do you think Wincanton and Preston wanted to twin with the towns mentioned? Why do you think they were stopped? Who do you agree with? 3. Which of the examples of bad publicity are the most serious? Why? 4. What kind of insights do you think students gain from exchanges? Do you agree with Tom Clark that they couldn't get them otherwise? Twin Trouble? RoW HAS erupted between the twin towns of Belper in Derbyshire (UK) and Pawtucket, Rhode Island (USA). At the contre of the ow isa £6,000 sevencfoot-tall Mr Potato Head figure which was given to the people of Belper as a sgn of friendship and respect from their American cousins. Mr Potato read is a game produced by the toy company Hasbro, which is based in Pawtucket. Unfortunately, the ‘gif has largely been taken as an. insult by the people of Belper, who have condemned it, as ‘tacky’ and ‘an eyesore’, and have started a campaign to have the fibreglass statue returned. The campaign has, in turn, caused upset in Rhode Island, ‘where they perceive the reaction to their ‘warm gesture of friendship’ as rather snobbish. Both town councils are now looking for a compromise which may see the figure rehoused in a local theme pack. ‘The incident is in fact just the latest in a long line of controversies that has dogged the twinning movement. Last year, the govern- ment stopped Ankh-Morpork from being put on road signs in Wincanion in south west England, espite the towns having been suocessflly twinned the year before, They explained that the fictional ‘Ankh-Morpork, which features in the books of ‘best-seling author Terry Pratchett, did not qualify, as all towns featured on road signs needed to actually exist. In 2003, there was a public outcry over a as inappropriate, given the reputa- tion of Nablus as a source of suicide bombers, and the proposal was eventually rejected. ‘The following year Glasgow ‘provoked controversy when it entered into an agreement with Karachi in Pakistan, Apart from the huge differences in culture and climate, the agreement attracted attention because Glasgow was already twinned with ‘ight other towns and cities. It was seen as excessive and a potential sotlee of corruption. ‘And certainly there have been instances of malpractice in other towns. Two councillors were recently ‘condemned for using twinning links as an excuse to take part in a German beer festival, a visit to the Mr Potato Head, Pawtucket home of Elvis, and a flight in a hot- air balloon over a French valley ~ all at taxpayers’ expense, ‘Yet perhaps allthis bad publicity fs exaggerated and unfairly detracts from tho true value of town twinning. ‘Tom Clark, a twinning representative, says that in fact ‘councillors are generally very wary of using twinning links for freebies, because they are aware that it ean be a vote loser’. He prefers to highlight the economic and social benefits of town twinning: ‘Although the first twinning took place back ia the twenties, the movement really took off in the fifties as a way of fostering 00d relations between nations and repairing the damage done by the ‘war. think the twin town movement has helped in no small way to maintain peace in Europe. Just think of all the student-exchange programmes twinning bas facilitated. Millions of British children have Visited families in foreign countries cover the years and in doing so have aained insights into other cultures that they wouldn't have got otherwise. And of course twinning has Jed to many beneficial links between companies and offen attracts inward investment.” 1F Belper i anything to g0 by, Tom Clark is right. Despite the misunderstanding: over Mr Potato Head, the relationship has led to the creation of a new tourist visitor centre. A Rhode Island company has also opened a factory in Belper creating 500 new jobs. And as for student exchanges ~ I had my first kiss on one! Not the kind of insight Clark had in mind perhaps, but a valuable insight nonetheless!4) Vocabulary check When you read, it’s important to notice combinations of words. Its often useful to start with a noun and notice the adjectives, verbs and other nouns that they collocate with. Also notice grammatical features — does the noun g0 in front of the verb or after it? Is the noun plural or singular? Does it go with a, the or is there no article? Below are ten nouns from the text. Make a list of the collocations for each noun that were used in the text. rw movement agreement relations campaign outcry benefits damage controversies source Compare your list with a partner. Which ‘combinations did you know already? Of the new ones, which do you think are the most useful to remember? _5| Speaking Discuss these questions with a partner. 4. Do you have any of these movements in your country? ‘Are they big? Do they have much influence? Do you support any of them? animal rights movement anti-globalisation movement feminist movement | home-schooling movement human rights movement peace movement | separatist movement trade union movement 2. Has there been a public outcry over anything recently? What? What do you think about i? 3. Describing places el Word building In the article, the writer says, ‘there was a public outery over the proposed link? and later says‘the proposal was eventually rejected’. This kind of change of form is quite common in written English because writers often like to avoid a lot of repetition. ‘Complete the sentences with the correct forms of the words given. 1. vary ‘The nightlife in the town is VOFY ecvnewnnanne Theres everything from football to opera as well as a huge of restaurants. 2. pressure Hatton Council has bowed to public agreed not to demolish the historic church of St John the Baptist. The council had claimed the building was unsafe and it could not afford to repair it, but demonstrations and petitions by local people have .~- the council into reversing its decision, 3. apply, regenerate Liver OOL I nen for European funding to. the inner city area of Toxteth. Toxteth is one of the most deprived areas in Europe. Ifthe ~- Is successful the work will start early next year: 4. critic, succeed A number of people have ... the poor organisation of the city’s arts festival following problems ‘with ticketing and publicity. However, the organisers have rejected the ‘They claim that, improvement, the festival had been Huge nemo The pone to the re atendances a mos ores as 2 SIGN OF HIS nn Find words in the sentences above based on the verbs in the box. le there was always room for improve | attend demonstrate fund decide organise deprive publicise || Pronunciation ‘Sometimes the word stress changes as words change form. How does the word stress change in these pairs of words? anxious anxiety insulting insult controversy controversial photography photogenic export (n) export (v) publicity publicise finance financial responsible responsibilities 1 Listen and repeat the sentences. 23