B2+

STUDENTS’ BOOK
with digital resources and mobile app

Jonathan Bygrave, Hugh Dellar and Andrew Walkley

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 Contents
MAIN LESSON GRAMMAR/LANGUAGE VOCABULARY
FAST-TRACK ROUTE
PRONUNCIATION SPEAKING GOAL

UNIT 1 page 6

Give it a go cleft sentences free-time sentence stress in cleft persuade people to try different
1A activities sentences activities
page 6

Kind acts narrative tenses helping people weak forms: had narrate a short story in detail
1B page 8

How annoying! exaggeration at work stress on honestly and talk about annoying incidents
1C seriously
page 10

English in action FUNCTION: negotiate fights and sounding firm negotiate solutions in disputes
1D page 12 solutions in disputes disputes

Go online for the Roadmap video.

UNIT 2 page 14

On the mend the future in the past Injuries and weak forms: to talk about recovery
2A page 14 illnesses

A good cause double comparatives charities intonation in double present a case

2B page 16 comparatives

Regeneration negative questions urban change intonation in negative make suggestions about new
2C page 18 questions uses for old buildings

Check and reflect: Units 1 and 2 page 20 Go online for the Roadmap video.

UNIT 3 page 22

It’ll brighten up ways of expressing the the weather intonation in future forms talk about the weather and plan
3A page 22 future activities

Law and order verb patterns and reporting The law and reduced -ed endings in past discuss legal cases and
3B page 24 courts forms consequences

Fair play even and hardly sports events, sentence stress: even and talk about sports events and
3C page 26 actions and news hardly news stories

English in action FUNCTION: give a short, clearly gender delivery of a presentation: give a short, clearly structured
3D structured presentation stereotypes pauses, speed and emphasis presentation
page 28

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UNIT 4 page 30

Time of your life defining and non-defining describing pauses with non-defining talk about a range of people
4A relative clauses different age relative clauses you know
page 30
groups
Fashion icon noun phrases clothes and stress with quite before an answer a questionnaire about
4B page 32 fashion adjective clothes and fashion

Being me prepositions 1 Influences and linking with prepositions rank things that have most
4C page 34 identity influenced you

Check and reflect: Units 3 and 4 page 36 Go online for the Roadmap video.

UNIT 5 page 38

On the move continuous forms commuting weak forms: auxiliary verbs take part in a discussion on
5A page 38 commuting

In the wild participle clauses geographical chunks? chunking? talk about ways to attract more
5B page 40 features investment to or protect a place
you know
House or home? translation and collocation homes and weak forms: is describe different homes
5C page 42 decoration

English in action FUNCTION: make suggestions hosting guests how words change in speech: make suggestions about what
5D page 44 about what to do in an area would to do in an area

Go online for the Roadmap video.

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 EXTENDED ROUTE
DEVELOP YOUR SKILLS LESSON GOAL FOCUS

1A Develop your writing write a report changing the register of spoken

page 116 information

1B Develop your listening understand informal identifying rhetorical questions

page 86 discussions

1C Develop your reading understand newspaper and recognising similarities and

page 96 magazine articles differences between opinions

2A Develop your reading understand intended recognising positive and

page 98 meaning in a blog negative connotations of words

2B Develop your writing write an email to build building a rapport with an email
page 118 rapport recipient

2C Develop your listening understand disagreement in recognising how modifiers can

page 87 a radio interview express disagreement

3A Develop your writing write an effective leaflet writing effective paragraphs

page 120

3B Develop your listening understand a podcast recognising fractions and

page 88 multiplies

3C Develop your reading understand magazine recognising lexical cues

page 100 interviews

4A Develop your listening understand casual recognising when something is

page 89 conversations said ironically

4B Develop your writing write an academic essay developing an argument in an

page 122 essay

4C Develop your reading understand online recognising repetition of ideas

page 102 responses to a question

5A Develop your listening understand public address understanding public

page 90 announcements announcements

5B Develop your writing write a narratiive using evocative and descriptive

page 124 language

5C Develop your reading understand an article when to check the meaning of

page 104 words

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 Contents FAST-TRACK ROUTE
MAIN LESSON GRAMMAR/LANGUAGE VOCABULARY PRONUNCIATION SPEAKING GOAL

UNIT 6 page 46

A difficult business adverbs and adverbial successful and adverbs with -ly and -ally talk about businesses and the
6A page 46 phrases failing businesses economy

On the map further passive hosting events weak forms: to have decide on the best kind of event
6B page 48 constructions for your town/city to host

Going out word grammar and patterns talking about arts sentence stress talk about events you have
6C page 50 (expect, surprised) events been to

Check and reflect: Units 5 and 6 page 52 Go online for the Roadmap video.

UNIT 7 page 54

Ups and downs adding comments using life’s ups and disappearance of t in must tell stories about recent
7A must and can’t downs and can’t experiences and comment on
page 54
them
Is it news? second, third and mixed talking about the stress with modal verbs talk about the impact of news
7B page 56 conditionals news stories and events

A show of hands phrases to show the voting and sentence stress Take part in a debate (on issues
7C relationship between ideas elections around voting)
page 58

English in action FUNCTION: give a presentation explaining variations in pace and give a presentation with visuals
7D with visuals statistics pausing in speech
page 60

Go online for the Roadmap video.

UNIT 8 page 62

Jobs for life? complex questions describing what weak forms: that roleplay a conversation about
8A page 62 your job involves what you do

Sleep well auxiliary verbs sleep stress on auxiliary verbs for talk about sleep and insomnia
8B page 64 emphasis

Food for thought complex comparatives food and cooking weak forms: as talk about food and cooking
8C
page 66

Check and reflect: Units 7 and 8 page 68 Go online for the Roadmap video.

UNIT 9 page 70

Feelings not only and no sooner/as feelings not only and no sooner/as tell better stories and
9A page 70 soon as soon as anecdotes

Habits will and would for habits; I describing people weak forms: would and will describe other people’s habits
9B page 72 wish + would and their habits and how you feel about them

All the rage making new words trends pronunciation of new words talk about trends
9C page 74

English in action FUNCTION: manage informal colloquial elision manage informal conversations
9D page 76 conversations and idiomatic
language
Go online for the Roadmap video.

UNIT 10 page 78

Eureka! prepositions 2 science weak forms: prepositions report on and discuss science
10A
page 78

A great read linking words and phrases book reviews linking between consonants describe books
10B and vowels
page 80

A good laugh puns talking about how words sound in context tell jokes
10C humour
page 82

Check and reflect: Units 9 and 10 page 84 Go online for the Roadmap video.
Language bank page 136 Vocabulary bank page 156 Communication bank page 166 Irregular verbs page 175

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 EXTENDED ROUTE
DEVELOP YOUR SKILLS LESSON GOAL FOCUS

6A Develop your reading understand a story inferring what will come next
page 106

6B Develop your listening understand the main points recognising nouns used as verbs
page 91 of a complex presentation

6C Develop your writing write a review checking and correcting spelling

page 126

7A Develop your writing write notes, cards and expressing the personal
page 128 messages for important significance of an event
events
7B Develop your listening understand a discussion or understanding hypothetical
page 92 debate situations in an argument

7C Develop your reading understand an article understanding cause and effect

page 108 in a complex text

8A Develop your listening follow extended identifying clarification language

page 93 unstructured speech

8B Develop your writing write a response to an article challenging evidence used in an

page 130 article

8C Develop your reading understand an online diary recognising topics that idioms
page 110 refer to

9A Develop your listening understand panel interviews recognising when someone

page 94 avoids answering a question

9B Develop your writing write a narrative linking two actions together

page 132

9C Develop your reading compare a text and its critically evaluating a summary
page 112 summary

10A Develop your writing write a biography using a range of idiomatic

page 134 phrases

10B Develop your reading understand linguistically recognising small details that
page 114 complex texts change meaning

10C Develop your listening follow a conversation improving listening skills

page 95 between two fluent speakers

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 1A Give it a go
A

Goal: persuade people to try different activities

Grammar: cleft sentences
Vocabulary: free-time activities

Vocabulary
1 a Work in pairs. Look at free-time activities 1–8 and
check you understand the words in bold. Which
activities can you see in photos A–E?
B C
1 do crosswords or other puzzles
2 do gardening, dressmaking or another creative pastime
3 do a martial art like judo or karate
4 do keep-fit activities like yoga or running
5 go camping and hiking or do another outdoor pursuit
6 do online gaming or play other computer games
7 see the latest blockbuster
8 sing in a choir or do some other kind of performing
b Look at 1–8 again in Exercise 1a and discuss:
• which are easy or difficult to learn.
• what the positive or negative aspects of doing each one
might be.
• if people you know do any of them.
2 a Complete the sentences with the phrases in the box. D E

fancied taking up grow on me hopeless at 3 Discuss the questions.

the hype let off steam nothing beats switch off 1 Have you ever started an activity and found you either
take to it very encouraging
really took to it or were hopeless at it? What? Why?
1 I tried it, but I didn’t really . It was a bit 2 What activities have had a lot of hype around them
too slow for me. I prefer something more energetic. recently? Do you think the hype is justified?
2 I didn’t like it to begin with, but then it started to 3 Is there an activity you’ve always fancied taking up?
and I’m completely addicted now. Why haven’t you done it yet?
3 I’m a bit put off by all around it. I just 4 What do you find are the best ways to let off steam or
know it can’t be that good and I’ll be disappointed by it. switch off from work?
4 I gave it a go, but the teacher wasn’t , so Go to your app for more practice.
I felt a bit useless and, since everyone else took it rather
seriously, I stopped going.
5 I’m that kind of thing. I don’t have the
Listening
patience, the imagination or the skill! 4 1.1 Listen to four conversations. Find out:
6 I love it – the feeling when you do it well 1 what free-time activities the people talk about.
and you get a great reaction from the audience. 2 if both speakers enjoy doing each activity.
7 I’ve always some kind of martial art. I’ve 5 In which conversation (1, 2, 3 or 4) is a speaker:
just never got around to doing it.
a concerned about comfort?
8 It’s a great way to and get rid of all the
b concerned about what others might think?
frustrations from the day. I’ve also made friends from all
c not into a particular kind of TV programme?
over the world doing it.
d persuaded to change their mind?
9 It keeps you fit. You’re surrounded by nature and I find I
e addicted to something?
can just and forget all the stresses of life.
f talking about letting off steam?
b Work in pairs. Which activities from Exercise 1a might
each person in Exercise 2a be talking about? 6 Have you ever persuaded anyone or been persuaded
to do something you weren’t sure about? How did it
turn out?

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 Grammar 9 Rewrite the sentences using What or The thing and

1A | Give it a go
the words in brackets.
7a 1.2 Read the pairs of sentences. Then listen and
1 I go to a choir. It’s great. I especially like meeting new
complete the second sentences.
people. (most).
1 a I’ve found it’s just a great way to get rid of all those
The thing (that) I like most about going to the choir is
frustrations from work. meeting new people.
b I’ve found it’s just a great way to get 2 Making a cake without eggs just doesn’t make any
rid of all those frustrations from work. sense to me. (don’t understand)
2 a The pain put me off! 3 Everyone was much better than me, which made the
b put me off the pain! class difficult. (found difficult)
3 a The way they make it relevant to now is great. 4 I love hiking because you’re out in the countryside all
b the way they make it relevant to now. day. (being)
4 a I love how friendly people are. 5 I wasn’t really progressing, which was frustrating. (the
b I love how friendly people are. fact that)
5 a No one in this class takes it too seriously, which 6 I’d really like to learn how to fly, but the cost is a bit
is great. off-putting. (puts me off)
b this class no one takes it too 10 a Write true sentences about your free time using
seriously. these sentence starters.
b Work in pairs. Look again at the pairs of sentences in 1 What I most love to do at the weekend …
Exercise 7a. Why might a speaker use the structure in 2 The thing I love most about …
the second sentence rather than the first? 3 What I find difficult …
c Complete the examples in the grammar box with one 4 What was great about …
word in each gap. 5 The only thing I didn’t like about …
6 What I’d like to do …
Cleft sentences 7 What puts me off … -ing is …
Speakers often use the following sentence patterns
to draw attention to something they feel strongly b Work in pairs. Compare your sentences and explain
about: your ideas.
1 I’ve found 2 it’s a great way to let off Go to page 136 or your app for more information and practice.
steam.
The 3 that is great (about it) is the way
they make it relevant to now. Speaking
The other thing (that) I love (about it) is how
friendly people are. PREPARE
One thing (that) I don’t understand (about it) is
how anyone gets enjoyment from it.
11 Work in pairs. Choose two activities in Exercise 1a or
think of other things you do. Think of ways you might
We can use the same patterns to talk about feelings
we had in the past. persuade someone to take up these activities.
4 put me off 5 the pain.
SPEAK
What I found interesting was the variety of people
who work there.
12 Work with a new partner. Take turns to be Student A
What I loved was the 6 that no one took it too
or B. Use the Useful phrases to help you.
seriously.
Student A: You want Student B to do one of the activities
you thought of in Exercise 11. Ask them if they fancy
doing the activity and persuade them why they should.
8a 1.3 Listen to the sentences and notice the
Student B: You aren’t sure you want to try the activity
emphasis on the underlined sounds. When said at
suggested by Student A. Give reasons.
normal speed, the other words around them may be
less clear. Useful phrases
1 What I like about it is the fact I can just completely
Do you fancy … -ing tonight?
switch off.
Have you ever thought of taking up …?
2 The thing I love about it is the way the teacher
You should give it a go.
organises the class.
What’s great about it is …
3 What’s bad about it is the amount of time you spend
What puts me off is …
waiting around.
4 The only thing I didn’t like so much was the venue.
5 What I find fun is learning something new every time.
Develop
b Listen again and repeat. your
writing
page 116

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 1B Kind acts
B

Goal: narrate a short story in detail

Grammar: narrative tenses
Vocabulary: helping people

Reading
4 Look at the title of the article. What do you think the
bystander effect might be? Read and check.
5 Read the article again. Are the sentences true (T) or
false (F)?
A
1 People can usually tell whether someone needs help.

Vocabulary 2 If you don’t react in an emergency, others are more

likely to react.
1 Look at the photos and discuss the questions.
3 We’re more likely to help someone when there aren’t
1 What do you think the people in the photos need? many people around us.
2 When was the last time you helped someone you know? 4 Bystanders may not want to risk getting involved.
What did you do?
5 The author sometimes offers help to people when they
3 Do you ever help people you don’t know? How? don’t need it.
2 Complete the sentences with words in the box.

babysit/let down comfort/mourning

desperate/an apprenticeship down/the bill
The bystander effect
mentor/expertise rough/grab A few years ago, I was on a bus. It was quite crowded at the front
stranded/pulled over welcoming/rave so I pushed my way to the back, where I found a man lying on the
floor, apparently asleep. Passengers were standing around him,
1 She acted as a to me when I first started. occasionally glancing down. When the back door opened at the
She was always happy to share her . next stop, some people saw him and didn’t get on, others just
2 She was a real to me when I was stepped over the man and took a seat. I had no idea how long he’d
the loss of my grandfather. been lying there but, finally, a couple got on. They were shocked
and started asking what had happened. Had anybody told the
3 He was sleeping and so I decided to
bus driver? No one knew. They got the bus driver to stop and an
some food for him from the local store. ambulance was called.
4 I offered to for them because they’d Some days later I saw a piece on the news about the man.
been by the person they usually use. Apparently, he’d passed out because of his diabetes, but, thanks
5 They’d been incredibly while we stayed to the couple, he’d made a complete recovery. The news didn’t
there, so we gave them a review. mention how many other people, including me, had let him down.
6 I was on the side of the road and he Why had that crowd stood by and not helped? I have since learnt
and offered me a lift. we were in the grip of what’s known as the ‘bystander effect’.
7 We went out the other night. I was feeling a bit Psychologists have identified several causes of this phenomenon.
because I’d lost my job, so when we
Firstly, we may not realise it's an emergency, and if others show
little reaction it confirms to us there’s no need to help. Secondly,
asked for at the end of the evening, she
crowds reduce our feelings of personal responsibility. The more
paid for everything.
people there are watching, the more likely we are to think someone
8 I'd been unemployed for ages and was getting else will help. And finally, we may be scared that our help will lead
. Then they offered me . to greater problems.
3 Work in pairs. What do you think the relationship is Understanding this now, if I have any doubt in similar situations, I
between each of the pairs of people in the sentences always help. In the end, the worst thing that happens is that there
in Exercise 2? really is no problem and I feel slightly embarrassed – but that’s a
much better feeling than the guilt of having done nothing.
Go to page 156 or your app for more vocabulary and practice.
8

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 6 Work in pairs and discuss the questions. 9 Complete the story by putting the verbs in brackets

1B | Kind acts
1 Have you seen or heard of any other examples of the into the correct tense. Use continuous forms
bystander effect? If so, what happened? wherever possible.
2 Do you think you’d be more likely to help strangers
One holiday I 1 (work) in a toy store. A woman
having read the article? Why/Why not? 2 (come) in one day wearing a lovely cap. I 3
Grammar (compliment) her on it, and 4
5 (buy) it because I 6
(ask) her where she
(look for) something
7 a Look at four incorrect sentences from the story in similar for years, but 7 never (see) that style
the text. Cover the box below and correct the tense before. She 8 (tell) me and then she 9 (leave).
in each. When I 10 (come) back after lunch, she 11
1 I pushed my way to the back, where I was finding a man (wait) there. She 12 (buy) me the cap!
lying on the floor apparently asleep.
2 Passengers have been standing around him, 10 Work in pairs. Think of two different ways you could
occasionally glancing down. complete sentences 1–6, one with the past perfect
3 I had no idea how long he was lying there. simple and one with the past perfect continuous.

4 I saw a piece on the news about the man. He passed 1 We ended up stranded at the airport because …
out because of his diabetes. the flight had been cancelled.
it had been snowing hard and we couldn't take off.
b Work in pairs. Compare your ideas then read the
2 It was a huge relief when I was finally offered an
grammar box and check.
apprenticeship as …
Narrative tenses 3 He was sleeping rough. He told me that …

Past simple 4 … and so I wrote a rave review.

Use the past simple to talk about past habits or to list 5 … so I was feeling a bit down.
single completed actions in chronological order. 6 … so I picked up the bill for the meal.
I pushed my way to the back, where I found a
Go to page 136 or your app for more information and practice.
man lying on the floor.
Past continuous
Use the past continuous for actions that were in Speaking
progress around the time another action happened.
Passengers were standing around him, PREPARE
occasionally glancing down.
Past perfect simple 11 1.5 Listen to a short story about a time when a

Use the past perfect simple to talk about single, stranger was kind. Answer the questions.
complete actions that happened before another 1 Where did the story take place?
action or event in the past. 2 What was the problem?
I saw a piece on the news about the man. He’d 3 How and why did the stranger help?
passed out because of his diabetes.
Past perfect continuous
12 You're going to tell a story. Choose one of the topics
in the box below and plan what to say.
Use the past perfect continuous to talk about actions that
were in progress before, or that continued up to, another a time you helped a stranger a surprise
action or event in the past. The emphasis is on the duration. a time a stranger helped you a stupid mistake
I had no idea how long he’d been lying there but, an example of the bystander effect
finally, a couple got on. something amazing you saw in the street
The past perfect isn’t necessary when we use words like
after and before, as the order of events is already clear.
SPEAK

13 Work in groups. Tell each other your stories and

8a 1.4When we speak at normal speed, the respond to them. Use the Useful phrases to help you.
auxiliary verb had is sometimes impossible to hear.
Listen and notice the way it is reduced or is said as Useful phrases
/d/ before a vowel. I can imagine.
1 I’d acted as a mentor to her. You must’ve been (terrified).
2 We’d grabbed some food beforehand. That must’ve been (a relief).
3 She’d let me down before. I think I would’ve … in that situation.
4 We’d been thinking about it for a while. What a (great) story!
5 They’d offered me a job.
6 We’d been saving up.
Develop
b Listen again and repeat. your
listening
page 86

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 1C How annoying!
A

Goal: talk about annoying incidents

Language focus: exaggeration
Vocabulary: at work

Reading and vocabulary

1 a Look at the pictures. What’s happening in each one? B
Why are the people irritated?
3 Work in pairs and discuss the questions.
b Work in groups. Discuss how annoying you find each 1 Can you think of other annoying things about work or
thing in the list below. Put them in order from most study that weren’t mentioned in the article?
annoying (1) to least annoying (6).
2 What do you think of the idea of rage rooms?
• having to sit in long, unnecessary meetings
3 Can you think of better ways to get rid of irritations?
• people eating food noisily
• people complaining about work, school or university 4 Complete the sentences using some of the words in
• a colleague or fellow student making you look bad bold from the article. Use one word in each gap.
• your computer crashing 1 I think we need a new printer. It’s incredibly slow and
• poor wifi the paper always seems to . I’m so sick of it.
2 Read the article about a survey into things people find 2 A customer had a real at me today because his
annoying at work. credit card didn’t work. It was hardly my fault!
1 In what order did the survey put the list in Exercise 1b? 3 What I find annoying is that when things go wrong,
2 Find three other annoying things mentioned in the text. politicians are very quick to point the of blame
at other people, but they never seem to consider that
they could be at themselves.
Have you ever thought, I’d really love my job, if only …
4 I get sent about 150 emails a day and even though
• my boss wouldn’t have a go at me for the tiniest mistakes?
most of them are fairly , I still have to check
• my colleagues wouldn’t spend all day gossiping?
them all before deleting. It’s one of my biggest
• they’d just buy a photocopier that didn’t jam every ten seconds?
at work.
A recent survey has revealed that you are not alone. The report lists 5 The guy I sit next to is constantly me. Most
fifty things that drive us mad and found over a quarter of us want of the time, he’s just going about the latest
to work from home because of work irritations, while another 25%
football news or celebrity gossip.
have considered quitting their job and working for themselves.
6 I came with the idea originally and helped
Unfortunately, it’s often our colleagues who are at fault. For example, develop it, but then in the meeting, in front of all my
ranked number 5 in the report are colleagues who go on and on workers, my boss took all the credit and hardly
about what’s wrong with everything without coming up with any mentioned me at all.
solutions themselves. And at number 8, there’s the colleague who
makes us look bad. They undermine us by pointing the finger of 7 I keep suggesting things but my colleagues always
blame for mistakes while taking all the credit for success. me and it's beginning to affect my confidence.
8 I get so annoyed by other students playing with their
Then at 7, there are those pointless meetings that are called to
in class that sometimes I just want to grab the
decide that nothing has been decided! Though apparently, this isn’t
as bad as colleagues who snack at their desk, distracting you with things and them into little pieces.
their loud chewing (number 6). 5 Work in pairs and discuss the questions.
But while our fellow workers can be annoying, it’s the machines that 1 Why might a customer have a go at a shop assistant?
really make us lose our temper. The survey showed that the biggest Why might a teacher have a go at a student?
irritation is computers crashing – no doubt taking your last three 2 What different gadgets and equipment do you have in
hours’ work with it – followed by the hours spent looking at the slow an office? What might go wrong with them?
spin of the wheel as a webpage loads. They’re enough to make you 3 What things might happen to undermine your
want to pick up your device and smash it into little pieces!
confidence? What might undermine a team working
And now you can (kind of)! First appearing in Australia, so-called together?
‘rage rooms’ are starting to spread around the world. They provide a 4 In what ways might you get distracted from working
special space with a variety of gadgets – from keyboards to printers or studying?
– for you to destroy to the sound of your favourite music. Fans
claim that it’s fantastically satisfying and, as a way to get rid of your 5 What things might get smashed? How?
frustrations, it is certainly easier than finding a new job! Go to page 156 or your app for more vocabulary practice.

10

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 9a

1C | How annoying!
1.8 Listen and notice how the speaker
introduces an exaggerated statement by placing
the stress on Honestly and Seriously.
1 Honestly, I almost died of boredom.
2 Honestly, I could’ve killed him.
3 Seriously, the room was like a fridge.
4 Honestly, we were waiting for hours and hours.
C D 5 Seriously, I must’ve mentioned it about a
thousand times.
Listening b Listen again and repeat.
6 Listen to two conversations about work.
1.7 10 a Use exaggeration to write one or more examples of
Which of the irritations a–d do they talk about? each of the following complaints.
a uncomfortable room conditions 1 He’s constantly distracting me.
b a boss having a go at them Honestly, he asks me something every ten seconds.
c students behaving badly He’s constantly chewing or eating something.
d a colleague making them look bad Seriously, he’s like a cow or something.
2 It was a pretty boring, pointless meeting.
7 Work in pairs. Try to complete the sentences from the
3 I wish they would do something about the air con
conversations. Then listen again and check your ideas.
at work.
1 They’ve been going about how hot and stuffy
4 They should get a new photocopier.
the room is.
5 My colleague lost all the work I had done.
2 It is in that room. Seriously, we’re in
there. It must be 35 degrees. 6 My boss is incredibly demanding.
3 They have this supposedly air filtering system. b Work in pairs. Compare your examples. Which do you
4 I bet they it, too. like best? Why?
5 I waited for the bus to come. Go to page 136 or your app for more information and practice.
6 I was rushing around to get everything done.
7 Seriously, I !
Speaking
Language focus PREPARE
8 a Work in pairs. Read the language focus box, then
match the sentences from Exercise 7 with categories 11 Think of two things that you find annoying. Make
A–D. Some sentences go in more than one category. notes about incidents that have happened which
illustrate each of these irritations and why these
Exaggeration things particularly annoy you.
We sometimes exaggerate when telling a story or
reporting something that happened to us, to get an SPEAK
extra reaction from the listener. We may exaggerate
in one of the following ways. 12 a Work in groups. Tell each other about what irritates
you and give some examples. Use the Useful phrases
A Exaggerated time, distance, amount, etc.
to help you.
If they’d just buy a photocopier that didn’t jam
every ten seconds! b Who had the most interesting experience? Did
The photocopier is miles away from my desk. anyone share the same irritation as you?

B Repetition (with and) Useful phrases

I had to walk for miles and miles.
There’s this … at work/school/uni that drives
I told him over and over again.
me mad!
C Comparisons I find that really annoying too.
It’s like the Arctic in there. I know exactly what you mean!
I looked as if I’d been dragged through a hedge I have to say, things like that don’t bother me.
backwards. Something similar happened to me the other day.
D Death metaphors
I was absolutely dying of hunger.
I could murder a curry.

Develop
b Discuss whether you exaggerate in the same way in your
your language. Give an example. reading
page 96

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 1D English in action

Goal: negotiate solutions to disputes

Vocabulary: fights and disputes

B C

A D

Vocabulary 3 Replace the words in italics with the correct form

of some of the words and phrases in bold from
1 Work in pairs. Look at the photos. What disputes Exercise 2.
or arguments do you think could happen in the
1 Are you someone who is prepared to give up some of
following places?
what you want in an argument?
• an airport or on a flight
2 Have you heard of a dispute that quickly got out of
• a car rental place
control and where people then physically fought?
• a restaurant
• an apartment block 3 When friends or family members argue, do you ever
support one person more than the other?
2 Match the situations in the box with comments 1–6
4 Do you know anyone who behaved so badly in a class
below.
or a team that they were forced to leave?
a dispute between neighbours a pay dispute 5 Do you know any people who often argue and shout at
a row between friends a domestic dispute each other?
mediating in a dispute a workplace dispute 6 Have you heard of an argument between two sides
1 The tension had been building up a bit in the office so that has continued a long time?
we had a meeting to try and clear the air. 4 Work in pairs and discuss three of the questions in
2 They were hardly on speaking terms for a while, Exercise 3. Give some details.
which was a bit awkward if our usual group went out or
had a party, but thankfully they’ve made up now! Listening 1
3 We’re not here to side with anyone. We’re here to 5 1.9 Listen to a conversation between three
resolve this before it escalates. people who are trying to resolve a dispute. Answer
4 They’ve had an ongoing dispute about a parking these questions.
space and they even nearly come to blows a couple of 1 Where are they?
times when they confronted each other! 2 What’s the problem?
5 They’ve always quarrelled a lot, but it seems she’s 3 What has caused the problem?
actually kicked him out this time.
4 How is the dispute resolved in the end?
6 Hopefully it won’t end up in a strike, but at the moment
they’ve not been willing to compromise, so what can
we do?

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 6 Listen again. Complete the sentences with two or 9 a Work in pairs. Practise saying these sentences more
three words. forcefully by stressing an auxiliary verb or adding
1 With all , that’s your problem. Not ours. do/did.
2 I’m awfully sorry about all of this and obviously if 1 I’m afraid I’m going to need to see some ID.
to me … 2 I talked to someone about this last week on the phone.
3 So can we talk to whoever’s here? 3 I’m going to have to ask you to leave, I’m afraid.
4 I understand that this may not be down to you, but this 4 You’re going to need to come back tomorrow, I’m afraid.
is . 5 I want to sort this out, but you’re not making it easy.
5 Could you please not at me? I’m just 6 I’ve warned you about this twice now.
doing my job. 7 You really have to return the keys today.
6 If you could just try and a bit … 8 We’re going to pay, but only once everything’s sorted.
7 I mean, there must be some way we can
b 1.11 Listen and check your answers.
here, surely.
7 Work in pairs. Add the sentences from Exercise 6 to Listening 2
the correct section in the Useful phrases box.
10 1.12 Listen to another conversation in which
people try to resolve a dispute. Are the statements
Useful phrases
true (T) or false (F)?
Seeking compromise 1 The couple are buying a second-hand car.
Is there really nothing you can do?
2 They’re planning to split the driving on their journey
Well, would it be possible to …?
equally.
a
3 The man they’re talking to needs to see some
b
documents.
Expressing annoyance 4 There’s no record of their booking.
There must be some mistake.
5 Adding an extra driver will cost them 100 euros a day.
You’ve got to be kidding me!
6 They’re not staying nearby.
c
7 They pay cash to cover the extra charge.
d
8 They manage to reach a compromise.
Apologising
I’m awfully sorry about all of this. 11 Listen again. Find the difference in sentences 1–5
I’m afraid the manager is not around at the with what the speakers actually said.
moment. 1 There must be a mistake. I’m absolutely positive I put
e both names down.
Dealing with anger 2 You’ve got to be kidding!
You’re really not making this any easier. 3 I really am awfully sorry about this.
I do understand that you might be upset, but … 4 I understand you might be upset, but could you please
I am going to have to ask you to … not raise your voice, sir?
f 5 I am going to have to ask you for an extra 100 euros.
g
12 Work in groups. Discuss the questions.
1 How do you think the people in Listening 1 and
8a 1.10 Read the information box below. Then listen Listening 2 handled the situations? Would you have
to these two sentences and notice how an auxiliary done anything differently?
verb is stressed or added. 2 Do you think the compromises they reached in each
1 I do understand that you might be upset. case were fair?
2 I am only doing my job. 3 Have you ever had a dispute when travelling or buying
something? What happened?
Sounding firm
When we have a dispute with someone, we often stress the Speaking
auxiliary verb in statements. This makes our message sound
13 a You are going to roleplay conversations to resolve
more forceful. Where there is no other auxiliary verb, we can
disputes. Work in pairs. Student A: Turn to page 166.
also use do/did in these kinds of statements.
Student B: Turn to page 168.
I asked you not to enter. I did ask you not to enter.
b Roleplay the conversations.
b Listen again and repeat.
For more practice go to your Workbook or app.

Go online for the

Roadmap video.

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