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Grammar Beyond essential 3

고급영어 (Ewha Womans University)

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GRAMMAR
AND
BEYOND
Essentials Teacher’s Manual
Paul C ar ne
Jen ni Curr ie S anta mar ia
Li sa Varanda ni

3
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University Printing House, Cambridge CB2 8BS, United Kingdom

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It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/cambridgeenglish

© Cambridge University Press 2019

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published in 2019

ISBN Teacher’s Manual 978-1-108-72363-3 Digital Book

Additional resources for this publication at www.cambridge.org/essentials

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

General Teaching Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Audio Scripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Answer Key ............................................................ 18

iii

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Introduction
Grammar and Beyond Essentials is a research-based learners and gives them an opportunity to practice
and content-rich grammar series for beginning to detecting and correcting these errors. This section
advanced-level students. The series focuses on the helps students avoid these mistakes in their own
most commonly used English grammar structures and work. The mistakes highlighted in this section are
practices all four skills in a variety of authentic and drawn from a body of authentic data on learner
communicative contexts. It is designed for use both in English known as the Cambridge Learner Corpus,
the classroom and as a self-study learning tool. a database of over 35 million words from student
essays written by non-native speakers of English and
A Unique Approach information from experienced classroom teachers.

Academic Vocabulary
Grammar and Beyond Essentials is
Every unit in Grammar and Beyond Essentials
Research-Based includes words from the Academic Word List (AWL),
The grammar presented in this series is informed a research-based list of words and word families
by years of research on the grammar of written that appear with high frequency in English-language
and spoken English as it is used in college lectures, academic texts. These words are introduced in the
textbooks, academic essays, high school classrooms, opening text of the unit, recycled in the charts and
and conversations between instructors and students. exercises, and used to support the theme throughout
This research, and the analysis of over one billion the unit. By the time students finish each level, they
words of authentic written and spoken language data will have been exposed several times to a carefully
known as the Cambridge International Corpus, has selected set of level-appropriate AWL words, as
enabled the authors to: well as content words from a variety of academic
■■ Present grammar rules that accurately represent disciplines.
how English is actually spoken and written
■■ Identify and teach differences between the Teacher Resources
grammar of written and spoken English
■■ Focus more attention on the structures that are Grammar and Beyond Essentials offers a variety of
commonly used, and less on those that are rarely downloadable resources for instructors on eSource:
used, in writing and speaking esource.cambridge.org. Contact your Cambridge ESL
■■ Help students avoid the most common mistakes Specialist (www.cambridge.org/cambridgeenglish/
that English language learners make contact) to find out how to access the site.
■■ Choose reading topics that will naturally elicit
examples of the target grammar structure
Teacher’s Manual
■■ Suggestions for applying the target grammar to all
■■ Introduce important vocabulary from the Academic
four major skill areas, helping instructors facilitate
Word List
dynamic and comprehensive grammar classes
Realistic Grammar Presentations ■■ An answer key and audio script for the Student’s
Book
Grammar is presented in clear and simple charts. The ■■ Teaching tips, to help instructors plan their lessons
grammar points presented in these charts have been ■■ Downloadable communicative activities to add
tested against real-world data from the Cambridge more in-class speaking practice
International Corpus to ensure that they are authentic
representations of actual use of English. Assessment
■■ Placement Test
Data from the Real World ■■ Ready-made, easy-to-score Unit Tests, Midterms,
Many of the grammar presentations and application and Final in .pdf and .doc formats
sections include a feature called Data from the ■■ Answer Key
Real World. Concrete and useful points discovered
through analysis of corpus data are presented and Presentation Plus
practiced in exercises that follow. Presentation Plus allows teachers to digitally project
Avoid Common Mistakes the contents of the Student’s Books in front of the
class for a livelier, interactive classroom. It is a
Each unit features an Avoid Common Mistakes complete solution for teachers because it includes the
section that develops students’ awareness of the answer keys and audio.
most common mistakes made by English language

2 Introduction

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Lesson Mapping Guides Online Workbook

Grammar and Beyond Essentials is designed to be The Online Workbook provides extra practice to help
used easily alongside academic English titles from you master each grammar point. Automatically-
Cambridge University Press. These include: Academic graded exercises give immediate feedback. Each unit
Encounters, Final Draft, Making Connections, Prism, offers practice correcting the errors highlighted in the
and Prism Reading. Visit cambridge.org/essentials/ Avoid Common Mistakes section in the Student’s
LessonMaps to download a Lesson Mapping Guide Book. Self-Assessment sections at the end of each
for each title. unit allow students to test their mastery of what they
learned. Look for in the Student’s Book to see
Student Components where additional online practice is available.

Student’s Book with Online Workbook Quiz Your English app

Levels 1 through 3 teach all of the grammar points Quiz Your English is a fun new way to practice,
appropriate at each level in short, manageable cycles improve, and test your English by competing against
of presentation and practice organized around a high- learners from all around the world. Learn English
interest unit theme. Level 4 focuses on the structure grammar with friends, discover new English words,
of the academic essay in addition to the grammar and test yourself in a truly global environment.
rules, conventions, and structures that students need ■■ Learn to avoid common
to master in order to be successful college writers. mistakes with a special section
just for Grammar and Beyond
Essentials users
■■ Challenge your friends and
players wherever they are
■■ Watch where you are on the
leaderboards

Introduction 3

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General Teaching Suggestions

This guide provides a variety of strategies to use with write sentences with the target structure(s). Walk
recurring unit sections and exercise types in the around and spot-check their sentences to assess
Grammar and Beyond Student’s Book. students’ familiarity with the structure.
■■ If most of the students are able to write correct
Student Self-Assessment sentences, check their ability to use the grammar
in a more extended activity by assigning a writing
Refer to the Scope and Sequence for the theme and prompt. (What happened in the news yesterday?
grammar topics for each unit. Write them on the What caused it to happen?) Have them respond
board and ask students to copy them. Then have in writing with a four- or five-sentence paragraph.
students do a quick self-assessment by choosing from Remind them to use the target structure if they
the three options: can. Collect their work so you can assess the class
as a whole (and not just a few students). You can
also use this information for pairing and grouping
Self-Assessment, Unit later. Note the grammar used in students’
Topics responses, but don’t correct or begin teaching the
structure explicitly at this point. Tell students that
¨ 1. I know a lot about this and can use it easily. they will be learning the structure in the upcoming
¨ 2. I know something about this but need more unit. You may want to keep the paragraphs and
practice. write some of the students’ sentences on the
¨ 3. I don’t know very much about this. board when you have completed the unit so they
can identify their errors and see evidence of their
Revisit the statements when you have completed the progress.
unit so that students can assess their progress. If many of the students are able to produce the
structure correctly in response to your question,
Pre-unit Assessment Strategies you can move more quickly through the controlled
practice in the unit and spend more time on the
Prior Knowledge of Target Grammar extended, open-ended writing and speaking activities.
Tell students that although they may be familiar with
Before you begin the unit, you will probably want to the structure, it is your objective to help them put the
do a quick assessment of students’ prior knowledge grammar to use in their speaking and writing.
of the grammar point. A grammar pre-assessment
helps you determine whether students understand
the meaning of the structure, whether they can General Strategies for Unit
describe and produce the form, and whether they are Sections
able to integrate it into their writing and spontaneous
speech. Here are some ways to help you obtain this Grammar in the Real World
information quickly.
This section introduces the target structure(s) in an
■■ To determine whether students understand the
authentic context, such as an article. A Notice activity
target language, write several sentences on the draws students’ attention to the form or function
board using the structure. (When the twins met, of the target structures in the text. The following
they discovered that they had studied the same strategies can be used with this section.
subjects. They were very similar even though they
had grown up apart.) Ask questions (Did they meet Pre-reading/Warm Up
first or did they study first? Why is the sentence in ■■ Direct students’ attention to the picture. Ask them
the past perfect?) to ensure that students grasp the to describe it, or ask specific questions about it.
meaning of the sentences. (What’s happening? Who/Where do you think
■■ To determine whether students can describe
the person is?) Ask students about their personal
and reproduce the form, ask them to identify, experiences or opinions related to the picture.
for example, the part of speech, verb forms, or (Have you ever done this? How do you feel when
auxiliaries of the target structure. (What are the this happens to you? What do you think about this?)
verbs in this sentence? What forms are they? How ■■ Ask students to read the title of the text and make
do you form the past perfect?) Write several key one or two predictions about the content. Write
words on the board. For example, write a sentence students’ predictions on the board. After they have
with a relative clause if relative clauses are the read the text, compare their predictions to what
target grammar structure. Then ask students to they have read.

4 General Teaching Suggestions

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Pre-teaching the Vocabulary Grammar Presentations

Before students read, look through the text and make Each unit includes at least two of these sections,
a list of words they may not know. Try one or both of which provide presentations of the target grammar.
these techniques: They address both structure and usage, and offer
■■ List the words on the board and ask students to examples that reflect the unit theme. The sections
discuss the meanings in small groups. Ask students may also include a Data from the Real World box,
for definitions. Make a note of words that students providing real-world usage notes based on corpus
find difficult. research.
■■ List the words on one side of the board and their
corresponding definitions on the other side (in a
Overview Box
different order) and ask students to match them. Read the information in the overview box that
Have students write down any words that are introduces each set of grammar charts. Explain that
new. To save time in class, write the words and this box highlights a key feature of the grammar
definitions on separate large cards in advance and point. Ask students what the connection is between
post them where students can see them. the introductory information and the example
sentences.
Glossed Vocabulary
Paying attention to text signals, like footnotes, is
Grammar Charts
an important academic skill. Therefore, you may Teach students the value of the charts as a reference
not want to include the glossed vocabulary among tool. When they make mistakes, ask them to look at
the words you pre-teach. Instead, draw students’ the relevant chart to self-correct. If possible, keep a
attention to the footnote numbers and encourage copy of the relevant chart(s) visible in the classroom
them to watch for them while reading. Provide any for easy reference. Following are some ways to
clarification students need for the glossed words. present the charts in class.

Comprehension Check Structure Charts

■■ To accommodate a variety of levels, have students Some charts focus students’ attention on forming
complete the Comprehension Check individually. the target language. Here are some possibilities for
Write an additional comprehension question or a teaching structure charts.
related question on the board for early finishers to
■■ Have students start the lesson with books closed.
answer.
Write one of the examples from the chart on
■■ If you think the activity is challenging for some of
the board. Ask questions to check students’
your students, have them compare their answers
understanding of the grammar. (What’s the verb in
with a partner before you review the answers as
this sentence? What structure is it? How do you form
a class. This gives students a low-stress way of
it?) Ask students to provide additional examples.
checking their work. Consider pairing students of
■■ Ask students if they can provide examples for the
different levels.
other structures covered in the chart (for example,
Notice if they can transform an affirmative sentence to
a negative sentence or a question). If students
■■ The Notice activity guides students to find the
are not able to do this, write the structure on the
target language in the text. Explain that scanning
board and have students identify its components
quickly for specific words is often an effective way
(for example, auxiliary, subject, main verb).
to find the target language. (For example, suggest
■■ Use the chart for structured question-and-answer
that they look for the word had in the unit on the
past perfect.) To get them started, have students practice by having students write three questions
look at item 1 and tell you which word or words with the target structure. Then have them ask and
they should scan for. answer their questions in pairs.
■■ Have students write additional examples.
■■ In some cases, you may want students to try
to complete the activity before they read the
text. Ask students to share their answers. Then
have students scan the article to find the correct
answers.
■■ Have students do the first part of the activity
(finding the target language) individually. Then
have them work in pairs to discuss the question or
complete the final part of the activity.

General Teaching Suggestions 5

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Usage Charts Then ask them to write a paragraph about the

picture and to include several examples of the target
Some charts, like the one that follows, contain usage structure. Have them share their writing in groups,
notes on the left and example sentences on the right, checking for correct use of the structure.
with the target language in boldface type. Here are
some possibilities for teaching usage charts. Time Lines
Use time lines to talk about tenses. List events on
a. Use since with specific She hasn’t worked here
dates or times to show since 2008. the timeline and ask questions to elicit the target
the start of an event grammar. (What can you tell me about this situation?
He has lived here since
that continues into the last year. How long had the twins been apart? How long had
present moment. the scientists been studying the twins when they met?)
b. Use for to show the She hasn’t worked here Grammar Application
duration of time of an for several years.
event that continues This section follows each Grammar Presentation and
into the present gives students practice with the target grammar in
moment. a variety of contexts. The exercises progress from
c. In negative sentences, She hasn’t seen her in
more controlled to more open-ended practice, and
the preposition in may several years. incorporate the use of all four major skills (reading,
replace for. writing, listening, speaking). Opportunities for
personalization are also offered.
■■ Discuss each usage note and read the example
sentences. Ask students to identify texts or This section of the Student’s Book practices the
conversations where they encounter the target target grammar in a variety of theme-related
language. Elicit the target grammar by asking contexts. The recurring exercise types are listed
questions. To check present perfect forms, for below with classroom strategies given for each.
example, you may ask How long has the current
president been in office? What has he done recently? Sentence Completion and Matching
■■ Write a variety of examples on the board for each Activities
usage note (or distribute the examples on paper For these activities, have students work individually.
to students). Ask students to work in pairs to To ensure that students are processing the
match the usage notes from the chart with the new information, and to expand on the activities, ask them
examples. to do one or more of the following:
■■ Ask students to work in small groups to come up
■■ Explain the choice they made using information
with an additional example for each note. You can
from the usage chart.
add challenge by asking students to incorporate
■■ Check and discuss their answers with a partner.
the unit theme and related vocabulary.
■■ Write another example on the board for their

Data from the Real World classmates to complete.

These boxes contain research-based usage Listening Activities
information, informed by the world’s largest corpus.
Go over them with the students. Where appropriate, Follow these steps with the listening activities.
ask for additional examples and discuss students’ 1. Direct students to read the activity before they
own impressions or “real world” experiences with the listen in order to prepare them for what they will
target language. hear. To make the activity more challenging, have
For example, if the box says, “Some adverbs are them guess the answers before listening.
more common in academic writing than in speaking,” 2. Play the audio once all the way through at normal
have students write two examples for the less formal speed and without pausing. Be sure to tell students
and the more formal situations. (The bank usually that you will play it again. Then play it again, pausing
opens at 8:00 vs. Banks typically provide multiple after each item if students need time to finish
options for saving.) writing. Play it a third time, again at normal speed.
3. When you reach the end of the exercise, direct
Additional Presentation Strategies students to read through it again. You may want
students to compare their answers with a partner’s
Photos and Art
so that they can check for potential errors.
Use pictures from magazines or the Internet. Choose 4. Go over the answers by having students write them
images that represent familiar events or topics that on the board (one student can write four or five
students will be able to talk about at some length. answers), or project the exercise with an overhead
Give students a few minutes to talk about the picture. or LCD projector, and complete it together.

6 General Teaching Suggestions

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Writing Activities Setting Up Groups

In these activities, students write sentences about ■■ To create random groups, pass out “four of a
their own ideas. Be sure that they receive feedback kind” items, such as different colored slips of
on their work. Try one or more of these techniques: paper or playing cards. Then ask students to
stand, and guide them to different areas of the
■■ Have students share their sentences in small
room: Everyone with a blue paper come over here.
groups and then compile a group version of the
Alternatively, you can have students count off in
activity, choosing at least one sentence from each
threes or fours. Once they have counted, ask for a
member. Then have the groups exchange papers
show of hands. (All Number 1s, raise your hand.)
and discuss any errors in form or usage. Monitor
Then have all students with the same number sit
their discussions and note mistakes to discuss with
together.
the entire class.
Advantage: Helps build classroom community,
■■ Have students put sentences on the board. While
challenges students to “get out of their shells,”
they are writing, walk around and spot-check the
and increases the energy level of the class.
work of other students.
■■ To create mixed-level groups, use items that
Avoid Common Mistakes represent two or more levels. For example, pass
out blue cards to higher-level students (or students
This section presents a few of the most common who have performed best on an assessment) and
learner errors associated with the target grammar, white cards to lower-level students. Tell students to
based on the world’s largest error-coded learner form groups consisting of, for example, two blue
corpus. It develops students’ awareness of common cards and two white cards.
mistakes and gives them an opportunity to practice Advantage: Allows for peer tutoring, gives lower-
identifying and correcting these errors in an editing level students exposure to higher-level English,
exercise. helps lower-level students feel like an integral part
The information in this section is based on an of the class.
extensive database of authentic student writing, so ■■ To create same-level groups, use the same
you can be sure that the errors indicated are truly strategy as for mixed-level groups (items to
high-frequency. This prepares students for the self- represent levels). Tell students to form groups of all
editing stage in the Grammar for Writing section, white cards or all blue cards.
and reminds them of the importance of self-editing Advantage: Allows you to tailor the activity to the
in all their writing. If you see these mistakes during level of the group (by simplifying it for the lower-
unit activities (or even after you’ve moved on to later level group or making it more challenging/open-
units) refer students to the box in this section, rather ended for the higher-level group).
than correcting them yourself.
Pair Work
Editing Task ■■ For pair work that involves collaborative work, you
Have students work individually to complete the task may want to pair students of similar levels so that
and then compare answers with a partner. Do one of one isn’t doing all of the work. Or pair students
the following to correct the text. of different levels and give each partner a distinct
■■ Ask two or more students to read the corrected
role. (Partner A says the question, and Partner B
version aloud. Be sure to call on different students writes it down.)
each time, so all feel accountable. ■■ For pair work that encourage repetition, such as
■■ Use an LCD or overhead projector to have students
interviews and surveys, conduct a “walk-around.”
work together to correct the text. Have students walk around the room and ask
questions to multiple classmates.
■■ Let students know if they miss a mistake, and
tell them the category it falls under in the Avoid
Common Mistakes box. Ask them to search the Strategies for Multilevel
text again. Classrooms
Grouping Strategies Every class has students at different levels, whether
the class is designated “multilevel” or not. Following
It is difficult to overestimate the value of using a are some ways to help lower- and higher-level
variety of grouping strategies in the classroom. students within multilevel contexts. It is important to
In addition to making the class more dynamic, it use a variety of strategies to address different student
helps you address different learning styles. Time for needs. Too much separation of lower-level students
individual work is important because it allows students may make them feel as though they don’t belong
to process material in their own ways, but there are in the class, and too much peer tutoring may be
also many advantages to pair and group work. frustrating for higher-level students.

General Teaching Suggestions 7

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Lower-level Students Higher-Level Students

Use one or more of these techniques for working with ■■ Provide more open-ended tasks for these students
lower-level students: after they have completed the exercises in the
book (for example, write additional items for an
■■ Adapt activities for lower-level students so that
exercise and put them on the board for other
they can focus on one task. For example, provide
students to complete, write additional interview
sentence frames for them to use while other
questions).
students are writing open responses.
■■ Adjust tasks to a more formal register for these
■■ Seat students in mixed-level groups and assign an
students. For example, instead of asking them to
easier role for lower-level students (for example,
“describe the person’s appearance,” tell them to
as the reporter who reads the group’s answers to
describe the person’s appearance as if they were
the class).
describing a suspect in a court of law.
■■ Group higher-level students and give them a
special project to complete while you work with
lower-level students (e.g., write a story using four
words from the Academic Word List and at least
two examples of the target grammar).

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Class Audio Script

Unit 1 producing “mystery ads.” Mystery ads
don’t show the product until the very end of
Exercise 3.3: More Stative or Action Meaning? the commercial. They entertain the viewer
A because the viewer has to figure out what
Reporter When you meet someone for the first time, the product is.
how does the person’s appearance affect
your judgment? Today, we are asking people
to describe how they make judgments about Unit 3
others. Exercise 4.2: Simple Past, Present Perfect, and
Marta I know I use unfair stereotypes when I meet Present Perfect Progressive
someone new. To me, older people always C
seem like they need help. When I meet an
older person, I’m always thinking about my Zaha Hadid is an architect. She has designed many
grandparents. I speak slowly and clearly, in famous buildings around the world, including the
case the person can’t hear. I know it’s wrong Rosenthal Center for Contemporary Art in Cincinnati.
to think all older people are like that, but I Hadid was born in Iraq, and she studied architecture
can’t help it. in London in the late 1970s. Since the 1980s, she has
Marc I feel that I am always very fair when I meet been working at a design company, and she has been
a new person. I know people’s appearances teaching architecture at several universities.
don’t always say who they really are. For Richard Branson is one of the world’s most
example, if I meet a person who looks sloppy, successful businesspeople. He was born in England. He
I don’t think that he or she is a lazy person. had a hard time in school because he had a learning
Bin For me, it depends on the situation. When I disability. Reading was difficult for him. As a result,
am interviewing people at work, I take their he left school at age 16. After that, he started his first
appearance very seriously. For example, I business. Later, he opened a record shop called Virgin
always notice how a person dresses for an Records. Since then, he has started new businesses
interview. If a person’s appearance seems in many different industries, including transportation,
sloppy or careless in an interview, I think he entertainment, and communications.
or she will be a sloppy and careless worker.
Unit 4
Unit 2 Exercise 2.3: More Past Perfect and Simple Past
A and B
Exercise 4.2: Used To, Would, or Simple Past?
Claudia Today, I’m interviewing Alex and Andrew
A and B
Underhill. They appear in the Spy Twins
Zach How has TV advertising changed over the movie series based on the books of the
years? same name. How did you get the part in
Dave In the past, we used to create commercials the first Spy Twins movie?
with very direct messages. Commercials Alex A friend had seen the advertisement in the
used to tell the consumer exactly what to newspaper and later told us about it. We
do. We never used to be vague about the hadn’t done any acting before then, but we
message at all. In addition, commercials decided to try out anyway.
didn’t use to try to entertain the viewer. Claudia How many twins were at the audition?
Zach So, how would you create an advertising Andrew When we got there, we saw that about five
message in the old days? other sets of twins had shown up for the
Dave A commercial for our product would say: audition.
“Drink Fruity Juice.” We would show the Alex We also noticed that all the twins were
product several times in a commercial. We wearing matching outfits. Until that audition,
didn’t use to hide the product. we had never worn the same clothes in
Zach What changed? our whole lives. We decided to run out to
Dave We saw some research a few years ago. It the nearest shopping mall to buy some
showed that people no longer pay attention matching clothes. The audition had just
to commercials like those. As a result, we started when we returned.
decided to change our style. Now we are

Class Audio Script 9

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Claudia Had you read the Spy Twins novels before 4. Once the construction ends, will the company have
your audition? worked at the temporary site for longer than a year?
Andrew Yes. The third book had come out when we 5. By the time the company moves back into the
went to the first audition. building, will the designer have installed the new
Claudia What’s it like being twins? Are you two close? workstations?
Do you do the same things? 6. Will OSHA have visited by the time the company
Alex Yes, in lots of ways. sends the report on building improvements to the
Andrew We definitely think the same way. finance department?
Alex Right! Once, we took the same test in school. 7. Will the company have worked in the remodeled
Of course, we were in the same grade, but building for one year by the time the new law starts?
we had different teachers. We had exactly 8. By the time OSHA visits the offices, will the employees
the same answers correct, even though we have been at the remodeled building for two years?
hadn’t been in the same classroom!
Claudia Wow! I guess you’re a lot alike in many ways!
Well, thanks, Alex and Andrew. It’s been Unit 7
great talking with you. Exercise 3.4: More Present and Future Necessity
and Obligation
A and B
Unit 5
1. Participants have to attend two sessions.
Exercise 3.2: More Will or Be Going To? 2. Sessions are supposed to be two hours.
A 3. Participants must be younger than 18 years of age.
Ms. Ng Will everyone please be quiet? The noise is 4. Each participant has to have good vision.
going to make it hard to hear our speaker. 5. Each participant must have normal hearing.
And will someone please open the windows? 6. Participants must speak Mandarin.
The air conditioner isn’t working well. 7. Participants do not have to be students at the
Alex I’ll do it. university.
Ms. Ng Thanks. And will you all please turn off 8. Participants are required to e-mail the researcher by
your cell phones? I promise I won’t ask you July 31st.
to do anything else except enjoy today’s
presentation. OK, today, we’re going to hear
from an expert on education, Dr. Paul Bell. Unit 8
I’m sure you will all find him very interesting. Exercise 3.2: More Future Probability
Dr. Bell Thank you. Well, it’s clear that the world of the A and B
college student is going to be very different
Conversation 1
in a matter of a few years. For example, we
Anne Someone broke into the Lees’ apartment,
already know that colleges will offer more
and now they’re moving.
courses online. This will save money for schools
Martín That’s awful. Where are they going to go?
and for students. Students will save money on
Anne I’m not sure. They’ll probably move to the
transportation costs because they can learn
suburbs.
anywhere. Online learning also means that
Martín But Joe Lee has a good job here in the city.
schools and individuals will use fewer resources
They may not be able to move very far away.
such as paper and fuel. But what will the
Anne I know. And the children are in school in the
consequences of online education be?
city. They might not want to change schools.
Martín Well, I wish them luck.
Unit 6 Conversation 2
Truong I spoke with Andrew Martinez yesterday.
Exercise 3.3: Time Clauses with Future Perfect and Guess what? He may buy a home security
Future Perfect Progressive system.
A and B Ben I know. We went to a home security show
1. Will the company have found a temporary site for the last week. He liked the system with the
workers by the time it approves the building plans? cameras that send images to your phone.
2. Will the company have moved into the temporary That might be the system he’s going to buy.
site before construction starts? Truong I could learn a lot from Andrew when he puts
3. Will the construction firm have finished all the in his system.
construction work by the time it installs the solar
heating system?

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Conversation 3 A third rule of color harmony is that the colors in

Radio Reporter The airport commissioner announced a room should be related to each other in some way.
today that Bay City Airport will You can determine colors’ relationships to each other
start using cameras with sensors by looking at a color wheel. Colors that are next to
that will detect heart rate and body each other on the color wheel, such as red and red-
temperature. They should be ready orange, will usually look good together. You can also
by next year. put complementary colors together. These are colors
Josh I read about the cameras online as that are on opposite sides of the color wheel, such
well. In fact, I heard that they could as yellow and purple. Color triads go well together,
start using the cameras by the end of too. These are three colors that are the same distance
this year. from each other on the color wheel. For example,
Katie It’ll be interesting to see what the primary colors, red, blue, and yellow, form a
happens. color triad. The secondary colors, green, purple, and
orange, also form a color triad.
Unit 9 Exercise 3.3: Using Quantifiers with Of
Exercise 4.3: More Order of Adjectives Mark Recently, our university hired some interior
A and B designers and color experts to redesign the
interior of the library at Bay City University. I
Last week, we ate at Le Bambou, an elegant new
asked a group of students at the college what
Vietnamese restaurant in town. We ordered several
they thought about this. Here’s what they said:
delicious small dishes. We highly recommend the fresh,
Josh Some of my friends don’t like it. They think
delicious spring rolls. They were a spicy vegetarian
the colors are too bright. Some people don’t
appetizer, and they were perfect for the lovely, warm
like to study at the library because the bright
evening. The main course was a large, traditional
colors make them uncomfortable.
chicken dish served with fresh, crisp vegetables.
Amy All of my friends love the new colors, but
We were especially impressed with Le Bambou’s
we know that some people don’t like the
atmosphere. It has a beautiful, cozy dining room. The
color choices. You can never please all of the
tables were covered with cotton and silk tablecloths,
people when you make a change, though.
and they were all lit by tall white candles in silver and
Lynn A few of the people I know think it’s great! They
gold holders. The walls were painted a lovely shade
like being surrounded by a lot of bright colors.
of blue, and the color gave the restaurant a sense of
I think a few students would probably prefer to
calm. The serving dishes looked like rare, expensive
have softer colors in the library, though.
antiques. There were beautiful green and gold
Paolo None of my friends study in the library anymore.
dragons on the plates.
All of them study in the dorms because they
All in all, Le Bambou was a delicious and
don’t like the colors in the library. But I like the
memorable experience.
new design. There were no students studying
on the first floor of the library this morning, so I
Unit 10 had the whole place to myself.

Exercise 2.2: A / An, The, or No Article?

A Unit 11
Color Harmony
Some colors go together while some colors don’t. Exercise 4.2: More Indefinite Pronouns
Why? Is there a way to understand why some colors B
work better together than others? As many artists and Jane You get more vacation time than the average
designers know, color harmony is based on color theory. American, don’t you? I wonder about other
Let’s think about the ways color harmony works in countries. Do you know anything about
a room. One main rule of color harmony is that one vacation time in different places around the
color must be stronger than the other colors in the world?
room. In other words, one color must be more intense Adam I do, but it tends to vary depending on
than the others or cover a larger area than the others. what source you look at. I think that no one
Another rule of color harmony is that you should has more paid time off than people in the
not put two very intense colors next to each other. European Union. On average, they get 25
For example, you should not have a bright red sofa to 30 paid vacation days per year, with a
on top of a bright green rug. The human eye cannot minimum of 20!
focus on both colors at the same time, and the colors
may seem to vibrate.

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Jane Wow. That’s a lot more than in Mexico, where Unit 13

they get, on average, 6 to 14 days of vacation.
What’s the average in the United States? Exercise 3.2: Infinitive or Gerund?
Adam Nobody gets less than people in the United A and B
States because there is actually no minimum Jocelyn So, Bo, I hear you have some
here for paid days off. We usually get about unpleasant news.
7 to 14 paid days off per year. And a lot of Bo Yes . . . well, I’ll try starting at the beginning.
people don’t even take all their vacation time. Jocelyn Please do.
Jane Well, you can’t go anywhere really far in only Bo OK. I regret to say that our product
7 to 14 days, can you? What about Asia? placement in Jake’s Life isn’t working. We
Do you know anything about vacation time tried doing things differently this time, but
in Asia? it just didn’t work.
Adam It’s not much. I think that they get about Jocelyn That’s OK. We hired you to find these things
5 days in the Philippines, and only 6 in out. I certainly don’t regret hiring you. So,
Thailand. South Koreans get about 10 paid please tell us the results.
vacation days. Bo Well, here’s what happened. The group
Jane Wow. That’s not much. What about Japan? watched all six episodes of Jake’s Life. We
Adam The Japanese get about 11 days of vacation. told them to push a button each time they
In Canada, it’s generally around at least 10, saw Jake drinking a soda. Some remember
but it varies among provinces. seeing Jake order a soda, but only 15 percent
Jane Wow! So, Americans’ vacation habits are remembered the name of the soda.
similar to those of people in Canada, Japan, Jocelyn That’s certainly not good.
and South Korea. Bo Here are some of their comments:
Adam I think you’re right. It would be great to have Participant 1: “This show is boring. I
more time off than we do. stopped watching after the third episode.”
Participant 2: “I remember seeing the café
scene, but it made me hungry. I paused the
Unit 12 show and stopped to get a snack. I forgot to
Exercise 3.3: Gerunds with Common Fixed turn the show back on after I got something
to eat. So I didn’t see all of the show.”
Expressions
Participant 3: “I remember the café scene,
B
but I don’t remember seeing Jake drink
Conversation 1 anything.”
A I’ve heard some crazy excuses for not Jocelyn Excuse me, Bo. Did all of them follow the
handing in papers. directions? Did anyone forget to push the
B I don’t think there’s any good reason for not button when Jake drank soda?
doing your work once you’re in college. Bo No. Nobody did. Here’s Participant 4: “I
Conversation 2 remembered to push the button each time
A You spend a lot of time studying. Does I saw Jake drinking a soda, but I don’t
it help? remember the name of the drink.”
B Yes, I would have trouble keeping up with my Participant 5 –
classes if I didn’t spend a lot of time studying. Jocelyn Stop reading, Bo! I get the picture!
Conversation 3
A A lot of people waste time partying in Unit 14
college. What do you plan on doing after you
leave this school? Exercise 3.5: Pronunciation Focus: Intonation and
B I have an interest in getting a bachelor’s Meaning in Tag Questions
degree, so I plan on transferring to a four-year
institution. Use rising "Moving wasn’t difficult, was it?"
intonation in the "Yes, it was!"
Conversation 4
tag when you are "There won’t be a quiz tomorrow,
A What type of student is the Joe Olinsky not certain your
Foundation in favor of giving grants to? statement is true. will there?"
B We have money from a government fund that "No, there won’t."
we use for students who would otherwise
have difficulty affording a two-year college. Use falling "His research is really boring, isn’t it?"
intonation when "Yes, it is."
you expect the "You didn’t go to class, did you?"
listener to agree "No, I didn’t."
with you.
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A on Native American culture. In fact, some Americans

Moving wasn’t difficult, was it? at the time felt that the U.S. government was taking
Native American land unfairly. They also pointed out
There won’t be a quiz tomorrow, will there? that westward expansion was leading to many wars,
such as the Mexican-American War of 1836. Most
His research is really boring, isn’t it? people did not realize that Americans were destroying
native plants and wildlife as well.
You didn’t go to class, did you?
B
Unit 16
Conversation 1
Mother You’re not still thinking about goin to college Exercise 2.1: Noun Clauses with Wh- Words
A
in Pennsylvania, are you? Peter OK, let’s start with Randi Altschul.
Son Yes, Mom. We’ve discussed this many times. Larry I don’t know who Randi Altschul is.
Mother But that college doesn’t offer the major you Paula Neither do I. I don’t know what she invented.
want, does it? Peter I know who she is. She invented the
disposable cell phone.
Son No, but I’m not certain that’s what I want to Paula I’m impressed! I wonder why she invented it.
major in. Larry I don’t know.
Conversation 2 Peter Got it! It says here her cell phone wasn’t
Woman Your son is thinking of going to college far working well, and she felt like throwing it away.
from home, isn’t he? Larry Let’s find out when she invented it.
Peter It says here she got a patent for it in 1999.
Mother Yes. He’s thinking of going to Duquesne Larry I just found out where she was living at the
University. time. It was Florida.
Woman Duquesne University is in Pittsburgh, isn’t it? Paula I wonder what the cell phone looked like.
Mother That’s right. Peter It says here that it was only 2 inches by
3 inches – kind of like a credit card.
Conversation 3 Larry I wonder what it was made of.
Woman You’re excited about moving to Peter It was made of recycled paper.
Pennsylvania for college, aren’t you?
Son Yes, I am.
Unit 17
Woman You’re not worried about moving so far
from home, are you? Exercise 5.2: More Reporting Verbs
A and B
Son A little bit.
David What happened in class today?
Conversation 4
Mira We had a guest speaker. He told us about
Woman Your son is worried about moving so far
the importance of motivation in the language
from home, isn’t he? classroom. He reminded us there are two
Father Yes, I’m afraid he is. kinds of motivation: intrinsic and extrinsic.
Woman But you and your wife feel OK about him David Right. Last week, the professor suggested
that there were two different types, and she
moving so far away, don’t you?
gave examples.
Father I feel OK about it, but my wife doesn’t. Mira Yes. So, anyway, the speaker stated that he
had done a study of students in Japan and
Unit 15 students in the United States. He mentioned
that both groups had native-speaking English
Exercise 3.2: That Clauses in Sentences with Past teachers. He explained that the purpose of
Verbs in the Main Clause the study was to see whether the teachers’
In the nineteenth century, many people believed remarks had a negative effect on the
that Americans had the right to expand across the motivation of the Japanese students.
continent. John Quincy Adams, the sixth president of David What did he find out?
the United States, thought that one large country would Mira He reported that the study found four ways in
be good for all Americans. However, some people knew which the teachers’ behavior had a negative
that the westward expansion would have some negative effect on Japanese students’ motivation.
consequences. For example, some people were aware David Did he give any examples?
that westward expansion was having a negative impact
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Mira He claimed that classroom discussion is one Then all the final essays were analyzed again. The
area where there are key differences. He judges rated all of the final essays from both groups.
informed us that in the Japanese classroom, The essays were rated from 1 to 5, with 5 being the
students generally listen more and talk less. best. Most of the final essays produced by group 2
David And as we know from our reading, Porter and received ratings of 4 or 5. Most of the final essays
Samovar showed that in the U.S. classroom, produced by group 1 were given ratings of 2 or 3.
some students speak up spontaneously, and The results seem to indicate that ESL students’ writing
that a lot of teachers encourage discussion. improves when grammar and writing instruction are
Mira Right. So, he explained that when a included in the same course.
teacher criticizes a Japanese group for
not participating, it has a bad effect on
motivation. Unit 20
Exercise 4.2: More Passive Gerunds and Infinitives
A
Unit 18 Reporter Hello to everyone. Today I’ll be asking
Exercise 3.2: Indirect Requests and Advice people their thoughts on food labeling. First,
let’s talk to Andrew. Andrew, do you read
Therapist In order to help you improve your
food labels?
relationship, you first need to know
Andrew I refuse to be forced to do so much work
what a good relationship is. Let’s get
when I go shopping! I just want to be
started. Please take a pad of paper and a
sold decent, healthy food. No, I don’t
pencil. Ready? Please describe your ideal
read them.
marriage.
Reporter I can understand that. Al and Mei?
Husband May I take a different pencil, please?
Al We expect to be told the truth by food
Therapist Of course.
companies, but we know labels aren’t
Wife May I use my own pen?
always accurate.
Therapist Certainly. Now, you should write for
Mei You have to inform yourself. All consumers
15 minutes without stopping. You should
have to start being better informed, so we
not look at each other’s writing during the
always read them.
activity. You should not talk to each other,
Reporter OK. And you, Roxana, do you read food
either. You should be prepared to read
labels?
your descriptions to each other.
Roxana Yes, because I’m a pretty informed
Husband May I have a little more time to write?
consumer. I’m not too concerned about
Therapist No, the activity works best if you only write
being fooled by food companies, but I’m
for 15 minutes.
not interested in being poisoned, either!
Reporter Thank you, Roxana. And finally, Jessica.
Unit 19 What do you think?
Exercise 4.1: Describing Processes and Results Jessica It’s sometimes easy to be fooled by product
labeling, so I don’t read them much
A and B
because they don’t matter. Take the word
A recent study showed that grammar instruction natural, for example. You expect it to be
improves ESL students’ essays. One hundred used for food that has few or no artificial
students were put into two groups at the beginning ingredients. However, the word natural
of a semester. At the beginning of the semester, can be used for genetically modified food
students in each group were given an essay-writing products.
assignment. Then, throughout the semester, group 1 Reporter Thanks to you all. It appears that
was taught essay-writing techniques only. Students consumers are tired of being confused by
in group 2, however, were taught both essay-writing food companies.
techniques and grammar. At the end of the semester,
both groups wrote a final essay. The first and final
essays were read by a group of judges. The judges Unit 21
compared the first essays with the final essays. They
put essays that were easier to read and understand Exercise 2.1: Subject Relative Pronouns
into a special folder. All of the final essays from both B
group 1 and group 2 were put into the folder. None Silvia is a student at Bay City University (BCU) who
of the first essays from either group were added to works out at the campus gym every day. Today, she is
the folder. This indicates that all students learned exercising on a bike which connects to a power grid.
something during the semester.
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Silvia is possibly producing the energy which keeps Sean Haiti is a place where there aren’t enough
the gym lights on or which powers a professor’s laptop doctors. I’m in medical school now. So it
in another part of the campus. BCU and Bay City Tech seemed like a good opportunity for me to
are just two educational institutions which use human get experience and to help people as well.
energy as power. Interviewer What did you do there?
We interviewed Mark Sandoval, a BCU employee Sean I worked in small towns in which the
who runs campus operations. He said, “This is not a earthquake destroyed the homes of
program which saves the university money. It’s more many people. I lived in a town where a
of an experiment which illustrates to the students lot of people were hurt and helped give
how they affect their environment.” GreenGo is a Bay basic medical care. It was the season
City human energy company which provides BCU during which there is a lot of rain. There
with the exercise equipment. Rita Crane, a GreenGo was mud everywhere. It was a challenge
spokesperson, said, “We enjoy working with students to keep things clean.
and faculty who take their impact on the environment Interviewer Tell us a little about the people you
very seriously.” worked with.
Sean The people in the town in which I
worked gave us a lot of help. They were
Unit 22 very friendly and welcoming. It was an
amazing experience.
Exercise 4.1: Prepositions and Object Relative Interviewer Thank you for your time, Sean.
Clauses
A and B
I arrived at the crime scene at 11:00 a.m. The crime Unit 24
had taken place in a restaurant. The room that the
crime occurred in was the kitchen. The back door was Exercise 4.3: Real Conditionals with Modals,
open. The back wall was covered in graffiti. I found a Modal-like Expressions, and Imperatives
spray can under a table. The spray can, which I found A and B
fingerprints on, matched the color of the graffiti. I Interviewer Today, with the election coming up,
asked the kitchen staff to talk to me as a group. The we’re talking about how to become an
group, from which the chef was the only one missing, informed voter. With me is Alicia Wong
was very nervous. I learned that the chef had a lot of from the League of Women Voters.
enemies. I spoke to a cleaning person who the chef Well, Ms. Wong, I think we all agree on
had argued with last week. I also interviewed several one thing: if you don’t like the way things
waitresses that the chef had gone out with. One are, you should change them. And the
waitress showed me the chef’s locker, which I found best part is that you can change things
more spray cans in. if you aren’t happy. That’s what voting is
all about. But a lot of us aren’t sure how
to make the best choices. What advice
Unit 23 do you have for first-time voters, or for
people who just want to become better
Exercise 2.2: More Object Relative Clauses with informed?
Where and When Alicia Wong Whenever an election is coming up, you
A, B, and C must first make sure you’re registered.
Interviewer Some people think that members of the If you aren’t registered to vote, register
Millennial generation only think about early so you don’t miss the deadline. If
themselves, but there are a lot of young you aren’t registered by a certain date,
people who are making a difference. you may miss out on the opportunity
They are helping others and trying to to vote.
make the world a better place. One of Now, here are some more suggestions.
these young people is Sean Green. Sean If you want to be an informed voter, visit
is a medical student in Florida. He went the local campaign headquarters for
to Haiti at a time in which they needed the candidates of both parties. It’s also
him the most. Sean, tell us your story. a good idea to attend campaign rallies
Sean Sure, I’d be happy to. I went to Haiti at a for both parties. If you want to make
time when many people were suffering – the right choice, you must also visit the
right after the 2010 earthquake. websites of all the candidates. Do not
Interviewer Why did you go? rely on campaign ads for information

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about the candidates or the issues if Chef Raw fish is getting more popular, and so
you want to be an informed voter. Don’t is seaweed salad.
pay attention to what media sources say Interviewer What kinds of raw fish do people order?
about a candidate, either, if you want Chef Mainly tuna. Tuna has been selling well,
the truth. but eel hasn’t. Jellyfish didn’t sell well last
Finally, don’t let other people’s month, and sea urchin didn’t, either.
opinions influence your vote if you want Interviewer There must be many Asian dishes that
to make good choices. If you want more seem familiar, though.
information, please visit the League of Chef Yes, noodles, of course. Spicy noodles
Women Voters’ website. have sold well, and so have cold noodles.
Interviewer Thank you, Ms. Wong. I think you’ve Interviewer You have a lot of Japanese and Chinese
given us some very useful tips. items on the menu. What other Asian
dishes do you serve?
Chef Thai, for one. But this restaurant can’t get
Unit 25 customers interested in Thai dishes, and
our other restaurants can’t, either.
Exercise 3.2: Past Unreal Conditionals: Regret Interviewer What will you do?
B and C Chef We’ll probably stop offering Thai dishes,
I was camping with a few friends in the forest on and the other branches will, too.
Mount St. Helens the day the volcano erupted. We Interviewer What about Westernized Asian dishes
didn’t hear a sound; we just saw a great ash cloud such as chop suey?
in the sky. I think we only survived because the force Chef We won’t serve that, and most other
of the explosion threw us into a hole. That way, the Asian restaurants won’t, either.
falling, burning trees didn’t hit us. We walked several Interviewer Well, everything looks quite authentic.
miles through the forest trying to get off the side of What about desserts?
the mountain. The trees were still on fire. It’s hard to Chef Here, we’ve adapted a little to local
imagine that anyone else who was on the mountain tastes. We have green tea ice cream and
that day survived. Thankfully, my wife had decided not banana cake. The ice cream has been
to come with us, so she wasn’t affected. selling well, and the cake has, too.
No one knew how bad the damage would be Interviewer That sounds delicious. Thanks, Chef
because Mount St. Helens didn’t erupt like a normal Noguchi.
volcano. Experts had been expecting some sort of
eruption, but not one that blew out the side of the
mountain. This caused a great deal of damage. It Unit 27
caused an enormous landslide and killed 57 people,
who lived and worked on the mountain. Exercise 2.2: More Adverb Clauses
Ten years later, my friends and I came back to the B
campsite. We were able to find exactly where we Jane So, Claire, how did you know you were a
camped because part of our tent was still there. It was shopping addict?
tough to go back. We were all so afraid for our lives. Clire When I saw a show on TV, I realized I was an
Even though they couldn’t predict the eruption, addict.
scientists did learn from the eruption. One thing Jane I understand that you’re getting help.
scientists learned was how quickly nature can come Claire Yes. Because my insurance pays for it, I was
back after a disaster like this. Plant and animal life able to sign up for therapy.
returned very quickly after the eruption. It’s nice to see Jane Is your therapy helping?
that life here has gone on. Claire Definitely. Although I’ve only been in therapy
a short time, I’m feeling better already.
Jane How are things different now?
Unit 26 Claire Since I only buy what I really need, I’m
Exercise 4.2: Reducing Verb Forms spending much less money.
B and C Jane Describe a recent shopping trip.
Claire Even though I was at the mall yesterday, I only
Interviewer I’m speaking with Chef Hiro Noguchi,
went to one store. Since I had a list, I only
owner of East Wind Café. Chef Noguchi,
bought things I truly needed.
I understand that Asian fusion is new in
Jane Good for you! Thank you for sharing your
some European markets. What menu
story with us.
items are becoming popular?

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Unit 28
Exercise 3.1: Transition Words to Show Sequence
B and C
Every game designer has his or her own way of
designing a video game. There are certain steps,
though, that everyone follows. I’ve had 10 years of
game designing experience, and here are the steps I
follow.
First, I decide on an overall concept for a game,
that is, the theme or the environment in which it takes
place. By environment, I mean: Is it a sports game
like Football Fantasy II ? Is it space game like Alien
World War? Or is it a lifestyle game like Meet the
Family? Second, I figure out the goal of the game and
the rules. This is easy once you’ve chosen the theme.
Next, I do research on the theme. If it’s a sports game,
for instance, I have to make sure I know all the details
of the sport just like a professional, because a lot
of times, real athletes play these games, too. Then
I use software to make a prototype of the game. A
prototype is a working model of the game. It’s kind
of like the first draft of a piece of writing. It includes
all the aspects of the game, but sometimes the art is
unfinished. The idea is to see if the game itself works.
In this phase, I test the game. I get other people to
test it, too. I see if I’ve missed anything important.
After that, I go back to the computer and make any
necessary changes.
The game is basically done at this point, so finally,
I work with the marketing people. I help them design
the box for the game and write the marketing
materials. That’s it. The game is now ready for the
stores, and I hope it sells a lot of copies!

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Answer Key
6. Who is making; Rachel is making a better first
1 Simple Present and impression on the students who need help.
Present Progressive 7. does Rachel finish; She/Rachel finishes work at 1 in
the afternoon.
First Impressions 8. Who is not helping; Josh is not helping students at
the moment.

1 Grammar in the Real World

A page 2 Exercise 2.3 More Simple Present or
Answers will vary. Present Progressive?
A page 7
B Comprehension Check page 2
2. takes 8. spends
Possible answers: 3. begin 9. asks
1. It takes less than 30 seconds. 4. continue 10. ends
2. It is helping to reveal our thinking processes, both 5. are interviewing 11. expects
conscious and subconscious. 6. are meeting 12. are; looking
3. Both young and old people tend to associate the 7. take
word good with pictures of young people.
B Pair Work page 7
C Notice page 2
Answers will vary.
1. forms; general fact or habit
2. help; general fact or habit
3. are researching; temporary action
4. is investigating; temporary action
3 Stative Verbs
simple present: general facts or habits Exercise 3.1 Verbs with Stative and
present progressive: temporary actions Action Meanings
A page 9
2 Simple Present vs. 2. have 9. think
3. know 10. believes
Present Progressive 4. have 11. believe
Exercise 2.1 Simple Present page 5 5. believes 12. get
2. helps 7. have 6. don’t seem 13. appear
3. teaches 8. videotapes 7. appear 14. believes
4. meets 9. have 8. is having
5. gives 10. starts
6. shows B Pair Work page 9
Answers will vary.

Exercise 2.2 Simple Present or

Present Progressive? pages 6–7 Exercise 3.2 Stative or Action Meaning?
page 10
2. do Josh and Rachel work; Josh and Rachel / They
work three times a week. 2. do; have 6. don’t think
3. does Josh start his job; He/Josh starts his job at 9 3. is 7. know
in the morning. 4. ’m being 8. ’m having
4. Is Rachel talking; Yes, she/Rachel is talking to a 5. are 9. ’re
student right now.
5. students are waiting; Three students are waiting in
his/Josh’s line.

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Exercise 3.3 More Stative or Action Meaning? about a person’s character. Whenever I talk with

A page 11 someone who smiles at me and seems completely

2. are asking 8. know get
charming, I am getting suspicious. I think that the
3. use 9. looks
4. seem 10. don’t think person is not sincere, and that he or she wants
5. ’m always thinking 11. seems
6. know 12. think something from me. On the other hand, I often find
7. am that quieter, more reserved people are more willing
B Pair Work page 11 to help me when I ask. My colleague Jim is a good
Answers will vary. working
example. This fall he is work on a special project, so

he is very busy, and sometimes he appears unfriendly.

4 Special Meanings and Uses of
However, he usually stops and helps me when I ask.
Simple Present
Exercise 4.1 Uses of Simple Present page 13 My friendlier colleagues usually smile, but when I ask
make
2. R 5. O them for help, they are making excuses.
3. O 6. R
don’t/do not believe
4. R 7. P In short, I am not believing that everyone who
makes a good first impression deserves my trust.
Exercise 4.2 Summarizing an Article page 13
Maybe I am too suspicious with friendly people, but
2. Job candidates sometimes don’t/do not tell
the truth. I will always give awkward or shy people a second
3. A job candidate’s score doesn’t/does not always
chance. After all, I think that I may be one of them.
reflect the candidate’s personality.
4. Candidates who take some personality tests twice
sometimes get different scores.
5. These tests don’t/do not match people to jobs well. 2 Simple Past and Past
Progressive; Used To, Would
Exercise 4.3 Giving Instructions Global Marketing
Pair Work page 14
Answers will vary. 1 Grammar in the Real World
A page 16
5 Avoid Common Mistakes Answers will vary; Possible answer: Global-marketing
campaigns are successful because they adapt to local
Editing Task page 15 cultures.
Without a doubt, first impressions are important. B Comprehension Check page 16
shows
Current research is showing that a first impression can Possible answers:
1. The doll’s image did not appeal to young Chinese
last a long time. These days it seems that everyone women, and they wanted more affordable prices.
is talking 2. It was successful because the company adapted its
talks about the significance of the first 30 seconds of
advertising to fit the local culture.
a job interview or a meeting with a client. However, I 3. Today, successful campaigns depend on
believe understanding the local culture and adapting to
am believing there is another side to this story. the marketing and product to that culture.
have
Some people are having the ability to make a good C Notice page 16
first impression, but the impression may be false. I 1. ✓
tell 2.
believe that time and experience are telling the truth The verb ends in -ing.

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2
2 Simple Past vs. Past Progressive 4. The CMAB learned that people thought milk
1
Exercise 2.1 Simple Past and Past Progressive was boring after the board completed its market
A page 19 research.
Benjamin Franklin is one of the fathers of American 1
advertising. He was an early American politician and 5. When the CMAB discovered that 70 percent of
inventor. In the early 1700s, Franklin was working Californians already drank milk, it decided to
in Philadelphia, Pennsylvania, as a publisher and 2
inventor. He published a variety of books, and create a campaign to persuade them to drink
he was also the publisher of the newspaper The more milk.
Pennsylvania Gazette. He used The Pennsylvania
2
Gazette to advertise his inventions. Franklin filled the 6. Before it started a new ad campaign, the new
newspaper with ads. He also advertised books, both 1
California Milk Processor Board, MilkPEP, learned
his own and other people’s. Because of the ads in his
newspaper, Franklin was making a lot of money and that most people drink milk at home with foods
was selling a lot of books. These were among the first
advertisements in America. like cookies and cake.
1
B Pair Work page 19 7. When the new milk ads appeared, they
2
Simple past: was, published, was, used, filled, immediately became famous.
advertised, were 2
Past progressive: was working, was making, was 8. MilkPEP created a successful Spanish-language
selling 1
milk ad once it had success with the “Got milk?”

campaign.
Exercise 2.2 Simple Past or Past Progressive?
A pages 19–20
2. were soon drinking 7. hired
Exercise 3.2 Time Clauses with As Soon As,
3. wasn’t working 8. designed Before, Until, and While pages 22–23
4. were going 9. became 2. While Europeans were exploring the world from the
5. decided 10. increased / were increasing fifteenth to the seventeenth centuries, they found
6. learned new and interesting kinds of food and spices. OR
Europeans found new and interesting kinds of food
B Pair Work page 20 and spices while they were exploring the world
Answers will vary. from the fifteenth to the seventeenth centuries.
3. As soon as European explorers came home, they
introduced the items to the people from their
3 Time Clauses with Simple Past and countries. OR European explorers introduced the
Past Progressive items to the people from their countries as soon as
they came home.
Exercise 3.1 Time Clauses with After, Before, 4. Europeans didn’t know anything about coffee before
Once, and When page 21 they read the ads that explained what it was. OR
1 Before Europeans read the ads that explained what
2. People drank more milk than soft drinks before coffee was, Europeans didn’t know anything about it.
2 5. Early advertisements had no words because
soft-drink companies started marketing their drinks most people couldn’t read until literacy became
as “fun.” widespread in the eighteenth century. OR Until
literacy became widespread in the eighteenth
1
3. When soft-drink companies began marketing century, early advertisements had no words
2 because most people couldn’t read.
their drinks as “fun,” the California Milk Advisory 6. Newspapers were the most common form of
advertising before radio was invented in the
Board (CMAB) realized it needed to market milk
1920s. OR Before radio was invented in the 1920s,
differently. newspapers were the most common form of
advertising.

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discovered
Exercise 3.3 Using Time Clauses with When successful advertisements after they discover two
and While page 23 shifts in consumer spending.
2. was considering; realized
3. were doing; decided The first shift they saw was a shift to green
4. learned; were interviewing marketing. Last year we noticed that consumers
5. were listening; got pay
6. was thinking; learned would paid more for environmentally friendly
7. were contemplating; became
products. Therefore, our first advertisement of last

year showed how good our smartphone batteries are

Exercise 3.4 More Using Time Clauses with
When and While for the environment.

A Over to You page 24 The second shift was in who advertised our
Answers will vary. were writing
products. While we wrote our most recent
B Pair Work page 24 advertisement, research arrived that showed that
Answers will vary.
celebrities sell products better. In October we began

showing famous actors and actresses using our

4 Used To and Would rose
phones, and last month alone, our sales rise by 25
Exercise 4.1 Would pages 25–26
2. would appear 6. would create percent.
3. wouldn’t/would not use 7. would match
4. would read 8. would advertise In short, while some businesses were struggling,
5. would buy were
we increasing our profits.
^

Exercise 4.2 Used To, Would, or Simple Past?

A page 26
3 Present Perfect and
2. used to tell 7. would show Present Perfect Progressive
3. used to be 8. didn’t use to hide Success
4. didn’t use to try 9. saw
5. would; create 10. showed
6. would say 11. decided
1 Grammar in the Real World
B page 26 A page 28
Same as A. Answers will vary; Possible answer: both Mahatma
Gandhi and Bill Gates had a purpose in life and were
not afraid to take action, to take risks, or to work hard.
5 Avoid Common Mistakes
B Comprehension Check page 28
Editing Task page 27
Possible answers:
Hello, everyone! Welcome to the meeting. 1. Mahatma Gandhi supported nonviolence.
was 2. It contributes money to organizations and
As many of you know, this past year disappointing programs working in global health.
^
3. They have found a purpose in life and are not
for many companies. However, we ended up doing afraid to take action, to take risks, or to work hard.
quite well here at ABC Tech. At the beginning of the C Notice page 28
were were falling
year, things looking bad. In fact, our sales fell when I 1. c 2. c 3. a
^
Verbs that describe actions that are still happening
started here. However, our excellent marketing team
now: have been inspiring, has been guiding
created
did their research, and they create new and extremely

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2 Present Perfect Exercise 2.4 More For or Since? page 33

Exercise 2.1 Uses of Present Perfect page 31 2. They have had only one fight since they first met.
3. They haven’t/have not spent a night apart since
Blake Mycoskie is an American businessperson. 1980.
4. They have been friends since high school.
He started a shoe company called TOMS in 2006. 5. They have spoken on the phone every day for the
He sells a special type of shoe, the alpargata. He past 10 years.
6. Verónica has been a successful single parent for
discovered the shoe in Argentina. Argentinean many years.
C 7. She has raised her three children by herself since
farmers have worn alpargatas for over 100 years. her divorce.
R
Recently, experts have discovered a link between

children going barefoot and getting certain diseases. 3 Present Perfect vs. Simple Past
C Exercise 3.1 Present Perfect or Simple Past?
Mycoskie has always wanted to help children stay
A page 35
healthy. Therefore, every time someone buys a pair
2. Did she use 7. has she done
of TOMS shoes, his company gives a free pair of new 3. did 8. produced
4. played 9. ’s been
shoes to a child who needs shoes. Since he started 5. ’s performed 10. was
C
TOMS, Mycoskie has given over a million pairs of 6. played 11. had

alpargatas to children in South Africa, Ethiopia, B Pair Work page 36

Answers will vary.
Rwanda, Argentina, Guatemala, Haiti, and the

United States.
U Exercise 3.2 More Present Perfect or
More recently, Mycoskie started a coffee company. Simple Past?
C
It has donated a week of water to people in coffee- A page 36
producing countries for every bag of coffee that 2. Diane/she moved to Florida. She studied English
at a school for fashion design
they’ve sold. Mycoskie’s favorite quote comes from 3. Diane/she finished college. She worked as a
seamstress in Miami
Gandhi: “Be the change you wish to see in the world.” 4. Diane/she moved to New York. She got a job at
Smith Designs
5. Diane/she became a designer at Smith Designs
Exercise 2.2 Using Present Perfect 6. Diane/she left Smith Designs. She started a
A page 32 company, Sorel Designs
7. Diane/she has worked at Sorel Designs
2. ’s achieved 8. haven’t had
8. Diane/she has made movie costumes
3. ’s had 9. ’ve raised
4. have; known 10. has; graduated B Over to You page 36
5. ’ve known 11. has; gotten
Answers will vary.
6. Has; been 12. ’ve; thought
7. ’s been 13. haven’t achieved

B Group Work page 33

Answers will vary.

Exercise 2.3 For or Since? page 33

2. for 4. for
3. since 5. For

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4 Present Perfect vs. preparation are very important in a kitchen. If the chef
has
Present Perfect Progressive have not prepared the ingredients well beforehand, it
Exercise 4.1 Completed or will take too long to make each dish, and customers
Ongoing Actions? page 38
will complain. We start our preparation early each
Completed Ongoing
2. c ✓
c day, and by the time the first customer comes, we
3. c ✓
c been
✓ have working for 6 hours.
4. c c ^
✓ been
5. c c
Second, I have developing better interpersonal
6. ✓
c c ^ received
7. c ✓
c skills. For example, I have been receiving two
8. ✓
c c
promotions in the last two years. Last year, I became
9. c ✓
c

10. ✓
c c a line cook because I had learned to pay attention to
11. c ✓
c
what others might need before they ask. I think that
12. c ✓
c
have been
13. c ✓
c for the past few months, I am paying better attention
14. ✓
c c
in other areas of my life as well.
Exercise 4.2 Simple Past, Present Perfect, and My college education is important, but I will always
Present Perfect Progressive has
be grateful for my job at Da Lat. This job have given
A pages 38–39
me mental and social skills for my future.
2. studied 6. left
3. has continued 7. started
4. has won 8. opened
5. had 9. has started 4 Past Perfect and Past
B Pair Work page 39 Perfect Progressive
Answers will vary.
Nature vs. Nurture
C page 39
Same as A.
1 Grammar in the Real World
D Over to You page 40
A page 42
Answers will vary.
Answers will vary; Possible answer: They were
surprised by their many similarities.
5 Avoid Common Mistakes
B Comprehension Check page 42
Editing Task pages 41
Possible answers:
I am a college student by day and a sous-chef by 1. They were part of a secret study; neither family
knew the girls were twins.
night. My studies are important, but my restaurant 2. They looked almost identical, they had both
has studied film, and they both loved to write.
job have taught me what I really need to know about
have been 3. It is an argument over whether nature (genetics) or
success. I am working in the kitchen of Da Lat, a nurture (the environment) has a greater impact on
the development of an individual.
French-Vietnamese bistro, for three years, and the job
C Notice page 42
has been a wonderful experience for me because I
1. Both girls knew that their parents had adopted
have learned many new skills. them as infants.
become 2. She had been doing research on her birth mother
First, I have been becoming a much better planner when she made a surprising discovery.

since I started working at Da Lat. Planning and

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3. Even more surprising, she learned that she had B page 47

been part of a secret scientific study. Same as A.
1. had adopted; knew
2. had been doing; made C page 48
3. had been; learned 2. hadn’t/had not recorded 4. hadn’t/had not started
The verb that happened first starts with had. The verb 3. had decided 5. had graduated
that happened second is in the simple past.

2 Past Perfect 3 Past Perfect with Time Clauses

Exercise 2.1 Past Perfect page 45 Exercise 3.1 Order of Events
2. had lived A page 50
3. had gone Before her twins were born, Kim Lee had read a
4. hadn’t/had not gone; hadn’t/had not attended lot about twin studies. After she had done a little
5. had married research, Kim found an early reading study for twins.
6. had gotten; had remarried; hadn’t/had
She contacted the researchers and learned that she
not gotten
had to wait until the twins were four years old. When
7. had; owned
8. had given she enrolled the twins in the study, she hadn’t known
9. had; worked that the twins needed to give a DNA sample. As soon
10. had worked; hadn’t/had not worked; as Kim learned this, she took the twins out of the
had been study. Kim thought that taking a DNA sample was an
invasion of her children’s privacy.
Exercise 2.2 Past Perfect and Simple Past
B Pair Work page 50
A page 46 Answers will vary.
The University of Minnesota is the birthplace of
one of the most important twin studies in the world. Exercise 3.2 Time Clauses page 51
It started in 1979. Thomas J. Bouchard had already
3. Before
been on the faculty of the university for some time
4. knew / had known
when he began his study of identical twins. Bouchard 5. As soon as
read an article about a set of twins who had been 6. discovered / had discovered
separated at birth. The twins had recently met and 7. After
had found many similarities. They found out that 8. found / had found
they had lived near each other for years. Bouchard 9. Until
was amazed by the twins’ story and decided to start 10. hadn’t/had not known
the Minnesota Twins Reared Apart Study. Bouchard 11. As soon as
began to study sets of twins that had been separated 12. discovered / had discovered
at birth. Over the years, the Minnesota Twins Reared 13. Before
Apart Study has studied more than 8,000 sets of 14. met / had met
twins. The study continues today.
Exercise 3.3 Combining Sentences page 51
B Pair Work page 46
Possible answers:
Answers will vary. 2. Diego and Shannon had not thought much about
the nature versus nurture debate until their first
child, Mario, was born.
Exercise 2.3 More Past Perfect and 3. Before they became parents, Diego and Shannon
Simple Past hadn’t had much experience with music.
4. After three-year-old Mario had seen an electronic
A pages 46–47 keyboard in a shop, he asked his parents to buy
2. told 8. had; started him one.
3. hadn’t done 9. returned 5. As soon as Diego and Shannon had heard Mario
4. decided 10. Had; read playing the keyboard, they realized their son’s
5. saw 11. had come out musical talent.
6. had shown up 12. went 6. As soon as Diego and Shannon had realized
7. had; worn 13. hadn’t been Mario’s talent, they enrolled him in piano classes.

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7. Mario became an excellent musician after By the time our second son, Chase, was born, we
Diego and Shannon had enrolled Mario in had
piano classes. have developed a community of friends and a busier
8. By the time Mario had taken a few years of piano social life. We frequently visited friends and left the
classes, he started composing music.
children at home with a babysitter. As a result of our

4 Past Perfect Progressive busy schedules, Chase was more independent. One day
hung
Exercise 4.1 Past Perfect Progressive page 53 I had just been hanging up the phone when Chase came
2. hadn’t/had not been working into the room. Chase picked up the phone and started
3. had been making
4. had been selling talking into it. I thought he was pretending, but I was
5. had been interviewing figured
6. had been talking wrong. He had been figuring out how to use the phone!
7. had been doing
8. hadn’t/had not been living When my husband came home, he was tired
had worked / had been working
9. had been crossing because he worked all day. When I told him about

Chase’s phone conversation, though, he became very

Exercise 4.2 Past Perfect Progressive, Past had
excited. Gilbert has never used the phone as a child.
Perfect, or Simple Past?
At first, we were surprised that Chase was so different
A page 54
2. hadn’t been having / hadn’t had from Gilbert. Then we realized that because of our
3. had adopted busy lifestyles, Chase had learned to be independent.
4. ’d been talking
5. ’d been searching
6. met
7. ’d been looking 5 Be Going To, Present
8.
9.
’d been speaking / ’d spoken / spoke
’d been looking / ’d looked
Progressive, and Future
Progressive
B Pair Work page 54
Either the past perfect or the past perfect Looking Ahead at Technology
progressive: 2, 8, 9
Only the past perfect: 3
1 Grammar in the Real World
C Over to You page 54
A page 56
Answers will vary.
Answers will vary; Possible answer: One way
technology will change is through the development of
fabric-based computers.
5 Avoid Common Mistakes
Editing Task page 55 B Comprehension Check page 56
had Possible answers:
I have never really thought about sibling 1. Computers will be combined with watches, glasses,
shirts, or backpacks; other people will use smart
differences until my own children were born. When clothing; and there will be ingestible smart tablets.
had 2. They will access the Internet through glasses or
we had our first child, my husband and I have lived
had clothing.
in Chicago for just a few months. We have not made 3. “Smart clothing” is technology which combines
computers with clothing.
many friends yet, so we spent all our time with our

child. Baby Gilbert was happy to be the center of

attention. He depended on us for everything.

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C Notice page 56 Exercise 3.2 More Will or Be Going To?

1. will be depending A page 63
2. are going to change
3. will become 2. is going to make 9. is going to be
There are three different verb forms. 3. will; open 10. will offer
4. ’ll do 11. will save
5. will; turn off 12. will save
2 Be Going To, Present Progressive, 6. won’t ask 13. will use
and Simple Present for Future 7. ’re going to hear 14. will; be
8. will; find
Exercise 2.1 Be Going To or
Present Progressive? B page 63
A page 59 a request: 1, 3, 5
a prediction based on evidence: 2, 7, 9
2. is having OR is going to have a promise: 6, 8
3. are lowering OR are going to lower an offer: 4
4. ’m/am visiting
5. are going to give C Group Work page 63
6. ’m/am meeting OR ’m/am going to meet
Answers will vary.
7. are; doing OR are; going to do
8. ’m/am going OR ’m/am going to go

B Pair Work page 59 4 Future Progressive

Answers will vary. Exercise 4.1 Future Progressive page 65
2. will be saving 7. will be socializing
Exercise 2.2 Be Going To, Present 3. won’t/will not be buying 8. will be sending
Progressive, or Simple Present? pages 59–60 4. will be watching 9. will be chatting
5. will be using 10. will be asking
2. becomes 6. closes 6. won’t/will not be watching
3. are preparing 7. is going to interview
4. are opening 8. is; going to speak
5. are giving
Exercise 4.2 Future Progressive or
Exercise 2.3 More Be Going To, Present Be Going To?
Progressive, or Simple Present? A page 66
A page 60 2. Are; going to be watching OR Will; be watching
3. Are; going to be viewing OR Will; be viewing
2. is; going to start 4. is going to be discussing OR will be discussing
3. is going to put 5. is going to be giving OR will be giving
4. is going to show 6. is going to be taking OR will be taking
5. are going to meet / are meeting / meet
6. are planning / plan B page 66
7. is going / goes
2. ’m/am; going to attend OR ’m/am; going to be
B Pair Work page 60 attending OR will; be attending
3. ’m/am not going to go OR ’m/am not going to be
Answers will vary. going OR won’t/will not be going
4. are; going to go OR are; going to be going OR will;
3 Will and Be Going To be going
Exercise 3.1 Will or Be Going To? 5. ’m/am going to take OR ’m/am going to be taking
OR will be taking
A page 62 6. ’m/am; going to ask OR ’m/am; going to be asking
2. Will you 6. will OR will; be asking

3. will 7. ’ll OR ’m going to

4. ’ll 8. ’ll OR ’m going to Exercise 4.3 More Future Progressive
5. will you
Over to You page 66
B Pair Work page 63 Answers will vary.
Answers will vary.
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5 Avoid Common Mistakes B Comprehension Check page 68

Possible answers:
Editing Task page 67
1. Instead of employing hundreds of people,
Hi Layla, companies will use automation.
Thanks for agreeing to take this trip on short 2. Some risks to automation are that it will cause
be presenting boredom and unhappiness.
notice. Vinh can’t go because he’ll present at a
C Notice page 68
conference in Chicago, and your name came up 1. will have eliminated; will have been using
immediately as a replacement. We know you are 2. will not will not change
Completed future event: will have eliminated
familiar with the software, so we feel confident that
are
you going to do a great job.
^ 2 Future Time Clauses
Your first flight leaves Newark Liberty International Exercise 2.1 Using Future Time Clauses
Airport at 9:00 a.m. on the twenty-second and arrives A page 71
in London late in the afternoon. That evening you 2. Companies will start saving a great deal of money
as soon as they move their work to the cloud.
are having dinner with James and Eleanor Wilson.
3. Companies are going to have difficulty competing
are
They going to be driving you around during your stay. until they begin advertising on social networking
^
sites.
On Monday, your first presentation starts at 4. After companies have moved to cloud computing,
9:00 a.m. at the headquarters of Logan and Lowe. they will receive technological support and
updates on new technology.
We have scheduled three presentations that day. You 5. Once companies believe that the data is secure
are going to be very busy! with cloud services, more companies are going to
move their data to the cloud.
You leave London on the 8:00 p.m. flight to Beijing.
B pages 71–72
In Beijing you won’t have much free time because
will be giving 2. will not be; begin
you will give your presentation at several companies. 3. starts; are going to save
is 4. are going to save; have changed
Alan going to send you the details in a separate 5. isn’t going to save; becomes
^
will be 6. has created; will have
e-mail. You are flying when he sends it.
7. won’t approve; has approved
Best of luck,

Antoine Exercise 2.2 Time Clauses with When and

While page 72
6 Future Time Clauses, 2. ’re/are finding OR find 6. ’m/am looking
3. ’re/are doing 7. ’re/are analyzing
Future Perfect, and Future 4. is working 8. ’re/are thinking
Perfect Progressive 5. ’m/am studying OR study

Business Practices of the Future

Exercise 2.3 Time Clauses with When page 73

1 Grammar in the Real World 2. will introduce

3. will photocopy
A page 68 4. will hand out
Answers will vary; Possible answer: The pros to 5. will put
automation are that we won't have to do as much work 6. will be walking; (will be) taking OR will walk; (will) take
because machines will do it for us, and companies will 7. will be finishing OR will finish
save a lot of money; one con to automation is that it 8. will reassemble
will lead to boredom and unhappiness.

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Exercise 2.4 More Future Time Clauses B page 78

A pages 73–74 Same as A.
Possible answers: C Over to You page 78
2. Until Marta and Aaron have gotten business
Answers will vary.
training, they won’t get management training.
3. After Aaron has thought of a name for the
business, Marta will find a location for the business. 4 Avoid Common Mistakes
4. Marta and Aaron will buy equipment for the
business after Marta has gotten a tax identification Editing Task page 79
number.
5. Marta and Aaron will open the business after they Experts say that by 2020, the health-care industry
have promoted the business. have changed
will change in many ways because of technology and
6. They will close for one week after they have had
a sale. the Internet. I plan on working in this industry, so it is

B Pair Work page 74 fascinating for me to know that by the time I graduate,
Answers will vary. will have
the job market has changed dramatically. One change

that interests me is in the doctor-patient relationship.

3 Future Perfect vs. Future have empowered
By that time, technology will empower patients
Perfect Progressive using
Exercise 3.1 Future Perfect page 76
because they will have been used the Internet to gather
2. will have started information and discuss information with others. Also,
3. won’t/will not have arrived using
4. will have ended health-care companies will have been used cloud
5. will have gone out to eat lunch computing for a few years, so a patient’s medical files will
6. won’t/will not have returned from lunch
7. will have arrived home always be available to both the patient and the doctor.
8. will have left work arrives
9. won’t/will not have eaten dinner This means that, for example, when a patient will arrive

for his appointment, he will not have to fill out forms, and
will
Exercise 3.2 Future Perfect Progressive the doctor have already seen the patient’s information.
^
page 77
By the time a patient decides on a treatment, the doctor
2. By 4:00 on Tuesday, Eric will have been discussing
the new project for three hours. and patient will have been discussed many options. The
3. By 6:45 on Tuesday, Eric will have been talking on
the phone for half an hour. whole health-care system will have improved, so more
4. By 4:00 on Wednesday, Eric will have been people will live in a state of health.
attending a software training for seven hours.
5. By 5:00 on Friday, Eric will have been attending a
software training for three days.
6. By 7:15 on Friday, Eric will have been working out
7 Social Modals
at the gym for 75 minutes. Learning How to Remember

Exercise 3.3 Time Clauses with Future 1 Grammar in the Real World
Perfect and Future Perfect Progressive A page 80
Answers will vary.
A page 78
2. Yes 6. No B Comprehension Check page 80
3. No 7. Yes Possible answers:
4. No 8. No 1. To remember something, you must pay attention.
5. Yes 2. Visualization is creating a mental picture of what
you want to remember.

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3. Some ways to exercise your brain include tackling C Group Work page 85
the daily crossword puzzle, changing a daily Answers will vary.
routine, writing with your nondominant hand, and
taking a different route to school or work.

C Notice page 80 3 Modals and Modal-like

1. have to Expressions of Permission,
2. should have Necessity, and Obligation
3. have to Exercise 3.1 Present and Future
Necessary to do something: 1, 3
Permission
A page 87
2 Modals and Modal-like Expressions 2. may not use
of Advice and Regret 3. can use
Exercise 2.1 Present and Future Advice 4. aren’t/are not allowed to access
5. are allowed to bring
A page 83 6. must not use
2. could 4. shouldn’t 7. may not use
3. might 5. should
B pages 87–88
B Pair Work page 84 2. He isn’t/is not allowed to use an online dictionary
Answers will vary. during a test.
3. She may use a print dictionary during tests.
4. She can bring a laptop to class.
Exercise 2.2 More Present and Future Advice 5. He isn’t/is not permitted to check his e-mail on his
laptop during class.
A page 84 6. He can’t/cannot go to the lab.
Hi Answers will vary,
2. You ought to read your textbook two or three times.
3. You might try teaching someone else the material. Exercise 3.2 Past Permission
4. You shouldn’t/should not wait until the last minute
to study. A page 88
5. You’ d/You had better get plenty of sleep before 2. couldn’t/could not use
a test. 3. were permitted to bring
Best, 4. weren’t/were not allowed to browse
Answers will vary 5. were allowed to go
6. Were; allowed to speak
B Pair Work page 84 7. weren’t/were not allowed to do
Answers will vary. B Over to You page 88
Answers will vary.
Exercise 2.3 Past Advice and Regret
A pages 84–85 Exercise 3.3 Present and Future Necessity
2. should have taken and Obligation pages 88–89
3. ought to have summarized 2. You must not be afraid to ask questions in class.
4. should have given 3. You’re/You are supposed to turn in all your
5. ought to have started homework.
6. shouldn’t/should not have waited 4. You must bring a flash drive next week.
7. should have talked 5. You’re/You are required to write an essay at the
8. should have helped end of the semester.
6. You aren’t/are not supposed to text during class.
B Pair Work page 85
7. You don’t/do not need to send your writing
Answers will vary. assignments electronically.

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Exercise 3.4 More Present and Future turned off their phones when they got in the car, but
did not have to call
Necessity and Obligation they did not. They must not have called someone
A page 89 while driving, but they did.
2. D 6. D
3. D 7. D Another issue is multitasking in the classroom.
4. S 8. S
5. S Many of my teachers have had a difficult time dealing

B page 89 with students who search the internet while listening

Same as A. to lectures. One of my instructors said he ought
have
to required a password last semester to log onto the
^
Exercise 3.5 Past Necessity and Obligation did not have to go
Internet during class. Students must not have gone
A page 89 online, but they sometimes checked email or visited
2. had to work
3. had to take websites instead of listening to the lecture. As a
4. was required to read
result, students were often distracted.
5. wasn’t/was not supposed to miss
6. had to attend
In contrast, my friend had an instructor who had
7. had to go
the opposite view. My friend did not worry about
B Over to You page 90 were
Answers will vary. taking notes because students not allowed to – even
^
on paper! The professor thought all note taking

4 Modals and Modal-like Expressions was a form of multitasking; instead, he handed out
of Ability worksheets with highlights of his lecture. At the end of
Exercise 4.1 Past, Present, and
the semester, some students complained. They argued
Future Ability page 91 have
2. could ride that the professor should not banned computers in
^
3. ’s/is able to do class because students today are used to multitasking.
4. won’t/will not be able to return
5. ’ll/will be able to take care

8 Modals of Probability:
Exercise 4.2 Past Ability page 92 Present, Future, and Past
2. could have made
3. couldn’t/could not have imagined Computers and Crime
4. couldn’t/could not have remembered
5. could have managed
1 Grammar in the Real World
A page 94
5 Avoid Common Mistakes
Answers will vary; Possible answer: Some ways to
Editing Task page 93 prevent hackers include using antivirus software and
is using complex passwords.
Technology supposed to simplify life; however,
^ B Comprehension Check page 94
in reality, it has led to people trying to do too many
Possible answers:
things at once. One example is driving while texting 1. Many hackers are teenagers.
2. Some hackers steal credit card numbers and other
or talking on a cell phone. After an accident, drivers personal information
have
3. No one’s computer is completely safe from
who are caught by the police admit that they should
^ hackers.

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C Notice page 94 B page 101

Possible Very Certain Same as A.
1. ✓
c c
2. ✓
c c
3. c ✓
c 4 Modals of Past Probability
4. c ✓
c
Exercise 4.1 Past Probability page 103
Words that tell an action or situation is possible:
can, might 2. couldn’t/could not have been
3. must have obtained
4. could; have happened
2 Modals of Present Probability 5. might have stolen
6. may have stolen
Exercise 2.1 Present Probability
7. could have taken
A page 97
2. must OR have to
3. must OR has to Exercise 4.2 More Past Probability
4. can’t/cannot OR couldn’t/could not pages 103–104
5. must OR have to 2. Someone must have stolen his credit card number.
6. should OR ought to 3. He must not have called the credit card company
7. can’t/cannot OR couldn’t/could not 4. He may/might/could have copied the card
8. could OR may OR might number.
5. She must not have thought it was important.
B Pair Work page 98
Answers will vary.
Exercise 4.3 Using Modals of Past
Exercise 2.2 More Present Probability Probability pages 104–105
A Over to You page 98 Possible answers:
2. She must not have checked her credit card bill for
Answers will vary.
incorrect charges.
B Pair Work page 98 3. He must have carried all of his credit cards with him.
4. He must not have made a photocopy of his passport.
No answers. 5. She must have given out personal information.

3 Modals of Future Probability

5 Avoid Common Mistakes
Exercise 3.1 Future Probability
Editing Task page 105
A pages 99–100
2. will be 5. will allow What happens to computer hackers who decide
3. won’t/will not need 6. will lock
4. will let 7. will be to stop hacking? They might find that cyber crime

can lead to interesting careers. For example, some

B page 100
2. should 5. won’t companies hire a computer hacker with the hope
3. may not 6. ought to will
4. could that the former cyber criminal must become a

brilliant security consultant in the future. Although

C Pair Work page 100 be
Answers will vary. some say that these companies might taking a risk
^
by hiring these former criminals, the companies
Exercise 3.2 More Future Probability
seem to believe that the risk is worth it. Adrian Lamo
A page 101
2. They may not 6. I could was breaking into computer systems for fun in high
3. They might not 7. They should
school. However, when he hacked into the New
4. He may 8. they could
5. That might 9. It’ll

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not
York Times in 2002, the newspaper must have not 2 Nouns
^
thought it was funny, because he was arrested. He Exercise 2.1 Count Nouns
now uses his skills for a different purpose and works A page 110
2. are 8. is
as a consultant. Robert Tappan Morris might have
3. suggest 9. has
ended his chances for a good job when he created 4. is 10. have
5. suggest 11. contain
the Morris worm, a particularly bad computer virus, 6. contain 12. enhance
7. has
in 1988. However, he is now on the faculty of the

famous Massachusetts Institute of Technology (MIT). B Over to You page 110

Answers will vary.
Apparently, they believe that a reformed hacker
will / may / should / ought to / might / could
must be able to stop future cyber crimes. In short, Exercise 2.2 The + Adjective pages 110–111

while computer hackers sometimes go to prison for 2. The poor 6. the disabled
3. the homeless 7. The unemployed
their crimes, these days their career opportunities 4. The elderly 8. the educated
be 5. The young
may increasing.
^
Exercise 2.3 Count or Noncount Noun?
9 Nouns and A page 111
Modifying Nouns 2. s 11. X
3. X 12. X
Attitudes Toward Nutrition 4. s 13. X
5. X 14. X
6. X 15. s
1 Grammar in the Real World 7. es 16. X
8. X 17. s
A page 106
9. X 18. X
Answers will vary; Possible answer: People are not as 10. X
healthy today as they were in the past.
B Pair Work page 112
B Comprehension Check page 106
3. advice; abstract concepts
Possible answers: 5. construction; areas of work
1. They contain a great deal of fat and refined sugar 6. exercise; activities and sports
but little or no nutrition. 8. heart disease; diseases and health conditions
2. They stayed active because work depended mostly 9. swimming; activities and sports
on farming and physical labor. 10. oxygen; elements and gases
3. Some diseases related to obesity are diabetes and 11. dancing; activities and sports
heart disease. 12. gardening; activities and sports
13. research; abstract concepts
C Notice page 106 14. salt; particles
1. NC; green and brown food 16. rice; food
2. NC; heart disease 18. information; abstract concepts
3. C; food products
4. NC; the elderly
5. NC; obesity 3 Noncount Nouns as Count Nouns
Part of speech: nouns and articles Exercise 3.1 Noncount Nouns with
Count Meanings
A page 113
2. cheeses 4. teas
3. coffees 5. cheese

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6. cheeses 13. tea Exercise 4.3 More Order of Adjectives

7. experiences 14. sugar
8. time 15. flour A page 118
9. times 16. sugars 2. delicious small 9. cotton and silk
10. fruit 17. flour 3. fresh, delicious 10. tall white
11. fruits 18. flours 4. spicy vegetarian 11. silver and gold
12. coffee 5. lovely, warm 12. rare, expensive
6. large, traditional 13. beautiful green and gold
B Pair Work page 114 7. fresh, crisp 14. delicious and memorable
Answers will vary. 8. beautiful, cozy

B page 118
Exercise 3.2 Measurement Words with Same as A.
Noncount Nouns page 114 C Over to You page 118
2. a game of Answers will vary.
3. slice of / piece of / serving of
4. A serving of
5. A cup of / A glass of / A serving of
6. glasses of / servings of
5 Avoid Common Mistakes
7. a pinch of / a bit of Editing Task page 119
8. a grain of / a bit of / a piece of ten-year-old
9. drop of / bit of What does a ten-years-old child eat in a day?
10. a piece / a serving / a slice are
11. a can of / a cup of / a serving of Specialists in nutrition is finding out that the news is
12. a gallon of not good. As a result, they are looking for ways to
habits
improve children’s eating habit. They are also involved
Exercise 3.3 More Measurement Words with choices
in trying to help families make healthier choice.
Noncount Nouns
Most experts suggest that a few key practices can
A page 115
is
2. a wedge of cheese 5. two pieces of fish help families. One of these practices are common
3. two loaves of bread 6. one box of pasta
4. one bottle of water sense: people should eat unprocessed food. When

there is a choice between canned corn and fresh

B Pair Work page 115
Answers will vary. corn, people should choose the fresh corn. Secondly,
people should read labels carefully. Because
information
4 Modifying Nouns labels contain a lot of informations, people should
Exercise 4.1 Order of Adjectives page 117
familiarize themselves with the nutrition and calorie
2. easy new Asian
3. useful government content of their favorite products. Finally, people can
4. small purple
boost the health content of certain kinds of food. For
5. new Thai; lovely rectangular; beautiful red flour
6. lovely white; tall antique glass example, it is possible to substitute whole-grain flours

for white flour in most recipes.

Exercise 4.2 More Order of Adjectives
Parents and children live busy lives, but research
A page 117 40-year-old
shows that when a healthy child becomes a 40-years-old
Answers will vary.
adult, that person can look forward to a healthy old age.
B Over to You page 117
Answers will vary.

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10 Articles and Quantifiers 3 Quantifiers

Exercise 3.1 Quantifiers
Color
A page 127
2. no 8. a little
1 Grammar in the Real World 3. Not many 9. none of
4. many 10. all
A page 120
5. few 11. all
Answers will vary. 6. Quite a few 12. some
7. a little
B Comprehension Check page 120
Possible answers: B Pair Work page 127
1. It is important to choose colors carefully because Answers will vary.
colors have a direct impact on feelings, so it is
beneficial to choose colors that make people feel
comfortable, happy, relaxed, or energized. Exercise 3.2 More Quantifiers
2. The decorator advised the Wangs to replace
their icy blue carpet with one in warm colors and A page 128
to replace their classic-style furniture with more 2. no 6. a great deal of / many of
comfortable pieces. 3. many 7. few
3. Yellow is cheerful and uplifting, green can revive 4. Many of / a great deal of 8. quite a few
the spirit, and blue is comforting. 5. Most
C Notice page 120 B page 128
1. a 3. a Answers will vary.
2. b 4. b
Use a / an when talking about an example, use the
C Over to You page 129
when talking about something in particular, and use no Answers will vary.
article when you’re talking about something in general.

Exercise 3.3 Using Quantifiers with Of page 129

2 Indefinite Article, Definite Article, 3. X 8. X
and No Article 4. of 9. of
5. X 10. of
Exercise 2.1 A / An or The? pages 123–124
6. of 11. X
2. a 11. the 7. of
3. the 12. the
4. The 13. the
5. a/the 14. the Exercise 3.4 More Quantifiers
6. the 15. a
7. a 16. a A Over to You page 130
8. the 17. The Answers will vary.
9. The 18. the
10. a/the B Group Work page 130
Answers will vary.

Exercise 2.2 A / An, The, or No Article?

A page 124 4 Avoid Common Mistakes
2. ø 7. The Editing Task page 131
3. the 8. the
4. the 9. a According to recent research, natural colors
5. a 10. ø
can help people remember things better. Felix
6. a 11. the
a
A. Wichmann, research scientist, and two of his
B Over to You page 125 ^
Answers will vary. colleagues conducted experiments on color and

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memory. In the first experiment, participants looked C Notice page 132

at 48 photographs of nature scenes. None of the 1. you
2. a benefit
photographs were of people. Half of the photos were 3. the employees

in black and white, and half were in color. Afterward,

they looked at the same 48 photos mixed up with 2 Reflexive Pronouns

a lot Exercise 2.1 Reflexive Pronouns
alot of new photos. They had to say which ones
A page 135
they had already seen. They remembered the color
2. itself 6. yourself
scenes much better than the black-and-white ones. 3. myself 7. himself
4. himself 8. yourselves
None of the participants were sure about all of 5. ourselves
many
the photos. Another experiment involved much B Over to You page 136
artificially colored photos. When artificially colored Answers will vary.

photos were included in the set of 48 photos,

many
participants forgot much of the photos. They did Exercise 2.2 Reflexive Pronouns
as Objects page 136
not remember the artificially colored photos any
2. ourselves 6. me
better than they remembered the black-and-white 3. myself 7. myself
4. herself 8. yourself
photos. These findings suggest that it is not just 5. her
a lot
any colors that help to create alot of our memories.

Only natural colors have that power. Exercise 2.3 Other Uses of
an Reflexive Pronouns
Why is this research important? For one thing,
^
an A pages 136–137
advertiser may find these results interesting. If
^ 2. herself 6 by themselves
advertiser uses natural colors in ads, consumers may 3. myself 7. herself
4. by himself 8. themselves
be able to remember them better. 5. himself

B Group Work page 137

11 Pronouns Answers will vary.

Unusual Work Environments

3 Pronouns with Other / Another
1 Grammar in the Real World Exercise 3.1 The Other, the Others, Others,
or Another?
A page 132
Answers will vary; Possible answer: This workplace has A pages 138–139
a long list of perks and benefits. 2. others are 5. the others don’t
3. The other is 6. Others include
B Comprehension Check page 132 4. Another is 7. Others are
Possible answers:
1. Some of the perks are free candy, on-site services, B Over to You page 139
nature trails, and gourmet food in the cafeteria. Answers will vary.
2. SAS gives its employees these perks to reduce
distractions and encourage employees to interact
with each other.
3. It shows that the perks and benefits are a success.

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Exercise 3.2 The Other, Another, Each Other, or need a lot of guidance, or where there is high
or One Another? pages 139–140 turnover of staff.
2. each other / one another
3. Another / The other Mr. Jones is an example of an authoritarian
4. each other / one another himself
manager. He relies only on hisself to make decisions
5. each other / one another
is
6. another at the restaurant where he works. Everyone are
7. the other
expected to follow his orders exactly. His style works

because employees are constantly changing, so

4 Indefinite Pronouns needs
Exercise 4.1 Indefinite Pronouns page 141 nobody need to understand the rules and regulations.
2. everywhere 7. someone
Ms. Taylor is more democratic. The agents at her
3. something 8. something
4. Everyone 9. anything real estate agency manage their client accounts
5. everything 10. somewhere themselves
6. somebody theirselves. Some of her agents focus on business
others
while other work with private real estate accounts. It
Exercise 4.2 More Indefinite Pronouns would be impossible for her to know what each agent
A page 142 is doing at any given time, so Ms. Taylor’s style works
2. anything 7. anything
well for her company.
3. No one 8. anywhere
4. anyone 9. nothing
There are different kinds of management
5. No one 10. nowhere
6. no one styles ranging from very controlling to very open.

B page 142 Effective managers have a style of managing that is

1. 25–30 days; 6–14 days; 7–14 days; 10 days; appropriate to the needs of their companies.
11 days
2. the European Union
3. the United States
12 Gerunds
C Pair Work page 142
Answers will vary.
Getting an Education

1 Grammar in the Real World

5 Avoid Common Mistakes
A page 144
Editing Task page 143
Answers will vary; Possible answer: Some ways to
Management styles can vary widely. At one end make college more affordable are not attending
a four-year college right away or applying for
of the extreme are the authoritarian managers who financial aid.
make all the decisions and are very strict. At the B Comprehension Check page 144
others
opposite end, there are other who permit their Possible answers:
1. Public colleges depend on the government to help
employees to solve problems and suggest ideas pay some of the expenses.
themselves 2. You do not have to repay a grant, but you must
theirselves. Permissive managers are most effective
repay a loan with interest.
when innovation and problem solving are part of the 3. They can attend a community college for two years
before transferring to a four-year college or apply
work process, for example, in technology. Stricter for financial aid.
ones are effective when people are inexperienced

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C Notice page 144 7. Lisa and Henry are discussing taking part in a work
1. paying study program.
2. repaying 8. Mei-ling isn’t/is not considering starting college
3. Playing without a part-time job.
The missing words are all gerunds (they end in -ing). 9. Naresh is avoiding applying to too many different
Subject: 3 institutions.
Object: 1, 2

3 Gerunds After Prepositions and

2 Gerunds as Subjects and Objects Fixed Expressions
Exercise 2.1 Gerunds as Subjects Exercise 3.1 Gerunds as Objects
and Objects of Prepositions page 150
A pages 146–147 2. d 5. g
3. a 6. e
2. Finding the money for college is a problem for me.
4. f 7. b
3. My counselor suggests borrowing money for college.
4. Not getting into a good college worries me.
5. I enjoy discussing my future plans with my friends.
6. Not having enough money for tuition is a concern.
Exercise 3.2 More Gerunds as Objects
7. Going to interviews at schools makes me nervous. of Prepositions
8. Teachers suggest starting the application process
A pages 150–151
early.
2. about paying 8. on talking
B Pair Work page 147 3. about taking 9. on majoring
Subjects: 1, 2, 4, 6, 7 4. about owing 10. in trying
Objects: 3, 5, 8 5. about applying 11. about getting
6. for paying 12. about becoming
7. in asking 13. on teaching
Exercise 2.2 Gerunds as Objects B page 151
A pages 147–148 2. be afraid of applying for
2. keep studying 3. be worried about paying
3. dislike writing 4. be interested in studying
4. don’t/do not delay thinking about 5. be successful at teaching
5. practice interviewing 6. concentrate on improving
6. consider paying 7. depend on receiving
7. don’t/do not mind borrowing
8. Discuss working
9. imagine working Exercise 3.3 Gerunds with Common
Fixed Expressions
B Group Work page 148
Answers will vary. A page 152
2. reason for not doing
3. spend; time studying
Exercise 2.3 More Gerunds as Objects 4. have trouble keeping up
5. waste time partying
page 148
6. an interest in getting
2. Bo is thinking about applying for financial aid 7. in favor of giving
instead of working. 8. have difficulty affording
3. Jane is avoiding borrowing money by getting a
part-time job at school. B page 152
4. My parents and I aren’t/are not discussing getting Same as A.
a loan.
5. Tom isn’t/is not enjoying working while he goes to C Group Work page 153
college.
Answers will vary.
6. My friend is delaying going back to school until he
saves more money.

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4 Gerunds After Nouns + of 13 Infinitives

Exercise 4.1 Nouns + of + Gerunds
Innovative Marketing Techniques
A page 154
2. the fear of not being able to
3. the possibility of getting 1 Grammar in the Real World
4. the advantages of going
A page 156
5. The benefits of attending
6. a possibility of getting Answers will vary; Possible answer: A guerilla
7. The process of applying marketing campaign is successful if people talk about
8. the risk of leaving the ads.

B Over to You page 154 B Comprehension Check page 156

Answers will vary. Possible answers:
1. Guerrilla marketing is extreme advertising that
uses surprising ways to advertise a good product
5 Avoid Common Mistakes and gets people’s attention. Its purpose is to get
people to talk about the ads.
Editing Task page 155 2. It gets people’s attention by using the environment
in unexpected ways.
All students start the semester with the intention 3. It is different from traditional advertising because it
studying finding isn’t afraid to shock people.
of study hard; however, find time to study can be
is C Notice page 156
challenging. Finding good places to study are one
1. to do 2. to find 3. to use
challenge. Another is finding enough hours in the The verbs are all infinitives. The words that appear
before the infinitives are all verbs.
day and creating a schedule. Successful students face

these problems realistically.

2 Infinitives with Verbs
Different people have different purposes and Exercise 2.1 Verbs + Infinitives page 159
Studying
needs when it comes to doing college work. Study 2. hope to shock 5. seems to be
3. tends to cost 6. hesitate to admit
in a quiet library works well for some people. At the 4. manages to generate
same time, a coffee shop or cafeteria can also be a
being
good place to work for those who get energy from be Exercise 2.2 Verbs + Objects + Infinitives
in a stimulating environment. A pages 159–160
2. gets consumers to notice
Then there is the question of time. Most students 3. tell us not to do
today are working, paying bills, and taking classes 4. convince them to try
5. persuade them to do
at the same time, so they do not have the luxury of 6. tell Mike to create
spending 7. warn him to prepare
spend many hours with their books. However, research
B Over to You page 160
offers hope. Studying for a few minutes several times
is Answers will vary.
a day are a good way to learn new material.
Learning
Learn what works for you is the key to academic Exercise 2.3 Verbs + Infinitives and Verbs +
success. Objects + Infinitives pages 160–161
2. chose to interview
3. urged me to interview
4. help to inform
5. help them to use

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6. wants consumers to find out Exercise 4.2 Nouns + Infinitives page 166
7. promises to become
2. It’s/It is time to do something different now.
8. prepared to visit
3. We made the decision to use QR codes yesterday.
9. encouraged me to contact
4. We have the ability to attract the 18- to 24-year-
10. don’t/do not need to offer
old demographic.
11. expect to include
5. It is a chance to introduce our products to athletes.
12. would like to use
6. It’s not / It isn’t / It is not the best way to get
messages across to older demographics.
3 Infinitives vs. Gerunds 7. It’s/It is a chance to sell the product to viewers.

Exercise 3.1 Meanings of Infinitives

vs. Gerunds Exercise 4.3 Using Infinitives After Adjectives
A page 163 and Nouns
2. LP Social Friends regrets telling the media that Group Work page 166
they pay people to be “friends.”; D
3. I stopped reading the article about social media Answers will vary.
marketing.; D
4. Alison forgot to mention GamerWorld in her blog
yesterday.; D 5 Avoid Common Mistakes
5. Upside Energy Drinks continues paying fans on Editing Task page 167
social networking sites.; S
6. People have started to question Upside Energy Product placement in movies is a type of
Drinks’ marketing strategy.; S
7. A lot of people can’t stand to read blogs that are advertising that is popular today. Advertisers want
full of ads.; S to
that consumers see their products in movies so that
8. GamerWorld tried paying me to write about them ^
in my blog.; D their products will seem more appealing. That’s
9. I tried to change the privacy settings since I don’t to
want messages from advertisers.; D why advertisers pay filmmakers for place their

B Pair Work page 163 products in movies. For example, in one movie, a
use
The meaning changes in 2, 3, 4, 8, and 9. director arranged to using a pair of famous brand-
to
name sunglasses for make his characters appear
Exercise 3.2 Infinitive or Gerund? fashionable. In another movie, the plot required
A page 164 a certain type of luxury car. The filmmakers used
2. g 6. d
3. h 7. a the car in their film, but in this case they did not
4. f 8. c
receive any money from the auto’s manufacturers.
5. b
not
For the automaker, it was an easy way to not pay
B page 164 not ^
Same as A. for advertising. Filmmakers seem to not mind the
^
advertising because they can earn extra money.
4 Infinitives After Adjectives Moviegoers do not seem to mind it, either.
and Nouns
In my opinion, product placement in movies is
Exercise 4.1 It + Be + Adjective + to
Infinitive page 165 acceptable, but I want that advertisers use product
^ make
2. shocked to find out 6. fun to go placement carefully. If directors expect to making a
3. easy to acquire 7. interesting to read
4. difficult to avoid 8. unlikely to change film that is believable, then everything in the film must
5. necessary to use fit the story. Otherwise, the movie will seem more like

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an advertisement. This would be terrible. I hope that Exercise 2.3 Responding to Negative
make
filmmakers continue to making wise decisions and use Questions
products that look natural on screen. Pair Work page 172
Answers will vary.

14 Negative Questions and 3 Tag Questions

Tag Questions Exercise 3.1 Tag Questions page 174
Geographic Mobility 2. b 6. h
3. f 7. e
4. g 8. c
1 Grammar in the Real World 5. a
A page 168
Answers will vary; Possible answers: People move for Exercise 3.2 Tags page 174
jobs, for better housing, and for family reasons. 2. People can sometimes deduct moving costs from
their income taxes, can’t they?
B Comprehension Check page 168
3. Things have sometimes disappeared from a
Possible answers: moving truck, haven’t they?
1. People move long distances for jobs and for family 4. Your friends will give you boxes, won’t they?
reasons.
5. Everyone should read reviews of a moving
2. People stay nearby when they move for better
company before hiring one, shouldn’t they?
housing and for family reasons.
6. Marta has been disorganized since the move,
3. The mobility rate in Russia is lower than in the
hasn’t she?
United States because available, affordable
housing would take people further from family. 7. Vinh and Ahn weren’t moving today, were they?
8. It’s been a stressful time for you, hasn’t it?
C Notice page 168
1. haven’t
2. is Exercise 3.3 Statements in Tag
If the verb in bold is negative, then the verb you Questions pages 174–175
wrote is affirmative. If the verb in bold is affirmative, 2. Raul has relocated to London
then the verb you wrote is negative. 3. Annette attended school in France
4. Miriam and Amir will turn down the promotion in
New York
2 Negative Questions 5. You didn’t/did not like the air quality in Hong Kong
Exercise 2.1 Negative Questions page 171 6. Bernard won’t take the children with him to Texas
2. Haven’t you been listening
3. Can’t you stop
4. Shouldn’t you have bought Exercise 3.4 Answering Tag Questions
5. Aren’t I page 175
6. Weren’t you going to take 2. No, they’re not / they aren’t / they are not
3. Yes, I have
4. No, I don’t/do not
Exercise 2.2 More Negative Questions 5. Yes, we will
pages 171–172 6. No, I won’t/will not
2. Haven’t good schools made rich countries more 7. Yes, there are
attractive, too? 8. Yes, it is
3. Don’t some people move great distances to
reunite with family members?
5. Isn’t this happening more because of Exercise 3.5 Pronunciation Focus: Intonation
globalization? and Meaning in Tag Questions
6. Aren’t the laws changing to allow even more
movement? A page 176
No answers.

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don’t you
B page 176 A: But you only have one semester left, isn’t it?
2. But that college doesn’t offer the major you want, B: That’s right, but I have to go with them.
does it?; U
3. Your son is thinking of going to college far from
home, isn’t he?; E 15 That Clauses
4. Duquesne University is in Pittsburgh, isn’t it?; U Cultural Values
5. You’re excited about moving to Pennsylvania for
college, aren’t you?; E
1 Grammar in the Real World
6. You’re not worried about moving so far from
A page 178
home,
Answers will vary.
are you?; U
7. Your son is worried about moving so far from B Comprehension Check page 178
home, isn’t he?; E 1. b 2. a 3. c
8. But you and your wife feel OK about him moving C Notice page 178
so far away, don’t you?; E 1. believe that
2. have learned that
C Pair Work page 176 3. agree that
Answers will vary. Number of subjects: two
Connecting word: that
4 Avoid Common Mistakes
Editing Task page 177 2 That Clauses
Exercise 2.1 Forming That Clauses
A: That article on economic mobility in America was pages 180–181
wasn’t it
really interesting, no? 2. In fact, recent research has found that hard work
weren’t they doesn’t always lead to wealth.
B: It sure was. Some of the facts were surprising, isn’t it? 3. Many older Americans are realizing that they are
unable to retire after working hard all their lives.
I was especially surprised that there is more economic 4. Many employees assumed that their companies
mobility in countries like France and Germany. would reward them for their hard work.
5. Researchers recently reported that job satisfaction
A: I was, too. I thought there was more mobility here. has declined in recent years.
6. Employers are beginning to understand that it is
By the way, don’t you have a class right now? important to give people some freedom at work.
No
B: Yes. I’m finished for today. I’m free for the evening.
aren’t you Exercise 2.2 Using That Clauses Without That
A: But you’re working tonight, no?
Over to You page 181
B: No, I quit my job. Answers will vary.
Don’t/Didn’t you
A: Really? Why? You no like it?

B: The job was fine. The truth is I’m moving to Florida

Exercise 2.3 Using That Clauses
A pages 181–182
with my family at the end of the semester, so I’m
2. Michael read that the average European gets
really busy. about two months’ vacation every year.
Doesn’t your family 3. International labor statistics show that the average
A: You’re kidding! Why? Your family no like it here? American works 46 weeks per year.
4. Some experts believe that culture may be one
B: They like it here, but there aren’t many good jobs. reason for the difference in attitudes toward work.
We’re moving where the jobs are.

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5. A group of scholars found that Europeans tend to 3. They are aware that Hollywood and fast-food
value leisure more highly than Americans. chains are influencing culture.
6. Some scholars believe that Americans tend to 4. I am convinced that culture is a two-way street.
value earning money more highly than Europeans. 5. I am positive that other cultures influence U.S.
7. A professor at Gradina University wrote that many culture as much as U.S. culture influences them.
Americans seem to use possessions as a measure 6. A lot of people are surprised that the French
of success. invented movies.
7. They are surprised that the British invented one of
B Group Work page 182 the original fast foods, fish and chips.
Answers will vary. 8. I am sure that we all benefit from global cultural
exchange.

3 Agreement Between That Clauses

and Main Clauses Exercise 4.2 That Clauses After Nouns and
Exercise 3.1 That Clauses in Sentences with Adjectives
Present Verbs in the Main Clause page 184 A Group Work page 188
2. Research shows that contemporary Latin American Answers will vary.
cultures have roots in African, European, and
indigenous cultures. B Over to You page 188
3. Sociologists believe that Latin American cultures Answers will vary.
influenced world culture as well as U.S. culture.
4. Many musicologists agree that modern U.S. music
is derived in part from Latin American cultures. 5 Avoid Common Mistakes
5. Many language experts assert that Spanish
speakers contributed a great many words to the Editing Task page 189
English language.
Settlers from the east who traveled across the
6. Most sociologists agree that Latin American
cultures will continue / are going to continue to American West in the mid-nineteenth century
influence U.S. culture. that
understood they faced a difficult journey across
^
deserts and mountains. They knew, that the trip
Exercise 3.2 That Clauses in Sentences with would
Past Verbs in the Main Clause pages 184–185 would take years and that some people lose their
^
3. thought that 9. felt that lives. However, they were optimistic.
4. would be 10. was taking
5. knew that 11. pointed out that Michael T. Simmons was one of those determined
6. would have 12. was leading to
7. were aware that 13. did not realize that travelers. Someone told him to go to the Pacific
8. was having 14. were destroying
Northwest for new opportunities. He sold his business

to pay for the supplies that he and his family needed.

Exercise 3.3 Agreement Between That
He knew that the area was largely unknown. He also
Clauses and Main Clauses it
knew that was dangerous. This did not stop him.
Group Work page 185 ^
Answers will vary. When Simmons and his group reached Oregon, he
he
announced that was going to continue north. The
^
4 That Clauses After Adjectives Hudson’s Bay Trading Company heard the news,
and Nouns and they discouraged him. However, Simmons was
Exercise 4.1 That Clauses After was
certain, that the trip going to be successful, and
Adjectives pages 186–187 ^
2. Some people are worried that Americanization is he did not listen. Instead, he continued north as
making everything the same.

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planned. After he arrived, he helped to establish the Exercise 2.2 Reduced Noun Clauses with
first settlement in the territory that is now known as Wh- Words + Infinitives page 194
2. Amy wonders where to find a good patent lawyer.
Washington State. Documents show that Simmons 3. I don’t know how to find a manufacturer for our
built the first mill using water from the Tumwater product.
4. Binh is wondering who to ask for money for our
waterfall for power. For this, he is sometimes called invention.
5. I’ll figure out who to contact for financial advice.
the father of Washington industry. 6. I wonder what to charge for our product.

16 Noun Clauses with 3 Noun Clauses with If / Whether

Wh- Words and If / Whether Exercise 3.1 Forming Noun Clauses with
If / Whether page 196
Inventions They Said Would 2. Many people don’t know if/whether some robots
Never Work think like humans.
3. Many people don’t know if/whether we can invent
a nonpolluting fuel.
1 Grammar in the Real World 4. We can’t remember if/whether anyone has
A page 190 invented a self-cleaning house.
5. Many people don’t know about whether hybrid
Answers will vary; Possible answer: They faced cars are good for the environment.
skepticism and strong public doubt. 6. Scientists haven’t figured out if/whether there are
other planets humans can live on.
B Comprehension Check page 190
Possible answers:
1. People doubted him because he announced he Exercise 3.2 Using Clauses with If / Whether
had invented the light bulb before he had a model.
2. He convinced them when he lit up an entire New A page 196
York neighborhood in 1882. Possible answers:
3. They had little formal education, they had no financial 2. I don’t know if/whether it will take a long time to
support, and they did not publicize their research. invent it.
3. I don’t know if/whether I am smart enough to do it
C Notice page 190 by myself.
1. when he would complete it 4. I don’t know if/whether people really want
2. whether they had financial support solar-powered cars.
3. if their airplane would fly or not 5. I don’t know if/whether a solar-powered car will
1. a work on cloudy days.
2. b 6. I don’t know if/whether my car is going to be too
expensive.

2 Noun Clauses with Wh- Words B page 197

Exercise 2.1 Noun Clauses with Wh- Words Possible answers:
2. I can’t decide whether or not to take out a loan
A page 193 from the bank.
2. what she invented 3. I can’t decide whether or not to patent my idea first.
3. who she is 4. I can’t decide whether or not to see a lawyer.
4. why she invented it
5. when she invented it
6. where she was living
7. what the cell phone looked like
8. what it was made of

B Pair Work page 194

Answers will vary.

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whether
4 Noun Clauses in Direct and It is too early to tell either the Internet causes
Indirect Questions serious problems for society or not. To me, it seems
Exercise 4.1 Direct and Indirect extremely valuable because it connects me to people
Questions page 198
I care about and to information I need.
2. what your most famous invention is
3. if/whether you can show us an example
4. if/whether you studied art in college
5. how you became an artist 17 Direct Speech and
6. what your first invention was
Indirect Speech
Exercise 4.2 More Indirect Questions
Human Motivation
A page 198
Answers will vary. 1 Grammar in the Real World
A page 200
B Pair Work page 199
Answers will vary; Possible answer: Internal rewards
No answers.
are particularly effective in motivating workers.

5 Avoid Common Mistakes B Comprehension Check page 200

Editing Task page 199 External Reward Internal Reward

1. ✓
Many inventions make life more convenient, but
2. ✓
the Internet is the most essential one today. The
3. ✓
Internet is a part of daily life. Although some people
whether 4. ✓
worry about wheather this fact is harmful or not, many
5. ✓
would
agree that they do not know what would they do if
^
C Notice page 200
they could not go online.
1. said 2. told 3. informed
First of all, the Internet helps people communicate Actual words: 1
You know because quotation marks are used.
instantly with family and friends who are far away.

In the past, people had to write a letter or pay for a

were
2 Direct Speech
long-distance call to find out how were they doing. Exercise 2.1 Statements in Direct Speech
^
While they waited, they worried about whether their A pages 202–203
loved ones were all right. Now there are many ways Possible answers:
2. Mike Ditka said, “The ones who want to achieve
to contact people and find out if they are well. and win championships motivate themselves.”
3. Nolan Bushnell said, “The ultimate inspiration is
In addition, the Internet helps people find the deadline.”
4. Dwight D. Eisenhower said, “Motivation is the art
information. If we want to know what is the
of getting people to do what you want them to do
is
temperature in Seoul today, we only have to type the because they want to do it.”
^ 5. Thomas Jefferson said, “I’m a great believer in
question. Also, it is very easy to look for employment, luck, and I find the harder I work, the more I have
of it.”
research solutions to a problem, and even find out
6. Fernando Flores said, “Great work is done by
whether
wether a movie is playing nearby. people who are not afraid to be great.”
7. Ralph Waldo Emerson said, “Nothing great was
ever achieved without enthusiasm.”

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8. Wayne Gretzky said, “You miss 100 percent of the 6. She said (that) participants could substitute an oral
shots you don’t take.” presentation for one of the papers.
9. Lao Tzu said, “The journey of a thousand miles
begins with a single step.”
4 Indirect Speech Without Tense Shift
B Over to You page 203
Exercise 4.1 Keeping the Original Tense
Answers will vary.
in Indirect Speech pages 208–209
C Pair Work page 203 Possible answers:
Answers will vary. 2. The manager said (that) the client loves it.
3. Janet said (that) we have always solved these
Exercise 2.2 Questions in Direct Speech problems in the past.
A page 204 4. Janet said (that) staff satisfaction has been very
important.
2. “Do you have guidelines for rewarding
5. Rodrigo said (that) tomorrow we are going to have
employees?” asked Pedro. OR “Do you have
a half-day training session on giving constructive
guidelines for rewarding employees?” Pedro
feedback.
asked.
6. Rodrigo said (that) we/they will all work together,
3. Roxana asked, “When should you give the
as a team.
rewards?”
4. “What are some ways to motivate employees?”
asked Hong. OR “What are some ways to motivate
employees?” Hong asked.
Exercise 4.2 Using Present Tense Reporting
5. Chelsea asked, “Can you give an example of what Verbs
you mean?”
A page 209
B Over to You page 204 2. is 5. ’s not / isn’t / is not
Answers will vary. 3. enjoys 6. should; ask
4. enjoys

B Pair Work page 209

3 Indirect Speech
Answers will vary.
Exercise 3.1 Tense Shifts
in Indirect Speech page 206
2. A student said (that) the class was discussing
5 Other Reporting Verbs
motivation and personality this week. Exercise 5.1 Other Reporting Verbs page 211
3. The professor said (that) the class was reading 2. said 7. informed
about Abraham H. Maslow’s theories on 3. told 8. remarked
motivation. 4. reminded 9. admitted
4. One student said (that) he/she was learning a lot in 5. informed 10. reminded
the class. 6. explained 11. remarked
5. Another student said (that) he/she didn’t
understand the lectures.
6. The teaching assistant said (that) the readings have Exercise 5.2 More Reporting Verbs
great practical value.
A page 212
2. reminded us 7. reported that
Exercise 3.2 Modals and Future Forms in 3. suggested that 8. claimed that
4. stated that 9. informed us that
Indirect Speech page 207 5. mentioned that 10. showed that
2. She said (that) the course would rely heavily on 6. explained that 11. explained that
participants’ own experiences.
3. She said (that) we might occasionally have guest B page 212
speakers. Same as A.
4. She said (that) the course would include
presentations, homework, and weekly quizzes. C Over to You page 213
5. She said (that) there would be three papers and Answers will vary.
two oral presentations.

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6 Avoid Common Mistakes number of ideas, and look for ways to improve on
other ideas.
Editing Task page 213 2. Michalko believes that brainwriting may be more
productive than brainstorming because people
One of the highlights of my life happened through
think of additional ideas as they write, it is better
an experience at work. It started when my manager for quieter individuals, and they don’t have to
to us ^
express their ideas out loud.
announced us some interesting news . He said,”I
^ ^ 3. According to the writer, anyone can use
am starting a company band.” Then he asked, “Who brainstorming.
to
wants to join?” I mentioned him that I had played
^ ^ C Notice page 214
guitar for many years. He said,”You should definitely
^ 1. not to judge
try out.” 2. to shout out
They both use the infinitive.
On the day of tryouts, I was a little nervous

because everyone played extremely well. After I

2 Indirect Questions
auditioned, the manager thanked me and Exercise 2.1 Forming Indirect Questions
to would pages 216–217
explained me that he will let me know soon.
^ Possible answers:
I forgot about it, so I was very surprised when I 2. Joanna asked Dr. Martin why creative thinking will
be even more important in the future.
got a phone call from my manager a few days later. 3. Joanna asked what techniques have worked to get
^ ^ ^
He said, ”You can play lead guitar.” I said,”Wow! people to think creatively.
^ 4. Joanna asked how moving promotes creativity.
That’s great!” After that, the band practiced a 5. Joanna asked if there are any other ideas like this.
6. Joanna asked if objects and colors stimulate
few times a week. A few months later, we played creative thinking.
at the company party. We were nervous, but we

played well. The president of the company spoke Exercise 2.2 More Forming
had Indirect Questions page 218
to me later and said I have a lot of talent. I was
was Possible answers:
embarrassed by his compliment, but I said I am 2. He asked her if the session was here.
proud to play for the company. I will never forget 3. He asked her who her leader was.
4. He asked her what she did with the paper and the
that experience. markers.
5. He asked her how long she was drawing pictures.
6. He asked her why she watched TV in the office.
18 Indirect Questions;
Indirect Imperatives, Exercise 2.3 Using Indirect Questions
Requests, and Advice Group Work page 218
Answers will vary.
Creative Problem Solving

1 Grammar in the Real World 3 Indirect Imperatives, Requests,

and Advice
A page 214
Exercise 3.1 Indirect Imperatives
Answers will vary.
and Requests page 219
B Comprehension Check page 214 2. Then she said not to get into a group with
Possible answers: someone you usually work with.
1. The rules are not to judge other people’s ideas, 3. She told us to cut out pictures from magazines that
shout out even unusual ideas, produce a large show our ideal working environment.

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4. Dr. Martin said not to criticize our group members’ the second time. The leader asked one student that
choices. to take
5. Then she told us to present our picture to the he takes electronic notes, but he forgot. As a result,
us
other groups. when we met the third time, the leader had to tell the
6. After that, she said to comment on the other to ^
groups’ pictures, but not to criticize people’s information again. She asked me that I write the notes
choices.
7. Finally, Dr. Martin said to discuss the emotions that this time, and I did. Aside from these minor problems,
the pictures suggest. the group generated a lot of ideas and finally came

up with a successful proposal for a project. So, if

Exercise 3.2 Indirect Requests and if wanted
someone asked me do I want to work as a group
Advice page 220
2. The husband asked to take a different pencil. again, I would say yes because even though it is hard
3. The wife asked to use her own pen. to work as a group, the outcome can be better.
4. The therapist said to write for 15 minutes without
stopping.
5. The therapist told the clients not to look at each
other’s writing during the activity. 19 The Passive (1)
6. The therapist said not to talk to each other.
7. The therapist told the clients to be prepared to
English as a Global Language
read their descriptions to each other.
8. The husband asked to have a little more time
to write.
1 Grammar in the Real World
A page 222
Answers will vary; Possible answer: English is
Exercise 3.3 Indirect Advice important to learn because it’s becoming a global
A Over to You page 221 language.
Answers will vary. B Comprehension Check page 222
B Group Work page 221 Possible answers:
1. English is being spoken around the world.
Answers will vary.
2. People around the world speak English in their
jobs, on the Internet, and when traveling.
3. Some disadvantages might include the loss of
4 Avoid Common Mistakes cultural identity and the creation of dialects.
Editing Task page 221
C Notice page 222
When my psychology professor asked our class 1. b
if wanted 2. c
did we want to try brainstorming as part of our next 3. a
The verbs in B have a form of be and are in the past
group project, I had no idea that the experience
participle form. The verbs in A are in the simple
would be so challenging or successful. First, when present.

we started, one of our members asked many

unimportant questions. When the team leader asked 2 Active vs. Passive Sentences
to ask Exercise 2.1 Active and Passive Sentences
her that she asks the questions later, that person
A pages 225–226
began complaining. Then the team leader asked the
if wanted 2. speak 7. Does BR Corporation support
person did she want to be the group leader. The 3. use 8. offers
her/him 4. isn’t used 9. Are the courses taught
rest of us told this was a bad idea, and there was an 5. is needed 10. conduct
^
6. expect
argument. A different problem arose when we met

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B Pair Work page 226 scholars and scientists until the eighteenth century.
OR Until the eighteenth century, Latin was still
4. No, they don’t use English much.
5. Executives who travel need English. being used by scholars and scientists.
9. Do native English speakers teach the courses?
B page 227
C Group Work page 226 7. Latin was still being spoken after the Roman
2. Yes, English is spoken by most executives at this Empire fell. OR After the Roman Empire fell, Latin
branch.; necessary was still being spoken.
3. I mean, is English used here by lower level
employees, too?; necessary
6. Executives are expected (by us) to read technical 3 Verbs and Objects with the Passive
documents in English.; not necessary Exercise 3.1 Transitive or Intransitive?
7. Is English language learning supported by BR page 229
Corporation?; necessary
2. People don’t use Latin for everyday
8. Yes, onsite English courses are offered (by BR
communication today.; Latin isn’t used for
Corporation).; not necessary
everyday communication today.
10. Yes, all of our English classes are conducted by
3. Some languages die.; X
native speakers.; necessary
4. This occurred with Dalmatian.; X
5. People spoke Dalmatian in Croatia.; Dalmatian was
spoken in Croatia.
Exercise 2.2 Present Forms of the 6. Dalmatian speakers lived in coastal towns of
Passive pages 226–227 Croatia.; X
2. is; spoken 7. Groups in different regions developed dialects of
3. have been included Dalmatian.; Dialects of Dalmatian were developed.
4. are offered 8. Native speakers didn’t record the grammar of
5. has been taught Dalmatian.; The grammar of Dalmatian wasn’t
6. is offered recorded.
7. has been reported
8. has been estimated / is estimated
Exercise 3.2 Using Transitive and
Intransitive Verbs
Exercise 2.3 Past Forms of the Passive
A Over to You page 229
A page 227 Answers will vary.
2. The ancient Romans spoke Latin.; Latin was spoken
by the ancient Romans. B Group Work page 229
3. Ancient Roman authors wrote many important No answers.
manuscripts.; Many important manuscripts were
written by ancient Roman authors.
4. For many centuries, the Romans conquered Exercise 3.3 Direct Objects in Passive
neighboring nations.; For many centuries, Sentences
neighboring nations were conquered by the
Romans. OR Neighboring nations were conquered A–B page 230
by the Romans for many centuries. 1. The first book about Esperanto was published by
5. These conquered groups spoke versions of Latin.; a company in 1887.
Versions of Latin were spoken by these conquered 2. Esperanto was invented by L. L. Zamenhof.
groups. 3. Esperanto was created by its inventors to be a very
6. Conquered people from Britain to Africa used easy language to learn.
Latin.; Latin was used by conquered people from
4. The grammar was designed by Zamenhof to be
Britain to Africa.
simple and clear.
7. People were still speaking Latin after the Roman
5. It is spoken by about 10,000 people.
Empire fell.; Latin was still being spoken (by people)
after the Roman Empire fell. OR After the Roman 6. It is being used by people in about 115 countries.
Empire fell, Latin was still being spoken (by people). 7. It has not been recognized as an official language
8. Scholars and scientists were using Latin until the by any country.
eighteenth century.; Latin was being used by 8. The language is used by some international
travelers.

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pronounced
4 Reasons for Using the Passive example, the words lazy and busy are pronouncing
Exercise 4.1 Describing Processes with a /z/ sound, but they are not consistent in their
and Results spelling because of strange rules that are being
A page 232 is
related to the vowels. Why English is written this
2. were given an essay-writing assignment ^
3. was taught essay-writing techniques only way? English is an ancient language that contains
4. were taught both essay-writing techniques and
old spelling rules. Also, other languages have been
grammar
5. were read by a group of judges contributed many words to English.
6. were put into the folder have studied / have been studying
7. were rated from 1 to 5, (with 5 being the best) Some experts who have been studied the English
8. were given ratings of 2 or 3
language for years would like to see English spelling
9. are included in the same course
is
simplified. They ask important questions: Why so
B page 232 ^
Same as A. much time is wasted on spelling lessons? Why is

Exercise 4.2 Reporting News Events literacy lower in English-speaking countries than in
page 232
countries with simplified spelling? They point to the
2. The importance of preserving the Native American were
languages was recognized. fact that many other languages simplified successfully.
^
3. Data on the use of the Ojibwe and Dakota
They suggest that in places such as Sweden, France,
languages was collected.
4. In Minnesota, the Ojibwe and Dakota languages and Indonesia, changes to the written form have
were no longer spoken OR The Ojibwe and Dakota
languages were no longer spoken in Minnesota. helped make learning to read easier.
5. A strategy was developed to teach the Ojibwe and
Dakota languages in schools OR A strategy to teach
the Ojibwe and Dakota languages in schools was
developed.
20 The Passive (2)
6. Teacher-training programs are being developed. Food Safety
7. In 2011, software for teaching the Ojibwe
language was released OR Software for teaching
the Ojibwe language was released in 2011. 1 Grammar in the Real World
8. Native Americans’ cultural identities will be
strengthened. A page 234
Answers will vary; Possible answer: Some genetically
modified foods are sweet corn and soybeans.
Exercise 4.3 Avoiding Blame and
B Comprehension Check page 234
Criticism pages 232–233
Possible answers:
Possible answers: 1. Genetically modified foods are foods which come
2. Some material from the Internet was copied in the from plants that have been changed in a laboratory.
essay. 2. Some advantages of genetically modified foods
3. Last night, the school’s e-mail system was broken into. are that they can resist insects, resist powerful
4. The paper was not edited carefully. weed-killing chemicals, and produce more food in
a shorter time.
3. Some concerns about genetically modified foods
5 Avoid Common Mistakes are that they haven’t been tested adequately for
Editing Task page 233 safety, their use has caused weeds to no longer be
affected by weed killer, and they won’t solve world
Even good writers will tell you that English spelling hunger because world hunger is due to unequal
food distribution.
has been confused them at one time or another.
is
The same sound spelled many different ways. For
^

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C Notice page 234 3 Get Passives

1. should be designed Exercise 3.1 Get Passives pages 240–241
2. will not be solved
2. Our lettuce got contaminated
3. should; be taken
3. Did the lettuce get recalled by the FDA
The verb be comes after the modals in passive
4. it got recalled
verb forms.
5. our produce gets picked
6. It also gets packed
2 The Passive with Be Going To 7. It sometimes gets mishandled
8. the workers got distracted
and Modals 9. Doesn’t your produce get checked
Exercise 2.1 The Passive with Will 10. it doesn’t get inspected
and Be Going To pages 236–237
2. will be discussed
3. are going to be addressed Exercise 3.2 More Get Passives
4. are going to be debated A Over to You page 241
5. are going to be promoted
Answers will vary.
6. be improved
7. will not be solved B Group Work page 241
8. will not be increased
Answers will vary.
9. will be presented
10. will be addressed
11. will be demonstrated
4 Passive Gerunds and Infinitives
Exercise 4.1 Passive Gerunds
Exercise 2.2 The Passive with Modals
and Infinitives page 243
A page 237 2. being
Possible answers: 3. being
2. Air pollution can be caused by pesticides. 4. to be
3. In the United States, pesticides can be found (by 5. to be
scientists) in many streams. 6. being
4. Some farm animals may have been harmed by
pesticides.
5. Meat from farm animals may have been affected Exercise 4.2 More Passives Gerunds and
by pesticides. Infinitives
6. Fish could be affected by pesticides in water.
7. In some cases, humans can be affected by pesticides. A pages 243–244
2. to be sold
B Pair Work page 238 3. to be told
Same as A. 4. being; informed
5. being fooled
Exercise 2.3 More Passive with Modals 6. being poisoned
7. to be fooled
page 238
8. to be used
2. The package must not be opened. 9. being confused
3. The product must not be consumed.
4. The product can be returned for a refund. B Over to You page 244
5. Questions about the product you bought may be Answers will vary.
asked (by store management).
6. A similar product might be offered to you (by store C Pair Work page 244
management).
No answers.

Exercise 2.4 Using Passive Forms of Modals

Group Work page 239
Answers will vary.

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5 Avoid Common Mistakes convert human energy into electricity and by

walking on special surfaces to generate energy.
Editing Task page 245 2. “People power” helps the environment because
it is a sustainable energy source, and it reduces
It is certain that many advances in technology will carbon dioxide output.
made 3. Some problems with people power are that
be make in the twenty-first century. Although many of
it doesn’t produce a lot of energy and the
these advances will improve our future, others may do development of the technology is moving slowly.
as much harm as good. GM foods are one example. C Notice page 246
being created
Currently, many new foods are creating by scientists.
1. Professional athletes, whose exercise routines can
For instance, many people suffer from food allergies.
last for several hours, could help power a house!
Certain GM foods may help avoid this problem; the
changed 2. This heat, which is sent to a nearby building, cuts
food’s DNA has been change so that the food no
the energy bill by 25 percent.
longer causes allergic reactions. Also, one day, the
fed 3. However, people who support green energy are
world’s growing population may be feed with GM
foods that grow quickly. This will make it possible for confident that this technology will catch on in the
produced
more food to be produce. These new foods can be near future.
used 1. noun
use to feed more people. However, GM foods have 2. verb
another side. Because these foods have not existed 3. verb

very long, scientists do not know all their effects. For

be caused
example, some people fear that cancer can cause by
2 Identifying Subject Relative
Clauses
GM foods. This is especially troubling because GM
be marked Exercise 2.1 Subject Relative Pronouns
foods might not mark as such, so consumers may not
A page 249
know what they are buying. When they develop new 2. which connects 7. which saves
3. which keeps 8. which illustrates
foods, scientists should be aware of the concerns that
4. which powers 9. which provides
consumers have. In my view, we should be careful 5. which use 10. who take
6. who runs
with any new technology.
B page 249
Same as A.
21 Subject Relative Clauses
Exercise 2.2 Definitions with Identifying
(Adjective Clauses with Relative Clauses
Subject Relative Pronouns) A page 250
Alternative Energy Sources 2. that doesn’t/does not disappear
3. who/that study
4. who/that puts
1 Grammar in the Real World 5. who/that designs
A page 246
B page 250
Possible answers: Some alternative sources of energy
are wind, sun, and water.; Answers will vary. 2. someone who/that works to protect the environment
3. people who/that are part of a political group
B Comprehension Check page 246 focused on good environmental policy
4. chemicals which/that trap heat in the atmosphere
Possible answers:
5. a vehicle which/that uses two sources of power
1. Some ways that people can make energy are
to run
by using special exercise equipment which can
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6. a type of energy which/that uses the sun as its source have helped the people of New Orleans rebuild their
7. a type of energy which/that comes from human
exercise homes.
8. structures which/that don’t/do not have a large I
The celebrity who is best known for building
negative impact on the environment.
NI
homes in New Orleans is Brad Pitt. Pitt, who created

Exercise 2.3 Sentence Combining a foundation called Make It Right, helps build new

A–B pages 250–251 “green” homes in New Orleans. The goals of this

2. GreenGo developed a technology which/that turns foundation are admirable.

NI
exercise machines into power generators. Make It Right volunteers, who work for free, want to

build 150 new green homes in the Lower 9th Ward.

3. GreenGo builds machines like exercise bikes which/

that let exercisers generate electricity from their The foundation is not simply providing new homes.
I
workouts. Make It Right homes have many features which are

environmentally sound. For example, Make It Right

4. The electricity connects to a power grid which/that I
homes have metal roofs which absorb heat and keep
covers a large geographic area.
them cool.
5. Sachiko Hanley is the woman who/that invented
It is possible that Make It Right homes will inspire new
this technology.
home builders not only in New Orleans but around
6. Many GreenGo clients are colleges and other
the world as well.
institutions which/that have on-site gyms.
B Pair Work page 253
7. GreenGo provides an energy source which/that is Answers will vary.
good for the environment.

8. “We are proud to do work with institutions which/ Exercise 3.2 Nonidentifying Subject Relative
Clauses pages 253–254
that have the same environmental goals that we do.”
2. The Turning Torso building, which is located in
Malmö, Sweden, uses only renewable energy.
3. The Turning Torso building, which is the tallest
3 Nonidentifying Subject building in Sweden, was inspired by a sculpture of
Relative Clauses a twisting human being.
Exercise 3.1 Identifying or Nonidentifying? 4. The Burj al-Taqa, which will be in Dubai, will be a
wind- and solar-powered green skyscraper.
A page 253 5. Eckhard Gerber, who designed the Burj al-Taqa,
has also designed a green building in Riyadh.
As the environment changes, hurricanes and other
6. Architect Eric Corey Freed, who has written several
severe storms have become a serious problem in the books on building green structures, believes that
NI people will pay more for green buildings.
United States and Latin America. Hurricanes, which

primarily attack southern and southeastern parts of

the United States, have been increasing in severity.

I
The hurricane that did the most damage in recent

history was Hurricane Katrina. Since then, a great

number of Americans, including many celebrities,

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4 Subject Relative Clauses 5 Avoid Common Mistakes

with Whose Editing Task page 257
Exercise 4.1 Subject Relative Clauses with
People think renewable energy only comes from
Whose: Identifying or Nonidentifying?
water, wind, or the sun, but there is another renewable
A page 255
which/that
Meet Charles Greenwood, the inventor of a new energy source: biofuels. Biofuels are fuels who are
type of car. Greenwood, whose human-powered car whose
derived from oils in plants. Farmers who’s fields were
can go up to 60 miles per hour, is an engineer. This
inventor, whose dream is to sell the cars to the public, once planted with food crops can now grow energy
has also started a business to manufacture it. A car
on their land. The most commonly used example of
whose power source is human energy is obviously which/that
good for the environment. How does it work? The car, this is ethanol, a biofuel who is usually made from
whose main power source is human-operated hand
corn and added to gasoline. However, ethanol has
cranks, also runs with a battery. It’s not expensive,
either. The car – the HumanCar Imagine PS – sells for been criticized. Some critics say that the world,
about $15,000. A hybrid car whose selling price will whose
only be about $15,000 should be very popular with who’s population continues to grow, needs all of its
energy-conscious consumers. corn for food production. Others have argued that
There are other benefits to a human-powered car.
A car whose power source is human energy might it takes too much energy to produce corn ethanol.
who/that
also help drivers stay fit. In addition, owners expect to Recently, scientists which do biofuels research have
save money operating the HumanCar. The HumanCar,
whose main source of power is human-operated hand been working to overcome these problems. For
cranks, gets the equivalent of 100 miles to the gallon example, some scientists have produced a genetically
of gas in a regular car.
modified tobacco that it contains more oil than usual.
B Pair Work page 256
Other scientists have produced genetically modified
lines 1–2: nonidentifying
lines 2–3: nonidentifying tobacco plants that they produce a lot of oil. This oil
line 4: identifying
line 5: nonidentifying can be made into ethanol. In fact, some scientists have
line 7: identifying
produced ethanol from inedible grass that it grows in
lines 9–10: identifying
who/that
lines 12–13: nonidentifying the wild. The scientists which made these inventions

hope that biofuels will become an important part of

Exercise 4.2 That, Who, or Whose? page 256
our renewable energy future.
2. whose 7. that
3. that 8. whose
4. that 9. that
5. whose 10. who/that 22 Object Relative Clauses
6. whose (Adjective Clauses with
Object Relative Clauses)
Exercise 4.3 Subject Relative Clauses
Biometrics
with Whose
Pair Work page 256
Answers will vary.
1 Grammar in the Real World
A page 258
Answers will vary; Possible answers: Some modern
techniques are fiber matching, scent dogs,
fingerprinting, and face recognition.

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B Comprehension Check page 258 B Pair Work page 262

Possible answers: 1. X
1. Some types of forensic evidence are dust, hair, 2. The detectives the police sent to the crime scene
and fibers. made their report.
2. One way that police can identify someone 3. Several valuable items the police recovered had
is through their fingerprints / through face been stolen.
recognition software. 4. X
3. Fiber matching can only match certain types of 5. Detectives have visited the house the thief broke
cloth, and scent dogs don’t have strict training into yesterday.
standards. 6. The man a car hit last night is in good condition.

C Notice page 258

1. b 2. c 3. a 3 Nonrestrictive Object Relative
They function as objects. Clauses
Exercise 3.1 Nonidentifying
2 Indentifying Object Relative Object Relative Clauses pages 263–264
Clauses Forensic science, which many of you know about
Exercise 2.1 Forming Identifying from popular TV shows, has become a popular
career. Forensic science courses, which many colleges
Object Relative Clauses page 261
are offering today, prepare students for careers in
2. which; analyze 5. which; utilize crime scene investigation. The University of Central
3. who; suspect 6. who; admit Florida (UCF), which I attended, has a forensic
4. which; have 7. which; uses
science program. Your area of specialization, which
you choose during your time here, depends on your
interests and skills. The area that I chose was forensic
Exercise 2.2 Using Identifying
biochemistry because I wanted to study odontology.
Object Relative Clauses pages 261–262 Forensic odontology, which the police use to analyze
2. It’s a hand-held device which/that officers bring to teeth, is challenging and fascinating. Forensic
the crime scene. analysis, which focuses on chemistry and analysis
3. It helps the police to analyze data which/that they
of different kinds of evidence, is also available.
find at the scene.
Introduction to Forensic Science, which you take after
4. The device has privacy issues which/that some
people are concerned about. other preliminary courses, will help you decide on the
5. Well, the DNA which/that the device collected area of specialty. I wish you all the best of luck!
might get the person in trouble.
6. For example, many people have health issues
which/that they want to keep private. Exercise 3.2 Using Nonidentifying Object
Relative Clauses page 264
2. , which CBS first showed in 2003, became a hit in
Exercise 2.3 Sentence Combining 2011.
A page 262 3. , which the entertainment industry has awarded
2. whom the police sent to the crime scene made several awards, has been on the air for many
their report years.
3. that the police recovered had been stolen 4. , which over 70 million people watched in season
4. whose home burglars invaded has not been 10, is shown in Australia, New Zealand, Canada,
identified the UK, and Poland.
5. have visited the house which the thief broke into 5. , which CBS records first released in 2009, is the
yesterday show's theme tune.
6. that a car hit last night is in good condition 6. , which CBS released in 2010, was popular.

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that/which
4 Object Relative Clauses as Objects Psychologists have conducted experiments who
of Prepositions revealed some surprising results. They played a
Exercise 4.1 Prepositions and crime-scene video for participants and then asked
Object Relative Clauses
the participants to remember details. Results showed
A pages 265–266
that participants often described events, which they
2. which; on 5. that; with
3. from which 6. which; in knew nothing about and had not seen in the video.
4. who; with who/whom/that/Ø
Similarly, the suspect what participants chose out of a
B page 266
police lineup was rarely the actual criminal.
Same as A.
Psychologists who courts have hired them have

Exercise 4.2 Using Prepositions and testified that eyewitness testimony is not as accurate
Object Relative Clauses as was once assumed. As such, psychologists have
A page 266 developed new rules to guide the use of eyewitness
2. which/that/Ø the broken furniture was lying on
3. who/whom/that/Ø I spoke to testimony.
4. which/that/Ø the crime took place in
5. which/that/Ø the criminal entered through
6. which/that/Ø I sent the evidence to 23 Relative Clauses with
B page 266 Where and When; Reduced
2. I found fibers on the floor on which the broken
furniture was lying. Relative Clauses
3. The neighbors to whom I spoke said they heard Millennials
nothing.
4. The house in which the crime took place was
unlocked.
5. There were fingerprints on the door through which
1 Grammar in the Real World
the criminal entered. A page 268
6. The lab to which I sent the evidence matched the Answers will vary.
fingerprints immediately.
B Comprehension Check page 268
Possible answers:
5 Avoid Common Mistakes 1. Generation Z are people born between 1995 and
Editing Task page 267 2012.
2. Gen Zers are so hard-working and entrepreneurial
A victim who police have taken her to the police because of the way they were raised.
3. Gen Z is so comfortable with technology because
station gives testimony. She looks at a man in a police they were raised in the era of You Tube, social
who/whom/that/Ø media, and smart phones.
lineup and says, “That’s the person which I saw in my

car.” During the trial, the woman gives her testimony C Notice page 268
1. who is 2. who work
in front of the jury, and the jury makes a decision. Subject relative clauses
Soon, the man goes to jail. However, it is possible

the woman whose testimony was used is wrong.

Researchers now claim that the eyewitness stories

that/which/Ø
what courts often rely on are not always reliable.

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2 Object Relative Clauses with B page 276

Where and When 3. Millennials in the workforce tend to have a “can-
do” attitude.
Exercise 2.1 Object Relative Clauses with 4. Generation X, another large group in the workforce,
Where and When page 271 does not tend to equate age with respect.
2. which 5. where 5. X
3. in 6. when 6. Baby Boomers, loyal employees, have started to
4. when 7. Ø retire from their jobs.
7. X
8. Baby Boomers graduating from college in the
Exercise 2.2 More Object Relative Clauses 1960s lived in prosperous times.
9. Most Millennials not attending school say they
with Where and When intend to go back.
A pages 271–272 10. Many Millennials in school also have jobs.
11. X
2. b 3. a 4. b

B page 272 C Pair Work page 276

Possible answers:
2. when 5. where
3. prepositional phrase
3. where 6 during which
4. appositive
4. in which 7. in which
5. Can’t be reduced because it doesn’t have a form
C page 272 of be
6. appositive
Same as B.
7. Can’t be reduced because it’s an object relative
clause
Exercise 2.3 Relative Clauses with When 8. participle phrase
page 273 9. participle phrase
10. prepositional phrase
Possible answers:
11. Can’t be reduced because it doesn’t have a
2. The year 1963 is the year when / in which / during
form of be
which President Kennedy died.
3. The year 1975 is the year when / in which / during
which the Vietnam War ended.
4. The years 1965–1981 are the years when / in
Exercise 3.2 Relative Clauses with Be +
which / during which the Gen Xers were born. Prepositional Phrases and Be + Adjectives +
5. The year 1989 is the year when / in which / during Prepositional Phrases page 277
which the Berlin Wall fell.
2. who are good with technology; People good with
6. The years 1980–2000 are the years when / in
technology have an advantage here.
which / during which the Millennials were born.
3. who are familiar with social networking; Workers
7. The year 2007 is the year when / in which / during
familiar with social networking will be able to use
which the Great Recession began.
these skills here.
4. who are good at multitasking; Employees good at
multitasking will enjoy our fast-paced environment.
3 Reduced Relative Clauses 5. who are high in self-esteem; Employees high in
Exercise 3.1 Reducing Relative Clauses self-esteem do well here.
6. who are interested in advancement; People
A pages 275–276
interested in advancement will find it here.
2. c
7. who are in our training programs; Employees in our
3. ✓
c training programs appreciate learning new skills.
4. ✓
c 8. who are accustomed to a dynamic environment;
5. c People accustomed to a dynamic environment will
6. ✓
c be happy here.
7. c

8. ✓
c

9. ✓
c

10. ✓
c
11. c

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Exercise 3.3 Relative Clauses to use technology. For example, when my mother first
with Adjectives page 278 began uploading information, she had to call someone
2. X
3. Even confident Gen Zers appreciate feedback. for help. Lately, however, my mother has found a social
4. Gen Zers appreciate flexible work schedules. she
networking site where often goes in her free time to
5. X ^
6. It’s important to provide challenges for successful stay in touch with friends and family members.
Gen Zers.
7. Managers must not underestimate self-educated
Gen Zers.
8. Millennial managers might expect Gen Zers to
24 Real Conditionals:
work 9 to 5. Present and Future
9. Gen Z employees sometimes need less direction
than older workers. Media in the United States
10. Unemployed Gen Zers don’t always have a lot of
experience in job interviews. 1 Grammar in the Real World
A page 280
Exercise 3.4 Using Adjective Phrases Answers will vary; Possible answer: The writer thinks
that people tend to only read media that reflect their
Pair Work page 278 own views, which reinforces a biased view of issues.
Answers will vary.
B Comprehension Check page 280
Possible answers:
4 Avoid Common Mistakes 1. Some political analysts claim that Americans tend
to read, watch, and listen to the news media that
Editing Task page 279 reflect their own views.
2. One example of this is when people who support
There was a time in when my mother always the president’s policies also choose to read
online news pages with a similar view. These
complained about my use of technology. She did not
websites likely explain how the crisis was caused
understand why I had to constantly text friends by politicians from the opposing party. So these
people might be convinced that the crisis was the
and go online. My mother, is a digital immigrant, fault of the opposing party.
3. People might become even more isolated in their
grew up without a lot of tech gadgets. As a result,
beliefs in the future because links in blogs and web
she is uncomfortable using technology at the office pages will connect people with information that
she supports only their views.
where works. On the other hand, my brothers and I,
^ C Notice page 280
are all digital natives, are happy to use technology all 1. present situation
the time. 2. future situation

Digital natives, are lifelong technology users, use

2 Present Real Conditionals
electronic devices instinctively. These people do not Exercise 2.1 Present Real Conditionals for
remember a time in when they were not connected to Habits and Routines page 283
the Internet. In fact, they find it annoying when they go “When I am in the car, I listen to the radio. My
they (1) (2)
to places where cannot connect to the Internet. Digital husband watches the comedy news shows if he stays
^ (3) (4)
immigrants, in contrast, remember a time in when there up late.” – Alexa, 28, office manager.
was no Internet. As a result, some of them see the “If a friend texts me about something interesting,
(5)
Internet as useful but not essential. In addition, digital I generally check out other websites to find out more
(6)
immigrants sometimes find it difficult to figure out how information.” – Su Ho, 32, engineer.

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Exercise 2.2 Present Real Conditionals Exercise 3.2 Future Real Conditionals for
for Facts, General Truths, Habits, and Predictions and Plans
Routines pages 283–284 A page 287
2. I hear about a good story, I try to go beyond the Possible answers:
basic facts 2. If we stop home deliveries, we’ll lose money.
3. I feel like I’m getting emotionally involved in a 3. If we charge for online access, we’ll increase
story, I drop it revenue.
4. Many people talk about it; a story is important 4. If we don’t find new advertisers, we won’t make
5. I move quickly; my editor calls and tells me to more money.
investigate a story 5. If we put more articles online, we’ll attract new
readers.

Exercise 2.3 Emphasizing the Result in B page 287

2. a 5. b
Present Real Conditionals
3. a 6. a
A pages 284–285 4. b
2. If a newspaper prints sensational headlines, then it
probably isn’t/is not accurate. Exercise 3.3 Future Real Conditionals with
3. If a newspaper prints an important story in the More than One Result
back of the newspaper, then it probably isn’t/is not
balanced. Over to You page 288
4. If a magazine prints an unflattering photo of a
Answers will vary.
politician, then it’s/it is probably biased.
5. If a reporter uses words with negative connotation
instead of neutral terms, then he/she probably
isn’t/is not fair.
4 Real Conditionals with Modals,
Modal-like Expressions, and
B Pair Work page 285 Imperatives
Answers will vary. Exercise 4.1 Real Conditionals with Modals
and Modal-like Expressions page 289
Exercise 2.4 Present Real Conditionals 2. you should do it today
3. ought to volunteer
A Over to You page 285 4. can tutor children
Answers will vary. 5. you have to watch the news
6. they might influence the outcome
B Pair Work page 285 7. you could change things
Answers will vary. 8. shouldn’t/should not complain

Exercise 4.2 Real Conditionals with Imperatives

3 Future Real Conditionals
Pair Work page 289
Exercise 3.1 Future Real Conditionals for
Answers will vary.
Predictions pages 286–287
2. You will be a better critical thinker if you listen to
Exercise 4.3 Real Conditionals with Modals,
opposing viewpoints.
3. You will become a more informed voter if you Modal-like Expressions, and Imperatives
understand the issues. A page 290
4. You will make better choices in future elections if
you learn about the candidates’ voting records. Action Do Don’t
5. If a person learns about economics, he will make
2. ✓
wiser financial decisions.
6. If people get the news from several sources, they 3. ✓
will have a more complete picture of an issue. 4. ✓
5. ✓
6. ✓

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B page 290 25 Unreal Conditionals:

2. want; visit
3. want; must; visit Present, Future, and Past
4. Do not rely on; want
5. Don’t pay; want
Natural Disasters
6. don’t let; want
1 Grammar in the Real World
5 Avoid Common Mistakes
A page 292
Editing Task page 291 Answers will vary; Possible answer: One positive
effect of Hurricane Katrina is that it provided a fresh
If incoming students want to learn what this start to rebuild the city’s schools.
should
college is like, where they should look? If they visit
^ ^ B Comprehension Check page 292
the college website, they can learn about sports and Possible answers:
1. It killed over 1,800 people and caused over $75
campus events. However, incoming freshmen might
billion in damages.
want a more personal perspective. They may not 2. He hired top teachers, modernized classrooms,
and started several charter schools.
have the time to attend lectures and other events, 3. Charter schools are independently run public
schools.
or they may want some anonymity. I have decided

to start a blog that provides an alternative source of C Notice page 292

1. If they found a strong school superintendent, they
information and help. could hope for real change.
If 2. If you had been a public school student in New
When I want the blog to be successful at helping Orleans prior to 2005, you would have had little
students, I will need to provide practical suggestions. hope for the future of your education.
3. Vallas knew that if state exam scores improved,
For example, one concern may be, “If I want to meet the charter schools would be considered a success.
can 4. If Katrina hadn’t happened, the school might have
people with similar interests, what I can do?” I will tell been closed down.
^
that person places where he or she can post requests on The situations are imaginary.

the school website and how to write his or her requests.

I will also include ways to safely respond to queries. 2 Present and Future Unreal
has Conditionals
In addition, if a student will have a problem with a Exercise 2.1 Present and Future
teacher, I will write about it in my blog and provide Unreal Conditionals page 295
possible ways to solve it. If people want to add 3. we might need earthquake insurance
can 4. If there weren’t/were not a tsunami warning OR If
advice, how they can do so? They can share advice there wasn’t/was not a tsunami warning
^
5. we would be prepared for an earthquake
by commenting. If professors want to comment, they 6. If there weren’t/were not a tornado warning OR If
can, too. there wasn’t/was not a tornado warning
7. we might not have to leave the building
I will not try to write like a journalist and give a lot 8. If everyone weren’t/were not worrying about the
storm
of facts. If students will want facts, they can go to the

college website. In contrast, I will give them personal

Exercise 2.2 Present and Future Unreal
advice that will help them with everyday problems. Conditionals: Imagined Possibilities
^
page 296
If students want real answers to their problems, they
2. could build; would be
should try my blog. 3. couldn’t/could not build; would suffer
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4. could avoid; wouldn’t/would not get C page 300

5. could improve; would be Same as A.
D page 300
Exercise 2.3 Present and Future Unreal 2. could/might have hit
Conditionals: Predicted Results 3. would have survived
4. could/might have affected
A Over to You pages 296–297 5. wouldn’t/would not have done
Answers will vary. 6. wouldn’t/would not have seen
7. wouldn’t/would not have learned
B Group Work page 297
Answers will vary.
4 Wishes About the Present, Future,
and Past
Exercise 2.4 If I Were You . . . for Advice Exercise 4.1 Present and Future Wishes
A page 297 page 302

2. If I were you, I’ d/I would get earthquake insurance. 2. wish (that) we had enough bottled water
3. If I were you, I’ d/I would not go to work. OR If I 3. wishes (that) the roof wasn’t/was not leaking
were you, I’ d/I would stay indoors. 4. wishes (that) we weren’t/were not running out
4. If I were you, I’ d/I would stay indoors. OR If I were of batteries
you, I’ d/I would not go to work. 5. wishes (that) the electricity worked
5. If I were you, I’ d/I would leave immediately. OR If I 6. wishes (that) the Internet was/were working
were you, I’ d/I would leave the building. 7. wish (that) the furniture wasn’t/weren’t/was not/
6. If I were you, I’ d/I would leave the building. OR If I were not going to be ruined
were you, I’ d/I would leave immediately. 8. wish (that) we could go to a hotel

B Pair Work page 297

No answers. Exercise 4.2 Past Wishes pages 302–303
Possible answers:
2. I wish (that) they hadn’t/had not closed the
3 Past Unreal Conditionals beach. OR I wish (that) they had let people in to
clean it up.
Exercise 3.1 Past Unreal Conditionals
3. I wish (that) a flood hadn’t destroyed the city. OR I
page 299
wish (that) there had been records.
3. would have survived 4. I wish (that) a hurricane hadn’t destroyed my high
4. hadn’t/had not exploded school. OR I wish (that) we had been able to attend
5. hadn’t/had not covered graduation.
6. wouldn’t/would not have been preserved
7. would have stayed
8. hadn’t/had not changed 5 Avoid Common Mistakes
9. hadn’t/had not been
10. wouldn’t/would not have known Editing Task page 303
had
If Hurricane Ike did not come, we would have had
Exercise 3.2 Past Unreal Conditionals: Regret had
an easier time. If the storm missed us, we would
^
A Group Work page 300
not have lived without electricity for two weeks. We
Answers will vary.
would have been able to go to work and school.
B page 300 they
Our trees would look a lot better if had not been
2. F 5. T ^
3. F 6. T destroyed by the strong winds. For these reasons,
4. T 7. F had
some people wish that Hurricane Ike never happened.
had ^
However, I do not. If the storm did not come to

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Houston, we would not have learned many valuable 2 Connecting Words and Phrases
lessons. with Conjunctions
Exercise 2.1 Coordinating Conjunctions
First, we learned about our neighbors. We all
page 307
came together to help each other before and after Possible answers:
had lived 2. Starbucks operates in Asia, Europe, and Latin
the storm. If I live in a different place, maybe I would America.
not have gotten to know my neighbors in this way. 3. The U.S. branch doesn’t have vegetarian burgers
or lamb burgers.
Second, we learned good emergency survival skills. If 4. Would you prefer to try something unusual or
they familiar?
we had not learned to board our houses, might have 5. Vegans don’t eat eggs, cheese, or yogurt.
^
came 6. The food is cheap but very healthy.
been damaged. If another storm comes today, my
7. The coffee is expensive but very popular.
house would be safe.
hadn’t / had not moved
Sometimes I wish that my family did not move Exercise 2.2 Correlative Conjunctions
to this city. However, I do not feel this way because A page 308
of the hurricanes. The hurricanes have made our 2. either; or 6. either; or
3. neither; nor 7. Both; and
community stronger. 4. Not only; but also 8. not only; but also
5. Neither; nor

B Group Work page 309

26 Conjunctions Answers will vary.
Globalization of Food
Exercise 2.3 More Correlative
1 Grammar in the Real World Conjunctions page 309
A page 304 Possible answers:
Answers will vary; Possible answer: To make 2. Tea is both inexpensive and very popular in Egypt.
customers happy, fast-food businesses serve both 3. You can use either your own mug or a store cup at
food from their U.S. menus and food adapted to the coffee shops in the U.K.
tastes and customs of local cultures. 4. Not only donuts but also muffins are available in
the United States.
B Comprehension Check page 304 5. Not only recycling but also reusing cups is
Possible answers: encouraged in China.
1. To succeed globally, Dunkin’ Donuts thinks globally 6. Generally, neither forks nor knives are available in
but acts locally. Chinese restaurants.
2. To attract vegetarians in India, McDonald’s offers 7. Neither hot dogs nor pizza is typically eaten for
only vegetarian burgers and prepares non- lunch in the Dominican Republic.
vegetarian meals separately.
3. The United States is affected by the globalization
of fast food because fast-food restaurants from 3 Connecting Sentences with
other countries have spread globally into the Coordinating Conjunctions
United States.
Exercise 3.1 Connecting Sentences with And,
C Notice page 304 But, Or pages 311–312
1. but; b 2. First, they studied the new market, and they even
2. not only; but also; b sent anthropologists to study U.S. eating and
3. and; a shopping habits.
3. They opened stores in wealthy neighborhoods,
and they also opened some in low-income
neighborhoods.

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4. The trend in the United States is toward “big 5. Pizza Hut doesn’t serve meat in some regions,
box” stores, but FoodCo decided to open small, and neither does McDonalds.; Pizza Hut doesn’t
convenience-type stores. serve meat in some regions, and McDonald’s
5. Convenience stores in the United States usually do doesn’t, either.
not sell fresh produce, but FoodCo has changed the
definition of convenience store with its new stores.
6. FoodCo has positioned itself as a healthy Exercise 4.2 Reducing Verb Forms
convenience store, and it provides high-quality
groceries and produce at reasonable prices. A Group Work page 316
7. Customers can use FoodCo’s shops to pick up last- 2. e 4. a
minute items, or they can do their weekly shopping 3. d 5. c
there.
B page 316
8. Now shoppers in low-income neighborhoods have
a choice. They can buy junk food at a convenience 2. F
store, but/or they can buy healthy products at a 3. T
FoodCo shop. 4. F
C pages 316–317
2. but eel hasn’t
Exercise 3.2 Connecting Sentences with So
3. and sea urchin didn’t, either
and Yet page 312 4. and so have cold noodles
2. , yet 6. , so 5. and our other restaurants can’t, either
3. , yet 7. , so 6. and the other branches will, too
4. , so 8. , yet 7. and most other Asian restaurants won’t, either
5. , yet 8. and the cake has, too

Exercise 3.3 Combining Sentences page 313 5 Avoid Common Mistakes

2. I have eaten tacos in China and ordered kimchi in
Editing Task page 317
France.
3. You might get an authentic dish abroad or find a
My roommate and I come from different cultures,
local version of it. both
4. I often find international dishes abroad, but they so either our eating habits and food preferences
are usually adapted to local tastes.
5. Beef isn’t eaten in some countries, so a fast-food differ. Fortunately, we have some food preferences in
chain might sell lamb burgers. either
common. I do not eat junk food, and he does not, too.
6. I travel constantly, yet I never miss food from home. or
There are no cookies and other desserts in our house.
both
Exercise 3.4 Using So and Yet Instead, we have either fresh fruits and nuts for snacks.
both
Over to You page 313 However, we have some differences. I eat either
Answers will vary. rice and pasta every day. My roommate, however,

thinks meals with rice, and dishes with pasta will make
4 Reducing Sentences with
him gain weight, so he does not want to eat them
Similar Clauses or
Exercise 4.1 Reducing Sentences often. Likewise, I do not like to eat a lot of meat and
with Similar Clauses page 315 dairy products because I believe they are not healthy.
2. Some U.S. food companies are successful in India, Fortunately, I do not complain about his tastes, and
but some (U.S. food companies) aren’t. either
3. Beef isn’t popular in India, and neither is pork.; he does not complain about mine, too. When we
Beef isn’t popular in India, and pork isn’t either. both
4. McDonald’s adapts its menu to local tastes, and cook, we try to make food that represents either his
so does Pizza Hut.; McDonald’s adapts its menu to culture and mine.
local tastes, and Pizza Hut does, too.

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27 Adverb Clauses and Exercise 2.2 More Adverb Clauses

A page 322
Phrases
2. Because my insurance pays for it, I was able to sign
Consumerism up for therapy.
3. Although I’ve only been in therapy a short time,
I’m feeling better already.
1 Grammar in the Real World 4. Since I only buy what I really need, I’m spending
much less money.
A page 318 5. Even though I was at the mall yesterday, I only
Answers will vary; Possible answer: Shopping is went to one store.
an addiction when someone is unable to control 6. Since I had a list, I only bought things I truly
spending. needed.
B Comprehension Check page 318 B page 322
Possible answers: Same as A.
1. Shopping addictions aren’t considered a serious
problem by most people because shopping is
viewed as an amusing addiction. Exercise 2.3 Using Adverb Clauses
2. Shopping addiction can lead to feelings of
depression or guilt after a shopping trip. Also, Group Work page 322
shopaholics might have financial problems. Answers will vary.
Shopping addiction can also lead to lies which may
destroy families.
3. Shopaholics can treat their problem by admitting 3 Reducing Adverb Clauses
they have a problem and getting help or by taking
a friend with them when they go shopping.
Exercise 3.1 Reducing Clauses That
Give Reasons page 324
C Notice page 318 2. Understanding that he had a problem
1. Even though; a 3. Having spent so much money on clothes
2. Because; b 4. Having received treatment
3. Even though; a 5. Having worked with a therapist
6. Having gotten help

2 Subordinators and Adverb Clauses

Exercise 2.1 Adverb Clauses page 321 Exercise 3.2 Reducing Time Clauses
2. Many people feel that it is patriotic to shop page 325
because some politicians say that it is good for the 2. While spending money
economy. 3. before getting treatment
3. Even though we may not need items, we 4. Before spending more money
sometimes want what others have. 5. After joining DA
4. Although shopping addiction seems to be a 6. after starting DA
recent problem, it has almost certainly existed for 7. since receiving treatment
centuries.
5. While addicts may shop to escape negative
feelings, normal people shop to buy things they 4 Subordinators to Express Purpose
need. OR Addicts may shop to escape negative
Exercise 4.1 Using Subordinators to
feelings, while normal people shop to buy things
they need. Express Purpose
6. While normal shoppers use the items they buy, A page 326
compulsive shoppers often do not use them. OR to
Normal shoppers use the items they buy, while 2. Some people buy things feel good about
^
compulsive shoppers often do not use them. themselves.
so that
3. Some people acquire things they have a sense of
^
who they are.

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in order to
4. It’s also possible that people acquire things feel would not feel the urge to shop as strongly. In this
^
secure. way, shopping addiction differs from drug and alcohol
in order to
5. They buy a lot feel that they are financially secure. addictions, which create a chemical change in the
^
so that body that is very difficult to resist.
6. They buy a lot they are prepared for any
^ Even though
emergency. Eventhough shopping too much is a serious
To find problem, it should not be considered an addiction. If
7. Find out how little you really need, think about
advertisements disappeared, society would not have
what you would do if you had to move.
in order to this problem called shopping addiction.
8. I think that have true peace of mind, you should
^
have as little as possible.
28 Connecting Information
B Group Work page 326
Answers will vary.
with Prepositions and
C page 326 Transitions
Answers will vary. Technology in Entertainment

5 Avoid Common Mistakes 1 Grammar in the Real World

Editing Task page 327 A page 328
looking Answers will vary; Possible answer: It has made the
After look at research, we see clearly that alcohol
video games more realistic looking.
and drug addictions are serious physical conditions.
B Comprehension Check page 328
Psychologists are now considering adding shopping Possible answers:
Even though 1. Mocap is short for motion capture, which is the use
to the list. Eventhough these experts say that
of sensors to record movements.
shopping is as addictive as drugs, I disagree that it 2. Mocap is used in video games, movies, medicine,
and job training.
should be considered a serious addiction. 3. Mocap isn’t used more often because it’s
expensive, and it can’t capture every motion.
People who argue that shopping is addictive have
shopping C Notice page 328
good reasons. While shop, many people get a good
even though 1. b
feeling. They like spending money even they may not 2. a
going 3. c
need to buy anything. However, after go home, they

feel regret. They shave spent money on something

need because 2 Connecting Information
they did not want or need. Because buying something
with Prepositions and
makes them feel a sense of power. Prepositional Phrases
Exercise 2.1 Prepositional Phrases
However, after examine the situation of over-
to Connect Ideas page 331
shopping closely, one can see that many people are 2. Due to / Because of
Even though
victims of advertising. Even they may not plan to buy 3. In addition to / As well as
4. instead of
something, a powerful advertisement can change 5. as well as / in addition to
6. Because of / Due to
their mind. If people did not watch so much TV, they

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Exercise 2.2 More Prepositional Phrases 3. Furthermore, War of the Aliens has unappealing
characters.
to Connect Ideas page 332
4. On the other hand, The Magical Forest has an
2. As a result of 5. instead of interesting story.
3. because of 6. due to 5. In addition, The Magical Forest has likeable
4. besides 7. Despite characters.
6. Moreover, The Magical Forest has good dialog.
7. In contrast, War of the Aliens has bad dialog.
Exercise 2.3 Using Prepositional Phrases 8. In conclusion, The Magical Forest is a better movie
to Connect Ideas than War of the Aliens.

A page 332 B Over to You page 337

2. Due to quick access to your records, doctors can Answers will vary.
share information with each other more easily.
3. In spite of many advantages to electronic records,
some doctors still have serious concerns. 4 Avoid Common Mistakes
4. Instead of accurate information in the records, the
information could contain data input errors. Editing Task page 337
5. Despite a lot of security, hackers could still steal the slow economy
information from hospitals. Filmmaking is a durable industry. Despite the

economy is slow, the movie industry is doing well.

B Group Work page 333
Answers will vary. People always seem to find money for entertainment.

As a result, movie production companies often hire

3 Connecting Information with people because it takes many professionals to create
Transition Words hiring
a movie. In addition to they hire actors and directors,
Exercise 3.1 Transition Words
they hire tens of thousands of other professionals that
to Show Sequence
are not well known – for example, grips (people who
A Pair Work page 335
a. 4 d. 3 set up and tear down the sets), production assistants,
b. 6 e. 2
and camera operators. The jobs can be exciting and
c. 1 f. 5
on
challenging; in the other hand, some can be low
B page 335
Same as A. paying. As with most other careers, it is necessary to

C page 335 work hard and be ambitious to succeed. The work can
2. Second, 5. After that,
also be especially tough for production crews – for
3. Next, 6. Finally,
4. Then example, camera operators, production assistants,

and makeup artists – who work up to 18 hours a day.

Exercise 3.2 Transition Words having
Despite they have long hours, these jobs can be
for Academic Writing pages 335–336
difficult to find because there is a lot of competition
2. First 5. In contrast
3. Instead 6. In conclusion for them. In general, moviemaking is seen as a
4. Furthermore 7. therefore
glamorous profession, and some people want to be a

part of that glamour more than anything else. Movies

Exercise 3.3 Using Transition Words on
often require celebrities and artists; in the other hand,
A page 336
2. War of the Aliens has excellent computer graphics. they also rely on many people with other skills. It is a
However, it has a dull plot.

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growing industry, too. The Bureau of Labor Statistics between 2008 and 2018. In short, this industry is

states that employment opportunities for people competitive, but young people should pursue it if

in the filmmaking industry will increase 14 percent they have an interest in movies.

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