CHANGE UP_Upper-Intermediate

Change Up! Upper Intermediate Acknowledgements Andrea McKay is acknowledged for her contribution to theEditorial Project Development: Sarah Howell original concept of the project.Editorial Coordinator: Monica Gardenghi Illustrations: Moreno Chiacchiera, Luca Poli, Laura BrescianiEditorial Consultant: Serena PolverinoArt Director: Marco Mercatali Photo acknowledgementsEli Design Dept: Sergio Elisei Cover Photo: ShutterstockPicture Researcher: Giorgia D’Angelo Dd-b (Robert A. Heinlein autographing at the 1976 WorldconProduction Manager: Francesco Capitano (Midmericon): p. 84; gettyimages: pp. 27, 32 (bottom), 32 (top),Cover Graphic Design: Paola Lorenzetti 62-63, 74, 75, 91101, 105, 115, 124, 125, 131, 136; Olycom: 121; Shutterstock: pp. 10, 11 (bottom), 11 (top left), 11 (top right),© 2010 ELI S.r.l. 13, 14, 20, 21, 22, 23, 26, 29, 33, 34, 35, 38, 39, 50 (top right),P.O. Box 6 51, 54, 55, 62, 66, 75, 84, 87, 91, 102, 106, 107, 113, 129, 130,62019 Recanati 133, 134, 137; © Willard Wigan Limited: pp. 60-61;Italy www.canadacouncil.ca: p. 45; www.internetworldstats.com: p. 69;Tel. +39 071 750701 www.mdgmonitor.org: p. 95; www.oxfam.org.uk: p. 100;Fax. +39 071 977851 www.sustainable.org.nz: p. [email protected] Texts and sources acknowledgements p. 10: internationalLiving.com (adapted); p. 20: visithighlands.comThe authors would like to thank ELI for the professional manner (adapted); p. 21: seychelles.travel/en/home/index.php (adapted),in which they have helped in carrying out this project. They are firstchoice.co.uk (adapted); p. 22: sustainableliving.org.nz (adapted);particularly grateful to Sarah Howell for her unwavering pp. 32-33: thepetitionsite.com (adapted); p. 45: Life of Pi, pp. 22-24,enthusiasm and guidance, to Monica Gardenghi for her © Yann Martel, 2001; pp. 50-51: edge.org/documents/Invention.htmlboundless energy and creativity and to Sergio Elisei for his (adapted); p. 61: © Telegraph Media Group Limited; p. 66:invaluable expertise and commitment. guardian.co.uk; p. 84: H. G. Wells, When the Sleeper Wakes, 1st edition 1899, Robert Heinlein, Methuselah’s Children, The GnomeThey would also like to express their gratitude to Francesco Press, 1958; pp. 94-95: un.org/milleniumgoals; p. 100: adapted fromCapitano, Serena Polverino, Patricia Clark and Attilio Galimberti www.oxfam.org.uk/get_involved (18 December 2009) with thefor their professional support, and for not letting them get away permission of Oxfam GB, Oxfam House, John Smith Drive, Cowley,with anything. Oxford OX4 2JY; p. 102: newscientist.com; p. 103: economist.com; pp. 114-115: multimedia.olympic.org (adapted); p. 124:“A big and heartfelt thank you to our families for getting used to benjaminzephaniah.com; p. 125: Benjamin Zephaniah, Wickedus regularly working until the wee small hours of the morning World, Puffin Books 2000; p. 129: William Wordsworth, Daffodils, in:(Shirley) or being up at the crack of dawn (Michael). Thanks The Norton Anthology of English Literature (5th Edition) Norton &Dino, Lorenzo, Paola and Alice. Company, 1986, © 1962, The Romantic Imagination, by M. Bowra,A special thought to Peppe. © Oxford University Press, 1961; p. 130: Percy Bysshe Shelley,Oh, and by the way, we would also like to thank each other!” Ode to the West Wind, in: The Norton Anthology of English Literature, Norton & Company, 1986; p. 131: Rachel Carson, SilentThe Authors, the Publisher and the editorial team would like to Spring, © Penguin Classics 2000; p. 132: Robert Louis Stevenson,thank Laura Bonci for writing The Inward Eye and the Grammar From a Railway Carriage in: “A Child’s Garden of Verses”, 1885;Reference sections. p. 133: Jonathan Swift, The scientists of the Academy of Lagado in: “Gulliver’s Travels”, Part 3, © Penguin 1981; p. 134: Lord Bayron,No unauthorised photocopying Darkness, in: The Norton Anthology of English Literature, Norton & Company, 1986; p. 135: Aldous Huxley, Brave New World, PenguinAll rights reserved. No part of this publication may be Modern Classics; p. 136: Wole Soyinka, Telephone Conversation in:reproduced, stored in a retrieval system, or transmitted, in any “Modern Poetry from Africa”, Penguin, Harmondsworth, 1963;form or by any means, electronic, mechanical, photocopying, p. 137: Aravind Adiga, The White Tiger, Free Press 2008.recording or otherwise, without the prior written permission of ELI. All websites referred to in Change Up! are in public domain andThis book is sold subject to the condition that it shall not, by way whilst every effort has been made to check that the websitesof trade or otherwise, be lent, resold, hired out, or otherwise were current at the time of going to press ELI disclaimscirculated without the publisher’s prior consent in any form of responsibility for their content and/or possible changes.binding or cover than that in which it is published and without asimilar condition being imposed on the subsequent purchaser. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisherPrinted by Tecnostampa 10.83.010.0 will be pleased to make the necessary arrangements at the first opportunity.ISBN 9788853604118 (Student’s Book)ISBN 9788853604149 (Student’s & Workbook) ELI Publishing and the Environment ELI Publishing uses FSC certified paper. This significant ethical choice is because we want to invest in the future of those who choose to use our books, both in the quality of our products and in the attention we pay to the environment around us. For us it is a small gesture which symbolises a lot. Books carrying the FSC trademark guarantee that the paper used comes only from responsibly managed, sustainable forests.

Dear Student,Why ‘Change Up’?When you set off on in a car, you start in first gear, then concentrate on shifting into second gear as yougradually pick up speed. Your objective, however, is to change up until you are in top gear, so that you cancruise along smoothly and easily. This is exactly what we hope this book will help you do with the Englishlanguage: change up from a stage in your learning process in which you are, maybe, struggling with the basicsof the language, to a stage in which you can use it confidently and independently.How your book will help you do thisBy making sure you Experience, Discover and Communicate! For a start, the book presents you withnumerous samples of real-life English, both written and spoken, for you to ‘experience’. You will also take anactive part in discovering how the English language ‘behaves’ and come across a wide range of vocabulary.Finally you will be helped and encouraged to use the language you have ‘experienced’ and ‘discovered’ inorder to communicate facts, opinions and feelings while interacting with others.What you will find in the UnitsEXPERIENCE A and BThe central theme of the book is that of change, and its many facets, and each Unit contains two inputs basedon a related Unit theme. The written input consists of various types of texts - such as web pages, fact sheets,newspaper articles - while the spoken input consists of samples of English used in a variety of contexts - suchas conversations, podcasts, radio interviews. This is when you ‘dive into’ the language and concentrate onunderstanding and relating to content.DISCOVER Grammar, Vocabulary, Spoken English, Spoken Grammar, Written EnglishThe samples of real-life English provide you with material for making discoveries about: grammatical rules,appropriate use of vocabulary, the characteristics of spoken English and the particular grammatical behaviourof the language in speech, the norms which are typical of written English.COMMUNICATE - Pair Work, Group Work, Writing, Presenting, ListeningYou put everything into practice by taking part in communicative activities - in pairs or groups - which giveyou the opportunity to exchange information and express yourself, both in writing and orally.HOW TO...Here, through reading and listening to amusing dialogues, you will find and practise using that useful languagewhich helps you interact in everyday situations - such as when you want to advise people what to do andexpressing wishes.ENGLISH AROUND USThis is where you learn about some aspects of people’s way of life in countries where English is spoken, andcompare what you find out with your own experience of life.“What do I have to do?”, you may askIf you really want to learn English - either because you think it will be useful in your future career, or becauseit will help you come into contact with people and with what is happening out there in the world, or simplybecause you like languages - your approach is of vital importance. Take an active part in your own learningprocess and be responsible for reaching your goals. You are ultimately in charge of what and how much youlearn! So get as much as you can out of the book, but remember to put as much in, both in self-study and inyour classroom environment. As authors, we hope you will find the themes we have chosen for you interestingand the learning activities stimulating and involving.“They always say time changes things, but you actually have to change them yourself.” (Andy Warhol)Good luck! And enjoy yourself!Shirley and Michael 3

CONTENTS Unit Grammar Vocabulary Spoken English, Spoken GrammarTOPIC A: The Environment 1 tense review: Present Simple, vocabulary connected with the & Written English Present Continuous, Past Simple, theme ‘quality of life’, p. 11 stress timing in speech, p. 16 Quality Present Perfect, p. 12 Of Life descriptive and evaluative filling pauses, responding, organising enough / too, p. 16 adjectives, p. 15 speech and using contractions in conversation, p. 16 p. 10 tense review: Present Continuous for future ‘arrangements’, going to for a formal letter, p.17 future ‘intentions’, will for prediction, p. 17 using stress in speech to make contrasts, p. 28 2 be used to / used to, p. 24 noun endings, p. 24 interruptions and overlapping in Natural the verb + -ing form, p. 28 vocabulary connected with the conversation, p. 28 Resources theme ‘energy’, p. 27 tense review: Present Perfect, text structure, p. 23 Present Perfect Continuous, p. 28 planning an essay, p. 25 p. 22 shifting word stress in speech, p. 40 3 reported speech, p. 36 prefixes, p. 35 being vague in speech, p. 40 Mother Nature tense review: Past Simple, Past suffixes, p. 39 structure of a written presentation, Continuous, p. 40 p. 37 p. 34 relative clauses, p. 41Towards Certification, pp. 46-47Self Evaluation, p. 48TOPIC B: Science & Technology 4 3rd-type conditional, p.52 collocations, p. 51 British English and American English Innovation reported questions, p. 56 accents, p. 55 vocabulary for describing objects, p. 57 expressing attitude in conversation, p. 56 p. 50 5 Future Continuous, p.64 some multi-part verbs, p. 63 using intonation to stress strong Communication opinions, p.64 tense review: Present Simple, dealing with unknown words, p. 62 Present Continuous (four uses p. 67 incomplete utterances in compared), p. 67 conversation, p. 64 6 review: linkers, p. 75 adjectives, nouns and verbs using intonation to refer to something review: the Passive, p. 76 with the same root, p. 77 interesting or surprising, p. 80 What The Future Perfect, p. 79 Future Holds using ‘colourful’ words and revision of the use of some common expressions in a short story, features of spoken grammar, p. 80 p. 81 strategies for planning and checking p. 74 a short story, p. 80Towards Certification, pp. 86-87Self Evaluation, p. 884

Reading Listening Communicating English Around UsExperience A: Experience B: preparing and making a presentation on Getting Away From It All,Top Of The Charts Town Or Country? living conditions, p. 13 pp. 20-21official reports and a conversation, pp. 14-15 writing a reply to a formal letter, p. 17personal accounts, documents: holiday brochurespp. 10-11 important things in life: evaluating, pp. 18-19 matching with pictures, p. 12 activity: writing a description of a holiday destinationExperience A: Experience B: planning and writing an essay, p. 25 Protest Vote, pp. 32-33Waste Not Want Not A New Energya web page, pp. 22-23 a radio interview with two discussing ideas for recycling, p. 29 documents: petitions guests, pp. 26-27 wasting energy: sentence activity: planning and writing a completion, p. 25 recommending, asking for recommendations, petition pp. 30-31Experience B: Experience A: preparing and exchanging descriptions, p. 41 Friend Or Foe?, pp. 44-45Who Are You Calling The Wonders Of NatureStupid? a conversation, pp. 34-35 writing a presentation, p. 37 documents: a cartoon strip,a letter to a magazine posts on an Internet forum andand information on the animal intelligence: multiple warning, reacting against a warning, taking an extract from a bookInternet, pp. 38-39 matching, p. 41 notice of a warning, pp. 42-43 activity: making a cartoon stripExperience A: Experience B: discussing ideas and expressing ideas in I Spy With My Little Eye!, pp. 60-61Faster And Faster! Got The Latest? writing, p.53a timeline and opinions an online telephone documents: photos of sculpturesfrom a forum, p. 50-51 conversation, pp. 54-55 writing a description of a gadget, p. 57 and a newspaper articleExperience B: skills for the workplace: expressing surprise and disbelief, pp. 58-59 activity: talking about knowledgeOn The Net matching speakers and and preferences regarding thea newspaper article, topics, p. 53 producing a radio and a TV guide, p. 65 field of visual artpp. 66 discussing uses of the Internet, p.68 Experience A: writing an outline of information presented The Big Screen, pp. 72-73 Turn It Off! in graphs, p. 69 a podcast, p. 62-63 documents: a film review and a puzzle based on famous films Computer culture: multiple choice, p. 68 activity: writing an information chart or a review for a film advising what to do and what not to do, pp. 70-71Experience A: Experience B: pooling ideas and writing a short message, Fact Is Stranger Than Fiction,A Peek Into The Crystal A Planet Without People p. 77 pp. 84-85Ball commentary to a video,predictions about the p. 78-79 writing a short story, p. 81 documents: extracts fromfuture, pp. 74-75 science fiction stories a space mission: true or false, activity: inventing a science p. 77 guessing and predicting, pp. 82-83 fiction story 5

CONTENTS Unit Grammar Vocabulary Spoken English, Spoken GrammarTOPIC C: A Changing World 7 constructions with prepositions, vocabulary for report writing, & Written English p. 91 p. 92 Poverty & collocations and synonyms intonation in questions, p. 92 Affluence Modals: probability, possibility with verbs and multi-part (could / may / might / ought to / verbs, p. 95 using a common feature of spoken should), p. 96 grammar (inserts), p. 92 norms for writing a report, p. 93 p. 90 8 Articles, p. 104 vocabulary connected with the spelling vs. pronunciation, p. 108 Emerging themes ‘economics’ and word order in conversation, p. 108 Countries constructions with adverbs, p. 107 ‘politics’, p. 103 norms for writing an article, p. 105 p. 102 Modals: certainty, impossibility figures of speech: similes and (cannot / could not / must / will) metaphors, p. 103 p. 109 adverbs with two forms and wish / if only / would rather, p. 111 meanings, p. 108 9 constructions with nouns, p. 115 vocabulary connected with the word groups in speech, p. 120 Globalisation theme ‘sports’, p. 116 obligation, necessity review of common features of spoken (must / need), p. 120 idioms, p. 119 grammar, p. 120 p. 114 norms for writing a review, p. 121Towards Certification, pp. 126-127Self Evaluation, p. 128 The Inward Eye – How literature sees and portrays life William Wordsworth – Daffodils, p. 129 Percy Bysshe Shelley – Ode to the West Wind, p. 130 Rachel Carson – Silent Spring, p. 131 Robert Louis Stevenson – From a Railway Carriage, p. 132 Jonathan Swift – The scientists of the Academy of Lagado, p. 133 George Gordon, Lord Byron – Darkness, p. 134 Aldous Huxley – Brave New World, p. 135 Wole Soyinka – Telephone Conversation, p. 136 Aravind Adiga – The White Tiger, p. 1376

Reading Listening Communicating English Around UsExperience B: Experience A: making up and carrying out a survey, p. 93 Are You Persuaded?,What’s To Be Done? A Rich Nation’s Dreams writing a report, p. 93 pp. 100-101a web page, p. 94-95 a radio broadcast, making a mini-speech, p. 97 p. 90-91 documents: advertisements criticising and justifying, pp. 98-99 achieving the UN Millennium activity: creating an Goals: multiple matching, advertisement p. 97Experience A: Experience B: a discussion in pairs, p. 109 Stop Press!, pp. 112-113The Rise What Goes Up Must Come using notes to write an article, p. 105extracts from Down documents: newspapernewspaper articles, a talk, pp. 106-107 expressing wishes and preferences, headlinespp. 102-103 pp. 110-111 people talking in different activity: formulating and situations: identifying topic interpreting newspaper and context, p. 109 headlinesExperience A: Experience B: illustrating a type of map, p. 117 Who Are We?, pp. 124-125A Global Event Melting Pots writing a review for a magazine, p. 121a fact sheet, a three-way conversation, documents: poemspp. 114-115 pp. 118-119 expressing doubt and certainty, pp. 122-123 activity: writing a short feature of maps: sentence biography or a poem completion, p. 116Grammar Reference 13 Reported Speech and Reporting Verbs, p. 148 14 Linkers, p. 151 1 Stative (or State) Verbs, p. 138 15 Relative Clauses, p. 151 2 Present Tenses, p. 139 16 Articles, p. 153 3 Past Tenses, p. 140 17 Adverbs, p. 154 4 Future Tenses and Forms, p. 141 18 Noun Phrases, p. 156 5 Future Continuous, Future Perfect Simple, 19 Comparative and Superlative Forms, p. 156 20 Enough / Too, p. 158 Future Perfect Continuous, p. 142 21 Both / Either / Neither, p. 158 6 Used to / Be used to / Get used to, p. 143 22 All / Whole / Every / Each / 7 Other ways of using the -ing form, p. 143 8 Modal Verbs, p. 144 Another / Other(s), p. 159 9 Conditional Sentences, p. 146 23 Inversion, p. 15910 Wish / If only / Had better / Would rather, p. 146 24 Question Tags, p. 16011 The Passive, p. 14712 Causative Forms, p. 148 7

Getting to know your book S...t.r..u..c..t.u..r..e.................................................................................................................. Change Up! Student’s Book contains 9 Units divided into 3 Topics. At the end of each Topic you will find: - Towards Certification, a section containing FCE Cambridge ESOL style activities. - Self Evaluation, a worksheet which encourages you to reflect upon your progress and what you can do to improve your learning. At the back of the book there are: - The Inward Eye, a literature section with extracts from works of literature connected to the themes of some of the units. - Grammar Reference, a complete grammar summary with tables and rules for the grammar topics in each unit. H...e..l.p...b...o..x..e..s...f.o..r...t.h...e...a..c..t..i.v.i..t.i.e..s...i.n....e..a..c..h...u..n...i.t.:......................................................... DEDUCTIONS LEARNING TIPS The Deductions box helps you discover and assimilate the The Learning Tips box contains advice and tips to help main grammar topics in the Experience texts and scripts. you organise and improve your learning. USEFUL EXPRESSIONS FUNCTIONS The Useful Expressions box contains example phrases The Functions box, in the How to… section, contains a list to help you carry out the Communicate activities. of the main expressions you can use for the communicative functions presented in each of these sections. SUGGESTIONS USEFUL VOCABULARY The Suggestions box contains ideas for the Communicate The Useful Vocabulary box, in the How to… section, activities. contains an extensive list of words and expressions which you can use to carry out the activities in this section. I..c..o..n..s...a..n...d...l.i.n..k..s..:...................................................................................................... © GR p. 148-450 C stands for Class CD, S stands for Student’s CD, your teacher’s CDs. your CDs. Links to the Grammar Reference section which contains detailed notes on the grammar topic covered in the course. C 1.01 - S 1.01 *2 The asterisk beside the number of an activity is a reference The number before the dot The number after the to a suggestion or useful piece of information which can be indicates either CD1 or CD2. dot indicates the found at the bottom of the page. track number. Read the note before doing the activity. If you prefer to listen to the audio files on your MP3 player, you can download the tracks from the Change Up! website. W....a..n..t...t.o...d..o....m...o..r..e...t.o....i.m...p..r..o..v..e...y..o..u..r...E..n..g..l.i..s.h...?........................................................ www.changeuponline.com The Change Up! website with MP3 audio files, extra files with interesting materials and information about the Change Up! course.8

TOPIC 9TheEnvironment .U...n...i.t...1.....Q..u..a...l.i.t.y...o..f...L..i.f.e................. Experience A Top Of The Charts Experience B Town Or Country? How to… …evaluate English Around Us Getting Away From It All .U...n...i.t...2.....N..a..t..u..r..a..l..R..e...s.o...u..r.c..e...s........ Experience A Waste Not Want Not Experience B A New Energy How to… …recommend English Around Us Protest Vote U....n...i.t...3.....M...o..t.h..e...r..N...a..t.u..r..e................ Experience A The Wonders Of Nature Experience B Who Are You Calling Stupid? How to… …warn English Around Us Friend Or Foe? ....................................................... Towards Certification Self Evaluation

UNIT1 Quality of LifeEXPERIENCE Alead-in:In what ways would you like to improve the quality ofyour life?Which countries do you think have a good quality of life?1 Match factors A-G with the statements in 1-7. A Cost of Living E Infrastructure B Leisure & Culture F Risk & Safety C Environment G Climate D HealthTop Of The Charts 2 Read two accounts written by people who decided to move to another country and change their lifestyles. Are all the factors for evaluating quality of life mentioned? A Six years ago, we decided we weren’t going to take it any more and left the wind, rain, snow and sleet of Midwestern winters behind. We’ve never regretted doing that, despite the fact that making a life in a foreign world has its own set of hurdles. Here in Merida, the streets are clean, the stores are well- stocked, cafés and restaurants abound. At night in the city parks, bands play free concerts under the stars and it’s safe to walk home after midnight. If you’re not feeling well, the doctor provides a personal phone number and says to call immediately with any questions or concerns – and means it. Just about everything necessary for a quiet, happy life is within walking distance or a taxi ride away, and there are taxis on every corner, all the time. Merida is a prosperous middle-class Mexican city that works. With a population of about 800,000, it’s large enough to have everything I need, and small enough to be completely manageable. Merida has an international airport with regular direct flights to Houston, Miami, and Atlanta. High-speed Internet, satellite and cable television, first-run movies and modern shopping malls exist here alongside ancient churches, historic haciendas and indigenous craft markets. The summers can be brutally hot, but just 40 minutes north of town on a modern highway are some of the best beaches anywhere along Mexico’s gulf coast. Summer temperatures at the beach average 20°F cooler than in the city, and in the evenings you can enjoy a cool breeze. I’m living just the way I wanted – easy, happy, uncomplicated. Whenever we’re away, we can’t wait to get back home to10 Mexico.

ATOPIC 3 Read the two accounts again and decide whether these statements are true (T) or false (F). A TF 1 The writer left the USA because of II II the climate. II 2 It is difficult to travel around in Merida. 3 Merida is just the right size. B II 4 There are better ways of getting II around New York than the subway. II 5 According to the writer, New York’s reputation for being dangerous is exaggerated. 6 There is nowhere to eat cheaply in New York.B DISCOVERThree years ago I moved from Europe to go and live in VocabularyNew York. It was stressful and quite frightening at first.With a city of 12 million people you can feel very lonely, 4 Make a spidergram with the headings below. Thenbut after going through a confusing and bewildering firstfew months I can safely say that I made the right choice. add these expressions connected with ‘quality of life’ used in the accounts.There’s so much to do here for a young person like me. I Add any other relevant expressions from the texts,can go for a walk in Central Park, for example, and as well as some of your own.breathe in the clean air. If I want something morecerebral, I can go to the Metropolitan Museum of Art or cafés and restaurants abound clean airthe MoMa (Museum of Modern Art), or I can catch a cool breeze count the calories danger spotsBroadway show any time I like. Ellis Island is also fantasticto visit, but I particularly like walking around the big- reasonably priced regular direct flightsname shopping centres like Saks and Macy’s. AtChristmas they have some amazing window displays. Cost of Living Leisure & CultureAlthough New York is crowded, busy and enormous, youcan get from A to B quite easily and the subway is not as Climate QUALITY Healthconfusing as it seems. At first I thought that I’d never OF LIFEunderstand it, but it’s pretty easy really. New York has areputation for having a high crime rate, and there are Risk Environmentsome danger spots, but it’s not as bad as it’s made out to & Safetybe and I feel pretty safe. InfrastructureAccommodation, as you can imagine, is pretty expensivebut if you don’t want to live right in the centre, you canfind something reasonably priced. I lived in a nice butpricey apartment at first, but eventually I foundsomething a bit less expensive in New Jersey. I’ve livedthere for almost two years now.Eating out can be costly unless you know where to go. Ofcourse there are many fast food options. Mostly theyserve not very healthy food which is fattening, so youhave to count the calories!All in all I’m really enjoying myself. The great thing is thatyou don’t feel like a foreigner here. The city is socosmopolitan that I think it’s almost impossible to definea typical New Yorker! 11

UNIT1 5 Complete these sentences about an imaginary town COMMUNICATE called Utopiaville with words and phrases from the Pair Work texts on pp. 10-11. 7 Now talk to your partner about what factors you 1 Thousands of tourists arrive at the ________________ every day. think are important for a good quality of life. 2 Some of the ________________ in the world U...S...E..F..U...L...E..X..P...R..E..S...S..I.O...N..S....................... make this a dream holiday. I really don’t think … is / are very important. 3 Utopiaville has many things to offer in I firmly believe … is / are more important than... terms of culture, and museums and art If you ask me, the most important factor is... galleries ________________ . Quite honestly, I feel that X is just as important as Y. In my opinion, one of the most important factors is... 4 Utopiaville has a great local bus service, so If you ask me, … you can ________________ very easily. S...U...G..G...E..S..T..I.O...N...S..................................... 5 It is a peaceful town with a very low ________________ . In fact, you don’t see material things / friends / wealth / happiness / many policemen on the streets. self-fulfilment / family ties / contact with nature / helping other people / power 6 Bed and breakfast accommodation is cheap and even luxury hotels are ________________ . 7 The traditional dishes are ________________ and nutritious. 8 Utopiaville has a ________________ of around 40,000. COMMUNICATE Listening 6 C 1.01 Listen to four people speaking about DISCOVER what is most important if you want a good quality of Grammar (Tense Review) life. Match each person with the pictures. 8 Look at these extracts from the texts in activity 2. AI In what verb forms are the verbs in bold? BI 1 Six years ago, we decided we weren’t CI going to take it any more and left the wind, rain, snow and sleet of DI Midwestern winters behind. 2 We’ve never regretted doing that, despite the fact that making a life in a foreign world has its own set of hurdles. 3 Here in Merida, the streets are clean. 4 I’m living just the way I wanted - easy, happy, uncomplicated. 5 Three years ago I moved from Europe to go and live in New York. 6 It was stressful and quite frightening at first. 7 I found something a bit less expensive in New Jersey. 8 I’ve lived there for almost two years now. 9 All in all, I’m really enjoying myself. 9 Now decide why each verb is used in that particular verb form. Do you need help? Consult the Grammar Reference! © GR pp. 138-140 12

10 Read a letter written by a Scottish girl living in ATOPIC London. Use the words in the word pool to fill in COMMUNICATE the gaps. Be careful to use the correct verb form! Presenting be (x2) (not) charge cost enjoy go have to invite leave look at (not) see 11 In groups, decide on a score out of ten for London sit spend (x2) (not) throw away for each of the factors listed below. Base your decisions on the things Monica wrote in her letter in activity 10. 12 Now discuss the quality of life in your own town or country, using the same factors. U...S...E..F..U...L...E..X..P...R..E..S...S..I.O...N..S.................... I think we should give X points for … because… We should give a high / low mark for … because… The score for … is lower / higher than … because… …is a strong / weak point in our town / country. There are problems with … , so I would give it a low score. Some aspects of … are positive and others are negative. 13 Prepare a presentation together for the rest of the class based on your data. - first talk together about what factors are the most interesting or relevant - then choose eight pieces of information to illustrate the quality of life in your town / country - prepare a diagram to represent your ideas - practise your presentation together - finally choose a spokesperson to give your presentation 13

UNIT1 EXPERIENCE B lead-in: Do most of the people you know live in a town or in the country? Are you satisfied with where you live or would you like to live in a different area? 1 Read these advertisements from a notice board offering university students accommodation. Match the information with the pictures. Town Or Country? AI BI CI DI 1 2 4 3 2 Read the information again and answer the questions. 3 C 1.02 - S 1.01 Chloe and Holly are studying at Which place university together. They are looking for somewhere 1 is nearest to the university? to live. Listen to their conversation and decide which 2 has the best parking facilities? of the places advertised they choose to go and see. 3 is close to a shopping area? 4 C 1.02 - S 1.01 Listen again and put the houses 4 does not have a ground floor? 5 has the most bedrooms? in the advertisement in the order in which the two 6 is in the most rural area? girls talk about them. 14

I A quotation: “A house is made of walls and beams; a home is built with love and dreams.” ATOPIC (anon.)5 C 1.02 - S 1.01 Listen and read. What views DISCOVER do Chloe and Holly express for and against living Vocabulary in the country?Chloe We’d better start having a look at what options 6 Find and underline adjectives 1-6 in the script ofHolly we’ve got. I’ve found four places that seemChloe interesting. What do you think of this one? the conversation. Decide which ones, in thisHolly It’s got a back garden. context, describe something (D) and which ones are Oh no, it’s too far from the centre. I want used to evaluate something and express an opinionChloe something much nearer. This just isn’t near (E). Then write D or E beside each one.Holly enough, I’m afraid!Chloe But it looks beautiful, so ... peaceful. It would 1 interesting ___ 4 boring ___Holly be a great place to study. It says there’s a good bus service ... and no pollution! 2 back ___ 5 detached ___Chloe I want something within easy walking distanceHolly of the town. Don’t forget, we haven’t got a car. 3 beautiful ___ 6 good ___Chloe That’ll be boring ... being stuck out there ... and you won’t be so pleased when you realise you 7 Now find other examples of descriptive andHolly can’t go anywhere without getting the bus allChloe the time. evaluative adjectives in the script. Decide whichHolly Well, what about this? A detached house with category they belong to.Chloe four bedrooms, and it’s right in the centre. No ... there’d be too much traffic. It doesn’t 8 Fill in each gap with a different adjective from theHolly have to be in the town centre ... and we’d still have to get a bus to get to the university. adverts in activity 1, then think of another adjective Anyway, there are too many bedrooms. you know that could go in each gap. OK ... let me see. There’s this one ... a three- bedroom flat. There’s a girl and she’s looking 1 The people in the village are really for another two people to share with ... and it’s ______________ and always ready to help close enough to the university. you out. I’m not sure ... er, we don’t know what the other person is like. But it’ll be nice to be so near, 2 I have a(n) ______________ exercise routine you know ... to the uni. Why don’t we choose that helps me to keep fit. that one? I’m going to phone her and see what she’s like. 3 A limousine is a very ______________ car. That’s an idea. We’re meeting Sarah at seven 4 I wouldn’t like to have an enormous, tonight. Why don’t we try and get an appointment to see the place before then? modern living room. I prefer something OK, but ... there’s one more, isn’t there? traditional and ______________ . Yes, it looks quite nice. It’s not so far away, but 5 The cinema we’re going to is in the centre, it’s in a rural area. I do like the idea of living in but they have a(n) ______________ parking the country. It’s got a big kitchen. You know area for their clients, so we might as well how keen you are on cooking ... we can invite go by car. friends over and… 6 I spent a(n) ______________ summer holiday It’s no use trying to convince me ... not even on a Greek island. It’s the most beautiful with a big kitchen. And what on earth do we place I’ve ever been to. need parking space for? 7 I think that Mark is very ______________ . But it’d be great to live in the countryside, away He looks like a film star. from the noise and chaos of the town. 8 You have done a(n) ______________ job. It’s just too unrealistic. There are no shops or Well done! anything, and with all the studying we’ve got to do we haven’t got enough time to enjoy the L...E..A..R...N..I..N..G....T..I.P...S................................ countryside. OK, OK ... you’re probably right. But one day Sometimes it is necessary to know the exact meaning I’m going to live in the country, that’s for sure. of a word. If you cannot understand it from the context, Look, I’m going to my chemistry lesson in about you need to look it up in a dictionary. There are times, five minutes. When I finish, let’s phone up however, when it is sufficient to have a general idea of about the place we’ve chosen. the meaning of a word. Right ... see you later, then. Often it is important to know the precise meaning of a descriptive adjective. With an adjective that evaluates or expresses an opinion, you often only need to know the general meaning; whether it is positive or negative, for example. 15

UNIT1 DISCOVER DISCOVER Grammar 1 (enough / too) Spoken English 9 Look at some of the things Chloe and Holly say 12 The sentences below have been divided into three about the houses for rent, then cross out the ‘sections’, each of which has one stressed syllable. incorrect options in the Deductions box. Read them aloud and do the following. Oh no, it’s too far from the centre. This just isn’t near enough, I’m afraid! - indicate how many syllables there are in There’d be too much traffic. each ‘section’ Anyway, there are too many bedrooms. It’s close enough to the university. - underline the vowel / vowels in the stressed We haven’t got enough time to enjoy syllable in each ‘section’ the countryside. section 1 section 2 section 3 DEDUCTIONS (1) ( ) () a enough goes before / after an adjective or an adverb b enough goes before / after a noun 1 June reads books. c too is followed by an adjective or an adverb / a noun d too much / too many is followed by an adjective or ( ) (2) () an adverb / a noun 2 Sally has read the books. e too much is used with countable / uncountable nouns (3) ( ) () © GR p. 158 3 Jennifer does not read many books. 10 Fill in the gaps with enough, too, too much or too () () () many. 4 Elizabeth is going to read a lot of books. 1 There is __________ pollution in the city. *13 C 1.03 Listen and check your answers. Which I prefer the countryside. of the sentences does it take the longest to say? 2 Is the public transport system efficient __________ ? 14 C 1.04 Now work with a partner and divide 3 It’s __________ crowded in the city. these stretches of conversation from the script in 4 There aren’t __________ shops and facilities the same way. Then listen to them and practise saying them. in the countryside. 5 The cost of living is __________ high in the 1 What about this? 2 What do you think of this one? city. 3 What on earth do we need parking 6 People aren’t friendly __________ in the city. space for? COMMUNICATE Spoken Grammar Pair Work 15 Test your knowledge of some of the features that 11 Tell your partner something about your house and the are typical of spoken English by finding the area where you live. Use the words enough and too. following in the script on p. 15. S...U...G..G...E..S..T..I.O...N...S.................................. - a ‘sound’ that is used to fill a gap in the conversation while the speaker is thinking of what to say - an expression the listener uses to acknowledge what the speaker is saying - an expression the speaker uses to indicate that he / she is about to start on a new topic - at least four different contractions made neither with am / are / is nor with do / does (too many) stairs / television sets / house / flat (big enough for…) / neighbourhood / area (too crowded) / (not enough) vegetation / public transport / (too much) traffic / noise ................................................................................................................................. 16 * activity 13: English is a ‘stress timed’ language. This means that stressed syllables occur at regular intervals of time and create a ‘beat’, even if the number of unstressed syllables in between ‘beats’ is not always the same.

ATOPICDISCOVER DISCOVERGrammar 2 (Tense Review) Written English16 What three different verb forms are used in these *18 Read this letter to international students about to extracts from the conversation on p. 15 to express embark on a period of study at a university abroad. ‘future time’? Decide what each verb form Match the guidelines for formal letters A-F with the expresses in the various extracts. Do you need relevant parts of the text. help? Consult the Grammar Reference! A Give details about the product or service you 1 You won’t be so pleased. need or are offering. 2 But it’ll be nice to be so near. 3 I’m going to phone her. B Use this form of address when you do not 4 We’re meeting Sarah at seven tonight. know the name of the person you are writing to. 5 One day I’m going to live in the country. 6 I’m going to my chemistry lesson in C Invite a reply. D Finish the letter with a formal salutation. about five minutes. E Do not use contractions. F Explain who you are and why you are writing. © GR p. 14117 Write six different sentences by choosing words and expressions from each column, as in the example. Express two future intentions, two future arrangements and two predictions.buy a house in the country at 8pmget married eventuallypass my driving test in a minutego on holiday in the futurego to the dentist’s next weeklive by the sea tomorrowmeet my best friend tonightwin the match when I’m olderI’m going to the dentist’s tomorrow.(arrangement) COMMUNICATE Writing 19 You are going to study at a university abroad. Write a reply to the letter in activity 18 concerning your accommodation requirements. - decide what kind of accommodation you are interested in - decide what information and assistance you need - use appropriate language and layout - do not forget to check your work - write between 120–150 words.................................................................................................................................* activity 18: In a formal setting, if you do not know the name of the person you are writing to, end the letter with Yours faithfully. 17 If you do know the person’s name, begin your letter Dear Mr / Mrs / Ms / Miss + surname and use Yours sincerely.

UNIT1 How to... ...evaluate Do you ever have difficulty in deciding what to do with your friends? Sometimes you need to weigh up different options and decide which one is best. 1 C 1.05 If we have to fork out on petrol… Listen to Colin and Michael evaluating the best way to get to a jazz concert. What different means of transport do they mention? 2 Now read the conversation and check your answers. Colin Weighing up all the options, I think we should take the bus. There’s no rush, is there? We’d have to get up earlier, though. Michael I don’t know ... the bus is cheap and I suppose it’d be useful to save a little money, just in case of emergencies, but... Colin But what? Michael It just takes so long on the bus ... with all the stops it has to make and everything. We’ll waste most of the day. Colin Yeah, I suppose you’re right. I hadn’t thought of that. Michael Yeah, I still remember those long, never-ending school trips on the coach when we were kids ... I used to be sick every time, without fail. Colin Mm, I remember. Well, what’s the alternative? Michael We could take the car. Colin Yeah, we could do, but it would cost a fortune. We’re already worried about not having enough money for the trip. If we have to fork out on petrol... Michael I see your point. Maybe your idea of getting the bus wasn’t so bad after all. Colin I’m not sure which option is best. Taking the car is expensive ... on the other hand, the bus journey tires you out before you even get there! There must be some other solution. Michael What about the train? Colin But there isn’t a direct line, is there? Michael No there isn’t. But if I’m not mistaken, I think we’d only have to change once. It’s much more comfortable on the train. Colin Yeah, you have more leg room, that’s for sure … as long as it’s not one of those commuter trains. Michael Well, we could leave after nine, and I don’t think it’s very expensive. Colin That’s decided then. Let’s go to the station and get the tickets. Michael OK! I’m glad we got that sorted out! 3 Read the expressions for Evaluating on p. 19. Look at the conversation in activity 2 and underline the ones that are used. 18

4 Imagine you are going to an event in another part of your country which ATOPIC is quite far away. Decide where you are going, then make a table and FUNCTIONS write down the pros and cons of each means of transport. Evaluating Weighing up all the options, I think... We’d have to ... , though. That’s the lesser of two evils. That’s the best choice! It would be useful but / however... We could ... , although... On the one / other hand... I suppose it would be... Even if / though... I suppose you’re right.U...S...E..F..U...L...V..O...C..A..B...U..L..A...R..Y...........................................Pros: air conditioning • arrive in no time • breathtaking views •Cons: costs next to nothing • economical • environmentally-friendly • good service • good value for money • keeps you fit • lots of leg room • no responsibility • refreshments • room to move around • stress-free car sickness • costs an arm and a leg • cramped • delays • draining • exhausting • have to change stations / trains / get the connection • hold-ups • not enough leg room • sea sickness • time-consuming • tiring • too many queues • too much luggage • traffic jams • uncomfortable • unpredictable5 Work in pairs. Evaluate how suitable each means of transport is for getting to the destinations you have chosen.6 Work in pairs. Decide who will be each character in the situation below. Simulate a conversation. A and B are deciding where to go on holiday. First Student A thinks of an option that Student B does not like. Then Student B thinks of an option that Student A does not like. In the end Student B thinks of an option they both think is suitable. 19

UNIT1 English AROUND US English AROUND US Getting Away From It All lead-in: In the past, holidays were seen as something of a luxury. With When you go on holiday do you improvements in the standard of living and the advent of package prefer to do something adventurous holidays, more and more people can afford to have a holiday once a year, or energetic, or do you like having a to get away from the stress of modern life at least for a week or two. more relaxing time? 1 Read these extracts from e-brochures advertising holidays and make a list of the activities offered. Which are relaxing, which are more adventurous, and which require some kind of skill or experience? 20

ATOPIC2 Which of these holidays would you pick if you had COMMUNICATE English AROUND US the choice? Pair Work What would you pack in your suitcase for this particular holiday, considering the activities 4 Think of a holiday that one of you has enjoyed a lot, described? or imagine an ideal holiday. Write a description of3 Now work with a partner. Explain the reasons for the holiday destination. Here are some ideas you can choose from to include: your choice to each other and compare the things you would take. - geographical features Is there anything important you think your partner - information on culture and society has forgotten to pack? - historical facts - type of climate and best time to visit - typical cuisine and dishes - local festivals and events - interesting sights - most popular activities - choice of accommodation - how to get around - essential things to takeEnglish AROUND US 21