12 English Book

12 English Book
Student's Book

1. 12
B2
THAT’S
ENGLISH!
Module

2. Autores
Caroline Cooke; Anna Cowper; Susan
Lea-Wilson; Alejandro Zarzalejos
Edición
Valerie Clark; Sarah Jackson; Esther Lema;
Verónica Moro
Corrección
Michelle Armstrong; Denise O’Brien
Ilustración
Chema García
Grabación
EFS Motivation Sound Studios
Edición gráfica
Fidel Puerta
Verónica Matilla
Maquetación
Patricia Fernández
Coordinación técnica y de diseño
Mario Dequel
Dirección del proyecto
Vicki Caballero Anderson
Diseño curricular y seguimiento técnico del proceso de elaboración de los materiales didácticos de Inglés a Distancia
desde el CIDEAD realizado por:
Rocío Arias Bejarano
Silvia Ávila Duez
Nuria Cambronero Sicilia
Rafael Fernández Alonso
María Ángeles Fernández Melón
Ana Mª García Romero
Karen Ludlow
Cleo Merino de Diego
Ángel Nieto Serrano
Elena Terán Herranz
Alejandro Zarzalejos Alonso
MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE
SECRETARÍA DE ESTADO DE EDUCACIÓN, FORMACIÓN PROFESIONAL Y UNIVERSIDADES
Centro para la Innovación y Desarrollo de la Educación a Distancia (CIDEAD)
Edita:
© SECRETARÍA GENERAL TÉCNICA
Subdirección General de Publicaciones y Documentación
Catálogo de publicaciones del Ministerio de Educación, Cultura y Deporte: http://www.educacion.es
Catálogo general de publicaciones oficiales: www.060.es
Fecha de edición: diciembre 2015
NIPO: 030-15-137-7
ISBN: 978-84-369-5635-1
Depósito legal: M-20310-2015
Impreso en la UE - Printed in EU
Imprime: Reyper, S.L.
THAT’S ENGLISH!
Este material se ha elaborado con papel certificado por la cadena de custodia PEFC (Programme for the Endorsement of Forest Certification), procedente de plantaciones forestales, totalmente libre de cloro (TCF – Totally Chlorine Free) y cumpliendo la ISO14001, siguiendo lo estipulado en la Orden PRE/116/2008, de 21 de enero.
Fotografía ARCHIVO SM; Fidel Puerta; Laurence Mouton / PHOTOALTO; EFE; CORBIS; 123RF; SHUTTERSTOCK; iStock; GETTY IMAGES; AGE FOTOSTOCK; ALBUM
Fuentes P. 15: BBC (11/07/15); P. 30: The Guardian (16/07/15); P. 35: The Atlantic (19/07/15); P. 59: The Guardian (08/08/15); P. 69: Debretts (04/09/15); P. 74: Foreign Affairs (20/08/15); P. 76: Wikipedia (23/08/15); P. 79: The Guardian (26/08/15); P. 99: Professional Counselling (15/09/15); P. 99: Screen Rant (16/09/15); P. 106: Art Net, Vulture (18/11/15); P. 107: Gov.UK (18/11/15): P. 108: BBC (18/11/15)

3. THAT’S ENGLISH!
3
Contents 4
Introduction 6
Unit 1 8
Memory lane
Unit 2 18
Life-changing experiences
Unit 3 28
Law and order
Unit 4 38
Regrets … I have a few
Revision 1 48
Unit 5 52
Age is nothing but a number
Unit 6 62
Mind your manners
Unit 7 72
More power to you!
Unit 8 82
Art? Or not?
Unit 9 92
And they all lived happily ever after
Revision 2 102
Unit 10 106
Exam Strategies
Self Tests (Units 1-9) 112
Reference Section 121
Pronunciation Guide 144
List of Irregular Verbs 147
Audio Scripts 149
Answer Key 167

4. 4 THAT’S ENGLISH!
FUNCTIONS GRAMMARContents
1
UNIT
• Expressing past intentions
• Expressing consequence
• Reporting
• Reporting verbs • Future in the past
• or else, otherwise, if not
• Connectors to tell an anecdote
Memory lane
2
UNIT
• Talking about experiences • Organising information
when writing
• Past tenses
• Past modals
• Inversion
• Echo questions
• -ing clauses
Life-changing
experiences
3
UNIT • Describing a process
• Agreeing and disagreeing
• Expressing opinion: asking
and giving opinions
• Revision of passive voice
• should, ought to
• agree/disagree + that/to/with/on/
about/overLaw and order
4
UNIT
• Expressing wishes and
regret
• Offering condolence
• I wish, if only • I regret, I am sorry …
• Omitting the subject pronoun
• Connectors of contrasts
Regrets …
I have a few
REVISION 1
REVISION 2
Exam Strategies
5
UNIT
• Expressing necessity
• Expressing opinions
• must, have to, need (to)
• Indefi nite pronouns and quantifi ers • whatsoever, not at allAge is nothing
but a number
6
UNIT • Emphasising
• Inviting, accepting and
refusing
• Introducing people
• Intensifying adverbs • Inversion with conditional
sentences and with negative
adverbials
• Connectors for cause and result
Mind your
manners
7
UNIT • Expressing objections
• Expressing agreement
• Expressing obligation and
prohibition
• Modal verbs of obligation
• make, not allow, ban, prevent
• object (to)
• Emphatic and formal use of
personal pronouns
• Question tags
More power
to you!
8
UNIT
• Recommending
• Expressing criticism
• Relative clauses • recommend, advise, suggest
Art? Or not?
9
10
UNIT
10
UNIT
• Narrating
• Expressing contrast
• Correcting and rectifying
• Speculating
• Perfect participles
• in the end, at the end
• contrary to, although, as a matter
of fact
• even if, even though, still
• Third conditional
And they all
lived happily
ever after

5. 5THAT’S ENGLISH!
PHONETICS VOCABULARY SOCIOLINGUISTICSWRITING / SPEAKING
• Intonation and stress
patterns: creating and
maintaining interest • Vocabulary connected to
memory
• Anecdotes
• How certain things related
to senses remind us of
past experiences • Production: tell an anecdote about something that didn’t go as planned
• Intonation of echo questions
• Experiences
• The importance of reacting and showing interest
• Writing a personal statement
• Word stress in long words • Crimes and legal terms
• Different aspects of white-collar crime and cybercrime • Interaction: discuss suitable punishments for a crime
• Intonation: expressing condolence
• Regret and condolences
• Mourning rituals in different countries • Writing an informal email of apology
• Connected speech: linking• Ageing process • Coming of age • Production: giving a talk
• Stress for emphasis • Formal situations
• The sense of formality cross culturally • Writing a formal letter of invitation
• Stress in strong agreements
• Intonation in question tags
• Power
• Objection and protest
• The concept of hard vs soft power • Interaction: a debate about the nature of power
• Defining and non-defining relative clauses
• Arts and exhibitions • What makes a work of art?• Writing a review
• Intonation: sounding interesting when telling a story
• Fairy tales and stories
• Traditional stories and their endings
• Production: telling a story

6. Bienvenido al módulo doce del curso That’s English!
con el que terminamos el segundo curso de nivel
avanzado.
En esta introducción te proponemos algunas
sugerencias para seguir cómodamente y con éxito
los nuevos módulos de That’s English!, que constan
de 9 unidades, 2 unidades de revisión y 1 unidad de
preparación para el examen de fi n de módulo.
Antes de empezar cada una de las unidades del
módulo, es útil consultar la tabla de contenidos
del principio del libro donde verás recogidas las
funciones, estructuras, vocabulario, etc., que la
confi guran.
Programa de vídeo A (páginas 1 y 2)
Al empezar cada unidad, en la primera página, están detallados los objetivos que se espera que hayas conse guido al fi nalizar el estudio de la misma. Puedes volver a ellos entonces y comprobar si los has conseguido.
Los encabezamientos Before you watch, While you
watch y After you watch te indican qué actividades
debes hacer en cada momento.
Before you watch presenta el vocabulario y las
frases clave del programa. Debes, por tanto, leerlas
atentamente y buscar en el diccionario cualquier
palabra que desconozcas.
While you watch contiene las preguntas que los
presentado res hacen al comienzo del programa; sirven
para que te hagas una idea del contenido del episodio
correspondiente de la serie 12, Penn Road y para que
centres tu atención en sus aspectos esenciales. Los
presentadores te darán las respuestas al fi nal.
Mientras ves el programa, intenta responder a las
preguntas de los presentadores. No te preocupes si
hay algunas palabras o expresiones que descono ces.
Muy probablemente aparecerán de nuevo en otras
secciones de la unidad. Es conveniente que tengas
papel y lápiz a mano, pues puede haber palabras o
explicaciones de los presentadores que te interese
anotar. Cuantas más veces veas el programa, mejor
lo entenderás.
Las actividades de la sección After you watch te
permitirán comprobar tu grado de comprensión
del programa. Si te resultara muy difícil realizar las
actividades de esta sección, deberías volver a ver el
programa y hacerlas de nuevo.
En la sección Now you! se te pide que relaciones
el tema del programa con tus propias vivencias y
opiniones utilizando el lenguaje que has aprendido.
Por eso conviene que hagas esta actividad nada más
ver el programa.
La segunda página consta de tres secciones: Street
Interviews, Activate your English and Now You!, y
en ella se trabajan y practican ciertos aspectos del
idioma utilizado por las personas entrevistadas en la
calle.
Reading (páginas 3 y 4)
Bajo el encabezamiento Reading, se encuentra un
texto relacionado con el tema de la unidad. Léelo las
veces que lo consideres necesario para realizar las
actividades relacionadas con él.
Language Study (páginas 5 y 6)
Estas páginas están dedicadas al desarrollo de los siguientes aspectos:
Pronunciation
Los ejercicios que vas a encontrar en esta sección son
funda mentales para mejorar tu pronunciación. Para
hacerlos, deberás usar el CD de audio. Conviene que
grabes tu propia voz y la compares con el modelo del
CD. Repite tantas veces como consideres necesario
hasta obtener una pronunciación aceptable.
Listening
Estas actividades sirven no solo para desarrollar la
importan tísima destreza de comprender el discurso
oral, sino también para reforzar el vocabulario, las
estructuras y funciones estudia das.
Vocabulary
Las actividades de vocabulario tienen como objetivo
practicar el que se presenta en el vídeo y en la sección
de Reading e introducir nuevos términos de forma
contextualizada.
Grammar
El conocimiento de las reglas gramaticales te
ayudará a entender ciertas estructuras complejas o
simplemente distintas a las españolas. También te
permitirá corregir tus propias produc ciones y te dará
sensa ción de confi anza. Recuerda, sin embargo, que
se pueden conocer todas las reglas de una lengua
y ser incapaz de expresarse en la misma, así como
también es posible expresarse con toda fl uidez y
corrección sin conocer las reglas.
A lo largo de la unidad encontrarás llamadas de
referencia a la sección Reference section, en la que
encontrarás una explicación más detallada de las
estructuras presentadas.
Speaking
Hay dos clases de actividades de speaking : de
producción y de interacción, identifi cadas con sus
correspondientes iconos. Las actividades de producción
las realizarás solo. Sin embargo, para trabajar las
actividades de interacción necesitarás a otra persona. Si
conoces a alguien que también esté estudiando inglés,
sería muy útil que pudieras hacer estas actividades con
esta persona. Siempre tienes, por supuesto, la sesión
de tutoría, donde podrás realizar estas actividades con
tus compañeros de clase. Un consejo: no seas tímido.
Lánzate a hablar. No te preocupes por los errores que
puedas cometer. No hay nada más que una forma de
aprender a hablar y es hablando.
Introduction
THAT’S ENGLISH!
6

7. Writing
Esta sección te ayudará a desarrollar la destreza de
expresión escrita. Sigue las indicaciones y aprovecha
todas las oportunidades que se te ofrecen para
practicar. No es necesario que todo lo que escribas
sea absolutamente correcto. Relee tus textos y
compáralos con los modelos de respuesta que te
proporcionamos en la clave.
Programa de vídeo B (página 7)
La sesión B, que abarca el segundo programa de vídeo, tiene por objeto ampliar la lengua presentada en la sesión A de forma menos controlada y más natural. Este segundo programa está compuesto por diversos apartados:
• Documentary: aquí podrás ver un documental sobre
algún aspecto relacionado con el tema de la unidad.
• Same language, different lives: ofrece la oportunidad
de ver a personas de diferentes países de habla
inglesa respondiendo a preguntas relacionadas con
el tema de la unidad. De esta manera, además de
oír diferentes acentos, podrás aprender cómo es la
vida en estos países y contrastarla con la tuya.
• That’s the USA: es una sección con la que podrás
disfrutar de un viaje cultural y turístico por los
Estados Unidos de América conociendo aspectos de
la vida norteamericana. En este módulo visitaremos
la costa este de Estados Unidos. En cada episodio
nuestro presentador, Alex, visita un lugar de interés
y conversa con personas que aportan información
sobre lo que estamos viendo. Esta sección te ayudará a
mejorar tu comprensión auditiva y a conocer de cerca
interesantes aspectos de la cultura norteamericana.
Realiza las primeras actividades de cada sección
antes de verla. Te ayudarán a familiarizarte con el
lenguaje que se va a usar. Haz el resto de actividades
de comprensión después de ver cada sección.
Un consejo: no te preocupes si no entiendes todas
las palabras de cada sección. Lo importante es captar
la información principal y los detalles sobre los que
se pregunta en las actividades de comprensión.
Skills Work (página 8)
Esta página está reservada para trabajar las distintas destrezas de listening, reading, speaking y writing
de forma integrada y con actividades más abiertas y menos controladas que las de las sesiones A y B.
Comprueba en la página de respuestas los modelos
que se proporcionan para hacer las actividades
escritas y practica las actividades orales en tu tutoría.
Writing / Speaking (páginas 9 y 10)
En estos módulos del nivel avanzado se alternan cada
dos unidades dos páginas dedicadas a las destrezas
de writing o speaking. En ellas se incluirán actividades
para analizar textos escritos u orales (forma y
estructura) y el lenguaje y funciones utilizados en
ellos. Al final de cada sección el alumno tendrá que
producir o bien un texto escrito basado en el tipo
de texto trabajado en la sección o bien un texto oral
en forma de monólogo o diálogo. Al final del libro
encontrarás las secciones Writing Reference y Answer
Key. En la primera se incluyen modelos de los tipos de
texto presentados en las unidades, y en la segunda se
ofrecen respuestas modelo para todos los ejercicios.
Self Tests
Al final del libro se incluyen los Self Tests
correspondientes a cada una de las unidades. Estas páginas te dan la oportunidad de que te autoevalúes y repases los contenidos fundamentales de la unidad.
Revision Units
En este módulo se han elaborado dos unidades de revisión. Revision Unit 1, que se encuentra después
de la unidad 4, revisa los contenidos de las cuatro primeras unidades. Revision Unit 2, que aparece después de la unidad 9, revisa las cinco restantes.
Constan de cuatro páginas para repasar y
consolidar los contenidos principales del módulo.
Incluyen actividades de gramática, vocabulario y
pronunciación, y práctica de las 4 destrezas.
Unit 10 Exam Strategies
La última unidad del libro está destinada a preparar el examen de final de módulo. Plantea un modelo de examen por destrezas similar al que se propone en las Escuelas de Idiomas de la mayoría de las Comunidades Autónomas. Además proporciona actividades y consejos para desarrollar las estrategias necesarias para enfrentarse a las distintas partes del examen.
Reference Section
En esta sección encontrarás las secciones de Grammar Reference, Writing Reference y Answer
Key que ya se han mencionado. Además, se incluye
la sección Pronunciation Guide con explicaciones
teóricas del contenido de pronunciación presentado
en las unidades.
Por último, un par de consejos. Primero, intenta
asistir a las sesiones de tutoría con regularidad. Son
fundamentales para el desarrollo de tu competencia
comunicativa. En segundo lugar, te animamos a
que hagas uso de la plataforma digital, en la que
además de todo el contenido del curso digitalizado,
encontrarás material de estudio extra y herramientas
de comunicación que te pueden facilitar tu aprendizaje.
Un saludo y mucho ánimo.
El equipo de That’s English!
7THAT’S ENGLISH!

8. 8 THAT’S ENGLISH!
1
UNIT
Don’t forget …A
Answer the questions.
1 What profession did the man mentioned go into?
2 What reminder of the man did Mrs D find?
3 How did the man annoy the other neighbours?
4 What is Karen worried about regarding Mr D?
5 How does Mr D show that his memory is still
good in some ways?
Choose the option that matches the meaning.
1 Mrs D: It slipped my mind.
a I forgot something.
b I didn’t forget anything.
2 Mr D: A bit of a senior moment.
a forgetfulness for a short time
b time you spend with old people
3 Doctor: I’m afraid short-term memory loss is
just part of the ageing process.
a forgetting events in the distant past
b forgetting very recent events
4 Mrs D: It feels like yesterday.
a It’s a vivid memory from long ago.
b It happened only recently.
5 Mr D: I might be losing my marbles.
a losing my belongings
b losing my mental abilities, going crazy
Use the correct form of the expressions from
activity 5 to complete the sentences.
1 Sadly my neighbour seems to be ... as he put the
radio in the washing-machine and washed it.
2 My grandfather can clearly recall his time in
the Army years ago but his ... is terrible.
3 Here’s that book you wanted to borrow − I
meant to bring it yesterday but ... .
4 Oh dear, I can’t remember her last name − I
seem to be having a ... .
5 I can’t believe it was forty years since I was last
here as ... .
Complete the sentences.
1 Mr D can’t find his ... .
2 Karen thinks she is forgetting things because
she is under … .
3 Mr D is concerned about his memory because
recently, he has started … .
4 Last Wednesday Mr D was watering the plants
and he completely forgot to turn the … off.
5 The doctor recommends writing things down
as reminders or … .
6 Ageing is not the only thing that affects
memory, … can also be a sign of stress.
Have you ever had any problems with forgetfulness?
AFTER YOU WATCH
3
4
5
6
Do you think you have a good memory or not?
Tick (−) the methods you have used to help you
remember things.
1
BEFORE YOU WATCH
OBJECTIVES
• To talk about the outcome of past intentions
• To report memories
Answer the questions.
WHILE YOU WATCH
2
1 What examples does Mr Dalton give to show
he is forgetful?
2 Why is Mrs Dalton worried about the bonds?
NOW YOU!
7
Memory lane
The main problem I have with forgetfulness
is with new people’s names. Even ...
lists    repeating information to yourself
mobile phone reminders    making up a story
associating words with pictures
putting up reminder notices

9. 9THAT’S ENGLISH!
The speakers were asked the following question: What kind of music, smells or tastes bring
back memories for you?
1 Which of these things bring back memories for you?
a The smell of flowers, a place, a special dish, a time of year, …
b The taste of sweets, a savoury dish, a certain fruit, …
c The sound of a favourite song, piano music, church music, …
2 Now watch the video and see which ideas are mentioned.
Complete the table with the thing which brings back memories for each speaker.
Which speaker mentions ... ? There may be more than one speaker for each category.
1 family members 2 a time of year 3 an American state 4 having fun
8c
8b
8a
ACTIVATE YOUR ENGLISH!
Look at some of the expressions the speakers
used about memories. What do they mean?
1 Glenn: Whenever I hear some of that music, it
reminds me of my father.
a I make a deliberate effort to recall him.
b Something causes me to recall him.
2 David: It takes me straight back to a moment I
had eight years ago.
a The memory gradually comes to me.
b The memory is instant and vivid.
3 Victor: When you get a whiff of that smell …
a smell something slightly
b smell something strongly
Complete the dialogue with expressions from
activities 5 and 9.
Jane: Did you remember to ask Grandma for
that picture of her wedding?
Tina: Oh no! Bother, I’m afraid it
1
... .
Jane: Oh well, never mind. How was she?
Tina: OK physically but she had a
2
... and forgot
I was coming. It’s happened a lot lately, I
think she might have
3
... .
9
STREET INTERVIEWS
NOW YOU!
What kind of things bring back memories for you?11
Jane: No, surely not. She’s very sensible, not a bit like Aunt Mary. Do you remember when she was
4
... and kept her shoes in
the fridge?
Tina: I hope you’re right. Anyway, she’d made us some fruit cake − here you are.
Jane: Cheers. It
5
... visiting her on Sunday
afternoons − in the rain − and playing Scrabble.
Tina: Mmm, it‘s delicious. When you open the box and
6
... , it
7
... to the times when
I would sit in her cosy kitchen, waiting for the cake to cool down.
Jane: Yeah, that must have been twenty years ago but
8
... .
Chelsi Brandy David VictorGlenn BorislavSamanthaNicole
For me, it’s the smell of fish and chips or rather the vinegar on them. When I get a whiff of that smell it takes me straight back to holidays by the sea and walking along eating fish and chips out of newspaper, listening to the waves crashing on the beach ...
Nicole
Glenn
Chelsi
Brandy
David Victor Borislav Samantha
10

10. 10 THAT’S ENGLISH!
Memory lane
Read the account of someone’s earliest memory.
What is your earliest memory?
READING
Read the text A trip down memory lane and
answer the questions.
1 What kind of text is it?
a a diary b a memoir c a short story
2 What impression do you get of Zoe’s
personality?
3 What kind of person does Rachel seem to be?
Read the text again. Are the sentences true (−)
or false (H)? Correct the false ones.
1 Zoe had been in the attic for ages.
2 Rachel was tired of waiting for Zoe.
3 Zoe had intended to look for the old
photographs of their grandfather’s farm.
4 Zoe is sure that the boy’s name was Jack.
5 Winning the prize at the flower show was
Zoe’s first real achievement.
6 Zoe’s parents and grandfather all realised
where her true abilities lay.
7 Rachel felt resentment towards her sister
when they were little.
Read the text again and answer the questions.
1 What kind of relationship did the sisters have
when they were children?
2 What difficulties did Zoe have with her parents?
3 Why was her grandfather so important to Zoe
as a child?
4 How does Zoe feel now about her sister and
parents?
5 How do the sisters show they care for each
other at the end?
2a
2b
2c
10
1
A trip down      memory lane
‘What on earth are you doing? Have you found it yet?’
Rachel’s impatient voice rudely interrupted Zoe’s
daydreaming and she put down the old photographs
she had been sorting through in the attic. ‘No, not yet ...
I was going to start looking and then I got distracted ...
Just remind me again. Is it a brown briefcase or a black
one?’
‘Honestly, Zoe, you’ve got a memory like a sieve! Please
try and concentrate. We haven’t got all day. I’m coming
up.’ Rachel stamped loudly on the attic ladder. ‘It’s
brown ... must be here somewhere,’ she muttered as
she moved things around. ‘Zoe! Are you going to give
me a hand or what?’
‘Oh yes, sorry. Look, I’ve just come across all these old
photos of grandad’s farm. It’s years since I saw them.
Look, here we both are riding Prince …’
‘Let me see. Yes, I was so excited ... and here we are
feeding the chickens. I can picture it so clearly, it feels
like yesterday,’ Rachel said. ‘Here’s one of us a bit later
with that boy who used to help out – do you remember?
We thought he was so handsome. What was his name?
My mind’s gone blank.’
‘Something beginning with J,’ Zoe suggested, trying to
jog her memory. ‘Joe ... no ... Jim?’
‘No, it’s on the tip of my tongue ... James ... no, it was
Jack! That’s it, Jack, if my memory serves me correctly.’
‘Poor Jack, he must have got tired of us following him
like a shadow!’ said Zoe while looking for more photos.
‘What’s this? Oh, it’s the cup I won in the flower show
for the tallest sunflower.’ Tears came into her eyes as
My earliest memory is of me dancing with 
my grandfather’s cat when I was about 
three.  I  can  still  clearly  remember  the 
music on the radio - Elvis Presley - and 
my grandfather’s laughter as he watched 
us. Music always brings back memories 
of specific events, which is strange because 
I’m not at all musical.

11. 11THAT’S ENGLISH!
UNIT 1
11
Match the expressions (1-7) to the meanings
(a-g).
1 my mind’s gone blank
2 to have a memory like a sieve
3 the memories come flooding back
4 it’s on the tip of my tongue
5 a trip down memory lane
6 if (my) memory serves (me) correctly
7 to jog someone’s memory
a I can almost remember the information I need
b to help someone remember
c to be generally forgetful
d I believe what I have recalled is right
e many recollections enter your mind all at once
f remembering happy events in the past
g I am suddenly unable to remember anything
about the subject
Complete the sentences with the correct form
of an expression from activity 3a.
1 What was the name of that great restaurant in
Lyons? Wait, ... . I know! It was Les Arbres.
2 When I met my cousin again after 20 years, we
chatted for hours as we took ... .
3 My first teacher was called Mrs Stonehouse,
... .
4 Yesterday I lost my keys and today I left my
bag at home − ... .
5 I couldn’t remember which house he lived in,
but Helen ... when she recalled the front door
was blue.
6 The scent of the lilacs reminded her of her
wedding day and ... .
7 Help me − what is that man’s name over there?
I know him but ... .
Answer the questions.
1 Do you have a good memory or have you got
a memory like a sieve?
When I was small, I had a memory like a
sieve. I was hopeless at remembering my
schoolbooks and homework, things like that.
I forgot to take my lunch nearly every day but
now I’m older and I try to be more organised.
I find making lists very useful ...
2 Can you recall seeing, hearing or smelling
something which made the memories come
flooding back?
3 When did you last take a trip down memory
lane? Who were you with and what did you
recall?
4 When you forget something, what are useful
ways to jog your memory?
5 Have you ever had an embarrassing experience
because your mind went blank?
4
3b
 TRACK 1
A trip down      memory lane
the memories came flooding back. She’d never won anything before and she’d struggled at school, always nearly bottom of the class. She had felt so proud that day as she collected her prize. It brought back so many memories of that special moment.
‘You know, Mum and Dad always tried to encourage me
to try harder but I knew they were secretly disappointed
with me. I was always letting them down, failing tests
or else doing really badly. Grandad advised me to
concentrate on doing practical things and he was right.
He never criticised me for not achieving at school like
you.’
‘Hey Zoe, I apologise for being the typical annoying
older sister back then. I never wanted people to
compare us, you know.’
‘It’s OK Rachel. I’m not accusing anyone of hurting me
deliberately. I don’t blame Mum and Dad for getting
frustrated, I wasn’t an easy child. I’m just glad we had
such wise grandparents.’
‘They were special.’ Rachel sighed. ‘It must be over 20
years since they died. Well, that was a real trip down
memory lane. Let’s not look for the briefcase now. I’m
starving! How about I take you out for lunch?’
‘I was about to suggest taking you out for lunch but if
you insist on paying ...’
‘Zoe, don’t push your luck!’ Rachel replied.
Zoe smiled, ‘That’s a relief – you’re back to normal.
I was worried there that you’d had a personality
transplant and become nice.’
3a

12. THAT’S ENGLISH!
Memory lane
12
LANGUAGE STUDY
Complete the sentences with the adjectives
from the box.
1 I have such … memories of where I spent my
childhood summers: I loved it. I can still recall
the sights and smells, even now the smell of
the sea brings back … memories.
2 My memories of that day are so … : no matter
how hard I try, I just can’t remember anything.
3 My … memory is superb: I remember the
street we lived on 20 years ago. Unfortunately,
my … memory is dreadful: I can’t remember
where I put my keys five minutes ago!
4 My mate Lizzie has a … memory: she
remembers absolutely everything!
5 He’s never been able to forget his first true love:
her … memory will be with him till he dies.
6 I’ve only got a … memory of what we did that
day: I can remember who was there, but I can’t
remember where we were.
Listen to a witness’ testimony about an incident
and answer the questions.
1 Why did Mr Black object to Mr White’s apple tree?
2 What had Mr White offered to do about the
apple tree?
3 What had he refused to do?
4 What did Ms Green beg the men to stop doing?
5 What did Ms Green accuse Mr Black of trying
to do? Why?
6 Who does Ms Green blame and why?
Complete the table with the reporting verbs
from the box. Listen again and check.
Complete the summary of Ms Green’s account
of the incident with the missing prepositions
and the correct form of the verbs in brackets.
1
2a
3a
2c
3b
4a
4b
3
3
2
2
2b
Verb pattern Verbs
verb + to
offer, refuse, continue,
1
…
verb + somebody + to
beg, advise,
2
…
3
…
4
…
5
…
verb + -ing
6
…
verb + preposition + (something)/-ing
apologise for,
7
…
8
…
verb + somebody + preposition + -ing
accuse sb of,
9
…
verb + to somebody + about + -ing
10
…
long-term vague fond haunting
retentive elusive short-term vivid
persuade threaten blame warn insist
invite deny object complain encourage
What are the people doing? Match the sentences (1-8) to the verbs.
1 ‘Please, please, Susie; stop crying,’ said Ben.
beg
2 ‘I won’t lend you the money,’ said Uncle Sam.
3 ‘Nicola stole my husband,’ said Betty.
4 ‘I didn’t break the window,’ said Fred.
5 ‘It’s Harry’s fault we missed the train,’ said Mum.
6 ‘Try hard in the race,’ said my trainer.
7 ‘I’m going to tell Mum if you don’t do it,’ said
Elliot.
8 ‘Get to bed early before the exam,’ said Mrs
Day.
Rewrite the sentences from activity 3a using
reporting verbs.
1 Ben begged Susie to stop crying.
Listen to a manager talking to an employee and
answer the questions.
1 How does the manager feel?
2 Why does he feel like this?
Listen again and complete the sentences.
1 Nick … send the sales figures.
2 David … finish the report.
3 The secretaries … organise the meeting.
Reporting verbspage 121
Mr Black objected
1
to Mr White’s tree growing
over his fence. He said he’d often complained
2
... Mr White
3
... it. Mr White told me he’d
offered
4
... cut the branches but he refused
5
...
cut it down. I begged them
6
... stop arguing.
Then Mr Black got an axe and threatened
7
... cut the tree down. Mr Black did warn Mr
White
8
... move away but instead he climbed
the tree and Mr Black started cutting it down.
I accused him
9
...
10
... (try) to injure Mr White,
but he denied
11
... (do) anything wrong. Then
the police arrived and advised Mr Black
12
...
stop and apologise
13
...
14
... (damage) the
tree, but Mr Black insisted
15
...
16
... (continue).
I blame Mr Black
17
... being unreasonable.
I’d encouraged him
18
... talk about it and I’d
invited them
19
... come to dinner, but I couldn’t
persuade him
20
... come.
beg blame refuse deny
accuse threaten encourage advise

13. THAT’S ENGLISH!
UNIT 1
What verbs and structures did the speakers use
to express past intention?
Look at the text and complete the sentence.
Rewrite the sentences with the words in
brackets.
1 She meant to get him a present but the shops
had shut. (go)
She was going to get him a present but the
shops had shut.
2 We planned to install a new bathroom but we
ran out of money. (go)
3 He was ready to start his speech when all the
lights went off. (about)
4 They intended to tell their parents about the
engagement but her father became ill. (go)
5 Sorry about the mess – I wanted to clean up
but I overslept. (go)
6 It was almost time for the wedding ceremony
to begin. (about)
7 He had just picked up the brush to start
painting when the phone rang. (about)
Read the text. What are the experts’
recommendations for memorising information?
6a
5
4c 6b
6c
7
Complete the sentences with otherwise, or else,
or if not. More than one may be possible.
1 Put the milk in the fridge ... it will go bad.
2 We need to leave by 8:00 a.m. ... , we could
miss the plane.
3 She needs to start cooking now ... the food
won’t be ready in time.
4 You really must spend more time revising. ...
you ... , you’ll fail the exams.
5 He should give up junk food and start
exercising. ... , he’ll have serious health
problems.
6 It’s icy outside so be careful ... you’ll fall over.
Complete the gaps with a suitable form of the
verbs in brackets or an expression from the box.
13
In 1920 in Berlin, a woman called Anna
Anderson, who
1
... commit suicide, was
rescued. She refused
2
... (speak) for several
years and seemed to have amnesia, although
doctors tried many methods
3
... . She claimed
she was the Grand Duchess Anastasia, the
daughter of the Russian Czar, who was shot
and killed with all his family in 1918. She
stated that jewellery sewn into her clothes
had saved her;
4
... , she would also have
been killed. She persuaded some Russian
aristocrats
5
... (believe) her story and they
offered
6
... (provide) her with money. However,
other members of the Royal Family denied
7
… (know) her and accused her of
8
... (try) to
deceive them. For many years, no one was sure
of her identity: she may possibly have been a
missing Polish worker
9
... an escaped mentally
ill patient. In the end, DNA testing proved she
was not related to the Russian Royal Family
but there is still a Facebook page that insists
on
10
... (claim) she was a real Russian princess!
if not to be about to or else
to jog someone’s memory
Or else, otherwise and if not are used to
express ... .
1 reasons 2 negative consequences
to express past intention?
Past intentionspage 121
Expressing consequence page 122
Everyone needs to memorise information for
exams; however, some methods are more
effective. Often, students study for hours
at a time but this is inadvisable. Experts
recommend frequent breaks or else you
won’t retain the information. Don’t rely on
reading your notes again and again or else
you’ll only recall a small percentage of them.
Instead, consider the connections between
ideas. If not/Otherwise, you’ll be unlikely to
express your ideas well in an exam. Above
all, eat healthily and get plenty of sleep. If
you don’t/Otherwise, you are unlikely to
achieve your potential.
Use your head!

14. 14 THAT’S ENGLISH!
Memory lane
B
What were your favourite foods as a child? Do
you still like them or have your tastes changed?
Watch the documentary and answer the
questions.
1 What inspired Naz to become a chef?
2 What was his favourite dish as a child?
3 What memory does he associate with that
dish?
4 Which two senses are most closely linked to
memory, according to Professor Spence?
5 Which sense is the most powerful of the two?
Why?
Answer the questions.
THAT’S THE USA
5
1 What adjectives would you use to describe
New York City?
2 What kind of activities do you associate with
visiting New York City?
Watch the video and complete the sentences.
1 New York City, or ‘...’ as it’s often called, is one
of the most ... and recognisable cities in the
world.
2 New York has a population of roughly ... people
and attracts roughly ... visitors a year. The city
is made up of ... boroughs (districts).
3 My favourite memories are spending time with
my family, visiting ... and seeing my family’s ... .
4 The Charging Bull is a bronze statue by Arturo
di Modica. It celebrates the ... spirit of America
and New York ... .
5 The ‘... Absence’ Memorial here ... the people
who died when the World Trade Center was
attacked on September 11, 2001.
6 Well I think eh, first of all it makes us realise
how important and ... and ... sometimes our
freedom is.
7 The Freedom Tower is a ... building and a
magnificent symbol of ... , ... and liberty.
6
1
DOCUMENTARY
Food for thought
d celebrating a victory over a faraway enemy
e remembering an important agreement
which brought peace and involves boating
competitions
What kind of events do people celebrate in their
country’s history?
SAME LANGUAGE, DIFFERENT LIVES
3
2
What’s your favourite national event?7
NOW YOU!
4
a victory    a defeat    a battle
getting freedom    the life of a national hero
a sporting event    the birth of a famous person
shopping    sightseeing    quiet reflection
cultural visits    sporting events
appreciating nature
Match the speakers (1-6) to the commemorative
events (a-e). More than one speaker may go
with each event.
a a period of quiet to remember those who died
in a major conflict
b a cultural celebration of a literary hero
c a celebration of gaining freedom from a
colonial power
3
4
1
2
5
6
My favourite national event which is
commemorated is ... It takes place in ... We
remember the time when ...

15. 15THAT’S ENGLISH!
UNIT 1
Which of these things help you best to recall past events? How and why?
1 music 2 smells 3 photographs 4 objects 5 tastes 6 talking to family and friends
Read the blog posts. Match the photos (1-4) to the posts (a-d).
1a
1b
SKILLS WORK
1 2 3 4
Read the blog posts again and answer the
questions.
1 Who associates a special smell with a close
relationship?
2 Who describes being transported back in time
to a particular age?
3 Which person enjoys recalling the feeling of
security they get from a certain smell?
4 Who finds it difficult to recreate the special
scent from the past?
Listen to a radio interview. Which sense are
they discussing in relation to memory?
Listen again. Are the statements true (−) or
false (H)? Correct the false ones.
1 It was customary to learn words set to music
in the past.
2 Words learnt along with music aid recall.
3 Music evokes strong emotions connected to
the conscious mind.
4 Smell stimulates similar types of memory as
music.
5 Therapists can use music as an aid to treat
some mental disorders.
Write a blog post (80-100 words) about a smell,
taste or piece of music that brings back special
memories for you.
1c
3
2a
2b
5
5
 TRACK 18
Memories come fl ooding back ...
Yesterday, I decided to make some strawberry jam. I haven’t made any for years and I was 
amazed when the smell of the cooking fruit made memories come flooding back of my 
grandmother’s house in the summer. I can picture it so clearly. So, what smells or tastes trigger 
vivid memories for you? Vivienne 
a  For me, it’s the fresh smell of clean laundry that has dried in the sun. That takes me back to summertime 
playing in the garden with my brothers, running in and out of the clothes on the washing line. Then we’d help 
Mum take it down and fold it. Nowadays I don’t have a garden so I use a tumble dryer. You can get some 
detergent that’s meant to replicate that outdoor smell but it’s nothing like the real thing! Fiona T
b Last month I was on holiday on the coast and we bought some mackerel direct from the fisherman. The smell 
and taste of that freshly caught fish when it’s cooked brings back so many memories of my childhood when 
I used to go fishing with my grandfather. I persuaded him to teach me to fish, and we’d go out in the early 
morning and enjoy watching the dawn sitting quietly in his boat. Then we used to make a fire on the beach 
and cook the fish or else take it home to my granny − the taste was superb. It felt like yesterday eating that 
fresh mackerel. The fish you buy in shops never tastes as good. Mikey
c In many towns now you’re not allowed to burn garden rubbish, but I love the autumnal scent of bonfires. It 
reminds me of playing in the fallen leaves and throwing them around before we collected them for the 
bonfire. Then, as it was getting dark, we’d start the bonfire and enjoy the strong smell from the thick smoke. 
Afterwards, we’d go inside and sit by the fire and make toast. I felt so cosy and safe then, and when I smell a 
bonfire it doesn’t feel that long ago. Keith A
d When I was small, we always went to the same seaside resort every year for our holidays. My mother always 
bought a certain type of sun cream called Suntone. It had a distinctive smell of oranges. Last year, I bought 
some and guess what − it still has the same scent! Suddenly I could picture it so clearly, being six years old, 
eating vanilla ice cream on the beach, paddling in the shallow water, the waves breaking on the shore and the 
seagulls crying high above. Why is it that childhood recollections are so vivid? Tessa35
 TRACK 4
When I was young, we always used to play in a 
small park full of lilac trees near our apartment. 
In the springtime, there was a beautiful smell 
from the trees. When I smell lilac, I can picture 
it so clearly − playing on the swings with my 
friends in the sunshine ...
(online source)

16. 16 THAT’S ENGLISH!
SPEAKING
Listen to the beginning of Thea’s account. What
kind of speaking is it?
1 a formal speech
2 a factual report
3 a personal anecdote
Which kind of information and speaking
style would you expect to hear in this type of
communication? Tick (−) them.
Listen to the rest of Thea’s account. Choose the
correct answers.
1 Thea might have had problems during her trip
to Eastern Europe because … .
a she couldn’t go for the first week
b communicating wasn’t easy at the time
c her parents were upset
2 Thea … .
a didn’t go to the final interview for her
university project
b had a good flight to Budapest
c was worried immediately on arrival in
Budapest
3 Lucy … .
a hadn’t arranged to meet Thea
b was at the same airport
c was responsible for the mistake
4 Thea enjoyed herself … .
a while waiting for her friends
b while on her own
c only at the end of the trip
1a 3a
3b
4a
1b
2
Thea uses certain strategies to make her
anecdote memorable and engage the listener.
Listen to the whole anecdote again and
complete the expressions.
Add the expressions from the box to the table
in activity 3a.
Thea also uses connectors to guide her listener
through the sequence of events. Choose the
correct options. Then, listen and check.
1 To begin with / In the end, we were planning
to do a train trip around Eastern Europe.
2 The thing is / Luckily, she’s not really one for
details or admin.
3 Anyway / Amazingly, the plan was to all leave
together after exams finished.
4 Luckily / Obviously, I tried phoning Lucy but
the reception seemed to be very bad.
5 In the end / Amazingly, I decided to go outside
the building and walk up the road.
6 Luckily / Actually, I found a hostel and got to
know a few other students.
7 Actually / To begin with, I had a really good
time.
Talking about … that reminds me of the time I …
It feels just like yesterday.
Have you heard the story about ...?
Every cloud has a silver lining.
I can almost smell the scent.
I’ve got a story about that.
Next time I’ll think twice!
I was about to …
Creating interest in the story
Did I
1
… you about …?
You
2
… what
3
… to me.
Reminiscing about the past
It doesn’t feel
4
… .
I can
5
… so clearly.
It brings
6
… memories.
Organising ideas in chronological order
We
7
… to do a trip.
The plan
8
… to leave
together.
I
9
… fly out.
Commenting on
the outcome
That really was a
10
… !
All’s
11
… well.
It all went
12
…-shaped.
Connectors for telling a storypage 122
6 8
7
9
Memory lane
facts and figures    first-hand experience
formal style    conversational style
academic subjects    humour

17. 17THAT’S ENGLISH!
Did I ever tell you about the time I went to the
Grand Canyon with Al and Ruby? It feels just like
yesterday. Well,
1
... Al hates being late and that
can be problematic. So we went to Arizona and
of course, we wanted the full Canyon Experience.
2
... , we all got along well but after a while we got
tired of Al always rushing us to the next thing.
3
... , we arrived at the hotel in the afternoon and
discovered there were free buses to go and see
the sun rise.
4
... we were all keen to do that so Al
said he would wake us at 5:30 a.m. He brought
us coffee the next day while it was still dark. But
it wasn’t 5:30 a.m. at all,
5
... it was 4:00 a.m.! Al
had decided we needed to leave early to beat the
crowds. Well, we got up and made our way in the
darkness to the bus stop. We waited and waited
for nearly two hours.
6
... the bus arrived and guess
what!
7
... , there wasn’t one single other person
waiting! We were pretty annoyed with Al, I can tell
you!
8
... we saw the funny side later after Al paid
for breakfast for us all. Every cloud has a silver
lining!
5a
5b
6a
6b
Production: tell an anecdote about something that didn’t go
as planned
Intonation also helps maintain the listener’s attention. Listen to the sentences and underline
the word which is most stressed.
1 It doesn’t feel that long ago. 3 It feels just like yesterday.
2 I can picture it so clearly. 4 It brings back so many memories.
Listen again and repeat with the same stress and intonation.
Think about a time when your plans didn’t work out. Look at the situations below and
complete the table with things that might have gone wrong.
Tell an anecdote about a time when your plans didn’t work out. Use one of the situations in
activity 6a or one of your own. Remember to:
• describe the original plans and say what went wrong
• use connectors and suitable expressions to create interest and reminisce about the past
• end with a comment on the outcome
UNIT 1
Situations Things that might have gone wrong
a breakdown in communication argument, …
problems on a journey passport/luggage etc. stolen, food poisoning, …
a disappointing holiday weather, …
unexpected work problems computer crashed, …
Have you heard the story about what happened when I went skiing in Austria? We were
going to drive all the way at spring break as it was cheaper to go then. I can picture it so
clearly − the car was piled so high with bags and cases that I could hardly see to drive. To
begin with, the journey went well ...
10
10
4bComplete the anecdote with suitable connectors from activity 4a.

18. 18 THAT’S ENGLISH!
2
UNIT
Learning from mistakesA
Answer the questions.
1 Which two customers were going to be
affected by the mix-up?
2 What does Omar ask the first driver, Bill to do?
3 What does he ask Steve, the second driver to
do?
4 How does Omar’s boss show that he’s happy
with his work?
Read the extracts from the video and choose 
the correct meaning of the expressions in bold.
1   Danny: You’ve certainly managed to broaden 
your experience.
a learned to do a greater variety of things
b gained a deeper understanding of the world
2 Omar: Unfortunately we were understaffed.
a Our workers didn’t have the right skills.
b We didn’t have enough workers.
3 Omar: Don’t worry. We can sort this out.
a get these things taken away
b solve this problem
4  Omar:  It’s not rocket science. It’s just staying
calm and working out solutions.
a You don’t need to be clever to do this.
b Scientists couldn’t do this kind of task.
Complete the sentences with an expression 
from activity 5. Change the form as needed. 
1 The cost of employing people has become so
high that many businesses are ... .
2 He’s always worked in the same field and
never done anything different. He needs to … .
3 I don’t understand why they’re having so
many difficulties with this, … .
4 It’s a difficult situation, but we need to find a
way to … .
Are the statements true (T) or false (H)? Correct 
the false ones.
1 The customer on the phone didn’t get her
delivery because a van broke down.
2 Omar makes the customer happy by promising
to pick up the delivery himself.
3 Omar has started organising new systems and
procedures at work.
4 His colleague is worried that they won’t be
able to take on any more work because they
don’t have enough vehicles.
5 Omar frees up an extra vehicle by sending an
empty van returning from a delivery to drop 
off supplies.
AFTER YOU WATCH
3
5
4
6
Complete the paragraph with the words in the box.1
BEFORE YOU WATCH
OBJECTIVES
• To share experiences
• To describe career experiences
Life-changing 
experiences
customers deliveries movements shopping
NOW YOU!
Can you think of a time when you made a 
mistake? What did you learn from it?
7
I once forwarded an email message to ...
Logistics is organising the
1
… of goods to
2
… . With the growth of online
3
… effective
logistics is essential. However, co-ordinating
large numbers of
4
… is not always an easy
job. There are lots of things that can go wrong.
Answer the questions.
WHILE YOU WATCH
2
1 According to Danny, what is Omar learning
from his new job?
2 What goes wrong with the delivery and how
does Omar fix the problem?

19. 19THAT’S ENGLISH!
The speakers below are going to tell us about an experience they had when they were younger 
which has been useful to them in later life.
1 Which of the kinds of experiences do you think they might talk about?
2 Watch the video. What experiences do the speakers mention? Did they mention any of your
choices?
Watch again. Which speakers … ? 
1 talked about learning a practical skill (although they say they don’t use it much now)
2 talked about an experience that involved being away from home
3 learned from observing their parents’ experiences
4 talked about spiritual experience
5 talked about experiences where they hurt themselves physically
Watch again and complete the phrases. 
Robert: White’s white, black’s black, right’s right
1
… .
Nicole: I went to a sleep-away camp for the first time
2
… .
Jameeka: Like see my mom
3
… taking care of me and my brothers.
George: It gave me an immersion in the sense of
4
… . I think it helped me
5
… for people who
have a sense that they don’t belong and would like to.
9a
9b
8
ACTIVATE YOUR ENGLISH!
Complete the text about logistics with the 
correct form of the phrasal verbs from the box.
10a
STREET INTERVIEWS
NOW YOU!
Answer the questions in 10b relating to your own  experience. Write one or two lines for each answer.11
10bComplete the questions with the correct form of  the expression from activity 9b.
1 What kinds of difficult situations (or academic
subjects) did you really … with as a child?
2 Can you remember the first time you spent a
night away from home … ?
3 In what situations have you had the experience
of … ?
4 How can parents help their children ... for
those who suffer?
free up take on pick up work out
drop off break down
Nicole Glenn Jameeka ChelsiRobert GeorgeKristen
I’m dyslexic, so I really struggled with learning
to read and write as a child. Primary school
was awful, but the experience really taught
me to be determined and never give up.
Working in logistics isn’t simply about
organising when and where to
1
… goods
and then
2
… them … at the right place. There
are lots of other factors to take into account.
For example, in order to
3
… the maximum
amount of work, you have to make sure your
vehicles are never empty, even on a return
trip. If a vehicle has a mechanical problem
and
4
… , you will probably need to
5
… a
whole new delivery schedule. You will have
to try and
6
… one of your working vehicles
so it can make the delivery and keep your
customer happy.
being away from parents for the first time    an accident or injury in childhood
recovering from a romantic break up
  having a difficult time at school
being in a foreign country    observing how parents managed problems

20. 20 THAT’S ENGLISH!
Life-changing experiences
Have you experienced any of these activities 
(1-6)? Describe them. Use the words from the 
box to help you.
1 driving very fast
2 staying out all night
3 sleeping under the stars
4 getting lost
5 doing a parachute jump
6 giving birth
Read the introduction to an interview about a 
life-changing experience. Why is it important 
not to just focus on your academic performance 
if you want to go to university?
Read the interview and decide if the statements 
are true (T) or false (H). Correct the false ones.
1 The ayahuasca ceremony is aimed at spiritual
healing.
2 Kat went to the ceremony to ensure she stood
out from other university applicants.
3 Kat has always been enthusiastic about
mystical and spiritual events.
4 You mustn’t eat anything before taking part in
an ayahuasca ceremony.
5 The volcanic water tasted horrible, but Kat felt
better after drinking it.
6 You need to give a valid reason to be allowed
to participate in the ceremony.
7 Kat was alone with the shaman before the
ceremony.
8 The ceremony took place in silence.
What do you think happened to Kat next? 
Discuss with a partner.
Listen to the end of the interview and complete 
the summary with the words from the box.
READING
2a
2b
3a
3b
20
1
You did what?
First impressions count and never more so than
in the highly competitive world of university
admissions. Ensuring your CV stands out
from the rest is a must. Not only does your
academic profile need to be impressive, but so
too do your non-academic skills. So, how do
today’s candidates prepare for this challenging
world? Whilst many go for adrenaline-filled,
exhilarating, hair-raising experiences, such as
extreme sports, to show what they are capable
of, others are into more rewarding spiritual
experiences. Polly James talks to recent
Oxford graduate, Kat Trew, about taking part in
a traditional ayahuasca ceremony in Peru.
Polly:  So what exactly does this ceremony
consist of?
Kat:   Basically, it’s part of a self-healing 
process. The idea is to help you understand 
yourself better and heal the pain in your 
life. Ayahuasca is a hallucinogenic plant, 
which is actually illegal in many countries, 
but some Amazonian tribes consider it to 
be a potent medicine.
Polly: Sounds risky. Why did you do it?
Kat:    Good question! I’ve often asked myself 
the same thing. I needed something 
attention-grabbing to put on my university 
application form so that the selection 
committee would remember me. And to 
be honest, although I’ve always been very 
sceptical about those kinds of mystical 
experiences myself, I’m also an extremely 
curious individual. So I decided to go 
to a government-sponsored centre for 
Westerners in Cuzco, Peru, and try it.
Polly:  Sounds interesting! So what happened?
Kat:   Well, when we started we’d already been 
fasting for eight hours in preparation for 
the experience − I hadn’t eaten or drunk 
anything since I got off the plane.
Polly:  Oh poor you! That can’t have been easy.
Kat:   I didn’t have much of an appetite. Not 
only was I apprehensive about what was 
going to happen, but I was also suffering 
from altitude sickness! Cuzco is 3,400 
metres above sea level. The people from 
the centre gave us volcanic water to drink 
to help us detoxify our systems. It tasted 
enjoyable pleasant unforgettable
painful emotional frightening
dreadful unsettling harrowing
intense magical calming
Kat describes her experience as initially
being
1
… . However, she felt
2
… when
reliving her mistakes, an experience which
she describes as
3
… . Nevertheless, Kat felt
the experience as a whole was
4
… , though
at the same time
5
… and
6
… .
13

21. 21THAT’S ENGLISH!
UNIT 2
Match the words from activity 3b to the 
defi nitions (1-6).
1 relaxing and peaceful
2 causing nervousness and confusion
3 very upsetting
4 great or extreme
5 extremely upsetting or frightening
6 mysterious and enjoyable
Complete the table with the highlighted 
adjectives from Kat’s interview.
Complete the sentences with a suitable word 
from activity 4a.
1 There was a(n) … 100 metres drop off the path:
we’d have died if we’d fallen off.
2 I had a(n) … experience when I was little: I saw
fairies!
3 Working with street children was very … : I felt
I was making a difference.
4 The freezing cold water of the lake was … after
the sauna. I felt incredibly alive!
5 I found it … that I couldn’t speak to the women,
but I had to respect their culture.
6 My mother was ill and my father was depressed.
It was a(n) … time.
7 I find my new job really … : I’m learning
something new every day.
Complete the sentences so they are true for 
you. Discuss your answers with a partner.
1 One of the most harrowing things I’ve ever
experienced was …
2 I think the most rewarding experience of my
life so far was when I …
3 For me … is always an exhilarating experience
because …
3c
4a
4b
5
 TRACK 12
awful but you had to drink as much as 
possible − preferably until you vomited, 
which we all did!
Polly:  No! You didn’t! That must have been
horrible.
Kat:   Apparently it’s an important part of the 
purging process. Afterwards, we all had a 
private interview with a shaman. Some of 
them only speak Quechua and you need 
a translator but Leon, my shaman, spoke 
Spanish and some English, too.
Polly:  That was a stroke of luck!
Kat:   Yes. He asked me what I wanted to find 
out from the ceremony. I had to convince 
him that I was serious and not simply 
looking for a thrill. Finally, they gave us 
the ayahuasca to drink. It’s very bitter and 
absolutely horrible. I swallowed it and 
lay down on my mat in the circle with the 
others in my group, with my bucket next 
to me.
Polly:  With your what next to you?
Kat:   Bucket. Remember what I said earlier 
about purging? Anyway, at first things  seemed calm enough. The shamans were  singing and I started to feel sleepy for the  first time since I’d arrived in Cuzco. But 
no sooner had I begun to relax than things 
started to get weird …
Thrilling 
experiences
Positive 
experiences
Negative 
experiences
1
…
2
…
3
…
4
…
intense
calming
magical
unforgettable
emotional
pleasant
5
…
6
…
dreadful
harrowing
unsettling
7
…
8
…
… when my grandfather
died. I was alone with him
… I still miss him terribly.Poor you! That must have been awful.
21

22. THAT’S ENGLISH!
Life-changing experiences
22
Kim has returned from holiday looking happy 
and with an engagement ring. Rewrite the 
sentences using a suitable past modal.
1 She definitely got engaged while she was away.
She must have got engaged while she was
away.
2 It’s not possible that she met someone special
so fast.
3 It would have been better if she hadn’t rushed
into it so quickly.
4 It’s possible that she’s found the man of her
dreams.
5 It’s possible she decided to wear a ring because
she was travelling alone.
6 It would have been better if you had gone with
her.
LANGUAGE STUDY
Match the phrases (1-8) to the uses (a-h).
1 so I woke up
2 have always worried
3 had hardly slept
4 had been sitting there all morning
5 ’s taking yoga
6 was sitting in the company reception area
7 seems to think relaxation
8 ’ve been trying to learn
Complete the text with the missing phrases 
from activity 1a.
Match the sentences (1-6) with past modals to 
the meanings (a-e). Use one of them twice.
1 His car isn’t here. He must have gone to work.
c
2 I don’t know where he is, but his car’s still here
so he can’t have left the office.
3 I can’t see his car but he might have come in
to work by bus this morning.
4 He should have told us he was leaving work
early.
5 He could have parked it in the employees’ car
park.
6 He shouldn’t have left the office without telling
us.
a It’s possible this happened.
b This definitely didn’t happen.
c This definitely happened.
d He did something and it would have been
better not to do it.
e He didn’t do something and it would have
been better if he had.
1a 1b
2a
2b
from activity 1a.
My first day at work
I
1
… the night before. I was terrified of
oversleeping
2
… every hour to check the time.
All my life I
3
… about arriving late. Recently, I
4
… to relax more but my wife says she hasn’t
noticed much difference: she
5
… classes at the
moment and
6
… is the key to everything!
I got up at 6:00 a.m. and by 8:00 a.m. I
7
…
waiting for my new boss. By the time the boss
arrived at midday, I
8
… and was even more
nervous!
Past modalspage 123
Past tensespage 123
a present perfect: started in the past and
continued up to now (or very recently)
b present perfect continuous: started in the
past and continues up to now/recently – with
emphasis on the continuity
c simple past: precise moment in the past
d past continuous: ongoing action which
happens around a precise past moment
e past perfect: happened before the past
moment we are talking about
f past perfect continuous: happened before
the past moment we are talking about – with
emphasis on the continuity
g present continuous: an action that is
happening now
h present simple: an action that is repeated or
usual – a habit or hobby

23. THAT’S ENGLISH!
UNIT 2
4a
4b
3b
5a
5b
3a Look at the dialogues and choose the correct 
answers.
1 A: I lay down with my bucket next to me.
 B: With your what / when next to you?
2 A: I’m still waiting for my boss to pay me for
last month.
 B: You’re still waiting for who / how to do
where / what for when / why ?
3 A: I just spent €60,000 on my dream car!
 B: You spent how much / how many?
4 A: I hated being at school.
 B: Do / Did you?
5 A: She’s too inexperienced.
 B: Is / Isn’t she?
Complete the echo questions.
1 A: And then she offered us €1,000!
B: She offered you … ?
2 A: So I invited him to stay with us.
 B: You invited him to do … ?
3 A: I’m a famous chef and live in Tokyo.
B: You’re a famous … and you live … ?
4 A: I’m getting married! I’m going to be Mrs
Krestovozdvizhenskiy.
 B:  You’re going to be Mrs … ?
5 A: I love my new job!
B: … ?
A: I wouldn’t want to do anything else.
 B: … ?
Listen to the echo questions from activity 4b 
and complete the pronunciation rules with 
words from the box. There is one extra word.
Listen again and repeat paying attention to 
stress and intonation.
1
We were lost and tired and hungry (not
only).
2
When we sat down to rest, it started to
rain (no sooner).
3
The moment we started to
build a shelter, we saw a light in the distance
(hardly).
4
We could see a light and also hear
voices (not only).
5
But the instant we started
walking towards the light, it disappeared (no
sooner).
6
Just as we were recovering from our
disappointment, the light reappeared behind
us (hardly).
23
rising no strong falling
• Echo questions have a
1
… intonation and
2
…
stress on the wh-word.
• Other echo questions have a
3
… intonation.
Look at the examples of inversion and complete 
the rule.
a Not only was I apprehensive about what was
going to happen, but I was also suffering from
altitude sickness!
b No sooner had I began to relax than things
started to get weird …
c Hardly had I met my boss when I realised we
weren’t going to get on.
Rewrite the paragraph using the words in 
brackets. Make any tense changes necessary.
1
Not only were we lost, but we were also tired
and hungry. No sooner …
Inversionpage 124
Echo questionspage 124
Pronunciation Guidepage 146
The adverbials not only (but also), no sooner
(than) and hardly (when) are often used for
emphasis at the
1
beginning / end of a sentence
and the subject and
2
auxiliary / main verb are
inverted.
Lost in the forest
14
14

24. 24 THAT’S ENGLISH!
Life-changing experiences
B
Dr Helen Sharman was the fi rst British person in 
space. Which things do you think she had to do 
as part of her astronaut training?
What do you know about the Harlem district of 
New York  City?
THAT’S THE USA
5a
2 There is a high status attached to being a
‘self-made man’ who has succeeded through
efforts and experience alone.
3 It depends on the job. (two countries)
4 Qualifications are highly valued because they
give you status.
5 More people are going to university to get
qualifications, but employers actually value
skills and experience more.
6 There’s a lot of social pressure on young
people to get qualifications.
5b
6
1a
DOCUMENTARY
Out of this world experience 
Watch the documentary and check your answers. 
Watch again and choose the correct option.
1 Helen had her anti-gravity training … .
a in an aircraft performing loops
b falling out of an aircraft
c in a depressurised aircraft
2 The journey to the space station took … .
a two and a half hours
b two days
c twenty-four hours
3 Because its automatic docking system wasn’t
working, Helen’s spacecraft … .
a missed the space station
b docked manually with difficulty
c crashed into the space station
4 Helen spent most of her time in space ... .
a doing experiments with nutrition
b adjusting to zero gravity
c doing experiments with plants
5 The experience of travelling in space made
Helen … .
a appreciate her friends and family
b worry about the Earth’s future
c realise how small our planet is
How important are qualifi  cations and experience 
in your line of work?
Watch the video. In which culture(s) will you fi nd 
the following attitudes about qualifi cations? 
1 Qualifications and experience are valued
equally by employers.
SAME LANGUAGE, DIFFERENT LIVES
3
1b
2
If you could study for any qualifi cation you 
wanted to (with everything paid for!), what 
would you choose and why?
7
NOW YOU!
learn spacecraft systems    learn Russian 
learn to use the stars as a map    lose weight
learn to eat upside down    weightless training
carry out experiments to do in space
1 Which ethnic community would you associate
with this area?
2 What do you think a ‘brownstone’ is?
3 What kind of music was Harlem famous for in
the past? And today?
Watch the video and check your answers.
Watch again and complete the information. 
a The first Harlem Renaissance happened in the
1920s and 30s thanks to
1
… ,
2
… ,
3
… and the
4
… . The current Renaissance is the result of
high
5
… .
b Hearing
1
… performed live in Harlem is one
of the best
2
… experiences you can have
in New York City. You can hear it in many
African-American
3
… in the area.
c Denny Moe’s is an example of the close
1
…
spirit of Harlem today. He raises money to
help children go to
2
… .
That’s easy! I’d give everything else up and
study engineering. I ...
4

25. 25THAT’S ENGLISH!
UNIT 2
Some professions, like mountain guides or fi refi ghters, are challenging as well as harrowing. 
Do you think you could do these kinds of jobs? Why? What kind of people do these types of 
jobs?
Read a newspaper editorial about a climber who died on Everest. Why didn’t people do more 
to help him?
1
2
SKILLS WORK
Read the text again and answer the questions.
1 Why is it physically difficult to reach the
summit of Everest?
2 What are some effects of the commercialisation
of Everest?
Listen to an interview about the 1996 Mount 
Everest disaster involving two trekking companies, 
Adventure Consultants and Mountain Madness.
1 What were the two main causes of the tragedy?
2 Why did Anatoli Boukreev, the Mountain
Madness guide, descend from the summit
before everyone else?
3 Why did Jon Krakauer, the journalist, believe
this was a huge mistake?
Listen again and complete the table with Hall’s 
and Boukreev’s skills and qualities.
Talk to a partner. Who do you think was the best 
man for the job on that tragic day: Rob Hall or 
Anatoli Boukreev?
3
4a
4b
4c
16
16
Rob Hall (Adventure 
Consultants)
Anatoli Boukreev 
(Mountain Madness)
1
An … experienced
2
…
and a
3
…
4
… guide
He took the time to
5
… and
6
…
extremely
7
… ,
exceptionally
8
… ,
incredibly
9
… ,
tough
10
…
I can see why Boukreev was thought to be lazy if he didn’t help clients enough with things like … . But, …
Absolutely! I always love a challenge, be it physical or mental, and even though it’s true that these professions can be harrowing at times, they’re also tremendously rewarding …

Everest: the ultimate experience?
In May 2006 British mountaineer, David Sharp, lay dying of exhaustion and
hypothermia close to the main route to the summit of Mount Everest. It’s a
horrible way to die, but not uncommon in Everest’s death zone. At this height,
8,000 metres above sea level, the human body can’t function normally. You
can’t survive more than 48 hours, even with an oxygen tank, and one in every
ten climbers that reaches the summit never comes down again. Even so, it is
unsettling that of the 40 climbers who passed the dying Sharp, allegedly, not
one of them stopped to help him.
Climbing Mount Everest has become the ultimate thrill-seeking experience. ‘Commercial trekking companies
accept people on expeditions who don’t realise what a harrowing experience they can be and are physically
unprepared. We’re seeing rich businessmen and women who have been successful at everything they do
and now want a picture of themselves on the top of Everest,’ says Western guide Lou Hill. ‘When a group has
paid a large sum of money, it puts pressure on you to get to the summit and perhaps take risks.’
Certainly if any of the climbers who passed Sharp had stayed with him, they would have put their own
lives at risk and they almost definitely couldn’t have saved him, but nevertheless his death shocked the
mountaineering community.
Hill’s statements express the feelings of many: ‘What has happened that human life has become less
important than getting to the top of a mountain?’
 TRACK 15

26. 26 THAT’S ENGLISH!
Life-changing experiences
WRITING
Complete the defi nition of a personal statement with the words from the box.
Read Tim’s personal statement and answer the questions.
1 What kind of job is he looking for?
2 Underline the skills, experience and qualifications Tim has which are appropriate for the
kind of job he wants.
Match the sections of a good personal statement (1-3) to the paragraphs (a-c) in Tim’s statement.
1 What you can offer to an employer: your personal qualities, skills and achievements.
2 Your career aims: what your professional ambitions are.
3 Who you are: your qualifications and industry experience.
Look at the words and expressions in bold in Tim’s statement. Match them to the defi nitions.
1 in a role where you give advice to people in a consultative capacity
2 top companies, selling high-quality products and services
3 describes someone who doesn’t give up easily but keeps trying
4 lots of examples of times when something was done successfully
5 describes someone who recovers quickly after something goes wrong
6 the way someone moves forward and progresses in their chosen field of work
7 describes someone who is motivated by good results
8 describes someone who is determined to accomplish things and succeed
1
2a
2b
3a
competition skills qualifications CV concise summary
12
Writing a personal statement
12
A personal statement goes at the beginning of your
1
… and is a short personal
2
… aimed at prospective
employers: it should help you to stand out from the
3
… . It should be
4
… and pertinent and state what
5
… and
6
… you have that make you perfect for the job.
Personal statement: Tim Radley-Smith
A talented, dynamic mountain guide with strong leadership skills.
a  Having gained my IFMGA certification* in 2005, my career path to 
date has been with high-end trekking companies: first as a guide, 
then as expedition leader and organiser in a consultative capacity.
b  As well as being a driven,  results-oriented professional, I am also extremely safety 
conscious. I have a proven track record of leading successful expeditions in demanding 
terrains. My tenacious and resilient approach inspires confidence and client satisfaction, 
thus ensuring our clients the perfect once in a lifetime experience. Since being in 
my present role, the number of returning clients has increased by 20%. In addition to 
consistently exceeding personal targets, motivating my clients to excel and develop their 
mountaineering skills is my constant goal. A large number of my clients go on to successfully 
gain mountaineering qualifications or take part in sponsored expeditions teams.
c  Now seeking the opportunity to take my career to the next level by using both my extensive 
network of contacts and my entrepreneurial skills to help you grow your mountaineering 
or exploring business.
*International Federation of Mountain Guides Association

27. 27THAT’S ENGLISH!
UNIT 2
Complete the table with the answers from 
activity 3a.
Add these words and expressions to the table 
in 3b.
Read the sentences below. Pay attention to the 
words in bold and complete the rules.
1 I’m good at rapport building and I have a lot of
experience in management.
Apart from being good at rapport building, I
also have a lot of experience in management.
2 I completed my degree in engineering and
then I became a professor at Oxford.
After completing my degree in engineering, I
became a professor at Oxford.
3 I graduated from Cambridge so I didn’t have
problems finding a good job.
Having graduated from Cambridge, I didn’t
have problems finding a good job.
4 I put my clients first and thereby I ensure they
have the best possible experience.
I put my clients first, thus ensuring they have
the best possible experience.
Rewrite the clauses using the words in brackets.
1 I am highly motivated and driven, so I am not
afraid of challenges. (-ing)
2 I had gained some hands-on experience and
in this way I improved my prospects. (thus)
3 Before I started my degree course, I took a gap
year. (before + -ing)
4 I worked part-time and studied for my degree.
(while + -ing)
5 I studied programming at college so I have no
difficulty in working with computers. (-ing)
6 I want to gain insight and I want to make a
valuable contribution. (as well as + -ing)
7 I have a proven track record in my field and I
have also received two awards. (besides + -ing)
8 I never miss a deadline and so I have
maintained a reputation for excellence. (-ing)
9 I constantly exceed expectations and I always
strive for perfection. (in addition to + -ing)
Plan a personal statement for your CV for the 
kind of job you do or would like to do. Make 
notes under the following headings.
Write a personal statement for your CV (150-200 
words). Remember to include the following:
• your notes from activity 5a
• be specific about your achievements (give
examples)
• use structures with -ing to avoid repetition.
• finish with a specific example of what you
could bring to the job/the company
3b
5a
5b
3c
4a
4b
meet/miss a deadline conscientious
innovative gain invaluable insight into
well-rounded pursue a career in practical
-ing clauses page 124
Writing Referencepage 140
Professional terms Personal attributes
Who you are
Qualifications: have a degree/diploma in ... ,
graduated from … , a qualified …
Experience: have extensive/hands-on/valuable/
relevant/practical/first-hand experience of/in
developing/creating/selling/making ...
Your skills and personal qualities
have a good knowledge of … , have strong
leadership/networking/problem-solving/
communication skills, … being a detail/
results-oriented … , having a proven track record in
… , excel at …
What you could bring to the company/
your career goals
Seeking/looking for an opportunity to … could
make a valuable contribution to (your company’s)
… , would like to develop/use my … to …
Personal statement: Zoe Swift
A prize-winning, professional racing 
car driver with a proven track record in 
international competitions.
Having obtained my driving licence in 
2001, my career path to date has been with 
prestigious, high-end racing companies: 
first as a mechanic, then as a driver …
• We can sometimes avoid repeating a subject +
verb structure by using a verb in the
1
… form
or having +
2
… .
• We also use these forms after prepositions like
before,
3
… , while, when or since, prepositional
phrases like in addition to,
4
… and as well as
or adverbs like thereby or
5
… .

28. 28 THAT’S ENGLISH!
3
UNIT
I spy with my little eyeA
WHILE YOU WATCH
2
5
6
1a
1b
BEFORE YOU WATCH
AFTER YOU WATCH
3
Law and order
• To discuss different crimes and their possible
punishment
• To agree and disagree about issues related
to law and orderOBJECTIVES
4
What are white-collar crimes?
1 crimes committed by wealthy people
2 non-violent crimes connected with financial
dealings
Which of these can be considered white-collar
crimes?
Answer the questions.
Answer the questions.
1 What does Richard suggest to Danny as a way
to earn more money?
2 How does Danny react to the idea?
3 How does Richard’s opinion differ from Danny’s?
4 What does Karen point out about Richard’s
offer to Danny?
Are the sentences true (T) or false (H). Correct
the false ones.
1 Richard Ellison has been under suspicion before.
2 What does Danny do to incriminate Richard?
2 A former employee at Danny’s company was
suspected of stealing information.
3 Danny passes on true information to Richard.
4 Danny’s reward is just the satisfaction of
having done the right thing.
Read the extracts and choose the option that
matches the meaning.
1 Danny: Isn’t it white-collar crime?
a non-violent crime for financial gain
b crimes committed by company executives
2 Karen: It’s a serious crime along with insider
trading.
a the selling of stocks and shares by people
with access to secret information
b selling stocks and shares to other people in
the same company
3 Danny: I don’t want to do time in jail.
a to visit someone in jail
b to be sent to prison
4 Danny: So, companies are really cracking
down on corruption.
a searching for corruption
b dealing with illegal behaviour in a severe way
Use the correct form of the expressions in
activity 5 to complete the text.
NOW YOU!
7Do you think white-collar criminals should do
time in jail?
1 Why doesn’t Danny agree to Richard’s proposal?
bribery    arson    insider trading    burglary
shoplifting    selling information    cybercrime
activity 5 to complete the text.
In the past there was a more tolerant attitude to
1
... such as fraud, as it was seen as less serious
since no individuals were harmed. However,
business can lose huge sums of money if new
product information is stolen due to industrial
espionage. Judges are
2
... this kind of crime
with severe sentences. Recent cases of
3
...
where corrupt employees have made millions
on the stock market have caused widespread
anger. The message from the courts is clear:
don’t make money dishonestly or you’ll
4
... !
… criminals often end up in open … where
they have quite a lot of …

29. 29THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
10a
10b
10c
STREET INTERVIEWS
Match the expressions from 9b (1-3) to the
meanings (a-c).
a it’s definitely acceptable
b that is too extreme
c it’s difficult to judge
Use the correct form of the expressions in
activities 5 and 9b to complete the sentences.
1 Examples of ... are cybercrime or insider trading.
2 People used to be executed for stealing a
sheep but we now think ... .
3 The Council’s new policies are ... pollution.
4 A jail sentence ... if a driver has endangered
other people’s lives by his driving.
5 ... is very unfair as ordinary people don’t have
the opportunity to make a profit on the stock
market.
6 ... is a possible outcome for committing
financial crimes.
7 When children give evidence in court ... to
know if it is harmful to them or not.
Complete the sentences so that they are true
for you.
1 I feel it’s more than justified to expect criminals
to ...
2 Punishments such as ... are over the top for ... ;
something like ... would be more appropriate.
3 In cases where it’s just someone’s word against
another person’s it’s a tricky one but ...
The speakers were asked the following question: Can crime ever be justified?
1 Which of these reasons do you think are the most common cause of people committing
crimes?
a psychological problems c greed e self-defence g mixing with wrong-doers
b bad parenting d poverty f drug addiction h being indoctrinated
2 Watch the video and see if any of the ideas are mentioned.
Which speakers mention ... ? There may be more than one for each item.
1 being in need of the basics of life could be a justification
2 protecting yourself and your loved ones
3 helping others is more important than keeping laws
4 killing can never be excused
5 being addicted is no excuse for theft
Listen to the speakers and complete the sentences.
Chelsi: Killing, murdering, that’s just crazy,
1
... .
Thierno:
2
... , it depends really because, if I’m shoplifting …
George: I feel
3
... to break the law.
9b
9a
8
Chelsi Thierno Stephen GeorgeGlenn Robert
NOW YOU!
11Do you think crime can ever be justified? Give
some examples.
Generally speaking, crime can’t be justified but sometimes there are circumstances which should be taken into account. Such as if a family member assists a terminally ill person to end their life as ... Each case should be judged on the facts because in some cases ...

30. 30 THAT’S ENGLISH!
Law and order
READING
2
3
4
5a
30
1Answer the questions.
1 Do you think crime is increasing or falling?
2 What kinds of crime might affect you where
you live? Has the type of crime in the area
changed over the years?
Read the article and match the headings (1-8) to
the paragraphs (a-g). There is one extra heading.
1 Not so easy pickings
2 Hidden threat
3 A new type of criminal
4 More effort needed
5 Dying out
6 Up or down?
7 Cultural changes
8 Hands up! This is a robbery!
Read the text again. What do these numbers
refer to?
1 670 million 3 51% 5 70s 7 32%
2 50% 4 2005 6 90s 8 47%
Answer the questions.
1 Why does the author say that most people’s
perception of the crime rate is incorrect?
2 How did a rise in unemployment and drug use
affect non-violent crime in the 1980s?
3 What link do some researchers believe exists
between opportunities to commit crimes and
preventative measures?
4 How has criminal behaviour in the young been
affected by cleaner energy sources for cars?
5 What effect has improved technology had on
young people’s lifestyles?
6 What action has the government taken to
combat electronic crime?
7 Why is deception in online games actually
more important than it may seem?
8 What conclusion does the author draw as
to whether the crime rate is increasing or
decreasing?
Listen to someone talking about crime. Which
of the crimes from the box does he talk about?
fraud scams robbery phishing
drug dealing cyber bullying car theft
burglary harassment
d However, other experts have offered a range of
theories such as the appealing idea that people are
becoming more civilised. Another intriguing idea
is that the removal of lead from petrol has reduced
antisocial behaviour in young people, as research
indicated that developing brains were especially
vulnerable to damage from lead. The fall in
vandalism and antisocial behaviour in teenagers is
The mysterious case of
the falling crime figures
19
a Stop anyone in the street in Britain and ask them
about the crime rate and the answer will invariably
be it is rising. But the strange thing is although that is
what probably should have happened, it actually
hasn’t. In fact, the crime rate has dropped steadily for
19 years and is now at its lowest for decades. Experts
disagree about why and have proposed many theories
to explain this surprising phenomenon.
b Acquisitive crime (based on obtaining money, rather
than acts of violence) such as burglary and car theft
rose rapidly in the 1980s alongside a dramatic
increase in the use of heroin and unemployment. The
Home Office suggested last year heroin addicts were
responsible for 50% of crime from the early 80s to
2005 but that since then, the majority of drug users
have either died or recovered.
c Some researchers believe acquisitive crimes rise
when the opportunity to commit them is facilitated
and decreases when there are better deterrents. In the
70s, there was a huge rise in thefts from cars as music
systems were widely installed, but by the late 90s
such thefts were rare as car alarms became standard.

31. 31THAT’S ENGLISH!
UNIT 3
31
5b
5c
6
Listen again and complete the defi nitions of the
crimes the speaker mentions.
1 A plan to trick someone out of money is a ... .
2 Sending false emails or making fake calls
pretending to be from someone’s bank to trick
them is ... .
3 Breaking into a person’s home to steal is ... .
4 Selling illegal substances to be consumed is
... .
5 Upsetting someone by repeatedly contacting
or following them is ... .
6 Threatening and scaring someone online is
... .
Complete the sentences with a suitable word
from activity 5b.
1 ... can be prevented by good window locks
and a security alarm.
2 Many teenagers are vulnerable to ... as they
spend so much time using social media.
3 Sal Grey’s former boyfriend was charged with
... after he phoned her a hundred times a day.
4 Don’t ever transfer money in response to an
email from your bank as it’s probably ... .
5 There are very strict punishments for ... in
many countries where the substances are
grown.
6 He was fooled into investing money in a ...
which promised him a high rate of interest.
Think about your answers to the questions and
discuss them with a partner.
1 How can young people be protected from
cyber bullying?
I think it’s essential for us to educate and
warn children about the dangers of the
Internet before they are teenagers. Once
they become teenagers they often refuse
to listen, but younger children are more ...
When it comes to phishing the fi rst thing we need to do is question if the source is real or not. Often the language used in phishing repeats from one email to the next. If we have any doubts we should ...
2 What can we do to protect ourselves from
online crime like phishing?
f So, are these cybercriminals traditional lawbreakers f So, are these cybercriminals traditional lawbreakers f
or a new breed of digital natives? It seems that the
Internet provides endless opportunities to ordinary
people to abuse others. There have been cases where
people on dating sites have been tricked out of their
savings by their online ‘partners’ who are simply
sophisticated scammers. Interestingly, recent research
shows that people who commit cybercrime often begin
by cheating in online role-playing games. Although
stealing gold in computer games seems trivial, it has
been shown to lead to more serious crimes.
g So, is the crime rate really falling? Some new trends, g So, is the crime rate really falling? Some new trends, g
such as encouraging terrorism online, have been
addressed vigorously but other e-crimes have still not
been dealt with effectively. Until modern crime
developments are accurately reported and prevented,
that question cannot be answered.
thought to be due to the rise in the use of
smartphones and computer gaming. Rather than
be on the streets causing trouble, young people
entertain themselves on social media.
e There is also a strong argument that traditional data
collection methods do not reflect the massive rise in
cybercrime, like Internet scams, online fraud, or
harassment. Senior police believe that 51% of the
population have been affected and yet only 32% had
reported it. Cybercrime is thought to generate more
money than drug dealing and at least £670 million was
stolen online last year. However, officials agree that as
many cases are never reported, the true cost is probably
massively greater. Subsequently, the government is
devoting more resources to fighting cybercrime and
publicising Action Fraud (the UK fraud centre) as 47% of
victims didn’t know where to report online crime.
 TRACK 18
19
(online source)

32. 32 THAT’S ENGLISH!
Law and order
32
LANGUAGE STUDY
1
2
3a
3b
4a
20
20
Choose the correct verb form: active or passive.
Rewrite the text in the passive using the
reporting verbs in bold.
Jim Mack is believed to be on the run in Ireland.
He’s known …
The police believe Jim Mack is on the run
in Ireland. The police know he committed
several bank robberies. Insiders think his
extended family help him. Experts estimate
he’s stolen over £1 million.The police expect
him to disguise his appearance. Many believe
he is too clever to be caught. Many say he’s
hidden a fortune in gold in Ireland. Journalists
understand he’s bribed police officers to
protect him.
A punishment to fit the crime
Punishments have come a long way since
the bad old days when people were given
the
1
... for stealing sheep! For petty crime,
a first offender is often
2
... some money or
given
3
... e.g. picking up litter for 100 hours,
or the offender is put
4
... when they are
supervised by a professional who helps them
stay out of trouble. Judges try to avoid jail, so
sometimes the offender receives a
5
... . If they
don’t commit a crime for a fixed period, they
remain free; but if they break the law again,
they go to prison. For more serious crimes,
an offender receives a
6
... for a length of time
but if they behave well, they may be released
early
7
... . Again, if they re-offend, they return
to jail. The worst crimes result in a
8
... : this is
a minimum of 20 years but can be extended
by a judge.
Listen to the discussion. What is the relationship
between the people?
1 friends
2 colleagues
3 lecturer and students
Listen again and choose the correct word to
complete the defi nitions.
1 Domestic abuse / manslaughter is when
someone attacks their partner.
2 Intimidation / assault is hitting or hurting
someone physically.
3 Accidental murder is called manslaughter /
assault.
4 A small offence that involves little money and
no physical harm is a(n) petty crime / assault.
5 Stealing from a store is called shoplifting /
petty crime.
6 Using someone’s creative property
without paying is copyright infringement /
manslaughter.
7 Scaring someone by threatening them is
assault / intimidation.
8 Manslaughter / assassination refers to killing
a prominent person for political reasons.
Complete the text about types of punishment
with the words from the box.
Future continuous and future perfect
page 125
Passive voice and reporting verbs page 125
Choose the correct verb form: active or passive.
Future continuous and future perfectpage 125
Multimillion pound robbery in
London’s diamond centre
Eight men
1
have charged / have been charged
with robbing London’s diamond centre. The men
2
had arrested / had been arrested on Tuesday after
raids at their homes. Most of the missing jewellery
3
found / was found at various houses in London.
CCTV images
4
released / were released of six
suspects who
5
saw / were seen entering the building
over the weekend. The thieves
6
were filming / were
filmed dressed as workmen. The police
7
criticised
/ were criticised for not answering a call that the
alarm
8
had triggered / had been triggered. Chief
inspector Bowes
9
had announced / had been
announced a reward of £20,000 for information
as he emphasised the gang
10
must find / must be
found.
Gerald Foster (one of the victims) said, ‘Many of us
11
have lost / have been lost a lot of money. It
12
could
have prevented / could have been prevented
easily, and consequently security measures
13
are
increasing / are being increased. The building
14
guards / is guarded 24/7 now. Over £250,000
15
will
spend / will be spent on the project. The changes
16
will have completed / will have been completed
by next week and hopefully, we
17
will never suffer /
will be suffered such a robbery again.’ The suspects
18
are to release / are to be released on bail today,
and one informant, who
19
was to have rewarded /
was to have been rewarded,
20
is looking / is being
looked for by the police after it was discovered
he was actually part of the gang. The police are
confident he
21
will catch / will be caught.
life sentence on probation prison sentence
fined death penalty on parole
suspended sentence community service

33. 33THAT’S ENGLISH!
UNIT 3
7
4b
5
6
21
Complete the sentences with the correct
expression from activity 4a.
1 Offenders get help to find a job and a home
when they are put ... .
2 If you receive a ... , you must be very careful
not to commit the smallest offence.
3 Businesses can be ... huge amounts of money
for some crimes.
4 After 10 years in jail and an excellent record,
Bob was released ... .
5 ‘This is the fourth time you’ve appeared here.
I have no alternative but to give you a ...,’ said
the judge.
6 Many European countries have abolished the
... .
7 Being convicted of murder usually means
getting a ... .
8 ... is a good way to get offenders to help people
where they live.
Listen to the words and mark the stress. Then,
listen again and repeat.
1 infringement 6 manslaughter
2 harassment 7 community service
3 cyber bullying 8 on probation
4 intimidation 9 suspended sentence
5 assassination 10 death penalty
Complete the sentences with the correct form
of the verbs in brackets and should (have) or
ought (have).
1 Yesterday I told a lie to my parents. Today I feel
ashamed. I ... to … (not lie).
2 Stealing a car was one of the things he … (not
do) when he was young.
3 The government ... to ... (act) sooner on
improving online security.
4 We ... to … (leave) now because otherwise
we’ll miss the verdict.
5 There ... (be) a law against using noisy
headphones on public transport.
6 The sentence the judge gave was far too lenient.
The criminal ... (have got) a life sentence.
Complete the text with the correct form of the
verbs in brackets or words from the box.
intimidation should have petty crime
copyright infringement drug dealing scam
Cybercrime mastermind caught
Benno Sweitz
1
... (arrest) by Vietnamese police,
reports our correspondent Vi Nguyen. Sweitz
2
... (know) to be one of the main directors of the
infamous file-sharing website Freedom City Files.
Originally from Austria, Sweitz began with a career
of
3
... such as stealing from cars before he became
involved with addicts and
4
... (convict) of
5
... in 2001.
Since then, he abandoned those bad habits and
became involved with an investment scheme which
promised huge rewards to investors. Journalist
Marco Blum was investigating as it
6
... (believe) to
be a
7
... after investors reported they could no longer
contact Sweitz. Blum reported receiving death
threats and other incidents of
8
... from Sweitz. ‘I
9
...
reported it to the police but I was too afraid,’ he said.
Sweitz then moved to Asia in 2006 and the website
10
... (set up) to allow users to share large amounts
of data, such as films. Before it was closed down
over 2 million films
11
... (download). Many support
the idea of freely sharing information but artists
and musicians are very critical.‘
12
... is just another
form of theft. If no one pays for creative work, then
eventually there will be no new films or music,’
said a spokesperson of the Musicians Union.
Pronunciation Guidepage 145
Should and ought to (present and past) page 125
http://www.freedomcity_files.com/
!
This website is unavailable.
If you are the website owner, please contact your
website administrator for further details.
Freedom CITY FILES
HOME MUSIC fi  lms SUPPORT

34. 34 THAT’S ENGLISH!
Law and order
B
THAT’S THE USA
SAME LANGUAGE, DIFFERENT LIVES
DOCUMENTARY
Putting things right
1
6
7
2
3
4
5
Do you think the victims of crime get enough
help from the justice system?
Match the phrases (1-4) to the defi nitions (a-d).
1 restorative justice 3 gobsmacked (informal)
2 beneficial outcomes 4 a sicko (informal)
a helpful results
b a psychologically unhealthy person
c a legal system that emphasises helping victims
of crime
d very shocked
Watch the documentary and answer the
questions.
1 Why was restorative justice introduced?
2 How does the system help victims of crime?
3 Why isn’t it compulsory for offenders to take
part?
4 What surprising reaction did Viv have when
she met the burglar in her house?
5 What positive result does taking part in
restorative justice have for criminals?
Boston is famous for the Boston Tea Party in
1773. Why did the demonstrators throw the tea
into the sea?
1 They had been cheated with poor quality tea.
2 They were protesting against taxes on tea
imposed by the British rulers.
3 They wanted to limit tea imports to push
prices up.
Watch the video of the tour of Boston and
decide if the statements are true (T) or false (H).
Correct the false ones.
1 The Sons of Liberty rebelled against a
repressive colonial power.
2 Law and order in Boston emphasises building
good relationships between the public and the
police.
3 The police have succeeded in convincing most
people in the city that they are a positive force.
4 Beacon Hill is a deprived area of the city.
5 Boston is very close to the world-famous Yale
University.
6 For strong athletes it is easier to balance the
boat in the Boston Charles Regatta.
Do you think there are too many laws or
regulations governing our lives? Are there any
new laws you would like to introduce?
Match the speakers (1-6) to the laws (a-f) they
fi nd unfair and would like to change.
a different minimum pay levels for young people
b permitting individuals to possess and use
firearms with little control
c a heavy fine for using swearwords or offensive
language
d discrimination against those in same sex
relationships
e permitting former offenders to serve in parliament
f giving more rights to one partner than another
if an unmarried couple split up
NOW YOU!
8What laws do you consider unfair and how
would you change them?
Many laws connected with ... are unfair
because ... I’d like to see changes such as ...
3
4
1
2
5
6

35. 35THAT’S ENGLISH!
UNIT 3
5a
5b
6
SKILLS WORK
Read the text again. What is the signifi cance of these numbers in the article?
a 1 b 2 c 12,000 d 11 e 1958 f 300 million
According to the text, are the statements true (T) or false (H)? Correct the false ones.
1 Visitors to Hawaii from Japan are attracted to try something very unusual.
2 The gun controls in Japan are so strict that gun crime is unknown.
3 Japanese society is more accepting of authority than the USA.
Listen to the speakers (1-4) replying to the question ‘How strict is gun control in your country?’
Complete the fi rst column of the table according to their answers.
Listen again and complete the details on gun ownership.
Does gun ownership make society safer or not? Write a blog post (80-100 words) giving your views.
23
23
Which of the following do you think are requirements to own a gun in your country?
1 having a licence 3 passing a psychological test
2 passing a shooting test 4 attending shooting classes
Read the text. In general, does the writer have a positive, negative or neutral attitude to
Japan’s gun policy?
1
2
3
4
Most people would agree that people like to try something 
new when on holiday and the Japanese are no exception 
when visiting the popular destination of Hawaii. Even so, it 
seems strange that The Hawaiian Shooting Club’s website 
is primarily in Japanese and many of the instructors speak 
fluent Japanese. The relaxed gun laws in the USA tempt 
Japanese tourists to try something forbidden in their own 
country: holding a gun. Even grasping a handgun is illegal 
in Japan, let alone firing one!
Japan and the USA are virtual opposites when it comes 
to firearm issues. Hardly anyone in Japan owns a gun 
whilst there are 300 million firearms in the USA − one for 
every single person. Japan introduced a law in 1958 that 
states ‘no person shall possess a firearm’, and it’s surely 
no coincidence that it now has the second-lowest murder 
rate in the world. Most types of guns are illegal and there 
are lengthy procedures to get a gun licence, which are 
designed to deter anyone trying. Applicants have to attend 
classes, pass a written test and a shooting test, have a 
psychological and drug test and a full security check. Only 
then will a licence be issued. After that, the gun and bullets 
must be locked up separately and checked by the police 
every year. Even Japanese criminal gangs are said to rarely 
bother with gun crime.
All these measures seem to be worth it when the gun-related 
homicide figures of the countries are compared. In 2008, 
the USA had over 12,000 deaths from gun crime whereas 
Japan suffered only 11, but that was an unusually high 
figure as some years it is as low as two!
Clearly, Japan and the USA are very dissimilar in many 
other ways, and especially in attitudes to law and order. 
Japan is a generally peaceful country and the people readily 
cooperate with police operations while Americans value the 
freedom to defend themselves and prevent the creation of 
a police state. However, as the world looks sadly on at mass 
shootings in the USA, the question must be asked: is ‘the 
right to bear arms’ as stated in the American Constitution 
still really relevant today? 
Totally under control
Speaker /
country
Relaxed or strict
gun controls
Details on gun ownership
Age Licence Psychological test Other
1 Brazil strict 25 2 (to own and to carry) yes toy guns banned
2 Italy Doesn’t say
3 Switzerland
4 Britain
I totally disagree that gun ownership makes society safer because if you look at other countries like ...
 TRACK 22
(online source)

36. 36 THAT’S ENGLISH!
Law and order
SPEAKING
1
2a
2b
Look at the pictures of crimes below and divide
them into serious and minor offences. Discuss
your reasons with a partner.
Listen to the beginning of a conversation
between Wendy and Mike. Which of the crimes
in activity 1 are they talking about?
Listen again and complete the sentences.
1 I agree ... you there. It’s absolutely terrible!
2 Huh! I totally disagree … him on that!
3 I disagree … criminalising people with no
previous record.
4 I’m sorry, I’ll have to disagree … that issue!
5 Yes, of course I agree … he deserves a serious
punishment.
6 Yes, I totally agree … that.
7 I don’t want us to argue even if we disagree …
the other stuff, OK?
8 Yes, they do. At last we’ve agreed … something.
Match the structures to their meanings.
Choose the correct word in the sentences.
1 Matt disagreed on / with / that downloading
music for free but Paul thought it was fine.
2 She liked Richard but she disagreed on /
about / with him about the court sentence.
3 After several hours in the jury room, they
finally agreed on / about / with a verdict.
4 I agree about / that / with judges should avoid
sending first offenders to prison.
5 Her boss agreed about / that / with her that
they needed better computer security.
6 They disagreed with / that / over which team
had played the best.
Listen to part two of the conversation and
complete the expressions.
1 Mike: So ... I. 4 Wendy: I ... agree more.
2 Mike: ... do ... . 5 Mike: I’m ... you ... that.
3 Mike: Me ... .
Listen again. Do the expressions above
show: partial agreement (a), agreement (b) or
disagreement (c)?
Listen to part three of the conversation. What
are they talking about now?
Listen again and complete the table with the
sentences.
1 That’s absolute rubbish!
2 I agree with you up to a point but …
3 I can’t go along with you there.
4 Nonsense!
5 I don’t really see it like that myself.
6 I know what you mean but …
7 Well, that’s one way of looking at things.
8 It’s true, I’m telling you!
9 You must be joking!
24
25
25
26
26
24
2c
3
4a
4b
5a
5b
Well, personally I think all of them should
be classed as serious offences. They’re
all anti-social and have a negative effect
on everybody. But the one I hate most is
dangerous driving because …
Really? Well, I’m not sure I agree with you. I don’t think dropping litter in the street or shoplifting can be regarded as serious offences. When I was younger …
3 agree on something
4 agree/disagree on/about/over something
a reach an understanding about a particular issue
b think that it is (not) OK
c have the same/a different opinion on a given subject
d have the same/a different opinion as
1 agree/disagree with someone
2 agree/disagree with something
Partial agreement
Partial disagreement
Strong disagreement
1 3
2 4
dropping litter
computer hacking
dangerous driving
shoplifting
Agreeing and disagreeingpage 126

37. UNIT 3
37
Interaction: discuss suitable punishments for a crime
Court sentences:
a six years in prison
b two years suspended sentence and fined £5,000
c 200 hours of community service
Now listen and check.
Choose one of the cases in activity 6a to discuss with a partner. Do you agree with the judge’s
decision? Why? Why not? Use expressions from activities 2b, 4a and 5b to help you. Structure
your interaction according to the fl ow chart below. Then, swap roles.
7
6b
6aRead the crime stories (1-3) and match them to the court sentences you think were given (a-c).
27
Mia Jarvis, 19, was found guilty of posting more
than 500 abusive messages about a fellow
student, Zara Norton, on social media. Ms
Norton told the court that the posts had caused
her great distress and she was now receiving
medical help. She had given up her college
course as a result of the abuse and felt unable to
leave the house alone.
Michaela Durrant, 27, abused her position
of trust at work and stole more than
£250,000 over three years to pay for a
luxury wedding. She successfully hid the
information in false paperwork and even
invited her bosses to the wedding. The
judge told Durrant she had betrayed the
trust of her employers.
1 Cyberbully in court
Tony Fellowes, 34, was originally charged with assault after he was said to have stabbed Kevin
Moran in an argument. The injury was not life-threatening, but Mr Moran belonged to a religious
group that prohibited blood transfusions. As a result, he refused blood and died a day later. Fellowes
was then charged with manslaughter.
3 Charged with manslaughter
2 BTHA’ S EN’ GTEL ’LINE!’T
  
B Express strong disagreement and
reasons for it. I can’t go along with
you there. That’s no excuse …
A Ask B what they think
about the punishment
that the criminal actually
got. What’s your reaction
to that case in the news
about ...? / Have you read
about the case of …?
B Express your opinion and
the reasons for it. Oh, the
one where …? I couldn’t agree more as I feel ...
A Express partial agreement or
disagreement and reasons for it. I
agree with you up to a point but … /
I don’t really see it like that myself
because ...
A Express strong disagreement and
reasons for it. That’s absolute
rubbish!
THAT’S ENGLISH!

38. 38 THAT’S ENGLISH!
4
UNIT Regrets … I have a few
• To talk about wishes and regrets
• To learn about different ways of showing
condolence
OBJECTIVES
No regrets A
4 Cats give Julia … .
a a cough and headaches
b sneezing fits and a rash
5 Aunt Flora took offence because Julia asked
her to … .
a give away her cats
b put the cats outside
6 Julia makes up with Aunt Flora … .
a because of what Anthony says about his
grandfather
b because Bridget asks her to
Are the statements true (T) or false (H)? Correct 
the false ones.
1 Bridget is sad that Julia didn’t spend much
time with Aunt Flora before she died.
2 Julia is sad that Aunt Flora had so few friends.
3 Julia wishes she had had the time and the
money to travel on the Orient Express.
4 Aunt Flora has had a happy life.
5 Aunt Flora leaves Bridget enough money for a
trip on the Orient Express.
6 Anthony doesn’t admire Aunt Flora.
Complete the extracts from the video with the 
correct form of regret and the verb in brackets.
Bridget: I really
1
… (do) that. I felt ill for days!
Anthony: I really
2
… (not have) made the effort
to visit him.
Bridget: It’s much nicer to have good
memories instead of
3
… the bad
ones.
Aunt Flora: I hope that, like me, you
4
… never …
a thing!
Anthony: If you don’t, you
5
… (live) to … it.
Choose the correct answer.
1 Anthony brings … .
a a box of things Julia wants to throw out
b a box of things Bridget is going to sell
2 If she had room, Bridget would keep … .
a the roller-skates
 b the head-massager
3 Julia says that if she gets rid of the cat ... .
a she will regret it
 b she won’t regret it
AFTER YOU WATCH
3
4
5
Do you agree with the following statements? 
Why/why not?
1 I regret wasting opportunities I had when I
was younger.
2 I don’t regret anything I’ve done.
3 I regret things I haven’t done more than things
I have done.
1
BEFORE YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
1 Why did Julia and her Aunt Flora fall out?
2 What does Aunt Flora want Julia to do and why?
It’s really easy to do or … things you might 
later … when you’re …. . So if possible, 
avoid it, … 
NOW YOU!
What advice (concerning things to do and not 
do) would you give about living a life without 
regrets?
6

39. 39THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
9a
9b
STREET INTERVIEWS
Complete the text about regret with the correct 
form of the phrasal verbs from the box.
The eight speakers below were asked the following question: Are you the kind of person who
regrets things or do you believe that what’s done is done?
1 Do you think the majority were philosophical in their answers or do they admit to having regrets?
2 Watch and check your answer.
Which speakers … ?
1 repeat the question, or part of it, in their answer
2 admit to having feelings of regret even if they don’t believe they are a good thing
3 talk about how thinking in a certain way helps them move on and feel better
4 mention learning from mistakes
5 think that regret is the worst of feelings
Watch again and complete the sentences with three words in each gap.
Chelsi: You might feel bad about it but you
1
… .
David: Part of the healing process is thinking
2
… .
David: What’s done is done and you need to
3
… it.
Nicholas: If a decision’s been made, then
4
… . No regrets.
George: It’s better for the soul and the psyche to
5
… .
George: I often have to work hard to
6
… of the day.
8
7b
7a
Match the fi rst part of the pieces of advice (1-5) 
about overcoming regret to the second part 
(a-e). Fill in the gaps with words from activity 8.
1 Part of the process of overcoming regret
2 Don’t keep worrying about all you have and
haven’t done:
3 You can’t live in the past,
4 Don’t doubt yourself.
5 Learn to let go of
a just let things d… .
b you have to m … on
c the l … of the day.
d Stand b... your decisions.
e is adapting the right m… .
NOW YOU!
10Are you the kind of person who regrets things 
or do you believe that what’s done is done?
Even though I’ve got some big … in my life,  I tend to spend less time …  about the … as I  grow … . 
Chelsi Victor David Nicholas Glenn George BorislavKristen
One of the things my father most regrets
is
1
… with his sister when they were in
their teens. Their original quarrel was
about the stupidest thing. My aunt
2
… my
father’s collection of model aeroplanes
by accident! My father accused her of
3
…
them on purpose because she was always
complaining about them. My aunt
4
… at
being called a liar and they didn’t really
speak to each other for years. They only
5
…
each other at their father’s funeral, which
made them realise how important and
precious family relationships are.
make up with    get rid of
take offence    throw out    fall out

40. 40 THAT’S ENGLISH!
Regrets … I have a few
Match the photos (1-3) to the death rituals from 
different cultures (a-c). 
a embalming the dead in Ancient Egypt
b sky burial in Tibet
c turning the bones in Madagascar
Complete the notes with the words from the 
box. Listen and check.
Complete the defi nitions with the words from 
the box in activity 1b.
1 To … something is to put it in the ground and
cover it with earth.
2 A … is a building in which the bones or bodies
of dead people are kept.
3 When a body is … , it is preserved so that the
person looks as much as possible as they did
when they were alive.
4 … are what is left of your body after you die.
5 The … is the human essence or spirit.
6 The … refers to life after death.
Read the title and the fi rst paragraph of the text. 
What kind of text is it?
READING
1c
2
1b
1a 3Read the whole text. What are Jessica Mitford’s  main criticisms of the American funeral industry?
TTH AAH’S EN WEG LI DHE!T
JTHHA’S MA ENGL
The American Way of Death is a fascinating 
and, considering the subject, surprisingly 
funny piece of investigative journalism 
which provoked a scandal in the American 
funeral industry when it was fi rst published 
in 1963. The author, J. Mitford, was a British 
aristocrat who became a communist and 
went to live in the USA. She was shocked that 
undertaking – burying the dead and organising 
funerals – seemed to be such big business in 
her new home country. She observed how 
undertakers took advantage of the shock 
and grief of the families of the deceased, e.g. 
by putting pressure on them to choose the 
most expensive funeral arrangements, and 
decided that the whole industry needed to be 
investigated.
The average cost of an American funeral today 
is around $7,800, which makes it, after a house 
and a car, one of the most expensive purchases 
most Americans ever make. Whilst feelings 
of guilt and regret are part of the mourning 
process, people regret not having done more 
for the dead person when they were still alive 
and often subconsciously believe that if only 
they had done something di! erently, perhaps 
the person would have lived longer or been 
happier. What fascinated Mitford was how 
professional undertakers convinced people 
that spending lots of money on the dead 
demonstrated how much they loved them. The 
range and choice of luxurious cof fins – known 
as caskets in American English – available in 
expensive materials such as marble, bronze 
and ebony with silk and satin linings is only 
the beginning. The tradition of open casket 
funerals where people can see the body of the 
dead person makes necessary the expensive 
business of embalming.
21
3
embalmed bury remains soul
next life crypt
29
A  Ancient Egyptians
 >
1
… or mummified the dead.
> also prepared food and objects for the
2
… .
A  Tibetan Buddhists 
> believe the
3
… leaves the body when you die.
> don’t
4
… bodies: cut them up and take to mountain –
eaten by vultures.
>
5
… are broken down by weather.
A  Madagascan ritual famadihana: families
 > take the bones of dead relatives out of the family
6
…
> spray with wine or perfume and dance with them.

41. 41THAT’S ENGLISH!
UNIT 4
Read the text again and answer the questions.
1 Considering her background, why do you
think Jessica Mitford was so against treating
funerals as a business?
2 What practices did undertakers employ at that
time to persuade people to spend a lot?
3 What made the coffins so expensive?
4 What arguments did the undertakers use to
encourage embalming?
5 What effect did Mitford’s book have on the
funeral industry?
Find the words in bold in the article for these 
defi nitions.
1 a dead body corpse
2 a ceremony when someone has died
3 the burning of a dead body
4 boxes in which you put a dead body
5 the place where a dead body is put under the
ground
6 people whose job it is to organise funerals
7 a feeling of great sadness
8 the process of feeling sad after someone has died
9 a word to refer to the person who has died
Complete Siobhan’s account of funerals in 
Ireland with suitable words from activities 1b 
and 5 in the correct form.
Discuss the questions.
1 What is on your bucket list (things to do before
you die)?
2 What are funerals like in your country?
3 How would you like your life to be celebrated?
4 What kind of funeral would you like?
4
5
7
6
I have an exceptionally long bucket list, 
so I’d better get started soon! Anyway, 
my bucket list includes doing at least one 
extreme sport, maybe paragliding … but 
just the once, defi nitely not twice!
 TRACK 30
Mitford’s ‘exquisitely disgusting’ chapter on 
embalming was nearly cut by her editors, but 
it is probably the most fascinating in the book. 
The corpse must, of course, be made to look as 
good as possible. The blood is replaced with 
a mixture of preservative chemicals and dyes, 
the teeth are cleaned with nail polish and 
make-up is used on the face and hands. Mitford 
recorded many examples of the so-called grief 
counsellors or grief therapists in the corporate 
funeral home chains persuading families that 
embalming is better for public health or that 
viewing the embalmed body is therapeutic. 
Since other practices such as cremation are 
much cheaper, the funeral homes have tried 
to discredit them and even lied to families by 
claiming that they are illegal.
By exposing the worst dishonest practices of 
the funeral industry, Mitford’s book obliged 
the government to make new laws to protect 
the public. The cost of her own simple funeral 
was $533.33. At her request, her body was 
cremated – she didn’t want a grave  – and 
the ashes scattered in the ocean. Also at her 
request, the bill was sent to the director of 
one of the biggest corporate funeral home 
chains, but he never paid it.
People tend to look forward to 
1
… in Ireland since 
we see them as an opportunity to celebrate the life 
of the 
2
… and not just be sad. Traditionally, the 
3
… 
is laid out in the home the night before and family 
and friends stay there all night 
4
… and crying. The 
next day, the 
5
… collect the body and, if the family 
is  religious,  there  is  a  funeral  mass.  In  the  past, 
everyone used to follow the 
6
… with the body in it to 
the side of the 
7
… and watch as it was 
8
… . However, 
now more people are choosing to be 
9
… because it’s 
more environmentally friendly. After that, there’s a 
party with food, drink, music and dancing where 
people tell funny anecdotes about the person.
Buccaneer Books, 1963

42. 42 THAT’S ENGLISH!
Regrets … I have a few
42
LANGUAGE STUDY
1a
1b
2
3a
3b
Look at the example sentences. Which ones:
1 describe regrets related to finished events in
the past?
2 describe wishes related to the present or an
ongoing situation?
a I seem to work all the time. I wish I didn’t have
so much to do.
b I wish I’d spent more time with him while he
was still alive.
c He finds ageing difficult: he wishes he was/
were younger and stronger.
d I don’t mind looking after my father − if only
he didn't complain so much.
e If only my friends could see me now.
f I don’t miss him much. If only we hadn’t had
such a terrible relationship.
Choose the correct answers to complete the rules.
Complete what James and Emma think about 
their relationship. Use the correct form of the 
verbs in brackets.
James
 1 I wish she … so much. (not talk)
 2 If only she ... cook! (can)
 3 If only she ... better … my mother. (get on
with)
Emma
 4 I wish we … more to talk about. (have)
5 If only his mother … with us! (not live)
6 If only he … so much time at work. (not spend)
James
7 I wish I … about her cooking so much. (not
complain)
8 If only we … more time together. (spend)
9 I wish my mother … with us. (not move in)
Emma
10 If only I … kinder to his mother. (be)
11 I wish I … to cook. (learn)
12 If only I … more and … less. (listen / talk)
Read the sentences and choose the correct 
answers to complete the rules.
Complete the top fi ve regrets of the dying with 
the expressions from the box.
not having let not expressing
working not having been missing
not staying in touch not having tried
An Australian nurse, Bronnie
Ware, who spent a lot of
time with people at the end
of their lives, recorded the
things they most regretted.
1 Many people regretted …
brave enough to follow
their dreams and … to do what they really
wanted.
2 Many of the men regretted … so hard and
… time with their families.
Present − to talk about wishes related to ongoing
situations, use:
• I wish/If only +
1
present simple / past simple
Past − to talk about regrets related to past
time, use:
• I wish/If only +
2
had / have + past participle
regret + having + past participle
They regret not having done more for him when
he was still alive.
regret + -ing
I regret spending so much time with him: he was
so horrible to me.
• Both structures refer to
1
past / present events,
but the second one feels
2
less / more immediate.
I wish and If only page 127
Expressing regretpage 127

43. 43THAT’S ENGLISH!
UNIT 4
5b
6a
6b
7
4bMatch the words in bold in activity 4a to the 
defi nitions.
1 a phrasal verb and noun which are synonyms
for die and death
2 two ways to refer to the dead person
3 the name for the people who are mourning a
dead person
4 another word for mourning
5 what people send in the UK and the USA when
someone has died
6 what you should do for someone who has lost
someone they love
7 the noun form of to lose
8 good wishes ‘from the heart’ you send to
show your support
Complete the dialogues with the correct form of 
the words in activity 4a.
A: Mr Parsons
1
… in his sleep last night.
Complete the sentences so that they are true 
for you.
1 I regret not having taken up running sooner 
because it helps me relax. I wish I didn’t worry 
so much.
2 I regret having …
3 I wish I didn’t/hadn’t …
4 I sometimes I think, if only I was …
Read the text about expressing condolences 
in English. Are the traditions similar in your 
country?
B: I’m so sorry to hear that. Please pass on our
2
… to Mrs Parsons. Is there anything we can
do to
3
… ? We’ll send a
4
… of course.
C: Is that the
5
… over there?
A:  Yes. That’s the widow of the
6
… .
C: Someone should visit her every day. When
you’re
7
… you shouldn’t be alone. People
mourning the
8
… of a loved one need lots of
support.
Listen to two versions of the condolences. 
Which sounds more sincere: version 1 or 2?
1 Please accept our heartfelt sympathies for
your loss.
2 We are thinking of you at this difficult time.
3 I’m so sorry to hear about your loss.
Listen to the sincere version again and ... . 
1 underline the most heavily stressed word(s) in
each sentence
2 notice if the intonation goes up ’ or down S at
the end of the phrase
3 listen and repeat. Copy the word stress and
intonation
Listen and say what bad news the four speakers 
are giving.
1 sacking someone  3 …
2 … 4 …
Listen again and use one or two words to 
complete the expressions for giving bad news.
1 I … to … you that we … require your services.
2 I am … to have to tell you that your application
has been … this time.
3 … we have to let you know your rental contract
will not be renewed.
4 It is … that we have to inform our customers
that the store will be closing.
Work with a partner. Choose one of the 
situations from the box and give each other bad 
news. Use a variety of expressions.
5a
3c
4a
31
32
33
33
4c
When a person dies, it’s hard to know what to
say to the bereaved. It’s not easy to comfort
a grieving person, so it’s tempting not to. But
when someone’s lost a loved one, it’s good to
show support, and there are many expressions
you can use when someone passes away.
The custom in the UK and the USA is to send
condolence cards with sympathy messages
such as ‘Our deepest condolences to you on
the passing of (name of the deceased)’, or
‘Please accept our heartfelt sympathies for
your loss’. ‘We are thinking of you at this sad/
difficult time’ is another common message.
3 Many regretted … their true feelings. They
regretted the things they never said.
4 Most people regretted … with old friends.
5 Lots of people regretted simply … themselves
be happier: they finally realised happiness is
a choice.
Pronunciation Guidepage 145
you haven’t won the lottery after all
the concert’s been cancelled
your request for a bank loan is denied
you haven’t got the promotion
I regret to …
You mean …

44. 44 THAT’S ENGLISH!
Regrets … I have a few
B
DOCUMENTARY
Saving the Earth
1a
1b
2
4
Complete the defi nitions about the survival of 
animal species with the words below. 
1 … change is the alteration in weather ... due to
human activity.
2 … destruction is when the places where
animals live or plants ... are ... .
3 … species are foreign animals or plants that
have been introduced into an ... and begin to
attack or ... the ... that already live there.
4 … is the illegal ... and killing of animals often
for their ... or horns.
5 … is when forests are ... and destroyed.
Watch the documentary. What ‘success story’ is 
mentioned?
Watch again. Complete each sentence with a 
statistic from box A and a phrase from box B.
1 Scientists predict that we will lose … of all
species on Earth in the ... .
2 The number of extinctions has accelerated to
as many as … in a ... .
3 The number of mammals, birds and fish has
declined by ... in the ... .
4 At the current rate, for every … species on
Earth every year, we expect 73 species to … .
5 Over the last 60 years in the UK, we’ve lost …
of our ancient ... .
THAT’S THE USA
5a
5b
6
You are going to watch a video about Virginia, 
the fi rst state in America to be settled by 
Europeans. Tick the kind of problems you think 
the fi rst settlers had.
Watch the video and check your answers.
Watch again and choose the correct answer.
1 Jamestown was founded in … .
a 1610 b 1607
2 The early colonists had problems with … .
a bad food b diseases
3 The climate was … than in England.
a hotter and wetter b more extreme
4 Both the settlers and the Native Indians … .
a committed war crimes which both sides still
regret
b felt uncomfortable about having to fight
5 Glassblowing became an important industry
in Jamestown because … .
a there was a high demand
b there was enough fuel and resources
climate cut down deforestation
destroyed dominate environment fur
grow habitat hunting invasive
patterns poaching species
half 10,000 more than half
97% one million
past 40 years go extinct single year
wildflower meadows next 100 years
A
B
food supplies    water supplies    hot weather
disease    Native Americans    wild animals
Comment on something that you regret about 
what’s happened in the world over the last 20 
years.
NOW YOU!
7
I regret how much everybody …
SAME LANGUAGE, DIFFERENT LIVES
3Which decisions made by your government do 
most people regret in your country?
Watch the video and answer the questions. 
1 What two different regrets do people express
with regard to immigration? Which countries
do the speakers come from?
2 In which two countries is the regret the
speakers expressed linked with money and
economics? How are their concerns different?
3 Which speaker talks about shame as well as
regret?
4 In which culture is the question of language a
cause for regret? Why?

45. 45THAT’S ENGLISH!
UNIT 4
1
2a
2b
3a
SKILLS WORK
Read the quote about regrets. Do you agree that regrets about things you didn’t do are the 
worst? What things do you regret not doing?
Twenty years from now you will be more disappointed by the things that you 
didn’t do than by the ones you did do. So throw off the bowlines*. Sail away from 
the safe harbour. Catch the trade winds in your sails. Explore. Dream. Discover.
  Mark Twain
Listen to three people talking about their biggest regret. Complete the speakers’ regrets.
1 Earle’s biggest regret is … 2 Maeve regrets … 3 Emi regrets …
Listen again and decide if the statements are true (T) or false (H). Correct the false ones.
1 Many of the specific regrets Earle mentions are related to people and relationships.
2 Earle regrets having lived such a wild life.
3 Maeve wishes she had listened to other people’s advice.
4 Maeve feels she has lost her freedom.
5 What Emi regrets happened a long time ago.
6 Emi was frightened of the girl’s scruffy appearance.
Read the text. What do you think the main message is?
1 We can’t avoid regrets, so we must just accept them.
2 You can only avoid regret by being true to yourself and even then you will make mistakes.
3 You can use your regrets to help you change your life.
3b
4
Read the article again and fi nd what the numbers and fi gures refer to.
a 12 b 2nd c ¼
Think about some of your personal regrets that might serve as learning experiences. Discuss 
them with a partner.
34
34
‘
‘
Rock musician,
Nashville,
USA. Earle
Petersson (59)
Systems analyst,
Glasgow,
Scotland. Maeve
Bethune (32)
Retired fashion
designer, Osaka,
Japan. Emi
Sakamoto (68)
When I was a teenager, I had a huge argument with my best friend and we’ve never spoken 
since. Really it was mainly my fault we argued, but I was just too proud to apologise. 
Stupid really. But at least I’ve learned my lesson since then and now …
*ropes
Retired fashion
designer, Osaka,
Japan. Emi
Sakamoto (68)
How to live a
life without regret
According to web-based research
company Happify, regret is the second
most commonly expressed emotion after
love. It is obviously a powerful negative
force in our lives so, can we learn to be
more successful in avoiding it?
As far as the big practical decisions
in life are concerned – job, money,
house –, Happify’s research showed that
accepting a job which doesn’t interest
or satisfy you just for the money is a
universal cause for regret. Furthermore,
25% of people who take the big financial
step of buying their own homes suffer
from ‘buyer’s remorse’. ‘Follow your
heart, don’t follow the money’ seems
to be the lesson here. Most researchers
conclude that people are more satisfied
at the end of their lives if they have
lived a way that feels meaningful to
them and not based on the expectations
of others.
Be warned, however. Happify researchers
say that it is impossible to avoid regret
entirely since it is inevitable that, as
humans, we will make mistakes. On the
positive side, they rank regret as the
most beneficial of 12 negative emotions
including anger, guilt, fear and sadness.
Regret can help us make sense of past
experiences and avoid making similar
mistakes in the future. Because we regret
things more when it is still possible to
change the situation or put things right
(rather than rationalise them), it is also
a powerful agent of change. Their advice
is that we shouldn’t try to avoid regrets
but, on the contrary, welcome them,
learn from them, and act on them.
 TRACK 35

46. 46 THAT’S ENGLISH!
Regrets … I have a few
WRITING
1
2a
2b
Discuss the questions about apologising.
1 Do you find it difficult to apologise even if you
know you’re in the wrong? Why?
2 Can you think of an occasion where you had to
apologise to someone? Why? What happened?
Read the two emails and answer the questions.
1 Why is Jack apologising to Nigel? What happened?
2 How does Jack justify his behaviour? What
reason does he give for thinking it was OK to
invite Camilla to the party?
3 Which email is the least formal in style?
Read the text again and fi nd ... .
1 three expressions of apology in email 1 and two expressions in email 2
2 two phrasal verbs used in both emails which mean:
a to make friends again b to forget about something bad that happened in the past
3 two examples where the writer has omitted the subject pronoun in email 2
3aFind informal expressions in email 2 that mean the same as these expressions from email 1.
1 although admittedly
2 I really value our friendship.
3 Forgive me for my thoughtless behaviour.
4 put this misunderstanding behind us
5 I am writing to you
 6 I am most truly sorry.
 7 My behaviour was possibly insensitive.
8 Please let’s try and resolve the problem.
9 I thought that you had got over Camilla.
10 it seems incredible that I could have been
so unaware of your feelings
Dear Nigel
I  am  writing  to  you in the hope that we can  put 
this  misunderstanding  about  Camilla  behind  us. 
Please  let’s  try  and  resolve  the  problem since I 
never  intended  to  hurt  anyone.  I  realise  that my 
behaviour  was  possibly  insensitive  and  I  owe 
you an apology. I thought that you had got over 
Camilla  —  although  admittedly  this  is  probably 
because  this  is  what  I  wanted  to  believe  —  and  I 
didn’t  realise  that  you  would  be  so  upset  when  I 
asked  her  to  come  to  the  party  with  me.  Looking 
back  now, it  seems  incredible  that  I  could  have 
been so unaware of your feelings, but nevertheless 
this  is  true.  It  wasn’t  a  proper  date;  neither  of  us 
took it seriously. Despite what other people might 
have said, I haven’t been out with her since. You can 
ask Camilla herself if you don’t believe me.
I am most truly sorry and I hope you will be able to 
forgive me for my thoughtless behaviour. I really 
value  our  friendship  and  I  would  hate  to  lose  it 
because of what happened.
Yours
Jack
Email 1
Omitting the subject pronounpage 127
Dear Nigel
Sorry I haven’t been in touch, but I decided to 
drop you a line and see if we can  make up after 
the incident with Camilla. I hope we can sort 
out this mess. I really wish I hadn’t invited her 
to that party. Perhaps I was a bit tactless, but 
the thing is,  I just didn’t realise that you were 
still  so  into  her.  On  the  other  hand,  maybe 
that’s  what  I  wanted  to  believe.  So,  I  admit I 
should have realised how you felt, but I just 
didn’t.  In  reality,  it  wasn’t  a  proper  date.  We 
just went to one party together. I haven’t seen 
her since and we are not going out.
Anyway,  I’m  really  sorry  if  you  think  I  was 
out of order. Hope we can catch up soon and 
talk. Our friendship means a lot to me, as you 
know.
Cheers
Jack
Email 2

47. 47THAT’S ENGLISH!
UNIT 4
Beginning Dear + name Hi/Hello (+ name)
Opening phrases
How’s it
1
… ? How are you? How are
2
… ?
I thought I’d get in
3
… to …
I was
4
… of you the other day and this is just a quick
5
… to …
I’m
6
… I haven’t been in touch for a while.
Closing phrases
Anyway, that’s
7
… for now. I hope we can
8
… together soon.
I hope we can catch
9
… soon.
Ending Bye for now. Speak/Talk soon. Very best. Cheers.
3b
4a
Complete the expressions for informal emails with words from the box.
Look at the four connectors highlighted in email 2. Which one ... ?
1 is a synonym for ‘in fact’
2 is an informal expression for introducing an explanation or excuse
3 is often used at the beginning of the sentence to change the subject
4 is used to introduce a contrast with/change of direction from what has gone before
Link the pairs of ideas using the connectors.
1 that wasn’t what happened / people say that I treated her badly (in reality)
2 I think it was inevitable / given the circumstances / it’s terribly sad that it had to end like this
(nevertheless)
3 it wasn’t entirely my fault / I deeply regret what happened (on the other hand)
4 because I thought it might upset you / Freddie wants to go out with me / I didn’t tell you
before (the thing is)
You are going to write an email of apology to a friend. Complete the table.
Make notes using the headings.
Write your email (160-180 words). Use your notes from activity 5b. Remember to include:
• expressions for
apologising
• expressions of regret
• connectors of contrast
4b
5a
5b
6
Writing an informal email of apology
Hi Dave, I’m getting in touch to apologise for my atrocious
behaviour last Saturday night at Cindy’s party.
Connectors of contrastpage 128
all going sorry things touch thinking up note get
Event to apologise forDescribe what happened Reasons to justify your behaviour
I said some terrible  things to my friend.
• Give your reason for writing and say what you hope the
outcome will be: I am writing/getting in touch because … I
hope we can …
• Say what you regret doing or what you regret that happened:
I wish (If only) I had/hadn’t … / I regret having …
• Explain or justify what happened: The thing is … I didn’t
realise …
• Admit you were in the wrong: but admittedly this is no
excuse … I should have realised …
• Apologise: Awfully/Really/Terribly sorry for/about … I owe
you an apology … Please accept my apologies
• End by expressing your hopes for the future: Hope we’ll be
able to …
Writing Referencepage 141

48. 48 THAT’S ENGLISH!
Revision 1
OBJECTIVES
• To review the contents of units 1-4
LANGUAGE REVISION
2
3
48
Complete the text with the correct tense of the 
verbs in brackets. Use past forms: past simple, 
past continuous, past perfect, perfect modal 
and past passive. Sometimes more than one 
tense is possible.
Mark the stress on the words. Listen and check.
1 intimidation 3 sentence 5 acquisitive
2 infringement 4 manslaughter 6 cybercrime
Write a sentence that has a similar meaning to 
the fi rst. Use the words in brackets.
 1 He was going to jump the red light when he
noticed the police car. (about)
He was about to jump the red light when he
noticed the police car.
1 2 Don’t forget your notebook or else you’ll get
into trouble in class. (otherwise)
3 We had only just got home when the storm
started. (hardly)
4 I didn’t realise he was upset, so I ignored
him. (if only)
5 He’s sorry he cheated in the exam yesterday.
(regrets)
6 They’ll give a prize of €200 to the best entry
for the competition. (given)
7 I’m sorry that I didn’t take the job. (wish)
8 As soon as he sees a mistake, he has to make
a comment. (no sooner)
9 Someone has stolen the bench in the park.
(been)
10 I’m sorry but you haven’t obtained a grant
for your research. (tell)
Match the verbs from the box to the statements. 
Then, use those verbs to turn the statements 
into reported speech.4
5
Jackson Telford
1
… (nickname) ‘The Leopard’
because he was so fast at making getaways
from the scene of his crimes. He
2
… (know)
for his connections with organised crime
in Boston. On the evening of August 23rd
1995, he
3
… (just return) to his hometown,
Portland, as a birthday surprise for his
brother and
4
… (spend) the evening out with
their friends in the town.
It was 2:15 in the morning. In the Sunset
Bar in Portland, the bartender, Sulley Toms,
5
… (think) about closing for the night. Most
customers
6
… (go) home; there were only two
people who
7
… (sit) at the bar. Toms
8
… (go)
into the back room of the bar and
9
… (clear) up
there when, suddenly, two men
10
… (enter) the
bar, shot the two customers and
11
… (leave)
quickly. A neighbour, Karen Sykes, who
12
…
(hear) the shots, looked out of the window.
It was dark, so she
13
… (not can see) very
well who they were, but in an identification
parade later she pointed out Telford and his
brother Terry. Thanks to her evidence, the two
men
14
… (arrest). After a short trial, they
15
…
(sentence) to life imprisonment.
apologise accuse beg threaten
deny
persuade
refuse complain
1 ‘Please let me borrow your car!’ he said to me.
He persuaded me to lend him my car.
2 ‘You were the one that took the money!’ he
said to her.
3 ‘I’m sorry I haven’t replied to the invitation,’ he
said to them.
4 ‘I won’t leave the shop until I get a refund!’
5 ‘I certainly never told John the password.’
6 ‘I’ll call the police if the youths don’t leave.’
7 ‘I can’t stand the pollution in the city,’ he said
to me.
8 ‘Please reconsider your decision,’ he said to
her.
Complete the echo questions.
1 A: We had a party on Thursday.
B: You had a party when?
2 A: I went to Wycombe last week.
   B: You went … last week?
3 A: She didn’t enjoy the concert at all.
 B: … ?
4 A:  He’s got a Porsche and earns $1,000 an hour.
 B: He’s got a … and earns … an hour?
5 A: My brother’s just won the lottery!
 B: … ?
36

49. 49THAT’S ENGLISH!
Revision 1
49
8
9
6 A: They were talking to Bill about elephants.
 B: … ?
7 A: She’s been off work for a week.
   B: … ?
Complete the sentences with a preposition or 
particle.
1 He’s always felt a deep resentment … his
younger brother.
2 My uncle passed … last year after a long illness.
3 She insisted … taking me out for lunch.
4 My girlfriend blamed me … all her problems.
5 To begin … , we should make a list.
6 He’d like to pursue a career … medicine.
7 He’s out of prison now, but still … parole for
six months.
8 I can’t remember his name, but it’s … the tip
of my tongue!
9 I’m sorry, I can’t go … with that idea. I don’t
agree.
10 I’ll go to the bank and we can catch … later in
the restaurant.
11 The manager was accused … stealing from
the company.
12 The police charged him … car theft.
Use a word from column A with a word from 
column B to complete the sentences.
1 Writing a book is on my … of things to do
before I die.
2 She was lucky to get a … , so she didn’t have
to go to prison.
3 Jumping off a skyscraper was certainly … .
Everybody is talking about you now!
4 Swimming with sharks was a truly …
experience. I’ve never been so scared!
5 There are some states in the USA that apply
the … for convicted murderers.
6 He hasn’t got a very good … at work. He often
misses deadlines.
7 Coping with losing a … is always difficult.
8 He was arrested for … after selling heroin to
his classmates.
Complete the texts with the words from the box.
Choose the correct option.
1 The Celts often buried / entered their dead in
special places.
2 You forgot your book again! You really have
a memory like a blank / sieve.
3 He won the race, thereby / besides becoming
the youngest ever champion.
4 I’m sure this email about donating to an
Indian charity is a scam / theft. They want
money sent to an account in Colombia.
5 I have to write all my engagements down in
a memoir / diary or else I’m sure to forget
something.
6 He was accused of murder / manslaughter
for killing two people in a traffic accident.
7 I can never remember names. I’ll need you to
jog / remind my memory at the party.
8 When I die, I want my rests / remains to be
cremated.
9 She’s wearing black because she’s in
bereaving / mourning for her father.
10 The woman was released / committed
without charges when they found the real
criminal.
6
7
disappointing embalmed encouraging
innovative petty retentive rewarding
short-term unsettling weird
1 attention-
2 bucket
3 death
4 drug
5 hair-
6 loved
7 suspended
8 track
a dealing b grabbing c list
d one
e penalty
f raising
g record
h sentence
A B
A
Jason  King,  who  has  a  history  of 
1
...  crime 
offences, such as shoplifting and vandalism, 
was discovered yesterday with a carefully 
2
... 
corpse in his garage. Police think that this 
3
... 
find came from a museum. However, efforts 
to  trace  the  origin  of  the  mummy  have 
proved 
4
... as no one has reported the loss. 
His neighbour, Mrs Green, said, ‘This is most 
5
... . Who wants a dead body next door?’
B
Working  with  the  elderly  can  be  very 
6
... 
especially when the carers can improve their 
skills at the same time. 
7
... methods, which are 
new to this profession, are being tried out in 
a number of clinics and have had 
8
... results. 
Techniques designed to help those who have 
9
... memory loss also help the therapists to 
improve their 
10
... memory when studying for 
professional reasons.

50. 50 THAT’S ENGLISH!
Revision 1
50
SKILLS WORK
What memories do you have of a person who has passed away? Tick (T ) the things you remember. 
1 their personality 3 their habits 5 activities you did together
2 their clothes 4 their features 6 their death
Read the text. In which paragraph(s) (1-3) can you fi nd reference to the memories from activity 1a?
Read the text again and choose the correct option.
1 The writer thought his grandfather’s features
were … .
a unusual b strong c funny
2 The writer’s grandfather was able to … .
a make him laugh
b blow smoke out of his ears
c deceive him
3 The writer’s trip to school every day was … .
a hair-raising b harrowing c exciting
4 His grandfather used to … in the market.
a work b go shopping c find bargains
5 When he was with his grandfather, the writer
felt … .
a anxious b sheltered c grown up
6 When his grandfather died, the writer … .
a spent his last moments with him
b was embarrassed to cry
c remembered his words
Listen to fi ve people talking about a life-changing 
experience. Match the speakers (1-5) to the 
experiences (a-e) and decide if their lives are 
better (B) or worse (W) because of it.
1 … 2 … 3 … 4 … 5 …
a went to war
b joined a new community
c began volunteering
d went to prison
e travelled for the first time
Listen again and match the speakers (1-5) to the 
statements (a-e).
1 … 2 … 3 … 4 … 5 …
a I overcame my fears.
b I thought I had found a purpose to life, but I
was wrong.
c I changed my life because someone died.
d I feel very differently about my work now.
e My punishment improved my education.
1a
1b
2 3a
3b
38
38
My grandfather had extraordinary eyebrows. Thick
and bushy. I remember his blue eyes twinkling at me
from under the scary growth. I am still reminded of
his laugh, punctuated by a regular cough as he was a
heavy smoker, when we watch the old comedy movies
that he loved. When I was a small child, he used to
blow smoke out of his nostrils and tell me that smoke
was coming out of his ears as well. And I believed him!
His unforgettable habit of drinking tea at all hours of
the day has been passed down from generation to
generation, so I always have a cup to hand. This makes
me wonder what other vices I have inherited!
My grandparents lived just up the street from us and
it was my grandfather’s job to take me back and forth
from school, which he did on the back of his motorbike.
It was always an exhilarating ride and I felt so important
arriving on a roaring machine at the gate. I have vivid
memories of going to the market with him in the
afternoons where he would catch up with his mates
from the days when he ran a market stall selling pots,
pans, potato peelers and a myriad of useful household
gadgets. He’d sit me on the edge of a table and I’d
listen eagerly to the tales of wartime and escapades of
his youth. Even today, the bustle and noise of a street
market triggers memories of his huge figure, dressed in
the same grey overcoat and cloth cap, striding along
holding my hand and making me feel loved and secure.
Many years on, I got a phone call to say he was being
rushed to hospital after a heart attack, but I arrived too
late to say my goodbyes. He passed away before I could
get there and I’ll always regret not being with him in
those final moments. He had been such an optimistic
person and so full of life. I cried my eyes out that night
but, at some point in the early hours of the morning, I
suddenly felt strangely calm and surprisingly content
as I recalled his favourite quote from García Márquez:
Don’t cry because it’s over. Smile because it happened.
 TRACK 37

51. 51THAT’S ENGLISH!
Revision 1
Complete the sentences with a word from the 
box. There are two words you don’t need.
Which of these alternatives (a or b) is more 
appropriate for a formal personal statement?
1 a I have a good knowledge of …
b I know a lot about …
2 a I’ve got a lot of experience in …
b I have a proven track record in …
3 a I constantly work towards …
b I’m always working towards …
4 a I intend to pursue a career in …
b I want to be …
5 a I’m good at talking and writing to people.
b I have good communication skills.
Choose the best option for a personal statement.
1 I / Having resigned from my last post when …
2 As well as having / I have a degree, I also …
3 I don’t regret / I’m not sorry about moving to a
bigger company.
4 I worked as an intern, thus gaining / so I gained
valuable experience.
5 Talking about / In relation to my other skills …
Write a personal statement to apply for the job 
advertised below (200 words). Use some of the 
ideas from activities 6 and 7 to help you. Include 
information about the following points:
• say why you are interested in the job
• give details of relevant qualifications and skills
you have
• describe a post you have held that shows you
have relevant experience
1 I’m … sorry.
2 The … is, I didn’t realise it was so delicate.
3 I know I … have been more careful.
4 I … I hadn’t borrowed it.
5 I … you’ll forgive me.
6 I … to have it fixed tomorrow.
7 You … me not to leave it outside.
8 … , I wasn’t paying attention.
Read these facts about a criminal case. 
Imagine you have just read a newspaper article 
about this case. Prepare a 3-5 minute talk, giving 
details of what happened and your opinion on 
the crime and the punishment. Remember to: 
• discuss if the punishment was fair; what other
type of punishment could the offender have
received?
• use language for telling an anecdote from unit 1
• use language for agreeing and disagreeing
from unit 3
4
7
8
6
5a
5b
actually blame hope intend should
terribly thing warned wish memory
I’m going to talk about the case of Charles Thompson. He was a family man with four children. Actually, at the time of his crime his wife was pregnant with their fourth child …
Charles Thompson
Sentence: 25 years
Offence: drug dealing (selling painkillers)
Previous convictions: none
Age at sentencing: 43
Background: father of four, car mechanic,
had a car accident at the age of 35 which
left him with severe back pain.
Story: made friends with Jerry who also
claimed to have severe pain. Gave him
painkillers.
Arrest: gave Jerry some morphine pills and
agreed to take a payment. Immediately
arrested as Jerry was a police informant.
Quotes: ‘I only wanted to help my friend.’
‘My son will be 25 years old when I get out.’
EMPLOYMENT OPPORTUNITY
An experienced administrative assistant with
considerable IT skills, keen to work in a developing
business …
ADMINISTRATIVE ASSISTANT
H  
Are you a motivated, creative and independent
worker?
H  This is not just filing and answering the phone!
H  A small start-up company is looking for someone
to join their team to provide administrative
support.
H  Opportunities for greater involvement in the
running of the business for a dynamic candidate.
H  Experience in general administrative duties
required and knowledge of Office systems.
Please send your personal statement, and attach CV, to
Gordon Hardy, PO Box 532, Hertfordshire HL72GC.

52. 52 THAT’S ENGLISH!
5
UNIT
• To express opinions about needs at different
ages
• To learn about the meaning of adulthood in
different culturesOBJECTIVES
NOW YOU!
Do you feel that retired people don’t understand
the pressures on younger people?
7
As young as you feelA
4 Is it a positive or negative thing in his
experience?
5 Why does Roxanne apologise to Danny?
6 What reaction did Roxanne expect Steve
to have to the baby news and how was she
surprised?
7 How did Steve and Roxanne meet?
Read the extracts and choose the option that
matches the meaning.
1 Danny: It’s not really my thing.
a I don’t fancy it. b It doesn’t belong to me.
2 Steve: Hey, what’s wrong with you? Relax.
There’s no need to get so worked up.
a busy b agitated and upset
3 Danny: He always seems to land on his feet.
a go from one crisis to another
b overcome difficulties and finish in a good
position
4 Roxanne: I’m a bit of a workaholic as well. It
takes one to know one.
a It needs a special person to help another
person.
b It needs someone who has experienced a
problem to recognise that problem area in
others.
Complete the sentences with the correct form
of an expression in bold from activity 5.
1 Robert wanted us to go to the rugby match but
I said ... .
2 I always thought Lena was secretly anxious in
social situations, like me. ... .
3 Jon really ... when he got that brilliant job in
Paris after he was made redundant.
4 We tried to calm Nick down after he heard
about his mother’s accident but he got ... .
Decide if the following sentences are true (T) or
false (H). Correct the false ones.
1 Danny welcomes Steve’s advice on work and
life.
2 Danny doesn’t take Steve’s new relationship
seriously at first.
3 Steve doesn’t seem to be upset by Danny’s
impolite behaviour.
4 Danny deliberately wants to hurt Steve’s
feelings when he is told about the baby.
5 In the restaurant, Steve shares Danny’s
objections about him having another child.
Answer the questions.
1 Why does Anthony criticise Danny’s choice of
breakfast?
2 What is Danny’s reaction to Anthony’s comment?
3 What example does Anthony give of age
differences in relationships in his family?
AFTER YOU WATCH
3
4
5
6
‘Age is just a number. You are as young as you
feel’? Do you agree? Why?
1
BEFORE YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
1 How does Danny think life was different when
his father was his age?
2 Why is Danny so upset with his father?
To tell you the truth, I do often feel a lot of
younger retired people have … because ...
Age is nothing but
a number

53. 53THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
10a
10b
STREET INTERVIEWS
Match the expressions from 9b (1-3) to their
meanings (a-c).
a something precious to be appreciated
b became a particular age
c becoming an adult
Use the correct form of the expressions from
activities 5 and 9b to complete the dialogue.
Pete: Have a look at this picture I found of all
the old gang from college.
Dave: Great − I just about recognise some
people. Was that before your round the
world trip?
Pete: Yes. That trip really made me grow up fast
− it was a real
1
... .
Dave: I remember it sounded challenging. Isn’t
that Michael in the hat? Any news of him?
Pete: Well, ever since he
2
... 50 he seems to
have had a mid-life crisis.
Dave: Oh, right? What do you mean?
Pete: Well, he left his job in banking and
announced he was going round the world
on a motorbike! I had an email from him
recently, he said every day is a
3
... .
Dave: I can’t imagine Mike being so crazy. Is he
really OK?
Pete: Oh, yes. He’s
4
... as his new girlfriend
owns a beach hotel in India.
Dave: Well, if that’s what he wants out of life, but
I think he will get bored. I would. Lazing
around all day
5
... .
Pete: Maybe not. But banking wasn’t right for him.
Like me he’s a bit of an old hippy at heart.
Dave: Well, you said it.
6
... ! It’s alright for some
but others have families to provide for.
Pete: OK, calm down, there’s no need to get
7
... .
Think about an age you would prefer to be. Why
does it appeal to you?
The speakers were asked the following questions: Are you happy with the age you are or
would you rather be a different age? Why?
1 Which of these reasons for wanting or not wanting to be a different age are true for you?
a your present age is perfect d you would like fewer obligations
b you’ve achieved your goals in life e you would like more financial security
c you have energy as well as maturity
2 Watch the video. See which ideas above are mentioned and who makes reference to them.
Complete the table with the speakers’ opinions. Are they happy with their current age? Why?
Listen to the speakers and complete the sentences.
Glenn: I just
1
... 30, yeah, this is the best I’ve ever been.
Thierno: That separates me from being a kid to being a man, so it’s a
2
... for me.
Stephen: I think each day is a
3
... .
9b
9a
8
Brandy David Thierno Stephen Nicole Tina Glenn Samantha
NOW YOU!
11
At times I’d like to return to being ... because
I used to have ... but now ...
Glenn Nicole Brandy David Thierno Stephen Tina Samantha
Reason
the best (age) he’s ever been
Reason
be younger, have fewer responsibilities

54. 54 THAT’S ENGLISH!
Age is nothing but a number
Match the age categories to the people (1-7) in
the drawing.
READING
1a
1b
2a
Read the speech again and answer the questions.
1 What image does Shakespeare use to describe
a human life?
2 What is the school boy’s attitude towards his
education?
3 What kind of mood is the young man in love in?
4 Shakespeare compares the fourth stage to
a soldier’s life. What characteristics does he
mention?
5 What does the man in the fifth stage enjoy
doing? Does he seem easygoing or serious
about life?
6 The description of the man in the sixth stage
is very different to the judge in the fifth stage.
What things have changed about him?
7 Does Shakespeare describe the last scene of
life as joyful or pitiful? Why is it so?
Read the article and complete it with the
missing phrases from the box.
3a
2b
Gabriel García Márquez said, ‘Age isn’t how old you are, but how old you feel’. Do you agree? Why? Why not?
Read the speech All the world’s a stage. Which
lines describe the age categories in activity 1a?
Stage 1-infancy: lines 5-6
youth old age (elderly) middle age
childhood infancy dotage young adulthood
but these results have not yet been replicated
no doubt these will continue
hardly rocket science
as well as less toxic gold
few find it comfortable
 All the world’s a stage,
  And all the men and women merely players;
  They have their exits and their entrances
  And one man in his time plays many parts,
5  His acts being seven ages. At first, the infant,
  Crying and vomiting in the nurse’s arms.
  And then the whining school boy, with his satchel
  And shining morning face, creeping like a snail
  Unwillingly to school. And then the lover,
10  Sighing like the wind, with a sad song
  About his mistress’ eyebrow. Then a soldier,
   Full of strange curses, and with huge whiskers like 
a leopard,
  Jealous in honour, sudden and quick in quarrel,
15  Seeking short-lived reputation
  Even in the middle of battle. And then the judge,
  With a fair round stomach with rich food lined,
  With eyes severe and beard of formal cut,
  Full of wise sayings and modern examples;
20  And so he plays his part. The sixth age changes
  Into the thin and slippered old man,
  With glasses on nose and pouch on side;
  His youthful stockings, well saved, a world too wide
  For his shrunken thighs; and his big manly voice,
In search of the elixir of youth
Shakespeare’s All the world’s a stage speech addresses
the universal themes of the human experience and
their inevitability. The basic structure of a lifetime
follows the pattern outlined by Shakespeare yet
1
… to
contemplate his description of the end of life.
For that reason, throughout history different cultures
tried to reverse the ageing process and discover the
25 Turning again toward childish noises, pipes
  And whistles in his sound. Last scene of all,
  That ends this strange eventful history,
  Is second childishness and mere oblivion,
  Sans teeth, sans eyes, sans taste, sans everything.
(adapted from 
As You Like It by William Shakespeare)
 TRACK 39

55. 55THAT’S ENGLISH!
UNIT 5
2 What age range do you consider to be in the
prime of life? Have your ideas on this changed?
3 Would you exchange maturity and wisdom for
the bloom of youth?
4 Medical science has enabled more people
than ever to live to a ripe old age. Do you think
this is always desirable? And what are the
disadvantages?
4c
5
3b
4b
Read the article again. Choose the correct answers.
1 The last stage of life depicted in the speech is ... .
a uncomfortable to experience
b difficult to imagine
2 In the past some creators of the elixir of youth ... .
a had a poor understanding of chemistry
b had a poor understanding of disease
3 The secret of living longer ... .
a is based purely on an individual’s genetic
inheritance
b is surprisingly simple to implement
4 The success of cryonics ... .
a is based on hoping for future scientific advances
b relies on current scientific understanding
5 The CRON diet ... .
a is proven to be effective in one species
b is proven to be effective across species
Listen to the conversation. What event has Di
been to?
Listen again and match the expressions (1-6) to
the meanings (a-f).
1 in the prime of life
2 a ripe old age
3 the wrong side of forty
4 to go gaga
5 knee-high to a grasshopper
6 in the bloom of youth
a into middle age
b being extremely old and losing mental capacity
c fresh and vigorous like a new flower
d mature adulthood
e living to an advanced age
f very small and young
Complete the sentences with a suitable
expression from activity 4b.
1 My retired neighbour is ... but he still grows his
own vegetables and walks his dogs every day.
2 You think you will never get old and weak
when you are ... .
3 Did you think Nigel was the same age as me?
I know he’s older than that, he must be ... .
4 It was sad to realise their great-grandmother
was ... and didn’t even recognise them.
5 I don’t recall our first home at all because I
was ... when we left.
6 Astronauts are usually chosen from people
who are ... .
Discuss the questions with a partner.
1 Can you remember anything from when you
were knee-high to a grasshopper?
elixir of youth, a magical potion that supposedly
preserved youthfulness and guaranteed living to a
very ripe old age. Unfortunately, it was often a case of
the cure being worse than the disease itself because
many of the potions included poisons such as arsenic
and mercury,
2
… , and so many who desired eternal
life instead met death in the prime of life.
Thankfully, science has moved on and those people
needn’t have resorted to such extreme measures.
Scientists working on reversing the ageing process
have discovered that to do so, the telomeres (parts
of DNA which protect our genetic code) need to
lengthen. A small study showed this is achievable by
simple lifestyle changes like eating more healthily,
taking exercise and avoiding stress:
3
… !
Less orthodox approaches
also have devoted followers,
such as the field of cryonics,
the science of preserving the
human body through freezing.
Followers believe future
medical advances will one day
allow people to be brought
back to life. For some, the idea
of restricting the amount eaten
is the secret of maintaining
the bloom of youth. Followers
of the CRON diet (Calorie
Restriction Optimal Nutrition)
quote experiments based on
mice which demonstrated
that a reduced intake of highly
nutritious food prolonged
the longevity of the mice by
around 65%,
4
… in humans.
But do we really want to live forever? What would it be
like to outlive all your friends? It could be an alarming
idea. The lifespan in developed nations has increased
rapidly in the last 50 years and one in three babies
born today will live to be 100. This has been achieved
through medical and environmental improvements
and
5
… . Perhaps we need to be content with that.
 TRACK 40
4a
41
41
I remember the fi rst time I saw my baby
brother. I must have been under three. I
wasn’t at all impressed and asked if we
could take him back and get a kitten!

56. 56 THAT’S ENGLISH!
Age is nothing but a number
56
LANGUAGE STUDY
1a
1b
1c
2
3c
4
Listen to the introduction to a radio phone-in.
What is the topic of the show?
Listen to the fi rst part of the phone-in and
complete the sentences.
1 The best thing is I ... work.
2 And I ... worry about paying the bills.
3 I ... do homework and stuff.
4 I ... do some extra study.
5 When I was in primary school, we … do some
homework.
6 But we … do as much as now.
7 I ... practise writing code.
8 I ... do boring homework.
9 Of course, I ... get a job.
10 So I ... get a good degree in computing.
Complete the table with an example of a
suitable verb form from activity 1b.
Read the text and choose the correct answers.
Listen to the second part of the phone-in. Is the
caller satisfi ed or dissatisfi ed with her life at
present? And in the past?
Listen again and complete the sentences.
Match the sentences (1-2) from activity 3b to
the meanings (a-b).
Complete the sentences using the correct form
of didn’t need to/needn’t have and the verb in
brackets.
1 I phoned the restaurant and they took bank
cards so I ... (take) cash.
2 I took lots of cash with me to the restaurant
but I ... (do) because they took bank cards.
3 My partner had already been to the
supermarket so luckily I ... (go) as I was tired.
4 Monica was worried about her exam results
but she ... (bother) because they were
excellent.
5 He spent ages searching shops for that book
but he ... (do) as it was available online.
6 They ... (paint) their new flat as the builders
had already done it.
Choose the correct indefi nite pronouns and
verb forms.
1 Everyone / Anyone get / gets older: no one /
both is / are able to stop time.
2 Can anyone / someone tell / tells me how old
that man is?
3 More / Most is / are known now about the
ageing process.
4 There isn’t just one way to live, but few /
several is / are possible.
42
43
3a
44
3b
44
5
The changing face of youth opportunities
Years ago young people in Britain
1
needed to /
had to / didn’t have to stay at school once they
reached 14. Many young people from poorer
families
2
had to / didn’t have to leave school to
find a job because they
3
needed to / didn’t need to
help the family finances.
Nowadays students in the UK
4
have to / don’t
have to stay at school until they are 16. However,
students
5
have to / will have to / don’t have to leave
until they are 18 if they prefer. The job market is
competitive so ideally youngsters
6
need to / don’t
need to get good qualifications. Those interested
in learning practical skills, like engineering,
7
need
to / had to / don’t need to go to university since
they can train as apprentices. As university fees
have greatly increased, most students
8
will have
to / won’t have to take out a big loan. However,
Present
obligation
Present lack
of obligation
Present
necessity
Past
obligation
Past lack of
obligation
Past
necessity
Future
obligation
Future lack
of obligation
Future
necessity
Modals of obligation and necessitypage 129
Didn’t need to and needn’t have done page 129
Listen again and complete the sentences.
1 I realised I ... worry any more so I just let go.
2 I ... all that time and energy when I could have
been enjoying life.
the meanings (a-b).
a It was unnecessary to do something but I did it.
b It was unnecessary to do something so I didn’t
do it.
after 30 years they
9
will have to / had to / won’t
have to pay it back as the government will cancel
it. As university student numbers are falling due
to the fees, in the future universities
10
will need
to / have to / won’t need to recruit many more
students from overseas.

57. 57THAT’S ENGLISH!
UNIT 5
7
8a
8b
8c
Read the article. What is surprising about the
people in the article?
5 Few / Little know / knows the secret to living a
happy life.
6 If nobody / fewer care / cares, each / nothing
is / are going to change.
7 All / None of this make / makes any sense to me.
8 Few / Little is / are known about what happened
that night.
Which of these sentences (a or b) is more
emphatic?
Rewrite the sentences to make them more
emphatic using the words in brackets.
1 There isn’t any danger in this activity.
(whatsoever) There’s no danger whatsoever in
this activity.
2 The teenagers weren’t bothered by the loud
music. (at all)
3 There isn’t anything that prepares you for
having a baby. (whatsoever)
4 There wasn’t anyone who found the exam
easy. (at all)
5 We didn’t have any rain last month.
(whatsoever)
6 We have absolutely no time left. (whatsoever)
7 There wasn’t anybody who had seen the
accident. (at all)
8 She was not pleased with the results. (at all)
Listen to the conversation. Why is Sally feeling
stressed?
Listen again and complete the sentences.
1 What needs ... ?
2 All the downstairs ... hoovering.
3 The cake ... picked up.
4 The grass ... cut.
5 There’s ... to panic.
Complete the dialogue with the correct form of
the verbs in brackets.
Gavin: Hello, I’m Gavin Marshall and I’m here
to assess how safe the house is for your
father.
Peter: Hi. So what needs
1
... (do) to make the
house safe for when Dad comes out of
hospital?
Gavin: The stair carpet needs to
2
... (replace)
because it’s old and worn. And some
wood needs
3
... (fix) to the stair wall so
he can hold on to it.
Peter: Should we install one of those motorised
chairs?
Gavin: There’s no need
4
... (bother) with one of
those yet.
Peter: Anything else?
Gavin: Some of the furniture needs
5
... (remove)
as it’s quite crowded. And his chair is low
so the seat needs to
6
... (raise); maybe
some cushions?
Peter: Do you think he’ll be alright here?
Gavin: Yes, there’s no need
7
... (worry), he’ll be
fine.
Read the article in activity 6a again and complete
the rules with whatsoever/(not) at all.
6a
6b
6c
It’s no big deal: 90 is the new 50!
Nowadays more people than ever are living into
their 90’s and you might well expect them to take
it easy but today’s nonagenarians don’t always
agree. Some are not at all interested in sitting
still but instead are taking up new challenges.
Recently, Marta Telko, aged 95 from Finland,
became the world’s oldest female bungee jumper.
‘She showed no fear whatsoever,’ reported one of
the organisers of the jump. ‘Many young people
are too scared to continue when they get up there
but Mrs Telko didn’t scream at all’. Another
senior daredevil is Arthur Lumsdale, from Bolton,
who spent his 90th birthday 500 ft in the air
on a chair on top of a plane to raise money for
charity. Nothing whatsoever about the terrifying
experience appeared to bother him as he waved
to onlookers. ‘It’s no big deal at all,’ he later said.
that night.
Indefi nite pronouns and quantifi erspage 130
Whatsoever and not at all page 131
Needpage 129
1 a Some are not at all interested in sitting still.
b Some are not interested in sitting still.
2 a She didn’t show any fear.
b She showed no fear whatsoever.
1 ... can come before an adjective.
2 ... usually comes immediately after the noun or
phrase we are emphasising.
3 ... is more emphatic than ... .
4 ... or ... come after indefinite pronouns with no
(no one, nobody, none, nothing).
5 ... or ... come after no + noun.
45
45

58. 58 THAT’S ENGLISH!
Age is nothing but a number
B
SAME LANGUAGE, DIFFERENT LIVES
DOCUMENTARY
When I’m 64
1
2
3
4
5
Which of these activities do retired people you
know take part in?
Watch the documentary. Can you match the
phrases (1-4) to the defi nitions (a-d)?
1 all walks of life 3 to lump them all together
2 goal-oriented 4 to be hung up on something
a to treat everyone the same (not as individuals)
b different social backgrounds
c to be anxious about a particular issue
d focused on achievements
Watch the documentary again and answer the
questions.
1 Which group of people are most satisfied with
their lives?
2 What is George Podrick’s group not interested
in?
3 What is the statistic given about the UK
population by 2030?
4 According to David Bache, what are the two
key factors to enjoying retirement in Britain?
5 Which three factors cause people to feel
anxious about retiring?
6 What does Chris Kempton feel people shouldn’t
do regarding the older generation and why?
7 In which two ways has Chris Kempton’s outlook
on life changed since she was younger?
What diffi culties do young people face in your
country?
Match the speakers (1-8) to the problems facing
youth (a-f). There may be more than one speaker
for a problem.
THAT’S THE USA
6
7
a poor educational standards and welfare
problems
b lack of graduate prospects
c beginning a career owing a considerable sum
of money
d restricted job opportunities
e being ignored by those in authority
f being restricted by social background from
improving your life
What kind of leisure activities would you expect
to fi nd in a holiday area like this?
Watch the video of Alex’s visit to Connecticut
and decide if the sentences are true (T) or false
(H). Correct the false ones.
1 A huge number of Americans go camping
each year.
2 The style of camping has changed very little
over the years.
3 The water conditions in Long Island Sound are
usually less rough than further out at sea.
4 Camping and fishing appeal to all generations.
5 Long Island Sound has a variety of fish only in
the summer months.
6 The difficulties of fishing in Long Island Sound
are due to the tide and currents.
7 Where the wind is coming from can cause
problems for fishermen.
NOW YOU!
8What advantages are there to being young
today compared to in the past?
running    joining activity clubs
playing in a band    dancing
long distance cycling    playing golf    cooking
travelling    painting    doing yoga
3
4
1
2
5 7
6 8
On the whole ... because ... For example ...

59. 59THAT’S ENGLISH!
UNIT 5
1
SKILLS WORK
Read the quote. What do you think Cher’s response means?
Read the article and match the headings (1-5) to the paragraphs (a-e).
1 Girls just want to have fun 3 Still alive and kicking 5 Global phenomenon
2 Changing expectations 4 Moment of inspiration
2a
2b
3a
3b
Read the article again and answer the questions. 1 Did Sue Ellen Cooper intend to set up a society
originally?
2 What two actions led to the beginning of the
group?
3 What is Sue Ellen Cooper’s attitude to women
getting older?
4 What showed that even Sue Ellen Cooper
didn’t expect the society to be so successful?
5 Why are attitudes to older people changing?
Read the descriptions of coming-of-age traditions
and decide if they are true (T ) or false (H ).
1 The coming-of-age ceremony in Japan isn’t
religious.
2 At the Seijin-Shiki ceremony, both men and
women usually dress in elaborate traditional
clothes.
3 The Amish community are surprisingly relaxed
about their young people experiencing modern
pleasures.
4 In Mexico, the significance of the Quinceañera
has remained the same over time.
Now listen and check your answers. Correct the
false ones.
Write a blog entry (80-100 words) on what you
think the best age to be is.
47
‘
‘
Some guy said to me: “Don’t you think you’re too old to sing rock n’ roll?” I said: You’d better check with Mick Jagger.
Cher
a   These  lines,  from  the  poem Warning  by  Jenny  Joseph, 
inspired the creation of The Red Hat Society, a worldwide 
movement with over a million members. Sue Ellen Cooper, 
the founder, had the idea of giving her friends a red hat 
on  their  fiftieth  birthdays  as  a  joke  after  reading  the 
poem.  In  April  1998,  she  and  her  friends  dressed  up  in 
purple outfits and red hats and went out to tea. It was 
such fun that they decided to meet regularly as The Red 
Hat Society, and the rest, as they say, is history.
b  Ms  Cooper,  an  artist  from  California,  was  delighted. 
‘Fifty is a difficult birthday for a lot of women and I 
wanted to remind them to be more eccentric …’ she 
said. ‘Women are not allowed to age and when we do, 
we’re supposed to disappear. But we are not dead. This 
is about accepting where we are in life and making the 
most of it.’
c  41,000 Red Hat groups, called chapters, have spread 
to over 25 countries. Initially, Ms Cooper didn’t expect 
the idea to spread and foolishly promised to have a 
red hat tattoo if the number of chapters ever reached 
10,000. She found that before long she had to keep her 
painful promise!
d  Their motto is Live, Love, Laugh and there are no rules, 
no committees, only indulging in silliness whilst wearing 
red hats and purple clothes, and doing everything from 
paintballing to belly dancing. Younger women begged 
to be allowed to join, but have to wear pink hats and lilac 
outfits till they reach fifty.
e  Clearly, Jenny Joseph’s poem reflects the changing nature 
of attitudes to ageing in recent years. As the proportion 
of  senior  citizens  is  rising  in  developed  countries, 
businesses  and  politicians  are  realising  the  potential 
power and wealth of the over 50’s. After all, why should 
the youngsters have all the fun?
Over 50 
and fabulous
‘When I am an old woman, I shall wear  purple
with a red hat that doesn’t go and doesn’t suit me.’
4
It’s hard to say what the best age to be is but as
a rule most of my friends would agree that the
late 20’s and early 30’s ...
 TRACK 46
(online source)

60. 60 THAT’S ENGLISH!
Age is nothing but a number
SPEAKING
48
49
48
1a
1b
2c
2a
3
2b
4b
‘Youth is wasted on the young’ is a famous quotation by the writer Oscar Wilde. Choose the
best defi nition.
1 Young people waste their opportunities.
2 You don’t realise how wonderful being young is until you’re older.
3 When you are young, you often don’t think about the future.
Read the response to Wilde’s quotation. Do you agree? Why? Why not?
Listen to the conversations. Answer the questions.
1 Why is Max interviewing people?
2 Which speaker expresses a tentative opinion?
3 Which speaker expresses a strong opinion?
Listen to the conversations again. Complete the expressions below.
Production: giving a talk
I can remember when I was a child, I thought I had all the time in the world. Everything could
wait. Looking back now, I don’t think I really took advantage of all the opportunities I was given
… My life has gone by so fast – this year I’ll be 60 – and I certainly wish I had the energy I used
to have when I was in my youth.
Pronunciation Guidepage 144
4a
Add the expressions from the box to the categories in activity 2b.
In spoken English, we link some words (sounds) together to sound more natural. Look at the
expressions below and decide which sounds are linked. Then listen, check and repeat.
1 NotTatTall 4 But in the long run 7 Most of the time
2 But then again 5 I’m in two minds about 8 As a rule
3 By and large 6 There’s no doubt in my mind
Max is giving a talk at college on the needs of young people. Which opening sentence is most
likely to get the audience interested?
1 Today I am going to examine some of the problems facing young people in society.
2 ‘Youth is wasted on the young,’ said Oscar Wilde, but have you ever considered that being
young isn’t always fun?
An effective way to start a talk is with a question. Rewrite these sentences as questions to
make them more attention-grabbing.
1 You can imagine how different life will be in 30 years’ time.
2 You have thought about how much we develop from birth.
3 Everyone has realised they need to prepare for retirement now.
4 You will have different problems in 20 years’ time.
But then again All the same Typically I’m in two minds about
There’s no doubt in my mind In my humble opinion To the best of my knowledge
Expressing tentative
opinions
1 It’s … to say
2 To be more …
Expressing strong
opinions
3 I certainly … feel
that
4 Not at all! None … !
5 To tell you the …
Considering other
points of view
6 But in the long …
7 Taking everything
into …
8 All … considered,
Making
generalisations
9 Most of the …
10 As a …
11 By and …

61. 61THAT’S ENGLISH!
UNIT 5
50
5a
5b
6a
6b
Complete Max’s talk (1-9) with the correct expressions (a-i).
a typically d as a rule g let me start by
b does anyone have any questions e no doubt in my mind h to tell you the truth
c all the same f and last but not least i moving on to
Now listen to Max’s talk and check your answers. Which of the expressions are used to show
the sequence of the talk?
You are going to give a talk about what you think is the most challenging stage of life. A word
web is a useful way to plan your ideas. Think about these questions and complete the word
web with your own ideas.
1 How many stages are you going to include?
2 What are the needs of each of them?
3 Which is the most challenging in your opinion? Why?
4 What support is needed and where should it come from?
Give your talk. Remember to include the following:
• an attention-grabbing introduction
• sequencing expressions
• expressions to show opinions, consider other points of view and generalise
• a strong conclusion
childhood
need a lot of support,
lack independence, ...
young adults
competition for jobs,
sacrificing relationships
for career, ...
middle age
sandwich generation: supporting adult
children and elderly parents, ...
teenagers
emotional changes,
insecurity, pressure to
succeed in exams, ...
stages of life
‘Youth  is  wasted  on  the  young,’  said  Oscar  Wilde  but 
have you ever considered that being young isn’t always 
fun? 
1
…  people  only  remember  the  positive  aspects  of 
being young, such as being energetic and healthy, and 
conveniently forget the downside. Based on my research, 
I  want  to  suggest  some  areas  where  society  could  help 
young people make the most of their lives.
2
… looking at the impact of social media on relationships 
and self-esteem. I certainly do feel that it can have a very 
negative effect unless you are extremely confident. People 
are constantly comparing themselves to others and seeking 
peer approval. 
3
… , young women feel under pressure to 
match up to the photoshopped perfection of models. 
4
… , 
some find online communities very supportive but I’m in 
two  minds  about  whether  the  overall  effects  are  totally 
positive. There needs to be more education on these topics 
to prepare young people to cope with these issues.
5
… another aspect: I certainly believe the main problem 
we need to solve is that of creating more job opportunities 
for young people. The government has raised the age of 
retirement,  but  did  they  stop  to  think  of  the  effect  this 
would  have  on  the  job  market?  It’s  obvious  that  fewer 
new workers will be needed as a result. There is a lot of 
talk  about  creating  internships  to  give  young  people 
work experience but this is just a money-saving idea. How 
much  do  some  work  experience  students  earn?  Nothing 
whatsoever! 
6
… , I think there is no substitute for a real job 
with realistic pay.
7
… , we really need to take care of the employment and 
emotional needs of this generation because if we don’t, 
it will lead to depression, family problems and losing our 
best-educated people to other countries. It’s hard to say 
what is to blame for the current situation, apart from the 
economic  crisis,  but  there’s 
8
…  that  government  policy 
hasn’t  helped  at  all.  Taking  everything  into  account, 
the  responsibility  for  action  lies  with  the  government 
before  a  whole  generation  of  potential  workers  is  left 
demoralised.
9
… at all?

62. 62 THAT’S ENGLISH!
6
UNIT
• To express ideas emphatically
• To make formal invitations
OBJECTIVES
The right time A
2 What reason does Karen give for refusing
Anthony?
3 Why does Karen object to the suggestion of
asking Bridget’s father for permission?
4 What does Omar find not romantic?
Decide if the statements are true (T) or false (H). 
Correct the false ones.
1 Bridget likes the woods because they are calm
and quiet.
2 She finds it difficult to get on with her boss.
3 She interrupts Anthony’s proposal because
she is upset.
4 Anthony and Bridget go to a graveyard to look
for lost relatives.
5 Anthony drops the ring when he bumps into
the bridegroom.
6 Bridget really doesn’t want to marry Anthony.
Complete the sentences by making a phrase 
with the correct form of the word in brackets. 
1 Karen asks Anthony if he’s going to get down
on one knee when he proposes. (knee)
2 Anthony tells Omar and Karen that they don’t
have to ask if they want more coffee, they can
just … . (help)
3 Anthony offers champagne to a couple at the
restaurant. They don’t have to pay because it’s
… . (house)
4 Bridget has been working longer than her
working hours and she’s fed up with … . (time)
5 Bridget’s boss spends all his time in the office.
She doesn’t think that he ever … a … . (break)
6 Anthony believes that he and Bridget are very
well-matched as a couple, he thinks they are
… for … . (make)
Answer the questions.
1 In the video, in what order are these ways of
proposing mentioned?
a proposing by Internet
b asking Bridget’s father for permission to
marry her
c putting a ring in a glass of champagne
d going down on one knee
e proposing like Mr Darcy does
f a singing proposal
AFTER YOU WATCH
3
5
4
What would be the ideal place, time and 
circumstances … ?
1 for a romantic marriage proposal
2 for a perfect wedding
1
BEFORE YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
1 What suggestions do Omar and Karen make
to help Anthony propose to Bridget?
2 Why is Bridget stressed about her work?
Mind your manners
I … at just … because … . If I’d waited longer
I would have been …
NOW YOU!
Describe something you did at just the right 
time or at the wrong moment.
6

63. 63THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
9a
STREET INTERVIEWS
Complete the text about formal celebrations 
with the correct form of the verbs from the box. 
The speakers below were asked the following question: Do you prefer formal or informal
celebrations? Why? 
1 Which one do you think the majority will prefer?
2 Watch the video and check your answer.
Which speakers … ?
1 love an excuse to dress up
2 don’t like formal celebrations because they don’t like conforming to other people’s standards
3 talk about not liking to spend lots of time on their hair and make-up
4 mention wearing a three-piece suit and tie
5 talk about weddings and birthdays
6 mention what they do for a living in connection with disliking formal celebrations
Listen again. Complete how the speakers describe themselves and their attitudes with up to 
three words in each gap.
Nicole: I’m
1
… the informal celebration I think.
Brandy: I want it all to
2
… .
Victor: I don’t like to
3
… to other people’s standards.
Thierno: We go
4
… . We don’t conform to anything so, the more informal the better. That’s,
that’s what
5
… .
George: It’s a
6
… to dress up and, and act polite.
8
7b
7a
Brandy Victor ThiernoNicholasChelsi StephenNicole George
9bRewrite the phrases in bold using expressions 
from activity 9.
1 We thought that it would be counter to most 
people’s tastes to have a traditional folk band,
but everybody loved them!
NOW YOU!
10Do you prefer formal or informal celebrations?  Why?
I love … celebrations because …
Whilst it can be fun to get
1
… , the trouble with
formal celebrations is that people tend to be too
2
… what they are wearing, and this means that
3
… with each other becomes less important!
For independent people who don’t generally
like to
4
… to social norms, formal occasions can
be very stressful because they feel as if they are
being
5
… to the standards of other people.
conform dress up focus on
hold up interact
We thought we would be going against the
grain, but … .
2  I find it difficult to walk in high heels.
It’s a … .
3 The motto ‘life is too short’ influences the way 
I live my life.
I … it.
4 Adam’s a bit annoying in company; he wants 
everyone’s attention all the time.
He wants it … .
5 He’s very independent and doesn’t follow the 
crowd.
He’s … .

64. 64 THAT’S ENGLISH!
Mind your manners
Which of these pictures show formal situations? 
Why?
Listen to the sentences (a-d). Match them to the 
pictures in activity 1a (1-4).
a We would like to express our gratitude to Mr
Tatsuyaki for all his kind assistance.
b Bye-bye, Bobby. Thank you for coming.
c It’s been great to have you with us − thank you
so much for coming.
d With your permission, I would like to conclude
by soliciting the opinion of the jury on one
final point.
Highlight any words in activity 1b that are 
similar in Spanish. Do you think they are formal 
or informal in English?
Read the title and fi rst paragraph of an article 
about formal English. What do you think the 
title means?
1 very formal and polite English
2 English spoken with the same accent as the
Queen
3 standard, grammatically correct English as
spoken by educated people
Read the text and answer the questions.
1 In the English language, why are Latin root
words considered to be more formal than
Anglo-Saxon root words?
2 Can you explain why, amongst native speakers,
using Latin root words might be considered
pretentious?
3 Find a word in paragraph two which the author
says is of French origin.
4 What different ways do Spanish and English
speakers show deference towards the person
they are speaking to?
READING
1c
2a
2b
1b
1a The Queen’s English
‘I’m  very  tired.  I’m  going  to  bed.’  ‘I’m  excessively 
fatigued. I shall retire.’ These sentences mean exactly 
the  same,  but  whilst  the  fi rst  is  everyday  informal 
English, the second – depending on the attitude of the 
listener – could either be considered formal, if rather 
old-fashioned  English,  or  simply  pretentious!  The 
difference is the choice of vocabulary: the fi rst speaker 
uses  Anglo-Saxon  root  words  while  the  latter  uses 
words derived from Latin.
Although the structure of modern English is Germanic, 
around 45% of English words are of French or Latin 
origin. This is because after the Normans conquered 
England  in  1066,  the  country  was  ruled  by  French 
kings whose language was French or Latin, whilst the 
conquered peasants spoke Anglo-Saxon. Because the 
ruling class spoke French, many modern English terms 
for legal, political and administrative matters, such as 
the  word 
government,  come  from  French  or  Latin, 
whilst words for everyday things like 
working, eating 
and 
drinking come from Anglo-Saxon. Thus a letter 
from your lawyer will ask you to 
please inform us of 
the date of your departure
 whilst a friend’s email asks 
please tell us when you’re leaving
.
31
42
52

65. 65THAT’S ENGLISH!
UNIT 6
5 How does being a native Spanish speaker help
you when you are learning English?
6 Why could it be considered impolite to say
‘pleased to meet you’ to the Queen?
Find the formal equivalents of the words and 
phrases in the text.
1 while (paragraph 1)
2 learn (paragraph 4)
3 and the only danger is that (paragraph 4)
4 wrong (paragraph 4)
5 using the passive (paragraph 4)
6 typical of (paragraph 4)
7 you should avoid them (paragraph 4)
8 which must be pointed out (paragraph 5)
Put the three sentences in each set in order (1-3) 
from most to least formal.
A
... People used French to indicate that they were
refined and well-educated.
1 The French language was used as a mark of
refinement and erudition.
... People used to speak French to show how
posh and clever they were.
B
... You aren’t allowed to eat in here.
... The consumption of food is forbidden on the
premises.
... You are forbidden to consume food in the
building.
C
... Prior to the discovery of penicillin, serious
infections were incurable.
... Before we found out about penicillin, we
couldn’t make bad infections better.
... Before penicillin was discovered, it wasn’t
possible to cure bad infections.
Complete the summary of the features of 
formal English by adding example phrases from 
activity 4a.
Formal English …
1 uses full forms, not contractions:
 Informal: You’re forbidden to …
 Formal: You are forbidden to …
2 often uses the passive voice:
 I: We used the French language. F: …
3 is impersonal:
 I: We couldn’t cure F: …
4 often uses noun phrases instead of verb
phrases:
 I: Before penicillin was discovered F: …
5 uses Latin root vocabulary:
 I: posh and clever F: … and …
4a
3
4b
 TRACK 53
Another peculiarity of modern English is that it doesn’t 
make a distinction between a formal and an informal 
you. In Shakespeare’s times, you (plural) was used to 
express politeness and respect, while 
thou (singular) 
was the familiar form, but the latter fell out of use in 
the seventeenth century. Whilst the Spanish have 
tú 
and 
usted  and  the  French tu  and vous,  the  English 
only have 
you, no matter who you are speaking to. 
Since English speakers can’t show politeness in formal 
situations with their choice of 
you, they must do so in a 
different way, by using indirect language, for example, 
could you possibly do this instead of can you do it and 
would you mind if John … instead of can John ...
All this means that, although Spanish learners might have 
initial diffi culties with indirectness in English, they easily 
assimilate vocabulary of Latin origin, the only danger 
being inappropriate usage of these words in informal 
situations:  for  example 
desire, cease, comprehend 
and 
permit instead of want, stop, understand and let. 
However, knowledge of formal vocabulary can be an 
advantage, for instance in academic or business writing, 
when on no account would you use contractions such 
as 
doesn’t. Nonetheless, in spoken English, contractions 
always sound more natural, even in formal situations. 
It  should  also  be  noted  that  the  use  of  the  passive 
rather  than  the  active,  and  noun  phrases  rather  than 
verb phrases are characteristic of formal English – for 
example,
 the consumption of alcohol  (noun  phrase) 
is forbidden rather  than you aren’t allowed to drink 
alcohol
 – and are better avoided in spoken language.
There is one fi nal point of formal etiquette to which it is 
essential to draw your attention. Should you ever meet 
the Queen of England, we strongly recommend that, at 
the risk of gravely offending her, you do not say 
Pleased 
to meet you
. The mother of Kate Middleton attracted 
widespread  criticism  when  she  committed  this  error. 
Royal expert Camilla de Holland explains, ‘Naturally 
you are pleased to meet her. She is, after all, the Queen.’ 
The correct formal greeting, in case you are wondering, 
is 
How do you do, Your Majesty?

66. 66 THAT’S ENGLISH!
Mind your manners
66
LANGUAGE STUDY
1a
1b
3
2
Amy works at a fi ve-star hotel. Listen to the 
dialogues and complete the table.
Listen again and complete the expressions for 
asking for permission and asking other people 
to do things.
1 … take them round the back?
2 … waiting here?
3 If … to step this way, sir.
4 … sign these contracts?
5  … if I send them by messenger service back to
the solicitors?
6 … if I send all the maids up?
7 … and don’t say a word to Sir Roy.
Develop formal and informal dialogues for these 
situations. Use expressions from activity 1b.
1 Ask permission to: leave work early / use the
meeting room. Say why.
2 Ask someone to: make you a cup of coffee /
take a photo of you.
A: Could I possibly leave work earlier than usual
to collect my son from school?
B: Of course you may.
A: Is it OK if I leave work early today to pick up
my son from school?
B: Sure, no problem.
Match the formal expressions (1-8) to their 
informal equivalents (a-h).
1 I request permission to speak.
2 Do you possess a vehicle?
3 I fail to comprehend your request.
4 Our assistance may be required.
5 Could you inform us of their arrival?
6 Prior to his departure …
7 Assimilating this vocabulary was an arduous
task.
8 Do you desire privacy?
a They might need our help.
b Have you got a car?
54
54
55
consider investigate postpone
intervene reduce propose
c Can you tell us when they get here? d Can I say something?
e I don’t understand what you want.
f Do you want to be alone?
g Before he leaves …
h It was difficult to learn these words.
Make the sentences more formal using the 
words in brackets.
1 We aren’t allowed to use mobile phones. (The
use / forbidden)
The use of mobile phones is forbidden.
2 Things got much better after he left. (After
departure / improved considerably)
3 Before America was discovered, Europeans
didn’t grow tomatoes. (Prior to / discovery /
not cultivate / in Europe)
4 We were very disappointed when we lost the
contract. (The loss of / great disappointment)
5 It was a bad mistake to divide the country into
independent regions. (The division of / grave
error)
6 They discussed it for a very long time. (The
discussions / interminable)
Rewrite the sentences by replacing the verbs in 
bold with a verb from the box and putting them 
into the passive.
1 We haven’t looked into the problem.
The problem hasn’t been investigated.
2 They put off the meeting until tomorrow.
The meeting … .
3 People assume that the management will step 
in if there is a problem.
It is … .
4 They have cut down on staff numbers.
Staff … .
5 Some students put forward a potential solution.
A potential … .
6 The university is thinking about installing
CCTV.
The installing of CCTV … .
Listen to the introduction to a talk about 
intensifying adverbs. Answer the questions.
1 What words are most intensifying adverbs an
alternative to?
2 Why do we use them in formal English?
4
5
6a
Intensifying adverbspage 132
Amy is 
talking to 
Formal  Informal
1a supplier T
2
3
4

67. 67THAT’S ENGLISH!
UNIT 6
Listen to the rest of the talk and complete the 
guidelines.
1 … ; used for strong negative emotions, such
as anger or despair:
adjectives: e.g. disappointed, angry.
verbs: e.g. cry, resent/regret someone or
something, complain.
2 … ; used for strong emotions from the heart:
e.g. ashamed, worried, concerned.
3 … ; used in rational arguments:
adjectives: e.g. (un)likely, (im)probable.
verbs: e.g. recommend, praise.
4 … ; often used with verbs to express opinions:
e.g. deny, oppose, support.
5 … ; used when something is so extreme it’s
unbelievable: e.g. cheap, expensive.
6 … and … are used with extreme adjectives:
e.g. tiny, disgusting.
Complete the sentences with an appropriate 
word from the box.
1 I am deeply ashamed of my behaviour and I …
regret what I did.
2 I can … recommend the new restaurant, the
chef there is … excellent.
3 He … resented his sister when she was born.
4 You … denied everything you were accused of.
5 Everything was … expensive.
6 This is a … controversial idea.
Read the advice about meeting the Queen and 
fi nd phrases that mean the same as:
1 If you meet the Queen, you should never say …
2 If I hadn’t had etiquette lessons before, …
3 If I met her Majesty again, …
Complete the rules for using inverted conditional 
forms to speculate in formal English.
Work with a partner. Speculate about the 
situations.
1 Should I ever be invited to appear on a reality
television show, I would …
2 Had I been very good at … as a child, I would
have …
3 Had my parents been rich, our family would
have ...
4 Were I ever to have enough money so as not
to have to work, I would …
Look at the text in activity 7a. Underline two 
negative adverbials followed by inversion.
Rewrite the sentences using the words in brackets.
1 We don’t often see such grace. (seldom)
Seldom do we see such grace.
2 They didn’t know what was about to happen.
(little)
3 As soon as I arrived, I was put to work. (no sooner)
4 You shouldn’t tell anyone what you have just
seen. (under no circumstances)
5 They are excellent scientists and very friendly.
(not only, but)
6 You shouldn’t open the door. (on no account)
Listen and check. Note how the inverted words are 
stressed for emphasis and mark the intonation. 
Does the speaker’s voice go up or down?
Listen again and repeat.
Complete the advice and discuss your ideas 
with your partner.
1 To succeed, not only must you work hard but
you should also be positive.
2 Were you to … , you would bitterly regret it.
3 It is highly improbable that you will ever … but
… .
4 Should you wish to … , I would advise you to … .
7c
8a
8b
8c
8d
9
6c
7a
7b
deeply highly (x2) absolutely strongly
ridiculously bitterly (x2)
6b
56
Inversion with conditional sentencespage 132
Inversion with negative adverbialspage 133
Pronunciation Guidepage 145 If I met her Majesty again, …
Should you ever meet the Queen of England,
under no circumstances should you say ‘nice
to meet you’. Had I not had etiquette lessons 
before,  I would not have known this. Never in my
life have I been so embarrassed when I fell whilst
trying to curtsey. Were I to meet her Majesty 
again, I would try to curtsey with more grace.
• We use should + subject +
1
infinitive / past
participle to speculate generally about the
present or future.
• We use had + subject + past participle to
speculate about the
2
past / future.
• We use were + subject + to + infinitive to
speculate about the
3
future / past.
I think so too, but I also think that being
driven is an important key to success.
57
57

68. 68 THAT’S ENGLISH!
Mind your manners
B
SAME LANGUAGE, DIFFERENT LIVESDOCUMENTARY
Modern knights 
1a
1b
1c
2
3In what ways can people’s achievements be 
formally recognised? What honours, prizes and 
awards can you think of? 
Watch the documentary about the British 
Honours system. Tick (T) the items from the list 
that are mentioned. 
Explain what you know about each.
Watch again and decide which statements are 
true (T) or false (H). Correct the false ones.
1 Members of the public make the final
decision regarding who gets an award.
2 Modern honours are awarded for making a
significant contribution to society.
3 An MBE is the highest honour a person can
be awarded.
4 The actor Charlie Chaplin and the scientist
Stephen Hawking were both awarded
knighthoods.
5 Modern knights are called Dames.
6 David Reynolds received an award for services
to the community and to architecture.
7 David Reynolds describes the award
ceremony as ‘very quiet and informal’.
8 Only male knights are dubbed.
9 John Lennon returned his MBE as an act of
political protest.
10 The honours system is old-fashioned and
out of place in the modern world.
How important are good manners in your 
culture?
Watch the video. In which culture(s) ... ?
1 are the speakers pessimistic about modern
children being taught manners
2 are good manners demonstrated by the way
you greet/address people
3 does the speaker believe that good manners
are similar all over the world
4 does one’s behaviour as a guest or in a
restaurant demonstrate good manners
5 are children taught to be polite to older people
6 are good manners very important and taught
from an early age
THAT’S THE USA
5a
4
5b
6
You are going to watch a video about Newport 
in New England. First, answer the questions.
1 Which cities in your country are known for
beautiful architecture, good food and ideal
conditions for sailing?
2 Where in your country could you find … ?
a a historical synagogue
b opulent houses built by rich people for their
summer holidays
Match the words in the box to the correct 
category. Watch the video to check your answers.
1 architecture 2 cooking 3 sailing
Watch again and answer the questions.
1 What did the Quaker colonists who founded
Newport come to America to experience?
2 What was founded in 1763?
3 What are the Newport mansions?
4 What reason do the tourists give for Newport
being such a good place to visit?
5 What makes Newport so ideal for sailing?
NOW YOU!
7Describe how people with bad manners behave.
Something that constitutes … bad … for me …
clam chowder tacking port
jibing lobster colonial sideboard
knighthoods    the Queen (of England)
dubbing    the Prime Minister
MBE (Member of the British Empire)
OBE (Officer of the British Empire)
CBE (Commander of the British Empire)

69. 69THAT’S ENGLISH!
UNIT 6
1
2a
3b
4
SKILLS WORK
Read the invitation and answer the questions.
1 Who is the invitation to and from? What kind of event is it?
2 What should the person who is invited wear?
3 Do you think that this is a formal or informal event? How do you know?
2b
3a
Listen to Callum asking his friend Femi for advice 
about the invitation. Answer the questions.
1 What’s Callum’s first reaction to the invitation?
2 How does Femi offer to help?
Listen again and choose the correct answers.
1 Callum has been invited because he knows … .
a the bride b the groom c the bride’s parents
2 Femi is impressed by the fact that … .
a the church is next to Kensington Palace
b Sir John and Lady Stratton live in Knightsbridge
c the church is near where the Queen lives
3 Callum’s biggest worry is that … .
a he won’t know anyone at all
b he won’t know how to behave in such a
formal setting
c he can’t afford to buy new clothes
4 Morning dress consists of … .
a a tailcoat and trousers
b a tailcoat, trousers, a waistcoat and a top hat
c a tailcoat, trousers and a waistcoat
5 Femi suggests that Callum … .
a should hire the clothes he needs
b should buy new clothes
c should let her make his clothes
Listen to the second part of Callum and Femi’s 
conversation and answer the questions.
1 What two things does Femi tell Callum how to
do at the beginning of the conversation?
2 What does she think Callum is most worried
about?
3 What is the real reason why Callum doesn’t
want to go?
Complete the advice from Debrett’s about how 
to make conversation with missing Latin root 
words. Listen and check.
Work with a partner. Talk about how to behave 
at a wedding in your country. Think about the 
following points:
• what to wear
• what topics to avoid in polite conversation
• how to greet people
• table manners
58
58
59
60
For weddings in Spain,
we always dress
formally. Suits for men
and usually evening
dresses for women …
Yes, that’s very true. Even children dress up for the occasion …
Mr Callum Thompson
Sir John and Lady Stratton
request the pleasure of your company
at the marriage of their daughter
Olivia Rosalind to
Mr Alexander Gadsby-Smith
at Holy Trinity Church, Kensington
on Saturday 14th May 2016 at 3 o´clock
Reception immediately following
The Chelsea Hotel, London SW1
RSVP
Langley Place, Hetton, Herts HE17 1JB
Dress: morning dress
Black tie for the reception
‘It is important to set the
1
… off well. Try to
think of an
2
… to the usual “how are you” or
“what do you do?” Gentle humour, shared
3
… , flattery and the occasional well-placed
4
… will all
5
… conversation. If your hostess or
the person who has
6
… you has given you a
helpful clue, then follow that up. Otherwise,
you may want to ask how the person you are
talking to knows the host or hostess.’
www.debretts.com/british-etiquette/communication/face-
face/conversation
(online source)

70. 70 THAT’S ENGLISH!
Mind your manners
WRITING
1a
1b
2a
2b
Read the letter. What is Amelie (the sender of the letter) asking Mr Idyll (the recipient) to do?
Read the letter again and answer the questions.
1 What is the Friends in Peace Asylum Centre? What do you think it does?
2 Who do you think Mr Idyll is?
3 What does the Friends in Peace Asylum Centre want to raise money for?
4 Find two reasons Amelie gives for wanting Mr Idyll to come to the concert.
5 What other event does Amelie ask Mr Idyll to participate in?
Look at the structure of the letter. Which paragraphs (1-4) … ?
a describe the aims of the fundraising and the needs of the target group
b introduce the organisation hosting the event and the purpose of the event
c give reasons why the presence of the recipient of the letter will make the event more successful
d include other details or information about the event
e emphasise the benefits to the recipient of the letter of attending the event
Find the highlighted phrase in the letter which … .
1 the writer uses for inviting 5 means we are particularly worried
2 the writer uses to say who she is writing for 6 means helping people to know more about
3 means possibly, you know this 7 means we would be very happy to get
4 means like you 8 means if you would like to give some money
Dear Mr Idyll,
I am writing to you on behalf of the Friends in Peace Asylum 
Centre to cordially invite you to attend a fundraising concert 
on 25th September at 8 o’clock in the town hall.
 As you may be aware, there are rising numbers of asylum 
seekers at the centre, due  to the terrible conflicts in the 
Middle  East. As  a  result,  living  space  is  increasingly 
crowded. We  are  especially  concerned  by  the  lack  of 
facilities for children, and for this reason, we are starting a 
campaign to raise £200,000 for a new building, in which the 
concert is the first event. The presence of local celebrities, 
particularly a well-known musician and patron of music such as yourself, will help us to attract 
a larger audience, thus raising awareness about the centre and asylum seekers, so we would be 
deeply grateful for your support. Our performers are talented local musicians and slam poets 
so we believe it will be a lively, enjoyable and memorable evening.
The concert will be followed by a champagne reception with a charity auction of paintings, 
sculptures and music memorabilia by local artists and musicians. I enclose a list of the items 
received so far and should you wish to make a donation, any items  would be most gratefully 
received.
Our participating musicians would be extremely encouraged by your attendance and it would 
be most greatly appreciated by everyone involved if you could join us.
Yours sincerely,
Amelie Carr (secretary, Friends in Peace Asylum Centre)

71. 71THAT’S ENGLISH!
UNIT 6
Writing a formal letter of invitation
Connectors of cause Connectors of result
because of, owing to, on account of,
1
… , thanks to
consequently,
2
…
3
…
4
…
therefore, that’s why, resulting in
3a
3b
Look at the connectors in bold in the letter. Add them to the table.
4a
4b
Rewrite the sentences using the words in brackets.
1 Energy prices are rising so it has become too expensive to heat the buildings. (due to)
Due to rising energy prices, it has become too expensive to heat the buildings.
2 We may have to close the shop at the weekends: there is a shortage of volunteer sales
assistants. (owing to)
3 My sister is alive because she received an experimental treatment for cancer. (thanks to)
4 We managed to raise half a million in euros and we can now afford to open two new food
distribution centres. (therefore)
5 The famous singer helped the cancer society at their annual event and they raised a lot of
money. (thus)
6 Many people were still trapped inside the building and we decided to call on the army for
assistance. (that’s why)
You are going to write a letter to ask for support for an event organised by a local charity 
called SOS World. Listen and take notes using the following headings:
• your role
• the type of event a formal black-tie fancy dress ball
• other details or information about the event
• the cause you are trying to raise money for
• who you are inviting and what you want her to do
• reasons why the presence of the recipient of the letter will make the event more successful
Write your letter (120-180 words) using the structure below. Remember to include connectors 
of reason and result and inverted conditionals.
Paragraph 1: introduce yourself and the event.
I am writing to you on behalf of … to cordially invite
you to … (give time, date and place)
Paragraph 2: describe the cause and say why you
believe she will be interested in supporting you.
Our aim is to raise money for … , As you may be
aware, …
Paragraph 3: give more details about the event and
ask her what you want her to do and how it will help.
We believe the … be an enjoyable occasion for
everyone, In addition to … , there will also be … and
… , We would be honoured if you would … , Should
you wish to …
Paragraph 4: ask her if she has any questions and end
the letter.
Please do not hesitate to … , Otherwise, we hope
that you will consider lending your support to … , We
eagerly await your reply.
61
Connectors for cause and resultpage 133
Dear Ms Del Rey,
I am writing to you …
Writing Referencepage 142

72. 72 THAT’S ENGLISH!
7
UNIT More power to you!
• To object to decisions and rules
• To express agreement on important issues
OBJECTIVES
Power to the peopleA
3 Rachael thinks Councillor Maguire doesn’t
have to keep the council informed about her
business dealings.
4 The shopping centre can’t be built unless the
flats are removed.
5 Colin advises Rachael to publish the facts.
Choose the option that matches the meaning.
1   Mr  Colbert: I strongly object to the press
hounding innocent people.
a accusing someone falsely
b following someone persistently
2   Karen: Yes, then we could confront the powers 
that be, like Councillor Maguire.
a ask for help from those in control
b challenge the authorities
3   Councillor  Maguire: I’m under an obligation 
not to disclose the details.
a I am not free to give information on the matter.
b I have no opinion on the matter.
4   Megan: We need facts. Not just empty promises.
a meaningless offers of help
b unrealistic suggestions
5   Rachael: The only thing standing in the way of 
Maguire are these flats.
a obstacle for b delay for
Complete the sentences with an expression 
from activity 5.
1 All public figures are ... to be honest characters
with no criminal record.
2 The Chairman was ... by reporters outside his
office all the way to his car.
3 Her refusal to listen to new ideas is ... progress.
4 The landlord said he would fix the roof and the
heating but he never has − they were ... .
5 Hundreds of angry protestors ... at the council
meeting to discuss the spending cuts.
Answer the questions.
1 What are Don and Megan complaining about?
2 How does Don feel about the landlord’s plans?
3 Why is Colin interested when he learns the
landlord’s name?
4 What is Mr Colbert’s reaction at first when
Colin confronts him about the repairs?
5 What does Mr Colbert reveal about his plans
for the flats?
Are the statements true (T) or false (H)? Correct 
the false ones.
1 Councillor Maguire excuses herself by saying
she has no choice in the matter.
2 Rachael’s loyalty to her boss has been tested
by what she has discovered.
AFTER YOU WATCH
3
4
5
6
Do you agree with these statements?
1 There should be greater openness about what
local councils do with our taxes.
2 Many local councillors try to do a good job for
people in the area.
1
BEFORE YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
1 Why are Megan and Don suspicious of their
landlord?
2 Why isn’t Councillor Maguire interested in the
petition?
NOW YOU!
Describe a problem your local council needs to fi x.7
To tell you the truth, there are so many, but 
one thing that stands out is ...

73. 73THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
10a
10b
STREET INTERVIEWS
Match the expressions from activity 9b (1-4) to 
the meanings below (a-d).
a to have great difficulty c absolutely terrible
b to produce or create d to remove forever
Complete the text with a suitable form of the 
expressions in activities 5 and 9b.
The speakers below were asked the following question: If you had the power to change
something in the world, what would it be?
1 What type of changes do you think most people mentioned? Choose your top three from this list.
a curing disease c stopping bribery e attitudes to others g protecting the environment
b greater equality d stopping hunger f stopping wars h stopping gunrunning
2 Watch the video. Did the speakers mention any of your choices?
Which of the ten speakers mention the ideas below? There may be more than one speaker for 
an idea.
1 taking care of the environment
2 wanting people to be more tolerant
3 relieving suffering by using what we have more wisely
4 greater social equality
5 stopping dishonesty in government and being more practical
6 hurting or ill-treating others
7 more caring and understanding of others
8 providing shelter for everyone
9 improving basic levels of pay
Complete the sentences.
Cheryl:  Any type of abuse, it’s just, it’s
1
... .
Brandy: I want to change the minimum wage,
2
... it or at least raise it a little bit. So people
wouldn’t have
3
... to pay their bills.
George: Introduce something to the water that would
4
... empathy.
9b
9a
8
NOW YOU!
11What changes would you make in the world, if 
you had the power?
If I could change one thing, above all it  would be ...
Glenn Chelsi Jameeka David Cheryl Thierno GeorgeKristen
expressions in activities 5 and 9b.
If I had the power to change something in my country it would be ‘the bedroom tax’, which means people on housing benefits who have a spare bedroom are obliged to move to a smaller place or pay extra rent. The government says tenants with spare bedrooms are
1
... of families
moving to bigger homes. However, what the government really wants is to
2
... more income
by this measure, but the majority of people think it is
3
... for many reasons.
Many people object to the government
4
...
vulnerable people with letters demanding extra rent and threats of legal action. People on benefits are often
5
... with disability and
illness in their daily lives and this tax is just adding to their suffering. In any case, the council are
6
... to rehouse those with a spare
room but these are
7
… as there aren’t enough
homes with fewer bedrooms available. In my opinion, the government should admit their mistake and
8
... this cruel law!

74. 74 THAT’S ENGLISH!
More power to you!
Match the pictures (1-6) to the types of power.
Read the quotation. Do you agree with it?
Power tends to corrupt; absolute power 
corrupts absolutely.
Lord Acton: historian, politician and writer
Read the article and match the paragraphs (1-5) 
to the headings (a-e).
a Information blackout d Cutting off the flow
b Let the people speak e Time-honoured
c When words replace swords methods
Read the article again and choose the best 
option to complete the sentences.
1 In the past, war was … .
a accepted as a fact of life
b essential
2 Attitudes to war primarily changed because … .
a people grew tired of conflict
b of more sophisticated and deadly weapons
READING
2
3a
3b
1
3 The art of diplomacy … . a has existed for centuries
b has only been widely used in the last century
4 China has benefited from offering economic
aid … .
a in tangible ways
b in both tangible and intangible ways
5 Military resources and action are … . a seen as less relevant by current rulers
b still the preferred choice by current leaders
6 Today controlling digital media is … .
a a highly successful way to control people
b seen as necessary by some repressive
regimes
For centuries, everyone understood how the balance 
of power was maintained in the world − whoever had 
the strongest military force had control and could 
benefi t fi nancially from trading widely. Every so often, 
a state would challenge the sovereignty of another to 
gain more wealth and infl uence, and there would be a 
war, and the victor claimed the prize. The supremacy 
of ‘hard power’ continued until after the Second World 
War when the world was obliged to realise that the 
nuclear bomb would lead to total annihilation unless 
foreign policies changed.
In any case, as civilisation developed, rulers realised 
that at times exercising ‘hard power’ was inadvisable 
and so ‘soft power’ strategies, such as diplomacy, 
were developed to persuade potential enemies not to 
attack, and the role of the ambassador was born. More 
recently, President Obama has chosen to promote ‘soft 
power’ since recent military campaigns had achieved 
little and caused widespread anger amongst US 
allies. Additionally, offering or withdrawing economic 
aid has proved to be useful in the power play. China 
has invested heavily in developing infrastructure in 
parts of Africa and in return has gained rights to use 
agricultural land and mine valuable minerals, as well 
as getting political support from those countries at 
the United Nations.
 Times change and so do strategies and, as the world 
requires more energy such as oil and gas, ‘energy 
power’ is now seen as a valuable negotiating tool in 
the corridors of power. ‘Energy power’ is the use of a 
country’s assets in energy production to benefi t its 
interests and gain advantages over others. ‘Energy 
power’ is now seen as an alternative to using military 
force such as in the confl ict between Russia and the 
Ukraine. Rather than sending in the army, the US 
showed their disapproval by removing fi nancial and 
technological help to Russian energy companies.
The changing nature
of international power
‘
‘
1 4
2
3
5
6
legislative    military    psychological
administrative     economic    judicial

75. 75THAT’S ENGLISH!
UNIT 7
Match the expressions (1-6) to the meanings (a-f).
1 corridors of power 4 wield power
2 powers that be 5 be on a power trip
3 make a power play 6 balance of power
a use power aggressively or manipulatively to
get what you want
b the places where people in authority make
decisions and rule
c the strength of one government in comparison
to others
d the authorities in control
e exercise or use power effectively
f use power over others aggressively over a
period of time to assert strength
Complete the sentences with an appropriate 
expression from activity 5a.
1 In the last century, the ... shifted from western
nations towards the East.
2 The new chairman seemed to ... when he fired
several people who had disagreed with him.
3 Nowadays in ... there is a lot of discussion
about how to integrate immigrants into society.
4 The ... have decided to ban smoking in all
outside public places like parks.
5 Vance … , and threatened to report Sam’s poor
results if he didn’t support him.
6 Video bloggers ... over the spending habits of
young people and many companies sponsor
their web posts.
What word can be used with these sets of 
expressions?
1  maintain the balance of power / maintain one’s
position
2 … wealth / … influence / … rights / … advantages
3  valuable … / negotiating … / bargaining …
Discuss the questions with a partner.
1 Do you think that ordinary people wield more
power than before?
2 In your opinion what are some of the worst
decisions made by the powers that be in
recent years where you live?
3 Have you ever been the victim of someone on
a power trip? What happened?
5a
5b
6
7
4a
4b
 TRACK 62
No discussion of the nature of power would be 
complete without reference to the use of the Internet 
and digital media or ‘cyber power’. Blocking Internet 
access or fi ltering which sites can be accessed are 
ways that a government on a power trip can use to 
censor the news and control the population. China 
is regularly accused of such tactics in an attempt to 
maintain control. Russia, allegedly, shut down mobile 
phone networks and defaced government websites in 
the neighbouring state of Georgia in an unsuccessful 
attempt to undermine the government there. The 
Arab Spring uprising in Tunisia in 2010 led to other 
countries in the region shutting down Internet access 
in order to prevent the spread of the movement, with 
little benefi t.
 There is another aspect to the use of modern 
technology which has the potential to transform 
the way the world is run − the empowerment of 
ordinary people to express their views. If people dislike 
something, there is immediate feedback on Twitter 
and Facebook and the powers that be are under 
increasing pressure to respond instantly. In the UK if 
100,000 people sign an online petition, then the issue 
must be debated in parliament. We, the ordinary 
people, now wield more power than ever before in 
history!
Complete the table with ways to exercise power.
Hard power 
Soft power
Cyber power  Others
challenge 
a country’s 
sovereignty 
through 
war
1
…
block 
Internet 
access
2
…
3
…
4
…
5
…
diplomacy,
offer (withdraw) 
economic aid
6
…
7
…
8
…
According to the article, how have ordinary 
citizens been empowered to express their views 
nowadays?
I suppose we do in terms of feeling we  can communicate with the powers that be  instantly, but I doubt if we really have any more  actual power − just better communications.  Perhaps we have more control over marketing  with increased spending power and feedback  sites like TripAdvisor ...
(online source)

76. 76 THAT’S ENGLISH!
More power to you!
76
LANGUAGE STUDY
1a
1b
2
3a
4a
Listen to the conversation. What is the woman 
explaining to her grandfather?
Listen again and answer the questions.
1 If you want to communicate with your MP, do
you have to write a letter nowadays?
2 What are you permitted to do instead?
3 What is the rule about the number of
signatures?
4 What do the rules state about using false
identities?
5 If you don’t give your personal details, what
are you not allowed to do?
6 Does the man think it is necessary to complain
on behalf of older people?
7 Does the woman think he should take action?
Complete the gaps with the correct form of a 
suitable modal verb.
Read the article. What abuse of power does it 
concern?
Read the article again and complete it with a 
verb from the box.
Rewrite the sentences with the correct form of a 
verb from exercise 3b.
1 People strongly requested the government to
give more money to the relief operation.
   The government was forced to give more 
money to the relief operation.
2 Young people were stopped by law from
buying fireworks over 30 years ago.
3 The mayor requested the representative of the
indigenous people to open the ceremony.
4 The police commanded us to stop while the
president drove through town.
5 Many thousands of people had no choice but
to leave their homes due to the fighting.
6 I was unable to enter the meeting because of
the huge number of people in the hallway.
7 It is necessary for all staff to produce
identification when asked.
8 Prisoners can have visitors every two weeks.
Read the text and answer the questions.
63
63
to make were prevented were banned
were asked were forced were not allowed
was urged being required
3b
3c
Modal verbs of obligationpage 134 Other ways of expressing obligationpage 134
Stolen generations
In 1911 in Australia, one of the most shameful
abuses of state power occurred. The Australian
government
1
... by lobbyist and Chief Protector
of Aborigines W. Garnet South to pass an
act which allowed the authorities to remove
indigenous Australian children from their
families without a court decision
2
… , on the
grounds that the children were all neglected.
The parents
3
... to give up their children and
often
4
... from ever seeing them again. The
government’s aim was
5
... the children grow
up as ‘proper’ Australians and so they
6
... from
learning about their culture or speaking their
own language. The children
7
... to contact their
families in any way by the authorities. In 2008,
the Prime Minister made a formal apology to
the indigenous Australian people and they
8
...
for their forgiveness.
If you want a career walking the corridors of
power, then consider the diplomatic service.
Of course, you
1
... meet many requirements,
but it’s a fascinating job. Candidates
2
... be
proficient in more than one language but
you
3
... speak several fluently − one or two
is enough. Due to security issues you
4
...
discuss your work with anyone and you
5
...
sign the Official Secrets Act.
You
6
... join the diplomatic service unless you
are a British subject. It’s a job where you
7
...
get inside information on what the powers
that be are doing. At all times though, you
8
...
be very discreet.
Parking fees fury
A power struggle has developed after Mottisford
council introduced parking fees in local shopping
areas. Many shoppers object to paying parking
fees and so they now shop at superstores with
free parking. Shopkeepers are equally angry. ‘We
object to them imposing these charges: we’re
losing money!’ said Jon Gourd, owner of Crumbs
Bakery. Other business owners object to the lack
of previous consultation on the part of the powers
that be with the local community. They object that
(online source)

77. 77THAT’S ENGLISH!
UNIT 7
1 Why are shoppers and shopkeepers angry?
2 Does the sentence ‘I object to them imposing
these charges’ mean the speaker is happy or
unhappy with the situation?
3 What are the four verb patterns that follow the
verb object?
Rewrite the sentences using the verb object and 
the words in brackets.
1 The residents didn’t like Robert burning
rubbish in the garden. (to)
  The residents objected to Robert burning 
rubbish in the garden.
2 Lucy minded Kate borrowing her clothes. (to)
3 The accused was angry that the police hadn’t
read him his rights. (that)
4 The business owners didn’t want the proposed
superstore because it would affect their trade.
(that)
5 Most people don’t want political censorship.
(to)
6 Many residents mind a nightclub being built
near their homes. (to)
7 I don’t want to pay such high prices. (to)
8 The charity Citizens against Poverty isn’t
pleased that it has to pay tax on donations. (to)
Listen to the discussion between the Minister 
of Education and her advisor. In general, are the 
new proposals popular or not?
Listen again and answer the questions.
1 Did the local councils accept the idea of funding
free lunches out of their current budgets?
2 According to the minister, what attitude do
local councils always take when asked to pay
for something themselves?
3 Did the extension of the school-leaving age to
17 get a positive or negative response?
4 What’s going to happen at the press
conference?
5 What do the parents disagree with the schools
about?
6 According to the minister, is it simple to meet
the needs of parents and teachers?
7 According to the advisor, what degree of
agreement can Ministers of Education expect
to new ideas?
Complete the sentences with the correct form 
of the words in brackets.
1 After the widespread corruption was revealed,
there was public ... of the president. (condemn)
2 She showed her ... of the report by throwing it
in the bin. (disapprove)
3 There is a lot of ... in the countryside to more
house building. (oppose)
4 I ... with him but he wouldn’t listen and carried
on. (remonstrate)
5 His ... to act resulted in a huge delay. (refuse)
6 The protestors ... the council’s right to close
the library. (challenge)
7 The protestors voiced their ... loudly outside
parliament. (dissent)
8 Government policy on immigration has
received a lot of ... in recent months. (criticise)
Read these extracts from a speech. Who do you 
think is giving the speech?
‘You, the people, must trust me to lead the
country for the next five years.’
‘We, the British people, will achieve more than 
ever for our great nation.’
Choose the more formal and emphatic sentences.
1 a You must trust me.
b You, the people, must trust me.
2 a We will achieve more than ever.
b We, the British people, will achieve more
than ever.
Rewrite these sentences so that they are more 
formal and emphatic.
1 I am your president and will never fail you.
2 We are the team and must succeed in this
venture.
Listen again and complete the table with the 
correct form of synonyms of the verb object.
4b
5c
6
7a
7b
7c
5a
5b
64
64
64
Object (to)page 134
Emphatic and formal use of personal pronounspage 135
these charges are the obvious result of an internal
power struggle within the local council just before
the next elections.
Verb Noun
criticise
remonstration
condemn
disapprove (of)
oppose
dissent
refuse
challenge

78. 78 THAT’S ENGLISH!
More power to you!
B
SAME LANGUAGE, DIFFERENT LIVES
DOCUMENTARY
Who really holds the power?
1
2
3
4
5
Would you prefer to work for … ? Why?
1 a female boss 2 a male boss 3 neither
Match the words (1-4) to the meanings (a-d).
1 disproportionate 3 nurturing
2 to outperform 4 proactively
a helping something/someone develop
b in a manner which initiates change before
difficulties arise
c to do better than others
d greater than expected
Watch the documentary and answer the 
questions.
1 What target have the biggest British companies
reached recently?
2 According to Lisa Buckingham, what are the
main obstacles to women becoming powerful?
3 How do women differ to men in leadership
style?
4 What has John Connelly noticed about
working under a female manager?
5 Why do women progress more slowly in
business?
6 What does Lisa Buckingham think women do
worse than men?
Which of these factors do you think have the 
most power over people today? Put them in 
order: 1 strongest − 5 weakest.
Watch the video. In which country was power 
traditionally held by ... ?
1 a combination of royalty and elected politicians
2 the monarchy formerly but nowadays the
media and politicians
THAT’S THE USA
6
7
Which cities in your country could you describe 
like this?
It is home to some of the most important 
buildings and landmarks in the country. This city 
displays a genuine sense of power and history.
3 political leaders in the central government,
rather than leaders in the country being governed
4 the media, who heavily edit the information
received by the public
5 religious institutions which still hold massive
influence
6 law and order officials and the government
7 agents of a foreign power who influenced
politics heavily in the past and the effects of
whose actions can still be seen today
Watch the video of the tour of Washington DC 
and complete the sentences.
1 The White House was built between ... and ... .
It’s been the ... of every US president since then.
2 The Capitol building is where the ... branch of
the US government meets the House of ... and
the Senate.
3 Members of Congress ... their votes on ...
that’s being considered that day.
4 It’s probably the most ... symbol of ... in the
world.
5 The ... ever flown, the original ... Spangled ...
is on display here.
6 The most ... to me in DC is the Vietnam ...
monument. It’s actually a list of everyone’s
name who ... during the war.
7 And it was Jefferson that wrote the ... of ... ,
’ That all men were created equal, with certain
rights, that among these are ... , ... and the ...
of happiness.’
NOW YOU!
8Who has traditionally held the most power in 
your country? Is this changing?
religious institutions    social and digital media
TV and radio    financial institutions    politicians
It used to be ... that held the power in the past 
... However, more recently I think there’s been a 
defi nite shift towards ... as ...
‘
‘

79. 79THAT’S ENGLISH!
UNIT 7
1
2a
2b
SKILLS WORK
Do you believe in telepathy, the placebo effect or mind over matter (controlling your body 
with your mind)? Have you ever experienced any of them?
Read the article and complete it with the missing words.
a their thoughts made c take the example of e would be allowed
b in actual fact d the gap between f but not anymore
3a
3b
Read the article again and answer the questions. 1 What is the value to society of mind control
research?
2 What are the two methods currently available
to control actions?
3 Why is there no need to be too concerned
about mind power being used wrongly?
4 What would be required for real thought control?
Listen to a lecture on the Asch Conformity 
Experiments. What was tested?
1 the ability to judge measurements
2 how group pressure affects individual decisions
3 aspects of vision
Listen again and choose the correct option.
1 What did the experiment consist of?
a choosing matching shapes
b choosing matching lines
c choosing the same things as others
2 Who took part?
a scientists
b a group of scientists and one ordinary person
c ordinary people
3 What percentage of the participants conformed
to the group one or more times?
a over 75% b almost 75% c two thirds
4 What happened when one of the researchers
in the group gave the correct answer?
a it lowered the participants’ conformity
b the participants’ conformity stayed the same
c it raised the participants’ conformity
5 Why did the participants give wrong answers?
a they didn’t understand the task
b they didn’t want to be made fun of
c they couldn’t explain why
6 What did the experiment show about
peer pressure?
a people are only slightly influenced by it
b people don’t understand it
c it can be a very strong influence
Write a paragraph (80-100 words) on who has had 
the most infl uence on you in your life and why.
I wouldn’t say I’m easily influenced by people, in
general I think I’m pretty strong-willed. That said, I
have to admit that there have been people in my life
who have made me question my actions. Starting with
my first boss ...
66
66
4
I believe in telepathy to some extent because I often know my mum is about to call me just before the  phone rings and it’s possible that people with an emotional connection can communicate on another level.
Sending  thoughts  to  another  person 
or  controlling  objects  through  the 
power of the mind used to be the stuff 
of science fiction, 
1
... . Scientists now 
believe  all  this  will  soon  be  possible 
but rather than just being weird sci-fi 
experiments, this research has practical 
applications which will vastly improve 
the quality of life for people affected by paralysis or disability.
2
... the paralysed teenager who kicked the first ball at the 2014 
World  Cup  by  means  of  an  electronic  robotic  suit  controlled 
by  his  thoughts.  And  elsewhere,  scientists  have  sent  signals 
through the Internet from one person wearing a special headset 
to another: signals which directly controlled the behaviour of the 
second individual. One of them imagined playing a computer 
game and 
3
… the second person actually press the game button.
4
... , access to the power of the mind is remarkably simple. 
A  ‘human-to-human’  interface  kit  is  available  online  for 
under £200, so people could relatively easily replicate these 
experiments at home. For some, understandably, the prospect 
of  the  military  or  sinister  forces  remotely  gaining  power 
over  people’s  thoughts  and  actions  is  terrifying.  However, 
apparently,  there  is  little  need  to  worry  at  the  moment  as 
current technology is fairly basic and 
5
... what is theoretically 
possible and real situations is huge.
It  seems  the  transmission  of  real  thoughts  and  messages 
would only be possible if devices were planted directly in 
the brain and, ethically and legally, only hospitals 
6
… to do 
so to help the disabled with movement. Nevertheless, some 
scientists are confident that within 50 to 100 years humans 
will be able to read each other’s minds. Let’s hope the human 
race will be ready for it!
 TRACK 65
Can you read my thoughts? Capturing the hidden powers of the mind
(online source)

80. 80 THAT’S ENGLISH!
More power to you!
SPEAKING
1
2a
2b
4a
4b
5a
3
Look at these powerful men and women. Discuss which adjectives you would apply to each 
one.
Listen to Adam and Zara discussing a quotation from Gandhi: ‘The day the power of love 
overrules the love of power, the world will know peace.’ Do they agree or disagree with the 
quotation?
Listen to the discussion again and complete the expressions.
Question tags are often used for confi rmation. Rewrite the questions with question tags.
1 Was he a truly great president? 4 Do you want to go to the meeting?
  He was a truly great president, wasn’t he? 5 Have they thought about the difficulties?
2 Was he a terrible leader? 6 Are you ready for the challenges?
3 Did the plan succeed?
Correct stress in strong agreements makes the expressions more emphatic. Listen and 
underline the stressed syllables. Listen again, check and repeat.
1 My thoughts exactly. 2 Spot on. 3 Exactly. I couldn’t agree more. 4 That’s perfectly true.
When a question tag is used to confi rm information or show agreement there is falling 
intonation. Listen and repeat paying attention to the intonation.
                    A                        A
1 She was an inspiring speaker, wasn’t she? 5 You have tried talking to him, haven’t you?
                   A                     A
2 Some things will never change, will they? 6 He won’t listen to advice, will he?
                 A                          A
3 There’s no hope of peace now, is there? 7 You are aware of the problem, aren’t you?
                A
4 They were right all along, weren’t they?
Listen to the conversation with Ed at the dinner party. Do Ed and Adam strongly agree or 
reluctantly agree?
peaceful tyrannical ostentatious philanthropic generous evil philosophical
self-indulgent ruthless ambitious innovative destructive selfish
Pronunciation Guidepage 145
Question tagspage 135
Pronunciation Guidepage 146
M. Zuckerberg Gandhi Stalin Angela Merkel S. HusseinHillary ClintonMichelle Obama
67
67
68
69
70
Agreeing wholeheartedly
1 My ... exactly. 3 ... , I ... agree ... .
2 ... on. 4 That’s ... true.
Confirming information
5 It’s brilliant, ... it? 7 You ... be long, ... you?
6 But it ... effective, ... it? 8 You’ve forgotten, ... you?

81. 81THAT’S ENGLISH!
UNIT 7
7a
7b
5b
5c
6
Listen again and tick the expressions you hear.
Asking for opinions  Reluctant agreement  Illustrating a point
How do you feel about it? I suppose so, fair enough. Take ... for example.
What are your views? I take your point. Let me give you an example.
What’s your reaction to this? Maybe you’re right. Imagine you were ...
Expressing objections  Giving opinions 
That may be so but … The point is that ...
I don’t see it that way myself. Look, there’s no doubt that ...
I don’t accept that for one minute. Not everyone will agree with me, but …
Add these expressions to the correct section in activity 5b.
Complete the dialogue with a suitable expression from activities 2b, 5b and 5c using the 
words in brackets.
Joe: This is an interesting quotation: ‘Power does not corrupt. Fear corrupts’.
1
... (reaction), Tom?
Tom: 
2
... (position). A lot of leaders aren’t normal psychologically. What normal person wants
to control everything? So I’d say most powerful leaders are very insecure or mentally ill.
Joe:
3
... (minute). You can’t generalise. I mean, Obama and Angela Merkel are very sane, aren’t
they?
Tom:  
4
... (point). But that still leaves a lot of others to choose from, doesn’t it?
5
... some African
states ... (take). There was one president who had a gold palace while the people almost
starved. It’s absolutely disgusting.
Joe:
6
... (thoughts). But maybe he wasn’t corrupted by fear but just too much money. It was
mainly greed, wasn’t it?
Tom: 
7
... (fair). But I, for one, believe there are a lot of psychopaths running things!
With a partner, choose one of the quotations to debate. Then make your own personal notes.
Knowledge is power. Power to do evil or power to do good. Power itself is not evil.
Veronica Roth
Nearly all men can stand adversity but if you want to test a man’s character, give him power. 
Lincoln
Ultimately, the only power which man should aspire to is that which he exercises over himself.
Elie Wiesel
Structure your debate according to the fl ow chart below. Then choose another quotation and 
swap roles. Use expressions from activities 2b, 5b, 5c, as well as question tags for confi rmation.
Interaction: a debate about the nature of power
But that’s not the point, is it? OK, I’ll tell you my position. Possibly, but …
Allow me to explain further. What’s your take on this? I, for one, believe …
‘
‘
‘
‘
‘
‘
70
B Agree wholeheartedly or reluctantly.
Maybe you’re right / I don’t accept that for  one minute / I suppose so, fair enough
A Ask for B’s opinion of the quote. How do 
you feel about …? / What are your views?
A Agree or express objection giving
examples. That may be so but … / I 
don’t see it that way myself. Allow me to  explain further …
B Give your opinion and an example using
a question tag to invite a response. Look, 
there’s no doubt that ... I mean, take ... for  example / But that’s not the point, is it?

82. 82 THAT’S ENGLISH!
8
UNIT Art? Or not?
• To discuss art
• To write a review
OBJECTIVES
But is it art?A
Answer the questions.
1 What does Omar consider to be a very
powerful metaphor?
2 How does Saffron explain the photograph of
the child – what does it represent?
3 What does Danny like about Saffron’s pictures?
4 Why does Saffron say it’s a pleasure to meet
Danny?
Read the extracts from the video and choose 
the correct meaning of the adjectives in bold.
1 Omar: It’s original. Thought-provoking.
a makes you reevaluate things
b puts all thoughts out of your head
2  Omar: It would make this work less approachable.
a accessible, easy to understand
 b original and different
3   Omar: This is really atmospheric.
a makes you feel heavy and depressed.
b creates a distinctive feeling or mood
4   Omar: This is really uplifting. Literally, for the
ants!
a makes you feel as if you were flying
b makes you feel happy and hopeful
Complete the sentences with a suitable 
adjective from activity 5. 
1 I found the positive images and bright colours
used in the painting to be very … .
2 I don’t like all this mystique that’s been created
around my work: I want to be an … artist who
people can talk to.
3 The lighting and music were very … – inside
the gallery it felt like being in another world.
4 I didn’t exactly enjoy the exhibition but it was
certainly … . I don’t think I’ll ever look at my
rubbish in the same way again!
6
4
5
Do you agree or disagree with these quotes 
about art? Why?
I do not want art for a few any more than 
education for a few, or freedom for a few.
William Morris
A work of art has no importance whatever to 
society. It is only important to the individual.
Vladimir Nabokov
1
BEFORE YOU WATCH
Are the statements true (−) or false (H)? Correct 
the false ones.
1 Omar believes that the scientific mind is what
feeds art.
2 Danny is not a fan of contemporary art.
3 Omar thinks modern art needs to be shocking
in order to be powerful.
4 Dolores is an expert on performance art.
5 Omar finds performance art a bit predictable.
6 Saffron specializes in performance art because
her art school tutors recommended it.
AFTER YOU WATCH
3
Answer the questions.
WHILE YOU WATCH
2
1 Why does Omar go to the art gallery?
2 What topic inspires Saffron’s art?
NOW YOU!
Explain what you think of performance art.7
Personally, I’m not … by performance art, 
though I don’t fi nd it particularly …or … . 
‘
‘
‘
‘

83. 83THAT’S ENGLISH!
STREET INTERVIEWS
The speakers below were asked the following question: Everyone is creative in some way.
What creative skills do you have?
1 Tick (?) the kinds of creative skills they might talk about.
2 Watch the video. Were any of your ideas mentioned?
Watch again and say which speakers … .
1 talk about expressing themselves creatively in writing
2 talk about music
3 mention the visual arts – painting and drawing, etc.
4 show us something he’s made
5 talk about performing on stage
6 believe their strengths lie in sport
Listen again and complete the sentences with up to three words in each gap.
Victor: I like to
1
… colour.
Thierno: I haven’t even reached my
2
… .
Thierno: That’s how I
3
... this. I wanted something that was
4
… .
George: I’m
5
… of listening.
Borislav: That’s where my
6
… .
9
8b
8a
Chelsi Brandy Victor Thierno Glenn GeorgeNicole Borislav
According to the experts we are naturally
creative. Whether we
1
… in writing, pictures,
music, or movement or just cultivating the
2
… being a sympathetic listener, we all have
3
… if we know how to reach it! It doesn’t
matter if you aren’t sure where your
4
…
− the important thing is to let yourself be
inspired. Most creative people couldn’t
tell you how they
5
… their best ideas. The
most original works of art are those that
are
6
… because they are so eye-catching or
unusual.
ACTIVATE YOUR ENGLISH!
10a
10b
Complete the text about creativity with 
expressions from activity 9. Change the form as 
necessary.
Rewrite the sentences replacing the words 
in bold with one of the words from activity 5. 
Change the form and word order as necessary. 
1 I just didn’t find his work very easy to 
understand or get into so I left early.
2 Happy and inspirational music for me would
definitely be Bob Marley.
3 That little Italian restaurant on 5th Avenue
replicates a romantic and nostalgic décor.
4 His early work was perceptive and challenged 
some of our basic perceptions, which is why
I’m so disappointed by this trivial piece.
NOW YOU!
11What creative skills do you have?
I can’t … or … or anything like that but I  express my … through … . I fi nd it very …  and I especially love to … – in fact I’ve …
playing a musical instrument    writing poetry    dancing    cooking    acting
fashion design    painting and drawing    photography

84. 84 THAT’S ENGLISH!
Art? Or not?
Match the words from the box to the types of 
art and performance.
Which of the arts interests you the most/least? 
Why? Discuss with a partner.
Read and complete the article with the missing 
lines (a-e).
a it helps them make sense of the world
b It should either make us think and notice
things
c their art was powerful because of its shock
value
d What is it actually for?
e we find some other way to express our
creativity
Read the text again. Are the statements true (?) 
or false (H)? Correct the false ones.
1 The author understands why artists who aren’t
successful or recognised give up.
2 Many adults give up drawing because they are
dissatisfied with the results.
3 The author believes that art can help us feel
better about life.
4 Gloomy and depressing art can be dangerous
for young people.
5 Art helps to create balance.
6 The author doesn’t believe that football can be
considered as art.
Look at the highlighted phrases in the text and 
match them to the paraphrases.
1 They can’t stop themselves from doing it.
  They simply can’t help themselves.
2 strong, instinctive desire to make things
3 avoid conscious thinking
4 make it into something we can respect
5 for the same reason
6 tried from the beginning to make it something
that people would disagree about
READING
2a
3
2b
1b
1a
sculpture & ceramics music
installation architecture
photography magic & circus
jewellery film & theatre
ballet & other dance forms
drawing & painting craft & design
Performing arts Visual arts
Why are pictures
worth a thousand
words?
So just why do painters paint and sculptors sculpt 
and writers write and musicians play their songs? Of 
all the people who create their own art, only some 
are talented and only very few gain recognition 
and success. So why do the others carry on despite 
everything and choose to suffer for their art? And 
why do we admire, even revere, art so much? 
1
… 
The answer to the fi rst question is that artists make 
art because they simply can’t help themselves . The 
urge to be creative is part of the human condition. For 
example, all small children enjoy drawing, singing 
and dancing, and many psychologists recommend 
doing some form of creative art in order to be happy 
and healthy. As adults, we usually, unfortunately, 
begin to attach more importance to the results 
rather than the process, and so give up making art 
of our own, but if we are lucky, 
2
… , such as playing 
football, growing fl owers or making cakes.
But what about ‘real’ art? The Mona Lisa, for example, 
or, depending on your taste, Dali’s The Persistence
of Memory or Tchaikovsky’s Swan Lake or the 
Beatles’ Sergeant Pepper album − what human 
purpose do they serve? One of the answers seems 
to be that beauty, in any form, inspires us. Life isn’t 
easy: pain is also part of the human condition, but 
an uplifting piece of music or an evocative painting 
have the power to inspire and energise us. By the 
same token, works of art portraying sadness or pain 
remind us that we are not alone in our suffering and, 
most importantly, lend dignity to it . This is why we 
enjoy listening to sad love songs after a breakup and 
why teenagers are often attracted to what seems to 
The Hay Wain, JOHN CONSTABLE

85. 85THAT’S ENGLISH!
UNIT 8
Listen to a talk about the punk movement in 
Britain.
1 What was it like to live in Britain in the 70s
when punk started?
2 Why does the speaker say a lot of punk art is
‘ugly and angry’?
Listen again and complete the summary with 
the correct form of the words and expressions 
from activity 3.
Match the idioms related to art (1-5) to their 
meanings (a-e).
1 I’m sure I’ll understand if you could just show
me some photos. After all, a picture’s worth a 
thousand words.
2 His new computer is absolutely state-of-the-
art: it’s faster and more powerful than anything
I’ve ever seen!
3 I’ll be ready in five minutes. I travel so much I
have packing down to a fine art.
4 I was prepared to suffer for my art when I was
a young dancer − I spent hours practising and
I was always on a diet.
5 Look at all those decorations − that’s not just a
cake, it’s a work of art!
a an exceptionally good and beautiful example
of something
b to undergo difficulties and/or work very hard
for something you really care about
c to be able to do something easily and well
because you have practised it a lot
d up-to-date and advanced
e showing images of something is more
powerful than just talking about it
Complete the sentences with an appropriate 
form of the idioms from activity 5a.
1 She’s always got a reason for being late − she
... making excuses … !
2 He put his whole heart and soul into his
vegetable garden. It’s a real … .
3 I understand why you don’t like the city after
seeing those slides: … .
4 He gets up at five every day to train although
he hates it. He really … .
5 She’s got everything in her new, high-tech
kitchen − it’s … .
Complete the sentences so they are true for you.
1 I’ve got putting the children to bed down to
a fine art. I can get them washed and in their 
pyjamas in ten minutes.
2 If I had enough money, I’d buy a state-of-the-
art … because …
3 I express my urge to be creative by …
5a
5b
6
4b
 TRACK 72
adults to be gloomy or depressing art: 
3
… and cope 
with its dark side.
We are often attracted to art which has qualities that 
we lack, hence certain types of art become popular 
at certain times in history. For example, the Romantic 
Movement in the 19th century, which placed a strong 
importance on the beauty of nature, happened at the 
time of the Industrial Revolution. In contrast, the artists 
of the punk movement in the 20th century, whose 
slogan NF stood for no fun, no freedom, no future, 
used ugly violent images and words to express their 
anger and despair about the stagnant post-industrial 
society they lived in. Punk artists deliberately set out 
to be controversial and 
4
… .
Nowadays, trying to shock people in the name of art 
has become predictable and has lost its power since, 
by defi nition, ‘real’ art must be thought-provoking. 
5
… or it should  bypass the brain entirely and go 
straight to the heart. Whether it is the grace of a 
dancer’s arabesque, a goalkeeper fl ying through the 
air or the last notes of a symphony, art is art when it 
moves us. That is what art is for.
73
73
The  punk  movement  was  born  when  young 
people started expressing their 
1
… by making 
their own fashion and art. The young people’s 
anger  gave  punk  its  energy,  but, 
2
…  ,  also 
made  it  aggressive.  At  punk  concerts,  the 
furious energy of the dancers seemed to 
3
… . 
Punk singers and artists didn’t 
4
… people, but 
their  anger  and  sense  of  alienation  was  so  great  that 
5
…  .  Punk  art  gave  this  anger  a 
voice and, by doing so, 
6
… .
4a

86. 86 THAT’S ENGLISH!
Art? Or not?
86
LANGUAGE STUDY
1a
2a
1b
4b
Decide if the relative clauses are defi ning or 
non-defi ning.
 1 Of all the people who/that create art, only
some are talented.
 2 Rachel Lee, who I went to college with, has
just won the Turner Prize.
 3 An artist, whose work we exhibit, is coming
to talk about what inspires her.
 4 That’s the woman (who/that) I went to art
school with.
 5 A shop called SEX sold the first punk
fashions, (which were) designed by Vivienne
Westwood.
 6 The Romantic Movement, which emphasised
the beauty of nature, happened during the
Industrial Revolution.
 7 The whole exhibition was dedicated to
traditional art, which was disappointing.
 8 We are often attracted to art that/which has
qualities that we lack.
 9 Art that/which portrays / Art portraying
sadness reminds us of our own humanity.
 10 She was interested in artists who/that really
lived their art and even suffered for it / really
living their art and even suffering for it.
Answer the questions.
Listen, check and repeat, paying attention to the 
pauses.
Complete the information about the composer 
Luca Vittorelli with relative pronouns.
1 The composer’s mother, … encouraged his
musical ambitions, died when he was 16.
2 Soon after, Luca met Viola, … was the first
woman ... he fell in love with.
3 The symphony … he wrote for her was his
best work.
4 The score for this, … is on loan to the British
Museum, was handwritten by Viola.
5 The scholars … have studied this symphony
consider it a masterpiece.
2c
3
4a
Relative clausespage 136
Pronunciation Guidepage 145
Answer the questions.
1 In which type of clause can that replace who or
which?
2 How do we avoid the formal construction with
whom?
3 In which case can we omit the relative pronoun?
4 What changes take place when we use the
present (-ing) or the past (-ed) participle?
5 What does which in sentence 7 stand for?
Which three sentences in activity 2a contain 
defi ning relative clauses? In which sentence(s) 
can the relative pronoun be omitted?
Reduce the relative clauses using a present or 
past participle.
1 He designed a bridge which connects the old
part of the city to the new.
   He designed a bridge connecting the old part 
of the city to the new.
2 There is a sale of the artist’s early paintings
which were considered to be obscene in his
own country.
3 The most performed play ever is Hamlet,
which was written by Shakespeare in the early
1600s.
4 Anyone who quotes from her work without
permission will be sued.
5 Musicians who study at the conservatory have
free entrance to all concerts.
6 There were several books which dealt with
this subject and they were all excellent.
Complete the text with relative pronouns.
Reduce the relative clauses in activity 4a where 
possible.
2b
74
Lalla Ded was a 14th century mystic poet
1
…
poems are important to both Muslims and
Hindus. She was born in 1320 in Pandrethan,
2
… was the ancient capital of Kashmir. At the
time, it wasn’t considered necessary to educate
girls, but the family priest,
3
… recognised her
intelligence, taught Lalla to read and write. Her
marriage,
4
… had been arranged for her by her
parents when she was a small child, took place
when she was 12 years old to a man
5
… was
chosen for his wealth. The relationship was
unhappy because the mother-in-law,
6
… was
very jealous of Lalla, beat her. After six years,
Lalla ran away to become a religious mystic,
7
… was her true vocation. She loved to walk
around naked,
8
… upset people, but her wisdom
and kindness meant that she was considered a
saint. Her poems,
9
… celebrate the mystery of
life and its beauty, are a source of inspiration
to many, even today.

87. 87THAT’S ENGLISH!
UNIT 8
7
2 something/someone you find pretentious
3 a tedious film or book
Look at the sentences and complete the 
explanation with the words from the box.
a People who create their own art are very
imaginative.
b He doesn’t like people helping him, he’d prefer
to do things on his own.
c I enjoy being on my own, I never feel lonely.
Complete the sentences with a possessive
adjective + own .
1 Use your imagination to create … style.
2 Most artists prefer … creations to those of
their peers.
3 We only exhibit … work at our gallery.
4 It was … fault she never sold anything.
5 He prefers being on … than in company.
6 The portrait was scary: it had a life of … .
7 I enjoy going to exhibitions on … .
When talking about art we often make 
suggestions or recommendations, or give 
advice. Complete the sentences using the 
structures in brackets.
1 I wouldn’t go to that exhibition: it’s awful.
(suggest that) (recommend something to
someone)
   I suggest that you don’t go to the exhibition: 
it’s awful. / I don’t recommend the exhibition 
(to you): it’s awful.
2 ‘Why don’t you go to the Tate Gallery?’, he
said. (advised someone to do something)
(suggested that)
3  ‘Don’t read that book: it’s terrible!’, I said. (advise
someone against + -ing) (recommend + -ing)
4 Ann said, ‘It’s a great film, you should see
it.’ (recommended something to someone)
(suggested + -ing)
5 I think you should go to the party. You’ll have a
great time! (advise someone to do something)
(suggest that)
Recommend,  advise,  suggestpage 137
Listen and complete the summaries of the  reviews of an exhibition.
5b
5c
Answer the questions.
1 Which words from Alex’s review mean … ?
a very boring tedious
b very bad
c not as good as people say it is
d pretending to be special or clever but in
reality of little value
e something people argue and disagree about
f  the interest something has because it
offends or surprises people
2 Which words from Gayle’s review mean … ?
a new and different from anything else
b makes you think
c creates a special mood or feeling
d calls up emotions and feelings
e both sad and moving and you can’t get it out
of your mind haunting
f inspiring and moving in a positive way
Write sentences about the topics listed (1-3). 
Say when and where you experienced it and 
why it affected you.
1 a haunting piece of music
   A really haunting piece of music ...
5a
action belongs done possessive
6b
6a
75
A   Alex strongly advises against seeing it:
1
dreadful, overpriced and
2
… . Calling it
great art is simply
3
… . Artist trying to be
4
… so people will go just for
5
… . Found it
6
… and almost fell asleep!
B   Gayle highly recommends it. Thinks
he’s an
7
… artist, different from anyone
else. Abstract images very
8
evocative:
some made her emotional. Describes
background music as
9
haunting and
10
… .
Didn’t understand all poetry, but found it
11
… − made her think. Says end part about
world peace was beautiful and
12
… .
We use a
1
… adjective + own to indicate that
something
2
… to a specific person or thing,
or that an
3
… is
4
… by a specific person. The
expression on my/his own, etc., means alone or
by myself/himself, etc.

88. 88 THAT’S ENGLISH!
Art? Or not?
B
SAME LANGUAGE, DIFFERENT LIVES
DOCUMENTARY
Art on the run
1a
2
1b
3
4
In your opinion, what’s the difference between 
‘street art’ and ‘graffi ti’?
Watch the documentary about London street 
art. Is the defi nition the same as yours?
Watch again and answer the questions.
1 How does David Stuart define street art at the
beginning of the video?
2 What do you need to know to enjoy and
appreciate street art?
3 Name the four different types of street art
David Stuart mentions.
4 Why does he say that graffiti writers ‘don’t
care about us’?
5 What’s the ‘big change’ that has happened
recently with regard to street art?
6 Who is Banksy and what’s special about him?
7 What’s the inspiration for Cept’s work?
8 Why does he believe that true graffiti can
never become part of mainstream culture?
Think of an exceptional artist of any kind who 
you personally admire or are infl uenced by. 
Explain why.
Watch the video. The speakers were asked: In
which of the creative arts do you think your
country excels?
Which speakers … ?
1 say their country excels in all or most of the
arts
2 specifically mention music
3 mention acting/actors and performing
4 are proud of visual art in the form of painting
and drawing in their culture
5 refer to the film industry
6 talk about writers and literature
THAT’S THE USA!
5a
6
5b
Answer the questions about the American city 
Philadelphia. 
1 What do you know about this city? What
famous sights are there?
2 Why do you think it is considered the birthplace
of modern America?
Watch the video and check your answers to 
activity 5a.
Watch again and answer the questions.
1 Philadelphia cuisine is famous for its … .
a steak with cheese
b special sandwich
2 William Penn, the founder of the city, believed
in … .
a religious freedom and democracy
b brotherly love
3 The declaration of independence and the US
constitution were signed in … .
a Independence Hall b Liberty Hall
4 The Liberty Bell represents … .
a the fight against slavery
b people’s different conceptions of liberty
5 300 is the number of … .
a artists employed by the city
b murals in the city
6 People who visit the Philadelphia Museum of
Art might also be interested in … .
a the history of migration b boxing
NOW YOU!
7Who is your favourite writer? What is your 
favourite book, fi lm, TV programme, song or 
music at the moment? Explain why.
My favourite writer is … . He/She’s … but … 
have been translated into many languages. 
His/Her best-known work, … is one of my 
favourite books ever. It’s a really ... , ... story 
about ... . His/Her novels are very ... and ... 
and I re-read them regularly. 

89. 89THAT’S ENGLISH!
UNIT 8
1
2a
SKILLS WORK
Read the extracts of the poems and say which one you prefer. Explain why.
Read the article about poetry slams. What are they and why have they become so popular?
money    manipulating emotions
fans    audiences    microphones
domestic violence    power    racism
political messages    traditional poetry
2b 3b
3a
True (−) or false (H)? Correct the false statements.
1 According to the writer, poetry’s previous
unpopularity was due to the fact that the
general public thought it boring and pompous.
2 Poetry slams are a world phenomenon and
have changed people’s attitudes towards
poetry.
3 Slam poets are often permitted to enhance
their performance by using accessories.
4 Only a select few may participate in slam
poetry competitions.
Listen to an interview with a slam poetry 
champion. Which of the topics does he mention?
Listen again and choose the correct answer.
1 Ed thinks that too many poets waste the
opportunity … .
a to move their audience
b to get a message across to their audience
2 He doesn’t want to … .
a exploit people’s emotions
b change the way people think
3 He thinks that the things that make traditional
poetry good … .
a are irrelevant to his writing
b are important in his writing
4 To engage his audience, Ed uses … .
a everything b body language and eye contact
Would you like to try slam as a member of the 
audience or as a performer? Why?
77
77
Personally, I just love the Chin one …I prefer the Thomas poem ...
If only out of vanity
I have wondered what kind of woman I will be
when I am well past the summer of my raging youth
Will I still be raising revolutionary flags
and making impassioned speeches …
Staceyann Chin (1972-)
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
Dylan Thomas  (1914-1953)
Until recently, poetry was always considered as one of 
the least accessible art forms − something that a lot 
of people found either pretentious or simply tedious. 
However, the increasing popularity of poetry slams has 
started to change this. A poetry slam is a competition 
in which poets recite their own original work and their 
performances are judged by members of the audience. 
The first poetry slams were in Chicago and New York in 
the 1980s, but they have gradually spread all over the 
world across different languages and cultures from Japan 
to Morocco. Spain has had its own national association, 
Poetry Slam España, since 2012 and competes annually 
in the European Poetry Slam Championships.
In the beginning, poets could wear costumes and use 
props, music and dance to make their performance 
more original and memorable, but nowadays, there 
are often rules that restrict the performers to words 
only. There is a time limit for each performance and 
the poets are gradually eliminated in each round of 
the competition until only the winner remains.
There are many different styles of slam poetry. Slam 
poets are always trying something new and it’s up to 
the audience to decide whether they like it or not. 
Some poets hate slam because they say that art 
should never be competitive, but one of the reasons 
why slam is so popular is that anyone can try it. Slam 
performers come in all shapes and sizes, from school 
girls to old age pensioners. It’s a truly democratic art 
form open to anyone who is excited by the power of 
words.
 TRACK 76
4
I think I’d probably enjoy watching a poetry 
slam, as it ...
A The art of slam A

90. 90 THAT’S ENGLISH!
Art? Or not?
WRITING
1a
1b
2a
2b
3a
3b
Listen to Nathan and Jenny talking about an art exhibition and complete the missing 
information. Who has the most positive attitude about the exhibition?
Exhibition: the paintings of
1
… − his
2
… period Place: The National
3
… in
4
… .
Listen again and complete the expressions with one to three words per gap.
1 What disappointed Jenny when she first walked into the exhibition?
2 In paragraph A, what two qualities does Jenny say make Rembrandt’s work exceptional?
3 What was her favourite part of the exhibition?
4 What surprised her about the portraits?
In which paragraph (A-D) does Jenny … ?
1 give her recommendation 3 talk about her first impressions
2 give practical details 4 talk about the highlight and what she liked best
The expressions in bold in the review describe the paintings in a more vivid way. Match the 
expressions to the meanings (1-6).
1 how something feels when you touch it (n) 4 splendid and luxurious (adj)
2 being close to someone and knowing them well (n) 5 richness, luxury (n)
3 feelings of love and wanting to protect someone (n) 6 modern (adj)
The highlighted expressions in the review are for giving opinions. Match the expressions to 
the meanings (1-4).
1 The best thing of all 2 The only bad thing 3 When I first saw it 4 It’s a good idea to
78
78
A This exhibition in the National
Gallery is of the late works of
Rembrandt, from around 1650
until the artist’s death in 1669.
It’s enormously popular, so it’s
well worth reserving your tickets
online in advance, as we did, and
arriving early to avoid the crowds.
B At first glance, the exhibition
space itself also appears rather
cramped. I was expecting that
there would be more space for
each individual picture. However,
as we walked round, I began to
enjoy the sense of opulence this
created. Rembrandt’s sumptuous colours and
textures and his dramatic use of light are what
make his paintings such masterpieces. I felt I
could almost touch the silk and fur and velvet.
The only downside is that there isn’t enough time
to look at every picture in detail.
C What I liked best were the portraits.
It’s easy to understand why Rembrandt was in such demand as a portrait painter and this is how his career started. His portraits have a sense of intimacy and tenderness
and the thoughtful expressions of his subjects make them look and feel surprisingly contemporary. The high point of the whole
exhibition is the room containing the artist’s self-portraits, over 80 of them, which he painted throughout his life, executed with great honesty and attention to detail.
D All in all, I would definitely recommend this
exhibition even to people who aren’t great fans of classical art. It permits you to enjoy the sensuous beauty of Rembrandt’s work, but also, through the self-portraits, a sense of intimacy with the artist himself.
C
Self-portrait at the age of 63,
REMBRANDT
1 I’m not really … to it. 5 He is simply … painter of them all.
2 It’s all a bit too … for me. 6 I’ve never had the ... so many of his ... all together.
3 I don’t think … of modern abstract art. 7 It will be a … in a … experience.
4 I just can’t … all the … talk that goes with it. 8 I can’t … .
Read Jenny’s review of the exhibition and answer the questions.

91. 91THAT’S ENGLISH!
UNIT 8
4
5a
5b
6a
6b
You are going to write a review of an exhibition of Francisco de Goya’s work from his Dark 
Period. Read the information leafl et and answer the questions.
1 Would you like to go to an exhibition like this?
2 When is the best time to go to the exhibition?
3 How would you buy your tickets?
Listen to Andrea and Kara. What are their attitudes towards the exhibition?
Listen again and complete the table.
Write the plan for your review. Use the ideas below to help you.
Paragraph 1: practical details.
This exhibition of … is at … It’s going to be enormously popular so it’s well worth ...-ing your 
ticket … It’s also a bit …
Paragraph 2: first impression.
At first glance … , but after a few minutes … ,  I was/ wasn’t expecting … (lighting / music / atmosphere), 
It’s easy to see that / understand why ... , The drawings and paintings portray images of …
Paragraph 3: description of the paintings and what you did/didn’t like (two or three things).
They are … but they are also … , They are full of … and drawn with … , The part of the 
exhibition I liked best was …
Paragraph 4: conclusion.
All in all … , In conclusion, I found the exhibition absolutely … / too … for me … , I’m glad I 
went … , I would /wouldn’t definitely recommend/go back.
Write your review (160-180 words). Use your notes from activity 6a. Remember to include:
• practical details
• your first impressions
• a description of the exhibition
• a range of descriptive and evocative vocabulary
• your opinions and recommendations
Writing a review
Goya’s Dark Period
Leopold & Leonard Gallery
10:00 a.m. - 7:00 p.m.
Late-night opening:
Tuesday & Wednesday 7-10:30 p.m.
Tickets - £20 • £15 if purchased in advance online for late-night opening
First impressionExhibition quite
1
… .
2
… music, very
3
… . Lighting very
4
… .
Describing 
the paintings
Images of
5
… ,
6
… and
7
… :
8
… but exquisitely
9
… . Drawings full of
10
… ,
11
… details.
Faces drawn with
12
… precision. Absolute
13
… . Some of the most
14
…
images I’ve ever seen.
Drawings of witches not just about
15
… : also have a
16
… humour.
Recommendations
Absolutely
17
… . I would
18
… recommend it.
Extraordinary and
19
… . But a bit
20
… and
21
… .
79
79
Goya’s dark paintings
This exhibition of paintings and drawings from
Goya’s dark period is at the Leopold & Leonard
Gallery in London. It’s going to be popular so ...
Writing Referencepage 143

92. 92 THAT’S ENGLISH!
9
UNIT
• To narrate the end of a story
• To correct misunderstandings
OBJECTIVES
Honestly, when we have to make decisions
most of us would like to know what lies ahead.
I once had to decide about …
NOW YOU!
If you had to make a diffi cult decision, would
you ever consult a fortune-teller?
7
The future perfectA
5 Karen has heard definite news that she has
achieved promotion at work.
6 Omar feels he owes his new job to Karen’s
support.
Read the extracts and choose the option that
best matches the meaning of the words in bold.
1 Lizzie: Someone near you makes a decision
that affects their partner.
a comes to a resolution
b performs an action
2 Anthony: It wouldn’t be my cup of tea.
a It wouldn’t be attractive to me.
b It wouldn’t help me.
3 Danny: I knew something was up!
a something important had happened
b something had improved
4 Karen: I knew there was something in it.
a there was a problem with the situation
b there was some truth in the matter
Complete the dialogue with an expression from
activity 5.
Kim: Have you heard the news? Sally is leaving
− she’s got a fantastic job in Australia!
Liz: I thought
1
... . She’s been very mysterious but
smiling a lot lately. Do you know any more?
Kim: She’ll be working in the far north, on a
project hundreds of miles from a road. It’s
usually 45 degrees!
Liz: Really?
2
... . I can’t stand heat like that.
Kim: Sally doesn’t like very hot weather, but she
knew she had to
3
… .
Liz: I heard that she thought she might be
made redundant soon so she was looking
around for another job.
Kim: It sounds as if
4
... .
Answer the questions.
1 According to the Tarot reader, what do the
following cards mean?
a The Lovers card c The Death card
b The Sun card d The Fool card
2 Why did Danny apply for the job in Qatar?
Decide if the statements are true (T) or false (H).
Correct the false ones.
1 Anthony has no doubts about how to tell his
decision to his friends.
2 Danny is suspicious about Anthony and
Omar’s conversation.
3 Karen calls Danny a disrespectful name.
4 Karen changes her mind about the Tarot card
reading.
AFTER YOU WATCH
3
4
5
6
Do you believe it’s possible to predict the future?
Would you like to know about your future?
1
BEFORE YOU WATCH
Answer the questions.
WHILE YOU WATCH
2
1 What does the tarot reader predict will happen?
2 Which of Lizzie’s predictions have come true
and which haven’t happened yet?
And they all lived
happily ever after

93. 93THAT’S ENGLISH!
ACTIVATE YOUR ENGLISH!
9
10
STREET INTERVIEWS
Look at some of the expressions the speakers
used. Choose the correct meaning.
1 Chelsi: I don’t want to give it away.
a to waste something
b to reveal what happened
2 David: About someone going out into the wild,
ditching mainstream society.
a rejecting and leaving b forgetting
3 David: Embracing the little small things around
you.
a noticing b fully accepting
4 David: It’s always stuck with me.
a remained in my mind
b caused me problems
Complete the sentences using expressions from
activities 5 and 9.
1 When I arrived home on the night of Robert’s
accident, I knew from my parent’s faces that ... .
The speakers were asked: Can you describe the ending to a book or film that made an
impression on you?
1 Which types of memorable endings do you like?
2 Watch the video to see which ideas are mentioned.
Who says the ending was ... ?
1 about an alternative lifestyle at one with nature
2 so difficult to believe that an alternative version was also given
3 totally different to what was expected
4 extremely complex and difficult to follow
5 satisfying because good triumphed over evil
6 about a positive change in a character
Complete the extracts with the missing words.
Kristen: The
1
… gives an alternative to what really happened.
Chelsi: I don’t want
2
... , but it’s a really good ending.
David: The movie in general is about someone going out into the wild,
3
... mainstream
society. […] And
4
... the little small things around you, and that's always
5
… me.
Borislav: That ending was really
6
… .
8c
8b
8a
Jameeka David Borislav TinaChelsi Kristen
2 Gina became interested in eco-friendly living
and ... it by living in a tree-house.
3 Alice has gone on an expedition to the Amazon
but ... because I hate insects and snakes.
4 The advice I received from my favourite teacher
has ... me all my life and I’ve followed it.
5 The car was completely stuck in the mud so
we had to ... it and hitchhike instead.
6 When Helen told me the gossip about Nick, I
didn’t believe it, but in fact, ... as he really is
going to travel round the world.
7 We had enjoyed watching that crime series
and it was very annoying when Jack ... before
we had seen the final episode.
NOW YOU!
11Describe the ending of a book or film that made an impression on you.
One of my best films of all time is ... and the ending is extremely ... It’s always stuck with me because …
dramatic with special effects   sad and touching  positive  complicated  surprising  amusing

94. 94 THAT’S ENGLISH!
And they all lived happily ever after
Read the quote. Why might Einstein have thought
fairy tales are good for a child’s development?
If you want your children to be intelligent,
read them fairy tales. If you want them to be
more intelligent, read them more fairy tales.
Einstein
Listen to the explanation of the story behind
Einstein’s quote. What reason is given?
Read the text and match the paragraphs (1-4)
to the most suitable heading (a-e). There is one
extra heading.
a Black and white thinking d A touch of magic
b Retro appeal e Facing up to fear
c Time for an update?
Read the text again and answer the questions.
1 What demonstrates the ongoing popularity of
fairy tales even today?
2 What seems to be the contradiction about
telling small children fairy tales?
3 Why do fairy tales help children deal with
negative emotions?
4 How do the heroes and heroines help small
children?
5 Why do some people feel fairy tales are in
need of updating?
Read the tale of Goldilocks and choose the best
moral for the story.
1 Good manners cost nothing.
2 Treat others as you wish to be treated.
3 Your bad deeds are always discovered.
READING
2a
2b
3a
1b
1a
80
Once upon a time is still a winner
1 Dragons, princes and fairy godmothers are hardly the
stuff of children’s everyday experience but fairy tales
seem to have an enduring appeal even today. Animated
films and cartoons of traditional stories are constantly
being produced because they bring big profits despite
the huge amount of more modern digital entertainment
available for children. Why do children still enjoy these
old and frankly frightening stories?
2 Parents today might avoid letting small children hear
a factual news story of a lost child but still read them
the terrifying tale of Hansel and Gretel, lost in the
forest and captured by a wicked witch who planned
to eat them! It seems bizarre but psychologists
believe fairy tales play a valuable role in helping
children deal with strong emotions like fear and
helplessness. Small children can safely direct their
feelings of aggression towards the bad wolf or the
wicked witch or confront their fears of meeting such
evil beings from the security of their own home.
3 At the same time, there are no grey areas in the fairy
tale world. Good always triumphs over evil and the
bad guys always come to a sticky end. Experts believe
the powerless child can identify with the difficulties and
success of the young hero or heroine, and this comforts
them that everything will turn out well in the end.
4 However, it must be said that some of the themes
of fairy tales are rather politically incorrect nowadays.
Do parents really want their daughters to think
marriage to a rich and powerful man is the only
way to liberation as in Cinderella? Is it acceptable to
call people of restricted growth by negative terms
(dwarves) as in Snow White? For these reasons, in
recent years there have been some hilarious attempts
to amend traditional tales to reflect changes in society
by introducing ideas of feminism and respect for all.
Still, it’s fairly certain that whilst adults may find these
new versions amusing, children will keep asking for the
familiar stories of old.
‘
‘
 TRACK 81
Goldilocks revisited
1
Once  upon  a  time,  there  was  a  vertically-challenged 
young female named Goldilocks who, being at a bit of a 
loose end, decided to go for a walk in the forest. 
2
If she’d 
been more thoughtful, she would have told her caregivers 
where she was going. Her disappearance caused them 
much  anxiety.  Soon  she  came  upon  a  house. 
3
She 
walked right in, which was not polite, as she should have 
respected private property.
On the kitchen table, there were three bowls of porridge. 
4
Goldilocks was hungry and didn’t stop to  think about 
the  needs  of  others.  She  tasted  the  porridge  from  the 
first  bowl.  It  was  too  hot. 
5
The  second  was  too  cold. 
Goldilocks did not appreciate how fortunate she was to 
have a choice. So, she tasted the last bowl. 
6
‘Ahhh, this 
porridge is just right,’ she said happily and she ate it all up 
even though she had not been invited to.
Having  eaten  enough,  she  felt  tired,  so  she  went  into 
the  bedroom,  which  was  a  shocking  invasion  of  the 
house-owners’ personal space. The smallest bed was just 
right for her so she lay down.
As she was sleeping, 
7
the three bears came home and were 
distressed  to  find  their  meal  had  been  consumed  by  an 

95. 95THAT’S ENGLISH!
UNIT 9
Which of the endings would you expect to fi nd
in the traditional version of Goldilocks?
1 Goldilocks woke suddenly and, after her initial
shock, explained why she was there; but the
bears kicked her out and she went home in tears.
2 Goldilocks woke suddenly, jumped out of bed,
and away she ran into the forest. The three
bears never saw her again.
Match the expressions (1-8) to the defi nitions
(a-h).
1 it’s not the end of the world
2 come to a sticky end
3 go off the deep end
4 be at the end of your tether
5 get the wrong end of the stick
6 burn the candle at both ends
7 be at a loose end
8 turn out well in the end
a have a happy ending
b lose your temper
c be stressed and unable to cope
d misunderstand information
e the situation is not serious
f stay up late and get up early
g have nothing particular to do
h die in a violent manner
Complete the sentences with an appropriate
expression from activity 5a.
1 The baby was crying and the washing machine
had flooded the kitchen and poor Cathy was ... .
2 I’m sure David said the heroine saved the day
but actually she died. I must have ... .
3 Peter lost his copy of his favourite book but it
... as Ruth had got hers.
4 When Liam refused to read, his dad ... .
5 Why don’t you come and help at the school’s
reading classes as you ... ?
6 It seems storybook villains often ... .
7 I haven’t finished the manuscript yet and the
deadline is tomorrow, so I’ll have to ... .
Discuss the questions with a partner.
1 When did you last go off the deep end and
what had happened?
Read the story again. Are the statements true
(T) or false (H)? Correct the false ones.
1 Goldilocks was aware of the effect of her
actions on her family.
2 Goldilocks was fussy about her food.
3 Mama Bear was only slightly upset with
Goldilocks.
4 Mama Bear criticised Goldilocks for acting
impulsively.
5 In the end Goldilocks changed her outlook
towards others.
Match the highlighted extracts from Goldilocks
revisited (1-7) to the traditional versions (a-g).
1 d
a Goldilocks was hungry and the porridge looked
good, so she tried some from the big bowl.
b It was just right and so delicious that she ate it
all up.
c She didn’t tell her parents where she was
going, which really worried them.
d Once upon a time there was a little girl called
Goldilocks.
e She knocked and, as there was no answer, she
pushed the door open and walked in.
f The three bears looked around their home
and Papa Bear growled in a furious voice,
‘Somebody’s been eating my porridge!’
g When she tried the porridge from the second
bowl it was too cold, so she tried the porridge
from the tiny bowl.
4b
5a
3b
4a
unknown intruder. When they went into the bedroom, 
Papa Bear growled, ‘Someone's been sleeping in my bed.’
‘Someone's been sleeping in my bed, too,’ said Mama Bear.
‘Someone's  been  sleeping  in  my  bed  and  she's  still 
there!’ exclaimed Baby Bear.
Just then, Goldilocks woke up and saw the three bears. 
She tried to run away without apologising, but Mama Bear 
was furious and went off the deep end and said, ‘Actually, 
you have been very disrespectful when eating our food 
and  using  our  beds  without  asking  permission.  Even 
though we are a non-human species, it doesn’t give you 
the right to abuse us. Bears have rights to privacy and a 
family life too. If you’d waited and asked for our help, we 
would have gladly given it.’ Goldilocks saw that she had 
acted in a bear-prejudiced manner and agreed to attend 
a  course  on  celebrating  equality  and  diversity  across 
species. At Mama Bear’s suggestion she got involved at 
the local community centre providing emotional support 
for homeless woodland creatures and came to value their 
culture and beliefs, and they all lived in mutual respect 
until the end of their natural lifespan.
 TRACK 82
2 Describe a time when you were at the end of
your tether.
5b
6
The last time I went off the deep end was
at a bus station. I had asked ...

96. 96 THAT’S ENGLISH!
And they all lived happily ever after
96
LANGUAGE STUDY
1
2
3a
3b
3c
4c
Rewrite the sentences using a perfect participle.
1 After I had finished all my work, I watched TV.
After having finished all my work, I watched TV.
2 When he had killed the dragon, the prince
rescued the beautiful young girl.
3 Although I’d said I didn’t want a fairy tale
wedding, I soon began to change my mind.
4 After the writing team had discussed various
possible endings, they chose a happy one.
5 She had started to put the books in alphabetical
order and she felt she had to continue.
6 After we had spoken to the neighbours about
the noise problems, we felt relieved.
7 When I realised love stories aren’t real life, I
changed my attitude about relationships.
Complete the sentences with in the end or at
the end.
1 He tried hard to find romance but … he gave up.
2 … of the film many people were in tears.
3 The meeting continued until evening and …
they reached an agreement.
4 … of the party Rob and Martha announced
they were engaged.
5 It took years but … the writer managed to
produce a best-seller.
6 … of the creative writing course, everyone
agreed they had learnt a lot.
Listen to the conversation. What are they
discussing?
Listen again and answer the questions.
1 What were Oscar Wilde’s real last words?
2 What did James Dean’s passenger report
about events before the crash?
3 Who was actor Humphrey Bogart talking to
just before he died?
4 What did Marie Antoinette really say the poor
of France should eat?
Listen again and complete the sentences.
1 ... it is ... believed that these were Wilde’s last
words, ... he said them several weeks earlier.
2 ... to what most people ... , his passenger didn’t
hear Dean say anything.
3 The ... of the ... is he said: ‘Goodbye, kid, hurry
back.’
4 … , what she said was: ‘Let them eat brioche’.
Complete the text with a suitable phrase using
a form of the words in brackets.
Listen to the conversation and choose the
correct answer.
The report is … .
1 late 2 incorrect 3 incomplete
Complete the sentences with the correct form of
the words in brackets. Then listen again and check.
1 You need to ... it as soon as possible. (amend)
2 I’ve highlighted all the areas that need ... in
red. (rectify)
3 The ... figure is 800,000 euros. (correct)
4 I’ll get on with the ... at once. (correct)
5 I’ll let you have the ... version. (amend)
6 The company has not found a ... for the
computer problems. (remedy)
7 We have spent thousands of euros on a ...
software programme. (remedy)
8 I’ll include that in the … . (amend)
9 I didn’t have time to ... it. (correct)
10 I’ll speak to Mr Hanson; this situation has to
be … at once. (remedy)
11 I expect to see the ... report in one week’s
time. (rectify)
Complete the paragraphs with the correct form
of the words from the box. Use one word in
different forms for each paragraph.
3d
84
84
83
83
83
4a
4b
remedy correct amend rectify
We often make assumptions about the way
our ancestors lived and believe they are facts.
For example, it is often said life expectancy
in the Middle Ages was low.
1
... (actual),
people then could expect to live into their
sixties.
2
... (commonly) that most people died
before they were 40,
3
... (in) if people survived
childhood, they lived longer than we would
have expected. It is also often believed that
disease was the major cause of death but
4
... (matter) is many areas reported a high
number of deaths by drowning, as women fell
into rivers while washing clothes.
5
... (think),
most of what we believe is inaccurate.
A The estimated cost of the new rail line was
wrong and the directors were ask to
1
... the
figures. After six months, the
2
... figures
were again inaccurate and the management
had to make further
3
... .
Perfect participlespage 138
In the end and at the end page 138
Correctingpage 138

97. 97THAT’S ENGLISH!
UNIT 9
Read the dialogue between Alan (A) and Kate (K).
What big decision has Alan made?
A: Right, that’s it, I’m leaving the project.
K: Are you absolutely sure?
A: Yes!
1
Even if they offered me more money,
I wouldn’t take it because the job is too
stressful.
K: But they gave you extra staff. Hasn’t that
helped?
A:
2
Even though they appointed two junior
editors, it’s made no difference because
they’ve tripled the amount of work.
K: Fair enough. Won’t you miss working there?
A: Yes, I‘ll miss my colleagues.
3
Still, it’s time to
move on. I’m going to take a creative writing
course and write a best-seller myself!
Look at the sentences in bold in activity 5a.
Answer the questions.
1 Which sentence (1 or 2) describes … ?
a a real situation b an unreal situation
2 Which connector means … ?
a despite the fact that c however
b whether or not
3 What is the best synonym for still in this context?
a additionally c consequently
b however
Complete the sentences with even if, even
though or still as appropriate.
1 ... Alice had studied hard, she found the
English exam very difficult.
2 ... Alice had studied hard, she would have
found the English exam difficult.
3 I hadn’t seen her for 30 years. ... , I recognised
her at once.
4 ... they saw a marriage counsellor for six
months, they decided to get a divorce.
5 Harry’s job was quite unchallenging. ... , the
pay was good so he decided to stay.
6 ... I could afford it, I wouldn’t go to the Amazon.
I can’t stand snakes and insects!
7 We couldn’t accept the invitation to visit them
in Rome. ... , it was nice to be asked.
Complete the text with the correct form of the
verbs in brackets.
5a
5b
6
The fairy tale that went wrong
When Prince Charles married Diana Spencer
in 1981 there was rejoicing. With a beautiful
young bride, a romantic dress, and a prince,
it should have been a fairy tale wedding but,
sadly, the couple didn’t live happily ever
after. It seems it wasn’t fairy godmothers
who brought them together, but scheming
mothers, who didn’t want Charles to marry
his real love, Camilla. What
1
... (happen) if
Charles
2
... (marry) Camilla? Undoubtedly,
Diana
3
... (not experience) the misery of
being married to a man in love with another
woman. If Diana
4
... (not marry) Charles so
young, she
5
... (be able to) mature and choose
a more compatible partner. If Charles
6
... (not
continue) his relationship with Camilla after
he was married, he and Diana
7
... (have) a
better marriage. But none of that was to be.
On that dreadful night in Paris when Diana
was killed, if she
8
... (wait) for an official driver
rather than use Henri Paul (who apparently
had been drinking), she probably
9
... (live). It’s
possible that if she
10
... (marry) Dodi Fayed,
it
11
... (cause) embarrassment for the British
Royal Family. But we’ll never know.
B When completing a passport application
form you should check it before sending so
that you can
4
... any errors. If there are errors
and you don’t make the necessary
5
... , then
the form will be returned. Sending the
6
...
form back again causes serious delays.
C When
7
... students’ writing, it is best
not to highlight every
8
... in red, as this
is demotivating. Instead, underline the important errors and ask the learner to give you the
9
… version.
D Homeowners are advised to
10
... problems
with the roof quickly. Often, there is a cheap and simple
11
... if the work is done straight
away. Delays can mean a lot of expensive
12
... work later.
7
Even if, even though, still page 139
Speculating page 139

98. 98 THAT’S ENGLISH!
And they all lived happily ever after
B
SAME LANGUAGE, DIFFERENT LIVES
DOCUMENTARY
Happy endings?
1
2
3
Tick (?) some reasons why murder mysteries
are so popular.
1 They help us understand our society.
2 We can see ourselves reflected in the
characters’ reactions.
3 We love to be thrilled.
4 We like the intellectual challenge of solving
mysteries.
Watch the documentary and complete the
sentences.
1 Many people experience insomnia because
they’re addicted to the … and … of the mystery
or crime novel.
2 More than half the UK population read murder
mysteries also called ... .
3 Crime novels and crosswords became popular
at the same time and appeal to a ... .
4 Agatha Christie has remained popular because
she’s got wonderful ... and her stories are
always on ... .
5 Murder Experts is a company which puts on …
in hotels and country houses.
6 Peter Giles says the hardest part of writing a
plot is to produce an ... .
7 According to Peter Giles, people love murder
mysteries because they give people an
intellectual … to solve and there’s a sense of
… at the end.
Match the pictures (1-3) to the words below (a-c).
a mourners b a wake c a hearse
Listen to the speakers and decide if the
statements are true (?) or false (H). Correct the
false ones.
1 A new custom in New Zealand involves
scattering the deceased’s ashes at Easter.
2 It’s important to have a procession of people
following the hearse in Ireland.
3 Funerals are major events in Ireland and Scotland.
4 Nowadays in Australia, there is less
emphasis on the religious event and more on
appreciating the deceased person’s life.
5 It is still the custom in India to engage
professional mourners.
6 An epitaph is what is written in a newspaper
about the deceased person.
7 Wakes are less customary now in the USA.
THAT’S THE USA
5
4
6
What kinds of foods and sports do you think of
as typically American?
Watch the video of Alex’s visit to New Haven,
Connecticut and choose the correct options.
1 The first hamburger sandwich was made in
New Haven in … .
a 1895 b 1929 c 1900
2 Frank Pepe’s pizzeria is … in the United States.
a the oldest in the US c definitely the best
b the fourth oldest
3 Shubert Theatre has held … than any theatre
on Broadway.
a more musicals
b more Marlon Brando´s plays
c more stage debuts
4 Bill Clinton used to … Yale.
a be employed by c study at
b be president of
5 The lollipop was invented in New Haven and
named after … .
a a race b a horse c a company
6 The first practices of American football were ... .
a on a rugby field c in the street
b on the Green at Yale
7 The original Frisbee was part of … .
a a cake b a plate c a pie
NOW YOU!
7What happens in your country when someone
dies?
When someone dies in … usually there …
1 2
3

99. 99THAT’S ENGLISH!
UNIT 9
1
2a
2b
3a
3b
3c
SKILLS WORK
Tick (T ) what you think are the most common reasons why relationships come to a sticky end.
Read and complete the article (1-4) with the missing phrases (a-d).
a if there’s no return c how can you lessen the breakup stress?
b women find infuriating is when d men find it much harder than women
Write a short blog post (80-100 words) to correct the statement: ‘Hollywood fi lm-makers
believe audiences always want a happy ending’.
4
86
86
86
 TRACK 89
Read the article again and answer the questions.
1 According to Dr Cox, it’s advisable to do what before deciding to split up?
2 What process is essential when people end a relationship?
3 Why is becoming friends not a quick and easy solution?
4 What is the most important aspect of making the breakup process less tense?
Listen to the conversation. What are they discussing?
Listen again. Did Leo and Nick like or dislike the endings of … ?
1 The Ninth Gate 2 2001, a Space Odyssey 3 Sunshine
Listen again. Complete the chart with their reasons for liking or disliking the endings.
The Ninth Gate 2001, A Space Odyssey Sunshine
Leo
1
… , all the
2
… were there.
A
6
… film, very unusual and
7
… .
The
11
… didn’t fit in at all.
Nick
Waste of
3
… watching it.
4
… film-making. Could have used
5
… .
8
… stiff by it. No
9
… message:
everyone was
10
… .
Ruined a good film by
turning it into a
12
… film.
 TRACK 89
I’ve often found that 
1
… to face the emotional fallout 
when a relationship ends and it seems there’s little advice 
available, so I’d like to smooth the way where possible. Most 
importantly, are you sure you’ve reached the end of the road? 
I find men tend to approach a counsellor as a last resort, but 
this is unwise. You may think you know the problems but a 
professional can help you discover the real problem. It may 
well be you have a lot in common, and with skilled help, you 
can save the situation and live (fairly) happily ever after.
However, 
2
… , there are some definite dos and don’ts on how 
to handle the situation. Do recognise that there will be a 
painful period of adjustment for both and this is unavoidable. 
Give your partner the courtesy of explaining why you want to 
move on. Don’t go off the deep end and announce the bad 
news when you’re at the end of your tether, or just before your 
partner’s about to go to work or to pick up the children. Choose 
a peaceful time. It goes without saying that you should never 
end it by text, email, phone call or simply leaving.
Another aspect of 
men and breakups 
that 
3
… men suggest 
they can now just be 
friends because then 
they feel less guilty. 
Avoid this at all costs 
as it’s just not possible initially. You may have been thinking 
about leaving for a while, but it’s unlikely your partner will 
have. Much processing is needed and then, after a few years, 
you may become good friends.
In the short term, 
4
… Tell the important people in your life and 
accept their support, but remember some family and friends 
may be upset. Think of what you need to do to move forward 
− such as planning a trip, or taking up a new interest. Above 
all, treating your ex with respect will help you both to move 
on and realise that the end of a relationship isn’t necessarily 
the end of the world.
Men often find it hard to deal with powerful emotions. Relationship advisor, 
Dr Franklin Cox, gives advice for men on how to deal with a breakup.
Is it the end of the road for your relationship?
 TRACK 85
Although directors commonly believe film audiences will be upset unless there is a happy ending, in fact, it
sometimes spoils the story because real life isn’t like that. We are adults and we can cope with …
lack of communication falling out of love wanting different things financial or work stress
not spending quality time together infidelity lack of shared interests
(online source)

100. 100 THAT’S ENGLISH!
And they all lived happily ever after
SPEAKING
1aWhat was your favourite fairy tale as a child?
Tell a partner why you liked it.
1c
1b
2a
2b
3
It is said there are only seven basic story plots. Listen to the conversation and match the plots (1-7) to the endings (a-g).
1 overcoming the monster 3 the quest 5 comedy 7 rebirth
2 rags to riches 4 journey and return 6 tragedy
a The hero or heroine goes to a strange place and comes back having learnt many valuable lessons.
b The leading character, who is imperfect or evil, eventually comes to a sticky end.
c An important event causes the main character to change and become a better person.
d The hero or heroine starts off poor but ends up rich and in love.
e The main character, often accompanied by friends, goes on a dangerous journey to find the
treasure.
f The hero or heroine tries to stop a dangerous being or force which is attacking their country.
g A happy tale where the hero and heroine overcome the amusing obstacles to their love.
Discuss with a partner and label the stories below with the seven basic plots from activity 1b.
1 Beauty and the Beast 5 Hamlet
2 St George and the Dragon 6 Mr Bean
3 Goldilocks and the Three Bears 7 Pretty Woman
4 Harry Potter and the Deathly Hallows
When telling a story it’s important to indicate to your listeners when you are going to begin
and when you are going to end. Listen and complete the sentences.
Beginnings
1 Are you ... ? Then I’ll begin. There was ... a princess ... 3 ... away and ... ago, there was a handsome prince ...
2 ... in the olden ... when there was real magic ... 4 Once ... a time ...
Endings
1 In a ... 2 The ... of the story is: always listen to your parents. 3 To ... a long story ... , they fell in love.
Decide if the expressions are beginnings or endings.
1 and for all I know, they are living there to this day 4 they all lived happily ever after
2 a long time ago in a distant land 5 but that’s another story
3 in a faraway kingdom
Intonation is important in storytelling to get the listener’s interest and to indicate when the
story is fi nished. Listen to the expressions in activities 2a and 2b and repeat.
87
88
89
Tragedy would fi t Hamlet, because although he has
some good qualities, as time goes on, he destroys
everyone who loves him because he is so angry at his
mother’s remarriage. In the end, he has to die ...
Alice in Wonderland was defi nitely my favourite fairy tale as a child and it still is! Oddly enough, the character I adored was the Queen of Hearts, and I would run around the house saying, 'Off with his head!'
Alice in Wonderland, Tim Burton, 2010. Walt Disney Pictures
Hamlet, Kenneth Branagh, 1996. Castle Rock Entertainment
Pronunciation Guidepage 146

101. 101THAT’S ENGLISH!
UNIT 9
4a
4b
4c
Read Momotaro, a traditional tale from Japan. Which of Booker’s seven basic plots does it follow?
Complete the spaces in the story with a suitable expression from below.
Nowadays traditional fairy tales can seem old-fashioned, so some storytellers change the
endings to refl ect modern society. Read the modern ending of the Momotaro tale. Do you like
it? Why? Why not?
5
6
Match the traditional endings (1-6) to the modern day equivalents (a-f).
1 A handsome prince rescues a helpless girl. 4 The villains are imprisoned.
2 The evil character is killed. 5 The monster is destroyed.
3 The hero finds the treasure and becomes rich. 6 The ugly, poor, and disabled people are not respected.
a The hero uses his riches to help the poor and needy.
b The villains repent committing crimes and get support to become good citizens.
c The monster is caught and taken to a secure wildlife park for veterinary treatment.
d All members of society are treated with respect.
e The young woman sets up a business and becomes independent without a man.
f The wrongdoer changes and tries to lead a better life.
Tell a story with an updated ending using the model in activity 4a and the modern endings in
activity 5 to help you. Remember to include the following:
• suitable opening and ending phrases
• appropriate intonation to create interest
• an amusing modern ending
Once upon a time there was a giant black bear that …
1
... there lived an old couple in the country of Okayama.
The old man went every day into the mountains to
cut wood while his wife would go to the river to wash
clothes.
2
... , while the old woman was down at the river,
a giant peach came floating towards her! It looked so
delicious she decided to take it home for their lunch.
When the old man came home, the old woman cut the
peach open, and
3
... , there was a small boy inside! They
decided to call him Momotaro, which means ‘peach boy’.
4
... , they had a child!
The old couple raised Momotaro to be brave and strong.
5
... , he decided to go and defeat some evil bandits who
were attacking his village. The old woman made him some
delicious cakes for his long journey.
6
... , a monkey, a dog
and a bird joined Momotaro, and he promised to give
them a cake each if they would help him fight the bandits.
7
... the bandits’ castle, Momotaro and his friends found
that the castle gate was locked. The bird flew inside and
found the key.
8
... , they fought the evil bandits. The bird
attacked their eyes, the dog bit their legs, and the monkey
jumped on their backs, scratching them.
9
... , the bandits
cried for mercy! They gave Momotaro all their gold and
jewels and he returned triumphantly to his village and his
parents.
10
... , they are living there to this day.
once inside at last to their surprise and for all I know having reached
once upon a time one day (x2) to cut a long story short on the way
The bandits cried for mercy! Momotaro instantly stopped and said: ‘It’s time you stopped attacking your neighbours and learnt to live in a civilised way. You are obviously good at fighting. Why don’t you open a school to teach martial arts like judo and contribute to society?’ The bandits agreed and in return for Momotaro not calling the police, they agreed to give him a percentage of the profits. The business did well and so Momotaro returned to his family happy that he’d helped the bandits become useful members of society.
Production: telling a story
 TRACK 90

102. 102 THAT’S ENGLISH!
Revision 2
OBJECTIVES
• To review the contents of units 5-9
LANGUAGE REVISION
4a
102
Join the two sentences using a relative clause 
and commas where necessary. If possible, omit 
the relative pronoun and use a reduced relative 
clause.
1 The sculpture has been lent to the National
Museum. The sculpture depicts the goddess
Diana.
The sculpture depicting the goddess Diana
has been lent to the National Museum.
2 The artist died in poverty. His paintings are
now being exhibited at the local art gallery.
3 The paintings are still in his studio. The
paintings were completed five years ago.
4 Teaching art is a challenge. I really enjoy it.
5 I couldn’t hear the singers very well. This was
disappointing.
6 I finally got to see the exhibition. You told me
about it.
7 The performance lasted four hours. It was
surprisingly good.
Complete the sentences using the correct form 
of the verbs in brackets.
1 She … to the shops because her husband had
already bought everything. (need / go)
She didn’t need to go to the shops because
her husband had already bought everything.
2 The house … . It hasn’t been done for years.
(need / paint)
3 The candidates … calculators in the exam in
case they had programmed them with extra
information. (allow / use)
4 He copied the whole text by hand, but he …
that because the teacher wanted a digital copy.
(need / do)
5 Don’t worry. You … the bus. I’ll give you a lift.
(have / catch)
6 Eating chewing gum … in Singapore in 1992.
(ban)
7 If you work for the police, you … any personal
information about citizens to the press. (must /
reveal)
8 I thought the project was due in on Friday, but in
the end I … it until next Monday. (need / finish)
9 It was clear that the elderly couple … help with
moving the furniture. (need / get)
Choose the correct option.
1
2
3
Rewrite the questions using question tags for 
emphasis.
1 Will you help me with my homework?
2 Has she changed her mind again?
3 Does he feel younger than he is?
4 Are you at the end of your tether?
Listen to the question tags and decide if the 
intonation is falling T (confi rming information) 
or rising H (a real question).
Complete the text with the correct form of the 
verbs in brackets.
Complete the second sentence so that it has a 
similar meaning to the fi rst. Use the words in 
brackets. Write between two and fi ve words.
1 Before he left, they gave him his passport.
(departure)
Prior … , they gave him his passport.
2 As soon as I saw him, I recognised his hat.
(sooner)
No … him than I recognised his hat.
4b
5
6
I
1
bitterly / strongly recommend against
defending those people. None of their stories
2
is / are convincing. Their explanations are
3
ridiculously / completely complicated.
4
Even though / Still, I am more inclined
to believe the sister’s version of events.
5
Few / Little people will have sympathy with
the brother after his awful behaviour. I’m not
6
whatsoever  / at all interested in helping him.
However, in the end, I reckon
7
both / most
of them
8
is / are lying so you’ll have to find
the truth elsewhere. Everyone
9
has / have
an opinion, but you should take my advice.
Don’t help either of them.
The causes of war are essentially always the
same. The struggle for power moves armies.
In World War I, if Germany
1
… (not / send)
a telegram to Mexico inviting them to fight
against their neighbours, the US
2
… (not /
get) involved. Or maybe if the telegram
3
…
(not / intercept) by spies, the US president
4
… (never / know) Germany’s plans until it
was too late. In World War II, it is said that if
power-hungry Hitler
5
… (not / elect), then the
war
6
… (not / start). The fact is that if Germany
7
… (discuss) their relations with Poland instead
of invading, then things
8
… (be) very different.
92

103. 103THAT’S ENGLISH!
Revision 2
11
8
9
10
3 I really don’t like his attitude. (object)
I … his attitude.
4 It’s a good idea to buy that tablet. (worth)
It’s well … that tablet.
5 I wrote the book, then I designed the front
cover. (having)
After … the book, I designed the front cover.
6 I suggest you don’t stay in that hotel. (against)
I advise … in that hotel.
7 If you took the job, you would earn a lot of
money. (to)
Were ... the job, you would earn a lot of money.
8 They try not to help their children and let them
study by themselves. (own)
They try not to help their children and let them
study … .
Complete the sentences with a preposition or 
particle.
1 His estimate was spot … .He calculated exactly
the right figure.
2 The business isn’t making a profit yet, but …
the long run I think it’ll be successful.
3 I was disappointed that we didn’t win the
championship … the end, even though we
played well.
4 Although he set … to be a great athlete, his
injury destroyed his promising career.
5 He gave up his job … account of family
commitments.
6 We don’t let students go home early … a rule,
but today I’ll make an exception.
7 The hotel wasn’t great, but all … all I really
enjoyed the trip.
8 We had a party … the end of the course.
Complete the sentences with the correct form 
of the words in brackets.
1 Despite his family’s … to the plan, he went to
volunteer in Sudan. (oppose)
2 He has come up against a lot of … for his
comments in the debate. (criticise)
3 I hate my father’s look of … whenever I bring
my boyfriend home. (disapprove)
4 The whole team expressed their … of the way
the incident had been handled. (condemn)
5 I was surprised by her … to join the party. (refuse)
Choose the correct option.
A: Well that was a
1
dreadful / amusing meeting!
I was bored
2
still / stiff by all that talk about
budgets.
B: It wasn’t that bad. You know, we do need to
3
amend / solve some of the figures.
1 It is a … practice in this company to go to the
annual family picnic.
2 I’m not an authority on this, but in my … I think
it’s a bad idea.
3 Many children are influenced by … to do
things that are wrong.
4 He takes too many risks. One day he’ll come to
a … .
5 I’ve been interested in cars since I was … to a
grasshopper. They were my favourite toys.
6 In traditional stories, the … always loses.
Complete the sentences with a word from the 
box. There are three words you don’t need.
A: Yes, but I think cutting the staff by half is too
4
ruthless / selfish. Those poor people!
B:  I think the powers that be are trying to
5
empower / undermine the trade union by
blaming them for the loss in profits.
A: You’re right. If we’re not careful we’ll end up
with no pension in our
6
dotage / adulthood.
B: Yes, we shouldn’t
7
urge / allow management
to refuse us our rights.
A: I can’t see it
8
turning / coming out well in the
end.
B: Don’t be so
9
gloomy / haunting!
Use a word from column A with a word from 
column B to complete the sentences.
1 Positive people recover from illness more
quickly. It’s a question of mind over … .
2 Come on! You can solve this problem. It’s not
… science.
3 I was trying to be funny, but he got the wrong
end of the … and was offended.
4 She’s so good at choosing gifts for people. She
does it so often that she has it down to a fine … .
5 The book seemed interesting at first … , but
when I read it, I found it boring.
6 I had had a very hard week, so when my car
broke down I was at the end of my … and
started crying.
7
stick glance idea life look matter
rocket art tether
peer
time-
knee-
humble
sticky
wrong
honoured
doer
opinion
end
pressure
high
A B

104. 104 THAT’S ENGLISH!
Revision 2
SKILLS WORK
What kinds of reading material do you like? Tick (A) the ones you have used.
Read the text. Why does the author say the concept of reading is changing? Which examples 
are mentioned?
Read the text again and complete it with the missing lines (a-h).
a drawn to illustrate a story e through a series of comic-type illustrations,
b constantly searching for new ways f when and where they feel like it
c needed to portray g making the story come alive for
d even though they don’t know h come to a sticky end
1a
1b
2
There are many different ways to approach writing a 
book. Some writers draft out the whole story in advance 
so they know exactly how it is going to fi nish. Some 
begin a story 
1
… how it will turn out in the end. Others 
even write the ending fi rst and then decide how the 
story started. However, nowadays there is often more to 
a book than simply a series of printed pages.
In the world of children’s books, illustration makes the story 
more appealing to children. The Harry Potter books have 
all been re-released full of colourful pictures 
2
… young 
readers. The illustrations don’t refl ect the fi lms, but instead 
create a whole new idea of how Hogwarts would have 
looked. Some of these images 
3
… are considered works of 
art and can be valuable in themselves. An E. H. Shepard 
illustration of Winnie the Pooh and Christopher Robin, 
published in The House at Pooh Corner by A. A. Milne, was The House at Pooh Corner by A. A. Milne, was The House at Pooh Corner
sold at a Sotheby’s auction in 2014 for £314,500.
In recent years, there has been a rise in popularity of the 
graphic novel. These books are not a literary genre, but 
use a different format to communicate the message.
4
… 
they tell a story, recount a historical event, or explain 
a scientifi c discovery with very few words but lots of 
images. They are similar to comic books but they do 
not have serialised stories. We can read works such as 
Dracula, Romeo and Juliet or Romeo and Juliet or Romeo and JulietMetamorphosis in these 
trendy formats. The illustrators are true artists, as great 
skill is
 5
… the characters and their feelings as well as not 
straying from the original plot.
E-books have become an extremely fashionable way 
to read, providing the reader with a portable library to 
access 
6
… . Technology has also led to an increase in 
so-called interactive novels. These give the reader a 
choice in the development of the plot, depending on 
the path they want to take, so the hero can 
7
… or live 
happily ever after, according to the reader’s decisions.
The concept of reading is changing. No longer do we 
have only one option, that is, a number of pages stuck 
together with a bus ticket as a bookmark. The industry 
is 
8
… to attract readers and hopefully keep the love of 
reading alive.
 TRACK 93
The future of writing (and reading!)
Star Wars: Episode VI:
Return of the Jedi,
Marvel Comics,
November 2015
SATRAPI, MARJANE Random House, November 2007
DR. SEUSS
HarperCollins
Publishers, May 2003

105. 105THAT’S ENGLISH!
Revision 2
Listen to a debate between Bob and Jenny on 
the statement: There should be an obligatory
retirement age for people in power. Who is in 
favour and who is against this idea?
Listen again and decide if the sentences are 
true (A) or false (’). Correct the false ones.
1 Bob feels that the Queen of England should
retire.
2 The Queen has ruled the country since 1952.
3 Jenny tells us that US Supreme Court judges
keep their job until they die.
4 Bob thinks individuals should decide if they
can continue to do a job well.
5 Several leaders of the Catholic Church have
voluntarily retired over the past few years.
6 Jenny thinks it’s not safe to let some older
people be leaders.
7 Jenny says that more over-70s are employed
in private business than in politics or the legal
system.
8 The presenter suggests that leaders should
stop work when they are older.
Match the expressions (1-10) to the functions (a-e).
1 I don’t accept that for one minute.
2 By and large, …
3 Take … for example.
4 I suppose so, fair enough.
5 Spot on!
6 As a rule, …
7 I don’t see it that way myself.
8 Possibly, but …
9 That’s perfectly true.
10 Imagine you were …
a making generalisations
b illustrating a point
c expressing objections
d agreeing reluctantly
e agreeing wholeheartedly
Discuss these statements with a partner and 
give examples to justify your opinion. Use some 
of the expressions from activity 4.
1 Formality is no longer so necessary in modern
society.
4
5
7b
3a
3b
I would agree with this
statement. Modern
society has changed
tremendously and we
are much more relaxed
now.
That may be so, but I still try to act according to who I’m with. I mean, if …
94
94
2 Traditional stories always have the best endings.
3 Any object or event can be a work of art.
Do these phrases come at the beginning (B ) or 
end (E ) of a story?
1 are you sitting comfortably?
2 once upon a time
3 the moral of the story is
4 and they all lived happily ever after
5 in a faraway kingdom
6 and for all I know
Put the events in order to make a story. Start 
with sentence 2. 
Why is the sea salty?
1 He could make anything with the hand mill, so
he never lacked food again.
2 A poor man asked his brother for some food
on Christmas Eve.
3 A rich merchant bought the hand mill to make
salt so that he wouldn’t have to travel to get
supplies.
4 His mean brother gave him some meat but
told him to literally go to hell.
5 The poor brother did as he was told, took the
meat and went to hell.
6 He took the hand mill on his ship and told the
hand mill to make salt, but he didn’t know how
to stop it.
7 The hand mill made so much salt that the ship
sank and the hand mill continues making salt
at the bottom of the sea.
8 The devil in hell wanted his meat and in
exchange gave him a magic hand mill.
Now tell the story about why the sea is salty 
using some of the expressions from activity 6.
Read the information about a course. Write a 
formal letter to send to professionals to invite 
them to attend. Use the suggestions in unit 6 
to help you.
Dear colleague,
I am writing to you on behalf of Business Solutions to
cordially invite you to …
6
7a
8
Business Solutions
• presentations
• two-day course for sales professionals
Friday 21st – Saturday 22nd April
• talks and workshops on speaking skills, IT,
motivation and many other topics
• networking opportunities with colleagues in your field
• four-star accommodation included

106. 106 THAT’S ENGLISH!
Read the text quickly and choose the best option.
The text is about … .
1 encouraging people to become interested in art
2 the value of good works of art
3 the difficulty in defining good art
Look at the headings and decide which one
relates to paragraph A.
1 Is fame the only standard?
2 Enjoyment of a work of art is subjective
3 Taking a risk with art
Look at paragraph A again. Where is the
information to fi nd the heading for paragraph A?
1 in the first sentence
2 in another part of the text
3 in the text as a whole
Read the text again and match the most suitable
heading (1-8) to the paragraphs (A-E). There are
three extra headings.
1 Is fame the only standard to value art?
2 Famous artists
3 Critical of the art world
4 Copying art has paid off in the long term
5 Enjoyment of a work of art is subjective
6 Profit involves risk
7 Art appreciation takes some effort
8 The future for an artist
1
22
3
4
READING COMPREHENSION I
The value of art
A When we observe a work of art, we all look at it
from different points of view. Maybe you like the
colours. Perhaps it was created by an artist you
have heard about and admire. Or possibly it has
great sentimental value. On the other hand, you
might hate it because of what you associate with
the subject, for instance, a painting depicting a
violent act might repulse you. All of these things
influence what we consider to be good art.
B While each individual has an opinion about
a painting or sculpture, it is market forces
that decide the value of the price tag. The
extraordinary sums of money paid for some
works of art are sometimes questionable.
However, many purchasers are using art as a
way to invest, gambling on the future value of a
work by a modern artist. When interest rates are
low, investors turn to art as a way of earning a
better rate, but it doesn’t go without its dangers.
Who knows if the work of an unknown artist will
increase in value in the long term?
C Those making an investment in art obviously
want the real thing, so a great deal of effort is
spent analysing whether a work of art is genuine.
However, for centuries forgers have made near
perfect copies of works by great masters. Why
are these paintings not as valuable as an original
piece of work? They look the same and must
surely give the same pleasure to the observer.
Imagine if the Mona Lisa really had been painted
by an apprentice of Leonardo da Vinci. Would it
be any less beautiful?
D Talented forgers have sometimes made a name
for themselves in their own right. A British artist,
Tom Keating, began creating forgeries attributed
to great artists, such as Rembrandt, in protest
against the exploitation of artists by gallery
Multiple matching
Exam tip
✱ Read the text through first to get a general idea of
what it is about.
Exam tip
✱ The headings often contain words that have a similar meaning to other words in the paragraph.
Read each paragraph and ‘test’ each heading to see
if it fits. Eliminate the ones that definitely don’t.
Exam tip
✱ The information you need to choose the correct option may not necessarily come at the beginning
of a paragraph: it may be related to the paragraph
as a whole or just to a part of it.
10
UNIT
Exam Strategies

107. 107THAT’S ENGLISH!
UNIT 10
READING COMPREHENSION II
owners in the 1950s. He used special techniques
which would later reveal the deception, such
as painting over a layer of glycerine so that
when the painting was cleaned the paint would
disappear. When this was discovered in 1976, his
works were classed as worthless; remarkably
they now sell for thousands of pounds.
E In the end, to appreciate art you need to work
at it. You can simply look and examine your
own reactions to the work, you can learn about
the history of the artist and his time to better
understand the context, or you can study and
admire the techniques used. A combination of
these methods will bring a greater understanding
of what makes art valuable, not only in monetary
terms but for personal enrichment.
Finding information in a text
Advice to employees
A The company will provide full travel and medical
insurance before you travel. You will find excellent
hospitals and other healthcare facilities in
Riyadh. In the case of serious illness or accident,
repatriation is covered by the company insurance.
If you need to bring medicines with you, make
sure that you have a doctor’s prescription as any
illegal drug use is strictly forbidden.
B It is illegal to practise any other religion than
Islam. During Ramadan it is forbidden to eat,
drink or smoke in public during the hours of
daylight. If you are a non-Muslim you are not
allowed to visit the pilgrimage sites of Mecca
and Medina. If you are permitted to visit these
places, photography of any kind is not allowed.
In other places it is also forbidden to take photos
of government buildings and it is advisable not
to try to take photos of local people.
C It is important to follow dress codes. Shorts are
unacceptable for men and women must wear
loose-fitting conservative clothes under an
optional long black cloak called an abaya as well
as a headscarf. Women are not allowed to drive.
D Other prohibitions are alcohol, pork or any
publication (electronic or otherwise) showing
scantily dressed women or any form of
pornography. Remember that a prison sentence
is a common punishment for breaking these laws.
E You must have a photocopy of your passport
with you at all times for identification. It is
illegal to have more than one passport in Saudi
Arabia, so if you have dual nationality, only use
one nationality for all your visa applications and
leave your other passport at home.
F Visitors and residents employed in Saudi Arabia
are required to have a valid visa to enter and
leave the country. You should make your visa
application at least two weeks before you travel
as processing takes up to ten days.
Exam tip
✱ When you are scanning for specific information, you
won’t have time to read the whole text in order. In
fact, the information you need may not come in the
same order as the questions.
Exam tip
✱ Don’t worry about words you don’t know if they are not needed to answer the questions.
UNIT 10
 
TRACK 95
Read the text. In which paragraph will you fi nd
information about … ?
1 clothes 3 reading material 5 tourism
2 health 4 documents
Read the text below and answer the question:
What food is not allowed?
1 Underline the words in the question and
text you need to understand to answer the
question.
2 Can you answer the question without knowing
the meaning of scantily?
Imagine you are going to work for a multinational
in Saudi Arabia. Read the text and answer the
questions.
1 How long does it take to get a visa for Saudi
Arabia?
2 I have dual nationality, which passport should
I use?
3 Do I need to take out my own health insurance?
4 Will I be able to drive a car?
5 Can I visit the country freely?
6 In which places can I drink alcohol?
1
3
2
 
TRACK 96
Other prohibitions are alcohol, pork or
any publication (electronic or otherwise)
showing scantily dressed women or any
form of pornography.
(online source)
(online source)

108. 108 THAT’S ENGLISH!
Exam Strategies
Match the situations (1-3) to the words (a-i) that
you might hear in the listening.
1 a friend who disappointed them
2 feeling positive about a friendship
3 a time when they had an invaluable experience
a agreeable f sorry
b awful g unforgettable
c character-building h upset
d forgive i worthwhile
e good together
Listen to three conversations between people
talking about relationships. Then, match the
conversations (1-3) to the phrases (a-h). There
are two extra phrases.
In which dialogue does one of the speakers talk
about … ?
a a friend who disappointed them
b a person who helped them with their career
c a time when they made someone angry
d feeling bad about their past behaviour
e being sad because someone lost their memory
f someone they love
g having a difficult time at work
h someone who committed a crime
Listen to the fi rst part of the recording and write
the words you hear that have a similar meaning
to the words below.
1 looking after children (noun)
2 help (expression)
3 authority (noun)
4 creator (noun)
5 young children (noun)
1
2
Multiple matching
LISTENING COMPREHENSION I
97
99
Exam tip
✱ Read all the situations and think about what kind
of words the speakers might use to express the
ideas.
Exam tip
✱ Listen for synonyms or paraphrases of the words in
the question and the options.
Multiple choice
Listen to the fi rst part of the recording again.
Choose the correct option.
1 The guests on the programme … .
a are both writers
b help look after their grandchildren
c know a lot about bringing up children
d have young grandchildren
Listen again. Underline the incorrect words in
the other options in activity 2a.
Now listen to the rest of the programme. Choose
the correct option. You will hear the recording
twice.
2 The cost of childcare … .
a comes to billions of pounds
b is reduced by family connections
c can vary dramatically
d is calculated independently
3 Some grandparents … .
a are too old to look after young children
b pay towards childcare
c take time off to help
d find it expensive to care for their grandchildren
4 Grandparents sometimes don’t understand … .
a why parents want to raise their children in a
different way
b the advertising for children’s products
c why parents fail their children
d their grandchildren’s problems
5 There can be greater problems … .
a when the grandparents are from a different
culture
b between a daughter-in-law and her in-laws
c with couples sharing responsibilities equally
d when grandparents spoil their grandchildren
2b
1
2a
98
98
98
LISTENING COMPREHENSION II
Exam tip
✱ Sometimes more than one option may seem
possible. When you listen for the second time check
that all the details of the option are correct.
Exam tip
✱ Make a note of all the possible options for each
situation when you first listen. Eliminate the
incorrect answers when you listen for a second time.
3

109. 109THAT’S ENGLISH!
UNIT 10
Match the extracts to the purpose.
1 Please confirm in writing if you wish to accept
this post.
2 We would appreciate a prompt response.
3 I would be most grateful if you could send me
more details.
4 I sincerely apologise for the misunderstanding.
5 We would be delighted if you could join us.
a saying sorry d an invitation
b a job offer e asking for information
c asking for a reply
WRITING I
Writing a formal letter
Rewrite the following sentences to make them
more formal.
1 I don’t often have the opportunity to visit your
city.
Seldom …
2 We will solve the problem.
The problem …
3 If you want to come again, you will be welcome.
Should …
4 We would appreciate your support.
Your support …
5 You shouldn’t pay for your own lunch.
On no account …
Write a formal letter of apology (150-180 words)
about the situation below.
2
3
Exam tip
✱ Make sure the purpose of the letter is clear.
Exam tip
✱ Use formal grammar and expressions, impersonal
constructions such as the passive, and words of
Latin origin. Avoid contractions.
Writing a review
WRITING II
Exam tip
✱ Make sure you write a review, not just a description
of the event.
Exam tip
✱ Use interesting words to emphasise your description and opinion, such as adverbs.
What is the purpose of a review of an event, fi lm,
exhibition, etc.? Choose the correct options.
1 to promote
2 to give the writer’s opinion
3 to describe
4 to entertain the reader
5 to recommend
6 to persuade
Complete the sentences with an adverb from
the box.
1
1
2
3
ridiculously strongly surprisingly utterly
1 I … recommend you try the beef in red wine
sauce.
2 The book was … badly illustrated considering
the reputation of the artist.
3 I was … exhausted by the time I had walked
round the whole exhibition.
4 To register for the website is … complicated. It
took me over ten minutes.
Write a review (150-180 words) of an event (e.g. a show, a conference, an exhibition) you attended. Include the following:
• details of the event
• a description of your impressions
• why you think it was interesting/boring
• a recommendation for the reader
Recently you organised a charity event 
with several speakers. However, you made 
a mistake with the timetabling of the talks. 
Professor Johnson should have had the 
fi nal hour of the day, but in the end he only 
had twenty minutes before the conference 
ended. Write to apologise and invite him to 
speak at your next event.

110. 110 THAT’S ENGLISH!
Exam Strategies
SPEAKING I: Interaction
I know what you mean, but I think social life
at college is important for making contacts
for the future.
Complete the expressions used for giving
opinions with the words from the box.
1 There’s no … that 4 If you … me
2 You may not … with me 5 It … to me
3 The … is that 6 I strongly … that
Listen and practise the intonation of the
expressions.
Have a conversation with your partner using
some of the expressions from activity 1a to give
an opinion about these statements.
1 Being in power easily leads to corruption.
2 The best age to get married is in your twenties.
3 Hunting should be banned.
4 Graffiti is art.
What might these images suggest if we
are discussing the infl uence of childhood
experiences? Match the photos (1-4) to the
descriptions (a-d).
1a
1c
1b
2
Role-play: debate
Exam tip
✱ Use a variety of expressions for giving your opinion.
Exam tip
✱ If you are given pictures to help you with ideas, don’t
describe what you can see, but rather what the
pictures suggest.
a children’s relationships with their peers
b the importance of school
c appreciation of culture
d family time together
Look at the pictures and the title of the topic.
Discuss the two questions with a partner and
give examples from your own or other people’s
experience to justify your opinions. Talk for 5-6
minutes.
3
Looking at the first picture, I think this shows that many students waste their time partying at university instead of studying.
University,
training for the future?
• What experiences do these pictures represent?
• Which ones are the most important for a
student’s future?
100
agree ask believe doubt point seems
1
1
2
3
4
3
2 4

111. 111THAT’S ENGLISH!
UNIT 10
Exam tip
✱ Use the ideas provided and develop them by giving
examples.
SPEAKING II: Monologue
Are these expressions used to give the opinion
of others (A) or your own opinion (B)?
1 Some people say that …
2 As far as I’m concerned ...
3 Many are of the opinion that …
4 Talking from a personal point of view, …
5 It’s easy for me to see …
6 I can’t agree with the idea that ...
Talk for 2-3 minutes about what influences
people when choosing a career. Use the ideas
below to help you.
• natural talent • family
• previous experiences • good salary
• opportunities for development
3
4
Match the ideas (1-5) for the topic The most
important inventions that have improved our
lives to the examples (a-e).
1 in the home 4 entertainment
2 at work 5 transport
3 for communication
a I certainly couldn’t live without films. They not
only entertain but teach you a lot about people
and cultures.
b Obviously, the washing machine. I remember
when I was a student and didn’t have one, so
I had to wash everything by hand which was a
nightmare!
c In my office we use a specific program for
sales and purchases, which works really well
as we have quick access to records of every
transaction.
d I use my car for just about everything – taking
the kids to school, getting to work, shopping.
It makes life so much easier.
e I lived abroad for a year and Skype meant I
could talk to my family and friends as often as
I wanted.
Think about the following two topics. In each
case, think of two ideas agreeing with the
statement and two ideas that support an
opposing argument.
1 Having a good salary is the most important
thing to consider when choosing a profession.
2 It’s better to have realistic ambitions than try
for the impossible.
1
2
Developing ideas on a topic
Exam tip
✱ Think about both advantages and disadvantages
or positive and negative aspects of the ideas to
expand on the topic.
Exam tip
✱ Use expressions to show if the ideas are your own
opinion or the opinion of others.
Exam tip
✱ At the end, use expressions to summarise your ideas and make a concluding statement, such as:
to sum up, to round up, all things considered, in
a nutshell, etc.
In my opinion there are many factors that
influence people when choosing a career.
Nowadays, young people can study a wide
variety of degrees and there are new types
of business that offer different career paths ...

112. THAT’S ENGLISH!
112
SELF  TEST
Choose the correct answer.
1  I hope my children will have fond / long-term
memories of their childhood.
2  A friend suggested I write myself notes in order 
to improve my vivid / short-term memory.
3  I can remember his face but not his name: why 
is the memory of him so retentive / elusive?
4  The music immediately brought back vague / 
haunting memories of that awful day.
Complete the text with the missing prepositions 
and the correct form of the verbs in brackets.
Rewrite the sentences in reported speech using 
the verbs in brackets.
1 ‘Come to my party,’ said Anna. (invite)
2 ‘I’m sorry I’m late,’ said Marcia. (apologise)
3 ‘I must pay for the meal,’ said Grandad. (insist)
4 ‘Shall I do the washing-up?’ said Peter. (offer)
5 ‘I hate the loud music,’ said Mr Davis. (object)
6 ‘The meal is terrible,’ said Tony. (complain)
7  ‘It’s a great idea, Chris, to study in America,’ 
said Jenny. (persuade)
Complete the dialogue with the missing words.
Mum:  I’m home. Have you made dinner yet?
Tom:  No, I ... going ... but the phone rang.
Mum:  Have you finished that school project?
Tom:  I ... about ... but I left the books at school.
Mum: Honestly, Tom, you’ll be in trouble.
Tom:  Have you ordered the new computer yet?
Mum:  No, I ... going ... but I ran out of time.
Complete the sentences with the correct form 
of the expressions from the box.
1
2
3
4
5
7
8
6
UNIT 1
bring back memories memory like a sieve
tip of my tongue trip down memory lane
jog my memory mind go blank
memory serves me correctly
amazingly anyway luckily so
all’s well that ends well picture it so clearly
in the end the thing is obviously
believe what happened to me
I recall when our neighbour, Mr Harris, blamed 
me 
1
… 
2
… (steal) his apples. He often invited 
me 
3
… (try) the fruit he grew and I was upset 
when he accused me 
4
… 
5
… (take) them. I 
denied 
6
… (do) anything wrong. My mother 
suggested 
7
… (tell) him that it was some older 
children but he insisted 
8
… 
9
… (blame) me. 
Even though I wasn’t guilty, she urged me 
10
… 
(say) sorry. I refused 
11
… (do) that, so instead 
she apologised to him 
12
… 
13
… (upset) him. 
Later, an older boy admitted 
14
… (commit) the 
crime. My mother persuaded Mr Harris 
15
… 
(believe) me and we became friends again.
You won’t 
1
... ! My friend’s sister Katy got 
married in the same church on the same day 
as me. 
2
... I didn’t know Katy very well but we 
shared decorating the church. 
3
... , everything 
went well and my husband and I left for our 
honeymoon. 
4
... , we didn’t tell anyone our 
destination. When we arrived, we discovered 
our room had been cancelled! I can 
5
... as we 
stood there upset. 
6
... they found us another 
hotel which 
7
... was much better. The next day 
we saw some people we knew. 
8
... , it was 
Katy and her husband! Neither of us knew 
each other’s plans and the second hotel was 
over 100 miles away. Anyway, 
9
... ! 
1 My school reunion was a real ... .
2  In the quiz when they asked me the first 
question, I was embarrassed when my ... .
3 My son’s lost his keys again − he’s got a ... .
4 The capital of Venezuela is Caracas, if my ... .
5 Who’s that? Sally? Sarah? No, it’s on the ... .
6  He tried to ... by suggesting various places, 
but I couldn’t remember the name of the hotel.
7  The taste of the peaches ... of that Italian 
holiday.
Listen to the conversation between Jess and Ed. 
Are the statements true (T) or false (H)? Correct 
the false ones.
1 Ed remembers the school as being smaller.
2  Ed doesn’t remember anything about his 
school.
3 Alex and Darren are still friends with Ed.
4  Ed and Stefan shouldn’t have been in the 
classroom.
5  Ed has forgotten about his school days 
because the teacher was mean to him.
Join the two sentences using otherwise,  or else 
or if not.
1  I really don’t know the answer. If I did, I would 
tell you.
2  They’d better not forget. If they do, they’ll be in 
trouble.
3  He must be nice. If he weren’t, no one would 
vote for him.
Complete the anecdote with suitable 
expressions from the box.
11

113. 113THAT’S ENGLISH!
SELF  TEST UNIT 2
17
Listen and complete the sentences with the 
missing adjectives.
Speaker 1: childbirth
Bruce generally found the experience 
1
… : the 
second time was particularly 
2
… . However, he 
also describes it as being 
3
… and 
4
… .
Speaker 2: parachute jumping
For Deepak the whole experience was both 
5
… 
and 
6
… . He says the most 
7
… moment is when 
you’re falling but the parachute is still closed. He 
found the peacefulness of the situation almost 
8
… and it made him feel 
9
… .
Complete the text with the correct form of the 
verbs in brackets.
Complete the echo questions.
1 A:   The Chinese, Tibetans and Mongolians 
take salt in their tea.
 B: 
1
… takes 
2
… in their tea?
2   A:   We supported Real Madrid when we were 
living in Barcelona.
 B:   You  supported 
3
… when you were living 
4
… ?
3 A:  I’ve got a job as a mechanic.
 B: 
5
… ?
4   A:   My grandfather would have loved to be a 
stunt actor.
 B: 
6
… ?
Rewrite the sentences using the words in 
brackets.
1  We were exhausted and we were running out 
of oxygen. (Not only/but also)
2  As soon as the sun set, it began to get very 
cold. (No sooner)
3  His injured leg had just started to heal when 
he hurt his shoulder. (Hardly)
4  The moment we reached the top, we had to 
come down again. (No sooner)
5  They had no mountaineering experience and 
they were unfit. (Not only/but also)
Complete the sentences with the correct form 
of the verbs in brackets and a suitable modal 
verb.
1  It’s late and my parents will be worried – we … 
(leave) earlier.
2  You … (see) him yesterday – he’s in China!
3  I … (lose) my keys or they … (be) on my desk.
4  He … (forget) that the meeting is today.
5  He … (not join) the army – he ... (die).
Rewrite the clauses using -ing forms.  
1  I completed my MBA in 2010, after which I 
started working for a well known bank.
2  I am completely bilingual, which means I am 
often at an advantage in job interviews. 
3  After I had spent time as an intern with the 
United Nations, I decided to follow a career in 
humanitarian aid and development.
4  Before I qualified as an accountant, I worked 
in a department store.
5  Since I am used to travelling extensively, I 
rarely get jet lag.
Rewrite the sentences using the words in 
brackets.
1  I speak fluent English and also basic German 
and Danish. (in addition to)
2  I have worked in Europe and in Asia. (apart 
from)
3  I have a proven track record in sales and I also 
have recent marketing experience. (besides)
4  I have been very successful, so I’ve earned a 
lot of money. (thus)
5  I always think things through carefully, 
therefore I make sure I never encounter 
problems. (thereby) 
1
2
3
4
5
6
7
Your first day at school is a significant life 
experience. I 
1
… (try) to remember mine all 
day, but although I 
2
 … always … (have) a 
good memory, that particular day remains a 
blank. I know that my parents 
3
… (prepare) me 
for it for a while. They 
4
… (talk) about school 
as if it were some great treat! But I must have 
been disappointed since, a few days later, 
as we 
5
… (have breakfast), suddenly I 
6
… 
(announce) that I’d decided not to go back.

114. THAT’S ENGLISH!
114
SELF  TEST UNIT 3
Complete the text with the correct form of the 
verbs in brackets. 
Rewrite the sections in bold using a passive 
infi nitive.
Complete the sentences with a suitable word. In 
some cases, more than one answer is possible. 
1  After several weeks of searching, they finally 
agreed ... a new sofa.
2  I mostly got on well with Roger but I disagreed 
... him over politics.
3  The majority of people would agree ... there 
need to be controls on alcohol sales.
4  Most people agree … controlling the use of 
alcohol by law.
5  We wanted to eat out but we disagreed … 
which restaurant to go to.
1
2
3
4
5
6
28
Complete the sentences with a suitable word 
or phrase.
 1  ... such as stealing from cars or shops can 
lead to more serious offences.
 2  The factory owner failed to take the correct 
safety measures and was charged with ... 
after an employee died.
 3  Many have been victims of a ... where 
someone pretends to fix their roof, but in fact 
does nothing.
 4  Journalists are sometimes accused of ... 
when trying to get a story from someone.
 5   The problem with ... is that it happens behind 
closed doors and partners don’t ask for help.
 6   The King was surrounded by security guards 
to protect him from ... by terrorists.
 7  Fred Davis was hospitalised after an ... by a 
man with a cricket bat.
 8   ... may seem a minor offence but it increases 
the cost of items for honest shoppers.
 9   Listening to music online for free is tempting 
but it’s actually ... .
 10  After the manager received a death threat, 
he told the police about the ... .
Listen to the conversation. Are the sentences 
true (T) or false (H)? Correct the false ones.
1  The woman totally agrees that community 
service might be regarded as easy.
2  They both think that keeping young people 
out of jail is advisable.
3   The woman feels that some prison sentences 
in America are too long.
4   They are both against the death penalty.
5   The man thinks a real life sentence is sufficient 
punishment for extremely serious crimes.
Complete the dialogue with a suitable word.
Offender:   I think they’ll find me guilty.
Lawyer:    
1
... do I. You might be put 
2
... probation 
as it’s a first offence.
Offender:   I might just be 
3
... but that’s no good, 
I haven’t got any money.
Lawyer:    The court might think you have.
Offender:    That’s  absolute 
4
... ! I haven’t. Perhaps 
I’ll get 
5
... service instead. But I don’t 
think so.
Lawyer:    
6
... do I. Look, prepare yourself in 
case it’s worse − maybe even a 
7
... 
sentence of three months.
Offender:   That would be so unfair!
Lawyer:     I 
8
... disagree 
9
... you about that. I 
don’t believe you are innocent.
Offender:  It’s 
10
... . I’m 
11
... you! It wasn’t me. 
Daring jail escape by Mexican drug lord
Mexican king of drug dealers, José Guzmán, 
who 
1
... (know) as El Chapo 
2
... (escape) from 
Altiplano prison, reports our correspondent. 
A 1.5 km tunnel 
3
... (dig) from his cell to a 
construction site. A motorcycle 
4
... (discover) 
as well, which police believe 
5
... (use) to 
transport earth from the tunnel. Officials 
believe he had inside help and eighteen 
guards 
6
... (question) at the moment. 
A manhunt 
7
... (launch). ‘All passengers 
leaving the country 
8
... (search),’ said the 
security chief. ‘This man must 
9
... (recapture) 
immediately.’ Although security at the jail 
10
... (criticise) in the past, expert Carlos 
Delgado believes Guzmán’s escape 
11
... (can 
not prevent). ‘Sooner or later, he would have 
escaped. This man is immensely powerful.’
1
People think Stephane Breitweiser is the 
most notorious art thief in the world. 
2
Experts 
believe he stole over 1.4 billion dollars  worth of art, not for financial gain but for  the love of art. 
3
Police know he committed 
his first art theft in 1995 while visiting a  castle in Germany. 
4
They understand his 
girlfriend watched for security guards  while Breitweiser committed the thefts  in museums. 
5
The authorities report that 
Breitweiser’s mother cut up many paintings 
when the police began investigating her  son. 
6
Experts estimate she destroyed many 
priceless works of art worth hundreds of  millions of dollars.

115. 115THAT’S ENGLISH!
SELF  TEST UNIT 4
Complete the text with the words from the box.
Complete Eric’s wishes and regrets with the 
correct form of the verbs in brackets.
Bob is in prison for stealing from work. Complete 
the regrets with the correct form of the verbs 
from the box. More than one form is possible.
Make expressions of condolence from the 
prompts.
1 heartfelt sympathies / loss
2 thinking of you / difficult time
3 so sorry / hear / loss
Complete the sentences with the correct form 
of the words in brackets.
1  When a … one dies, you don’t want to have to 
organise a funeral. (love)
2  When you are … over your loss, it’s difficult to 
think practically. (grief)
3  I’m sorry to hear that old Mr Robinson has … 
away. (pass)
4  The … is often physically exhausted, 
particularly if they’ve been looking after a sick 
person. (bereave)
5  The family of the … are sitting at the front of 
the church. (decease)
Choose the correct option.
1   We regret / sorry to inform / informing you that 
we have closed your account.
2   I  am sorry / regret to tell / say  you that you 
have not been selected for the post.
3  Unfortunately, we have to let / allow you 
know / find that …
4  It is with regret / regretting that we have to 
inform / informed our tenants that the lifts are 
not working.
Match the beginnings of the sentences (1-6) 
to the endings (a-f) and complete them with a 
suitable connector from the box.
1 … , I could have called you more,
2 … the sadness of the occasion,
3 She says she’s happy where she is,
4 I wish I’d never started,
5 I hate my job, it’s so boring,
6 I know I promised you a new bike;
a but … she regrets having left her old job.
b but I was always thinking about you.
c he couldn’t help smiling.
d … , I shall see it through to the end.
e … , I’m a bit short of money right now.
f  but … the pay is excellent. 
1 4
5
2
3
7
6
coffin undertakers cremation funeral
graves mourn buried deceased
admittedly on the other hand despite
nevertheless the thing is in reality
disappoint not be have to be trust
When someone’s cremated, their corpse 
is burnt, rather than 
1
… in the ground in 
a 
2
… . This is popular since it’s better for 
the environment, and also as there isn’t 
enough space for 
3
… for everyone. A firm 
of 
4
… will take care of the practical details 
of the 
5
… and will also help the family of 
the 
6
… decide what kind of 
7
… they want. 
Increasingly, funerals are occasions not just 
to 
8
… somebody but to celebrate their life.
Bob’s parents: We regret 
1
… stricter with Bob 
as a child.
The judge: I regret 
2
… send a young man to 
prison.
Bob’s boss: We regret 
3
… this young man.
Bob: I regret 
4
… so stupid. I regret 
5
… my 
parents.
Eric’s wishes as a young man:
I wish I 
1
… (be) richer. If only I 
2
… (have) a car 
like his. I wish I 
3
… (earn) a bigger salary. If 
only we 
4
… (not live) in such a small house.
Eric’s regrets as an old man:
I wish I 
5
… (spend) more time with my family. 
If only I 
6
… (not work) so hard. I wish I 
7
… 
(wait) so long to retire. If only we 
8
… (travel) 
more.

116. THAT’S ENGLISH!
116
SELF  TEST UNIT 5
Complete the text with the correct form of the 
verbs in brackets.
Complete the sentences with a suitable past 
modal form and the verbs in brackets.
1  Rick wrote 5,000 words for his essay. The tutor 
had set a limit of 3,000.
   Rick ... (write) so much.
2  Kim was invited to a wedding but didn’t have 
a hat. Luckily, Sally lent her one.
   Kim ... (buy) a hat.
3  Simon lost his keys so he broke a window. 
Then he found them.
   He ... (damage) the window.
4  Adam needed an operation, but he tried a new 
drug and got better.
   He ... (have) the operation.
5  Ian bought lots of wine for the party but few 
people drank it.
   He ... (buy) so much.
Choose the correct options.
Complete the dialogue with at all,  whatsoever 
or the correct form of the verbs in brackets.
Mum:   Is that you, Sam? I’m absolutely furious!
Son:    What’s the matter? I’m really busy!
Mum:   I’m  not 
1
... bothered if you’re busy. I’ve 
just got home and the place looks like a 
bomb site!
Son:    I did try to tidy up before I left.
Mum:   I doubt it! Nothing 
2
... has been cleared up!
Son:    I’ll come over now. What needs 
3
... (do)?
Mum:  The dishes need to 
4
... (wash up) and 
the leftover food needs 
5
... (throw away).
There’s no space 
6
... in the dishwasher!
Son:    There’s no need 
7
... (lose) your temper. I’ll 
sort it out. It’s no big deal 
8
... .
Complete the monologue with a suitable 
expression from the box.
Listen to the conversation and answer the 
questions.
1 Why does Lily think Mr Wilkins isn’t retiring?
2 How old does Dan think Mr Wilkins is?
3 What did Dan object to regarding Mr Harris?
4 What is Lily’s opinion of Mr Harris’ age?
5  What kind of new boss does Lily object to and 
why?
6  According to Dan, when did Mr Harris start to 
work at the company? 
1 4
2
3
5
6
51
no doubt in my mind my humble opinion
by and large then again more precise
as a rule at all typically
all things considered
In the past, wealthy people 
1
... (need) worry 
about their retirement as they had savings, but 
poor people 
2
... (have to) work all their lives as 
there were no government pensions and they 
3
... (need) earn money to live on. Luckily, now 
most people 
4
... (have to) work after 65 as there 
are state pensions, but all workers 
5
... (have to) 
pay into this system. If you want a good life 
when you retire, you 
6
... (need) start contributing 
to a private pension as soon as you can; but the 
increased costs of pension provision means 
that today’s workers 
7
... (have to) work much 
longer, until 68. As a result, some employees 
8
... (need) do less physical jobs. Many workers 
complain about this but at least they 
9
... (have 
to) work until their dying day!
Choose the correct options.
1
Everbody / Anybody 
2
is / are interested in living 
longer but 
3
no one / few  of us 
4
want / wants  
to change our diet to do so. The inhabitants of  Okinawa, in Japan, are the world’s longest living  people. They eat vegetables, grains, and fish  but 
5
few / little meat. 
6
Someone /  Everyone 
7
know / knows we benefit from eating 
8
none / less meat. 
9
Many / Much 
10
has / have  
been written about eating vegetables, and  we know that consuming 
11
none / few  at all 
12
is / are bad for you. However, being a woman 
also means you live longer and 
13
anyone / no
one 
14
control /  controls that! Some researchers 
point out that 
15
none / nothing of this 
16
has / 
have been proven to apply to non-Japanese 
people. 
17
More / most 
18
is / are known about 
the Mediterranean diet which includes some  dairy.
1
… , people expect their middle age to be 
easier. 
2
… in the past, couples would have had 
more money to spend, but all that’s changed  since the coming of the sandwich generation. These are parents who support their adult  children as well as caring for their elderly  parents. In 
3
… , these 50 somethings are under 
huge pressure. To be 
4
… , many sandwich
generation members suffer from financial  problems as well as emotional stress. But 
5
… , some would say that families should help 
each other, and that 
6
… young adults would 
be independent if the economic situation  were better. Obviously, it’s not 
7
… satisfactory 
to place such burdens on older people but  there seems to be no choice at present. 
8
… , there should be more government help 
for the elderly and more priority given to  creating jobs for the young. There’s 
9
… that 
unless action is taken, the health of a whole  generation will be affected adversely.

117. 117THAT’S ENGLISH!
SELF  TEST UNIT 6
Complete the text with the words from the box.
Complete the inverted conditionals with the 
correct form of the verbs in brackets.
1  … I to … (be, find) myself in the same situation 
again, I … (act) differently.
2  … you … (should, wish) for more information, 
please … (contact) one of our customer service 
advisors.
3  … it … (not be) for your help, we … never have 
… (survive).
4  … you ever … (should, attempt) such a thing 
again, please … (be) careful.
5   … it … (not be) for the generosity of our donors, 
none of this would have … (be) possible.
6  … he been … (wear) a seatbelt, he might … 
(survive) the accident.
7   … you … (have, donate) money to us 
previously, you … automatically … (give) a 
‘friend status’.
8  … it … (be, not) for the generosity of our 
donors and volunteers, we … (not be able) to 
continue.
Complete the connectors with suitable words 
or letters and match the beginnings of the 
sentences (1-6) to the endings (a-f).
1  On … of the bad weather,
2  They haven’t employed enough waitresses, 
…ing in
3  …ing to a misunderstanding with the printers,
4  We lost a lot of money …s to
5  They never really understood how the system 
worked and …tly
6  They sincerely apologised for the mistake and 
offered to process our next order for free, and 
for this …
a  they made a lot of mistakes.
b  we have nearly 500 extra programmes.
c  we have decided to postpone the match.
d  we have decided to carry on using them as 
suppliers.
e  long delays serving food and drinks.
f   the incompetence of our accountants.
Put the words in the correct order.
1
2
3
absolutely bitterly deeply highly
strongly ridiculously
Everybody knows that financial services can 
be a 
1
… profitable business and many of 
our customers have complained 
2
… about 
how 
3
… expensive some financial products 
are. They say that they are being taken 
advantage of, and many are 
4
… concerned 
about their financial future. Here at Lemocla 
services, we 
5
… believe in ethical investment 
and are 
6
… outraged by what we regard as 
ethical malpractices.
A  The state of the house is difficult to 
describe. 
1
seen / life / in / had / I / my  / Never 
such a terrible mess! 
2
was / covered / 
Not / everything / only in dust but clearly 
nobody had opened the windows for a 
long time. I knew immediately that 
3
live / 
could / I / circumstances / no / under in such 
dreadful conditions.
B  
1
met / had / Seldom / she such a handsome 
man, let alone one who seemed so kind.  Her mother had warned her 
2
to / on / trust / 
no / put / her / account in good looks alone,  but he seemed trustworthy. 
3
know / Little / 
she / did how far from the truth that was.
Rewrite the sentences to make them more 
formal using the correct form of the prompts in 
brackets.
1 We are very pleased. (delight + absolute)
2 No one has told us. (inform + passive)
3 Before he goes. (prior to + depart)
4 Do you need help? (require + assist)
5 They put off the meeting. (postpone + passive)
6  If you suggest something, we’ll think about it. 
(proposal + consider + passive)
7  You aren’t allowed to drink alcohol. 
(consumption + forbid + passive)
8  We haven’t finished processing the data yet. 
(process + complete + passive)
9  The company regrets losing so many excellent 
members of staff. (loss + regret + passive) 
5
4

118. THAT’S ENGLISH!
118
SELF  TEST
Choose the correct option.
1  The protestors were urged / prevented from 
entering the building by the police.
2   Candidates  are forced / required to provide 
photo ID before they take the exam.
3  The minister was urged / allowed to make a 
decision as time was running out.
4   Protestors  were banned / allowed from waiting 
outside the courtroom by the judge.
5  At the airport, security prevent / make 
passengers remove their shoes.
6   People  were forced / prevented to leave their 
homes because of the forest fires nearby.
7   Everyone  was forced / asked politely to leave.
8   We were allowed / banned to see him.
Complete the text with the correct form of the 
verbs in brackets.
Complete the text with the correct form of the 
words in brackets.
Complete the sentences with the correct form 
of the expressions from the box.
1  Countries often form alliances with other 
states in order … or status quo.
2   The European Court of Justice … over the laws 
of EU member states.
3  His promotion went to his head and he became 
a complete nightmare: he … .
4  Alex … to get control of the company by 
threatening his co-workers.
5  I’ve always dreamed of … where all the 
important decisions are made.
6  It’s important that the general public have the 
chance … on important issues.
Rewrite the sentences using the structures in 
brackets.
1  I was unhappy when you spoke to the boss 
about me. (object to someone doing something)
2  They refuse to pay parking fees at local shops. 
(object + -ing)
3  I dislike violence on TV. (object + noun)
4  Simon was unhappy because he hadn’t been 
able to give his side of the story. (object that)
5  Everyone is unhappy about the new rules and 
regulations. (object + noun)
6  The residents were upset because the road works 
would cause traffic disruption. (object that)
Listen to the conversation and answer the 
questions.
1 What kind of day has the woman had at work?
2 How has Marcus changed in his behaviour?
3  What does the woman object to most and why?
4  What advice does the man give her?
5  What did the man dislike about his colleague’s 
behaviour?
Complete the dialogue.
Matt:  Have you read about the council wasting 
money on foreign visits? It’s disgusting, 
1
... it?
Beth: 
 2
... , I couldn’t agree 
3
... . I object to 
4
... 
stealing from us. They should go to jail.
Matt:   I  don’t 
5
... it that 
6
... myself, but they should 
pay it back or leave the council.
Beth:   I know not 
7
... will agree with me, but they’re 
thieves! I, 
8
... one, believe we must be firm.
Matt:  I take your 
9
... . 
1
2
3
4
5
6
7
71
make a power play be on a power trip
walk the corridors of power wield power
challenge the powers that be
maintain the balance of power
Anti-nuclear protestors have been banned 
1
... (block) the access to the local army base. 
Yesterday, they were prevented 
2
... (enter) 
the base by armed guards and police urged 
them 
3
... (leave) peacefully. ‘They’ve been 
forced 
4
... (move) 1 km away and will be 
required 
5
... (stay) there. They were asked 
6
... (leave) and they have to 
7
... (respect) the 
court order,’ said a police spokesperson. 
‘People are allowed 
8
... (protest) as long as 
they obey the law, which clearly states they 
9
... (must) enter the air base.’
UNIT 7
To shoot or not to shoot?
Widespread
1
... (criticise) has followed reports
of a plan to reduce the number of badgers.
Though many farmers support the idea, there is
strong
2
... (oppose) among wildlife groups. The
Wildlife Society said, ‘We
3
... (condemn) the
plan and will
4
... (challenge) it in the high court.
We are disappointed at the government’s
5
...
(refuse) to admit that vaccination is effective.
There is also considerable
6
… (dissent) amongst
farmers’. Last week, protestors
7
... (remonstrate)
violently with government workers, although
the Wildlife Society expressed
8
... (disapprove)
of their actions.

119. 119THAT’S ENGLISH!
SELF  TEST
Complete the sentences with the adjectives 
from the box.
1  His work is … in my view and not worth the 
high price people pay for it.
2  He dislikes art and finds galleries very … .
3  They only deal in … abstract art. There are no 
old masters in their catalogues.
4  His paintings of naked men were … at the time 
and nobody would exhibit them.
5  It’s a(n) … work, full of noble sentiments about 
peace and brotherly love.
6  I’ve never been able to forget the … image of 
her sad, beautiful face.
7  It’s a(n) … film which may cause you to 
reevaluate your ideas.
8   They are the most beautiful paintings I’ve ever 
seen − they’re absolutely … .
Rewrite the phrases in bold using the word in 
brackets.
1  If he likes you, he’ll help, but in the same way, 
if he doesn’t, he’ll ignore you. (token)
2  It’s not on purpose: it’s instinctive and avoids 
conscious thinking. (bypass)
3  If I hear a great tune, I start dancing: there’s 
nothing I can do about it. (help)
4   Children  always really want to create things 
and make art out of anything! (urge)
5  Art makes our suffering meaningful and so 
makes it respected. (dignity)
6   They  didn’t intend to shock people. (set out / 
controversy)
Complete the sentences with an art idiom.
1  Every item has thousands of pearls sewn on 
by hand and is a complete … .
2  The … new bathrooms have power-saving 
showers and underfloor heating.
3  As soon as I saw your photo, I knew what 
you’d be like: a picture’s … .
4  I’ve got getting ready in the mornings … : I’m 
dressed and showered by 7:30.
5   You’ll never be a ballerina if you don’t practise; 
sometimes it’s necessary to … .
Put the phrases in order to make sentences. Add 
commas where appropriate.
1  has not / which I personally like / very much / 
his more recent work / sold well
2  very good / which was about nuclear war / and 
the first / wasn’t / he read two poems
3  also wants / very handsome / a role in the 
play / who is supposed to be / her brother
4  in the desert / has become ill / whose idea it 
was / with sunstroke / our director / to film
Decide if the relative clauses are defi ning (D ) or 
non-defi ning (ND). Reduce the clauses if possible.
A:  The man who is standing by the door looks 
like that actor from the Bond films.
B:  Do you mean the door which leads into the 
garden or that big glass door?
A:   The garden door. The tall dark man who is 
wearing the same shirt as me.
B:  But isn’t Bond blond? Or are you talking 
about the Bond films which we used to watch 
when we were teenagers?
A:   Yes, I’m talking about Sean Connery, who 
might even be dead by now, who was the 
original Bond.
B:   Oh OK, I see what you mean.
Match the beginning of the sentences (1-5) to 
the endings (a-e).
1  I would advise you against
2  He suggested that I
3  I would recommend the
4  He advised me
5  As a treatment the doctor recommended
a  should write and ask for an audition.
b  never to give up but to keep on trying.
c  trying art therapy to overcome depression.
d  travelling in July: it’s much too hot.
e  exhibition to anyone: it’s fascinating.
Rewrite the sentences with the words or 
phrases in brackets.
1  It’s best to wait for prices to fall. (well worth)
2  The bad thing is that it’s hot. (downside)
3  The best part of the concert was the duet. (high 
point)
4  He’s not into modern art. (think much of)
5  I don’t like pretentious people. (bear)
6   When I first saw the room it seemed small and 
dark. (glance)
7  She’s a terrible cook, so she never eats any 
food she’s made. (own)
8  He only sings when he’s alone. (own) 
1
2
3
4
5
6
7
contemporary controversial exquisite
haunting overrated tedious
uplifting thought-provoking
UNIT 8

120. THAT’S ENGLISH!
SELF  TEST
Choose the correct options.
1  Even if / Even though /  Still we worked late, we 
didn’t manage to complete the project.
2  No one understood what Sophie saw in Hugh. 
Even if / Even though / Still, he seemed to 
make her happy, so nobody interfered.
3  Even if /  Even though /  Still the garage had 
managed to fix the car, we would have got a 
new one as it was so unreliable.
4  I wouldn’t work for that company even if / 
even though / still they offered more money 
as I disagree with their policies.
5  Unfortunately, it rained all day at the wedding. 
Even if / Even though / Still, everyone had a 
marvellous time.
6  They never managed to find their lost dog 
even if / even though / still they advertised a 
big reward.
Complete the dialogues with a suitable 
expression with end.
A:  What are you doing?
B:  Nothing much, I’m 
1
... .
A:  Well, come and help me because I’m 
extremely busy and completely at 
2
... .
A:  Help! I’ve spilt red wine on the new sofa! If 
Dad sees it, he’ll 
3
... ! It cost £2,000!
B:  Use white wine to remove the stain.
(Later)
A:   The stain’s nearly gone, just a tiny spot left.
B:  Don’t worry, it’s 
4
... . It’s hardly noticeable.
A:   You look tired!
B:  I stayed up late watching the new James 
Bond film and I got up at 6 a.m.
A:  You  shouldn’t 
5
... , it’s not healthy. How was 
the film?
B:  James Bond triumphed and the villain 
6
 ... as 
usual!
Complete the sentences with the correct form 
of the words in brackets.
1 Please read the … timetable carefully. (amend)
2  I handed in the … version to the teacher. (correct)
3  Jack wasn’t doing well in Maths so he needed 
extra ... lessons. (remedy)
4  I hope the … figures will be acceptable to the 
management. (rectify)
5  There are lots of different ... available, you just 
have to choose one. (remedy)
6  It’s mainly right, there are just a few things 
that need … . (correct)
7  The First … of the American constitution 
guarantees the basic freedoms of US citizens. 
(amend)
8  The final proposal is flawless: no further … are 
required. (rectify)
Complete the text with the correct form of the 
verbs in brackets or in the end/at the end.
Listen to the conversation. Are the statements 
true (T) or false (H)? Correct the false ones.
1  The hospital rebuilding project finished last 
year.
2  Financial problems resulted in the delay.
3  The project got extra money from the 
government.
4   They changed the plan due to the extra costs.
5  The man regrets taking the hospital project 
job.
Complete the sentences with a suitable word.
1  ... away and ... ago, there was a fierce giant.
2  In a ... , the prince overcame all his enemies.
3   The ... of the story ... − be kind to strangers.
4  Are you sitting ... ? Then I’ll ... .
5   To … a … story … , the princess started her 
own business and was very successful.
6  For … I … , they are still searching for the 
treasure.
7  … in the … when giants ruled the country, 
people lived in fear.
8   They … lived … ever … , except for Jack who 
came to a sticky end; but that’s … story.
1
4
5
6
2
3
Britain’s oldest supermarket assistant, Iris 
Fletcher, is retiring at the ripe old age of 89 
after 
1
... (have) worked there since it opened 
in 1963. Iris said ’I’ll miss everyone but my 
family have been asking me to retire for 
ages and 
2
... I agreed so I’m retiring 
3
... of 
August’.
4
... (have) left school at 14, Iris began a career 
in food sales. ’When I was young I wanted to 
be a teacher, but my family couldn’t afford 
the fees. If I 
5
... (come) from a richer family, 
I 
6
... (be able to) go to college.’ Still, Iris has 
few regrets. ‘If I 
7
... (go) to college, I 
8
... (not 
meet) all my wonderful friends at the store 
and they are like family to me. I’ve enjoyed 
my work so I feel my life has all turned out 
well 
9
... .’
120
UNIT 9SELF  TEST
THAT’S ENGLISH!
91

121. 121THAT’S ENGLISH!
Grammar Reference Unit 1
REPORTING VERBS1
PAST INTENTIONS2
• We can report what other people say using verbs like say and tell followed by a clause
mentioning what was actually said.
Alex: I don’t want to see a film today!
T Alex told us/said (to us) (that) he didn’t want to see a film that day.
• Other reporting verbs that are followed by that + phrase are admit, agree, answer, argue,
claim, complain, decide, deny, explain, insist, mention, promise, recommend or suggest.
Alex complained/explained that he didn’t want to see a film that day.
Sally: I didn’t reveal the secret!
T Sally denied that she had revealed the secret.
• Very often we summarise a message using verbs like admit, invite, offer or recommend,
followed by a structure with an infinitive or -ing  form. Some verbs (e.g. admit or ask) can be
followed by more than one pattern (see chart below).
Matt: Yes, I didn’t tell the press the whole truth.
T Matt admitted lying to the press. T Matt admitted to lying to the press.
Ellen: Could I see the manager? Angela: Can you help me, please?
T Ellen asked to see the manager.   T Angela asked me to help her.
• We can announce intentions with the verbs be going to or be about to. Be about to adds
the notion of immediacy, or something happening very soon.The past forms of these verbs
(was/were going to and was/were about to) are used to speak about something we had the
intention to do in the past. However, this intention is usually interrupted or not completed.
Our neighbours were going to sell their house but in the end they’ve decided to stay.
I was about to start eating dinner when the phone rang.
Reporting verbs with to /-ing patterns
verb + to + infinitive
agree, ask, continue, demand, offer, propose, 
refuse, threaten 
They agreed to lend us their car.
We asked to see the manager.
Her son refused to visit her again.
verb + someone + to + infinitive
advise, ask, beg, encourage, invite, order, 
persuade, remind, tell, urge, warn 
They asked us to step away from the road.
She warned us not to disturb the neighbours.
verb + something/-ing
admit, deny, recommend, suggest 
He denied the truth.
The kid denied stealing the money.
The tour guide suggested stopping for a coffee.
verb + preposition + something/-ing
admit to, apologise for, object to, insist on 
He apologised for the delay.
We objected to being treated like second-class 
citizens.
verb + someone + preposition + something/-ing
accuse of, blame for, congratulate on 
Are you accusing me of murder?
Her coach congratulated Anne on winning the 
tournament.
verb + to + someone + about + something/-ing
complain, explain, speak, talk 
I complained to the manager about the noise.
They explained to us about getting the new 
membership card.

122. THAT’S ENGLISH!
122
Grammar Reference Unit 1
EXPRESSING CONSEQUENCE3
CONNECTORS FOR TELLING A STORY4
• Past intentions can also be expressed using intend to, mean to, plan to, want to, be ready to 
or be willing to in the past.
She had intended to take a train but the workers were on strike. 
(She was going to take a
train but the workers were on strike.)
We were ready to board the plane when the flight was cancelled.  (We were about to board
the plane when the flight was cancelled.)
• Otherwise, or else and if not are used to speak about how things might change if the
circumstances were different. Otherwise and if not are used to start a new sentence, so
they need a strong pause (semicolon or full stop) before them and are usually followed by a
comma.
I don’t know their phone number either. Otherwise, I would have phoned them myself.
You must remember to give me the keys. If not, I won’t be able to get back in later.
You need to go to bed now or else you’ll be too tired in the morning.
• We can use otherwise and if not interchangeably, although for logical reasons, if not can’t be
used after a negative statement.
I hope the plane is on time. Otherwise/If not, we’re going to miss our appointment.
I won’t be at the meeting next Monday. Otherwise, we could have had lunch together.
•  Otherwise, if not and or else are often used in threats.
Please, leave now. Otherwise, I’ll have to call the police.
Give us the pay rise we demand. If not, we’ll go on strike.
You’re going to have to cooperate or else you’ll be left alone.
At first, the customer behaved normally but, all of a sudden, he became very impatient and 
started insulting everybody.
Luckily, our boss had witnessed the whole incident so, obviously, he knew we had done 
nothing to irritate the customer.
The truth is no one wants to deal with a person who’s lost their temper and I still wonder 
whether that’s part of our job.
Anyway, in the end the manager decided to intervene and he threatened to call the police.
Unfortunately, that didn’t calm the customer down. In fact, it made him angrier.That’s when 
the company decided that we needed extra security. As a matter of fact, we now have a 
guard working at the shop. 
Sequencing
at first, to begin with, after that, all of a sudden, in the meantime, in the end
Introducing comments amazingly, luckily, obviously, strangely enough, unfortunately
Introducing an explanation the thing is … , the truth is …
Going back to the main story/
Changing the subject
anyway, in any case
Introducing contradiction/
Supporting an idea
actually, as a matter of fact, in fact

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Grammar Reference Unit 2
PAST TENSES 1
PAST MODALS2
We use have + past participle after a modal verb to indicate that an action is finished or took
place before a point in time.
Past simple Past continuous
• To describe an action that finished in the past
and has no connection to the present.
• Used with specific points in the past (e.g.
yesterday, last year, in 1994) or a period of time (e.g. for two years).
I bought this watch twenty years ago.
They lived in Lisbon for two years.
• To describe an action that was already in progress
when something else happened.
He was driving down our street when he 
lost control of the car.
Present perfect Present perfect continuous
• To describe an action that started in the past but
has some connection to the present (because it
still continues or you can see the results).
• Used with unspecific points in the past (e.g.
always, never, in my life) or periods of time (e.g.
for three months, since 2005).
She has put on weight recently.
I’ve always liked reading.
We have lived in this town for over ten 
years / since 2005.
• Used in the same way as the present perfect but
it emphasises duration, repetition, the fact that
the action continues in the present or is more
important than the result.
You’ve been watching TV for hours!
They’ve been making calls all day.
Past perfect Past perfect continuous
• To indicate that an action was completed before
a specific point in the past.
When we got home, the children had made 
a special dinner. 
• To indicate that an action took place repeatedly
or was in progress before a point in the past.
He had been feeling ill for weeks before he 
went to the doctor.
We can use both the past simple and the present perfect with periods of time. With the past simple,
the action is finished and there is no connection to the present.
I worked in England for ten years.
(But now I don’t.)
I have worked in England for ten years.  (I’m still working there or the experience is still affecting my present.)
We can use both the past simple and the present perfect with periods of time. With the past simple, !
Speculation
might/could/may/should/will/must/can’t
(less certainty more certainty)
He might have known about the robbery but he didn’t tell anyone.
I don’t know who rang the bell. It could have been the postman.
They should have arrived home by now. They left hours ago!
He’s an experienced doctor. He will have seen a similar case before.
She can’t have bought a new car. I’m sure she didn’t have any money.
Regrets and recriminations
should/could
Sorry. I should have asked for permission before using your car.
They could/should have warned us that their office would be closed today!

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124
Grammar Reference Unit 2
ECHO QUESTIONS4
-ING CLAUSES5
We can make a sentence more dramatic by starting it with a negative or very restrictive word, for
example, not only (but also), hardly (when), no sooner (than), only, never, seldom, etc. The main
verb in this type of sentences takes the same structure as a question: auxiliary verb + subject.
Not only did he keep his job, but they also offered him a rise.
Hardly had she signed the new contract when she was offered a much better deal.
No sooner had we started the meeting than we were interrupted by his call.
Only in our restaurant will you find such good food at such low prices.
• We can use echo questions as a reaction to what someone says to indicate that we are
listening and interested in what the person is saying. These questions are also called follow-up 
questions. Notice that, unlike question tags, the question is positive when the statement is
positive and negative when the statement is negative.
A: I saw a great film last night.  A: I wouldn’t like to work for that company.
B: Did you? What was it about?  B: Wouldn’t you? Why?
• We can also repeat part of what we have just heard using a question word (who, what, where,
etc.) at the end of the utterance to indicate that we misheard or didn’t understand certain
information or to show surprise. Although these are real questions, the structure is affirmative.
A: I’m going to buy a new car.
B: You’re going to buy what?
• We can use -ing clauses to express time, manner and reason. This type of clause is useful to
make our writing more succinct and effective.
He knew that Cambridge was his best option, so he applied for admission.
T Knowing that Cambridge was his best option, he applied for admission.
• We use having + past participle to indicate that an action is completed or finished.
Having read all of her books 
(completed action), I was really looking forward to meeting her.
• -ing clauses don’t specify their subject. Therefore, the first element that comes immediately
after an -ing clause is automatically interpreted as its subject.
While crossing the street, he saw a cow. 
(He was crossing the street.)
While crossing the street, the cow stopped to stare at us.  (The cow was crossing the street.)
While crossing the street, a car ran over him
/While crossing the street, he was run over by a car.
• -ing forms can also be used in combination with prepositions, prepositional phrases or adverbs.
INVERSION3
Time
after, on/upon (formal), since, when, while/whilst
On finding out the actual cost of the trip, they decided to cancel it.
I haven’t taken a formal test since leaving school.
The importance of loyalty is something I learned while serving in the army.
Manner and consequence
by, thereby, thus
She’s become president by demonstrating that she is tough and charismatic.
They made me a member of the club, thereby granting me access to their library.
He signed a ten-year contract, thus ensuring some economic stability.
Addition
apart from, as well as, in addition to
Apart from studying at university, I worked as a bank clerk.
As well as visiting the city’s museums, we also took time to discover its night life.
In addition to making significant progress, we have raised more funds for the project. 

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Grammar Reference Unit 3
REVISION OF PASSIVE VOICE1
SHOULD AND OUGHT TO2
If the action is finished, the perfect infinitive (have + past participle) is used.
It is believed that he killed/has killed his neighbour. T  He is believed to have killed his neighbour.
If the action is finished, the !
• Remember that we use the passive voice in a sentence when we want to emphasise the
action over the agent. To put a verb in the passive voice we use the verb be as an auxiliary
(in the tense we want to use) and the past participle of the main verb.
Someone stole the money from our safe. TThe money was stolen from our safe.
If we want to mention the agent, we introduce it with the preposition by .
Most crimes are committed by  ordinary people.
• Verbs such as ask, bring, give, lend, offer, promise, send, show and tell can have two objects
(indirect and direct). In the passive voice, both the indirect and direct object can be the
subject (in the second case, the indirect object is introduced by the preposition to *).
*Some verbs, like buy, cook or pour take the preposition for .
A special bed was bought for him because he was unusually tall.
•  Should and ought to only have one form for all persons and are followed by an infinitive.
The negative is formed by adding not after the verb: should not, ought not to. These negative
forms can be contracted: shouldn’t and oughtn’t to (less common).
•  Both verbs are very similar in meaning, although ought to tends to be more formal and it
isn’t normally used in questions. We use these verbs to:
– Express what we think is the correct thing to do (ought to often applies to what we feel is
morally correct, more polite or someone’s duty).
He shouldn’t text her every five minutes. That’s harassment!
Parents ought to keep an eye on what their children do online.
– Give or ask for advice.
Should I report the theft to the police?
You ought to be more careful with the photos you post online.
– Talk about something which will probably happen or is expected to happen in the normal
logical course of events.
She’s a good judge so she should be impartial in our case too.
We phoned over an hour ago so the police ought to be here any moment now.
• Reporting verbs, that is, verbs mainly connected with language and opinion such as assume,
believe, claim, consider, declare, discover, expect, find, know, prove, report, say, show,
suppose, think, etc., have two possible structures in the passive voice.
They sent Paula a threatening email.
Paula was sent a threatening email.  A threatening email was sent to  Paula.
indirect
object
subject subject
direct object
The police think that he is the leader of a gang.
It is thought that he is the leader of a gang.  He is thought to be the leader of a gang.
It + be + past participle + that + clause Subject + be + past participle + to + infinitive

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126
Grammar Reference Unit 3
AGREEING AND DISAGREEING3
•   The verbs agree and disagree can be used with a number of different structures:
– agree/disagree + that + clause
(reach the same conclusion, admit/refuse)
The jury agreed that the defendant was guilty.
I agree that some of Judge Brown’s sentences may have been a mistake.
I disagree that the offenders should be sent to prison.
The judge disagreed that the sentence he’d given was unusually harsh.
– agree + to + infinitive
(accept)
He agreed to give us the information we needed.
– agree/disagree + with + someone
(have the same/a different opinion as someone)
You’re absolutely right. I totally agree with you.
My wife thought it had been an accident but I disagreed with her.
– agree/disagree + with + something/-ing
(be in favour/against)
We don’t agree with the judge’s decision.
Not everyone agrees with legalising marijuana.
I totally disagree with corporal punishment.
– agree/disagree + on/about/over* + something
(have the same/a different opinion about something)
We agreed on/about the services they had to pay  for but disagreed on/about/over the
form of payment.
* Over is only used with disagree or when agree appears in a negative context (e.g. We couldn’t agree over
…, It was impossible to agree over …, etc.)
•  To refer to the past we use should/ought to + have + past participle.
You shouldn’t have left the door unlocked.
I ought to have apologised after the incident.
•  Other ways to express agreement and disagreement.
Total agreement Total disagreement
So/Neither do I.
Me too/neither.
I’m with you on that.
I couldn’t agree more.
That’s absolute rubbish!
Nonsense!
You must be joking!
It’s true, I’m telling you!
I can’t go along with you there.
Partial agreement Partial disagreement
I agree with you up to a point but … I know what you mean but …
I don’t really see it like that myself. Well, that’s one way of looking at things.
Agree on can also mean choose or come to an agreement on a specific thing after some 
discussion.
A: Shall we meet again on Monday?
B: Sorry, I’m busy on Monday. How about Wednesday?
A: Wednesday is fine.
We agreed on a day for the meeting.
!
When should and ought to are used in the past, they express regret or recrimination: you should/ought
to have done something that you didn’t or you did something that you shouldn’t/oughtn’t to have done.
When !

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Grammar Reference Unit 4
•   We use wish/if only + subject + past simple to talk about situations in the present that we
would like to change or see change.
I wish I had more time to study but I have so much to do at work!
If only she lived closer to me! That would make things much easier.
If only you didn’t have to work at weekends! My Sundays are so boring!
•  With the verb be, we can use were with I, he, she, it or the usual past simple form was .
We wish our son were /was a bit tidier. His room is a mess.
•   For situations that depend on someone else’s decisions and we find irritating, we use:
Besides using wish and if only, we can express that we are sorry about something that we did
or didn’t do in the past with regret + (not) -ing or regret + (not) having + past participle. There
is no difference in meaning between using one structure or the other, but regret + -ing feels
more recent and regret + having + past participle is normally used to emphasise that the action
was completed in the past.
I regret not buying/not having bought a bigger house when the prices were low.
She regrets quitting the course. She would be qualified by now!
She regrets having left school when she was 17 because now she can’t get a job.
•  Wish/If only + subject + past perfect is used to express regrets about past actions (i.e. we
would like to change the past).
He wishes he had never run  for President. It was the end of his political career.
I wish you had told them the truth. Now we both need to keep on lying.
If only I hadn’t had that last drink! I was so sick when I got home!
•  We often leave out the subject when it is repeated over several clauses linked by and, but or
then, or when we have a list of actions. We can omit the subject as long as there is nothing
between the subject and the verb that could be interpreted as a new subject.
She was badly hurt in the crash but (she) still found the courage to help other passengers.
We usually leave work at 6, then (we) meet up with friends for a drink.
Every morning, I get up, (I) take a shower, (I) have breakfast, and (I) leave for work in less 
than an hour.
•  In informal English, both written and spoken, the pronouns I and we are often omitted when
they are the subjects.
(I) Hope you had fun last night.
We didn’t do anything special. (We) Had dinner, (we) watched some TV, and (we) went 
straight to bed.
•  Sometimes both the subject and the auxiliaries be and have are omitted if the main verb is
in the -ing form or a past participle.
(We are) Only trying to help here, OK? Don’t get upset!
Where are you? (I have) Been phoning you all morning!
(I have) Been there and done that already!
I WISH AND IF ONLY
1
EXPRESSING REGRET2
OMITTING THE SUBJECT PRONOUN3
subject + wish + subject + would + infinitive
I wish you wouldn’t annoy me all the time. It’s 
very irritating!
if only + subject + would + infinitive
If only they would listen to our proposal! I’m  sure they would change their minds.

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Grammar Reference Unit 4
CONNECTORS OF CONTRAST4
•   In very informal English, other pronouns (+ auxiliary) can also be omitted as long as the
subject is clear from the context.
I don’t know why they’re not at home. (They) Left for a walk, I suppose.
(You have) Been shopping, have you?
As a clause within a sentence
Starting a new sentence (after a strong
pause, i.e. semicolon or full stop)
whereas, while
Many young adults are afraid of making mistakes, 
whereas older people normally regret not having 
been more daring.
While some people regret many of the things 
they did when they were young, I’m very proud 
of my past.
however, nevertheless
She’s got a very successful career. However , she’s 
not overly proud of her accomplishments.
You were always afraid of taking risks; 
nevertheless, you had the courage to start your 
own business.
although
Although he won’t admit it, he has some regrets 
about his past behaviour.
She cares about what other people think of her 
although she won’t tell them.
on the other hand, in contrast, by contrast
I’d probably enjoy a less stressful life. On the
other hand, I’m sure I’d get dreadfully bored.
They didn’t help us with our project. In/By
contrast, they were very supportive of our 
competitor’s proposal.
in spite of, despite, notwithstanding
In spite of being/the fact that he is my best friend, 
he doesn’t understand how I feel.
They won the race despite having stopped/the 
fact that they stopped to help another team.
Notwithstanding her illness/the fact that she was 
feeling ill, she managed to win the match. 
on the contrary, in fact, as a matter of fact,
actually, in reality
We’re not saying you shouldn’t sell the house. 
On the contrary, we think it would help you 
financially.
They say I always agree with her decisions. In fact/
As a matter of fact/ Actually, I often oppose them.
His agent pretends to like his paintings. In reality, 
she only likes the money she makes with them. 

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Grammar Reference
OBLIGATION AND NECESSITY1
Unit 5
A Modals of obligation and necessity
B Didn’t need to and needn’t have done
C Need (other uses)
Present obligation Past obligation Lack of obligation
must
(the speaker imposes their
authority)
Manager: You must be more careful 
if you want to keep this job.
had to
We had to be in the 
classroom before the 
teacher or he wouldn’t 
let us in.
I had to open a bank 
account before I could 
get a mortgage. 
don’t have to/didn’t have to
You don’t have to print the 
documents. You can send them 
by email.
She didn’t have to go to work 
last Tuesday because it was a 
bank holiday.
have to
(the obligation is external to the
speaker; a requirement or a need)
Co-worker: You  have to ask for 
permission to use the photocopier.
•  Must only has one form. It doesn’t have a past tense*, an infinitive form, or a participle, so
we need to use have to/had to for all tenses other than the present. Therefore, the distinction
between must and have to (i.e. internal vs external obligation) only applies to the present.
We had to help grandpa down the stairs because he might have fallen.
You will have to pay me in advance for that type of work.
I’ve had to order more copies of her novel because so many people want one.
* There are some rare uses of must for the past, as in He felt he must get away from the house, but we can
always use had to with the same meaning (i.e. He felt he had to get away from the house).
• Need to is an alternative to have to to express necessity or obligation.
You need to/have to buy a ticket before you board the bus.
• Particularly in British English, need can also function as a modal verb: it has only one form
for all persons and is followed by the infinitive without to.
No one need know about this project. 
(No one needs to know about this project.)
Need I say  more?  (Do I need to say more?)
• When talking about the past, it is important to make a distinction between didn’t need to
(the subject knew that something wasn’t necessary) and needn’t have + past participle (the
subject did something which was unnecessary).
We didn’t need to buy milk because there was plenty in the fridge.
(It wasn’t necessary to
buy milk and we knew it.)
She needn’t have worried about being late because the meeting had been cancelled. (She
worried unnecessarily.)
• When need is used in the passive (i.e. something needs to be done), it can be followed by -ing.
This house needs painting. 
(This house needs to be painted.)
• We can also express lack of necessity as follows:
there + be + no need for + noun
We understood each other perfectly. 
There was no need for words.
there + be + no need (for someone) to + infinitive
There’s no need for you to get into more trouble. I’ll  sort it out myself.

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130
Grammar Reference Unit 5
INDEFINITE PRONOUNS AND QUANTIFIERS2
A Indefinite pronouns do not refer to a specific person, thing, place or amount.
B Quantifiers like all, few, little or many can be used as pronouns. In order to use them
correctly, it is essential to know whether they are singular or plural.
•   Remember that some is assertive (i.e. the speaker believes that something exists) and
any is non-assertive (i.e. the speaker doesn’t know whether something exists). As a result,
although we generally use some with affirmative sentences and any with interrogative and
negative sentences, sometimes both can be used.
Have you seen anyone? 
(Nothing indicates that there was someone you might have seen.)
Have you seen someone?  (I have reasons to believe that you may answer ’yes’.)
Would you like anything to drink?  (I don’t know whether you’re thirsty.)
Would you like something to drink?  (I have drinks available for you.)
•  Remember to use the pronouns starting with no-  (not those with any- ) at the beginning of a
negative sentence. These sentences do not require the use of auxiliary do, does, did + not.
No one liked the programme.
Nothing tastes as good as real sugar.
•  Indefinite pronouns are singular but when we make a reference to them, we normally use
plural personal pronouns and plural possessives in order to include both genders.
No one thinks they are
(he or she is) responsible for what happened. 
Everyone drives their
(his or her) own car to work. What a waste of fuel!
somebody/someone
something
somewhere
anybody/anyone
anything
anywhere
everybody/everyone
everything
everywhere
nobody/no one
nothing
nowhere
Singular Plural
little Little is known about his past life. few Few dare to take up this challenge.
much Much needs to be done about this. many Many give up before the end.
each Each has a different reason for being here.  several Several oppose the decision.
Both
all
All is ready for the party.
There are no more children in the garden. All are inside.
more
More needs to be done.
Some people want better schools but more are asking for better hospitals.
most
We managed to save some information but most has been lost.
Some people remember, but most have forgotten about the war.
*none
There was some cake on the table but there is none left now.
They promised new roads but none have been built.
*When it refers to a group, none can be used as a singular or a plural pronoun.
We asked several people, but none was/were  willing to help.
Don’t confuse no one (nobody) with none (not one or not anything).
No one came to the party. I invited a lot of my friends but none 
(of them) came.
I have lots of books but none about gardening.
Don’t confuse !

131. 131THAT’S ENGLISH!
Grammar Reference Unit 5
WHATSOEVER AND NOT AT ALL3
With verbs in the negative form, no becomes any , but the same rules apply.
We haven’t imposed any restrictions whatsoever/at all on the budget.
I haven’t spoken to anyone whatsoever/at all.
With verbs in the negative form, !
Whatsoever and not at all
Use: to make the sentence more emphatic
After none
Having too much choice is as bad 
as having none whatsoever/ at all.
Indefinite pronouns with no
(no one, nobody, nothing)
No one whatsoever/at all can 
justify a decision like that.
After no + noun
He had no patience whatsoever/
at all with her.
After adjectives
She wasn’t nervous whatsoever/
at all.
Before adjectives
(only at all)
They weren’t at all nervous.
As a reply to a question
(only at all)
Do you mind? 
Not at all!

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132
Grammar Reference
INTENSIFYING ADVERBS1
INVERSION WITH CONDITIONAL SENTENCES2
Unit 6
Using should and were to adds the idea that the speaker doesn’t think the situation is likely.
If you should have/Should you have a medical emergency, call this number. 
(In the remote event
that you have an emergency.)
If I were to give/Were I to give you one million pounds, how would you spend it?  (If I gave you one
million pounds, which I don’t think is likely to happen.)
Using !
Intensifying adverbs such as highly, strongly or utterly add the idea of very or very much to
an adjective or a verb. In order to use these adverbs correctly, it is essential to learn which
collocations or combinations of words sound natural. Here are a few examples.
There are three formal types of conditional sentences that start with the auxiliary verb instead
of the word if. These formal alternatives should not be mistaken for questions.
Intensifying adverbs
absolutely, utterly*
(with extreme adjectives)
Adjectives: brilliant, disgraceful, disgusting,  exhausted, marvellous, ridiculous, wonderful
His performance was absolutely brilliant.
I find his arguments utterly ridiculous. 
*less frequent, more literary
bitterly
(for strong emotions that express resentment)
Adjectives: angry, disappointed, disappointing, 
unhappy
The final results were bitterly disappointing.
Verbs: complain, criticise, cry, regret, resent
They bitterly resented their loss of power.
deeply
(for intense, heartfelt emotions)
Adjectives: affected, ashamed, committed, 
concerned, grateful, hurt, moved, religious, 
shocked, worried
We were deeply moved by her speech. 
highly
(to express probability or objective value judgments)
Adjectives: competitive, controversial, effective, 
improbable, ineffective, likely, probable, 
profitable, recommended, successful, unlikely
This is a highly effective way to reduce stress.
Verbs: praise, recommend
The exhibition was highly praised in the newspaper.
ridiculously
(for shockingly exaggerated qualities)
Adjectives: cheap, difficult, early, easy, expensive, 
hard, high, large, long, low, short, small
Some of the questions in the test were 
ridiculously hard. 
strongly
(to express opinions)
Verbs: believe, condemn, deny, feel, influence, 
object, oppose, recommend, support
Most voters strongly oppose the decision.
Conditional sentence Formal alternative with inversion
1
st
conditional
If you should find any difficulty in 
understanding these instructions, don’t 
hesitate to call us.
Should you find any difficulty in 
understanding these instructions, don’t 
hesitate to call us.
2
nd
conditional
If you were to lose your job tomorrow, 
what would you do?
Were you to lose your job tomorrow, 
what would you do?
3
rd
conditional
If I had known that they would fire me, I 
wouldn’t have devoted so much time to 
the project.
If it hadn’t been for Mayor Warner, the 
city would have turned into a battlefield.
Had I known that they would fire me, I 
wouldn’t have devoted so much time to 
the project.
Had it not been for Mayor Warner, the 
city would have turned into a battlefield.

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Grammar Reference Unit 6
INVERSION WITH NEGATIVE ADVERBIALS3
CONNECTORS FOR CAUSE AND RESULT4
As we saw in unit 2 (page 124), we can make a sentence more dramatic by starting it with a
negative or very restrictive word or expression, such as hardly (when), little, never, no sooner
(than), not only (but also), only (after, by, when, if ), on no account, seldom or under no
circumstances. The verb in the main clause takes the same structure as a question: auxiliary 
verb + subject.
Little did she expect the greeting she received.
Never had we thought we would be so highly regarded!
No sooner had I ended the call than the phone rang again.
Not only are they great football players but they are also polite with the press.
Only after he’d lost everything did he feel free to do what he wanted.
On no account/Under no circumstances do we allow any type of discrimination.
Seldom will you find a better investment.
The following chart shows how connectors for cause and result are most frequently used.
Cause Result
because of, due to, on account of, owing to,
thanks to + noun/-ing
Our flight was cancelled on account of bad visibility.
The city has gained popularity thanks to becoming 
the capital of wine tourism.
the reason for/behind + noun/-ing
The reason behind his decision to resign is still a 
mystery. 
The reason for hiring her is not clear.
resulting in + noun
Many factories were forced to shut down, 
resulting in a rise in unemployment.
as, because, for, since + clause
We couldn’t open a bigger hotel, for we needed more
investors to pay for the expansion.
Since you’ve been here before, why don’t you show 
me the way to Susan’s office?
so + clause
I have lost my phone, so I won’t be able to send text messages until I get a new one.
because of this, for this reason, + new sentence
He has lived in many different countries. For this reason, he is a good diplomat.
as a result, consequently, so, that’s why, therefore, thus + new sentence
She is not the owner of the house.  Consequently/So, she can’t tell me what to do with it.
You are the best candidate. That’s why I’ve
chosen you. 

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134
Grammar Reference Unit 7
MODAL VERBS OF OBLIGATION1
OTHER WAYS OF EXPRESSING OBLIGATION2
OBJECT (TO)3
Present obligation Past obligation Lack of obligation
must/mustn’t
have to/need (to)
You mustn’t share this information 
with anyone. It’s confidential.
If she wants to talk to her MP, she 
needs to get an appointment.
Need I ask who said it?
had to
We had to get a visa to stay 
in the country for more than 
three months.
don’t have to/don’t need to
didn’t have to/didn’t need to
needn’t have + past participle
You don’t have to pay to visit 
the Parliament. It’s free.
The apprentice needn’t have
come to the meeting as he 
wasn’t allowed to make any 
decisions.
Permission Prohibition/Lack of permission
can/may
You can/may  come to my office any time you 
want. 
can’t/may not/mustn’t
You can’t park here without a permit.
I may not leave the house until my father gives 
me permission.
You mustn’t use the car in the resident zones.
(For a complete explanation of how to use these verbs, see Grammar Reference for unit 5, page 129.)
Impose
Active Voice Passive Voice
make + someone + infinitive
They made us sign a contract.
ask/force/require/urge + someone + to +
infinitive
They urged us to work faster.
be made + to + infinitive
We were made to pay for their mistake.
be + asked/forced/required/urged + to + infinitive
She was asked to resign.
Prohibit
not allow + someone + to + infinitive
The police didn’t allow us to take photographs.
ban/prevent + someone + from + -ing
The nurse prevented him from entering the 
room.
not be allowed + to + infinitive
We weren’t allowed to get near the President.
be + banned/prevented + from + -ing
They were banned from entering the VIP lounge.
Object + that + clause
The opposition object(s) that the bill is giving the government too much power.
Object to + something
We object to the rise in taxes.
Object to + object pronoun/possessive adjective/(‘s) + -ing
No one will object to us/our postponing the debate.
They didn’t object to Sally(‘s) asking for her money back.
Object to + -ing
She objected to rewriting the proposal.
Like many other verbs, object can be followed by several structures.

135. 135THAT’S ENGLISH!
Grammar Reference Unit 7
Subject of an -ing form.
When the subject of the main verb and the subject of an -ing clause are different, we need to specify
the subject of the -ing form. This can be done, as we’ve seen in the examples with object to, with an
object pronoun, a possessive adjective or ‘s. In more formal contexts, the possessive is preferred.
I appreciate having the opportunity to choose. 
(I have the opportunity and I appreciate it.)
I appreciate Peter(’s)/him/his thinking of me as a candidate.  (Peter thinks of me and I appreciate it.)
Subject of an
When the subject of the main verb and the subject of an -
!
EMPHATIC AND FORMAL USE OF PERSONAL PRONOUNS4
QUESTION TAGS5
We can add more emphasis to a sentence which has a personal pronoun as the subject by
adding a reflexive pronoun (myself, yourself, ourselves, etc.). We can also explain what or who
the personal pronoun refers to with a phrase between commas.
You yourself should know why you’re asking that question.
We, the signers of this petition, express our opposition to the sale of public land.
•  Question tags are used at the end of a sentence to check information or ask for agreement.
They are formed by using the same auxiliary we would use to transform the main sentence
into a question. If the main sentence is affirmative, the question tag is usually negative and
vice versa. Keep in mind that words like nothing, no one, never, hardly, etc. make sentences
negative.
You’re here to see the Prime Minister, aren’t you?
This isn’t the first time you’ve spoken to him, is it?
He will never agree to that, will he?
No one likes him as a person, do they?
•  Remember that we use it in question tags with subjects like anything, nothing or something
in the main sentence. We also use they as a general pronoun for both genders with anyone, 
someone, everybody, etc.
Nothing will ever change, will it?
Everyone wants to find a solution, don’t they? 

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136
Grammar Reference Unit 8
RELATIVE CLAUSES1
Defining relative clauses Non-defining relative clauses
• Used to specify which object, person, place or
time we refer to.
• No commas are used.
•  That, which and who can be omitted if they are
not the subject of the clause, that is, if they are
not followed by a verb.
• Used to add extra information about an object,
person, place or time.
• Placed between or after commas.
People: who/that
Things/Animals: which/that
Time: when
Places: where
Possession: whose
People who/that appreciate art will enjoy visiting 
this museum.
The Picasso (which/that) they were trying to sell 
was fake.
The time (when/that*) you could find bargains in
art galleries is now gone. 
The room where they stored the pieces was too 
damp.
Velázquez and Goya are only two of the many 
artists whose work you can see at the Prado.
People: who
Things/Animals: which
Time: when
Places: where
Possession: whose
Andy Warhol, who died in 1987, is one of the most 
famous artists in the world.
Picasso’s last painting, which dates from 1972, is 
now on sale.
In the 90s, when the gallery was opened, business 
was booming. 
The new storage room, where the paintings are
now kept, is much larger.
We visited the Bargello Museum, whose collection
includes masterpieces by many Italian sculptors.
* In informal English, when can be replaced by that or omitted after nouns referring to time.
After a preposition we have to use whom (for people) and which (for things) but this structure is
only used in formal English. More commonly, prepositions are placed at the end of the clause and that, which or who are used (or omitted) following the rules shown above.
Julius II is the Pope for whom Michelangelo painted.
Julius II is the Pope (that/who) Michelangelo painted for .
This is the town in which he shot his first film.
This is the town (which/that) he shot his first film in.
After a preposition we have to use !
Reduced relative clauses
•  A relative pronoun followed by a verb in the active voice or a continuous form in the passive voice
is reduced to the -ing form .
The company which sponsored  the exhibition has spent millions of pounds. T  The company 
sponsoring the exhibition has spent millions of pounds.
The woman who was standing next to me is a famous actress. T  The woman standing next to
me is a famous actress.  
The pieces which are being auctioned are exceptional. T  The pieces being auctioned are 
exceptional.
•  A relative pronoun followed by a verb in the passive voice is reduced to the past participle.
The artists who will be included in the project are all American.  T The artists included in the
project are all American.
Her latest novel, which was published last month, has been a hit. T  Her latest novel, published 
last month, has been a hit.

137. 137THAT’S ENGLISH!
Grammar Reference
RECOMMEND, ADVISE, SUGGEST2
Unit 8
* Also advise against + -ing, used for warnings: Experts strongly advise against using cleaning products on paintings.
Reduced relative clauses
•   A relative pronoun followed by have to (or equivalent words like need to, must, should etc.) is
reduced to to + infinitive.
If you are interested in politics, this is the programme that you should watch.  T If you are 
interested in politics, this is the programme to watch .
This is the place where you must go if you want to eat the best hamburgers in town.  T This  is 
the place to go  if you want to eat the best hamburgers in town.
•   A relative pronoun followed by verbs indicating presence, such as: be, seem, appear, feel, etc. +
prepositional phrase is reduced to a prepositional phrase.
The man who appears in the photo stole the vase. T The man in the photo stole the vase.
The paintings which are on the second floor are even more interesting. T  The paintings on the
second floor are even more interesting.
These verbs can be followed by different structures without a change in meaning.
Advise Recommend Suggest
-ing
The agent advised
buying* the tickets as 
early as possible.
The guidebook 
recommends visiting the 
local museum.
A colleague suggested
organising a day trip to 
Hampton Court Palace.
that someone +
conjugated verb
The organisers advised
that people reserved in 
advance.
A friend recommended
that I went to see the 
new James Bond film but 
I hated it.
The teacher suggested
that we didn’t spend
too much time on the 
interactive displays.
that someone
(should) +
infinitive
Experts advise that
buyers (should) take
measures to prevent 
being conned. 
They recommended that
our group (should) allow 
at least two hours for the 
visit.
The guide suggested
that everyone (should)
get a copy of the free 
catalogue.
someone to +
infinitive
The police advised us to
be aware of pickpockets.
I recommend you to
read a bit about the 
artist before you visit the 
exhibition.
−

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138
Grammar Reference Unit 9
PERFECT PARTICIPLES1
IN THE END AND AT THE END2
CORRECTING3
•   Perfect participles are formed using having + past participle. They indicate that an action
is completed or finished before another action takes place. They are often used to express
‘after someone had done something’ or ‘because someone has done something’.
Having seen many horror films in my life, I don’t get scared so easily anymore. 
(After
seeing/Because I have seen …)
Having travelled all day, they were ready for bed.  (After travelling/Because they have travelled …)
•  Although it is not strictly necessary, the preposition after is sometimes used with the perfect
participle.
After having packed the suitcases, she realised she would need summer clothes in 
Australia.
•  The expressions having said that and having said this + clause are used to express contrast.
They are equivalent to a contrast clause.
I can’t say I like fairy tales. Having said that, I did like Snow White as a child. 
(I can’t say I
like fairy tales. However/Nevertheless, I did like Snow White as a child.)
In the end
(= eventually, finally)
At the end
• Used to express something which happens as
a result of a process, after thinking about it or after discussing it for a long time.
It was hard to convince him, but in the end he agreed to come with us.
We looked through hundreds of photos for 
the cover but in the end we used the first 
one you suggested.
• A reference to when or where something finishes.
At the end (of the book), the story becomes 
very sad.
The lecturer said we could ask questions at
the end (of his class).
Introducing a misconception Introducing correct information/facts
Although it is commonly believed that …
Contrary to what most people think, …
It is a common misconception that …
Actually, … In reality, …
As a matter of fact, … The fact of the matter is …
In fact, …
Although it is commonly believed that children learn a new language easily, in fact this is 
only true for those who live in a foreign country. 
Contrary to what most people think, fairy tales are not only for children. As a matter of fact, 
their original versions are often cruel and gruesome.
It is a common misconception that sugar causes hyperactivity in children. In reality, studies 
show no difference in behaviour between children who eat sugar and those who don’t.

139. 139THAT’S ENGLISH!
Grammar Reference Unit 9
We can use these three expressions to show contrast.
• We can use the third conditional to speculate about hypothetical situations in the past and
their imagined consequences.
if + subject + had (not) + past participle, subject + would/should/might (not) have + past
participle
If Cinderella hadn’t lost a shoe, Prince Charming wouldn’t have found her.
What would have happened if Snow White hadn’t been so pretty?
If my parents had spent more time telling me stories, I might have become a better 
reader.
• Remember that you can introduce third conditional clauses with other connectors like even 
if, supposing (that), or with an inversion.
Even if Cinderella hadn’t gone to the ball, she might have eventually met Prince Charming.
Supposing (that) Goldilocks had been more polite, would the bears have been nice to 
her?
Had I been warned of the consequences, I would not have taken that decision.
EVEN IF, EVEN THOUGH, STILL
4
SPECULATING5
Even if
(= supposing)
Even though
(= although)
Still
(= however)
Even if I had the money, I would 
never buy a yacht.
You should always respect your 
parents, even if you disagree 
with them.
Even though the film is 
entertaining, I didn’t like the end.
Even though she’s lived in Paris 
for two years, she still gets lost 
all the time.
The story is simple. Still, it is 
both surprising and moving.
He knew it was dangerous. 
Still, he went on with his plan.
Even if introduces a conditional clause and implies a possibility.
Even if they offered me a great job, I would never work for them.
(The offer is only a possibility and
I wouldn’t take it.)
Even though refers to a reality and introduces contrast.
Even though they offered him a great job, he refused to work for them. 
(The offer was real but he
didn’t take it.)
!

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140
Writing Reference Unit 2
A personal statement is a short description of yourself aimed at convincing a prospective
employer that you are the best candidate for a position. It is the first element that appears
on your CV and your chance to sell yourself in a few words.
Writing tips:
T  Keep your statement short. It is not a covering letter but a summary of your 
achievements. 
T  Be specifi c and use the job description to guide you on what to include. 
T  Don’t forget to mention how you would be valuable to the company.
T  Be concise and avoid overuse of the fi rst person pronoun ‘I’ by using structures 
with -ing.
T  Compile a list of common words and phrases, including qualities (conscientious, 
highly motivated) and skills (effective listener, good at motivating others).
Writing a personal statement
Having studied Marketing and Business Administration at the
University of Bath and with fi ve years’ experience as a sales manager
for a leading multinational, I have a strong educational background 
in marketing, business development, and project management as
well as extensive hands-on experience in hiring, training and leading
sales teams.
Besides being able to communicate effectively and motivate other
team members to reach personal and organisational objectives, I have
a proven track record for meeting deadlines and exceeding company
expectations. As an energetic team leader with a passion for sales and
excellent networking skills, I have been able to increase my current
organisation’s sales and client base by 18%.
After eight years in sales, currently  seeking a new challenge and an 
opportunity to offer my excellent managerial and personal skills as a 
National Sales Manager for a dynamic fast-growing company.
Say who you are. 
Summarise your 
qualifi cations and 
experience.
Describe your skills and 
personal qualities.
Specify your career goals 
and what you can offer to 
the company.

141. 141THAT’S ENGLISH!
Writing Reference Unit 4
Informal emails are written to friends or family. Informal expressions and abbreviations are
used, information must be organised and appropriate salutations should be used.
Writing an informal email of apology
Start by explaining 
why you are writing.
Describe the details 
of what happened. 
Mention the reasons 
for your behaviour and 
anything that might 
justify it.
Apologise and suggest 
ways in which things 
can be sorted out. 
Hi Uncle Joe,
I decided to drop you a line because I think I need to tell you I’m sorry. I
know you probably think I hate you after what happened at Christmas
dinner. In reality, you’re very important to me and I hope we can sort
out this mess.
You may not even remember how it all started, but you made a very
critical comment about the new leader of the Labour Party. The thing
is, I have high hopes for the potential changes he could make in this
country — as I told you. Unfortunately, I wasn’t in the best mood to
appreciate the humour in the sarcastic remark you made after that,
and I got furious with you. I know that was a big mistake. If only I
had kept my mouth shut and not talked about politics. After all, you’ve
always been my favourite uncle.
I am truly sorry for what I did and hope you’ll forgive me. You really
do mean a lot to me. How about coming to dinner on Sunday so I can
make it up to you?
Bye for now.
Your nephew,
Alex
Writing tips:
T  Use informal salutations to begin and end the email.
T  Be clear, sincere and direct.  
T  Admit that you were wrong, say you regret what happened, apologise and 
express your hopes for a peaceful resolution.
T  Use expressions for apologising (I’m awfully/terribly/really sorry about 
… , please accept my apologies) and expressions of regret (I regret 
having … , I wish I hadn’t said/done … , I regret what happened).
T  Use contractions.

142. THAT’S ENGLISH!
142
Writing Reference Unit 6
Formal invitations are sent to people that we don’t know personally or with whom we don’t
have a close personal relationship. Consequently, the style and expressions we use should
be those of a formal letter.
Writing a formal letter of invitation
Introduce yourself and 
describe the event.
Describe the cause 
and say why you would 
like the person invited 
to be involved.
Give more details 
about the event and 
how the person could 
contribute.
Make yourself 
available for questions 
or requests. End the 
letter.
Writing tips:
T  Use formal salutations to begin and end the letter in an appropriate style.
T  Do not use colloquial expressions or contractions.
T  Include polite expressions like on behalf, cordially invite, we would be 
honoured, etc.
T  Use formal connectors (therefore, due to, so far, etc.) and structures like 
inverted conditionals.
T  Describe the event in detail and mention why the person may be interested 
in participating and in what way their presence will be important.
Dear Mr Johnson,
My name is Susan Harris and I am writing on behalf of the
teachers at St Andrew’s Secondary School to cordially invite
you to attend a presentation that will be held in our school on
8 June at 5 o’clock.
As you may be aware, our school has organised a programme to
help a number of families in our community who are struggling
financially due to unemployment. So far, our students have
managed to raise over £50,000 to help pay electricity bills and
buy much needed basic supplies. We feel that, as our mayor,
you too will want to get involved in what has now become a
large-scale aid project.
We would therefore be honoured if you could participate in
the event by presenting the awards we have prepared for the
students who have contributed most to the project, recognising
their labour. Should you also wish to make a donation to the
project, it will certainly be most gratefully received.
Please do not hesitate to contact us if you have any questions
or requests. We eagerly await your reply.
Yours sincerely,
Ms Susan Harris (Head teacher)

143. 143THAT’S ENGLISH!
Writing Reference Unit 8
When writing a review you will need to describe an art exhibition, book or film in detail, as
well as give your opinion about it and either recommend for or against it. You do not need
to use formal language. You can be personal and direct.
The exhibition at the Royal Academy of the well-known Chinese 
artist and activist, Ai Weiwei, is proving immensely popular. It will 
only be on until the 13th of June, so it’s well worth booking your 
tickets now.
At fi rst glance, the visitor is struck by the huge scale and strangeness 
of some of the installation pieces. For example, at the entrance 
there’s  a  small  forest  of  trees,  built  with  mismatched  pieces  of 
dead wood. The end result is both  dramatic and  atmospheric. The 
rest of the pieces, such as the three-dimensional maps of China or 
the bicycle chandelier, are beautifully mounted in order to make a 
powerful impact on the viewer.
Ai Weiwei’s work contrasts the contemporary world and traditional 
Chinese art. It is always controversial and  thought-provoking. One 
such example is an ancient Chinese urn that has the Coca-Cola logo 
painted on it. There are exquisite pieces of furniture, which have 
been transformed into new, purposeless objects, in order to make 
a personal, social or political statement. You will also fi nd massive 
pieces, including near life size sculptures of Ai Weiwei, made with 
microscopic  precision,  which  represent  his  life  in  prison.  In  my 
opinion, the highpoint of the whole exhibition is a sea of metal 
rods built to denounce the Chinese government and corruption. 
This  is certainly  an  exhibition  I’d  recommend.  If  you  think  Ai 
Weiwei  is  a pretentious,  overrated  pseudo-artist,  this  show  will 
change your mind.
Writing a review
Give the practical 
details about the 
event: name, where it’s 
held, dates, etc.
Give a general 
description of the 
show. Describe your 
fi rst impressions.
Describe some of the 
pieces in more detail. 
Give your opinion.
In the conclusion, 
include a fi nal 
evaluation and a 
recommendation.
Writing tips:
T  Describe the event in detail. Avoid generalisations.
T  Make your descriptions interesting by using a wide range of vocabulary.
T  Use relative clauses and reduced relative clauses to give detailed 
information.
T  Include emphatic language (adjectives, adverb, etc.) to give your opinion 
and fi nal recommendation.

144. THAT’S ENGLISH!
144
Pronunciation Guide
PHONEMIC CHART
LINKING
DIPHTHONGS
VOWELS
i:
cheap
T
chip
H
put
u:
you
TA
here
eT
wait
e
bed
A
teacher
’:
bird
S:
door
HA
tour
ST
boy
AH
show
 
cat
E
up
N:
far
G
on
eA
hair
aT
my
aH
cow
CONSONANTS
p
pea
t
tea
f
fly
L
think
tI 
cheese
s
say
I
shoe
k
car
b
boat
d
dog
v
video
ð
this
d!
June
z
zoo
!
vision
g
go
m
man
n
now

sing
h
hat
l
love
r
red
w
wet
j
yellow
voiced sounds: vocal cords vibrate
unvoiced sounds: vocal cords don’t vibrate
When we speak at a natural pace, words are not pronounced in isolation, rather they are linked
together. They connect to one another in these ways:vowel + consonant
consonant + vowel
vowel + vowel
aspecialoffer /AspeI(A)lGfA(r)/ /H/ or /u:/ + vowel T /w/ emerges
goout /wat/
doit now /duwtna/
/T/ or /i:/ + vowel T /j/ emerges
byand large /bajndl(r)d!/
beour friend /bi:jaHA(r)frend/
linking /r/
In varieties of English in which the sound /r/
after a vowel is not pronounced at the end
of a word, the /r/ emerges when followed
by a vowel:
my teacher /matit(r)/
my teacheris here /matitrzh/

145. 145THAT’S ENGLISH!
Pronunciation Guide
SENTENCE STRESS: EMPHASIS
WORD GROUPS
The words that carry more meaning in a sentence, like nouns, adjectives, verbs and adverbs,
are always stressed. Grammar words, like affirmative auxiliary verbs, prepositions and articles,
are usually not stressed.
They didn’t know what was going to happen.
• We can emphasise a word by making a sudden jump in pitch when we get to it.
You should never do this again.
• When we put negative adverbials at the beginning of a sentence, we also emphasise them
with a jump in pitch.
Not only are they excellent scientists, but they are also very friendly.
• We can also use a series of jumps to emphasise every word in a sentence. For example, in
strong agreements.
I couldn’t agree more.
That’s perfectly true.
• When we speak, we use intonation to keep together words that form a unit of meaning. This
helps the listener make meaning out of what they hear.
The woman walking towards us seems interested in you.
• The way we group words can change the meaning of what we say.
You need a car or a bicycle and a helmet.
(You need a helmet in both cases.)
You need a car or a bicycle and a helmet. (You only need a helmet with the bike.)
• A good example of the importance of word groups is the distinction between defining and
non-defining relative clauses:
The bombing which ended the war is considered a crime against humanity.
(defining)
The bombing which ended the war is considered a crime against humanity. (non-defining)
• Stressed syllables generally sound louder, longer, clearer and have a higher pitch than the
rest. In contrast, unstressed syllables, or words, tend to be pronounced /A/ (schwa).
permanent /p(r)mAnAnt/, comfortable /kmftAb(A)l/
• Knowing where the stress falls is an essential part of learning a word. Word stress is marked
in dictionaries by placing the symbol // in front of the stressed syllable.
infringement /TnfrTnd!mAnt/, harassment /h rAsmAnt/*
* Sometimes a word can have alternative pronunciations and this is also reflected in the dictionary (in this
case, /hrsmnt/ or /hrsmnt/).
• Some long words have two stressed syllables with the main stress marked with //, and the
secondary stress marked with //.
assassination /As sTneTIn/, intimidation /TntTmTdeTIn/, manslaughter /m nslt(r)/
• Compound words also have a main stress and a secondary stress. In noun + noun compounds
the stress usually falls on the first element.
community service /kAmjunts(r)vTs/, cyber bullying /saTbA(r)bl/,
death penalty /depen(A)lti/, but suspended sentence /sspenddsentns/
Note: For more information on word stress, see Module 10, Pronunciation Guide.
WORD STRESS

146. THAT’S ENGLISH!
146
Pronunciation Guide
RISING AND FALLING INTONATION
Rising Falling
To express incompleteness, politeness,
surprise or doubt.
To express completion, finality and
confidence.
• Yes/No questions
Are you English?
• Wh- questions
• Statements
Where are you from?
I’m from Spain.
• Wh- echo questions
You’re going to do what?
Compare with:
What are you going to do?
• Other echo questions
A: I love my job!
B: Do you?
• Questions tags when we are actually
asking for information
You’re ready for the challenge, aren’t you?
• Question tags when we assume the other
person is going to agree
She’s a great leader, isn’t she?
• Sentences can start at a high pitch (to show surprise or anger, for example) or at a low pitch
(for instance, to show sadness, disappointment or fear). For example, Wh- echo questions
usually start at a high pitch. In contrast, when we offer condolences, we start at a low pitch
and the intonation goes down.
I'm so sorry to hear of your loss.
TELLING STORIES
When narrating, the speaker keeps control of the story by marking word groups, which are often followed by a pause, used to create suspense and to make the story easy to follow. In order to keep the listeners entertained, there are also frequent changes in pitch, for example, to impersonate different characters.
Once upon a time long long ago a king and queen ruled over a distant land.
The queen was kind and lovely and all the people of the realm adored her.

147. 147THAT’S ENGLISH!
InfinitivePast simplePast participle
be
/biT/
was were
/wHz/ /wAT(r)/
been
/b’n/ /biTn/
become /b’Sk m/became /b’Ske’m/become /b’Sk m/
begin /b’SE’n/began /b’SENn/ begun /b’SE n/
bet /bet/ bet /bet/ bet /bet/
bite /ba’t/ bit /b’t/ bitten /Sb’t(G)n/
break /bre’k/ broke /brGLk/ broken /SbrGLk( G)n/
bring /br’I/ brought /br!Tt/ brought /br!Tt/
build /b’ld/ built /b’lt/ built /b’lt/
burn
/bAT(r)n/
burned burnt
/bAT(r)nd/ /bAT(r)nt/
burned burnt
/bAT(r)nd/ /bAT(r)nt/
buy /ba’/ bought /b!Tt/ bought /b!Tt/
catch /kt/ caught /k!Tt/ caught /k!Tt/
choose /tuz/chose /tz/ chosen /tz( G)n/
come /k m/ came /ke’m/ come /k m/
cost /kHst/ cost /kHst/ cost /kHst/
cut /k t/ cut /k t/ cut /k t/
deal /diTl/ dealt /delt/ dealt /delt/
dig /d’E/ dug /d E/ dug /d E/
do /duT/ did /d’d/ done /d n/
draw /dr!T/ drew /druT/ drawn /dr!Tn/
dream
/driTm/
dreamed dreamt
/driTmd/ /dremt/
dreamed dreamt
/driTmd/ /dremt/
drink /dr’Ik/ drank /drNIk/ drunk /dr Ik/
drive /dra’v/ drove /drGLv/ driven /Sdr’v( G)n/
eat /iTt/ ate /e’t/ eaten /SiTt(G)n/
fall /f!Tl/ fell /fel/ fallen /Sf!TlGn/
feed /fiTd/ fed /fed/ fed /fed/
feel /fiTl/ felt /felt/ felt /felt/
fight /fa’t/ fought /f!Tt/ fought /f!Tt/
find /fa’nd/ found /faLnd/ found /faLnd/
fly /fla’/ flew /fluT/ flown /flGLn/
InfinitivePast simplePast participle
forbid
/fG(r)Sb’d/
forbade
/fG(r)SbNd/
forbidden
/fG(r)Sb’d(G)n/
forget
/fG(r)SEet/
forgot
/fG(r)SEHt/
forgotten
/fG(r)SEHt(G)n/
forgive 
/fG(r)SE’v/
forgave
/fG(r)SEe’v/
forgiven
/fG(r)SE’v(G)n/
freeze /friTz/ froze /frGLz/ frozen /SfrGLz( G)n/
get /Eet/ got /EHt/ got /EHt/
give /E’v/ gave /Ee’v/ given /SE’v(G)n/
go /EGL/ went /went/ gone /EHn/
grind /Era’nd/ ground /EraLnd/ ground /EraLnd/
grow /ErGL/ grew /EruT/ grown /ErGLn/
hang /hNI/ hung /h I/ hung /h I/
have /hNv/ had /hNd/ had /hNd/
hear /h’G(r)/ heard /hAT(r)d/ heard /hAT( r)d/
hide /ha’d/ hid /h’d/ hidden /Sh’d(G)n/
hit /h’t/ hit /h’t/ hit /h’t/
hold /hGLld/ held /held/ held /held/
hurt /hAT(r)t/ hurt /hAT(r)t/ hurt /hAT( r)t/
keep /kiTp/ kept /kept/ kept /kept/
know /nGL/ knew /njuT/ known /nGLn/
lay /le’/ laid /le’d/ laid /le’d/
lead /liTd/ led /led/ led /led/
learn
/lAT(r)n/
learned learnt
/lAT(r)nd/ /lAT(r)nt/
learned learnt
/lAT(r)nd/ /lAT(r)nt/
leave /liTv/ left /left/ left /left/
lend /lend/  lent /lent/ lent /lent/
let /let/ let /let/ let /let/
lie /la’/ lay /le’/ lain /le’n/
light
/la’t/
lit lighted
/l’t/ /la’ted/
lit lighted
/l’t/ /la’ted/
lose /luTz/ lost /lHst/ lost /lHst/
make /me’k/ made /me’d/ made /me’d/
List of Irregular Verbs

148. THAT’S ENGLISH!
148
List of Irregular Verbs
InfinitivePast simplePast participle
mean /miTn/ meant /ment/ meant /ment/
meet /miTt/ met /met/ met /met/
overcome
/v( r)Sk m/
overcame
/v( r)Ske’m/
overcome
/v( r)Sk m/
pay /pe’/  paid /pe’d/ paid /pe’d/
prove
/pruTv/
proved
/pruTvd/
proved  proven
/pruTvd/ /SpruTv( G)n/
put /pLt/ put /pLt/ put /pLt/
quit /kw’t/ quit /kw’t/ quit /kw’t/
read /riTd/ read /red/ read /red/
ride /ra’d/ rode /rGLd/ ridden /Sr’d(G)n/
ring /r’I/ rang /rNI/ rung /r I/
rise /ra’z/ rose /rGLz/ risen /Sr’z(G)n/
run /r n/ ran /rNn/  run /r n/
say /se’/ said /sed/ said /sed/
see /siT/ saw /s!T/ seen /siTn/
seek /siTk/ sought /s!Tt/ sought /s!Tt/
sell /sel/  sold /sGLld/ sold /sGLld/
send /send/ sent /sent/ sent /sent/
set /set/ set /set/ set /set/
sew
/sGL/ 
sewed
/sGLd/
sewed  sewn
/sGLd/ /sGLn/
shake /ek/ shook /k/ shaken /ekn/
shine
/an/ 
shined  shone
/and/ /n/ 
shined  shone
/and/ /n/ 
shoot /ut/ shot /t/ shot /t/
show 
//
showed
/d/
showed shown
/d/ /n/
shrink /rk/shrank /rnk/ shrunk /rk/
shut /t/ shut /t/ shut /t/
sing /s’I/ sang /sNI/ sung /s I/
sink /s’Ik/ sank /sNIk/ sunk /s Ik/
sit /s’t/ sat /sNt/  sat /sNt/
InfinitivePast simplePast participle
sleep /sliTp/ slept /slept/ slept /slept/
smell
/smel/
smelled  smelt
/smeld/ /smelt/
smelled  smelt
/smeld/ /smelt/
speak /spiTk/ spoke /spGLk/ spoken /spGLkGn/
spend /spend/ spent /spent/ spent /spent/
spill
/sp’l/
spilled  spilt
/sp’ld/ /sp’lt/
spilled  spilt
/sp’ld/ /sp’lt/
spit /sp’t/ spat /spNt/ spat /spNt/
spoil
/sp!’l/
spoiled  spoilt
/sp!’ld/ /sp!’lt/
spoiled  spoilt
/sp!’ld/ /sp!’lt/
spread /spred/ spread /spred/ spread /spred/
stand /stNnd/ stood /stLd/ stood /stLd/
steal /stiTl/ stole /stGLl/ stolen /SstGLl( G)n/
stick /st’k/ stuck /st k/ stuck /st k/
stink /st’Ik/ stank /stNIk/ stunk /st Ik/
strike
/stra’k/
struck
/str k/
struck  stricken
/str k/ /Sstr’kGn/
swear /sweG( r)/ swore /sw!T( r)/ sworn /sw!T( r)n/
swing /sw’I/ swung /sw I/ swung /sw I/
take /te’k/  took /tLk/ taken /Ste’kGn/
teach /tit/ taught /t!Tt/ taught /t!Tt/
tear /teG(r)/ tore /t!T(r)/ torn /t!T(r)n/
tell /tel/ told /tGLld/ told /tGLld/
think /k/ thought /t/ thought /t/
throw /r/ threw /ru/ thrown /rn/
understand
/nd( r)SstNnd/
understood
/nd( r)SstLd/
understood
/nd( r)SstLd/
upset / pSset/ upset / pSset/ upset / pSset/
wake /we’k/ woke /wGLk/ woken /SwGLkGn/
wear /weG( r)/ wore /w!T(r)/ worn /w!T(r)n/
win /w’n/ won /w n/ won /w n/
write /ra’t/ wrote /rGLt/ written /Sr’t(G)n/
List of Irregular Verbs

149. 149THAT’S ENGLISH!
Audio Scripts
UNIT 1. MEMORY LANE
LANGUAGE STUDY (page 12)
Activities 2a and 2b
2
Barrister:   So, Miss Green, please tell the court what 
you remember about the incident on the 
afternoon of 20 May.
Stella Green:
  Er, well, I heard shouting so I went into the 
garden and I could see Mr White standing 
in his garden and arguing with Mr Black. 
The argument was about the apple tree 
in Mr White’s garden. Mr Black objected 
to it growing over his fence and he had 
complained to Mr White about it many times.
Barrister:
  And what was Mr White’s response?
Stella Green:
  Well, he had offered to cut some branches 
off but he refused to cut it down. Anyway, 
suddenly Mr Black rushed into his house and 
came back with an axe! 
Barrister:
  And then what happened?
Stella Green:
  Mr Black started shouting and threatened to 
cut the tree down and Mr White said he was 
going to call the police. I begged them to stop 
arguing but they wouldn’t listen. Mr Black 
went into Mr White’s garden with the axe.
Barrister:
  I see. And then ...?
Stella Green:
  Mr Black warned Mr White to move away 
from the tree, but he didn’t. He climbed up 
to the top of it. Mr Black started cutting the 
tree down. I was horrifi ed! I accused him 
of trying to injure Mr White, but he denied 
doing anything wrong. He said the tree was 
blocking the light into his house.
Barrister:
  So what happened in the end?
Stella Green:
  Mr Black continued to cut down the tree until 
the police arrived. The offi cer advised him to 
stop and to apologise for damaging the tree 
but Mr Black insisted on continuing. A few 
seconds later, the tree crashed down and Mr 
White fell to the ground and broke his leg.
Barrister:
  Do you feel both of your neighbours were at 
fault?
Stella Green:
  Actually, I blame Mr Black for being so 
unreasonable. I had encouraged him to talk 
it over with Mr White. I even invited him to 
come to dinner with Mr White but I couldn’t 
persuade him to come.
Barrister: 
  Thank you, Miss Green. No further questions.
Activities 4a and 4b
3
Manager:  Have you sent the sales fi gures to Head Offi ce?
Nick:  I was going to but I forgot.
Manager:  Do it now! Has David fi nished the report?
Nick:  He was about to but he had to go home.
Manager:  Have the secretaries organised the room for the 
meeting?
Nick:   They were going to but there’s a problem with 
the lighting.
Manager:   This is hopeless! 
SKILLS WORK (page 15)
Activities 2a and 2b
5
Presenter:   And our next item concerns the power of 
music to evoke memories. We’ve all been 
there: suddenly, a song comes on the radio 
and you’re transported back in time to relive 
past experiences. But why don’t words alone 
have the same effect? Rob Gowan, from the 
Sound Institute, is here to tell us why. Rob, 
welcome. So, tell us about your research.
Rob Gowan:   Hi, well, we’ve known for some time that music 
is a very powerful stimulant for memories and 
we wanted to fi nd out how music can be used 
to help people with memory problems, like 
the elderly.
Presenter:   So why is it that music is more powerful than 
just spoken words?
Rob Gowan:   Well, in the past, before writing was invented, 
people relied on learning poems and stories 
by heart but these poems were always set to 
music. Anyway, we researched what happens 
in the brain when people tried to recall a poem 
or story.
Presenter:   I expect most people didn’t fi nd it easy.
Rob Gowan:  That’s absolutely right, but interestingly, we 
found that when words are set to music they 
were recalled much more easily. It seems 
rhythm and rhyme help us remember better.
Presenter:    That’s fascinating, but why does music evoke 
such strong emotions?
Rob Gowan:  Well, it’s partly because music seems to be 
connected more to the subconscious mind, 
and hearing it brings back powerful feelings 
and emotions. The conscious mind tends to 
remember more factual information.
Presenter:   And are there any other factors?
Rob Gowan:  We also found that musical memories are 
usually ones we shared with a group of 
friends − parties, concerts or just hanging out 
together. This makes musical memories more 
signifi cant.
Presenter:   Isn’t the sense of smell also a very powerful 
stimulant?
Rob Gowan:  Yes, that’s true but we found smells recall 
individual memories, not shared memories.
Presenter:   So, how do you hope this research will help 
people?
Rob Gowan:  Music can help people with depression to 
revisit happier times and change their mood. 
Singing regularly can stop people with 
dementia from getting worse. There are a lot 
of exciting uses.
Presenter:    Well, thank you Rob for that fascinating 
insight. After the break, we’ll have the results 
of a survey …
SPEAKING (page 16)
Activity 1a
6
Adam:  Hey, do you want to have a look at these old pictures 
of our trip to Greece? Here we all are in that beach 
bar run by that lovely guy, what was his name? It’s 
on the tip of my tongue.
Audio Scripts

150. Audio Scripts
THAT’S ENGLISH!
150
Thea:   Yannis, wasn’t it? It doesn’t feel that long ago. It 
brings back so many memories. Didn’t we have a lot 
of trouble getting back due to an air strike?
Adam:  Yes, we did. Held up for about 12 hours. It all went 
pear-shaped.
Thea:   Did I ever tell you about the time I went to Eastern 
Europe? That really was a nightmare!
Adam:   Go  on.
Thea:   Well, you won’t believe what happened to me. It was 
in my fi nal year at university. To begin with, we were 
planning to do a train trip around Eastern Europe: 
Poland, Czech Republic and so on. My friend Lucy 
was the main organiser but looking back, that wasn’t 
the best choice! The thing is she’s not really one for 
details, or admin, or geography, really. Anyway, the 
plan was to all leave together after exams fi nished, 
but then I realised I had a fi nal interview on my 
project about a week after we planned to leave.
Activity 2
7
Thea:   I was really upset but Lucy had a bright idea. I was 
going to fl y out and join them, and only miss the  fi rst week. Fantastic. Now you’ve got to remember at 
that time, about twelve years ago, mobile networks 
weren’t as good as they are now and especially not 
in Eastern Europe. My parents warned me to expect 
communicating might be diffi cult but I refused to 
listen. I was sure it would be fi ne. My friends all 
encouraged me to book the fl ight so I got the details 
from Lucy and arranged it. Job done. So, once the 
interview was over, I set off very excited and took 
the fl ight to Budapest. I couldn’t wait to meet up with 
everyone and have fun. It all went very smoothly and 
the fl ight arrived at the airport on time. Lucy and the 
gang were going to come and meet me, and then we 
were going camping.
   I came out of the arrivals gate but they weren’t 
there. At fi rst, I wasn’t bothered but as time went on, 
I started to get worried. Obviously, I tried phoning 
Lucy but the reception seemed to be very bad and 
I couldn’t get through. I’d been waiting about three 
hours by then. In the end, I decided to go outside 
the building and walk up the road in case reception 
was better out there. Amazingly, my phone started 
ringing. It was Lucy! ‘Where on earth are you?’ she 
said. I said I was at the airport, of course, and I had 
been in arrivals for hours. She insisted she was in 
arrivals and I hadn’t appeared. She’d been waiting 
for hours. I went back inside and asked her to 
describe what she could see and, she talked about 
the car hire places and cafés, and then I asked her 
to describe exactly where she was standing. She 
said she was standing under a big sign that said 
‘Welcome to Bucharest’ but I was in Budapest, not 
Bucharest! I was in completely the wrong country! 
I was in Hungary and she was in Romania! I can 
picture it so clearly, standing there with my mouth 
open! Well, once I had recovered from the shock I 
started laughing. I mean, I should have (should’ve) 
double-checked all the details rather than rely on 
Lucy’s vague ideas of spelling!
Adam:   So what happened?
Thea:   Well, I decided to wait for them in Hungary as they 
were coming in a few days’ time. Luckily, I found a 
hostel and got to know a few other students and had 
a nice time swimming and sunbathing with them. 
Actually, I had a really good time. All’s well that end’s 
well − as they say! 
Activity 3a
8
Adam:   Hey, do you want to have a look at these old pictures 
of our trip to Greece? Here we all are in that beach 
bar run by that lovely guy, what was his name? It’s 
on the tip of my tongue. 
Thea:    Yannis, wasn’t it? It doesn’t feel that long ago. It 
brings back so many memories. Didn’t we have a lot 
of trouble getting back due to an air strike?
Adam:   Yes, we did. Held up for about 12 hours. It all went 
pear-shaped.
Thea:  Did I ever tell you about the time I went to Eastern 
Europe? That really was a nightmare!
Adam:  Go  on.
Thea:   Well, you won’t believe what happened to me. It was 
in my fi nal year at university. To begin with, we were 
planning to do a train trip around Eastern Europe: 
Poland, Czech Republic and so on. My friend Lucy 
was the main organiser but looking back, that wasn’t 
the best choice! The thing is she’s not really one for 
details, or admin, or geography, really. Anyway, the 
plan was to all leave together after exams fi nished, 
but then I realised I had a fi nal interview on my 
project about a week after we planned to leave. I 
was really upset but Lucy had a bright idea. I was 
going to fl y out and join them, and only miss the 
fi rst week. Fantastic. Now you’ve got to remember at 
that time, about twelve years ago, mobile networks 
weren’t as good as they are now and especially not 
in Eastern Europe. My parents warned me to expect 
communicating might be diffi cult but I refused to 
listen. I was sure it would be fi ne. My friends all 
encouraged me to book the fl ight so I got the details 
from Lucy and arranged it. Job done. So, once the 
interview was over, I set off very excited and took 
the fl ight to Budapest. I couldn’t wait to meet up with 
everyone and have fun. It all went very smoothly and 
the fl ight arrived at the airport on time. Lucy and the 
gang were going to come and meet me, and then we 
were going camping.
   I came out of the arrivals gate but they weren’t 
there. At fi rst, I wasn’t bothered but as time went on, 
I started to get worried. Obviously, I tried phoning 
Lucy but the reception seemed to be very bad and 
I couldn’t get through. I’d been waiting about three 
hours by then. In the end, I decided to go outside 
the building and walk up the road in case reception 
was better out there. Amazingly, my phone started 
ringing. It was Lucy! ‘Where on earth are you?’ she 
said. I said I was at the airport, of course, and I had 
been in arrivals for hours. She insisted she was in 
arrivals and I hadn’t appeared. She’d been waiting 
for hours. I went back inside and asked her to 
describe what she could see and, she talked about 
the car hire places and cafés, and then I asked her 
to describe exactly where she was standing. She 
said she was standing under a big sign that said 
‘Welcome to Bucharest’ but I was in Budapest, not 
Bucharest! I was in completely the wrong country! 
I was in Hungary and she was in Romania! I can 

151. 151THAT’S ENGLISH!
picture it so clearly, standing there with my mouth 
open! Well, once I had recovered from the shock I 
started laughing. I mean, I should have (should’ve) 
double-checked all the details rather than rely on 
Lucy’s vague ideas of spelling!
Adam: So what happened?
Thea:   Well, I decided to wait for them in Hungary as they 
were coming in a few days’ time. Luckily, I found a 
hostel and got to know a few other students and had 
a nice time swimming and sunbathing with them. 
Actually, I had a really good time. All’s well that end’s 
well − as they say! 
SELF TEST (page 112) 
Activity 6
11
Jess:  I drove past our old school yesterday. It seemed so 
small. I always thought it was huge! Do you remember 
your fi rst day at school, Eddie?
Ed:   Er, no, can’t say I do really. I never liked school anyway, 
Jess.
Jess:  Oh come on, you must remember something, like 
how you felt.
Ed:   Not really. I’ve got a poor memory.
Jess:   Er, no, I don’t think so! You seem to have a lot of fond 
memories of football games your team won!
Ed:    Well, that’s totally different of course.
Jess:   Really? OK, let me jog your memory. Who was your 
best friend at school when you were fi ve?
Ed:   No idea, my mind’s gone blank.
Jess:  Was it Alex? Or was it Darren? You’ve known them for 
years.
Ed:   No, not them, but it’s on the tip of my tongue ... 
something beginning with S ... I know! Stefan! That’s 
it. I’d completely forgotten about him. 
Jess:   Can you recall anything else about him?
Ed:   Yes, it’s all fl ooding back … sitting under the table, 
eating oranges when we should have been playing 
outside ... then we got into big trouble with the 
teacher. That’s probably why I couldn’t remember 
much. I was always in trouble with the teacher!
Jess:   There you are, you see! You haven’t got a memory 
like a sieve after all!
UNIT 2. LIFE-CHANGING EXPERIENCES
READING (page 20)
Activity 3b
13
Kat:    I began to see beautiful shapes and colours, it was 
just magical, but then I started to remember things  from when I was a child − things I’d completely 
forgotten about − and I also relived some of the worst 
things I’ve ever said or done to people. It’s diffi cult to 
explain. It’s as if there was someone making me admit 
my mistakes. I felt dreadful and was really sobbing. It 
was really quite harrowing. 
Polly:  It sounds absolutely awful!
Kat:    Yes, it was in a way. But the last part was incredibly 
beautiful. The same ‘voice’ that had been making me 
admit to the worst things about myself also made 
me see the good things about me. I found the whole 
experience very calming and happy. It’s diffi cult 
to explain but I left feeling very optimistic and also 
determined to be a better person. 
Polly:  Wow! So would you recommend the ayahuasca 
ceremony to others?
Kat:    I don’t know. I still haven’t got over my own 
experience! It’s very intense and unsettling. But I’m 
defi nitely glad I did it.
SKILLS WORK (page 25)
Activities 4a and 4b
16
Interviewer:   So, on 11 May 1996 eight people died during an 
expedition to climb Mount Everest. This was the 
highest number of deaths ever on the mountain 
in one single day. What exactly happened?
Man:   Well, one of the main causes was that two 
trekking companies were in competition to get 
their clients to the summit and to provide the 
best ‘client experience’ and so they took risks 
and made some bad decisions.
Interviewer:   Can you tell us a bit about the two companies?
Man:   Adventure Consultants was run by Rob Hall, 
an extremely experienced mountaineer and a 
really popular guide, and one of the main guides 
for the other company, Mountain Madness, 
was a Russian called Anatoli Boukreev. But 
some clients didn’t like Boukreev because 
he didn’t offer the customer service that they 
expected − like helping people to put up their 
tents. Boukreev thought people should do that 
themselves and also his English wasn’t very 
good either, which made communication a 
bit diffi cult sometimes. One of the Adventure 
Consultants clients on that tragic expedition 
was Jon Krakauer, a journalist, who later wrote 
a book about the tragedy. In his book, Krakauer 
praised Rob Hall from Adventure Consultants 
for being kind and caring, and for taking the 
time to build relationships with his clients and 
share his expertise, but Krakauer criticised 
Anatoli Boukreev for being lazy, not interested 
in talking to clients, and of abandoning the 
group when they were in danger.
Interviewer:   Really? That sounds terrible. What happened? 
Man:   Well, if you don’t reach the top of Everest by 
2:00 p.m., it’s not safe to continue. However, 
both trekking companies decided to continue 
after this time. That was a dangerous decision 
because of the second main cause of the 
tragedy, a violent snowstorm which started a 
few hours later. Anatoli Boukreev was one of 
the fi rst to reach the summit, but then decided 
to return to the base camp alone and leave the 
rest of his group. 
Interviewer:   Why on earth did he do that?
Man:   Well, Boukreev was extremely experienced and 
knew the conditions were highly dangerous. 
He wanted to return to base camp so he could 
rehydrate, rest, and then return with supplies 
and oxygen to help the others; and he knew he 
could do this much faster if he was alone since 
he was an exceptionally fi t, incredibly fast, 
tough, athletic climber. In the end, Broukeev 

152. Audio Scripts
THAT’S ENGLISH!
152
went back up the mountain not just once but 
several times trying to help everyone else. 
Eventually, Boukreev managed to save all 
of the Mountain Madness clients, but nearly 
everyone else died that day. 
Interviewer:   That’s terrible, but it sounds like Boukreev was 
a hero that day.
Man:   Yes, but in his book, Jon Krakauer says that 
Broukeev should never have left the group 
during the storm − if he’d stayed to help, more 
people would have survived. 
SELF TEST (page 113)
Activity 1
17
Speaker 1
It’s not something I have experienced myself of course, but 
I was there with my wife both times, and I have to say in 
general I found it a harrowing experience. It’s really hard to 
see someone you love in pain, but you can’t do anything to 
help. It’s frustrating. The second time in particular was awful, 
and I hated seeing my wife suffering so much, but at the same 
time it was deeply rewarding for me as a parent. It’s not every 
day you see the beginning of a new life − it was just magical!
Speaker 2
It was defi  nitely the most exhilarating and adrenaline-raising 
experience of my life. As I was standing by the door waiting 
for my turn to jump, my heart was beating so hard I 
wondered if I might literally have a heart attack! The most 
hair-raising moment is when you’re falling through space 
and the parachute hasn’t opened yet, but then suddenly, 
you stop and you’re just fl oating, fl oating. You notice how 
quiet it is without the noise of the plane engines, and the 
earth is spread out below you, so beautiful, quite mystical, 
you almost feel you are a part of nature. It was actually a 
very spiritual moment.
UNIT 3. LAW AND ORDER
READING (pages 30-31)
Activities 5a and 5b
19
Well, at one time it was terrible round here with all the drug  dealing that went on. Dealers would drive slowly around  waiting for customers and everyone was very worried that 
the teenagers would get involved. Then, because there were 
so many addicts, there were a lot of break-ins to houses to 
steal TVs and so on to sell. Yes, burglary was a big problem. 
I was broken into at least three times. But now, there’s 
nothing like that. It’s really safe.
Nowadays, I’m more concerned about all these people 
trying to steal my money in other ways, through scams in 
the post or online. My father is old now and he gets letters 
every week telling him he’s won a big prize. All he has to do 
is send some money! Of course it’s all a big trick. And I’m 
fed up with all these phishing emails pretending to be from 
the bank asking me to transfer money.
Actually, I’m most concerned about my children and the 
harassment they get from other kids at times, saying 
horrible things to them or following them home. The worst 
thing is they aren’t safe from it at home because of the 
Internet. I have to supervise them closely on the computer 
and phones in case they’re getting cyber bullying. It’s so 
hard to control.
LANGUAGE STUDY (page 32)
Activities 3a and 3b
20
Lecturer:   So today we’re continuing to examine the 
nature of crime and punishment and of 
course there are a large range of crimes, 
including some new ones connected with 
the Internet. We can divide them up into 
various categories: petty crime and more 
serious crimes. Can anyone give me an 
example of petty crime?
Male student:   I suppose petty theft is like shoplifting, kids 
stealing a few sweets.
Female student:   What about photocopying an author’s 
work or downloading music without paying 
for it?
Lecturer:    Yes, copyright infringement is a growing 
problem and writers and musicians are 
trying to fi ght it. So with petty crime the 
money value of what is taken is small. No 
one has been hurt physically or assaulted. 
Does that mean that harassment is a petty 
crime?
Female student:   Well, no … because I mean, people can get 
very upset and ill if someone is following 
them, or calling them, or saying negative 
stuff about them.
Male student:    Yes, it is extremely harmful and now 
there’s a lot of it online with cyber bullying. 
That’s even worse because the bullies can 
stay anonymous and still threaten to hurt 
the victims.
Lecturer:   Exactly! And sadly that kind of intimidation 
has even led to some suicides. So any 
kind of intimidation is more serious due 
to the mental effects on the victims. Can 
you name a new crime that concerns 
intimidation or assault in the home?
Female student:  Do you mean domestic abuse?
Lecturer:    Yes, as until a few years ago husbands and 
wives or partners assaulting each other 
wasn’t considered a crime! Thankfully, 
things have changed. Let’s look at very 
serious crimes where someone loses their 
life. Of course, we all know what murder 
is, but in law the motive is important, so if 
someone kills the president or a leader for 
political reasons, is that just murder?
Male student:   I suppose you’d call it assassination.
Lecturer:   Exactly. What if I kill someone by accident?
Female student:  Is that manslaughter? 
Lecturer:   Yes, manslaughter generally receives a 
lesser punishment than murder, so motive 
or reason is always taken into account ... 
SKILLS WORK (page 35)
Activities 5a and 5b
23
Speaker 1
Umm, in my country I think we have a good attitude to 
owning guns. It’s possible in Brazil but it’s not easy. For 
example, if you are over 25, you can get a licence to own a 

153. 153THAT’S ENGLISH!
gun. But that is the fi rst thing. Then, you must get a licence 
to actually carry it and that is much more diffi cult. You have 
to see a psychologist and get a certifi cate so it takes a lot 
of effort. Also, we have banned toy guns that look like real 
guns so people can’t use them in bank robberies and things 
like that.
Speaker 2
You know, we have a very old tradition of hunting in Italy 
and many people still take part in it. So for that reason, 
people are allowed to have an unlimited number of hunting 
guns as long as they get a licence. And then, I think that 
means you can have many other types of guns as well. For 
example, my father has fi ve or six antique guns which were 
made over 100 years ago. I think you can have maybe eight. 
So I think there must be a lot of guns around really.
Speaker 3
Well, it might surprise you to know that in Switzerland we 
have a law that obliges people to possess guns! Actually, all 
men over 18 who have done military service must keep two 
guns issued by the government in their homes and you can 
carry those guns in public places. For other weapons you 
need a permit but it’s fairly straightforward to get unless you 
are crazy! Some other types of gun don’t need a licence at 
all. But you know, we don’t have a high rate of gun crime 
here, we are a really safe country.
Speaker 4
Oh, pretty strong really. In fact, I think we are one of the 
strictest countries in the world. There was a terrible attack 
on a school in 1996 in Scotland, and after that the laws were 
tightened up a lot. Automatic weapons like machine guns 
were banned, and you have to undergo a lot of checks to 
get a gun licence: the police visit your home and they check 
with your doctor. There’s a lot of paperwork. Basically, the 
authorities wanted to discourage gun violence and they 
succeeded. You know, the police don’t even carry guns 
except in special circumstances. I think it’s working well. 
SPEAKING (pages 36-37)
Activities 2a and 2b
24
Wendy:  Have you read this in the paper? It says here a 
drunk driver who drove into a woman and her child  has walked free from court! He was just fi ned £200!
Mike:   Really? I think that’s ridiculous.
Wendy:  I agree with you there. It’s absolutely terrible.
Mike:   Why was the sentence so lenient?
Wendy:   The judge said that the driver was of good character 
and sending him to prison would ruin his life! Huh! 
I totally disagree with him on that!
Mike:   Yes, well, I agree that there’s no point in making 
him into a criminal. I disagree with criminalising 
people with no previous record.
Wendy:  I’m sorry, I‘ll have to disagree on that issue! He 
could have killed two people! He should get a life 
sentence.
Mike:   Yes, of course I agree that he deserves a serious 
punishment but it doesn’t have to be a life sentence. 
He could have got a suspended sentence.
Wendy:  Sorry, I can’t believe you think that, Mike. What he 
did was shocking!
Mike:   Yes, I totally agree on that. Look, Wendy, I don’t want 
us to argue even if we disagree about the other 
stuff, OK? The courts make some bad decisions at 
times.
Wendy:  Yes, they do. At least we’ve agreed on something!
Activities 4a and 4b
25
Wendy:  OK, then, going back to what we were discussing 
before; generally, I think crimes where people are  hurt are more serious than crimes that just involve 
losing money or property.
Mike:   So do I.
Wendy:  I don’t think there is much point in locking up people 
for offences like computer hacking or fraud.
Mike:   Neither do I.
Wendy:   I mean, I don’t think it’s a good use of public money 
to spend £40,000 a year on jailing someone who 
isn’t dangerous.
Mike:   Me neither. It’d be better to give them community 
service or re-educate them to respect people‘s 
privacy.
Wendy:  I couldn’t agree more. Throwing people into prison 
often ends up making them into worse criminals.
Mike:   I’m with you on that. 
Activities 5a and 5b
26
Wendy:  Right. What’s your reaction to that case in the news  about the teacher who had a relationship with one 
of his students?
Mike:   Oh, the one where he got a suspended sentence? 
Yes, I thought that was reasonable in the 
circumstances.
Wendy:  You must be joking! He was 40 and she was only 
16 years old. He was the adult and he was totally to 
blame.
Mike:   I agree with you up to a point but the girl was 
harassing him for months. She was obsessed with 
him.
Wendy:   I don’t really see it like that myself. She didn’t know 
what she was doing.
Mike:   That’s absolute rubbish! She wasn’t shy. She was 
known to be very manipulative. 
Wendy:  Well, that’s one way of looking at things, but he 
should have known better at his age. 
Mike:   I know what you mean but he was under a lot of 
stress.
Wendy:   Nonsense!
Mike:   It’s true, I’m telling you! His wife was ill and he had 
money problems as well.
Wendy:  I can’t go along with you there. That’s no excuse.
Mike:   So should he go to prison?
Wendy:  Defi nitely, as an example to others.
Mike:   Well, we’ll have to agree to disagree on that!
Activity 6b
27
1  Cyberbully Mia Jarvis was sentenced to 200 hours of 
community service today by Judge Perkins at Westchester 
Crown Court. 
2  Michaela Durrant’s luxurious wedding has turned out to 
be even more expensive for her as today she received a 
suspended two-year sentence and a £5,000 fi ne. 

154. Audio Scripts
THAT’S ENGLISH!
154
3  The controversial case of Tony Fellowes ended today 
when Fellowes was found guilty of manslaughter by 
Judge Mellor and sentenced to six years in prison. 
SELF TEST (page 114)
Activity 5
28
Denise:   I saw on the news that there is massive overcrowding 
in prisons so the government wants to reduce the 
number of people sent to jail and use other forms 
of sentencing like community service.
Bob:   I agree with that. It saves money and it does 
something useful for society − what’s not to like?
Denise:  I know what you mean but it could be seen as a 
soft option. Some offenders could think they had a 
good deal.
Bob:   I agree with you up to a point but on the other hand, 
sending younger offenders to prison just increases 
the risk of them mixing with hardened criminals. It’s 
better to rehabilitate them surely.
Denise:   I couldn’t agree more. I mean, I saw a programme 
last week about prisons in America. They often give 
sentences of 100 years over there for robbery or 
fraud! I think it’s absolutely pointless and a waste 
of money.
Bob:   Me too. It’s totally ridiculous. And they still have the 
death penalty in some states. That’s never justifi ed.
Denise:  Hang on, I can’t go along with you there. Some 
crimes are truly awful − like mass shootings or 
serial killers. Society can’t allow those criminals to 
live.
Bob:   Nonsense! They’ll suffer more for their crimes by 
staying in jail all their lives because in the USA life 
means life!
Denise:   Well, that’s one way of looking at things. I’m not so 
sure ... 
UNIT 4. REGRETS … I HAVE A FEW
READING (page 40)
Activity 1b
29
The ancient Egyptians embalmed or mummifi ed the dead to  preserve their bodies. They also prepared food and objects  for them to take into their next life.
Tibetan Buddhists believe that a person’s soul leaves their 
body when they die and the body becomes an empty vessel. 
They don’t bury bodies but cut them into pieces and put 
them in a special place on a mountain where they are eaten 
by vultures. Any remains are quickly broken down by the 
wind and the weather. 
The Madagascan ritual called famadihana or ‘the turning of 
the bones’ is a celebration during which families take the 
bones (which are wrapped in cloth) of dead family members 
out of the family crypt, spray them with wine or perfume 
and dance with them. 
LANGUAGE STUDY (page 43)
Activities 6a and 6b
33
Extract 1
Woman:   I regret to inform you that we no longer require 
your services.
Man:       You mean I’ve lost my job. 
Woman:   I’m afraid so.
Extract 2
Man:     I am sorry to have to tell you that your application 
has been unsuccessful this time. It was an 
exceptional year and we had lots of very strong 
applicants, so we were unable to offer everyone a 
place.
Girl:       So I haven’t got a place on the course?
Man:     I’m afraid not, but you can apply again next year. 
Extract 3
Man:     Unfortunately, we have to let you know your 
rental contracts will not be renewed next year. I’m 
afraid all the residents of the apartments here will 
have to fi nd alternative accommodation.
Woman:   But they can’t do that! And we’ve just repainted 
the whole kitchen. And we’ll never fi nd another 
place to live in this area.
Man:     Sorry about that, but there’s nothing we can do. 
The owners of the building have decided to sell 
to developers. 
Extract 4
Woman:   It is with regret that we have to inform our 
customers that the store will be closing. After 50 
years in business, our store will be closing on 31 
December this year.
SKILLS WORK (page 45)
Activities 2a and 2b
34
Speaker 1
I’ve had a bit of a wild life. Sex, drugs and rock & roll is 
how I have lived, and I’ve done a lot of stupid and selfi sh 
things so, of course, I have regrets, lots of them: two failed 
marriages, not spending more time with my kids when they 
were young, losing contact with some great people in my 
life and so on. And, yeah, my health would be a lot better 
now without all the drink and drugs and general excess, 
but I’ve had some amazing times and I don’t regret living 
life to the full. I just wish I had appreciated it more when 
it was actually happening! Of course it didn’t help that I 
spent long periods off my head on various substances. I’ve 
come through all that now − thank God − and I’ve come to 
understand that happiness only comes from living in the 
moment and remembering to be grateful for what you 
have − especially your relationships − while you have it. I 
think my biggest regret is not having learned this important 
lesson earlier in life.
Speaker 2
I regret my decision to buy an apartment, and an expensive 
one, at least by my standards. My reasons for doing it at the 
time were that it was a responsible thing to do, that I was 
investing in my future, etc. But afterwards I realised that I 
had let myself be infl uenced by other people, and I should 
have paid more attention to my own instincts and feelings. I 
don’t actually care about owning an apartment. I don’t need 
one, and it doesn’t make me happy. Now I’ve got a huge 
debt − making the mortgage payments every month takes 
up most of my income. Although the house has increased in 
value since I bought it, it isn’t by that much. If only I hadn’t 
made this bad decision, I could have left town at the fi rst 
sign of the economic downturn and spent a year travelling 
the world instead.

155. 155THAT’S ENGLISH!
Speaker 3
When I was fi rst married, my husband and I were driving 
back from visiting friends and we stopped at one of those 
all-night supermarket places. He ran in to get some milk 
or something like that and I stayed in the car. It was a cold 
evening and it was starting to rain. I noticed a girl of about 
15 or 16 years old trying to take shelter in the shop doorway. 
She wasn’t wearing a coat, just jeans and a thin t-shirt. I 
couldn’t see clearly through the wet car window but it looked 
as though there were bruises on her face. As I watched, she 
started to cry. I really wanted to get out and help her, but I 
was paralysed by a terrible fear of the unknown, of simply 
not knowing what to do. So somehow I just stayed inside 
my warm dry car unable to make the decision to act. When 
my husband came back, I couldn’t even articulate to him 
the moral impasse I was in. He started the car and we went 
home. The image of that poor young girl has haunted me for 
the last 40 years. There have been many evenings when I’ve 
gone to bed wondering what had happened to her life and 
what had become of her. I deeply regret not going out into 
the rain that evening, and many, many times I have asked 
myself what stopped me from getting out of the car.
REVISION 1
SKILLS WORK (page 50)
Activities 3a and 3b
38
Speaker 1
 You wouldn’t believe it but I was once a driven professional. 
I’d been working for over ten years as a stockbroker in 
the city. You know, late nights, stressful days and a pretty 
unhealthy lifestyle. It wasn’t till both my parents passed 
away and I realised that I’d never made enough time to be 
with them that I knew things had to change. The only thing 
that had helped me get through that diffi cult time was 
tai-chi, so I made the decision to go to China for six months. 
It wasn’t that simple, though. I needed funds, so I sold my 
car, a lot of other possessions and rented out my fl at. It was 
the most amazing experience. I initially travelled round the 
country, sightseeing and looking up retreat centres where 
I could keep up my tai-chi, but then I found unpaid work 
in an orphanage near Beijing. The fulfi lment I felt dealing 
with bereaved children who needed special love gave me 
a new purpose to life. I have since sold my property and 
now spend my time travelling between the UK and China 
working on fundraising. I’ve never been happier.
Speaker 2
I joined the army straight after leaving school and actually 
loved being a soldier. My mates were a great bunch of 
people and we had fun. The fi rst few years I took part in a lot 
of overseas missions, but they were mostly peace-keeping 
and supporting disaster relief work. So when I went to a real 
battlefi eld, I had a shock. We were trained for combat and 
tough conditions, but not for the psychological demands 
of fi ghting a war − particularly in this case when the cause 
seemed so futile. I was never political before this time, I 
just used to follow orders and carry out my duties, but after 
being in a country where we didn’t seem to be helping at 
all, I couldn’t stand it anymore. The cost in lives and coffi ns 
was huge and it all seemed to be a coverup for politicians at 
home to make a name for themselves. I’ve lost my faith in 
the system and certainly don’t feel as enthusiastic about my 
career as I did when I was younger.
Speaker 3
I can’t say that the experience itself was pleasant, but I 
deserved it and it certainly changed my life in a surprising way. 
I had stupidly never expected to get caught and thought that 
easy money was the solution to a happy life. When the judge 
sentenced me to 20 years for drug dealing I was shocked, but 
the reality of the punishment set in when I arrived at the jail. 
The best years of my life stuck in a building with murderers, 
rapists and other violent criminals. I soon decided that I would 
work hard so as never to go back again. I was lucky that I got a 
job in the prison library so I had time to read and study. In the 
end, I obtained a college degree and, having been released 
at the age of 37 for good behaviour, I’m now working as a 
psychologist to help rehabilitate offenders. If I’d continued my 
life of crime, I’d probably be in the grave by now.
Speaker 4
I suppose I was very vulnerable at the time. I hadn’t been a 
good student, so my future was pretty unexciting. You know, 
spending my life at a checkout desk in the local supermarket 
or carrying bricks for the local builder. I’d also split up with 
my girlfriend, so I felt that life didn’t have much purpose. So, 
when I met Binu, I was an easy victim. He soon persuaded 
me that living a spiritual life in harmony with others in a 
supportive community would be perfect, but it wasn’t till I’d 
been living at the commune for a few months that I realised 
it was basically a prison. We’d all given up our jobs, families 
and money to be there and there was huge pressure on us 
to give up anything we had previously felt attached to. In 
my case, it was music. They told me that it was for my own 
good, but when one of the girls there committed suicide, 
I knew I had to get out. I left secretly in the middle of the 
night, but I’ve never been able to lead a normal life again. 
I worry that they’ll come and fi nd me and have nightmares 
about being taken back to that hell.
Speaker 5
I’d always been scared of everything. I was agoraphobic, so 
I hated going out of the house. I couldn’t stand travelling by 
public transport, and rarely went anywhere. I lived with my 
mum and had a quiet life. But, one day, I think my mother 
had had enough! She came up to my room one morning and 
put a thick envelope on my desk. It contained tickets and all 
the documents I needed to go on a cruise holiday. At fi rst, I 
was shocked, but eventually to please my mother, I agreed 
to go. So in September, I found myself standing on the deck 
of a ship leaving Portsmouth Harbour. It wasn’t till a week 
later when we were in the North Sea in stormy weather that 
I began to regret leaving the comfort of my home. We were 
actually quite near the Scottish coast when the ship hit a rock 
and began to sink. Water was rushing into the corridors so I 
quickly put on my lifejacket and went outside. Many people 
were panicking as they tried to get in the lifeboats, but I felt 
strangely calm and helped a family with small children and 
an elderly man who had fallen and cut his head. When we 
fi nally reached dry land, I realised I’d found an inner strength 
that changed me forever. I could and I would go on to do 
great things. Not surprisingly, I’ve been travelling ever since!
UNIT 5. AGE IS NOTHING BUT A NUMBER
READING (page 55)
Activities 4a and 4b
41
Helen:  So, how did you get on at the school reunion, Di? 
Such a shame I couldn’t make it. I’m dying to hear all 
about it.

156. Audio Scripts
THAT’S ENGLISH!
156
Di:  Well, it was really good, actually. I felt quite emotional 
and I hadn’t expected to. And several of the former 
staff were there. Do you remember Mr Robins, our 
chemistry teacher?
Helen:  Of course, but surely he must be a ripe old age now. 
I mean, he was quite ancient when we were there.
Di:   Well, that’s the funny thing! He’s only just retired. So 
when we were there, he wasn’t old; he was just the 
wrong side of forty!
Helen:  I suppose when we were in the bloom of youth, 
twenty years ago, anyone over forty seemed ancient.
Di:   Yes, that must be it. And now we’re thirty-somethings 
− we’re in the prime of life.
Helen:   Absolutely, at our mental and physical best!
Di:   Do you remember Miss Jenkins from the infant 
department?
Helen:   No, I started school much later than you, when I was 
about eight.
Di:    Yes, that’s right, I was knee-high to a grasshopper 
when I started there in the nursery section, only three. 
Helen:   And what about Mrs Munroe? I used to be terrifi ed of 
her in Maths. She really must be quite old. Was she 
there?
Di:    Sadly, someone told me she’s not at all good, she’s 
gone gaga, doesn’t even recognise her own children 
now.
Helen:   That is awful. Such is life. But I’m glad you had a 
good time. It sounds like there was a good turn-out.
LANGUAGE STUDY (pages 56-57)
Activity 1a
42
Hello and welcome to Friday People. Today on the show 
we’re fi nding out your views on your age. We want to know 
what’s the best and worst thing about being the age you are. 
So, our fi rst caller is Greg. Hi there, Greg … 
Activity 1b
43
Presenter:  So, our fi rst caller is Greg. Hi there, Greg. So tell  us fi rst how old you are.
Greg:   Hi, yeah, well I’m 14.
Presenter:  And how’s that, being 14?
Greg:   Errm, the best thing is I don’t have to work – in 
a job I mean. And I don’t need to worry about 
paying the bills, you know, all that boring stuff 
like electricity and gas. 
Presenter:  Right, so what’s the worst thing about being a 
teenager?
Greg:   Of course, I have to do homework and stuff. 
Loads and loads of it.
Presenter:  Why is there so much?
Greg:   Well, I didn’t do well in some tests and the 
teachers said I needed to do some extra study. 
Presenter:  I suppose you’ve got some big exams coming up.
Greg:    Yeah, but when I was in primary school we had 
to do some homework, but we didn’t have to 
do as much as now. There isn’t enough time to 
hang out with my mates and do what I want, like 
developing computing skills. I need to practise 
writing code.
Presenter:  So, what age are you looking forward to being?
Greg:   I think being 22 will be cool because (‘cos) by 
then I’ll have fi nished university. I won’t have to 
do boring homework on subjects I don’t like. Of 
course, I’ll have to get a job but I can choose what 
to apply for. So I’ll need to get a good degree in 
computing.
Presenter:  OK, so maybe that homework will be useful to 
you after all. Thank you, Greg. And next we have 
Sadie on the line … 
Activities 3a and 3b
44
Presenter:  And next we have Sadie on the line. Good 
morning Sadie! Go ahead.
Sadie:   Hi. Well, I’m on the wrong side of 40 but actually 
it’s not a negative thing. I’m really enjoying this 
stage of my life.
Presenter:  Great.  Why’s  that?
Sadie:   I think it’s because I’m much more relaxed about 
who I am. When I was younger I was quite 
insecure, you know, I always worried about what 
people thought about me. After many years, I 
realised I didn’t need to worry anymore so I just 
let go of all that tension. I had lots of good friends 
and a great family who seemed to like me, so 
what did other people’s opinion matter? 
Presenter:  So any regrets then?
Sadie:   Yeah, I needn’t have wasted all that time and 
energy when I could have been enjoying life. 
Still, I’ve learnt my lesson.
Presenter:  Are there any disadvantages to being your 
current age?
Sadie:   Well, only that I have to get up early every day. 
I’m not a morning person. When I retire, I won’t 
have to get up early. That’ll be marvellous!
Presenter:  Too right! Thank you, Sadie.
Activities 8a and 8b
45
Mark:   Hi there. Anybody home? Sally?
Sally:   Oh there you are, Mark. Where on earth have you 
been? There’s so much to do for the party, I don’t 
know where to start.
Mark:   Well, I’m here now. What needs doing?
Sally:   Well, fi rst, all the downstairs needs hoovering and 
then the cake needs to be picked up from the bakery.
Mark:   Right, I’ll do all that.
Sally:   And then, there’s all the other food to prepare and the 
grass needs to be cut. We’ll never be ready in time.
Mark:   This is meant to be fun, remember? 
Sally:   Well, I don’t even know if Dad wants a sixtieth 
birthday party really, perhaps it’s too stressful.
Mark:   Rubbish! 60 is the new 40 you know. He’ll love it.
Sally:   I’m beginning to wish I hadn’t started all this.
Mark:   There’s no need to panic! Honestly, we’ve got plenty 
of time. I’ll make a start on that gardening ... 
SKILLS WORK (page 59)
Activity 3b
47
Speaker 1
In Japan, we have a coming-of-age ceremony called 
Seijin-Shiki, which happens on the second Monday in 

157. 157THAT’S ENGLISH!
January every year. Anybody who turned 20 in the previous 
year can attend the ceremony which offi cially celebrates 
becoming an adult. We get the right to vote, gamble and drive 
at this age. Women spend many hours preparing themselves 
with elaborate hair and make-up and we wear a furisode, 
a traditional long-sleeved kimono. This costume is always 
gorgeous, in beautiful bright colours, and it is extremely 
expensive to buy so we usually hire it. Men also attend the 
ceremony but they don’t need to wear traditional dress.
At about 11:30 in the morning, we go to the local government 
offi ce in our area and the mayor gives a presentation 
congratulating us on becoming adults and reminding us we 
can now vote. There are always many photographers there 
and it’s a national holiday. So afterwards, people meet up 
with their friends and family and maybe go to a theme park 
or have a party in a restaurant. It’s a very special day.
Speaker 2
Where I come from in Pennsylvania, in the US, we have 
the Amish community. They were originally settlers from 
Switzerland and Germany in about 1720 and they have kept 
to their original way of life. They don’t have electricity or use 
any modern mechanised vehicles so you see them driving 
around with their horses and carts. They even still wear 18th 
century style clothing! I fi nd it really fascinating that they 
have a coming-of-age tradition called Rumspringa. When 
the youngsters reach 16, they can go away for weekends 
unsupervised and taste modern American culture: drink, 
smoke, and gamble. Whatever they want. It’s so that they 
can decide whether they want to stick to the traditional way 
of life or not. They have to decide by the age of 26 whether to 
return forever. I think it’s really tolerant for such a traditional 
community.
Speaker 3
One of my favourite celebrations is the Quinceañera because 
it’s a special ceremony to honour girls. In the past, reaching 
fi fteen in Mexico signalled reaching adulthood, ready to take 
on marriage and adult responsibilities, but of course, that’s 
no longer true today. It’s still a very important moment in a 
girl’s life and it also honours her parents and godparents. 
So, the ceremony begins with the young girl on her fi fteenth 
birthday attending mass to give thanks for her childhood. She 
usually wears a glamorous pink or white formal dress and 
she has male and female friends, damas and chambelanes, 
seated round her. After the service, small gifts are distributed 
to everyone and then everyone goes off to the party. The party 
starts with the young girl dancing with her father and then 
there are speeches from her family giving her advice for the 
future. There is usually a formal dinner and the centrepiece 
is the cake − it’s usually absolutely enormous and beautifully 
decorated. It’s really quite something. 
SPEAKING (page 60)
Activities 2a and 2b
48
Conversation 1
Max:   Hi there, excuse me, have you got a minute?
Man:   Yes, what is it?
Max:   I’m just asking a few people for their views on being 
young for a talk I’m giving at college.
Man:    OK.
Max:   So, can I ask you? Do you agree with Oscar Wilde that 
youth is wasted on the young? 
Man:   To tell you the truth, yes, I do.
Max:   I see. Why do you think that?
Man:   Most of the time when I was younger, I didn’t really 
appreciate being so fi t and healthy. By and large I just 
took it all for granted.
Max:   You don’t think there are disadvantages to being 
young − like lack of experience?
Man:   Not at all! None whatsoever that really matter anyway.
Max:   Can you give me an example?
Man:   Well, as a rule you tend to have less money, but in the 
long run most young people still manage to have a 
good time anyway.
Max:   So would you like to turn back the clock to your 
twenties?
Man:   Taking everything into account, I certainly do feel that 
was the happiest period of my life. I just didn’t realise it.
Max:   Thanks very much for your help.
Conversation 2
Max:   Right, so the question is – do you agree with Oscar 
Wilde that youth is wasted on the young?
Woman:   It’s hard to say whether that’s true. I agree that 
some people enjoy being young but there are 
disadvantages. I wasn’t always happy when I was 
a teenager.
Max:    I see. Do you mind telling me why?
Woman:  Well, to be more precise, I didn’t feel I fi tted in at 
school. Mostly I didn’t have the right hairstyle or 
trendy clothes. Every day I felt so awful, walking 
past the really fashionable girls.
Max:   So do you disagree with Oscar Wilde?
Woman:  Errm, I do. That is to say, I see what he means 
but it’s no joke being young at times. All things 
considered I’m much happier now I’m in my 
thirties.
Max:   Thanks very much.
SELF TEST (page 116)
Activity 6
51
Lily:   I hear they’ve appointed a new regional manager now 
that Mr Wilkins is leaving. I wonder what he or she 
will be like.
Dan:    Well, I think it’ll be a good thing. Is Wilkins retiring?
Lily:    No, of course not. He’s nowhere near old enough! 
He’s in the prime of life.
Dan:    No, he must be well on the wrong side of forty. More 
like sixty.
Lily:    I’m sure you’re wrong. Anyway, he’s very experienced.
Dan:   Yes, or old-fashioned you could say. Like that other 
manager, Harris. He stayed on till he was a ripe old 
age.
Lily:    What rubbish! He was normal retirement age.
Dan:   No, he wasn’t. He was practically going gaga. He 
couldn’t remember anything and his secretary did all 
his work for him.
Lily:    Oh well, I’d rather have someone with experience 
than some new baby-faced graduate in the bloom of 
youth telling us what to do. That’s so irritating.
Dan:   Yes. Well, old Harris had been here since he was 
knee-high to a grasshopper but that didn’t stop him 
making some terrible mistakes.
Lily:    Hmm. You’re very ageist. You’ll be old too one day.
Dan:    No, not me! I’m going to fi nd the elixir of youth ...

158. Audio Scripts
THAT’S ENGLISH!
158
UNIT 6. MIND YOUR MANNERS
LANGUAGE STUDY (pages 66-67)
Activities 1a and 1b
54
Conversation 1
Jez:    Morning, Amy. Delivery for kitchens. Can you sign 
here, please?
Amy:   Oh, morning Jez. Thank you. How are you?
Jez:    My knee’s still giving me problems but I can’t 
complain.
Amy:   Well, you go carefully with those boxes, now. Can you 
take them round the back? Sam will help you. 
Conversation 2
Amy:   Good afternoon, sir. Would you mind waiting here for 
just one moment? Thank you.
       I’m so sorry to have kept you waiting. I’m afraid 
your rooms won’t be ready for another twenty 
minutes, but if you would like to step this way, sir. 
You will be served complimentary afternoon tea in 
the conservatory. Please accept our apologies for the 
delay.
Conversation 3
Sir Roy:   Come  in.
Amy:   I’m sorry to disturb you, Sir Roy, but could you 
possibly sign these contracts when you’ve got a 
moment?
Sir Roy:   Very well. Would you put them in my in tray over 
there? When do you need them for?
Amy:    Tomorrow morning if possible.
Sir Roy:   Mmm. I’m in a meeting all afternoon. I don’t think 
I’ll have time to look at them until lunchtime. If I 
get them back to you by the end of tomorrow 
afternoon, will that do?
Amy:   I think so, but in that case, do you mind if I send 
them by messenger service back to the solicitors? 
Conversation 4
Amy:   Iris, Iris! Come here! 
Iris:    What is it, Amy? Is there a problem?
Amy:  Today is one problem after another! The maharajah 
and family have arrived half a day early with four 
extra people and their suites aren’t ready.
Iris:    Oh no! 
Amy:   Is it OK if I send all the maids up to fi nish getting them 
ready?
Iris:    Sure, no problem.
Amy:   Only do me a favour and don’t say a word to Sir Roy. 
If he fi nds out what’s happening, we’re all in trouble!
Activity 6a
55
Good morning everyone. Today we’re going to look at how 
we can use intensifying adverbs to make your language 
richer, more precise and more interesting. We can use most 
intensifying adverbs with both adjectives and verbs to 
substitute very or a lot. So instead of saying, I’m very much 
in love with her, you can say, I am truly, madly,  deeply, 
blindly,  hopelessly in love with her, which sounds much 
more passionate and meaningful! This is why intensifi ers 
are often used in formal English − because they make your 
message more precise and more emphatic. 
Activity 6b
56
So let’s have a look at a few of the most common intensifi ers, 
starting with bitterly.  Bitterly is used to express a strong 
negative emotion such as anger or despair, so you can be 
bitterly disappointed or angry or unhappy, feelings which 
might even make you cry bitterly. You can also bitterly  regret 
or resent someone or something, or bitterly complain about 
something. 
The  intensifi er deeply is used to intensify emotions and 
show that they are from the heart. So you can be deeply  
ashamed or deeply  worried or concerned. If you want to 
make someone feel guilty, you can say how deeply hurt you 
are, but on the positive side you can also be deeply moved 
or deeply grateful.
In contrast to deeply, which is used for emotions, we use 
highly in rational arguments, for example in academic and 
business contexts. It’s used to talk about probability: we talk 
about things being highly likely or unlikely,  highly probable 
or improbable or highly effective or ineffective. We also 
talk about highly controversial  topics and highly profi table 
businesses. With verbs,  highly collocates with recommend  
and praise − I highly recommend it and I can’t praise it 
highly enough. 
Strongly is often used with verbs relating to having or 
expressing opinions. Like highly, it’s used to express more 
intellectual arguments than emotional ones, although you 
can strongly like or dislike something or someone. You can 
also strongly believe,  deny, infl uence,  oppose or support  
things.
We use ridiculously when something is so extreme, it’s 
diffi cult to believe. Things can be ridiculously cheap or 
expensive,  ridiculously easy or hard,  ridiculously long or 
short. Using ridiculously shows the speaker is judging, 
probably negatively, the situation. 
For ‘extreme adjectives’, absolutely and utterly are used 
instead of very. For example, we say very tired but utterly 
exhausted,  very small but  absolutely tiny,  very nasty, but 
absolutely disgusting.
So, if you want to express your emotions and opinions more 
emphatically in English, then intensifi ers are the answer. 
Thank you so deeply, very, bitterly, amazingly …
Activities 8c and 8d
57
1  Seldom do we see such grace.
2  Little did they know what was about to happen.
3  No sooner had I arrived than I was put to work.
4   Under no circumstances should you tell anyone what you 
have just seen.
5  Not only are they excellent scientists, but they are also 
very friendly.
6  On no account should you open the door.
SKILLS WORK (page 69)
Activities 2a and 2b
58
Callum:  Femi, I need your help! I’ve been invited to Alex’s 
wedding, look! 
Femi:   Let’s see. Wow, that looks posh! That church is the 
one just next to Kensington Palace you know, right 
in the middle of Kensington. Oh! Sir John and 
Lady Stratton, eh? You’ll be meeting the cream of 
English society.

159. 159THAT’S ENGLISH!
Callum:   No, I won’t, because on no account am I going. No 
way! What’s Kensington Palace anyway?
Femi:   Come on, Callum. You’ve been in London for years 
now. Kensington Palace, you know, where Princess 
Di lived. It has gorgeous sunken gardens. And 
what do you mean you’re not going? You’ll have a 
fantastic time!
Callum:  No, I won’t, because I’ll hardly know anyone 
– except Alex, who won’t have time to talk to me – 
but above all, I’ve got no idea how to behave in that 
kind of formal setting. And I have absolutely no 
idea what to wear. What’s morning dress? What’s 
black tie? 
Femi:   Um, you’re asking the wrong person there. Hang 
on, I’ll google it, just a moment. OK, this is what 
Debrett’s says …
Callum:  Debrett’s?  What’s  that? 
Femi:   Oh, it’s a specialist guide to British life, manners 
and etiquette. Basically, it tells you how to behave 
in formal situations. So, let’s see … ah, here it is. 
Morning dress is the traditional dress for weddings 
and formal daytime events in the presence of the 
Queen. Basically, it’s a tailcoat, trousers and a 
waistcoat – usually grey or black. And if you go to 
the races, you also have to wear a grey or black 
top hat but at most other formal events you can 
either carry it or simply not wear one. Oh, so that’s 
a relief! And even I know what black tie is, it’s a 
dinner jacket – you know, a black evening jacket 
and bow tie.
Callum:  Well, thank you for helping me with that but I 
haven’t got any of those things – and anyway I’m 
not going.
Femi:   Rubbish! You can hire the clothes. You’ll bitterly 
regret it if you miss it, and Alex will never forgive 
you! I’ll help you with your clothes, I’ll even help 
you dress if you want! 
Activity 3a
59
Callum:   Listen Femi, it’s really kind of you and I appreciate 
your offer, but I just can’t go. 
Femi:   Oh nonsense, Callum! It’s not like you to be shy. 
Just remember in formal settings, when you meet  people for the fi rst time, you say how do you 
do? And Debrett’s tells you how to address titled 
people. Look, for Sir John Stratton, you can just call 
him Sir John.
Callum:  But I just wouldn’t know what to talk about with 
these people.
Femi:   I don’t believe what I’m hearing, Callum. You’re 
really good at talking to people. What does Debrett’s 
say? ‘It is important to set the conversation off well. 
Try to think of an alternative to the usual “how are 
you” or “what do you do?” Gentle humour, shared 
observation, fl attery and the occasional well-placed 
compliment will all stimulate conversation. But 
you’re great at all that sort of thing, Callum. If your 
hostess or the person who has introduced you 
has given you a helpful clue, then follow that up. 
Otherwise, you may want to ask how the person 
you are talking to knows the host or hostess.’
Callum:   But Femi, that’s just the problem.
Femi:   What  is?
Callum:  I’m not worried about making conversation 
generally; I’m worried about saying the wrong 
thing. I am an ex-boyfriend. People are going to ask 
me how I know Alex or how I know Olivia and I’ll 
just feel really awkward – especially if I’m talking to 
Olivia’s parents.
Femi:   But didn’t you meet them when …? Oh!
Callum:  Yes, come on Femi! I didn’t use to go out with 
Olivia! I used to go out with Alex!
Femi:   I didn’t know he was one of your exes.
Callum:  Well, it was a long time ago. I’m really happy for 
him and I know he’s madly in love with Olivia. But 
I’m not sure I want to meet his new wife’s parents! 
Do you understand now why I’m worried about 
saying the wrong thing?
Femi:   Mmm. OK, I admit it’s an unusual situation. Let’s 
see what Debrett’s has to say about how to refuse a 
wedding invitation, then! 
WRITING (page 71)
Activity 4a
61
You are a volunteer for SOS World and you’re helping to 
organise a fundraising fancy dress ball at Hollyhock Castle. 
You’ve been given the role of social secretary and so it’s your 
job to organise and send the invitations. It will be a formal, 
black-tie event with live music and dancing, a champagne 
supper and fi reworks. The aim is to raise money for the 
victims of a devastating earthquake in South America. It 
destroyed many buildings and, as a result, many people are 
still homeless and the country is in crisis. The proceeds from 
the ticket sales and any donations will go towards buying 
emergency medical supplies, food and blankets. 
As social secretary, you’ve been asked to invite local 
celebrity, Susan Del Rey, to attend the ball. She is a popular 
TV actress, married to a rich businessman. You want to invite 
her to judge the fancy dress contest and give out the prizes 
because you know the presence of a celebrity will attract 
more people. Since Susan Del Rey is considered a style icon 
and is admired for her elegance and dress sense, having 
her judge the fancy dress will encourage people to make 
greater efforts with their costumes. 
UNIT 7. MORE POWER TO YOU!
LANGUAGE STUDY (pages 76-77)
Activities 1a and 1b
63
Woman:   Hi there, Grandad – how did you get on at the 
council meeting?
Grandad:  Not very well. The powers that be are going to 
fi ne people up to £100 if they put the wrong kind 
of rubbish in the recycling bins. It’s absolutely 
ridiculous – I’m going to write to my Member of 
Parliament.
Woman:   You don’t have to write to your MP anymore 
because you can communicate directly on the 
government’s website www.you.gov.uk. 
Grandad:   Well, I’m not too good with computers.
Woman:   Don’t worry, I’ll help you.
Grandad:   How does it work then?

160. Audio Scripts
THAT’S ENGLISH!
160
Woman:   Anyone can raise an issue and invite signatures 
online. They have to get over 100,000 signatures 
and then the matter will be debated in Parliament.
Grandad:  Really? That’s good, allowing ordinary people 
to wield more power. But surely people could 
misuse it.
Woman:   Of course, the rules state people mustn’t abuse 
this opportunity by using false identities and you 
have to give your contact details. You can’t sign 
unless you do that.
Grandad:  Fair enough. Well, in this case we really need 
to complain about this stupid idea about the 
recycling bins. Many older people will get 
confused and have to pay a fi ne.
Woman:   Yes, it’s most unfair – you must do something 
about it. Let’s have a look at the website now. 
Here we go ...
Activities 5a, 5b and 5c
64
Advisor:   Minister, I have the feedback from the local councils 
and schools if you are ready, and the analysis from  the focus groups.
Minister:  Yes, let’s do it now. So, what’s the feeling out 
there?
Advisor:   Well, there’s a lot of support for the idea of offering 
free lunches to all school children up to age 11.
Minister:  Marvellous. I thought that would be popular.
Advisor:  But I’m afraid there was considerable opposition 
to some of the other proposals. Although councils 
approve of the free lunch idea, they remonstrated 
with us when we said they would have to fund it 
from their existing budgets.
Minister:  That’s to be expected, there are always 
remonstrations when central government asks 
them to fund anything. Councils always oppose 
the department on principle. I’ll ignore that.
Advisor:  Also, there was considerable criticism of the 
plan to extend the school-leaving age to 17. The 
headteachers feel some students would do better 
out in the real world.
Minister:  Well, I’m not surprised. I knew schools would 
criticise that plan. We’ll put that to one side for 
now. 
Advisor:   Yes, but I’m afraid it’s worse than that − someone 
leaked the idea to the press and there’s going to be 
a public condemnation of you at a press conference 
later today – the teachers’ union is absolutely 
furious about the raising of the leaving age.
Minister:  Hmm. That’s rather unfortunate. Before they 
condemn me publicly, they could have asked me 
for an interview. I suppose it’s too late now to 
suggest that.
Advisor:   I can try to contact them … So, unfortunately so far 
there has been signifi cant disapproval of the new 
proposals.
Minister:  What about the proposal to ban parents from 
taking children on holiday in term time? Surely the 
headteachers approve of that?
Advisor:  Yes, they do, but all the parent groups strongly 
disapprove. They challenge the rights of schools 
to stop them having quality family time when 
holiday prices are cheaper.
Minister:  Whatever the teachers want, the parents dissent. 
Really, it’s quite a challenge.
Advisor:   In my experience, all Ministers of Education always 
encounter considerable dissent to any changes.
Minister:  Yes, I suppose it goes with the job. Well, if the 
teachers’ union refuse to cooperate, my hands are 
tied.
Advisor:   I think we can negotiate and modify their refusal if 
we are sensitive.
Minister:  Very well. Please give them a call.
SKILLS WORK (page 79)
Activities 3a and 3b
66
Today we are going to consider The Asch Conformity 
Experiments, which were a series of psychology experiments 
conducted by Solomon Asch in the 1950s. The purpose 
of Asch’s experiments was to demonstrate the power of 
conformity in groups or, in other words, peer pressure.
Imagine yourself in this situation: you’ve agreed to take 
part in a psychology experiment in which you are asked 
to complete a vision test. You are in a room with the other 
participants, and you are all shown a simple line on a card. 
Then you are asked to look at another card with 3 more lines 
of different lengths and say which line is the same length as 
the original one.
Each participant is asked individually to choose the line they 
think is the same length. Sometimes everyone in the group 
chooses the same correct line as you, but, occasionally, all 
the other participants, except you, choose an obviously 
incorrect answer. So, the question is, would you change 
your answer to conform to the rest of the group even though 
you know you are right? 
In actual fact, in each group only one of the participants was 
not part of the research team, also all the others had been 
told to sometimes give incorrect answers.
Now moving on to the results, nearly 75% of those who 
were not researchers in the experiments changed their 
answer at least once to agree with the rest of the group. The 
fi nal results of all the experiments indicated that participants 
conformed to the incorrect group answer approximately 
one third of the time.
Asch also found that having one of the researchers give the 
correct answer while the rest of them gave the incorrect 
answer dramatically lowered the participants’ conformity. 
In this situation, just 5-10% of those in the study conformed 
to the rest of the group. This suggests that having social 
support is an important factor in not giving in to peer 
pressure.
So, what did these experiments show? At the end, 
participants were asked why they had agreed with the rest 
of the group. In most cases, they stated that even though 
they knew the rest of the group was wrong, they did not 
want to risk being laughed at. A very few of the participants 
suggested that they actually believed the other members of 
the group were correct in their answers.
These results suggest that conformity can be infl uenced 
both by a need to fi t in and belong to a group and also by 
the belief that other people are cleverer or more intelligent 
than we are. Asch thought that giving in to peer pressure is 
probably even stronger in real-life situations where things 
are more diffi cult to judge. 

161. 161THAT’S ENGLISH!
SPEAKING (pages 80-81)
Activities 2a and 2b
67
Zara:   Honestly, it’s so depressing watching the news. 
Switch it off. The world is full of these crazy rulers 
fi ghting each other and causing misery. When will it 
ever end?
Adam:  My thoughts exactly. Here ... There’s a good 
quotation in here by Gandhi. ‘The day the power of 
love overrules the love of power, the world will know 
peace.’ It’s brilliant, isn’t it?
Zara:   Yes, it is. Spot on. The love of power can completely 
destroy your love for other people.
Adam:  It’s a pity Gandhi was such a rare type of leader – 
committed to non-violent means to bring about 
change. But it was effective, wasn’t it?
Zara:   Yes, it was in a way. But when India became 
independent there was terrible violence between 
the Hindus and Muslims and surely Gandhi hadn’t 
intended that to happen at all.
Adam:  True. Weird, isn’t it? That a man of peace brought 
about change peacefully and millions adored him, 
but then suddenly, overnight, the people forgot all 
his principles and started killing their neighbours. 
Human nature hasn’t really progressed that much 
despite thousands of years of civilisation.
Zara:   Exactly, I couldn’t agree more. The evidence is on the 
news every day. Right, I’m going to the gym to clear 
my head.
Adam:  Oh. You won’t be long, will you?
Zara:   No, about an hour. Why?
Adam:  Ed and Sally are coming for dinner tonight. You’ve 
forgotten, haven’t you?
Zara:    Yes, I have …
Adam:  Honestly darling, you’ve got a memory like a sieve. 
Zara:   That’s perfectly true! 
Activities 5a and 5b
70
Ed:   Well, I hope we get a decent council leader before 
long because this one is pathetic.
Adam:  My thoughts exactly. Talking of leaders and power, 
we were discussing why most leaders end up being 
terrible – apart from Gandhi, and some others. Some 
people say absolute power corrupts absolutely. How 
do you feel about it, Ed?
Ed:   Look, there’s no doubt that there have been some evil 
leaders and dictators in history and even in recent 
times and many seem to stay in power for years. 
When people get absolute power, no one seems 
able to stop them. Take North Korea, for example. It’s 
the third generation now of the same terrible family 
– and no one dares to challenge them, do they?
Adam:  Not everyone will agree with me but I think the 
North Korean people should have tried to take action 
earlier, or got some help from other countries. They 
seem to be quite passive.
Ed:   That may be so but we have no idea what it’s like 
inside that regime. It must be a climate of fear.
Adam:  Well, I, for one, believe people get the government 
they deserve.
Ed:   Well, I don’t accept that for one minute. That’s a cruel 
judgement, isn’t it?
Adam:  Sorry, it’s what I really believe. Take South Africa, for 
example. They rose up against repression and won 
the right to run their own land. Imagine you were a 
black South African under the apartheid system. You 
would probably get involved in protests against the 
government, wouldn’t you? 
Ed:   I suppose so, fair enough. What’s your reaction to all 
this, Zara?
Zara:   OK, I’ll tell you my position. I’d get involved in any 
non-violent movement but I would never resort to 
hurting anyone. 
Adam:  But sometimes it’s necessary – what if people hadn’t 
taken action against Adolf Hitler?
Zara:   I take your point. But that was an extreme case, 
wasn’t it?
Ed:   It seems to me John Steinbeck was right when 
he said ‘Power does not corrupt. Fear corrupts ... 
perhaps the fear of a loss of power’.
Zara:   Absolutely right. That’s why dictators like Stalin and 
Mao Zedong became so extreme – they loved being 
in control so much they were terrifi ed of losing it – 
they had to stop anyone who might take their power 
away. 
Adam:  You’ve got a point there, I suppose. Fear is a powerful 
motivation.
Zara:   Anyway …, anyone for dessert?
SELF TEST (page 118)
Activity 6
71
Woman:  Hello, I’m home.
Man:  Hi there. How was your day?
Woman:  Oh, pretty awful. Things are going from bad 
to worse ever since Marcus went on that 
management course.
Man:   How do you mean?
Woman:   Well, he thinks he’s superior to the rest of us now 
and he’s on a power trip, always telling us that 
we’re doing everything wrong.
Man:   But he hasn’t been promoted, has he?
Woman:  No, he hasn’t. I object to his criticising my work 
because, actually, I know I’m doing better than 
him.
Man:   OK, well, you need to challenge him. Say something 
like you didn’t know he’d been promoted.
Woman:   Errm, I’m not sure about that.
Man:    Trust me, it’s the only way. He’ll be embarrassed 
and it will make him realise he’s gone too far. Do 
you remember Barbara, that woman I used to 
work with?
Woman:   Yes, the bossy one.
Man:   That’s right. She was always using some kind of 
power play in the offi ce – manipulating people to 
make them do what she wanted. It was unfair. So, 
in the end, I told her straight, in front of everyone, 
that I objected to her manipulating people and it 
had to stop. And it worked.
Woman:   I suppose so, fair enough. I’ll have a word with him 
on Monday.
Man:   You won’t regret it! 

162. Audio Scripts
THAT’S ENGLISH!
162
UNIT 8. ART? OR NOT?
READING (page 85)
Activities 4a and 4b
73
To understand the punk movement in Britain, you need 
to understand British society in the 1970s: an economic 
depression, high unemployment, constant strikes and 
power cuts. It was in this depressing environment that young 
people started to react and express their urge to be creative 
by making their own rebellious fashion and art, which they 
got down to a fi ne art, and so punk was born. Punks shaved 
their heads and wore piercings and outrageous clothes, 
many of which were designed by a young art student called 
Vivienne Westwood. The punks’ anger with society gave the 
movement its energy, but, by the same token, also made 
it aggressive and violent. Punk bands played concerts in 
abandoned factories and garages where the audience 
danced wildly. The furious energy of the dancers just 
seemed to bypass the brain completely and often ended 
in violence. Punk singers and artists didn’t necessarily set 
out to be controversial and shock people. They said and did 
shocking things because they just couldn’t help themselves: 
punk was born out of rage and a deep sense of alienation 
and inevitably a lot of punk art is angry and ugly and not at 
all state-of-the-art or elegant. Punk is memorable because 
it was a new means of expression, which gave the punks’ 
anger a voice and so lent dignity to it.
LANGUAGE STUDY (page 87)
Activity 5a
75
Alex
I would strongly advise against going to see it. I thought 
it was just dreadful. I don’t understand how anyone can 
admire that. I fi  nd it overpriced and overrated: a fi  ve-year old 
could draw like that! Pretending that it’s great art is simply 
pretentious. I think he’s just trying to be controversial so 
that people will come and see it simply for its shock value. 
I found it extremely tedious and I almost fell asleep. 
Gayle
Well, I would recommend it to anyone. I think he is a highly 
original artist, quite different from anyone else. I fi nd the 
abstract images to be very evocative: some of them made 
me feel quite emotional and that haunting music in the 
background was really atmospheric. It almost made me 
believe I was in a deserted forest. I didn’t understand all 
the poetry extracts that accompanied the images, but they 
were thought-provoking − and I like things that make me 
think − and the end part about world peace was really 
beautiful and uplifting.
SKILLS WORK (page 89)
Activities 3a and 3b
77
Interviewer:  OK. Now, Ed, your poems are often about 
social injustice, so my question to you is: what 
exactly is poetry for you? Is it about the beauty 
of the words or is it more about sending a 
political message?
Ed:   Well, actually, poetry for me is about power − 
the power of words. When you perform, it’s an 
opportunity to say something to an audience, 
and in my view, too many poets waste that 
opportunity. I don’t mean that every poem 
has to contain a political message, but for me 
the best poetry has the power to change what 
people think. Not because of how it is said 
but because of what is said. For me, beautiful 
words that don’t have a message behind 
them don’t have any power. I know that’s 
controversial, but …
Interviewer:  So do you try to shock people when you 
perform?
Ed:   Not really, but I do want to challenge people. 
Art shouldn’t just tell people what they want 
to hear and repeat things they already believe 
in. So, a good poem should get people to see 
things in a different way. But I don’t want to 
manipulate people’s emotions either to shock 
them. If I write about racism or domestic 
violence or addiction, there’s got to (gotta) be 
a real message, not just ‘drugs are bad’ or ‘it’s 
diffi cult to be a woman’. Otherwise, that’s just 
exploitation.
Interviewer:  So your poems are a call to action then?
Ed:   I hope so. I want the audience to remember 
what I’ve said and think about it. But, going 
back to what we were saying earlier, in order 
to communicate with an audience you’ve 
got to (gotta) write well because it’s good 
writing that makes your message powerful 
and memorable. So the traditional things 
that have always made good poetry, like 
unusual metaphors and vivid imagery, are still 
important.
Interviewer:  And what’s the most important thing when 
you’re performing your poems?
Ed:   My audience. The biggest lesson I’ve learned 
is that you should perform to your audience 
and not at your audience. You’ve got to create 
a personal connection with people. You’re not 
there to show everybody how clever you are 
with words; you’re there to communicate, to 
get people to think and feel. 
Interviewer:   So how do you do that?
Ed:   It’s diffi cult to explain but if you want people to 
really listen to you, then it’s not just your voice 
and your words, it’s your body language, your 
eye contact, how you use the microphone, 
how you use the space. A good poet uses 
everything. In my opinion, anyway.
WRITING (pages 90-91)
Activities 1a and 1b
78
Nathan
Well, I’ve got to admit I’m not really looking forward to it. 
I’m not a big fan of art generally. I like some pictures and 
I don’t like others, and even the ones I do like, I don’t want 
to stand for hours looking at them! That’s why I’m not really 
comfortable in art galleries − it’s all a bit too serious for me. 
I only agreed to come because Rembrandt painted classical 
fi gurative art, which I actually don’t mind. I don’t think much 
of modern abstract art generally. I reckon lots of those 
so-called artists just haven’t learned to draw! And I just can’t 
bear all the pretentious talk that goes with it all. But as I 

163. 163THAT’S ENGLISH!
quite like Rembrandt and Jen is keen to go, I’ve agreed to 
go. I always like going to London and it’s in the National 
Gallery, so why not?
Jenny
I’ve been looking forward to this for months. I love portraits 
and Rembrandt is simply the greatest portrait painter of 
them all. I’ve never had the opportunity to see so many of 
his works all together. The exhibition is of his late works and 
the National Gallery has borrowed them from galleries and 
museums all over the world − I think it is one of the most 
complete exhibitions of this period of his work ever, so it 
will be a once in a lifetime experience. It’s only on for six 
months so I know it’s going to be really crowded − any event 
in London always is! We reserved online and we’re going to 
get there early to avoid the crowds. I can’t wait! 
Activities 5a and 5b
79
Andrea:  When you fi rst go inside, the exhibition space 
seems quite dark. At fi rst, I thought I wasn’t going  to be able to see anything, but after a few minutes,  my eyes got used to it. I wasn’t expecting there  to be music but there was some haunting music  playing in the background so it’s very atmospheric.  All the paintings are well lit so you can see them  clearly.
Kara:   Yes, the lighting is really dramatic. It’s easy to 
understand that Goya completed these paintings  and drawings during an extremely diffi cult period  at the end of his life. They’re very, very dark. 
Andrea:  Absolutely! In the fi rst two rooms, the pictures 
portray images of witches and demons and death.  They’re horrifying, but they’re also exquisitely  beautiful. The drawings are full of minute exquisite  details. The suffering and the horror on the faces  is drawn with microscopic precision. They are 
absolute masterpieces.
Kara:   Yes, but they’re also some of the most terrifying 
images I’ve ever seen! I couldn’t bear to look at 
some of them. The part of the exhibition I liked 
best was the room at the end with drawings of 
people having nightmares and waking up from 
them. It helped me to understand that Goya 
was confronting the fears that came from inside 
himself. 
Andrea:  The high point of the exhibition for me was the 
drawings of the witches because they’re not just 
about horror, there’s a sort of grotesque humour in 
them, too. I found the whole exhibition absolutely 
fascinating and I would defi nitely recommend it.
Kara:   I think the art is extraordinary and very memorable, 
but it was all a bit too depressing and gloomy for 
me. I’m glad I went, but I wouldn’t want to see it 
again and I wouldn’t recommend it to everyone.
UNIT 9. AND THEY ALL LIVED HAPPILY
EVER AFTER
READING (page 94)
Activity 1b
80
The background to this surprising quote is said to be this: 
apparently a woman who was a personal friend of Dr 
Einstein hoped that her son might become a scientist. One 
day she asked Dr Einstein’s advice about the kind of reading 
that would best prepare the child for this career. To her 
surprise, the scientist recommended ‘fairy tales and more 
fairy tales’. The mother protested that she was really serious 
about this and she wanted a serious answer, but Dr Einstein 
persisted adding that creative imagination is essential 
for the true scientist and that fairy tales are a stimulus to 
develop this quality in children.
LANGUAGE STUDY (page 96)
Activities 3a, 3b and 3c
83
Vicky:  I’m so bored Tom. I’m going crazy sitting here 
with nothing to do. And you’re just playing on the  computer!
Tom:   OK, don’t panic. How about doing this quiz on famous 
last words and quotes?
Vicky:   Sounds  good.
Tom:   Right, question 1. As he lay dying, the writer Oscar 
Wilde’s last words were ‘Either this wallpaper goes or 
I do’. True or false?
Vicky:  Yes, true. I’ve heard that many times.
Tom:   Aha, false. Although it is commonly believed that 
these were Wilde’s last words, in fact he said them 
several weeks earlier. His last words were, in fact, a 
prayer.
Vicky:  Huh. Right, next one.
Tom:   2. James Dean, the fi lm actor, was killed after 
crashing his car in California. Dean’s last words to his 
passenger were ‘That guy’s got to (gotta) stop, he’ll 
see us’. True or false?
Vicky:   False. 
Tom:   Correct! Contrary to what most people think, his 
passenger said he didn’t hear Dean say anything at 
all before the crash.
Vicky:  Good, one point to me. Next. 
Tom:   Just before he died, Hollywood actor Humphrey 
Bogart said ‘Here’s looking at you, kid’ to his wife as 
she left the house.
Vicky:   True.
Tom:   No! The fact of the matter is he said ‘Goodbye, kid, 
hurry back’.
Vicky:  I’m no good at this. Ahh, I’ve got a question for you. 
Queen Marie Antoinette of France was asked what to 
do about the poor people in France, and replied ‘Let 
them eat cake’. True or false?
Tom:    True, of course.
Vicky:  Ah, actually, what she said was ‘Let them eat brioche’ 
you know, that sweet rich French bread. 
Tom:   Well, that was entertaining. Now we learned a thing 
or two.
Activities 4a and 4b
84
Ms Gordon:  Good morning Sam, please take a seat.
Sam:    Thank you, Ms Gordon. What did you want to 
see me about?
Ms Gordon:  It’s regarding this end-of-year report you’ve 
done on our business in Germany. I’m afraid 
it’s full of inaccuracies and you need to amend 
it as soon as possible.

164. Audio Scripts
THAT’S ENGLISH!
164
Sam:   Really? I’m terribly sorry. Can you give me an 
example?
Ms Gordon:  Well, I’ve highlighted all the areas that need 
rectifi cation in red. For example, the report 
states we did € 80,000 of sales there in the last 
six months and the correct fi gure is € 800,000.
Sam:   Right, well, I can only apologise. I’ll get on with 
the corrections at once and I’ll let you have the 
amended version by the end of the week.
Ms Gordon:  Wait a minute. I’m particularly concerned 
over this error you wrote: ‘The company has 
not found a remedy for problems with the 
computer software being used in Germany’. 
That is totally untrue.
Sam:   Oh, is it?
Ms Gordon:   Yes, surely you know we have spent thousands 
of euros on a remedial software programme?
Sam:   Of course, I’ll include that in the amendments.
Ms Gordon:  Just a moment, Sam. We can’t just rectify 
the situation by changing a few things in the 
report. I need to know how you arrived at all 
this wrong information.
Sam:   Er, well, I asked Ian and Susie to gather the 
information and put it together. I didn’t have 
time to correct it.
Ms Gordon:  What? Didn’t you write it yourself, as section 
manager?
Sam:   No, because I was very busy with all the extra 
work Mr Hanson had given me.
Ms Gordon:  This is ridiculous. I’ll speak to Mr Hanson; this 
situation has to be remedied at once. I expect 
to see the rectifi ed report in one week’s time. 
Understood?
Sam:    Yes, perfectly, Ms Gordon. I’ll take great care to 
check the amended facts carefully and then I’ll 
be sure to present something ... 
SKILLS WORK (page 99)
Activities 3a, 3b and 3c
86
Leo:   So, what did you think of the fi lm then, Nick?
Nick:  Pretty good, but the ending was rubbish.
Leo:   No, really? I thought it was thought-provoking, a bit 
mysterious.
Nick:  No, honestly Leo, I really can’t stand fi lms where you 
don’t know what happened. Like The Ninth Gate with 
Johnny Depp. Right at the end, he’s about to conjure 
up Satan and achieve immortality and then it just 
fades out. What a waste of effort watching it.
Leo:   Actually, I thought it was brilliant – all the clues were 
there and they didn’t need to spell it out. Anyway, how 
can you portray immortality?
Nick:  Come on, the fact of the matter is with all the special 
effects they could have done something amazing. No, 
it’s just lazy fi lm-making.
Leo:   A lot of science-fi ction fi lms take that line, though. 
Look at Stanley Kubrick’s 2001, A Space Odyssey. The 
message isn’t clear at the end but it’s still a classic 
fi lm.
Nick:  Actually, I was bored stiff by it − no story line and then 
at the end, images of apes and a giant baby next to 
the Earth. What was all that about? There was no real 
message. Everyone was confused.
Leo:   Yes, but it was very unusual and made you think. Did 
you see that Danny Boyle fi lm Sunshine? Contrary to 
what most people think, he doesn’t always get it right.
Nick:  Too right. That fi lm was really good and had a lot of 
themes like the psychology of space travel and man’s 
role in the universe, and then Boyle ruined it by 
turning it into a horror movie at the end.
Leo:   I can’t argue with that. It didn’t fi t in at all with the rest 
of the fi lm. Anyway, let’s get a drink!
SPEAKING (page 100)
Activity 1b
87
A:  Hey you, what are you doing, reading? Shouldn’t you  be working on your novel instead? I thought you had to 
fi nish your manuscript this month. 
B:  I do. But, I’ve been trying to fi nish it and I just can’t get 
the ending right, so I decided to read a book my editor 
recommended. She said it might inspire me. 
A:  Oh. What’s it about? 
B:  Basically, it’s about story endings. It’s called The Seven 
Basic Plots. The author, Christopher Booker, argues that 
there are just seven basic story plots and endings. 
A:  Seven!? But surely the ending of a story depends on the 
writer’s imagination. 
B:  Well, actually not really. The fact of the matter is that 
every story ever told always follows one of these seven 
plots, or a variation or combination of them all.
A:  So, what are they? 
B:  Well, fi rst there’s the ‘overcoming the monster’ − when 
the hero tries to stop a dangerous being or force which is 
attacking their country.
A:  Ah, OK. Like the Terminator fi lms.
B:  Exactly. Then there’s the ‘rags to riches’ − when the hero 
starts off poor, but ends up rich and in love, you know, 
the typical Cinderella type of thing. 
A:   Ah, I do love a happy ending!
B:   Yes, well. Then there’s the ‘quest’ − this is when the 
main character goes on a dangerous journey to fi nd the 
treasure, often with a group of friends. The Indiana Jones 
fi lms always follow this plot. 
A:  Ah, I see. What others are there? 
B:  The ‘journey and return’ − the hero goes to a strange 
magical place but returns having learnt many valuable 
lessons about themselves: life, people … Just like in The 
Wizard of Oz for example.
A:   Ah.  Or Finding Nemo − Nemo’s father learns that it’s not 
the end of the world just because his son is growing up.
B:  Precisely. Then there’s ‘comedy’ and ‘tragedy’. 
Shakespeare used these plots all the time. A Midsummer’s 
Night’s Dream, Macbeth … Comedies are happy tales 
where something dark is keeping the hero and heroine 
apart, but in the end, after a series of amusing obstacles, 
they live happily ever after. And tragedies always have an 
evil villain as the main character who fortunately comes 
to a sticky end. 
A:  So, what’s the last type of plot?
B:  That would be ‘rebirth’.
A:  ‘Rebirth’? What like when the villain suddenly realises 
their mistakes and changes completely? 
B:  Well, contrary to what you might think, the main 
characters of these stories aren’t always villains. It’s 
usually just a normal person with normal weaknesses 

165. 165THAT’S ENGLISH!
who changes after an important event and becomes a 
better person, for example, Charles Dickens’ Scrooge, 
who changes after seeing the Christmas ghosts.
A:   I see. So, what ending are you going to choose?
B:   Oh, I have no idea! I’m at the end of my tether!
Activity 3
89
 1  Are you sitting comfortably? Then I’ll begin. There was 
once a princess …
 2   Back in the olden days when there was real magic …
 3   Far away and long ago …
 4   Once upon a time …
 5   In a nutshell …
 6   The moral of the story is …
 7   To cut a long story short …
 8   And for all I know, they are living there to this day.
 9   A long time ago in a distant land …
 10   In a faraway kingdom …
 11   They all lived happily ever after.
 12   But that’s another story.
SELF TEST (page 120)
Activity 5
91
Ally:   Hi there, Mike. Long time no see. How’s work going?
Mike:  It’s been tough but I can start to relax now that the 
hospital building project is fi nishing.
Ally:   I thought that fi nished last year!
Mike:  Contrary to what most people think, it’s only just been 
completed.
Ally:   Oh dear, what was the problem?
Mike:  The fact of the matter is, if the money hadn’t run out, 
we’d have fi nished a lot sooner.
Ally:   I suppose more taxpayers’ money was needed.
Mike:   Actually, we got some help from a generous benefactor.
Ally:   Well, the Health Service shouldn’t have to rely on 
benefactors.
Mike:  I suppose not. If we had known about the extra costs 
in advance, we would have changed the plans. But it 
was too late.
Ally:   Would you have taken the job if you’d realised all this?
Mike:  I doubt it − it’s been a nightmare. 
REVISION 2
LANGUAGE REVISION (page 102)
Activity 4b
92
1  You’ll help me with my homework, won’t you?
2  She’s changed her mind again, hasn’t she? 
3  He feels younger than he is, doesn’t he?
4  You’re at the end of your tether, aren’t you?
SKILLS WORK (page 105)
Activities 3a and 3b
94
Presenter:   In today’s programme we are pleased to welcome 
Jenny Harris and Bob Thurston for this week’s 
debate on retirement. Today we are discussing 
the following statement: There should be an 
obligatory retirement age for people in power. 
Let’s start with you, Bob. What are your thoughts 
on this?
Bob:   Well, I think it’s patently clear that we as a society 
have never got rid of leaders just because they 
are old. There are hundreds of examples of top 
leaders in politics, business and religion who are 
well past the recommended retirement age and 
yet are still doing a good job. Look at the Queen 
of England. She’s been on the throne since 1952 
and is still doing a fantastic job. 
Presenter:  What about you, Jenny?
Jenny:   I think the problem arises when the person in 
charge has a job for life and is not easily held 
accountable for their actions. If you can’t fi re 
someone, for example Supreme Court judges in 
the United States have their position for life, if 
you can’t fi re this person, but they aren’t doing 
the job well, then this can’t be good for society.
Presenter:   But how do you choose a defi nitive cut-off age?
Bob:   Can I just say, it’s one thing to allow people to 
choose to retire at the age of 65 or 70, but quite 
another to force them to stop working. As a rule, 
in the developed world our life expectancy is 
much higher, we are healthier and much more 
capable than 100 years ago. I don’t think it 
should ever be a question of imposing a specifi c 
retirement age on anyone. We should leave it up 
to the individual to decide when they feel they 
are no longer able or willing to do the job. Take 
the example of Pope Benedict XVI. He retired, 
and was the fi rst Pope to do so in 600 years, 
because he knew he was no longer physically 
or mentally up to the demands of leading the 
Church.
Jenny:    You have a point there, but it’s not fair to let 
our society depend on the personal decision 
of a single individual. After all, it might be the 
wrong decision. There are cases of leaders in 
their dotage who are not really capable, but who 
refuse to stand down and let a younger person 
take their place. Sometimes it’s even dangerous 
to have a person who is going gaga taking 
important decisions. No one is irreplaceable, 
there’s always someone to take their place 
who can do the job just as well or even better, 
especially if they are younger. 
Bob:   I’m not sure I agree with that. What about 
experience? And wisdom? Many leaders are 
in power precisely because they have the 
knowledge and maturity to deal with problems in 
a responsible way and make rational decisions.
Jenny:   I see your point, but how many years’ 
experience do you need to gain that wisdom? 
I agree that a 20-year-old may not typically be 
a good leader, but just look at the example of 
the business world. Why is it that only about 
2% of company directors in successful private 
businesses are over 70? Whilst in the US Senate 
for example the fi gure is nearer 20%, or in the 
Supreme Court nearly 100% of the judges are 
well past retirement age. If a business is doing 
well, you’d have thought that the director of 

166. Audio Scripts
THAT’S ENGLISH!
166
the board would be kept on no matter how old 
they are, but by and large, this doesn’t happen 
because it’s generally acknowledged that the 
older you are, the more diffi cult it is to work 
effectively and effi ciently.
Presenter:  So perhaps retirement is not the solution but 
instead a reduction in direct power. The value 
of wisdom and experience is obviously a huge 
factor, but maybe these leaders should move 
over to an advisory role after a certain time, you 
know, supporting the new leader with advice 
and the benefi t of their knowledge.
Bob:    That could be a way.
Jenny:   I’d agree with that.
UNIT 10. EXAM STRATEGIES
LISTENING COMPREHENSION I (page 108)
Activity 2
97
Conversation 1 
Angie:   Have I ever told you about the fi rst time I met Josh? 
Tina:   Wasn’t it when you were in a pub in Manchester?
Angie:  No, that was much later. I actually went to high 
school with him.
Tina:   Really?
Angie:   Yes, it was in the 90s and we were living in Sunderland 
because (‘cos) my dad had been transferred there 
for a year. So he took the whole family and there 
we were, new house, new school, new friends. You 
know, for a teenager it was quite tough.
Tina:   I’m sure it was.
Angie:  Anyway, I remember walking into the classroom 
and seeing a sea of strange faces, thinking I’d die of 
embarrassment. But in the end, everyone was pretty 
friendly, though they all had their groups. I ended up 
with the sporty lot and had fun with various athletic 
teams and the clubs. 
Tina:   What about Josh?
Angie:   Well, the funny thing is I thought he was a total idiot 
and I didn’t have much to do with him. His mates 
were the geeky Goth types, you know, all dressed 
in black and into electronics. I’m ashamed to say 
I ignored him for the whole year when we were 
there.
Tina:   Wow! And what did you do when you saw him 
again?
Angie:  To tell the truth, I didn’t even recognise him. It was 
a few years later. He knew who I was, but he didn’t 
tell me at the time. Just recently he told me the truth: 
he’d had a great evening pretending he’d never seen 
me before and listening to my stories of school as if 
they were new to him. Luckily, I don’t think I made 
any rude comments about him and his gang, or, 
if I did, he forgave me because (‘cos) we’ve been 
together fi ve years now!
Tina:   Does he still wear black?
Angie:  No, only when he goes to concerts of weird bands 
that I can’t get to like. I send him on his own!
Conversation 2 
Wendy:   Do you know who I met the other day? A woman 
called Jenny who says she knows you from when 
your children were at primary school together.
Lee:   Not Jenny Summers? 
Wendy:   I think so. Why the disapproving tone?
Lee:   Well, she’s not my favourite person although I did 
think she was nice enough when we fi rst met. It 
wasn’t till later that I realised what she was really 
like. 
Wendy: Tell me about it!
Lee:   Well, we got to know each other through the 
parents’ association. I always thought she was 
effi cient and practical, a bit bossy maybe, but 
generally wanting to help out and give the kids a 
chance. We got pretty friendly over those few years.
Wendy:  So what happened to change your mind?
Lee:   You know, the kids move on and we lost touch 
when they changed schools. But I ran into 
Danny, who had been on the association too 
and he told me the gossip. So, I found out that 
she’d only joined the parents’ association, and 
coincidentally offered her services as treasurer, 
you know, dealing with the accounts, collecting 
money from the others and paying bills, she’d 
only joined to get what she could for herself. She 
quietly slipped money out of the account and 
into her own pocket!
Wendy:   That’s awful! What have you done about it?
Lee:   The problem is that this was over fi ve years ago, so 
legally it’s hard to claim it back.
Wendy:   That’s unbelievable! I’ll think twice before inviting 
her over! 
Conversation 3 
Colin:  Hi Sam. Do you know my daughter, Sandra, is 
thinking of going into acting?
Sam:   Are you sure that’s wise, Colin? I mean, look at me!
Colin:  I think you’re one of the reasons why! After all, you 
have had a successful career in theatre. Anyway, 
I wanted to ask you about doing that course in the 
acting college. Would you recommend it?
Sam:   Well, it was a worthwhile experience, but at the time 
I didn’t enjoy it much because we were constantly 
put under pressure and I felt terribly anxious all the 
time. We had this amazing teacher but, boy, was 
he tough! I was always worried that I was doing 
something wrong and he never praised us, just 
criticised. 
Colin:   It must have been awful. 
Sam:   It was pretty stressful, but now I understand his 
methods. He really was one of the great acting 
coaches because he gave you the confi dence to face 
criticism and deal with it. That’s a powerful tool to 
have when you’re performing.
Colin:   Absolutely! So is he still teaching there?
Sam:   Sadly, he retired a couple of years ago and I’ve heard 
he’s gone gaga now, which is a real shame. He really 
had a brilliant mind and was very inspiring. So, I’m 
not so sure about the quality of the teachers they 
have now. Maybe Sandra should go and have a look 
around. 
Colin:   When is it a good time for her to go?
Sam:   I think they have open days in the spring, so if she 
gets in touch straight after Christmas she could sign 
up for one.
Colin:   That’s a good idea! 

167. 167THAT’S ENGLISH!
LISTENING COMPREHENSION II (page 108)
Activities 1, 2a and 2b
98
Presenter:  Good morning and welcome to today’s edition 
of Family Life. As we all know, in many families 
today both parents work so when it comes to 
the holidays, fi nding childcare is essential. While 
there are children’s clubs and camps, they can be 
expensive so, more and more, parents are relying 
on the grandparents to lend a hand. In the studio 
we have our experts, Janet Reynolds, the author 
of Parenting Alternatives and grandmother 
to two toddlers; and Michael Mailer, a child 
psychologist and also a grandparent. Welcome 
to the programme! 
Janet:   Good  morning. 
Michael:   Good morning. Thank you.
Activity 3
99
Presenter:  So, Janet. How common is it for grandparents 
to look after their grandchildren in the holidays?
Janet:    Well, in fact, it’s extremely common. It’s estimated 
that millions of pounds are saved by families 
because, instead of paying for independent 
carers, they have the grandparents taking care 
of children.
Presenter:  So while the parents are saving money, what 
about the expense for the grandparents? Are any 
of them paid to help out?
Janet:    This is a dilemma, particularly if the grandmother 
or grandfather has given up paid work to look 
after them. Most often, grandparents are 
not paid for their help from their children. 
Surprisingly, the average age of grandparents 
in this country nowadays is under 50, so they 
are often still working. In the school holidays, 
many spend their own holiday time with their 
grandchildren. However, the vast majority 
obviously don’t charge for the service although 
sometimes they do need help with expenses.
Presenter:  I can see that. So, Michael, what other issues 
arise with this army of child support helpers?
Michael:   In many cases, the arrangement is ideal. A lot of 
parents want their children to be brought up in 
a similar way to their own experience so there 
is clearly common ground there. The family ties 
are stronger than any fi nancial agreement, so 
the parents feel that their children are safe and 
well cared for. But there are a lot of pressures 
on parents these days from the huge amount of 
marketing around raising a child.
Presenter:   What do you mean?
Michael:   You know, the parenting guides that tell you 
your child should listen to classical music 
or eat organic food to be more intelligent or 
healthier. The advertising for accessories for 
babies and toddlers is very powerful, so young 
mothers and fathers sometimes feel that if 
they are not giving their children the best that 
money can buy, they are failing them in some 
way.
Janet:   That’s very true. And the grandparents are often 
of the opinion that it’s not so important to buy 
special baby-oriented products because they 
brought up their own children without those 
things.
Michael:   Yes, so there are sometimes confl  icts and parents 
worry.
Presenter:  So, is it a problem that grandparents are 
sometimes old-fashioned?
Michael:    The truth of the matter is that in areas such as the 
use of modern technology, like social media for 
example, older people fi nd it diffi cult to monitor 
and control what children are doing. This is an 
additional concern that they never had to deal 
with when bringing up their own kids.
Presenter:  Yes, it’s easy to see how that could cause 
diffi culties. And Janet, are there any other areas 
that create tension?
Janet:   Yes, there are often greater problems when 
the grandparents are from the father’s side. 
Although many parents share responsibilities 
equally, there is still a tendency for the mother 
to take the leading role in the children’s 
upbringing, so when the children are left 
with the in-laws, there are potentially more 
differences between their ideas of what 
constitutes appropriate ways of dealing with 
children and the mother’s.
Presenter:   So, are you careful with your daughter-in-law?
Janet:   Indeed! No, actually, we get on very well and 
I’ve learnt a lot from her too. The most important 
thing is respect, and letting grandparents spoil 
the children occasionally!
Michael:   That’s so true!
Presenter:   Well, thank you for coming into the studio today.
Answer Key
UNIT 1. MEMORY LANE
Don’t forget … (pages 8-9)
Activity 1 
Suggested answer:
I think I have a fairly good memory on the whole, but if I’m 
having diffi culties I fi nd associating words with pictures 
useful, or making up a story. For example, I could never 
remember my mobile phone number until I invented a story 
about each group of numbers. It starts 077 so that made 
me think of James Bond (007) and then it’s 39, so I repeat 
‘James Bond went up the 39 steps’, etc. When I’m busy at 
work I also write reminders on the back of my left hand in 
biro ink − it’s very useful!
Activity 2 
1   He forgot to turn the hosepipe off and he forgot why he’d 
gone to the shop.
2  Because the bonds have matured and they’re worth 
quite a lot of money. They need to take them to the bank 
tomorrow and she can’t remember where she put them. 
Activity 3
1  bus pass 3  forgetting little things 5  memory aids
2 stress  4 hosepipe  6 forgetfulness
Answer Key

168. Answer Key
THAT’S ENGLISH!
168
Activity 4
1  The man became a professional jazz trumpeter.
2  Mrs D found one of his records.
3  He used to sleep all day and practise the trumpet at night.
4  She is worried he may be getting dementia.
5  He fi nds the missing bonds as he remembered exactly 
where he had hidden them.
Activity 5
1a, 2a, 3b, 4a, 5b
Activity 6 
1  losing his marbles  4  senior moment
2  short-term memory loss  5  it feels like yesterday
3  it slipped my mind
Activity 7 
The main problem I have with forgetfulness is with new 
people’s names. Even if I’ve met them a few times when I 
need to mention their name I fi nd it’s slipped my mind, so 
now I write names down afterwards and that helps. Actually, 
I’m quite worried about my grandmother as she often has 
senior moments. At fi rst it was funny, but now she is having 
diffi culty remembering how to cook meals and even how 
to make a cup of coffee. The worrying thing is she doesn’t 
realise she has a problem so I think we need to speak to her 
doctor.
Activity 8a 
1  Student’s own answer.
2  the smell of fl owers, a special dish, a time of year, the 
sound of a favourite song and church music
Activity 8b
Nicole the smell of making soup
Glenn blues guitar music
Chelsi gospel music
Brandy the smell of sweet potato pie
David certain songs
Victor the smell of campfi res
Borislav smell of winter and of the fi rst snow fall
Samantha the smell of lavender fl owers
Activity 8c
1   Glenn: his father, Chelsi and Brandy: their grandmothers, 
Borislav: his parents
2   Borislav:  winter
3   Chelsi:  Alabama
4  Victor: friends gathered round having an excellent time, 
Borislav: snowball fi ghting with his parents
Activity 9 
1b, 2b, 3a
Activity 10
1  slipped my mind  5  reminds me of
2  senior moment  6  get a whiff of that smell
3  short-term memory loss  7  takes me straight back
4  losing her marbles  8  it feels like yesterday
Activity 11
For me, it’s the smell of fi sh and chips or rather the vinegar  on them. When I get a whiff of that smell it takes me straight  back to holidays by the sea and walking along eating fi sh 
and chips out of newspaper, listening to the waves crashing 
on the beach. And also the taste of vanilla ice-cream with 
chocolate sauce reminds me of being on the beach, building 
sandcastles and paddling in the sea. It was chilly, but we 
didn’t notice as we stood in the water eating ice-cream. It 
feels like yesterday.
READING (pages 10-11)
Activity 1
Student’s own answers. 
Activity 2a
1 c
2   Zoe lacked confi dence and found it diffi cult to concentrate 
as a child but now she doesn’t have those problems.
3  Rachel seems to be quite bossy and impatient but caring 
as well.
Activity 2b
1 fi 
2 fi 
3 H  She came across them while looking for the briefcase.
4 H  She thought his name began with ‘J’ − Joe or Jim. 
5 fi 
6 H  Only her grandfather. Zoe’s parents wanted her to 
try harder at school and were disappointed but her 
grandfather realised her strengths lay in doing practical 
things.
7 H  Rachel didn’t feel resentment towards Zoe.
Activity 2c
1  Rachel was successful at school and Zoe felt inferior 
because people always compared her to her sister, so 
their relationship wasn’t always an easy one. 
2  Zoe disappointed her parents with her schoolwork 
although they pretended not to mind.
3   Her grandfather understood she was not good at academic 
work but had practical abilities and encouraged her to do 
practical things.
4  Zoe realises that no one was trying to hurt her and that 
she was not an easy child to bring up.
5   They offer to take each other to lunch.
Activity 3a
1g, 2c, 3e, 4a, 5f, 6d, 7b
Activity 3b
1  it’s on the tip of my tongue
2  a trip down memory lane
3  if (my) memory serves (me) correctly/right/well
4  I’ve got a memory like a sieve
5  jogged my memory
6  the memories came fl ooding back
7  my mind’s gone blank
Activity 4
Suggested answers:
2  I heard a song on the radio that was a favourite when I 
was in high school. Fun, happy memories came fl ooding 
back.
3  I was with my mother the last time I took a trip down 
memory lane. We were remembering the years I was a 
child and it was fun to compare our different perspectives 
of the same memory.

169. 169THAT’S ENGLISH!
4  When I forget something I mentally take myself back in 
time, step by step, and I usually end up next to what I 
forgot.
5  All of the time! I tend to forget names and some names 
you shouldn’t forget – like your boss or child’s teacher.
LANGUAGE STUDY (pages 12-13)
Activity 1 
1  fond, vivid 3  long-term, short-term 5 haunting
2  elusive  4 retentive  6 vague
Activity 2a 
1  because it was growing over his fence and blocking the 
light into his house
2   to cut some branches off
3   to cut down the tree
4   stop  arguing
5  trying to injure Mr White, who was in the tree, because 
Mr Black had started cutting down the tree
6   Mr Black – for being unreasonable 
Activity 2b 
Verb pattern Verbs
verb + to
1
threaten
verb + somebody + to
2
persuade, 
3
warn, 
4
invite, 
5
encourage 
verb + -ing
6
deny
verb + preposition +
(something)-ing
7
object to, 
8
insist on
verb + somebody +
preposition + -ing
9
blame somebody for 
verb + to somebody +
about + -ing
10
complain
Activity 2c   
1  to … growing 7 to  13 for  19 to
2 to  8 to  14 damaging  20 to
3 about  9 of  15 on
4 to  10 trying 16 continuing 
5 to  11 doing 17 for
6 to  12 to  18 to 
Activity 3a  
1  beg   4 deny  7 threaten
2  refuse   5 blame  8 advise
3  accuse   6 encourage
 Activity 3b
2  Uncle Sam refused to lend me / us the money. 
3  Betty accused Nicola of stealing her husband.
4  Fred denied breaking / having broken the window.
5  Mum blamed Harry for missing / having missed the train.
6  My trainer encouraged me to try hard in the race.
7  Elliot threatened to tell (my / our) Mum if I / we didn’t do it.
8  Mrs Day advised me / us to get to bed early before the 
exam.
Activity 4a
1  He is annoyed. 
2   The staff hasn’t / haven’t done any of the things he wanted 
while he was away.
Activity 4b 
1  was going to 2  was about to 3  were going to 
Activity 4c
They used the past tense of ‘to be’ + going to/about to.
Activity 5 
2  We were going to install a new bathroom but we ran out 
of money.
3  He was about to start his speech when all the lights went 
off. 
4   They were going to tell their parents about the engagement 
but her father became ill. 
5  Sorry about the mess − I was going to clean up but I 
overslept. 
6   The wedding ceremony was about to begin.
7   He was about to start painting when the phone rang.
Activity 6a 
1  take frequent breaks, think about connections between 
ideas, eat healthily, get plenty of sleep
Activity 6b
2  negative consequences
Activity 6c
1 or else       4  If, don’t
2  If not / Otherwise  5  If not / Otherwise
3 or else       6  or else
Activity 7
1  was about to  6  to provide
2  to speak  7 knowing 
3  to jog her memory  8 trying
4  if not  9  or else
5  to believe  10 claiming
Food for thought (page 14)
Activity 1
Suggested answer:
My favourite foods as a child included desserts like lemon 
meringue pie, which I thought was absolutely delicious, but 
my taste for sweet things has diminished because now I 
fi nd it’s far too sweet. On the other hand , savoury foods I 
used to love like macaroni cheese and baked potatoes with 
melted butter are still very tasty and eating them takes me 
straight back to family dinnertimes when I was at school.
Activity 2 
1  When he started working in a restaurant as a porter he 
remembered his mother’s cooking and that made him 
want to open his own restaurant, where he could cook the 
dishes she used to make.
2   His favourite dish was egg curry.
3  After he had played football with his friends he used 
to come home and smell the egg curry his mother was 
cooking.
4   Smell and taste are closely associated with memory.
5  Smell is the most important because more than 75% of 
what we taste actually comes from our sense of smell.
Activity 3 
Student’s own answers. 
Activity 4 
1c, 2e, 3b, 4c, 5a, 6d

170. Answer Key
THAT’S ENGLISH!
170
Activity 5 
1  exciting, vibrant, noisy, lively, modern, crowded, etc.
2  shopping, sightseeing, cultural visits, sporting events 
Activity 6
1  the Big Apple, infl uential 5  Refl ecting, honours
2  8.5 million, 50 million, 5 6  treasured, vulnerable
3  Ellis Island, heritage 7  striking, determination, hope
4  ambitious, in particular
Activity 7 
My favourite national event which is commemorated is Guy 
Fawkes Night. It takes place in November on the 5th. We 
remember the time when in the 17th century Guy Fawkes 
and his group planned to blow up the King while he was 
sitting in Parliament but luckily, the plot was discovered just 
in time. Guy Fawkes was found guilty of treason and put to 
death by burning and we have bonfi res to commemorate 
the King’s life being saved. Actually, it’s rather horrible when 
you think about it, but it’s now an excuse to have fi reworks, 
hot dogs and an outdoor party where you can keep warm.
SKILLS WORK (page 15)
Activity 1a
Student’s own answers. 
Activity 1b 
1c, 2a, 3b, 4d
Activity 1c 
1b (fi shing with grandfather), 2 d (six years old) 3 c (I felt so 
cosy and safe) 4 a (You can get some detergent that’s meant 
to replicate that outdoor smell but it’s nothing like the real 
thing!)
Activity 2a
the sense of hearing
Activity 2b
1 fi
2 fi
3 H   Music seems to be connected more to the subconscious 
mind.
4 H  Smells recall individual memories, not shared 
memories.
5 fi
Activity 3
Suggested answer:
Whenever I hear the song ‘Red Red Wine’ sung by UB40 I 
am transported back to Laguna Beach when I was 15 years 
old. I can hear not only the lulling music and rhythmic beat 
through my headphones but also the waves crashing down 
on the beach. As I listen to the words of the song I can 
actually feel the sun on my skin and almost taste the strong 
smell of sun cream. I vividly remember the smell of the cool 
ocean breeze, the feel of hot sand beneath my feet and I can 
still see the surfers waiting for the next wave. I should listen 
to ‘Red Red Wine’ more often!
SPEAKING (pages 16-17) 
Activity 1a 
3
Activity 1b 
fi rst-hand experience, conversational style, humour
Activity 2 
1b, 2b, 3c, 4a
Activity 3a 
Creating interest in 
the story 
1
ever tell 
2
won’t believe 
3
happened 
Reminiscing about 
the past
4
that long ago 
5
picture it
6
back so many 
Organising ideas in 
chronological order
7
were planning 
8
was 
9
was going to 
Commenting on 
the outcome
10
nightmare 
11
well that ends 
12
pear
Activity 3b
Creating interest: Have you heard the story about … ? 
I’ve got a story about that …
Talking about … that reminds me of the time I …
Reminiscing: It feels just like yesterday.
I can almost smell the scent.
Organising ideas: I was about to …
Commenting: Every cloud has a silver lining.
Next time I’ll think twice!
Activity 4a
1  To begin with,   5  In the end, 
2  The thing is,  6 Luckily,
3  Anyway,   7 Actually,
4 Obviously,
Activity 4b
1  the thing is,   5  actually / amazingly
2  To begin with  6  In the end
3 Anyway  7 Amazingly
4 Obviously  8  In the end/Luckily
Activity 5a  
1  It doesn’t feel that long ago. 
2  I can picture it so clearly.
3  It feels just like yesterday. 
4  It brings back so many memories. 
Activity 5b 
Student’s own answers. 
Activity 6a
Suggested answers: 
Situations
Things that might have gone 
wrong
a breakdown in 
communication
extremely shy/aggressive/lack of 
experience …
problems on a 
journey
don’t speak language, bus/train 
breaks down, all hotels booked, run 
out of money …
a disappointing 
holiday
unfriendly people, bad weather, not 
what expected …
unexpected work 
problems
colleague(s) made redundant, 
broken photocopy machine, 
meeting rooms booked …

171. 171THAT’S ENGLISH!
Activity 6b
Suggested answer:
... as there wasn’t much traffi c. In fact, it was quite 
uneventful until we reached Austria. I can picture it all so 
clearly. The sky got darker and darker and great big fl akes 
of snow began to fall. Obviously we all felt quite nervous 
as we were driving up a mountain and it was an isolated 
area. Luckily, we came upon a small hotel where we 
stopped and they had rooms available. Would you believe 
that there was a snowstorm and we had to spend fi ve days 
in the hotel? In the end we were only able to ski for two 
days, but it was the best snow I have ever skied on. Thank 
goodness all’s well that ends well.
UNIT 2. LIFE-CHANGING EXPERIENCES
Learning from mistakes (pages 18-19)
Activity 1
1 movements 2 customers 3 shopping 4 deliveries
Activity 2
1  Omar is learning problem solving and people 
management skills. He’s also learning effective logistics. 
2  The deliveries to the school and accountancy fi rm get 
mixed up. Omar redirects the drivers and gets the correct 
orders ready for collection. 
Activity 3 
1 fi
2 −  He sends a taxi fi rm to pick up the delivery.
3 fi
4 fi
5 −  He sends an empty van to Northampton to pick up 
supplies.
Activity 4
1  An accountancy fi rm and a school were going to be 
affected.
2   He asks Bill not to deliver the package to the school.
3   He asks Steve to come back to the offi ce.
4   His manager gave him a counting frame.
Activity 5 
1a, 2b, 3b, 4a
Activity 6
1 understaffed      3  it’s not rocket science
2  broaden his experience  4  sort this out
Activity 7
Suggested answers: 
1  I once forwarded an email message to someone by 
mistake which contained a silly remark I had made about 
them. I was very embarrassed and now I never send 
anything by email that I wouldn’t be happy for anyone in 
the offi ce to read!
2  The big mistake I made when I started my new job was 
being unrealistic about how much I could do. I made 
promises I couldn’t deliver on and ended up working all 
night to try and do what I said I would do. I’ve now learned 
to be much more realistic and cautious and only say I can 
do things by a certain time if I’m sure it’s possible.
Activity 8a
Student’s own answers.
Activity 8b
These ideas were mentioned: away from parents for the fi rst 
time (Nicole), an accident or injury in childhood (Chelsi), 
being in a foreign country (George), observing how parents 
managed problems (Jameeka).
Activity 9a
1  Glen   3 Jameeka  5 Chelsi
2  Nicole and George   4 Kristen 
Activity 9b
1  and wrong’s wrong    4  being an outsider
2  by myself    5  develop empathy
3  struggled with   
Activity 10a
1  pick up   3  take on  5  work out
2  drop off  4  breaks down  6  free up
Activity 10b
1  struggle     3  being an outsider
2  by yourself    4  develop empathy
Activity 11
Suggested answers: 
1  I was an only child and very shy so I struggled with 
meeting people and making friends when I fi rst went to 
school. That all changed when I was a teenager, though.
2   The fi rst time I spent the night away from home by myself 
was when I was about 12 and I went to Scout camp. I 
remember lying in my tent and missing my parents and 
brother.
3  I really felt like an outsider when I worked for a big 
American bank. Most of my colleagues were American 
and there was a big cultural difference. I didn’t stay there 
for long. 
4  Parents need to tell children to think about other people’s 
feelings and say things like, ‘How would you feel if …‘ if 
they want to help them develop empathy for others.
READING (pages 20-21)
Activity 1
Suggested answers:
1  I’ve always found driving fast really enjoyable, but the 
government’s recent road safety speed campaigns have 
made me more aware of the dangers and I now drive 
much more carefully. 
2  I’ve never found staying out all night an enjoyable 
experience: I’m just exhausted after and it completely 
ruins the next day for me. 
3  The last time I slept under the stars was with friends in a 
forest and it was such a pleasant experience. The evening 
breeze caressing my face, the sound of the animals 
settling down for the night and the shooting stars made it 
all an unforgettable experience. 
4  I got lost in New York, which was a very frightening 
experience. I was afraid to ask people for help as I was in 
a rough neighbourhood and the people didn’t look very 
friendly. 
5  Doing a parachute jump was both unforgettable and 
exhilarating but I would never do one again!
6   As a man, I’ve never given birth. But I imagine it’s both an 
emotional and painful experience.

172. Answer Key
THAT’S ENGLISH!
172
Activity 2a 
Suggested answer:
Because it is highly competitive to get into university and 
you have to stand out from the crowd.
Activity 2b
1 fi  
2 fi 
3 H She says she has always been sceptical.    
4 fi 
5 H Kat vomited after drinking it.  
6 fi 
7 H  Afterwards, we all had a private interview with a 
shaman.
8 H The shamans were singing in the ceremony.
Activity 3a 
Student’s own answers.
Activity 3b 
1  magical   3 harrowing  5 intense
2  dreadful  4 calming  6 unsettling
Activity 3c
1  calming   3 dreadful  5 harrowing
2 unsettling 4 intense  6 magical
Activity 4a
Thrilling 
experiences
Positive 
experiences
Negative 
experiences
1
challenging
2
adrenaline-fi lled 
3
exhilarating
4
hair-raising
5
rewarding  
6
mystical
7
awful
8
weird
Activity 4b 
Suggested answers:
1  hair-raising / awful
2  magical / mystical / unforgettable 
3  rewarding / challenging / emotional
4 exhilarating 
5  unsettling / weird
6  harrowing / challenging / awful / dreadful
7  challenging / rewarding 
Activity 5 
Suggested answers: 
2 A:  I think the most rewarding experience of my life so far 
was when I fi nished the Boston Marathon. I had trained 
for one year and I was so proud when I fi nished.
 B:  That’s amazing! That is defi nitely a memory to always 
look back on.
3 A:  For me, hang-gliding is always an exhilarating, 
adrenaline-fi lled experience. There’s something about 
the take-off that always takes my breath away.
 B:  Oh my gosh, I could never go hang-gliding with my fear 
of heights but I do have the same feeling as you when I 
go scuba diving.
LANGUAGE STUDY (pages 22-23) 
Activity 1a 
1c, 2a, 3e, 4f, 5g, 6d, 7h, 8b 
Activity 1b 
1  had hardly slept  
2  so I woke up  
3  have always worried  
4  ‘ve been trying to learn 
5  ‘s taking yoga
6  seems to think relaxation
7  was sitting in the company reception area
8  had been sitting there all morning
Activity 2a
2b, 3a, 4e, 5a, 6d
Activity 2b
2  She can’t have met somebody special so fast.
3  She shouldn’t have rushed into it so quickly.
4  She might have found the man of her dreams.
5   She could/might have decided to wear a ring because she 
was travelling alone.
6  You should have gone with her. 
Activity 3a 
1 beginning  2 auxiliary
Activity 3b 
2  No sooner had we sat down to rest(,) than it started to 
rain.
3   Hardly had we started to build a shelter(,) when we saw a 
light in the distance.
4  Not only could we see a light(,) but we could also hear 
voices.
5   But no sooner had we started walking towards the light(,) 
than it disappeared.
6  Hardly had we recovered from our disappointment(,) 
when the light reappeared behind us.
Activity 4a 
1  what   3  how much  5  Is she?
2  who, what, when  4  Did you?
Activity 4b 
1  how much   4 who
2 what  5  Do you?, Wouldn’t you?
3  what, where
Activity 5a 
1 rising  2 strong  3 falling
Activity 5b
Student’s own answers.
Out of this world experience (page 24)
Activity 1a
Student’s own answers.
Activity 1b
learn Russian, learn spacecraft systems, learn to use the 
stars as a map, weightless training, learn to carry out 
experiments she would do in space
Activity 2
1a, 2b, 3b, 4c, 5c
Activity 3
Suggested answer:
I work in IT services and what counts the most is your ability 
with computers, so if you can demonstrate this and have 

173. 173THAT’S ENGLISH!
a lot of experience, then I think you can always get a job. 
Having said that, I think all colleagues have a university 
degree. 
Activity 4 
1  Canada    4 Jamaica
2  Australia    5 England
3  South Africa and Scotland    6 America
Activities 5a and 5b
1  the African-American community  
2  a traditional 19th century apartment building  
3  jazz in the past, gospel music now  
Activity 6
a 
1 music 
2  dance  
3  writing  
4 arts 
5  real estate prices / property prices / house prices 
b 
1  gospel music   2  musical   3 churches 
c 
1  community   2  school / high school / college
Activity 7
Suggested answers:
1  That’s easy! I’d give everything else up and study 
engineering. I wasn’t interested at all when I was younger, 
but I am now. It would mean I could continue working 
where I am in the construction industry but have a much 
more interesting job.
2   I think I would get a qualifi cation as an aromatherapist. It’s 
my hobby and something I’m really interested in, so I’d 
love to learn more about it. I don’t think I would give up 
my job and work in aromatherapy full time, but I’d like to 
be qualifi ed to treat people.
SKILLS WORK (page 25)
Activity 1 
Suggested answer:
… I am physically fi t, which you need for both of these 
professions and I imagine I would get addicted to the 
adrenalin-fi lled experience. However, I do think these 
high-risk jobs would be hard on my family. I believe that 
dedicated, focused and responsible individuals are the type 
of people to do these jobs.
Activity 2 
Suggested answer:
It is written that the reason why the 40 people who could 
have stopped to help David Sharp didn’t do so was that 
they would have put their own lives in danger. However, 
many people thought that it was more important to those 40 
people to get to the top of Mt Everest than to help a dying 
man.
Activity 3
Suggested answers:
1  Because the human body can’t function normally at 
8,000 m above sea level. It is impossible to survive more 
than 48 hours, even with an oxygen tank. 
2  Some effects of Mt. Everest commercialisation are that 
trekking companies accept people on expeditions who 
are physically unprepared for the harrowing conditions. 
Some clients expect to reach the summit no matter what, 
even if it means taking unnecessary risks.
Activity 4a
1  The fi rst was the competition to provide the best ‘client 
experience’ by getting their clients to the summit; this 
meant the guides made bad decisions and took risks. The 
second was a violent snowstorm.
2  He descended to rest, rehydrate and get supplies and 
oxygen so he could go back and help the others descend. 
3  Krakauer believed that if Boukreev had stayed with the 
group, then his experience would have helped prevent 
even more deaths.
Activity 4b 
Rob Hall (Adventure 
Consultants)
Anatoli Boukreev 
(Mountain Madness)
1
extremely 
2
mountaineer
3
really 
4
popular
5
build relationships
6
share his expertise
7
fi t
8
fast
9
athletic
10
climber
Activity 4c
Suggested answer:
I can see why Boukreev was thought to be lazy if he 
didn’t help his clients enough with things like putting 
up their tents, providing moral support and creating a 
team atmosphere. But, in the end he managed to save 
all the members of his team. If I had paid a lot of money 
for a trekking expedition, I would have been put out that 
the organiser didn’t help out with the basic things like 
putting up tents. But when it comes down to it, it’s the 
real experience that you want. If it weren’t for Anatoli’s 
expertise, strength and stamina all of the people on the 
expedition would have died. Rob Hall was very personable 
but at the end of the day many people on his expedition 
died. I don’t agree with the journalist at all.
WRITING (pages 26-27)
Activity 1
1 CV  3 competition  5 skills/qualifi cations
2 summary  4 concise  6 skills/qualifi cations
Activity 2a
1  He’s looking for a mountaineering job, probably at a 
managerial level, in a consultative capacity.
2 Skills: strong leadership skills, entrepreneurial skills
  Experience: experienced as a guide, expedition leader, 
organiser, consultant, safety conscious, extensive 
contacts, and client satisfaction
 Qualifi cations: IFMGA certifi cation 
Activity 2b
1b, 2c, 3a
Activity 3a
2 high-end  6  career path
3 tenacious  7 results-oriented
4  proven track record  8 driven
5 resilient 

174. Answer Key
THAT’S ENGLISH!
174
Activities 3b and 3c
Professional terms Personal attributes
in a consultative capacity
high-end companies
a proven track record 
career path
meet/miss a deadline  
gain invaluable insight into
pursue a career in
tenacious  
resilient  
driven  
results-oriented 
conscientious   
innovative   
practical  
well-rounded
meet/miss a deadline
Activity 4a
1 -ing form  4  apart from
2  having + past participle/past tense 5 thus
3 after
Activity 4b
1  Being highly motivated and driven, I am not afraid of 
challenges.
2  I had gained some hands-on experience, thus improving 
my prospects.
3   Before starting my degree course, I took a gap year.
4  While working part-time, I studied for my degree. / I 
studied for my degree while working part-time.
5  Having studied programming at college, I have no 
diffi culty in working with computers.
6  As well as gaining insight, I want to make a valuable 
contribution.
7  Besides having a proven track record in my fi eld, I have 
received two awards.
8   Never missing a deadline, I have maintained a reputation 
for excellence.
9   In addition to constantly exceeding expectations, I always 
strive for perfection. / I constantly exceed expectations in 
addition to always striving for perfection.
Activity 5a
Suggested answer:
Who you are
Qualifi cations: clean driver’s licence
Experience: extensive experience working on engines, 
competition driver
Your skills and personal qualities
communication, problem-solving and networking skills, 
results-oriented, team worker
What you could bring to the company/your career goals
goal to work as a team manager, experience as a mechanic, 
driver, team member
Activity 5b
Suggested answer:
…Not only do I have extensive knowledge of engines 
having worked for Renault dealerships and the Renault 
Formula 1 team, but I also have fi rst-hand experience as an 
international competition driver.
As well as having excellent communication skills and 
being a results-oriented team worker, I also have strong 
problem-solving skills, allowing me to effectively manage 
the commercial and technical aspects of the team. I would 
be able to obtain sponsorships with my solid networking 
skills and contacts.
Now looking for an opportunity to take my career to the 
next level as Commercial Director. With my knowledge and 
experience, I could make a valuable contribution to your 
company’s Formula 1 team.
UNIT 3. LAW AND ORDER
I spy with my little eye (pages 28-29)
Activity 1a
2
Activity 1b
bribery, insider trading, selling information, cybercrime
Activity 2
1  Because Danny thinks that passing over company 
information is a white-collar crime and he doesn’t want to  go to jail.
2  Danny gives Richard false information about a client’s 
marketing plan.
Activity 3
1  Richard suggests that Danny passes some information 
about Danny’s client accounts to him. 
2  Danny is shocked and worried at the idea of committing 
a white-collar crime and refuses to accept Richard’s  proposal.
3   Richard doesn’t agree that stealing information is a crime; 
to him, it is just doing someone a favour.
4  Karen points out that stealing information is a serious 
crime and can result in going to prison.
Activity 4
1 fi
2 H  A former employee at Danny’s company was involved 
in stealing information and faced criminal charges.
3 H  Danny passes on false information to Richard (about a 
marketing plan for one of his clients).
4 H  Danny’s reward is not only the satisfaction of having 
done the right thing, but also getting promoted.
Activity 5 
1a, 2a, 3b, 4b
Activity 6
1  white-collar crime  3  insider trading
2  cracking down on  4  do time in jail
Activity 7
White-collar criminals often end up in open prisons  where they have quite a lot of freedom but perhaps they  could use the time better by teaching other prisoners to  read and passing on their IT skills. This is productive and  engages the offender in the community and builds a sense  of responsibility. However, it isn’t a good idea for some  offenders to mix with more anti-social prisoners so I think  keeping non-violent offenders apart from serious criminals  is desirable as the former won’t be corrupted or harmed by  the more violent prisoners.
Activity 8 
1  Student’s own answers.
2   d (Glenn, Chelsi, Thierno, Stephen), e (Glenn) and f (Thierno)
Activity 9a
1  Glenn, Chelsi, Thierno and Stephen 4 Chelsi
2  Robert and Glenn  5 Thierno
3 George

175. 175THAT’S ENGLISH!
Activity 9b
1  that’s over the top  3  it’s more than justifi ed
2  That’s a tricky one
Activity 10a
1b, 2c, 3a
Activity 10b 
1  white-collar crime  5  Insider trading
2  that’s over the top  6  Doing time in jail
3  cracking down on  7  it’s a tricky one
4  is more than justifi ed
Activity 10c
Suggested answers:
1  I feel it’s more than justifi ed to expect criminals to pay 
some compensation to their victims.
2  Punishments such as long prison sentences are over the 
top for non-violent crimes, something like community 
service or probation would be more appropriate.
3  In cases where it’s just someone’s word against another 
person’s it’s a tricky one, but the judges are experienced 
in knowing if someone is telling the truth.
Activity 11
Generally speaking, crime can’t be justifi ed but 
sometimes there are circumstances which should be 
taken into account. Such as if a family member assists 
a terminally ill person to end their life as it is very 
distressing if someone asks for your help when they are 
suffering. It would be very diffi cult to refuse and if the 
ill person writes a statement that they wish to die and 
has it witnessed by a doctor or lawyer, then the helper 
shouldn’t be prosecuted.
Each case should be judged on the facts because in some 
cases there are valid reasons why the offender committed 
the crime even though it was technically illegal.
READING (pages 30-31)
Activity 1
Suggested answers:
1  I think that crime is defi nitely increasing.
2  I live in the centre of Madrid and it’s possible to be 
pick-pocketed or have your house broken into. There isn’t 
a lot of violent crime. Now there is more graffi ti, more 
gangs and drug use.
Activity 2
1c, 2e, 3f, 4g, 5b, 6a, 7d 
Activity 3
1   £670 million was stolen through online fraud last year.
2  Heroin addicts were responsible for 50% of crime from 
the early 80s.
3   51% of the population have been affected by online crime.
4  Since 2005 the majority of drug users have died or 
recovered.
5   In the 70s there was a huge rise in thefts from cars.
6  By the late 90s thefts from cars were increasingly rare as 
car alarms became standard.
7   Only 32% of online crime victims had reported it.
8  47% of victims didn’t know where to report online 
crime.
Activity 4 
Suggested answers: 
1  In general, people do not feel like crime has decreased 
but that it is actually rising. (‘Stop anyone in the street in 
Britain and ask them about the crime rate and the answer 
will invariably be it is rising.’)
2  It caused a rise in non-violent crime as it was easy to 
commit the crime. For example, breaking into a car. 
[‘Acquisitive crime (based on obtaining money, rather 
than acts of violence) such as burglary and car theft rose 
rapidly in the 1980s alongside a dramatic increase in the 
use of heroin and unemployment.’]
3  Some researchers believe that there is more crime when 
it is easy to commit that crime. There is less crime if 
there are more preventative measures like car or house 
alarms. (‘Some researchers believe acquisitive crimes rise 
when the opportunity to commit them is facilitated and 
decreases when there are better deterrents.’)
4  It has been discovered that the lead in petrol contributes 
to antisocial behaviour and brains are vulnerable to 
damage. (‘The idea is that the removal of lead from petrol 
has reduced anti-social behaviour in young people, as 
research indicated that developing brains were especially 
vulnerable to damage from lead.‘)
5   It keeps them occupied and off of the streets. Rather than 
doing acts of vandalism they are now using their mobiles, 
tablets and computers and following social media. 
(‘Vandalism and anti-social behaviour in teenagers is 
thought to be due to the rise in the use of smart phones 
and computer gaming. Rather than be on the streets 
causing trouble young people entertain themselves on 
social media.’)
6  The government is investing more money in fi ghting 
cybercrime. They have also created a UK fraud centre 
called Action Fraud. [‘Subsequently the government is 
devoting more resources to fi ghting cybercrime and 
publicising Action Fraud’ (the UK fraud centre).]
7  People who start off cheating in online games often start 
to commit more serious Internet crimes. (‘Interestingly, 
recent research shows that people who commit 
cybercrime often begin by cheating in online role-playing 
games. Although stealing gold in computer games seems 
trivial it has been shown to lead to more serious crimes.’)
8  The author feels that it is not possible to determine if the 
crime rate is increasing or decreasing until new or existing 
online crimes have been investigated more thoroughly 
and more people begin to report online crimes. (‘Until 
modern crime developments are accurately reported and 
prevented, that question cannot be answered.’)
Activity 5a
drug dealing, burglary, scams, phishing, cyber bullying, 
harassment
Activity 5b
1 scam  3 burglary  5 harassment
2 phishing  4  drug dealing  6  cyber bullying
Activity 5c
1  Burglary   3 harassment  5  drug dealing
2  cyber bullying  4 phishing  6 scam
Activity 6
1  … receptive. Parents should try and monitor what 
their children are doing online, perhaps by having the 

176. Answer Key
THAT’S ENGLISH!
176
computer in the lounge and not in the bedroom. There 
are many apps nowadays to help parents protect their 
children by blocking certain functions, certain numbers or 
SMS messages.
2  ... just delete the email. Those emails try to get our debit 
or credit card numbers, our bank account number, even 
our social security number. They tend to request personal 
information, contain attachments and links. Don’t open 
the attachments or click on the links or answer the email. 
Make sure you use the anti-spam fi lter on your computer 
and have a good anti-virus program.
LANGUAGE STUDY (pages 32-33) 
Activity 1
 1  have been charged  12  could have been prevented
 2  had been arrested  13  are being increased
 3  was found   14  is guarded
 4  were released  15  will be spent
 5  were seen  16  will have been completed
 6  were being fi lmed  17  we‘ll never suffer
 7  were criticised  18  are to be released
 8  had been triggered 19  was to have been rewarded
 9  had announced  20  is being looked
 10  must be found  21  will (soon) be caught
 11  have lost 
Activity 2 
… It is believed that Mack is on the run in Ireland. He 
is known to have committed / It is believed that he has 
committed several bank robberies this year. He is thought to 
get help / It is believed that he gets help from his extended 
family there. Mack is estimated to have stolen / It is believed 
that Mack has stolen over £1 million in banknotes recently. 
He is expected to change / It is believed that he will change 
his appearance through plastic surgery. Mack is believed to 
be too clever to ever be caught. / It is believed that he is 
too clever to ever be caught. He is said to have hidden / It 
is believed that he has hidden a fortune in gold in Ireland. 
He is understood to have bribed / It is believed that he has 
bribed police offi cers to protect him in the past.
Activity 3a
3
Activity 3b
1  Domestic abuse  5 shoplifting
2 assault  6  copyright infringement
3 manslaughter  7 intimidation
4  petty crime  8 assassination
Activity 4a
1  death penalty  5  suspended sentence
2  fi ned    6  prison sentence
3  community service  7  on parole
4  on probation  8  life sentence
Activity 4b 
1  on probation   5  prison sentence
2  suspended sentence  6  death penalty
3 fi ned    7  life sentence
4  on parole   8  community service
Activity 5 
 1 infringement /TnHfrTndAm’nt/
 2 harassment /HhSr’sm’nt/
 3 cyber bullying /HsaTb’( r)/ /Hb liTE/
 4 intimidation /TntTmTHdeTN( ’)n/
 5 assassination /’GsSsTHneTN( ’)n/
 6 manslaughter /HmSnGslLIt’( r)/
 7 community  service /k’HmjuIn’ti/ /Hs!I( r)vfis/
 8 on probation /n/ /pr’HbeTN( ’)n/
 9 suspended  sentence /s’HspendTd/ /Hsent’ns/
 10 death penalty /de/ /Hpen( ’)lti/
Activity 6
1  oughtn’t / ought not to have lied
2  shouldn’t / should not have done
3  ought to have acted
4  oughtn’t / ought not to leave
5  should be
6  should have got
Activity 7
1  has been arrested   7 scam
2  is known to be  8 intimidation
3  petty crime  9  should have
4  was convicted   10  was set up
5  drug dealing  11  had been downloaded
6  was believed   12  Copyright infringement
Putting things right (page 34)
Activity 1 
No, I don’t think they get enough support from the justice 
system. However, in my hometown and all over England 
there is a huge charity that gives support to victims of 
crime. It has been around for years. But I do fi nd it sad that a 
charity had to be created in order for victims to get the help 
they need and deserve.
Activity 2
1c, 2a, 3d, 4b
Activity 3
1  It was introduced because victims of crime often feel 
ignored and under-represented.
2  It benefi ts victims by giving them an opportunity to meet 
the offender, explain how they feel about the crime, and 
get answers to their questions.
3  It isn’t compulsory because if the offender isn’t willing to 
contribute, it will harm the victim and do no good for the 
offender.
4  Viv felt sorry for the burglar because she realised that he 
was really frightened.
5  Taking part enables criminals to explain their actions, 
apologise, understand the impact of their offence and 
helps them not to commit crime in the future.
Activity 4 
Absolutely not. How would our society function without 
traffi c laws, property laws, etc.? It would be complete chaos 
without them.
Activity 5
1d, 2c, 3e, 4a, 5f, 6b
Activity 6
2
Activity 7
1 fi

177. 177THAT’S ENGLISH!
2 fi
3 −   Their main problem is getting people to understand that 
not all police offi cers are bad and they are trying to take 
care of the community.
4 −  Beacon Hill is an affl uent area.
5 −  Boston is very close to Harvard, one of the most 
prestigious universities in the world.
6 −  Even if you are a strong athlete, you fi rst need to learn 
how to balance the shell/boat.
Activity 8
Many laws connected with driving and parking are unfair 
because they seem to be a way of making money out of 
drivers − for example, if you are caught on camera stopping 
in the middle of a road junction. In fact, the traffi c is often so 
busy in places that it’s impossible not to stop. One council in 
London makes £4 million a year from 2 junctions like that! 
I’d like to see changes such as reducing parking fi nes and 
not allowing fi nes from cameras at road junctions. They 
could control the traffi c better by putting in a roundabout.
SKILLS WORK (page 35)
Activity 1
Student’s own answers.
Activity 2
The writer has a positive attitude.
Activity 3
a  There is one gun for every single person in the US.
b  In some years in Japan the death rate from gun crime is 
as low as two.
c   In 2008 the US had over 12,000 deaths from gun crime.
d  In 2008 Japan had 11 deaths from gun crime.
e   Japan introduced a law in 1958 forbidding the possession 
of fi rearms.
f   There are 300 million fi rearms in the US.
Activity 4
1 fi
2 −  There is very little gun crime in Japan.
3 fi
Activity 5a
1 strict  2 relaxed  3 relaxed  4 strict
Activity 5b
AgeLicence
Psych
test
Further details
1 25 Yes Yes toy guns banned
2 
Doesn’t 
say
Yes
Doesn’t 
say
unlimited hunting guns; 
other types of guns 
permitted e.g. antiques
3 18
No. 
Permit 
for some 
guns.
Yes
two guns issued to men 
over 18, completed 
military service; can 
carry in public places
4
Doesn’t 
say
Yes Yes
automatic weapons 
banned in 1996; police 
don’t carry guns.
Activity 6
... Brazil, you can see that there is no relation between gun 
ownership and safety. You must be 25 years old to buy a gun 
in Brazil, you can’t carry it out of your house and you must 
have a licence. Every three years the owner pays a fee to 
register the gun. Despite these precautions, 36,000 people 
were killed by fi rearms in 2010. If guns were made illegal the 
terrible crime rate in Brazil would surely decrease.
SPEAKING (pages 36-37)
Activity 1
Serious crimes: dangerous driving, computer hacking 
Minor offences: dropping litter, shoplifting, vandalism
Activity 2a
dangerous driving
Activity 2b
1 with  3 with  5 that  7 about
2 with  4 on  6 over  8 on
Activity 2c 
1d, 2b, 3a, 4c
Activity 3
1 with 2 with 3 on 4 that 5 with 6 over
Activity 4a
1 So do I  4 I couldn’t agree more
2 Neither do I  5 I’m with you on that
3 Me neither
Activity 4b
b
Activity 5a
They are discussing the case of a teacher that had a 
relationship with one of his students.
Activity 5b
Partial agreement
2   I agree with you up to a 
point but …
6   I know what you mean but …
Partial disagreement
5   I don’t really see it like that 
myself.
7   Well, that’s one way of 
looking at things.
Strong disagreement
1   That’s absolute rubbish! 
3   I can’t go along with you 
there.
4   Nonsense!
8   It’s true, I’m telling you!
9   You must be joking!
Activity 6a 
Student’s own answers.
Activity 6b 
1c, 2b, 3a
Activity 7 
Anika:   Have you read about the case of cyber bullying in 
the news?
Phillip:  Oh, the one where the young woman harassed 
someone with text messages? And she was given 

178. Answer Key
THAT’S ENGLISH!
178
200 hours of community service as punishment? I 
couldn’t agree more with the sentence as I feel that 
it really wasn’t that big of a deal. 
Anika:   You must be joking! Harassment is a real issue. The 
poor girl has had to go to therapy.
Phillip:   That’s rubbish Anika! She could have deleted the 
‘bully’ from her contacts any time. She didn’t have 
to read all of those messages.
Anika:   I’m with you on that. But maybe some young 
people don’t realise that’s an option. I think we need 
to educate primary and secondary students on how 
to stay safe from cyber bullies.
Philip:   So do I. But I still think that the sentence this bully 
got was excessive.
UNIT 4. REGRETS… I HAVE A FEW
No regrets (pages 38-39)
Activity 1 
Suggested answers: 
1  I agree. I could have learned how to play the piano and 
speak French if I had taken it more seriously.
2   I disagree. I think we all have regrets about something.
3  I disagree. Fortunately I make a conscious effort to think 
about whether I will have any regrets before making a big 
decision.
Activity 2
1   Aunt Flora refused to put her cats outside when Julia was 
visiting. She asked Julia to leave and they haven’t been in 
contact since then.
2   She wants Julia to take a trip on the Orient Express so that 
she doesn’t have any regrets. 
Activity 3
1a, 2a, 3a, 4b, 5b, 6a
Activity 4
1 H  Bridget is happy that Julia did spend time with Aunt 
Flora over the last few months and that now she has 
good memories and no regrets.
2 H  Julia has had lots of messages of condolence so Aunt 
Flora must have had many friends.
3 fi
4 fi
5 H   Aunt Flora leaves Julia all her money with the condition 
that Julia uses some of it to take a trip on the Orient 
Express.
6 H  He says that she was one of a kind. 
Activity 5
1  regretted doing  4  will/’ll never regret
2  regret not having  5  will/’ll live to regret it
3 regretting 
Activity 6 
Suggested answer: 
It’s really easy to do or say things you might later regret 
when you’re angry. So if possible, avoid it, walk away from 
the situation and wait until you’ve calmed down. Another 
good piece of advice for living a life free of regrets is not 
to procrastinate or put things off. Otherwise, time goes by 
and you’ll regret to discover that it’s too late to do what you 
wanted when you could.
Activity 7a
The majority were philosophical and only two speakers 
expressed regret for things.
Activity 7b
1  Kirsten, Glenn, Chelsi, David, George and Borislav all 
repeat ‘what’s done is done’ in their answer.
2   David and George admit to feeling regret.
3   David talks about a healing process for regret.
4   Chelsi and Victor mention learning from mistakes.
5   Nicholas thinks that regret is the worst of feelings. 
Activity 8
1  shouldn’t regret it  4  stand by it
2  with that mindset  5  let things drop
3  move on from  6  drop the leftovers
Activity 9a
1  falling out  4  took offence
2  threw out  5  made up with
3  getting rid of
Activity 9b
1e mindset  3b move  5c leftovers
2a drop  4d by
Activity 10
Suggested answers:
1   Even though I’ve got some big regrets in my life – mainly 
to do with wasted opportunities, I tend to spend less time 
worrying about the past as I grow older. 
2   I’m the kind of person who tends to worry, so it’s probably 
true to say that I do spend time regretting things I have 
and haven’t done. I have the habit of thinking that I could 
have done things better and I worry about the impression 
I’ve made on people. 
READING (pages 40-41)
Activity 1a  
1b, 2c, 3a
Activity 1b 
1 embalmed  3 soul  5 remains
2  next life  4 bury  6 crypt
Activity 1c
1 bury  3 embalmed  5 soul
2 crypt  4 Remains  6  next life
Activity 2
An article about the book ‘The American Way of Death’.
Activity 3
Suggested answer:
She thought that the industry made funerals generally very 
expensive and that undertakers were prepared to exploit 
and even lie to the relatives of the dead in order to make 
greater profi ts.
Activity 4
Suggested answers:
1  Being a communist, she was against the idea of making 
profi t using people’s grief.
2  Undertakers pressured vulnerable relatives to choose 
expensive funeral arrangements to prove how much they 
loved the deceased.

179. 179THAT’S ENGLISH!
3  The coffi ns were made with expensive materials like 
marble, bronze, ebony and silk.
4  They claimed that it was better for public health and it 
psychologically helped the mourners. 
5   It forced the government to make new laws to help protect 
people. 
Activity 5
2 funeral  6 undertaker
3 cremation  7 grief
4  coffi n / casket   8 mourning
5 grave  9  the deceased
Activity 6 
1 funerals  4 mourning  7 grave
2 deceased  5 undertakers  8 buried
3 corpse  6 coffi n  9 cremated
Activity 7 
Suggested answers:
2  I’m Vietnamese and I practise Buddhism. Before a loved 
one is buried, a lucky date must be chosen. The funeral 
lasts three days; day one the deceased is put into a casket, 
day two visitors come to mourn and on day three the 
casket is buried. The family has a special celebration to 
honour the deceased 49 and 100 days after the funeral. 
There are many more parts to the funeral such as 
cremation, incense burning and the presence of monks.
3  I would like my life to be celebrated by my closest 
family and friends spreading my ashes in the Pyrenees 
Mountains, where I have some of my best memories.
4  At my funeral I would like to have a traditional Catholic 
mass, but with a lot of singing. Afterwards I would like to 
have a celebratory luncheon at my favourite restaurant for 
all of my family and closest friends paid by me. It would 
be therapeutic for my loved ones if everyone stood up 
and told a favourite story about me.
LANGUAGE STUDY (pages 42-43) 
Activity 1a
1  b, f 2  a, c, d, e
Activity 1b
1  simple past  2 had
Activity 2
1  didn’t talk   7 hadn’t complained
2  could   8 had spent
3  got on, with    9 hadn’t moved in
4  had    10 had been
5  didn’t live    11 had learned
6  didn’t spend    12 had listened, talked
Activity 3a
1 past  2 more
Activity 3b 
1  not having been, not having tried   
2  working, missing  
3  not expressing  
4  not staying in touch  
5  not having let    
Activity 3c
Suggested answers:
2   I regret having studied business. I think I would have been 
much happier working as a primary teacher.
3   I wish I didn’t smoke. / I wish I hadn’t given up my studies 
so early.
4  Sometimes I think, if only I was less stubborn, my life 
would be a lot easier.
Activity 4a
Student’s own answers.
Activity 4b
1  pass away, passing  5  condolence cards
2  loved one, the deceased  6  show support
3  the bereaved  7 loss
4 grieving  8  heartfelt sympathies
Activity 4c
1  passed away   5 bereaved
2  heartfelt sympathy  6 deceased
3  show our support  7 grieving
4  condolence / sympathy card   8 loss
Activity 5a
the second version
Activity 5b
1  Please accept our heartfelt sympathies for your loss. fi
2  We are thinking of you at this diffi cult time. fi
3  I’m so sorry to hear of your loss.  fi
Activity 6a 
2  not getting into a course (possibly at university)
3  losing an apartment
4  closure of a business
Activity 6b
1  regret, inform, no longer  3 Unfortunately
2  sorry, unsuccessful  4  with regret
Activity 7
Suggested answers:
A:   I regret to tell you that your request for a bank loan has 
been denied.
B:   You mean that I won’t be able to buy a fl at?
A:   Unfortunately your credit rating isn’t very solid and you 
haven’t had a stable job for two consecutive years.
B:  Oh, I’m heartbroken. I so wanted to move out of my 
rental apartment.
Saving the Earth (page 44)
Activity 1a
1  Climate, patterns
2  Habitat, grow, destroyed
3  Invasive, environment, dominate, species
4  Poaching, hunting, fur
5  Deforestation, cut down
Activity 1b
The success story is the reintroduction of the short-haired 
bumble bee to the UK.
Activity 2
1  half, next 100 years  4  one million, go extinct
2  10,000, single year  5  97%, wildfl ower meadows
3  more than half, past 40 years
Activity 3
Student’s own answers.

180. Answer Key
THAT’S ENGLISH!
180
Activity 4
1  In New Zealand the speaker regrets that anybody with 
enough money is allowed into the country; she thinks that 
having people with skills is more important. In Australia, 
the speaker regrets the way that people who want to 
immigrate are treated.
2  The UK and the US. In the US, the speaker regrets that 
the law which kept commercial and investment banks 
separate was revoked because he thinks it was the cause 
of the 2008 economic crisis. In the UK, the speaker regrets 
cuts in public spending, especially for healthcare.
3   The speaker from Canada talks about shame in relation to 
the way the Native Americans were treated.
4  The speaker from India regrets that India was divided on 
the basis of what languages people spoke in the different 
regions when it became independent.
Activity 5a
Student’s own answers.
Activity 5b
food supplies, water supplies, disease (dysentery), (very) 
hot weather, Native Americans
Activity 6
1b, 2b, 3a, 4a, 5b
Activity 7
Suggested answer:
I regret how much everybody has become attached to 
technology and their mobile phones. I think it’s had an 
effect on the way people communicate with each other 
and if I could change anything, I would like that to be less 
important.
SKILLS WORK (page 45)
Activity 1 
Student’s own answers.
Activity 2a 
Suggested answers:
1  … not having learned to live in the moment and be 
grateful for what he has while he has it.
2   … buying an expensive apartment.
3  … not having helped a teenage girl she saw out in the 
street on a cold, rainy evening.
Activity 2b
1 fi
2 H  He says he doesn’t regret living life to the fullest.  
3 H  She wishes she had followed her own instincts.
4 fi
5 fi
6 H  She was frightened of the unknown and not knowing 
what to do.
Activity 3a
3
Activity 3b 
a  The 12 negative emotions of which regret is the most 
benefi cial.
b  Regret is the second most commonly expressed 
emotion.
c   A quarter of the people who buy their own homes regret 
having done so.
Activity 4
Suggested answers:
1  … I’m not so stubborn about always being right. I really 
should have apologised the very next day. Another thing 
that I regret is not having gone to my grandmother’s 
funeral when she passed. It would have meant a lot to my 
grandfather if I had been there.
2  I regret not having travelled more. My mother always 
told me, ‘Travel when you’re young!’ but it never 
seemed to be a good time. Instead of traveling after 
university I went straight to work and rather than use 
all my holiday I worked in order to get promoted. I did 
very, very well at my job and became the Vice President 
of the company but all the travel I did was from one 
business meeting in London to another in Japan. Now 
that I’m older and retired I can’t climb Machu Picchu or 
climb to the top of St Paul’s Cathedral. I should have 
followed my mother’s advice and travelled for pleasure 
when I was young.
WRITING (pages 46-47)
Activity 1
Student’s own answers.
Activity 2a
1  Jack is apologising to Nigel because he asked Camilla, 
Nigel’s ex-girlfriend, or a girl he used to like / had a 
relationship with, to a party and Nigel was upset about it.
2  He says he didn’t realise that Nigel still had feelings for 
Camilla (I thought you had got over Camilla / I didn’t 
realise you were still so into her)
3   The second email is less formal in style and uses informal, 
colloquial expressions such as drop you a line, sort out 
this mess, etc., which is the best for writing to a friend.
Activity 2b
1  Email 1: I owe you an apology, I am most truly sorry, I 
hope you will be able to forgive me 
   Email 2: Sorry I haven’t been in touch, I’m really sorry if 
you think I was out of order.
2  a to make up; b to put something behind you
3  (I’m) Sorry I haven’t been in touch; (I) Hope we can catch 
up soon.
Activity 3a 
 1 On the other hand, maybe
 2 Our friendship means a lot to me.
 3 I am really sorry if you think I was out of order.
 4 make up after the incident
 5 I decided to drop you a line
 6 I am really sorry 
 7 Perhaps I was a bit tactless.
 8 I hope we can sort out this mess.
 9 I just didn’t realise you were still so into her.
 10 I should have realised how you felt, but I just didn’t.
Activity 3b 
1 going  4 thinking  7 all
2 things  5 note  8 get
3 touch  6 sorry  9 up
Activity 4a
1  In reality  3 Anyway,
2  The thing is  4  On the other hand,

181. 181THAT’S ENGLISH!
Activity 4b
1  People say that I treated her badly, but in reality, that 
wasn’t what happened.
2  It’s terribly sad that it had to end like this. Nevertheless, I 
think it was inevitable given the circumstances.
3  I deeply regret what happened. On the other hand, it 
wasn’t entirely my fault.
4   The thing is, Freddie wants to go out with me. I didn’t tell 
you before because I thought it might upset you.
Activity 5a
Suggested answers:
Event to 
apologise for
Describe what 
happened
Reasons to 
justify your 
behaviour
I said some 
terrible things 
to my friend.
I had had too 
much to drink at 
a party. I need 
to apologise for 
what I said.
Explain I had drunk 
too much. I was 
less inhibited and 
said things I should 
never have said.
Activity 5b
Suggested answers:
Reason for writing and expected outcome
getting in touch to apologise
hope we can make it up / (meet and) sort it out
What you regret
regret drinking too much
Explain or justify
felt like really enjoying the party
can’t hold my liquor
said things that are not true but it was alcohol talking
Admit your fault
know I can’t drink and shouldn’t have
Apologise
really sorry
please forgive me
Hopes for the future
let’s meet for a bike ride
Activity 6
Suggested answer:
... and I owe you an apology. You know that I can’t hold my 
alcohol but I felt like celebrating on Saturday. Admittedly, 
that was a very bad decision. Despite what I said to you, it 
was the alcohol talking, not me. I regret having drunk that 
whisky. I’m really sorry. How about meeting up for a bike 
ride this week? Please accept my apologies.
Your buddy, 
Joe
REVISION 1
LANGUAGE REVISION (pages 48-49)
Activity 1 
1  was nicknamed  9  was clearing
2  was known  10 entered
3  had just returned  11 left
4  was spending  12  had heard / heard
5  was thinking  13  couldn’t have seen
6  had gone  14  were arrested
7  were sitting  15  were sentenced
8 had gone / went
Activity 2 
1 intimidation  3 sentence  5 acquisitive
2 infringement  4 manslaughter  6 cybercrime
Activity 3
 2  Don’t forget your notebook. Otherwise, you’ll get into 
trouble in class. 
 3  Hardly had we got home when the storm started. / We 
had hardly got home when the storm started. 
 4  If only I had realised he was upset, I wouldn’t have 
ignored him. 
 5  He regrets having cheated in the exam yesterday. / He 
regrets cheating in the exam yesterday.
 6  A prize of € 200 will be given to the best entry for the 
competition. / The best entry for the competition will be 
given a prize of € 200. 
 7   I wish I had taken the job.
 8   No sooner does he see a mistake than he has to make a 
comment. 
 9   The bench in the park has been stolen. 
 10   I regret to tell you that you haven’t obtained a grant for 
your research. / I’m sorry to tell you that you haven’t 
obtained a grant for your research.
Activity 4
2   He accused her of taking the money.
3  He apologised (to them) for not replying / having replied 
to the invitation.
4   She refused to leave the shop until she got a refund.
5   He/She denied telling / having told John the password.
6  He/She threatened to call the police if the youths didn’t 
leave.
7   He complained to me about the pollution in the city.
8   He begged her to reconsider her decision.
Activity 5
2   where  4   what, how much 6   Were  they
3   Didn’t  she 5   Has  he  7   Has  she
Activity 6
1 towards  5 with  9 along
2 away  6 in  10 up
3 on  7 on  11 of
4 for  8 on  12 with
Activity 7
1b, 2c, 3e, 4a, 5f, 6d, 7h, 8g 
1  bucket list  5  death penalty
2  suspended sentence  6  track record
3 attention-grabbing  7  loved one
4 hair-raising  8  drug dealing
Activity 8
1 petty  6 rewarding
2 embalmed  7 Innovative
3  weird / unsettling  8 encouraging
4 disappointing  9 short-term
5  unsettling / weird  10 retentive

182. Answer Key
THAT’S ENGLISH!
182
Activity 9
1  buried   6 manslaughter
2 sieve  7 jog
3  thereby   8 remains
4 scam  9 mourning
5 diary  10 released
SKILLS WORK (pages 50-51)
Activity 1a
Student’s own answers.
Activity 1b
1 3 2 2 3  1, 2 4 1 5  1, 2 6 3
Activity 2 
1a, 2c, 3c, 4a, 5b, 6c
Activity 3a 
1c (B) 2a (W) 3d (B) 4b (W)  5e (B)
Activity 3b 
1c, 2d, 3e, 4b, 5a
Activity 4
1 terribly  4 wish  7 warned
2 thing  5 hope  8 Actually
3 should  6 intend
Activity 5b
Suggested answer: 
... He worked as a mechanic and although he wasn’t 
well-paid, he had a stable job. 
Eight years previously, he’d had a bad car accident which 
damaged two of the bones in his spine and left him with 
constant back pain, so he had to take painkillers. The 
doctor gave him a prescription for the medicines; as 
they were very strong, you couldn’t just buy them at the 
chemist’s.
Anyway, one day Charles met a man called Jerry in a 
bar and they became good friends. He noticed that Jerry 
seemed to be in pain and suggested that he try the same 
medication he had been taking for the last eight years. 
Jerry told him he didn’t have medical insurance to get 
a prescription for the drug, so Charles offered to sell 
him some of his own supply. But it all went pear-shaped 
because it turned out that Jerry was a police informant, 
so when Charles took the money for the drugs he was 
arrested and eventually sentenced to 25 years in prison. 
He obviously lost his job and his family now have no 
money. 
Personally, I think that the sentence was far too harsh. 
He wasn’t really a drug dealer and in many ways he was 
tricked by Jerry to sell him the medicine. It’s not fair to put 
a man with a family to support and no other convictions 
in prison for 25 years. I agree up to a point that the law 
has to be followed, but I think he should’ve been given a 
suspended sentence and if he offended again he’d go to 
jail.
Activity 6
1a, 2b, 3a, 4a, 5b
Activity 7
1  Having   4  thus gaining
2  As well as having   5  In relation to
3  I don’t regret
Activity 8
Suggested answer: 
... my main employment to date has been in the fi nance 
department of a global logistics company. I have had 
extensive experience of working with accounting programs 
and use Excel on a daily basis. As well as providing 
administrative support to the department, I have also held 
the position of personal assistant to the vice-chairman 
which has given me valuable knowledge of dealing with 
people and correspondence.
Able to meet deadlines in a constantly changing 
environment, I am very fl exible and have a proven track 
record in effectively completing projects on time. My ability 
to think ahead and anticipate problems by offering creative 
solutions is one of my strengths and I am always prepared 
to go that extra mile to get a job done.
Now looking for the opportunity to be part of a team that has 
vision and hoping to use my skills to help you develop your 
business. My interest is primarily in the opportunities that 
this post offers for professional advancement as I would like 
to move on from administration into the fi eld of business 
management. 
UNIT 5. AGE IS NOTHING BUT A NUMBER
As young as you feel (pages 52-53)
Activity 1
I agree with the statement because people are living much  longer and healthier lives nowadays. So, whereas in the  past 60 was seen as being old, today many people in  their sixties are travelling all over the world and taking up  adventurous hobbies. They would say true old age is 80 or  90. If you feel young at heart, your actual age is irrelevant  to how you live.
Activity 2
1  Danny thinks life was easier when his father was his age 
because it was easier to get a job and rents were much  lower.
2  Danny is jealous of his father. Also, he doesn’t want 
Roxanne to take his mum’s place, and he has to work  harder than his father did.
Activity 3
1 H  Danny is sarcastic and rude to his father when he tells 
Danny he should be enjoying life at his age.
2 fi
3 fi
4 H  He doesn’t; he’s just shocked by the news.
5 H  He doesn’t; he tells Danny to relax and that there is no 
need to get anxious.
Activity 4
1  Anthony thinks Danny’s breakfast is very fattening.
2  Danny is upset/angry. He reacts by talking sarcastically 
about his father’s healthy breakfasts.
3   His aunt’s partner is fi fteen years younger than she is.
4  It is positive because Anthony feels they are the happiest 
couple he knows.
5  Roxanne apologises because she thinks they were 
insensitive in the way they told Danny about the baby.
6   Roxanne expected Steve to be against having a baby and 
she was surprised that he was excited about it.

183. 183THAT’S ENGLISH!
7  Roxanne had eye problems and consulted Steve at the 
eye clinic.
Activity 5
1a, 2b, 3b, 4b
Activity 6
1  it was not really my thing 3  landed on his feet
2  It takes one to know one.  4  worked up
Activity 7
To tell you the truth, I do often feel a lot of younger retired 
people have landed on their feet because they were able 
to retire at 55 or 60 and now the retirement age has gone 
up to 67 and even 70. That seems a huge jump. Also, those 
younger retired people often have a lot of money to spend 
on expensive holidays and leisure which I don’t think I will 
have, as pensions are getting smaller. So, yes. I do feel 
envious at times.
Activity 8
1  Student’s own answer. 
2  a (Glenn, David, Thierno, Stephen, Tina, Samantha), c 
(David), d (Brandy)
Activity 9a
Glenn: yes
It’s the best he’s ever been.
Nicole: no
She would like to speed it up a few years and be fi nished 
with education.
Brandy: no
She would like to be younger and have fewer responsibilities.
David: yes
He is no longer naive and dumb but he can still enjoy the 
simple things in life.
Thierno: yes
He feels he is now a man at 30 and is proud of it.
Stephen: yes
He doesn’t regret getting older. He feels getting older is a 
beautiful experience.
Tina: yes
She takes time to appreciate life.
Samantha: yes
She feels she has plenty of time ahead and can do things 
she wants to do.
Activity 9b
1 turned  2  coming of age  3 gift
Activity 10a 
a3, b1, c2
Activity 10b
1  coming of age  5  it’s not really my thing
2 turned  6  It takes one to know one
3 gift  7  worked up
4  landed on his feet 
Activity 11
At times I’d like to return to being at high school because 
I used to have great fun with my close friends and spend 
hours chatting and joking but now I’m so busy and stressed 
I hardly see my friends. I didn’t realise how much freedom 
we had to waste time and not worry about how to pay the 
bills.
READING (pages 54-55)
Activity 1a 
1 infancy  5  middle age
2 childhood  6  old age (elderly)
3  youth    7 dotage
4  young adulthood 
Activity 1b
Suggested answer:
I completely agree with Gabriel García Márquez. My mother 
is 80 and although her body has aged, mentally she still 
feels like a woman in her thirties.
Activity 2a 
Stage 2: childhood, lines 7-9
Stage 3: youth, lines 9-11
Stage 4: young adulthood, 11-16
Stage 5: middle age, lines 16-20
Stage 6: old age (elderly), lines 20-26
Stage 7: dotage, lines 26-29
Activity 2b
1   Shakespeare uses a stage in a theatre to describe human 
life. People are just actors in a performance. Each person’s 
life is like a play with seven acts or stages.
2    The boy’s attitude is rather negative. The boy is described 
as ‘whining’ which shows he is miserable and complaining 
about going to school. He ‘creeps like a snail’, i.e. walks 
very slowly as he goes ‘unwillingly’ to school.
3  The young man in love is sad: he’s sighing like the wind 
and singing sad songs.
4   The soldier is shown as boastful, quick to get angry, eager to 
defend his honour, quick to fi ght even when he is in danger.
5  The judge seems to enjoy eating and talking. He is 
portrayed as fatter, less vigorous, calmer and wiser and 
more serious about life. 
6   The old man is described as being very thin: his stockings 
are far too big − ‘a world too wide‘ for his thin legs − ‘his 
shrunken thighs’. Shakespeare also makes fun of the old 
man’s voice which used to be big and manly, but is now 
very high and ‘turning again to childish noises’.
7  Shakespeare seems to fi nd stage seven a sad one as 
he uses the term ’oblivion’ to show how the man’s life 
becomes nothing and he loses every aspect of his senses 
and fi nally everything, even his life.
Activity 3a
1  few fi nd it comfortable
2  as well as less toxic gold
3  hardly rocket science!
4  but these results have not yet been replicated
5  no doubt these will continue
Activity 3b
1b, 2a, 3b, 4a, 5a
Activity 4a 
a school reunion
Activity 4b
1d, 2e, 3a, 4b, 5f, 6c
Activity 4c
1  a ripe old age  4  going gaga
2  in the bloom of youth 5  knee-high to a grasshopper
3  the wrong side of 40  6  in the prime of life

184. Answer Key
THAT’S ENGLISH!
184
Activity 5 
Suggested answers: 
2   I think adulthood, specifi cally late 30s and early 40s is the 
prime of life. You are still young and fi t enough to travel 
and enjoy life but not as naïve and inexperienced as those 
in the bloom of youth.
3   On the days when I feel overweight and stressed out with 
work and responsibilities, I would say yes. 
4  I don’t think living past 85 is desirable. You would most 
likely have poor health and problems with your memory.
LANGUAGE STUDY (pages 56-57)
Activity 1a
The best and worst thing about being the age you are.
Activity 1b 
1  don’t have to 5  had to  9  ’ll have to
2  don’t need to 6  didn’t have to 10  ’ll need to
3  have to  7  need to
4  needed to  8  won’t have to
Activity 1c
Present 
obligation
Present lack 
of obligation
Present 
necessity
have to
don’t have to
don’t need to
need to
Past obligation
Past lack 
of obligation
Past necessity
had to didn’t have to needed to
Future 
obligation
Future lack 
of obligation
Future 
necessity
will have to won’t have to will need to
Activity 2
1  didn’t have to  5 don’t have to 9  won’t have to
2  had to   6 need to  10  will need to
3  needed to   7 don’t need to
4  have to   8 will have to
Activity 3a
1  She is satisfi ed with her life at present.
2  She is dissatisfi ed with her past life.
Activity 3b
1  didn’t need to  2  needn’t have wasted
Activity 3c
1b, 2a  
Activity 4
1  didn’t need to take  4  needn’t have bothered
2  needn’t have done  5  needn’t have done
3  didn’t need to go  6  didn’t need to paint
Activity 5
1  Everyone gets, no one is 5  Few, know
2  anyone, tell   6  nobody, cares; nothing, is
3  More, is  7  None, makes
4  several, are  8  Little, is
Activity 6a
The people are in their 90s and are doing very adventurous 
things.
Activity 6b
1a, 2b 
Activity 6c 
1  Not at all  4  Whatsoever, at all
2  At all  5  Whatsoever, at all
3  Whatsoever, not at all
Activity 7
2   The teenagers weren’t bothered at all by the loud music.
3   Nothing whatsoever prepares you for having a baby.
4   No one at all found the exam easy.
5   We had no rain whatsoever last month. 
6   We have no time whatsoever left. / We have no time left at 
all.
7   Nobody at all had seen the accident. 
8   She was not at all pleased with the results.
Activity 8a 
Sally is feeling stressed as there is a lot to do before the 
party.
Activity 8b
1 doing  3  needs to be  5  no need
2  needs   4  needs to be
Activity 8c
1 doing  4  to bother  7  to worry
2  be replaced 5 removing
3 fi xing  6  be raised
When I’m 64 (page 58)
Activity 1
Many retired people I know play golf and have joined many 
activity clubs. In fact, I can think of different people I know 
who do each these activities, apart from playing in a band.
Activity 2
1b, 2d, 3a, 4c
Activity 3
1  Newly retired people.
2  George’s group are not goal-oriented; they are not 
interested in focusing on achievements and producing 
winners. They welcome people who come from all walks 
of life, including those who just want to enjoy taking 
exercise.
3   A quarter of the UK population will be over 65 by 2030.
4  The two key factors are having good health and enough 
fi nancial resources (‘your health and your wealth’).
5   People worry about poor health, boredom and loneliness.
6  Chris feels people shouldn’t lump people all together, 
that is treat all older people the same, as everyone is an 
individual until the day they die.
7  Chris thinks that the things that she used to be hung up 
on when she was younger, the things that used to worry/
bother her, have disappeared so she is happy as she is. 
She also has a more positive attitude to life.
Activity 4
Unemployment is a major problem as there aren’t enough 
training opportunities in practical jobs, like building and 

185. 185THAT’S ENGLISH!
engineering. Additionally, young people who want to go to 
university now have to pay huge fees and they then start 
their careers with an enormous debt. It’s also very diffi cult 
for young people to afford to buy their own home as they 
can’t save enough to pay the large deposit required.
Activity 5
1e; 2d; 3a,d; 4f; 5b,d; 6d; 7d; 8c
Activity 6
Student’s own answer.
Activity 7
1 fi
2 −  They used to be happy to sleep under the stars or in 
small tents but now they expect more comfort.
3 fi
4 fi
5 −  There are many different kinds in spring, summer and 
fall. 
6 −  The diffi culties are due to the tide and the wind.
7 fi
Activity 8
On the whole I think young people have physically easier 
lives than in the past because they start work at a later age. 
For example, my great-grandparents left school at 14 to 
start work and had no access to higher education whereas 
now, many students don’t fi nish their education until their 
mid-twenties. Also, people can delay starting a family but in 
the past, many women had had 5 or 6 children by the time 
they were 30. I think young people have greater freedom 
and fewer responsibilities in many ways than in the past, 
despite other pressures.
SKILLS WORK (page 59)
Activity 1 
Cher thought the man was being not only sexist but also 
ageist.
Activity 2a
1d, 2e, 3b, 4a, 5c
Activity 2b
1  No she didn’t.
2  The reading of the poem Warning inspired Sue Ellen to 
give her friends red hats on their fi ftieth birthdays. They 
would go out to tea wearing red hats and purple outfi ts.
3  She feels that women need encouragement to enjoy life 
and have fun as they get older.
4  She promised to get a red hat tattoo if the number of 
chapters reached 10,000 because she thought it would 
never happen.
5   Attitudes are changing because there is a growing number 
of senior citizens and they have spending power and 
political views which cannot be ignored by governments 
or businesses.
Activity 3a 
1 fi
2 −  Only women usually dress in traditional clothes.
3 fi
4 −  In the past the ceremony used to signify being ready for 
marriage and adult responsibilities, but not now.
Activity 3b
Student’s own answers.
Activity 4 
Suggested answer:
… are when you’re in the prime of life. To tell you the truth, 
being a teenager can be an anxious time, but by your late 
20s you’ve hopefully grown in confi dence and feel sure of 
your own identity. You don’t only feel more confi dent but 
your mind is sharp and you tend to be open to new ideas. 
Oh! And don’t forget that you’re probably fi t! All of these 
things make it ideal to travel. On the downside, people in 
their late 20s or early 30s don’t always have a lot of money, 
so travelling fi rst class probably isn’t an option.
SPEAKING (pages 60-61)
Activity 1a 
2
Activity 1b
Suggested answer:
I don’t agree that ‘youth is wasted on the young’. I enjoyed 
being a child, a teenager and a young adult. And now I am 
enjoying being a 65-year-old retired engineer. Your life is not 
over when you begin to age and it’s not natural to want to 
stay young and beautiful forever.
Activity 2a
1   For a college project: to fi nd out their views on being young.
2  Speaker 2
3  Speaker 1
Activity 2b
1  hard   5 truth  9 time
2 precise  6 run  10 rule
3  do   7 account  11 large
4 whatsoever  8 things   
Activity 2c
Expressing tentative opinions
I’m in two minds about    
To the best of my knowledge
In my humble opinion 
Expressing strong opinions 
There’s no doubt in my mind  
Considering other points of view
But then again  
All the same 
Making generalisations
Typically
Activity 3 
2  But then again  6  There’s no doubt in my mind
3 Byand large  7 Most of the time
4 Butin the long run  8 Asa rule
5 I’min two minds about
Activity 4a
2
Activity 4b
1  Can you imagine how different life will be in 30 years’ 
time?
2  Have you thought about how much we develop from 
birth?
3   Has everyone realised they need to prepare for retirement 
now?
4   Will you have different problems in 20 years’ time?

186. Answer Key
THAT’S ENGLISH!
186
Activity 5a 
1d, 2g, 3a, 4c, 5i, 6h, 7f, 8e, 9b
Activity 5b
The expressions used to show the sequence are: g, i, f, b
Activity 6a 
Suggested answer:
1   three stages: childhood, young adulthood and dotage
2  Childhood: parenting, to be provided with shelter, 
healthcare and education, good diet
   Young adulthood: self-suffi ciency, have a job, possibly a 
relationship
   Dotage: constant medical care and supervision, family 
visits 
3  dotage; must have someone to monitor your health
4  emotional and fi nancial support, regular visits from family
Activity 6b
Suggested answer:
What is the most challenging stage of life? Infancy? 
Adolescence?
In this talk I’m going to focus on childhood, young adulthood 
and dotage. I certainly do feel that childhood should be a 
time of fond memories and physical and mental growth 
but we must also take into account that all children must 
be provided with shelter, healthcare and education and a 
good diet. Moving on to young adulthood … unlike children, 
young adults are generally self-suffi cient. Some will have to 
compete for a good job, even sacrifi cing a relationship for 
their career.
And last but not least, of all the stages of life I feel that 
dotage is the most challenging. This is becoming a very 
important issue as longevity increases. Typically the 
declining elderly need someone to make sure that they 
are properly taken care of as they are unable to look 
after themselves. Both emotional and fi nancial support 
needs to come from family and friends, which is why it 
is very important that they are visited on a regular basis. 
As a rule, the government should provide a subsidy for 
nursing and medical care and medicine to take some of 
the stress off the sandwich generation. It is impossible for 
families to support their children and parents at the same 
time. I’d like to fi nish off with a quote from Daniele Petrie, 
‘Yes, the experience of all stages of life are valuable, not 
just youth’.
UNIT 6. MIND YOUR MANNERS
The right time (pages 62-63)
Activity 1
Suggested answers:
1  For me, an ideal romantic marriage proposal would be in 
my favourite place (the mountains), at my favourite time 
of day (sunrise or sunset). Since I’m not usually up at 
sunrise, it would have to be sunset.
2   A perfect wedding for me would be informal but with lots 
of people – all my friends and family, with nobody left out. 
I would like the service to be outside in the summertime 
and for there to be lots of music and dancing with a live 
folk band.
Activity 2
1  Omar suggests asking Bridget’s father permission fi rst, 
singing his proposal or taking her for a romantic dinner. 
Karen suggests doing something more modern, such as 
an Internet proposal.
2   Bridget has a lot of work to do and does a lot of overtime 
with very little time off. 
Activity 3
1 a  going down on one knee 
 b proposing like Mr Darcy does 
 c  asking Bridget’s father for permission to marry her 
 d proposing by internet 
 e  a singing proposal 
 f  putting a ring in a glass of champagne
2   She says that she would be betraying their dearest friend 
Bridget.
3  It’s too old fashioned for the 21st century.
4  An internet proposal.
Activity 4 
1 fi
2 H She fi nds it diffi cult to take time off. 
3 H   She interrupts Anthony’s proposal because she has hay 
fever and she can’t be in the countryside. 
4 H   Anthony takes Bridget there because he thinks it will be 
romantic to propose to her in an old church.
5 H  Anthony drops the ring when he bumps into the 
photographer.
6 H  Bridget proposes to Anthony by texting him.
Activity 5 
2  help themselves  5  takes a break
3  on the house  6  made for each other
4  doing overtime
Activity 6
Suggested answer:
I sold my house at just the right time because the market was 
strong and I got a really good price for it. If I’d waited longer 
I would have been affected by the economic recession. It 
would have been much more diffi cult to fi nd a buyer and 
I would have had to accept a much lower price. Because I 
sold at the right time, I made a profi t of more than € 50,000 
and I was able to move to Barcelona. 
Activity 7a
1  Student's own answers.
2  The majority prefer informal celebrations.
Activity 7b
1  Brandy and Nicholas  4 Nicholas
2  Nichole, Victor, Stephen and George  5 Brandy
3 Chelsi  6 Thierno
Activity 8
1  a fan of  4  against the grain
2  be about me  5  I live by
3  be held up  6  challenge for me
Activity 9a
1  dressed up  4 conform 
2  focused on  5  held up
3 interacting
Activity 9b
2  challenge for me   4  to be about him
3  live by (the motto)  5  his own person

187. 187THAT’S ENGLISH!
Activity 10
Suggested answer:
I love formal celebrations because they feel special and 
I don’t think there are enough of them anymore. I love it 
when everyone makes the effort to dress up and there’s a 
real sense of occasion.
READING (pages 64-65)
Activity 1a
1   The language used in courtrooms by the judges, barristers 
and jury is formal.
2  A wedding can be informal or semi-formal, as it depends 
on the guests: family, friends, work colleagues, contacts, 
etc.
3  Work meetings and dinners are formal: the participants 
probably don’t know each other and have no previous 
relationship.
4   The adult and child interaction is informal. 
Activity 1b
1d, 2c, 3a, 4b
Activity 1c
Formal words: similar to Spanish (cognates) are all of Latin 
origin: express, gratitude, assistance, permission, conclude, 
opinion, soliciting, fi nal
Informal: bye-bye, thank you for coming, it’s been great to 
have you with us
Activity 2a
1
Activity 2b
1  They come from the French, which was the language of 
the ruling class, government and politics.
2   Latin root words were spoken by the ruling class so those 
who use these words sound upper class and haughty. 
Anglo-Saxon root words are more common in everyday 
spoken English. 
3   The word is government.
4  Spanish speakers show deference by using the formal 
form of ‘tú’ (‘you’), which is ‘usted’; English speakers 
show deference by using indirect language, passive voice 
and noun phrases.
5  You will recognise a lot of the more formal Latin root 
vocabulary and this will be to your advantage in more 
formal situations such as business meetings or for 
academic English.
6   Because she is so important that of course you should be 
pleased to meet her; it shouldn’t be necessary to say so.
Activity 3
1   whilst
2   assimilate
3   the only danger being that
4   inappropriate
5   the use of the passive
6   characteristic  of
7   they are better avoided
8   to which it is essential to draw your attention
Activity 4a
A
1  The French language was used as a mark of refi nement 
and erudition. 
2   People used French to indicate that they were refi ned and 
well-educated. 
3   People used to speak French to show how posh and clever 
they were.
B
1   The consumption of food is forbidden on the premises.
2   You are forbidden to consume food in the building. 
3   You aren’t allowed to eat in here.
C
1   Prior to the discovery of penicillin, serious infections were 
incurable.
2  Before penicillin was discovered, it wasn’t possible to 
cure serious infections. 
3  Before we found out about penicillin, we couldn’t cure 
serious infections.
Activity 4b
2   The French language was used
3   It was impossible to cure
4   Prior to the discovery of penicillin
5   refi ned and well-educated
LANGUAGE STUDY (pages 66-67)
Activity 1a
2  a customer, formal  4  a colleague, informal
3  her boss, formal
Activity 1b
1  Can you   5  Do you mind
2  Would you mind   6  Is it OK
3  you would like   7  Do me a favour
4  Could you possibly 
Activity 2
Suggested answers:
Situation 2:
A:  Do you mind if I use the meeting room tomorrow? I need 
somewhere quiet to make some phone calls. 
B:   Very well, but make sure you leave it tidy. (formal)
A:  Is it all right if I use the big meeting room tomorrow? I 
need somewhere quiet to make some phone calls. 
B:   OK. I don’t see why not. (informal)
Situation 3:
A:  Could you possibly make me a cup of coffee? I’d really 
appreciate it.
B:   Yes, of course. (formal)
A:   Do me favour and make me a cup of coffee. I’m exhausted.
B:  OK then. (informal)
Situation 4:
A:  Would you mind taking a photo of us?
B:   Yes, OK. (formal)
A:  Could you take a photo of us, please?
B:   Sure, no problem. (informal)
Activity 3 
1d, 2b, 3e, 4a, 5c, 6g, 7h, 8f
Activity 4
2   After his departure, things improved considerably.
3  Prior to the discovery of America, tomatoes were not 
cultivated in Europe.
4   The loss of the contract was a great disappointment (to us).

188. Answer Key
THAT’S ENGLISH!
188
5   The division of the country into independent regions was 
a grave error.
6   The discussions were interminable.
Activity 5
2   The meeting was postponed until tomorrow.
3   It is assumed that the management will intervene if there 
is a problem.
4   Staff numbers have been reduced.
5   A potential solution was proposed two years ago.
6  The installation of CCTV is being considered by the 
university.
Activity 6a
1  very or a lot
2   Intensifying adverbs make language more precise as well 
as richer and more interesting.
Activity 6b
1  bitterly   3 highly  5 ridiculously
2  deeply   4 strongly  6  absolutely, utterly
Activity 6c
1  deeply, bitterly 3 bitterly  5 ridiculously
2  highly, absolutely  4 strongly  6 highly
Activity 7a
1  Should you ever meet the Queen,
2  Had I not had etiquette lessons before …
3  Were I to meet her Majesty again …
Activity 7b
1  infi nitive  2 past  3 future
Activity 7c
Suggested answers: 
1  … most defi nitely refuse!
2  … music … tried to learn to play a musical instrument.
3  … sent me abroad to learn English.
4  … travel the world.
Activity 8a
1  Under no circumstances should you say …
2  Never in my life have I been …
Activity 8b
2  Little did they know what was about to happen.
3  No sooner had I arrived than I was put to work. 
4   Under no circumstances should you tell anyone what you 
have just seen. 
5  Not only are they excellent scientists, but they are also 
very friendly.
6  On no account should you open the door.
Activity 8c 
   A        ’
1 Seldom do we see such grace.
  A         ’
2 Little did they know what was about to happen.
  A            ’
3 No sooner had I arrived, than I was put to work.
   A            ’
4  Under no circumstances should you tell anyone what you 
have just seen. …
  A                  ’
5  Not only are they excellent scientists but they are also 
very friendly.
  A         ’
6 On no account should you open the door.
Activity 8d
Student’s own answers.
Activity 9
Suggested answers:
2 A:  Were you to just walk out on your job, you would 
bitterly regret it.
 B:  I don’t think so. I’ve been considering a change for 
quite a while.
3 A:  It is highly improbable that you will ever meet the 
Queen, but it is useful to know what to do.
 B:  Oh, don’t be ridiculous! One should know formal 
etiquette but it is hardly likely that I would ever meet 
the Queen.
4 A:  Should you wish to retire early, I would advise you to 
start saving now.
 B:   Absolutely. But I earn too low a salary to save much.
Modern knights (page 68)
Activity 1a
Suggested answer:
In the American honours system, there are different honours 
for different sorts of service and contributions to state and/
or nation. The highest overall honours are the Purple Heart, 
the Presidential Medal of freedom and the Congressional 
Gold Medal but there are many others for different social, 
cultural and sporting activities.
Activity 1b
They are all mentioned except the Prime Minister.
Activity 1c
Suggested answer:
Knighthoods: a knighthood is one of the highest honours 
a person in the United Kingdom can achieve. It is awarded 
by the Queen of England in recognition of signifi cant 
contributions to national life. Someone who is a knight 
has the title of Sir if they are a man and Dame if they are a 
woman.
Dubbing: This is the ceremony when a person receives a 
knighthood. He or she kneels in front of the Queen who 
touches them on the right and then the left shoulder with 
a sword. 
The Queen (of England): is the offi cial head of state in the 
United Kingdom. In reality, she has little legal power but 
she offi ciates at all the most important ceremonies such as 
opening Parliament and offi cially appointing Prime Ministers.
The Prime Minister: is the elected head of the British 
government
MBE (Member of the British Empire), OBE (Offi cer of the 
British Empire), and CBE (Commander of the British Empire): 
are in ascending order and are the three levels of Honours 
underneath a knighthood in the British honours system.
Activity 2
 1 H   Members of the public can nominate people for 
awards but the decision is made by the government/
the monarch. 
 2 fi   
 3 H  a knighthood is the highest honour  
 4 H   Charlie Chaplin was awarded a knighthood but 
Stephen Hawking was awarded an OBE.  
 5 H  Dame is the title given to a female knight, Sir to a 
male knight.  

189. 189THAT’S ENGLISH!
 6 −  It was for services to the community and to agriculture   
 7 −   He says there are lots of formalities and describes it 
as ‘beautifully done and a very polished act’.  
 8 fi  
 9 fi  
  10 − People still love the formality of the honours system.
Activity 3a
Student’s own answers.
Activity 4
1  UK and US  4  South Africa
2  Australia and South Africa 5  New Zealand and Australia
3 Ireland  6 Jamaica
Activity 5a
Student’s own answers.
Activity 5b
1  colonial  
2  clam chowder, lobster  
3  tacking, port, jibing, sideboard
Activity 6
1  freedom of speech and religious freedom
2  the Touro Synagogue by European Jews escaping from 
religious persecution
3  luxurious summer homes built by rich industrialists as a 
way to show off their money
4  because Newport has kept the old and incorporated the 
new
5   the prevailing sea breezes that Newport gets every day
Activity 7
Suggested answer:
Something that constitutes really bad manners for me is 
people who take another call when you are on the phone 
with them. It’s becoming increasingly common, but I still 
fi nd it unbelievably rude! I think you should give your full 
attention to whoever you are speaking to at the time: in my 
view, it’s basic courtesy.
SKILLS WORK (page 69)
Activity 1
1  The invitation is to Mr Callum Thompson from Sir John 
and Lady Stratton. It’s an invitation to an English wedding 
in London.
2   He should wear morning dress to the wedding ceremony 
in the church and black tie for the reception in the Chelsea 
Hotel.
3  We know that it’s a formal occasion from the language 
on the invitation e.g. ‘request the pleasure of’ and by the 
formal clothes that the guest is asked to wear.
Activity 2a
1  He doesn’t want to go.
2  Femi offers to help him fi nd suitable clothes.
Activity 2b
1b, 2a, 3b, 4c, 5a 
Activity 3
1  She tells him how to greet people in formal situations 
(How do you do?) and how to address the father of the 
bride (Sir John).
2  She thinks Callum feels shy and is worried about making 
conversation.
3   He used to go out with the groom. 
Activity 3b
1 conversation 3 observation  5 stimulate
2 alternative  4 compliment  6 introduced
Activity 4
Suggested answer:
A:   For weddings in Spain, we always dress formally. Suits 
for men and usually evening dresses for women …
B:  Yes, that’s very true. Even children dress up for the 
occasion. Girls tend to be in pretty dresses and boys 
in smart trousers, shirts and maybe a tie or even a suit. 
However, I don’t think hats are as popular in weddings 
here as they are in Britain, for example.
A:   You’re absolutely right. I certainly can’t picture any of my 
friends in a hat! So what do you normally do and say 
when you greet people?
B:  Well, if it’s people I know, I tend to kiss them on both 
cheeks and usually compliment them on how well they 
look.
A:  Me too! Everyone’s made a special effort so it’s nice to 
hear that others have noticed. I also introduce myself to 
people I don’t know, especially to those who are going to 
be sitting at the same table as me at the reception.
B:  Yes, it’s kind of awkward if you don’t say anything 
beforehand to someone who’s going to share the 
evening with you, isn’t it? Then you have the typical stuff 
about how they know the bride or the groom, etc.
A:   All right … any topics to avoid?
B:   Well, I wouldn’t get too personal or talk about awkward 
things, you know, problems, accidents, illnesses …
A:   Of course! And then the usual: no politics, sex or religion!
B:   Defi nitely! What about table manners?
A:   I think the key here is to be natural. Otherwise you could 
end up in some very embarrassing situations. I think 
it’s perfectly OK to peel prawns with your hands, for 
example. 
B:   Yes! I remember I once sent a prawn fl ying across the 
table because I was trying to peel it with a knife and fork! 
In any case, do put your napkin on your lap, use the right 
cutlery for fi sh, for example, … and be careful not to 
drink too much and make a fool of yourself! 
WRITING (pages 70-71)
Activity 1a 
to attend a fund-raising concert 
Activity 1b
1  A group of people who support an asylum centre. They 
raise money to help the Friends in Peace Asylum Centre 
function.
2   He is a music star who lives locally. 
3  For a new building at the asylum centre with facilities for 
children.
4  Since he is a celebrity, if he goes to the concert this will 
attract more people to the event and help raise awareness 
about the cause. His presence will encourage the 
musicians playing at the concert. 
5  She asks him to attend the charity auction of paintings 
and even donate if he wishes. 

190. Answer Key
THAT’S ENGLISH!
190
Activity 2a
a2, b1, c2, d3, e4
Activity 2b
1  cordially invite you
2  on behalf of
3  As you may be aware,
4  such as yourself 
5  We are especially concerned 
6  raising awareness
7  would be most gratefully received
8  should you wish to make a donation
Activity 3a
1  due to 2  As a result  3  for this reason 4 thus
Activity 3b
2   Owing to a shortage of volunteer sales assistants, we may 
have to close the shop at the weekends. / We may have 
to close the shop at the weekends, owing to a shortage of 
volunteer sales assistants.
3   My sister is alive thanks to an experimental treatment for 
cancer. / Thanks to an experimental treatment for cancer, 
my sister is alive.
4   We managed to raise half a million in euros. Therefore, we 
can now afford to open two new food distribution centres. 
5  The famous singer helped the cancer society at their 
annual event. Thus, they raised a lot of money. / The 
famous singer helped the cancer society at their annual 
event, thus raising a lot of money.
6  Many people were still trapped inside the building. That’s 
why we decided to call on the army for assistance. 
Activity 4a
your role
social secretary for SOS World − 
responsible for organising and 
sending invitations
the type of event a formal black-tie fancy dress ball
other details or 
information about 
the event
champagne dinner, live music 
and dancing, fi reworks
the cause you 
are trying to raise 
money for
victims of an earthquake in South 
America – all proceeds from the 
sale of tickets and from donations 
will be for medical supplies, food 
and blankets
who you are inviting 
and what you want 
them to do
Susan Del Rey – local celebrity, 
popular TV actress married to rich 
businessman – want her to judge 
the fancy dress contest and give 
prizes
reasons why the 
presence of the 
recipient of the letter 
will make the event 
more successful
Presence of a celebrity attracts 
people to come; because she is 
a style icon this will encourage 
people to make more effort with 
their costumes
Activity 4b
Suggested answer:
Dear Ms Del Rey,
I am writing to you on behalf of SOS World to cordially invite 
you to be our honoured guest at our charity fancy-dress ball 
to be held in Hollyhock Castle on Friday 25 September from 
8 o’clock.
The aim of the ball is to raise money for the victims of 
the recent earthquake in South America. As you may be 
aware, this caused widespread destruction and as a result 
many people are still homeless and injured and the whole 
region is in crisis. The proceeds from the ticket sales and 
any donations will go towards buying emergency medical 
supplies, food and blankets. 
We believe the ball will be an enjoyable occasion for 
everyone. In addition to live music and dancing there will 
also be a champagne dinner and fi reworks. We would be 
honoured if you would consider judging the fancy dress 
contest and awarding the prizes. The presence of local 
celebrities will attract more people to the event and the 
attendance of a style icon, such as yourself, should you wish 
to accept our invitation to be the judge of the fancy dress 
contest, will encourage people to make an effort with their 
costumes.
Should you have any questions about the event, please do 
not hesitate to contact me. Otherwise we hope that you will 
consider lending your support to such a worthy cause and 
we eagerly look forward to / await your reply.
Yours sincerely,
Martha Parks
UNIT 7. MORE POWER TO YOU!
Power to the people (pages 72-73)
Activity 1
Student’s own answers.
Activity 2
1   Megan and Don think their landlord is trying to force them 
out of the fl at to sell it.
2  Because she will receive some money if the land is 
developed.
Activity 3
1   They are complaining about the terrible state of their fl at, 
which is uninhabitable and urgently needs repairs.
2  Don strongly disapproves of / disagrees with / objects 
to / opposes property speculators knocking down old 
buildings to put up luxury fl ats. 
3  Colin is interested to learn the landlord is Mr Colbert as 
they have had several complaints from readers about him.
4  Mr Colbert is dismissive at fi rst and says that, while he 
has some good tenants who don’t have any complaints, 
some other people are never happy.
5  He reveals that he wants to sell the fl ats as he has had a 
good offer from the council.
Activity 4
1 H   Councillor Maguire excuses herself by saying she has a 
council meeting in a few minutes.
2 fi
3 H  Rachael thinks Councillor Maguire is obliged to tell the 
council about her business dealings.
4 fi
5 H  Colin advises Rachael to be cautious and not to publish 
the facts yet.
Activity 5 
1b, 2b, 3a, 4a, 5a

191. 191THAT’S ENGLISH!
Activity 6
1  under an obligation 4  empty promises
2 hounded  5  confronted the powers that be
3  standing in the way of
Activity 7
Suggested answer:
To tell you the truth, there are so many, I don’t know where 
to start but one thing that stands out is to make it easier for 
people to dispose of large items, like old sofas or washing 
machines. At the moment, you have to have a special permit 
to use the waste dump and no-one is allowed in without 
one, so what happens is that some people just dump their 
rubbish by the roadside at night. Surely, this costs the 
council a lot to remove. Why don’t they make it easier for 
citizens to act responsibly, not more diffi cult?
Activity 8
1  Student’s own answers.
2   b (Chelsi, Jameeka), d (David), e (Kristen, Cheryl, Thierno, 
George), g (Glenn)
Activity 9a
1 Glenn  6 Cheryl
2  Thierno and George  7  Kristen and George
3 David  8 Chelsi
4 Jameeka  9 Brandy
5 Robert
Activity 9b
1 horrendous 2  get rid of 3  to struggle 4 generate 
Activity 10a
a3, b4, c1, d2
Activity 10b
1  standing in the way of  5 struggling
2 generate  6  under an obligation
3 horrendous  7  empty promises
4 hounding  8  get rid of
Activity 11
If I could change one thing, above all it would be free access 
to education for all children because this issue causes a 
huge waste of human potential. If all children got a good 
basic education, it would provide them with a more secure 
economic future and decrease ignorance. Over time, 
developing countries would improve health and living 
standards and there would be greater tolerance between 
countries as a result of education. The benefi ts would be 
far-reaching.
READING (pages 74-75)
Activity 1 
1 military  3 economic  5 administrative
2 psychological  4 judicial  6 parliament
Activity 2 
Suggested answer:
Unfortunately, I must say that I do agree with this quotation. 
Nowadays it seems that every time we watch the news or 
read the newspaper a new scandal involving power and 
corruption – most often in politics – is being brought to our 
attention. Has this corruption always existed? I would like 
to think not. 
Activity 3a
1e, 2c, 3d, 4a, 5b 
Activity 3b
1a, 2b, 3a, 4b, 5a, 6b
Activity 4a
Hard power 
Soft power
Cyber power  Others
1   use  military 
force (send 
in the army)
 2   fi lter sites to 
be accessed
3   censor  the 
news 
4   shut  down 
mobile phone 
networks 
5   deface 
(government) 
websites
6   invest  (heavily) 
in (developing) 
infrastructure
7   energy power: use 
of (the country’s) 
assets in energy 
production
8   remove  (or 
provide) fi nancial 
and technological 
help
Activity 4b
Suggested answer:
Ordinary citizens can give feedback on social networking 
sites or sign online petitions against any issues they dislike. 
As the news goes viral, it puts pressure on powerful people 
and governments to respond and make changes.
Activity 5a
1b, 2d, 3a, 4e, 5f, 6c
Activity 5b
1  balance of power  4  powers that be
2  be on a power trip   5 made a power play
3  the corridors of power  6  wield power
Activity 6 
2 gain      3 tool
Activity 7
Suggested answers:
2  In my view, the powers that be make many poor 
decisions but one of the worst ones in recent years was 
the decision to allow 24-hour alcohol licensing and to 
remove restrictions on planning applications for bars. As 
a result, all over the country, police and the health service 
have to expend vast amounts of resources on clearing 
up after people who get drunk, especially at weekends. 
In addition, there has been an increase in violent assaults 
due to drinking, not to mention the long-term effects on 
health. As our society is clearly not ready for this freedom, 
it would be better if we reintroduced alcohol controls to 
reduce the negative impact of this binge drinking.
3  I once worked with someone who was quite bossy and 
would criticise the work of other staff, even though he 
wasn’t really more senior than we were. He had just been 
with the company longer than the rest of us so he thought 
he knew it all and should be in control. Some people found 
it intimidating but when he tried to harass me I asked him 
when exactly had he been promoted and to leave me 
alone to do my job. I’m glad to say he never tried it again 
with me and after that, when he attacked other people, 
they stood up to him and he quickly stopped being such a 
power freak / so annoying.
LANGUAGE STUDY (pages 76-77) 
Activity 1a 
She is explaining to him how to make an online protest to 
the government.

192. Answer Key
THAT’S ENGLISH!
192
Activity 1b 
1  No, you don’t have to.
2  You can contact them directly online at you.gov.uk.
3  You have to get over 100,000 signatures before the issue 
will be debated in Parliament.
4  You mustn’t use a false identity; you have to give your 
contact details.
5   You can’t sign the petition if you don’t give your details.
6   Yes, he thinks they might get confused.
7   Yes, she says he must do something about it.
Activity 2 
1  have to   5  have to / must
2  need to / have to  6 can’t
3  don’t have to / needn’t  7 can
4  can’t / mustn’t   8  must / have to
Activity 3a
The abuse of power was the removal of indigenous 
Australian children from their families under false pretences 
in order to raise them to be ‘proper’ Australians.
Activity 3b 
1  was urged   5  to make
2  being required  6  were banned
3  were forced  7  were not allowed
4  were prevented  8  were asked
Activity 3c 
2  Young people were banned from buying fi reworks over 
30 years ago. 
3   The representative of the indigenous people was asked to 
open the ceremony.
4   The police made us stop while the president drove 
through town.
5  Many thousands of people were forced to leave their 
homes due to the fi ghting.
6  I was prevented from entering the meeting by the huge 
number of people in the hallway.
7  All staff is required to show /produce identifi cation when 
asked. 
8   Prisoners are allowed to have visitors every two weeks.
Activity 4a 
1  They are all angry about / because of the introduction of 
parking fees in the local areas.
2   The speaker is unhappy with the situation.
3  object to + verb -ing;  object to + personal pronoun +verb 
-ing; object to + noun phrase; object that + clause
Activity 4b
2   Lucy objected to Kate(‘s) / her borrowing her clothes.
3  The accused objected that the police hadn’t read him his 
rights.
4  The business owners objected that the proposed 
superstore would affect their trade. 
5   Most people object to political censorship. 
6  Many residents object to the building of a nightclub near 
their homes. / Many residents object to a nightclub being 
built near their homes.
7   I object to (the) paying (of) such high prices. 
8   The  charity Citizens against Poverty objects to (the) paying 
(of) tax on donations. 
Activity 5a 
The proposals are not popular.
Activity 5b 
1  The council liked the idea of providing free lunches 
but opposed the idea of funding free lunches, and they 
remonstrated/complained strongly to the department / 
Ministry.
2  Councils always disagree or oppose the department / 
Ministry. 
3  The response was very negative- there was considerable 
criticism.
4  There is going to be a public condemnation of the 
minister / a very negative reaction with strong criticism of 
the minister.
5   The parents disapprove of (don’t agree with/disagree 
with) the plan to ban taking holidays in term time.
6   No, she fi nds it quite a challenge to meet both sides’ needs.
7  Ministers of Education should expect dissent or 
disagreement with any new idea.
Activity 5c
Verb Noun
to criticise criticism
to remonstrate remonstration
to condemn condemnation
to disapprove (of) disapproval
to oppose opposition
to dissent dissent
to refuse refusal
to challenge challenge
Activity 6
1  condemnation   5 refusal
2 disapproval  6 challenged
3 opposition  7 dissent
4 remonstrated  8 criticism
Activity 7a
Either a campaigning or new Prime Minister is giving the 
speech.
Activity 7b
1b, 2b
Activity 7c
2   I, your president, will always keep the campaign promises 
I made to you.
3  We, the team, must succeed in this venture.
Who really holds the power? (page 78)
Activity 1
Student’s own answer.
Activity 2
1d, 2c, 3a, 4b
Activity 3
1   The biggest British companies have reached the target of 
having 25% of their executive teams made up of women.
2  The main obstacles are that women are having children 
and needing time off for childcare and fl exible hours. 
Additionally, businesses are old-fashioned and want a 
man in charge.

193. 193THAT’S ENGLISH!
3   Women are more inclusive and nurturing rather than very 
controlling.
4  John Connelly has noticed that where there is a female 
manager the tone of the conversations is less aggressive 
and there is greater positivity.
5   Women progress more slowly as they wait to be recognised 
rather than taking the initiative to get promotion.
6  Women are worse at talking about their skills and 
abilities.
Activity 4
Student’s own answer.
Activity 5
1 England  4 USA  7 Jamaica
2 Australia  5 Ireland
3 Scotland  6 India
Activity 6
Student’s own answer.
Activity 7
1  1792, 1800, offi cial residence
2  legislative, Representatives
3  cast, legislation
4  signifi cant, democratic government
5  fi rst fl ag, Star, Banner
6  powerful monument, Memorial, perished
7  Declaration, Independence, life, liberty, pursuit
Activity 8
It used to be the Church and the monarchy that held the 
power in the past as they were very wealthy institutions 
and claimed divine right to rule, before we had elected 
governments. However, more recently I think there’s been 
a defi nite shift towards greater power being held by public 
opinion as shown by the use of socialmedia to instantly 
comment on current events. Politicians and people in 
public life are very sensitive to being discussed on social 
media and often respond far more quickly than in the 
past so maybe the will of the people is being taken more 
notice of on a daily basis, rather than only when there is 
an election.
SKILLS WORK (page 79)
Activity 1b
Student’s own answers.
Activity 2a
1f, 2c, 3a, 4b, 5d, 6e
Activity 2b
1  This research will benefi t paralysed and disabled people 
to gain mobility.
2   A robotic suit can be used to control movements. Signals/
thoughts can also be sent directly to the minds of people 
wearing special headsets via the Internet.
3   Current technology is very basic and what can be done in 
practice is very different to what is theoretically possible.
4  You would need to plant devices directly in people’s 
brains.
Activity 3a
2
Activity 3b
1b, 2c, 3b, 4a, 5b, 6c
Activity 4
Suggested answer:
… Susan Wakefi eld wasn’t the typical boss that wanted you 
to do everything their way. Susan wanted her employees to 
learn, grow and contribute. I learned so much because she 
trusted me to do my job and to learn from my mistakes. One 
time we had an important presentation and I was the one 
who would give the presentation. When I got up to speak 
I realized I had forgotten the graphs and charts and that I 
would have to give the presentation from memory. Instead of 
getting angry, Susan winked at me as we left the conference 
room and said, ‘I bet you won’t forget them next time!’ 
SPEAKING (pages 80-81)
Activity 1 
Student’s own answers.
Activity 2a 
They both agree (with the quotation).
Activity 2b 
Agreeing wholeheartedly
1 thoughts  3  Exactly, couldn’t, more
2  Spot   4 perfectly
Confi rming information
5 isn’t  7  won’t, will
6  was, wasn’t   8 haven’t
Activity 3
1  My thoughts exactly.  3  Exactly. I couldn’t agree more.
2 Spot on.  4 That’s perfectly true.
Activity 4a
2  He was a terrible leader, wasn’t he?
3  The plan succeeded, didn’t it?
4  You want to go to the meeting, don’t you?
5  They have thought about the diffi culties, haven’t they?
6  You are ready for the challenges, aren’t you?
Activity 4b
Student’s own answers.
Activity 5a  
They reluctantly agree.
Activity 5b
Asking for opinions
How do you feel about it?
What’s your reaction to this?
Giving opinions
Look, there’s no doubt that …
Not everyone will agree with me, but …
Illustrating a point
Take ...for example.
Imagine you were ...
Expressing objections
That may be so but …
I don’t accept that for one minute.
Reluctant agreement
I suppose so, fair enough.
I take your point.
Activity 5c
Asking for opinions 
What’s your take on this?  

194. Answer Key
THAT’S ENGLISH!
194
Giving opinions
OK, I’ll tell you my position.
I, for one, believe …
Illustrating a point
Allow me to explain further.   
Expressing objections
But that’s not the point, is it?  
Reluctant agreement
Possibly, but ...
Activity 6
1  What’s your reaction to this?
2  OK, I’ll tell you my position.
3  I don’t accept that for one minute.
4  I take your point.
5  Take some African states, for example.
6  My thoughts exactly.
7  I suppose so, fair enough.
Activity 7a 
Suggested answer:
Selected quote: ‘Ultimately the only power man should 
aspire to is that which he exercises over himself’
– Elie Wiesel
Arguments for Arguments against
–   having power over 
others is dangerous, can 
corrupt
–   by learning self-control 
everyone would 
behave more fairly and 
reasonably
–   all aspects of life would 
improve; if people 
cooperated more, there 
would be no need for 
control to be exercised
–   if nobody is in control, 
there would be chaos in 
society
–   people always have and 
always will need leaders
–   leadership and power 
are not necessarily 
bad- there have been 
many excellent leaders.
–   it is naive to think we 
can manage without 
people being in power
Activity 7b 
Suggested answer:
A: How do you feel about this quote by Elie Wiesel?
B:  Look, there’s no doubt that many leaders have abused 
their position of power and committed terrible crimes. I 
mean, take Stalin, for example. Under his rule, millions 
starved to death or were imprisoned in Siberia. But 
never having anyone hold power? I don’t accept that 
for one minute. There would be chaos. People need 
leadership for a civilised society to function. That quote 
is a bit naive.
A:  I don’t see it that way myself. I think there’s a lot of truth 
in what Elie Wiesel says. Allow me to explain further. 
If everyone practised self-control and thought of the 
common good, all aspects of life would improve, from 
personal relationships to international relations. If we 
learnt to cooperate better, we wouldn’t need to invest so 
much power in leaders who are only human, and may 
become corrupted.
B:  I suppose so, fair enough. But I still think that’s a very 
idealistic point of view.
UNIT 8. ART? OR NOT?
But is it art? (pages 82-83)
Activity 1
Suggested answers:
1  Agree. This quote is beautiful. We are all entitled to enjoy 
art, have an education, a home.
2  Disagree. A work of art can become a symbol to society, 
such as a national anthem, a fl ag, a sculpture like the 
Statue of Liberty or architecture like the Eiffel Tower. 
Activity 2
1   Because he’s taking an art appreciation course and has to 
write a gallery review on post-modernism.
2  She is inspired by the connection between humans and 
the natural world and by environments destroyed or 
affected by human exploitation.
Activity 3
1 H  He believes that art feeds the scientifi c mind.  
2 fi  
3 H  He thinks it needs to be original.   
4 H  She claims to be an expert on emerging artists.   
5 H  He fi nds nudity in art predictable.  
6 H  Her tutors recommended specialization, although not 
necessarily in performance art, but she prefers to keep 
her options open by working in different media.
Activity 4
1   He says the image of the man with the ancient tree about 
to be cut down is a very powerful metaphor. 
2  She says it’s about time, ageing and the way nature 
continues.
3  He likes the way they connect people and nature. He 
thinks they are evocative.
4   Because he appreciates all kinds of art.
Activity 5
1a, 2a, 3b, 4b
Activity 6
1 uplifting  3 atmospheric
2 approachable  4 thought-provoking
Activity 7
Suggested answer:
Personally, I’m not bothered by performance art, though I 
don’t fi nd it particularly witty or approachable. Some years 
ago my girlfriend and I went to see Marina Abramovic’s 
performance in the MoMA in New York. The performance 
involved the artist sitting immobile in the museum’s atrium 
while the spectators were invited to sit opposite her in silence. 
My girlfriend found it uplifting and thought-provoking and I 
found it to be ridiculous.
Activity 8a
1  Student’s own answers.
2  writing poetry (Nicole, Chelsi), acting (Glenn), fashion 
design, painting and drawing (Nicole, Victor, Borislav), 
playing a musical instrument (Brandy)
Activity 8b
1  Nicole, Glenn, Chelsi 
2   Brandy 
3  Nicole, Victor, George and Borislav

195. 195THAT’S ENGLISH!
4  Thierno (shows the t-shirt he has designed)   
5  Glenn  
6 Borislav
Activity 9
1  express myself in  4  bold and shocking
2  creative potential yet  5  cultivating the art
3  came up with  6  skills lie
Activity 10a
1  express ourselves  4  skills lie
2  art of  5  came up with
3  creative potential  6  bold and shocking
Activity 10b
1  approachable   3 atmospheric
2 uplifting  4 thought-provoking
Activity 11
Suggested answer: 
I can’t sing or draw or anything like that but I express 
my creativity through cooking. I fi nd it very relaxing and 
I especially love to bake cakes. In fact, I’ve become quite 
famous amongst my friends and co-workers for making 
birthday cakes. Although I make carrot, lemon, chocolate 
and vanilla cake, my favourite one is banana. I love to 
personalise the decoration to match the personality of the 
person who is having a birthday through colour.
READING (pages 84-85) 
Activity 1a 
Performing arts: music, magic & circus, fi lm & theatre, ballet 
& other dance forms
Visual arts: sculpture & ceramics, installation, architecture, 
photography, jewellery, drawing & painting, craft & design
Activity 1b 
Student’s own answers.
Activity 2a
1d, 2e, 3a, 4c, 5b
Activity 2b
1 −  The author can’t understand why they don’t give up  
2 fi  
3 fi  
4 −  It helps them make sense of life and cope with its dark 
side  
5 fi  
6 −  The author mentions the grace of a goalkeeper fl ying 
through the air as something that may move people 
and is therefore by defi nition, art.
Activity 3
2  urge to be creative 
3  bypass the brain entirely 
4  lend dignity to it 
5  by the same token
6  deliberately set out to be controversial
Activity 4a 
1  Britain was a very depressing place in the 1970s. There 
was an economic recession with strikes, power cuts and 
high unemployment.
2   Punk art is ugly and angry because it was a movement born 
out of rage and a deep sense of alienation from society.
Activity 4b
1  urge to be creative  
2  by the same token  
3  bypass the brain entirely  
4  deliberately set out to be controversial 
5  they simply couldn’t help themselves 
6  lent dignity to it
Activity 5a 
1e, 2d, 3c, 4b, 5a
Activity 5b
1  has down to a fi ne art  
2  work of art  
3  a picture’s worth a thousand words  
4  suffers for his art  
5 state-of-the-art
Activity 6
Suggested answers:
2  If I had enough money, I’d buy a state-of-the-art digital 
radio, because it’s my favourite way of listening to music. 
I love being able to listen to music from all over the world, 
and it’s interesting to listen to political debates in other 
countries because the participants often offer a different 
perspective to the one I usually hear on my local radio 
station. 
3  I express my urge to be creative by cooking exotic and 
unusual dishes. I just love trying out new combinations 
of tastes and textures: it’s a real adventure to eat at my 
home! 
LANGUAGE STUDY (pages 86-87)
Activity 1a
Defi ning: 1, 4, 8, 9, 10
Non-Defi ning: 2, 3, 5, 6, 7
Activity 1b 
1  That can replace who or which in defi ning relative clauses 
(sentences 1, 4, 8, 9, 10).
2  We avoid the formal construction with whom by putting 
the preposition with at the end of the sentence and 
replacing whom with who (sentence 2). 
3   We can omit the relative pronoun when the pronoun is not 
the subject of a defi ning relative clause (sentence 4). You 
can’t omit the relative pronoun in a non-defi ning relative 
clause except in reduced relative clauses (sentences 5, 9, 
10). 
4  In reduced relative clauses, the relative pronoun is 
omitted and verb is replaced by a participle: the present 
participle (-ing) replaces an active verb (sentences 9, 
10) and the past participle (-ed) replaces a passive verb 
(sentence 5). 
5  The relative pronoun which (sentence 7) stands for 
the entire previous clause, i.e. the fact that the whole 
exhibition was dedicated to traditional art.
Activity 2a
1 who  4 which
2  who, who / that  5  who / that
3  which / that 
Activity 2b
Student’s own answers.

196. Answer Key
THAT’S ENGLISH!
196
Activity 2c 
The last clause in Sentence 2 (‘who/that he fell in love with’) 
and the relative clauses in Sentences 3 and 5 are defi ning 
relative clauses.
In sentence 2 ‘who/that’ can be omitted: ‘… the fi rst woman 
he fell in love with.’
In sentence 3 the relative pronoun can be omitted: ‘The 
symphony he wrote for her was ...’
Activity 3
2   There is a sale of the artist’s early paintings considered (to 
be) obscene in his own country. 
3  The most performed play ever is Hamlet, written by 
Shakespeare in the early 1600s.
4   Anyone quoting from her work without permission will be 
sued.
5   Musicians studying at the conservatory have free entrance 
to all concerts.
6  There were several books dealing with this subject and 
they were all excellent.
Activity 4a
1  whose   4 which  7 which
2 which  5 who  8 which
3 who  6 who  9 which
Activity 4b
1 ... 
2  ... Pandrethan, the ancient capital of Kashmir
3  ... priest, recognising her intelligence, taught ...
4  ... marriage, arranged for her ... small child, took ...
5  ... a man chosen for his wealth.
6  ... mother-in-law, very jealous of Lalla, beat her
7  ... a religious mystic, her true vocation
8   The relative clause cannot be reduced when which stands 
for the whole previous clause.
9  ... poems, celebrating the mystery ...
Activity 5a
2 overrated  5  shock value 10 atmospheric
3 pretentious  6 tedious  11 thought-provoking
4 controversial 7 original  12 uplifting
Activity 5b
1
b dreadful d pretentious f  shock value
c overrated e controversial
2 
a original  c atmospheric  f uplifting
b thought-provoking  d evocative
Activity 5c
Suggested answers:
1   A really haunting piece of music for me is Elgar’s Enigma 
Variations. I fi rst heard it at a funeral when I was sixteen 
and I’ve always found it really sad and beautiful.
2  I think people who pretend to know all about computers 
just because they’ve got the latest phone or tablet are 
really pretentious and annoying. I come across them at 
work all the time! 
3  I saw the latest James Bond fi lm and found all the car 
chases and fi ght scenes very tedious. I don’t enjoy action 
fi lms at all − it feels like I’m watching the same thing over 
and over again. Give me a psychological drama any day! 
Activity 6a 
1 possessive 2 belongs 3 action  4 done
Activity 6b 
1  your own  4  her own  7  my own
2  their own  5  his own
3  our own   6  its own
Activity 7 
2  He advised her to go to the Tate Gallery.
  He suggested that she went / (should) go to the Tate Gallery. 
3  I advise you against reading that book.
  I don’t recommend reading / that you read that book.
4  She (highly) recommended the fi lm (to me).
  She suggested seeing the fi lm. 
5  I advise you to go to the party.
  I suggest that you go to the party. 
Art on the run (page 88)
Activity 1a
Student’s own answers.
Activity 1b
Suggested answer:
The defi nition given of the difference between street art 
and graffi ti is that street artists want ordinary people to see 
and admire their work whereas graffi ti writers only want to 
impress each other. I don’t agree. I think street art is just 
artwork by artists who express themselves by using outdoor 
urban spaces, as opposed to galleries, whereas graffi ti is 
done by gang members who deface public buildings just to 
‘tag’ their territory.
Activity 2
1   He defi nes it as art out in the public environment, created 
by people who are not controlled by an institution or by 
an authority.
2  Nothing. That’s part of its attraction. You don’t need to be 
knowledgeable or specialised. You only have to decide if 
you like it or not.
3  He mentions spray painting, stencils / stencilling / 
stencilism, art on paper (or paste-ups) and sculptures.
4  Because graffi ti artists don’t care if people can’t read 
what they are writing. They want other graffi ti writers to 
be impressed by their style, by their daring and by the 
locations where they’ve done the graffi ti.
5  Property owners and even local councils have begun to 
accept street art and give permission for people to paint 
on their walls.
6  Banksy is the UK’s best-known street artist. He is 
internationally renowned, and his work is considered 
extremely valuable. He makes jokes in his work.
7  The book ‘Subway Art’ about painting on trains in the 
New York subway and the explosion of hip hop culture in 
England. 
8  He thinks graffi ti can never become part of mainstream 
culture, because the point of it is that it’s illegal: when it’s 
not done illegally it loses everything.
Activity 3
Suggested answer:
Someone who I really admire is the British writer JK 
Rowling. She wrote the Harry Potter books, which our whole 
family love and which encouraged both my children to start 
reading on their own. She’s an amazing storyteller and she 

197. 197THAT’S ENGLISH!
writes adult novels, too. I’ve read one, which was a crime 
thriller and I enjoyed it a lot. Another reason why I admire 
JK Rowling is that, although she’s one of the richest women 
in the country, she’s a very modest person. She gives a lot 
of her money away and has donated millions and millions 
to charities. 
Activity 4
1  the USA, Canada and New Zealand
2  Jamaica, Ireland, Canada and England  
3  Canada and England  
4  Canada and Australia  
5  Australia, the USA and New Zealand  
6  Ireland and the USA 
Activity 5a
Student’s own answers.
Activity 5b
1   Philadelphia is the largest city in the state of Pennsylvania. 
It was founded by William Penn in 1692. The philly 
cheesesteak sandwich is Philadelphia’s contribution to 
American cuisine.
   Some famous sights: Independence Hall, the Liberty Bell, 
JFK, also known as ‘the Love Park’ and the Philadelphia 
Museum of Art. 
2  Because it’s where the Declaration of Independence and 
the Constitution were signed.
Activity 6
1b, 2a, 3a, 4b, 5a, 6b
Activity 7
Suggested answer:
1  My favourite writer is Yann Martel. He’s Canadian but his 
novels have been translated into many languages. His 
best-known work, The Life of Pi, is one of my favourite 
books ever. It’s a really unusual, thought-provoking story 
about a boy who survives a shipwreck with a man-eating 
tiger. Martel’s novels are very atmospheric and uplifting 
and I re-read them regularly.
2  A singer and writer whose work I really enjoy is Leonard 
Cohen. He started writing poems and songs in the 60s. 
His music is infl uenced by jazz and folk but has its own 
distinctive sound; his work is poetic, funny, sad, evocative 
and always surprising. 
SKILLS WORK (page 89)
Activity 1
Suggested answers:
1  Personally, I just love the poem By Staceyann Chin as 
she makes you think what you will be like when you are 
middle-aged or older. Will you still have the passion of 
youth?
2   I prefer the poem by Dylan Thomas. I think he transmits a 
very evocative and haunting message about not accepting 
death without a fi ght as well as an embracing life to the 
full.
Activity 2a
Poetry slams are competitions in which poets recite original 
work and their performances are judged by members of the 
audience. They have become popular because anyone can 
try them: they are a democratic art form open to anyone 
who loves words.
Activity 2b
1 fi
2 fi
3 −  slam poets are often restricted to using only words 
4 −  anyone can participate in slam poetry competitions
Activity 3a
all except money and fans
Activity 3b
1b, 2a, 3b, 4a 
Activity 4 
Suggested answers:
1   I think I’d probably enjoy watching a poetry slam, as it must 
be exciting to watch poetry come to life, but I defi nitely 
wouldn’t want to participate myself … I’m much too shy, 
and besides I can’t write poetry!
2  I’d love to participate in a poetry slam. I think it would be 
fantastic. It’s a really great way of reaching out to people 
and making them think. I love words and playing with 
words. I’d probably do something quite political, but I’d 
like to make people laugh as well. 
WRITING (pages 90-91)
Activity 1a
1  Rembrandt  2  late  3  Gallery  4 London
Jenny has the most positive attitude about the exhibition: 
she’s been looking forward to it for months.
Activity 1b
1  looking forward  5  the best portrait
2 serious  6  the opportunity to see, works
3 much  7  once, lifetime experience.
4  bear, pretentious  8 wait!
Activity 2a
1  She was expecting there to be more space. She found 
it rather crowded, cramped, although she admits that 
this creates a sense of opulence which, to some extent, 
enhances the overall experience.
2  His sumptuous colours and textures and dramatic use of 
light.
3   A room containing over 80 self-portraits
4   She was surprised by how much they looked like modern 
people. 
Activity 2b
1 D 2 A 3 B 4 C
Activity 3a 
1 texture  3 tenderness  5 opulence
2 intimacy  4 sumptuous  6 contemporary
Activity 3b 
1  The high point of the whole (exhibition) 3 At fi rst glance
2  The only downside    4 It’s well worth
 
Activity 4 
1  I’d absolutely love to go to this exhibition! Goya has 
always fascinated me and it’d be a great opportunity to 
see some of his greatest work all together in one space. 
2  The best time to go will probably be for the late-night 
opening on Tuesday and Wednesday evenings between 7 
and 10.30 pm because it’ll probably be less crowded. 
3   I’d more than likely buy an advance ticket cheaply online.

198. Answer Key
THAT’S ENGLISH!
198
Activity 5a 
Andrea is enthusiastic about the exhibition and would 
recommend it to anyone, but Kara found it a bit depressing. 
She’s glad she went but she wouldn’t go again and she 
doesn’t think it is suitable for everyone.
Activity 5b 
First impression
1
dark 
2
dramatic 
3
haunting 
4
atmospheric
Describing 
the paintings
5
witches 
6
demons 
7
death 
8
horrifi c 
9
beautiful 
10
minute 
11
exquisite 
12
microscopic 
13
masterpieces 
14
terrifying 
15
horror 
16
grotesque
Recommendations
17
fascinating 
18
defi nitely 
19
memorable 
20
depressing 
21
gloomy
Activity 6a 
Suggested answer:
Paragraph 1: This exhibition of paintings and drawings from 
Goya’s dark period is at the Leopold & Leonard Gallery. It’s 
going to be enormously popular so it’s well worth purchasing 
your ticket in advance online. It’s also a bit cheaper.
Paragraph 2: At fi rst glance it seemed very dark but 
after a few minutes my eyes got used to the lighting. 
I was / wasn't expecting such dramatic lighting / there to 
be music / such a haunting atmosphere / that there would 
be lighting and haunting music, which created a dramatic 
atmosphere. It's easy to understand why / It’s easy to see 
that Goya was depressed / unhappy / going through a 
diffi cult time. The drawings and paintings portray images of 
witches / nightmares / demons which are horrifying, but also 
exquisitely beautiful.
Paragraph 3: They  are  beautiful / memorable / haunting but 
they are also horrifi c / terrifying / nightmarish. They are full 
of exquisite / horrifi c details / strange beauty / suffering and 
horror and drawn with precision / attention to detail / great 
skill. The part of the exhibition I liked best was the music / 
drawings of witches / the last room with people waking up.
Paragraph 4:  All in all / In conclusion, I found the exhibition 
absolutely wonderful / terrifying / fantastic / nightmarish / 
too dark / intense for me. I’m glad I went. I would defi nitely 
go back / recommend it. / I wouldn’t go back / recommend 
it to everyone.
Activity 6b
Suggested answer:
Goya’s dark paintings
This exhibition of paintings and drawings from Goya’s dark 
period is at the Leopold & Leonard Gallery in London. It’s 
going to be popular, so it’s well worth purchasing your tickets 
online in advance for the late-night opening on Tuesday and 
Wednesday nights as we did to avoid the crowds. It’s also a 
bit cheaper!
At fi rst glance, the exhibition space itself seemed rather 
dark, but after awhile my eyes got used to it. I wasn’t 
expecting there to be music but there was some haunting 
music playing, which was very atmospheric. It’s easy to 
understand that Goya painted the pictures during a diffi cult 
period in his life. They portray images of witches, demons 
and death and they are very dark. 
The drawings are full of minute, exquisite details. They are 
exquisitely beautiful but they are also some of the most 
terrifying images I have ever seen. The suffering and the 
horror on the faces is drawn with microscopic precision. 
The part of the exhibition I liked best was the last room with 
images of people waking up from nightmares because it 
makes you understand what it is all about.
All in all, I found the exhibition absolutely fascinating, but a 
bit too gloomy for me. I’m glad I went, but I wouldn’t want 
to see it again.
UNIT 9. AND THEY ALL LIVED HAPPILY
EVER AFTER
The future perfect (pages 92-93)
Activity 1
I don’t really think it’s possible to predict the future in general  although sometimes people have strange premonitions  that can’t be explained. However, I don’t think it is just fun  because it’s unhealthy to become obsessed with the future.  In any case, do we really want to know what the future holds 
− especially if it’s bad news? I think it’s better to live in the 
present and enjoy each day fully.
Activity 2
1  She predicts a decision that affects lovers, scientifi c 
success, a big change and a journey. 
2  Anthony makes a decision that affects him and Bridget, 
Danny is going on a journey and Omar has scientifi c 
success. Karen is still waiting for a big change in her 
career.
Activity 3 
1 a  The Lovers card could mean that someone near you 
makes a decision that affects their partner.
 b  The Sun card represents invention. It could mean some 
sort of scientifi c success.
 c  The Death card means the beginning of a new life. It 
could indicate a big change.
 d The Fool card means someone is going on a journey.
2  He really wants to move on in his career and do some 
travelling. He wants a challenge, to try a different way of 
life.
Activity 4
1 H  Anthony sighs and tells Omar he doesn’t know how to 
tell the others about his move. He is going to fi nd it hard 
to say goodbye.
2 fi
3 H   Danny thinks Karen called him a fool, but in fact she was 
recalling the prediction for the Fool card, which applies 
now to Danny.
4 fi
5 H  Karen and Danny imagine the fortune-tellers prediction 
about a change connected to her job means that she 
will become an editor for a national newspaper.
6 fi
Activity 5
1a, 2a, 3a, 4b
Activity 6
1  something was up  3  make a decision
2  It wouldn’t be my cup of tea 4 there’s something in it

199. 199THAT’S ENGLISH!
Activity 7 
Honestly, when we have to make decisions most of us 
would like to know what lies ahead. I once had to decide 
about staying together with my boyfriend or not. I loved him 
very much but he drank too much. You may fi nd this hard to 
believe, but I did consult a fortune-teller, as well as a palm-
reader and a medium. In the end I didn’t follow any of their 
advice, rather my mum’s, and I broke up with Ian.
Activity 8a
1  Student’s own answer.  2  b, d and e
Activity 8b
1 David  3 Chelsi  5 Tina
2 Kristen  4 Borislav  6 Jameeka
Activity 8c
1 storyteller  3 ditching  5  stuck with
2  to give it away 4 embracing  6 mind-blowing
Activity 9
1b, 2a, 3b, 4a
Activity 10
1  something was up  5 ditch
2 embraced  6  there’s something in it
3  it wouldn’t be my cup of tea 7  gave it away
4  stuck with 
Activity 11
One of my best fi lms of all time is American Beauty, and the 
ending is extremely moving and beautiful. It’s always stuck 
with me because at the end, the main character is shot and 
we see life from his perspective as he leaves his body and 
becomes conscious of how he really feels about his wife 
and daughter and the world around him. In the fi lm, he was 
having a mid-life crisis and rejected his family but as he 
leaves them forever he realises how much he really cares 
and about how unimportant all the problems he had were. 
He fi nds peace and appreciates life at last, just as he loses 
it, but you are left with the impression that he will live on in 
another dimension.
READING (pages 94-95)
Activity 1a 
Suggested answer:
Maybe Einstein was joking, or perhaps he thought children 
should be allowed to be children and not be pushed by their 
parents.
Activity 1b 
Einstein thought a creative imagination was essential for a 
scientist and hearing fairy tales helps develop this. 
Activity 2a
1b, 2e, 3a, 4c 
Activity 2b 
1  New fi lm and cartoon versions of fairy tales are still 
being produced because they are popular and highly 
profi table.
2  Usually parents would not tell small children frightening 
factual stories. However, their children read or watch fairy 
tales which are full of terrifying situations.
3  Experts believe fairy tales help children deal with fear, 
helplessness and aggression from the security of their 
own home.
4  Children identify with the heroes and heroines and are 
comforted that things will turn out well for them.
5  Some people feel that the values in fairy tales are very 
old-fashioned and would like to see feminist values and 
more respect for others in the fairy tales.
Activity 3a 
1
Activity 3b 
1 −  Goldilocks was not thoughtful and didn’t tell her family 
where she was going, so they were worried.
2 fi
3 −  Mama Bear went off the deep end.
4 fi
5 fi
Activity 4a
2c, 3e, 4a, 5g, 6b, 7f  
Activity 4b  
2
Activity 5a 
1e, 2h, 3b, 4c, 5d, 6f, 7g, 8a
Activity 5b
1  at the end of her tether
2  got the wrong end of the stick
3  wasn’t the end of the world
4  went off the deep end
5  are at a loose end
6  come to a sticky end
7  burn the candle at both ends
Activity 6 
Suggested answers:
1  … which bus was going to Derby and the offi cial pointed 
at stop number 3. In fact, the bus went from stop number 
8 and I missed it, and there were no others that day. I was 
absolutely furious!
2  I remember being at the end of my tether when we were 
moving apartments a few years ago. On the moving day 
there was a problem with the new apartment. When we 
arrived with all our stuff there was water everywhere as 
there was a burst pipe – and then the landlord said he 
couldn’t fi x it till the next day so we had to go to a hotel. In 
fact, it took fi ve days to fi x and we all got ill with a stomach 
bug in the hotel – what a nightmare!
LANGUAGE STUDY (pages 96-97) 
Activity 1
2   Having killed the dragon, the prince rescued the beautiful 
young girl.
3  Having said I didn’t want a fairy tale wedding, I soon 
began to change my mind.
4  After having discussed various possible endings, the 
writing team chose a happy one. 
5   Having started to put the books in alphabetical order, she 
felt she had to continue.
6  After having spoken to the neighbours about the noise 
problems, we felt relieved.
7  Having realised love stories aren’t real life, I changed my 
attitude about relationships.

200. Answer Key
THAT’S ENGLISH!
200
Activity 2 
1  in the end  3  in the end  5  in the end
2  At the end  4  At the end  6  At the end
Activity 3a 
They are discussing the last words of famous people.
Activity 3b 
1   Wilde’s real last words were a prayer.
2  The passenger said James Dean didn’t say anything 
before the crash.
3   Bogart was speaking to his wife.
4   Marie Antoinette really said, ‘Let them eat brioche.’
Activity 3c
1  Although, commonly  3  fact, matter
2  Contrary, think  4 Actually
Activity 3d
1 Actually
2  Although it is commonly believed
3  in fact
4  the fact of the matter 
5  Contrary to what most people think
Activity 4a  
2
Activity 4b 
1 amend  5 amended  9 correct
2 rectifi cation  6 remedy  10 remedied
3 correct  7 remedial  11 rectifi ed
4 corrections  8 amendments
Activity 4c
1 rectify  5 amendments  9 corrected
2 rectifi ed  6 amended  10 remedy
3 rectifi cations 7 correcting  11 remedy
4 amend  8 correction  12 remedial
Activity 5a 
Alan has decided to resign from his job.
Activity 5b 
1 a  a real situation – 2   b an unreal situation – 1
2 a  Even though   b Even if     c Still
3 b
Activity 6
1  Even though  4  Even though  7 Still
2 Even if  5 Still
3 Still  6  Even if
Activity 7
1  would have happened  7  would have had
2  had married  8  had waited
3  would not have experienced 9  would have lived.
4  had not married   10  had married
5  would have been able to  11  would have caused
6  had not continued
Happy endings? (page 98)
Activity 1
I’ve read several murder mysteries such as Agatha Christie 
and Sherlock Holmes stories. I think their popularity comes 
from providing the reader with a challenge and mental 
stimulation, trying to work out who the murderer was. But 
more often than not, I am wrong about that!
Activity 2
1  twists, turns  5  murder mysteries events
2 whodunits  6 ending
3  very similar audience 7  puzzle, justice
4  marketing, television
Activity 3
1b, 2c, 3a
Activity 4 
1 H  The new custom is to scatter the ashes at Christmas.
2 fi
3 fi
4 fi
5 H  It used to be the custom to hire professional mourners 
but it is not being practised anymore.
6 H  An obituary is written in a newspaper about the 
deceased.
7 H  There is usually a wake where people chat with friends 
and family about the departed.
Activity 5
Typical American foods: hot dogs, hamburgers and fries, 
pies.
Typical American sports: baseball and American football.
Activity 6
1c, 2b, 3c, 4c, 5b, 6b, 7c
Activity 7 
Suggested answer:
When someone dies in Australia usually there are quite a 
few days between the death and the funeral − sometimes 
up to ten days. People no longer have the deceased 
person in their home during that time but friends and 
family can see the departed in a funeral home. Nowadays 
the funeral is often not religious and is a celebration of 
the dead person’s life and achievements. Many people 
request mourners not to wear black but bright colours, 
or the deceased person leaves instructions about their 
favourite colour and popular songs they would like to be 
played at the funeral. Sometimes balloons are released 
to commemorate the occasion. After the funeral, there is 
always a gathering with food and drink, where people chat 
and catch up with long-lost friends and relatives. If there is 
a cremation, friends and family gather a few months later 
to scatter the ashes in the deceased’s favourite place and 
take time to remember them.
SKILLS WORK (page 99)
Activity 1 
Student’s own answers.
Activity 2a 
1d, 2a, 3b, 4c
Activity 2b
1   Dr Cox’s advice is to get professional help / see a counsellor 
to help you discover the real problem.
2  You need to take some time to explain to your partner 
face-to-face why you want to end the relationship.
3   It’s not possible at the beginning, as the couple need time 
to process the split.

201. 201THAT’S ENGLISH!
4   You should do what you fi nd necessary to move forward, 
like taking up a new hobby or going on a trip, but overall 
you should be respectful to your ex / treat your ex with 
respect.
Activity 3a 
They are discussing fi lm endings.
Activity 3b 
1  Leo liked it, Nick disliked it 3  both disliked it
2  Leo liked it, Nick disliked it
Activity 3c
The Ninth 
Gate
2001, A Space 
Odyssey
Sunshine
Leo 
1
Brilliant 
2
clues
6
classic
7
made you think
11
ending
Nick
3
effort 
4
Lazy 
5
special effects
8
Bored 
9
real 
10
confused
12
horror
Activity 4 
…bad news and diffi culties. While people generally like  there to be some closure and resolution of the main themes, 
the fact of the matter is people feel let down if the story is 
manipulated to give an unrealistically neat ending.
SPEAKING (pages 100-101)
Activity 1a 
Student’s own answers.
Activity 1b
1f, 2d, 3e, 4a, 5g, 6b, 7c
Activity 1c
1  Beauty and the Beast - Rebirth
2  St George and the Dragon - Overcoming the Monster
3  Goldilocks and the Three Bears - Journey and Return 
4  Harry Potter and the Deathly Hallows - The Quest
5  Hamlet  - Tragedy
6  Mr Bean - Comedy
7  Pretty Woman - Rags to Riches
Activity 2a 
Beginnings 
1  sitting comfortably, once  3  Far, long
2  Back, days   4 upon
Endings 
1 nutshell  2 moral  3  cut, short
Activity 2b 
Beginnings: 2, 3
Endings: 1, 4, 5
Activity 3
Student’s own answers.
Activity 4a 
Overcoming the monster
Activity 4b
1  Once upon a time  6  On the way
2  One day  7  Having reached
3  to their surprise  8  Once inside
4  At last  9  To cut a long story short,
5  One day  10  And for all I know
Activity 4c
Student’s own answers.
Activity 5 
1e, 2f, 3a, 4b, 5c, 6d
Activity 6 
Suggested answer:
... wreaked havoc on a small town in the north of Europe.
The villagers never knew when he would appear and were 
terribly frightened. The children were told horrifi c stories 
about this great ghastly beast. Little did the villagers know 
that all this trouble was really their fault. The huge bear 
was hungry and the villagers left their rubbish and left over 
food outside. The bear-charmer was fi nally called and she 
magically led the bear to a secure wildlife park with plenty 
of food and sweet beehives to get as much honey as he 
could ever eat!
REVISION 2
LANGUAGE REVISION (pages 102-103)
Activity 1 
2   The artist whose paintings are now being exhibited in the 
local art gallery died in poverty.
3  The paintings, which were completed fi ve years ago, are 
still in his studio.
4   Teaching art is a challenge (which/that) I really enjoy.
5  I couldn’t hear the singers very well, which was 
disappointing.
6   I fi nally got to see the exhibition (that/which) you told me 
about.
7  The performance, which was surprisingly good, lasted 
four hours. 
Activity 2 
2  needs painting / needs to be painted
3  weren’t allowed to use
4  needn’t have done 
5  don’t have to catch / won’t have to catch
6  was banned
7  mustn’t reveal
8  don’t need to fi nish / needn’t fi nish
9  needed to get
Activity 3 
1 strongly  4 Still  7 both
2 are  5 Few  8 are
3 ridiculously  6  at all  9 has
Activity 4a
1  You’ll help me with my homework, won’t you?
2  She’s changed her mind again, hasn’t she? 
3  He feels younger than he is, doesn’t he?
4  You’re at the end of your tether, aren’t you?
Activity 4b 
1 ’ falling 2 fl rising 3 fl rising 4 ’ falling
Activity 5
1  hadn’t sent  5  hadn’t been elected
2  wouldn’t have got  6  wouldn’t have started
3  hadn’t been intercepted  7  had discussed
4  would never have known  8  would have been

202. Answer Key
THAT’S ENGLISH!
202
Activity 6 
1  to his departure  5  having written
2  sooner did I see   6  you against staying
3  object to  7  you to take
4  worth buying  8  on their own
Activity 7
1 on  3 in  5 on  7 in
2 in  4 out  6 as  8 at
Activity 8
1 opposition  4 condemnation 
2 criticism  5 refusal
3 disapproval
Activity 9
1 dreadful  4 ruthless  7 allow
2 stiff  5 undermine  8 turning
3 amend  6 dotage  9 gloomy
Activity 10
1 time-honoured  3  peer pressure 5 knee-high
2  humble opinion 4  sticky end  6 wrongdoer
Activity 11
1 matter  3 stick  5 glance
2 rocket  4 art  6 tether
SKILLS WORK (pages 104-105)
Activity 1a
Student’s own answers.
Activity 1b 
Suggested answer:
The concept of reading is changing as we have many more 
options of formats and types of texts. Some examples of 
these new formats are: children’s books, graphic novels, 
comic books, e-books and interactive novels.
Activity 2
1d, 2g, 3a, 4e, 5c, 6f, 7h, 8b
Activity 3a
In favour: Jenny   Against: Bob 
Activity 3b
1 H  Bob feels that the Queen of England doesn’t need to 
retire as she’s doing a fantastic job.
2 fi
3 fi
4 fi
5 H  Only one leader of the Catholic Church (Pope 
Benedict XVI) has voluntarily retired over the past few 
centuries.
6 fi
7 H  Jenny says that fewer over-70s are employed in private 
business than in politics or the legal system / Jenny 
says that more over-70s are employed in politics or the 
legal system than in private business.
8 H  The presenter suggests that leaders should change 
roles / move to an advisory role when they are older.
Activity 4 
1c, 2a, 3b, 4d, 5e, 6a, 7c, 8d, 9e, 10b
Activity 5
Suggested answers:
1
A:  I would agree with this statement. Modern society has 
changed tremendously and we are much more relaxed 
now.
B:   That may be so, but I still try to act according to who I’m 
with. I mean, if I’m talking to an older person I haven’t 
met before, I’ll use more formal language.
2
A:   By and large, I suppose this is true, but sometimes they’re 
a bit predictable, aren’t they?
B:  That’s perfectly true. The bad guys always lose and the 
princess always gets her man!
3
A:  I don’t accept that for one minute. Take a piece of paper, 
for example. How can a piece of paper be a work of art?
B:  Well, many everyday objects can be admired because 
they’re elegant, colourful or beautiful, even a fork or a 
pair of socks.
A:  I don’t see it that way myself. I think a work of art is more 
than that.
Activity 6 
1 B 2 B 3 E 4 E 5 B 6 E
Activity 7a
2, 4, 5, 8, 1, 3, 6, 7 
Activity 7b
Suggested answer:
Are you sitting comfortably? Then I’ll begin. I’m going to 
tell a tale from long ago about why the sea is salty. Once 
upon a time, a poor man asked his brother for some food 
on Christmas Eve. His brother was very rich, but very mean, 
so he gave him some meat but in exchange the poor brother 
had to promise to go to hell. The poor brother did as he was 
told, took the meat and went to hell. He knocked on the 
door and the devil let him in, very pleased to see someone 
bringing meat into hell. So the poor man gave the devil the 
meat in exchange for a magic hand mill. The poor man used 
the hand mill to make food for himself and his family so 
they were never hungry again. After a time, a rich merchant 
heard about the hand mill and bought it from the poor man 
so that he could make salt. He was tired of sailing across 
the sea to get supplies and he thought the hand mill would 
make him even richer. He took the hand mill on his ship 
and told it to make salt, but he didn’t know how to stop it 
and it made so much salt that the ship sank. The poor man 
and his family lived happily ever after, but the rich merchant 
drowned in the sea and, to this day, the hand mill continues 
making salt at the bottom of the sea.
Activity 8 
Suggested answer:
Dear colleague,
I am writing to you on behalf of Business Solutions 
to cordially invite you to our two-day course for sales 
professionals. The course is being held on Friday 21st and 
Saturday 22nd April.
As you may be aware, the role of the sales department 
in any company is vital to the success of the business 
and in today’s world the need for trained professionals is 
paramount. We are offering workshops on speaking skills 
for presentations and negotiations, demonstrations of the 

203. 203THAT’S ENGLISH!
latest sales and marketing software, and a variety of other 
talks related to sales management.
Don’t miss this chance to meet others in your fi eld as 
there will be a cocktail and dinner on Friday evening for all 
participants.
The course will be held in the Star Hotel in Busfi eld 
and includes full board in this four-star establishment. 
Participants wishing to travel by car will be able to use the 
hotel car park.
Should you wish to attend the course, please send in your 
application by February 20th to info@businesssolutions.
com and we will be delighted to send you the welcome pack 
and full instructions.
Yours faithfully, 
Business Solutions
EXAM STRATEGIES
READING COMPREHENSION I (page 106)
Activity 1
3 
Activity 2 
2 
Activity 3 
1  (‘When we observe a work of art, we all look at it from 
different points of view.’)
Activity 4 
1 C 4 D 5 A 6 B 7 E
Extra headings: 2, 3, 8
READING COMPREHENSION II (page 107)
Activity 1 
1 C 2 A 3 D 4 E F 5 B
Activity 2 
1  food, not allowed, prohibitions, pork 
2 yes
Activity 3 
1   takes up to 10 days to process
2   It is illegal to have more than one passport in Saudi Arabia, 
so if you have dual nationality, only use one passport. 
3   No, the company will provide you with medical insurance.
4   If you are a man, yes. If you are a woman, no. / You will if 
you are a man; you won’t If you are a woman.
5   Only if you are a Muslim
6   Nowhere, alcohol is prohibited in Saudi Arabia.
LISTENING COMPREHENSION I (page 108)
Activity 1
Suggested answers:
1  b, d, f, h 2  a, e 3  c, g, i
Activity 2 
1  d, f 2  a, h 3  b, e
Extra phrases: c, g
LISTENING COMPREHENSION II (page 108)
Activity 1 
1 childcare  3 experts  5 toddlers
2  lend a hand  4 author
Activity 2a 
c
Activity 2b
a are both writers
b help look after their grandchildren
c  (correct option)
d have young grandchildren
Activity 3
2b, 3c, 4a, 5b
WRITING I (page 109)
Activity 1
1b, 2c, 3e, 4a, 5d
Activity 2 
1  Seldom do I have the opportunity to visit your city.
2  The problem will be solved.
3  Should you want to come again, you will be welcome
4  Your support would be appreciated
5  On no account should you pay for your own lunch.
Activity 3 
Suggested Answer:
Dear Professor Johnson,
I am writing to you to apologise for the misunderstanding 
at our conference in London last week. I realise you had 
gone to considerable trouble to prepare your talk and that 
unfortunately, due to timetabling problems, it had to be cut 
short. The mistake was totally my fault and I am devastated 
that this happened.
We would like to invite you to speak at our next event in 
July. We will be covering similar topics, but the conference 
will take place in Manchester so the participants will come 
from that area. Should you want to take part, we would be 
delighted to offer you the plenary session. In addition, we 
will pay all your expenses, including accommodation at the 
fi ve-star hotel where the conference is being held.
I am most truly sorry and I hope that you will forgive me and 
consider our invitation, as your expert help will be invaluable.
Yours sincerely,
WRITING II (page 109) 
Activity 1
2, 3, 4, 5
Activity 2 
1 strongly 2 surprisingly 3 utterly 4 ridiculously
Activity 3
Suggested answer:
The show I went to see was the Lion King at the Lyceum 
Theatre. I always thought musicals were overrated, so I was 
wondering what the evening would be like, but in the end it 
was an incredible experience.
The performance opened with an amazing procession of 
animals. There were massive elephants moving through the 
audience to the stage and giraffes, birds and antelopes. The 
animals were created with the most exquisite costumes, 
masks and together with the haunting music, the fi rst 
impression was breath-taking.
We all know the story from the popular cartoon fi lm, but this 
show really tells the tale of deception, suffering and power 
struggles. I found the music uplifting, the rhythm of African 

204. Answer Key
THAT’S ENGLISH!
204
drums and the fabulous singing was marvellous. The comic 
characters performed brilliantly, thus changing the pace 
from the darker side of the cruelty of nature.
Even if you are not fond of the musical genre, I would 
defi nitely recommend this show. It is far better than the 
fi lm, with a combination of spectacular scenes and powerful 
music. Don’t miss this one!
SPEAKING I (page 110)
Activities 1a and 1b
1 There’s no doubt that 
2  You may not agree with me, but 
3 The point is that 
4  If you ask me, 
5 It seems to me 
6 I strongly believe that 
Activity 1c
Suggested Answer:
1
A:  I strongly believe that it’s very diffi cult for a person in 
power to be totally honest.
B:  Maybe, but the point is that society can’t function if we 
can’t trust our leaders.
2
A:  I think you should wait until your thirties to get married. 
Then you have time to enjoy life fi rst!
B:  It seems to me that you don’t think marriage is a good 
thing!
4
A:  If you ask me, most graffi ti looks terrible and is not 
painted by anyone who has any artistic talent.
B:   You have a point, but there’s no doubt that graffi ti artists 
like Banksy are talented.
3
A:  I completely agree with this. We have no right to kill 
animals for sport.
B:   Well, you may not agree with me, but what about hunting 
animals for food?
Activity 2
1d, 2a, 3c, 4b 
Activity 3
Suggested Answer: 
A:  Looking at the fi rst picture, I think this shows that many 
students waste their time partying at university instead 
of studying.
B:   I know what you mean, but I think social life at college is 
important for making contacts for the future.
A:  But there are many more opportunities to do sport at 
university, which is good for meeting people as well.
B:  That may be so, but I still think that going out with 
intelligent, interesting people like the sixth picture shows 
is something you’ll never fi nd again after university.
A:  Let’s move on to this picture. I think it represents the 
practical experience you get at university, maybe in 
science subjects. What do you think?
B:  I haven’t really had that experience myself. We didn’t 
do much practical work on my course so I don’t think it 
would have provided much training for a future job.
A:  I’m sorry, I totally disagree with you on that. I spent my 
third year working in a company as an intern and learnt a 
lot. If I hadn’t gone to university I wouldn’t have had that 
opportunity.
B:   Well, we can agree to differ on that one! What about this 
picture of doing housework? Is that a good experience 
for students?
A:  I suppose it means that if you live away from home you 
learn to become more independent.
B:  And manage your time without your mother doing 
everything for you!
SPEAKING II (page 111)
Activity 1 
1b, 2c, 3e, 4a, 5d 
Activity 2 
Suggested Answer: 
1 For:     Money is important in life. It is motivating to 
have a good salary.
 Against:   It’s more important to enjoy your work than 
earn a lot of money. People who have high 
salaries often work long hours and have less 
time for family and friends.
2 For:    If you are realistic then you won’t be 
disappointed in the future. Not everyone can 
be the best in their fi eld.
 Against:   If you don’t have high ambitions then you won’t 
progress. Someone has to be at the top, so why 
not try?
Activity 3 
1 A 2 B 3 A 4 B 5 B 6 A
Activity 4 
Suggested Answer: 
... As far as I’m concerned, I think students fi nd out at 
school where their natural talent lies. They study a range of 
subjects and then specialise in science, humanities or arts 
according to their ability. Many are of the opinion that the 
teachers are also important in motivating students as well, 
so sometimes it’s the student’s experience at school that 
leads them to choose a particular degree.
Some people say that family infl uence is very important too. 
There are lots of doctors whose parents, grandparents or 
other relatives were doctors as well. Many children admire 
and want to be like their parents and also they are brought 
up hearing about a particular profession so it seems natural 
to them to follow that career.
Finally, it’s easy for me to see that some people choose a 
career because of the fi nancial stability they think it will 
bring. To sum up, I believe that people are infl uenced in 
their choice of career by others around them, such as their 
teachers and family. Money is also an important factor, but 
less so than personal satisfaction. All things considered, 
most people try to work in a job that they enjoy. Talking from 
a personal point of view, I’m a nurse and although I’m not 
well-paid, I’m learning new things every day so I fi nd my 
work very satisfying.
SELF TEST UNITS 1-9
SELF TEST 1 (page 112) 
Activity 1
1 fond  2 short-term 3 elusive 4 haunting

205. 205THAT’S ENGLISH!
Activity 2  
1 for  6 doing  11  to do
2 stealing  7 telling  12 for
3  to try  8 on  13 upsetting
4  of   9 blaming  14 committing
5 taking  10  to say  15  to believe
Activity 3
1  Anna invited me to come to a party that night.
2  Marcia apologised for being late.
3  Grandad insisted on paying for the meal.
4  Peter offered to do the washing-up.
5  Mr Davis objected to the loud music.
6  Tony complained about the terrible meal.
7  Jenny persuaded Chris to study in America.
Activity 4  
Tom: was going to 
Tom: was about to 
Mum: was going to 
Activity 5  
1  trip down memory lane
2  mind went blank
3  memory like a sieve
4  memory serves me correctly
5  it’s on the tip of my tongue
6  jog my memory 
7  brings back memories 
Activity 6 
1 −  Jess remembered the school being much larger.
2 −  Ed doesn’t remember anything about his fi rst day at 
school.
3 fi  (‘Was it Alex? Or was it Darren? You’ve known them for 
years’.)
4 fi  (‘sitting under the table eating oranges when we should 
have been playing outside’)
5 −  Ed has forgotten about school because he was always 
getting in trouble with the teacher.
Activity 7 
1  I really don’t know the answer. Otherwise, I would tell 
you. / I really don’t know the answer or else I would tell 
you.
2   They’d better not forget. Otherwise, they’ll be in trouble. / 
They’d better not forget or else they’ll be in trouble.
3   He must be nice. Otherwise / if not, no one would vote for 
him. / He must be nice or else no one would vote for him.
Activity 8 
1  believe what happened to me! 6 So
2  The thing is  7  in the end/luckily
3  Anyway   8 Amazingly
4 Obviously  9  all’s well that ends well
5  picture it so clearly
SELF TEST 2 (page 113) 
Activity 1 
1  harrowing  4 magical  7 hair-raising
2  awful     5 exhilarating  8 mystical
3  rewarding  6 adrenaline-raising 9 spiritual
Activity 2
1  ‘ve/have been trying  4  had talked / talked
2  ‘ve/have, had  5  were having breakfast
3  had been preparing  6 announced
Activity 3
1  Who   3 who  5  Have you
2  what   4 where  6  Would he?
Activity 4
1  Not only were we exhausted(,) but we were also running 
out of oxygen.
2   No sooner had the sun set, than it began to get very cold.
3   Hardly had his injured leg started to heal, when he hurt his 
shoulder.
4  No sooner had we reached the top, than we had to come 
down again.
5  Not only had they no mountaineering experience(,) but 
they were also unfi t.
Activity 5
1  It’s late now and my parents will / might be worried − we 
should / could have left earlier.
2  You can’t / couldn’t have seen him yesterday − he’s in 
China!
3   I might / could have lost my keys or they might / could be 
on my desk.
4  He must / might / could have forgotten the meeting is 
today. 
5   He shouldn’t have joined the army − he might / could die.
Activity 6
1   After having completed my MBA in 2010, I started working 
for a well-known bank.
2  Being completely bilingual, I am often at an advantage in 
job interviews.
3  Having spent some time as an intern with the United 
Nations, I decided to follow a career in humanitarian aid 
and development.
4  Before qualifying as an accountant, I worked in a 
department store.
5   Being used to travelling extensively, I rarely get jet lag. 
Activity 7
1  In addition to speaking fl uent English, I also speak basic 
German and Danish.
2  Apart from working in Europe, I have (also) worked in 
Asia.
3  Besides having a proven track record in sales, I also have 
recent marketing experience.
4   I have been very successful, thus earning a lot of money.
5  I always think things through carefully, thereby making 
sure I never encounter problems.
SELF TEST 3 (page 114) 
Activity 1
 1 is known
 2 has escaped
 3 had been dug / was dug
 4 was discovered / has been discovered 
 5 was used / had been used
 6 are being questioned
 7 has been launched

206. Answer Key
THAT’S ENGLISH!
206
 8 will be searched
 9 must be recaptured
 10 has been criticised 
 11 could not have been prevented
Activity 2 
1  Stephane Breitweiser is thought to be / It is believed that 
Stephane Breitweiser is
2  He is believed to have stolen / It is believed that he has 
stolen / stole
3  He is known to have committed / It is believed that he 
committed / has committed
4   His girlfriend is understood to have watched / It is believed 
that his girlfriend watched
5  Breitweiser’s mother is reported to have cut up / It is 
believed that Breitweiser’s mother cut up
6   She is estimated to have destroyed / It is believed that she 
destroyed
Activity 3 
1  on  2 with 3 that 4 with 5  on / over / about 
Activity 4 
1  Petty crime  6 assassination
2 manslaughter  7 assault
3 scam  8 Shoplifting
4 harassment  9 copyright infringement
5  domestic abuse  10 intimidation
Activity 5 
1 H  She says it could be seen as a soft option. Some 
offenders could think they had a good deal.
2 fi
3 fi
4 H  The woman says some crimes are truly awful − like 
mass shootings or serial killings. Society can’t allow 
those criminals to live.
5 fi
Activity 6
1 So  5 community  9 with
2 on  6 Neither  10 true
3 fi ned  7 prison  11 telling
4 rubbish  8 totally
SELF TEST 4 (page 115) 
Activity 1
1 buried  4 undertakers  7 funeral
2 coffi n  5 cremation  8 mourn
3 graves  6 deceased
Activity 2
1  was richer 4  didn’t live  7  hadn’t waited
2 had  5  had spent  8  had travelled
3 earned  6  hadn’t worked
Activity 3
1  not having been / not being
2  having to / having had to
3  having trusted / trusting
4  having been / being
5  disappointing / having disappointed
Activity 4
1  Please accept our heartfelt sympathies for your loss.
2  We are thinking of you at this diffi cult time.
3  I’m so sorry to hear about your loss.
Activity 5
1  loved one   4 bereaved
2  grieving    5 deceased
3  passed away  
Activity 6
1  regret, inform   3  let, know
2  sorry, tell   4  regret, inform
Activity 7
1b   Admittedly, I could have called you more often, but I 
was always thinking about you. 
2c   Despite the sadness of the occasion, he couldn’t help 
smiling.
3a   She says she’s happy where she is, but in reality she 
regrets having left her old job.
4d   I wish I had never started; nevertheless, I shall see it 
through to the end.
5f    I hate my job, it’s so boring, but on the other hand the 
pay is excellent.
6e   I know I promised you a new bike; the thing is, I’m a bit 
short of money right now.
SELF TEST 5 (page 116)
Activity 1
1  didn’t need to 4  don’t have to 7  will have to
2  had to  5  have to  8  will need to
3  needed to  6  need to  9  won’t have to
Activity 2
1  needn’t have written  4  didn’t need to have
2  didn’t need to   5  needn’t have bought
3  needn’t have damaged
Activity 3
1  Everybody  6 Everyone 11 none  16 has
2  is   7 knows  12 is  17 More
3  few   8 Iess  13 no one  18 is
4 want  9 Much  14 controls
5 little  10 has  15 none
Activity 4
1  at all   4  be washed up  7  to lose
2  whatsoever  5  throwing away  8  at all
3  doing   6  whatsoever / at all
Activity 5
1  As a rule  6  by and large
2  Typically   7  at all
3  my humble opinion   8  All things considered
4  more precise   9  no doubt in my mind
5  then again 
Activity 6
1  She doesn’t think he is at retirement age but in the prime 
of life.
2  He thinks Mr Wilkins is over forty and probably sixty.
3   He feels Mr Harris was too old to work, old-fashioned and 
losing his mental abilities.
4 She thinks Harris was of normal retirement age.
5   She dislikes youthful bosses with no experience and fi nds 
them annoying.

207. 207THAT’S ENGLISH!
6  He says Harris started at a very young age but he is 
exaggerating for comic effect.
SELF TEST 6 (page 117)
Activity 1
1  highly   3 ridiculously 5 strongly
2 bitterly  4 deeply  6 absolutely
Activity 2 
1  Were I to fi nd myself in the same situation, I would act 
differently.
2  Should you wish for more information, please contact 
one of our customer service advisors.
3  Had it not been for your help, we would never have 
survived.
4  Should you ever attempt such a thing again, please be 
careful.
5  Had it not been for the generosity of our donors, none of 
this would have been possible.
6  Had he been wearing a seat belt, he might have survived 
the accident.
7  Had you donated money to us previously, you would 
automatically have been given a ‘friend status’.
8   Were it not for the generosity of our donors and volunteers, 
we would not be able to continue.
Activity 3
1c  account   3b owing  5a consequently
2e  resulting   4f   thanks   6d reason
Activity 4
A 
1  Never in my life had I seen 
2  Not only was everything covered 
3  under no circumstances could I live 
B
1  Seldom had she met 
2  on no account to put her trust 
3  Little did she know 
Activity 5
1  We are absolutely delighted.
2  We have not been informed.
3  Prior to his departure,
4  Do you require assistance? 
5  The meeting was postponed.
6  All (your) proposals will be considered.
7  The consumption of alcohol is forbidden.
8  The processing of the data hasn’t been completed.
9  The loss of so many excellent members of staff is 
regretted.
SELF TEST 7 (page 118)
Activity 1
1 criticism  4 challenge  7 remonstrated
2  opposition   5 refusal  8 disapproval
3 condemn  6 dissent
Activity 2 
1 prevented  4 banned  7 asked
2 required  5 make  8 allowed
3 urged  6 forced
Activity 3
1  from blocking 4  to move 7  respect
2  from entering 5  to stay  8  to protest
3  to leave  6  to leave  9 mustn’t
Activity 4
1  to maintain the balance of power 
2  wields power  
3  was on a power trip 
4  made a power play 
5  walking the corridors of power
6  to challenge the powers that be 
Activity 5
1   I objected to your speaking to the boss about me.
2   They object to parking fees / the paying of parking fees at 
local shops.
3   I object to violence on TV.
4  Simon objected that he hadn’t been able to give his side 
of the story.
5   Everyone objects to the new rules and regulations. 
6  The residents objected that the road works would cause 
traffi c disruption.
Activity 6
1  The woman has had a pretty awful day at work.
2  Marcus is on a power trip and is always criticising his 
colleagues.
3   She objects to his criticising her work because she knows 
she is doing better than him.
4  The man tells her to challenge Marcus and embarrass 
him.
5  The man objected to Barbara using some kind of power 
play in the offi ce – manipulating people to make them do 
what she wanted.
Activity 7
1 isn’t  4 their/them  7 everyone
2 Exactly  5 see  8 for
3 more  6 way  9 point
SELF TEST 8 (page 119)
Activity 1
1 overrated  4 controversial 7 thought-provoking
2 tedious  5 uplifting  8 exquisite
3 contemporary 6 haunting
Activity 2
1  by the same token 
2  bypasses the brain completely 
3  I can’t help myself 
4  have the urge to be creative  
5  lends it dignity  
6  set out to be controversial 
Activity 3
1  work of art  4  down to a fi ne art
2 state-of-the-art  5  suffer for your art
3  worth a thousand words
Activity 4
1  His more recent work, which I personally like very much, 
has not sold well.
2   He read two poems, and the fi rst, which was about nuclear 
war, wasn’t very good.

208. Answer Key
THAT’S ENGLISH!
208
3  Her brother, who is supposed to be very handsome, also 
wants a role in the play.
4   Our director, whose idea it was to try to fi lm in the desert, 
has become ill with sunstroke. 
Activity 5
A:  The man standing by the door looks … (D)
B:  … the door the door leading into the garden / the door 
into the garden (D)
A: … man wearing the same shirt as me (D)
B:  … fi lms we used to watch when we were teenagers (D)
A:   ...  Connery, who might even be dead by now, (ND), the 
original Bond (ND)
Activity 6
1d, 2a, 3e, 4b, 5c
Activity 7
1  It’s well worth waiting for prices to fall.
2  The downside is that it’s hot.
3  The high point of the concert was the duet.
4  He doesn’t think much of modern art.
5  I can’t bear pretentious people.
6  At fi rst glance, the room seemed small and dark.
7  She’s a terrible cook, so she never eats her own food.
8  He only sings when he’s on his own. 
SELF TEST 9 (page 120)
Activity 1
1  Even though  3  Even if  5 Still
2  Still   4  even if  6  even though
Activity 2 
1  at a loose end  4  not the end of the world
2  the end of my tether 5  burn the candle at both ends
3  go off the deep end 6  came to a sticky end
Activity 3 
1 amended  4 rectifi ed  7 Amendment
2 corrected  5 remedies  8 rectifi cations
3 remedial  6 correcting
Activity 4
1 having  6  would have been able to
2  in the end  7  had gone
3  at the end  8  wouldn’t have met
4 Having  9  in the end
5  had come 
Activity 5
1 H  Contrary to what most people think, it has only just 
fi nished.
2 fi
3 H  Actually, they were helped by a generous benefactor.
4 H   If they had known in time, they would have changed the 
plans but it was too late.
5 fi
Activity 6 
1  Far, long   5  cut, long, short
2 nutshell  6  all, know
3  moral, is   7  Back, days
4  comfortably, begin   8  all, happily, after, another