6

OBJECTIVES
FUNCTIONS: using intensifying
comparatives

BRINGING PEOPLE GRAMMAR: comparatives; linkers of

contrast

TOGETHER
VOCABULARY: ways of speaking; love
and relationships

READING
1 SPEAKING Work in pairs. Look at the photos.
Describe the situations and how the people might
be feeling, using these adjectives.
packed | stuffy | impatient | dull | polite | excited

The bus is packed, and some people

don’t have anywhere to sit.
2 SPEAKING Choose one of the people and
imagine their thoughts. Make notes. Tell your
partner the person’s thoughts for your partner
to guess who it is.

3 1.32 Read and listen to the blog. Which person

in the picture on page 57 do you think wrote it?

4 Read the blog again. Answer the questions.

1 How long, usually, is the writer’s commute?
2 After the announcement, what was the first thing
people started to talk about?
3 What did the writer find out about other people on
the bus?
4 In what way(s) did people help each other?
5 Why was the nurse “welcomed as a hero”?
6 What did people do when the bus started moving?
7 What was the journey like the next day?

5 SPEAKING Work in pairs and discuss the questions.

1 Would this be different if it happened in your
country, do you think? If so, how?
2 What other situations can you think of in which
strangers might start talking to each other?
3 Can you remember a time when you started a
conversation with someone you didn’t know and
realized that your first impressions were wrong?

Stuck in an elevator
ROLE PLAY Work in groups of four. Students A and C:
Go to page 127. Students B and D: Go to page 128.
Imagine you are four strangers traveling together in an
elevator. Suddenly the elevator breaks down. A repairman
has been called but won’t be there for half an hour. Agree
together on what you should do.

56
 6
READING
BRI NGI NG PEOPLE
TOGETHER
underline the sections of the blog that support their
answers. Allow them to compare answers with a
1 SPEAKING Books closed. As a lead-in, tell students
how often you use mass transit (clarify the term, partner before whole-class feedback.
if necessary: “public transportation, such as buses,
trains, or subways, that people use to travel to or Answers
within a city”) and how you feel about it. Ask: Do 1 thirty minutes
you enjoy using mass transit? Why or why not? Which 2 the crash, the rain, their bad luck, the inconvenience of
this situation, traffic in their city
form of transportation is your favorite? Why? Students
3 the tourists’ nationalities and their vacation plans and
discuss the questions in pairs before whole-class experiences; a businesswoman’s mountain-climbing
feedback. hobby; what a former art school student thought about
Books open. Ask students to read the list of the teachers there
adjectives. For each one elicit a definition in the 4 They offered each other food and drinks; They played
and sang music; They offered medical assistance to a
students’ own words or an example that illustrates its
diabetic man.
meaning. Divide the class into pairs for students to 5 Because he helped a diabetic man
describe each picture in detail. Remind them to use 6 They clapped, cheered, and hugged.
as many of the words from the list as appropriate. 7 It was the same as usual. People weren’t as friendly as
Ask them to agree on which situations are probably the day before.
the most and the least comfortable for people in
general. Elicit some of their answers in class. Say 5 SPEAKING Ask students to work with a partner
each of the adjectives aloud for students to repeat. and discuss their experiences, using the questions as
Check pronunciation. a guide. Monitor, helping with vocabulary, but do
not interrupt unless errors impede communication,
2 SPEAKING Working individually, students make
and make a note of interesting points you hear. For
notes about the feelings of one of the people in
questions 1 and 2, elicit one or two suggestions from
the pictures. Monitor, helping with vocabulary as
different students in the class, and invite comments
necessary.
from the rest of the class. For question 3, elicit the
Put students in pairs or small groups. Each student most interesting stories you noted during monitoring.
should read their notes aloud (or stronger students
could speak from memory without looking at their
Stuck in an elevator
notes), and their partner(s) should guess which
person in the pictures they are describing. Suggest ROLE PLAY Divide the class into groups of four: A,
that students express their feelings in the first person, B, C, D. Give students time to read their respective
as if they were the person whose feelings are being role cards, and check that they understand the task
described (for example, I’m getting really impatient and the necessary details by allowing them to ask you
because we haven’t moved for 20 minutes). Monitor, clarification questions. Give students a minute or two
praising any good use of language. Working with the to think about their characters. Remind them to try
whole class, elicit some of the best descriptions you to stay in character throughout the activity to make
heard for students (but not the ones the person has it more interesting and enjoyable. Students practice
just worked with) to guess who they are about. the role plays. Monitor to help with vocabulary and
3 1.32 Tell students they are going to read and to encourage quieter students to contribute. Ask a
listen to a blog post about a trip on mass transit. Tell member of each group to report the outcome of their
them to focus on answering the question and not to conversation to the class – and ask the others to
worry if they do not understand every word. Check compare it to the one they reached in their own groups.
the answer.

Answer
The young man in the striped shirt

4 Working individually, students reread the blog and

answer the questions. Encourage them to answer any
from memory before they reread and check and to

X      T-56

Exaggeration
1 Books closed. To introduce the topic, tell students
the story in the speech bubble in Exercise 1 twice.
The first time you tell the story, use very ordinary
adjectives (good, nice, not bad, etc.). When you repeat
the story, use the language of exaggeration. Ask
students: What was the difference between the two
stories? Elicit answers from the class.
Divide the class into pairs for students to discuss and
answer the questions.

Answers
1 five
2 the commute home was terrible; worst trip of my life; it
stopped for ages; in the middle of nowhere; so bored I
thought I was going to go crazy
3 the commute was inconvenient; it wasn’t a good trip; it
stopped for longer than expected; the speaker wasn’t
sure where they were; the speaker was getting impatient

Optional activity
Say the sentences from Exercise 1 aloud for students to
repeat, and check their stress and intonation. Point out
that we put a strong stress on words that are exaggerations:
terrible, worst, two hours, ages, so, go crazy. Ask students to
take turns telling the story to a partner using suitable stress
and intonation.

2 SPEAKING Give students time to write notes about

their story and think about how they will exaggerate
when they tell it. In pairs or small groups, students
tell each other a story. Listen to some examples with
the class as feedback.

Optional activity
Students work in small groups to make a list of examples in
which their parents or friends used exaggeration, such as
during a heated argument. Ask them to extend this to typical
exaggerations people use to emphasize their opinion (e.g.,
that was the worst movie ever made; that man is completely
out of his mind) and discuss what people really mean by
them.

PRONUNCIATION 1.33 1.34

For pronunciation practice of the /tʃ/ sound:
negative auxiliaries + you, go to page 120.

T-57  
 6 B R I N G I N G PEO PL E TO G E T H ER

people
day
The

started
TALKING
The commute to and from my art school is what we were doing before. Soon there before and knew lots of my teachers. It
nothing special. I take a city bus from one was another announcement with more seems they were just as strict then as they
side of town to the other. It’s always busy, but information: It was a big truck that had are now. She asked to see my artwork. I
I usually find a seat. On the bus, I read or text crashed in front of us, and we were going to showed her, and she really liked it!
my friends, making sure, like everyone else, be there for a long time. Throughout the bus, people offered each
not to look at other people. Half-an-hour later, A loud groan filled the bus. Everyone started other food and drinks. A young woman took
I get off. complaining about the crash, the rain, their out her guitar, and soon people were singing
But last Tuesday was different. It had been bad luck, the inconvenience of the situation, along. It was so much fun. At one point, we
cloudy all day, and I’d just gotten on the bus traffic in our city. But then the talk started heard there was a diabetic man in the front of
when it started raining. Not just raining, but to change. People started talking about the bus who needed help, and a man sitting
pouring! The bus was packed, but I squeezed other things, real things. Complete strangers near me jumped into action. It turns out he’s
into a seat and put my art bag in my lap. I talking to each other like friends! a nurse and knew just what to do. When he
was looking out the window listening to some I was fascinated and decided to join in. I struck came back to his seat, we all welcomed him
music I’d downloaded that morning when up a conversation with a couple of tourists as a hero.
the bus stopped in some traffic. This wasn’t sitting across from me. They were from Spain After two and a half hours, we started
unusual, and I didn’t think anything of it. and were only in town for a few days, so I moving again. Everyone clapped and
But after about five minutes, we still hadn’t recommended some places they should see. cheered, and some people, strangers three
moved. People were getting more and more Next, I really surprised myself by talking with a hours before, even hugged.
annoyed. They were looking around and businesswoman. It turned out that there was Of course, this experience really didn’t change
shuffling in their seats. The longer the bus so much more to her than a suit. She spends anything. I took the bus again the next day, but
stood still, the more annoyed people became. her weekends mountain climbing and is going none of my new “friends” were there. All the
Finally, after 15 minutes, the bus driver made to take three months off next year to climb faces were different. Although people were
the dreaded announcement: “Ladies and Mount Everest. How awesome is that? I’d been polite, they weren’t nearly as friendly as the
gentlemen, there has been an accident up wrong all my life – businesspeople are a lot people from the day before. So I sat down and
ahead. Unfortunately, it looks like the bus will cooler than I thought they were. started texting, not looking at other people,
be stuck here for a while.”
I decided to get up and stretch my legs. At same as usual. But I’ll never forget the day the
Nobody wanted to get off – it was still the back of the bus, I met a woman who had bus stopped and people started talking.
pouring rain – so we all went back to been a student at my school seven years

Exaggeration
When we feel emotional about something, we tend to 1 How many exaggerations does the speaker make?
exaggerate – we call something “a brilliant idea,” “the best 2 What are they?
movie ever,” “an amazing journey,” etc. But we often don’t 3 What does he really mean in each case?
mean that literally. As a listener you need to be aware of
exaggeration and understand what the speaker is really 2 SPEAKING Work with a partner. Tell them about
saying. something really good or bad that happened to
you recently. Use exaggeration.
1 Read the example and answer the questions.

Last night’s commute home was terrible. It was Pronunciation

the worst trip of my life. The train was two hours The /tʃ/ sound: negative auxiliaries + you
late and then it stopped for ages in the middle of
nowhere. I was so bored I thought I was going to Go to page 120.
go crazy. I hope today’s commute won’t be so bad.
57
 GRAMMAR FUNCTIONS
Comparatives Using intensifying comparatives
1 Match the sentence halves from the blog. Then 1 Look at what the writer recommended to the
read the rule and complete it with 1–5. tourists. Match the three parts.
1 The longer the bus stood still, 1 You should a It’s easily the i And it’s even
2 Businesspeople are a lot visit New best time to warmer than it
3 It seems my teachers were just as Orleans. visit. is now.
2 You should b It’s by far the ii And it’s a
4 Although people were polite, they weren’t
travel around most beautiful whole lot
nearly as by bus. city in the U.S. cheaper than
5 People were getting more flying.
a friendly as the people from the day before. 3 You should c It’s the easiest iii And it’s way
come back in way to travel less crowded
b and more annoyed.
August. by far. than Boston.
c the more annoyed people became.
d cooler than I thought they were. 2 Make recommendations to visitors to your country
e strict then as they are now. using the sentences in Exercise 1 to help you. Then
compare with a partner.
You should go by car. It’s easily the best way to see
RULE: the country and it’s a lot less expensive than flying.
● Use a lot / far / much + comparative to make
a comparative stronger. Sentence 1
● Use just as / not nearly as / nowhere near as + VOCABULARY
adjective + as to intensify a comparison. Sentences Ways of speaking
2 and 3
● Use comparative and comparative + short 1 Which one of these sentences was probably not
adjectives, e.g., hotter and hotter to talk about said on the bus in the blog on page 57?
how something or someone is changing and 1 “Do you know what’s wrong with the bus?”
increasing in an adjective. Use more and more +
longer adjectives, e.g., more and more interesting. 2 “You should definitely visit Miami.”
Sentence 4 3 “There’s never anywhere to sit on these buses.”
● Use the + comparative / the + comparative with 4 “Hi, my name is Raffa, and this is Clara.”
short adjectives or the more + adjective / 5 “We’re sorry to say the bus has a problem.”
the more + adjective + clause with long adjectives 6 “It was me. I had the last piece of chocolate cake.”
to show how two events affect each other.
Sentence 5 2 Match the sentences in Exercise 1 with the
speaker’s communicative aim in each one.
2 Complete the second sentence so that it has a to recommend to confess
similar meaning to the first sentence using the to introduce to inquire
word given. You must use between two and five to announce to complain
words, including the word given.
3 Use the suffixes to complete the table.
1 Today’s test was much easier than yesterday’s test.
(nowhere) -ation | -ion | -tion | -y | -ment | -t
Today’s test was as yesterday’s test. 0 to recommend to make a recommendation
2 I’m practicing the piano a lot, and I’m getting much
1 to confess to make a
better. (practice)
2 to introduce to make an
The more I I get at playing the piano.
3 to inquire to make an
3 The price of gasoline is going up each month. (and)
4 to announce to make an
Gas is getting each month.
4 I’ve been seeing a lot of John recently, and I’m 5 to complain to make a
beginning not to like him so much. (less)
4 Choose three of the functions above and write an
The more I see John I like him. example of it. Read them to your partner to guess.
Workbook page 54
This is Harry. You’re making an introduction.
Workbook page 56

58
 GRAMMAR using the correct stress and intonation. Ask them to
Comparatives agree on the top three tips for visitors. Listen to some
examples with the class as feedback.
1 Working in pairs, students match the sentence halves
before referring back to the text to check their Mixed-ability idea
answers. During whole-class feedback, elicit the Weaker students can work with a partner to make a list
comparative forms in the sentences and ask students before regrouping to compare their ideas with a different
to underline them. Then ask students to complete the partner. To simplify the task further, you could give students
rule together. Check answers as a class. a list of comparatives to intensify.

Answers
1 c 2 d 3 e 4 a 5 b
VOCABULARY
Rule
Ways of speaking
1: 2 2: 3, 4 3: 5 4: 1 1 Books closed. Elicit some ideas for what people
on the bus said in the story – four to six sentences
2 This exercise is closely modeled on Reading and Use should be sufficient to set up the following activity.
of English part 4 of the Cambridge English: First Books open. Students evaluate the sentences – which
exam. If necessary, complete the first sentence as a sentence is not likely to have been said? Check
class to clarify the task. Students work individually to answers, prompting students to justify their choices.
complete the exercise before checking with a partner.
Refer them to the rule to help them decide on the Answer
answers. Check answers with the class. Sentence 6 (it doesn’t fit the context)

Answers Optional activity

1 nowhere near as difficult 2 practice, the better To extend the task in Exercise 1, ask students to say which
3 more and more expensive 4 the less person mentioned in the story may have said each of the
sentences. Elicit ideas during the answer check (1 any
passenger, 2 the narrator, 3 any passenger, 4 the tourists,
Fast finishers 5 the driver).
Ask students to write up to five sentences comparing
themselves to friends or members of their family, using the 2 Read the six verbs aloud to the class. For each, elicit
structures from Exercises 1–2. a definition in the students’ own words or an example
to illustrate its meaning. In pairs, students then
match the functions to the sentences in Exercise 1.
Be aware of common errors related to comparatives. During feedback, say the verbs aloud for students to
Go to Get it right! on page 124. repeat, and check pronunciation. You might like to
point out that identifying the purpose of a piece of
Workbook page 54 communication is a frequent feature of comprehension
tasks (both reading and listening) in tests.
FUNCTIONS
Answers
Using intensifying comparatives 1 to inquire 2 to recommend 3 to complain
1 If there is an interactive whiteboard (IWB) available 4 to introduce 5 to announce 6 to confess
in the classroom, this activity would best be done
as a whole-class activity onscreen. Display the 3 Look at the example with students and explain that
grid on the board, covering the second and third we can form a phrase using to make + the noun
columns with the reveal tool. Alternatively, ask form of each of the verbs. Ask students to work with
students to cover the second and third columns in a partner and form nouns using the suffixes. Check
their books. Read the information aloud and elicit answers with the class.
reasons for each statement. Encourage students to use
Answers
comparative forms in their answers.
1 confession 2 introduction 3 inquiry
Ask students to uncover the other columns and work 4 announcement 5 complaint
with a partner to match the three parts. During
whole-class feedback, draw attention to the phrases 4 Give students time to write three example sentences.
in italics. Say the phrases for students to repeat. Put students in pairs for students to guess the
Point out that primary stress is often placed on the function being illustrated. Monitor to check
intensifying comparatives and that they are often appropriate use of the expressions from the unit so
used to exaggerate information in stories. far. Make a note of any related errors to discuss at
the end of the activity. Listen to some of sentences
Answers from a number of students with the class, and ask the
1 b iii 2 c ii 3 a i rest of the class (excluding the partner they have just
worked with) to guess the function. Write the more
2 Ask students to work individually to make a list of serious errors you noticed on the board, ensuring
recommendations for visitors to their country. Have anonymity, and elicit a correction from a volunteer.
students compare their lists in pairs. Monitor to make
sure they are using intensifying comparatives and Workbook page 56

X T-58
LISTENING Optional activities
1 Ask students to look at the pictures. Tell them the 1 To tell the story of a relationship, students will likely need
people are Sophie and Rob. Elicit ideas about what to use the narrative past tenses. As most of the verbs in
their relationship might be. For each picture, ask a the phrases are irregular, you could elicit the simple past
(and, if you want, the past participle) forms of each verb
different student to briefly describe it.
during the answer check.
Students work on their own to order the pictures 2 To check the use of prepositions, put students in pairs.
and make a story. Ask them to compare their ideas With the exercise covered, ask them to take turns saying
in pairs. Give them two minutes or so to come to an the phrases to each other, leaving out the preposition
agreement about the order. (for example, fall BEEP love), to which their partner
must respond with the missing preposition (in this
2 1.35 Tell students they are going to hear a toast
case, in). They continue until they have tested all eight
at a wedding. Play the recording while students expressions.
listen and check that they have ordered the events
3 To help students with Exercise 2, you could ask them to
correctly. Tell students not to worry about difficult put the phrases in the order the events usually happen
words but to concentrate on the task. Let students in a relationship. There may be more than one way of
compare answers with a partner before whole-class ordering them. Ask them to compare their ideas in pairs
feedback. before a whole-class check.

Answers 2 Ask students to read the paragraph once before they

1 D 2 C 3 B 4 A 5 H 6 G 7 F 8 E fill in the blanks. They should think about what
stage of the relationship each sentence might be
3 1.35 This exercise is closely modeled on describing. This will help them choose the correct
Listening part 2 of the Cambridge English: First phrases. Students complete the exercise individually
exam. Check/clarify: proposed. Ask students to then check answers in pairs before feedback from
work in pairs, read the sentences, and try to predict the class.
what words may be missing. Suggest that they look
for logical as well as grammatical clues. Play the Answers
audio again for students to complete the sentences. 1 broke up 2 was over 3 went on a date
Check answers with the class. If necessary, play the 4 going out 5 fell in love 6 are getting married
recording again to clarify answers.
3 SPEAKING In pairs, students tell the story of a
Answers famous couple. If they cannot think of a famous
1 friends 2 platform 3 friends 4 note 5 email couple, they can talk about people that they know
6 girlfriend 7 year 8 engaged or even invent a story. Encourage them to use the
vocabulary items from Exercise 1 as they speak. For
feedback, ask two or three students to tell the class
VOCABULARY their story. Ask the rest of the class to listen and
write down each phrase from Exercise 1 that they
Love and relationships hear. At the end, vote on the best story.
1 Ask students to look at the list of verbs and cover Workbook page 56
the phrases, 1–8. Elicit any expressions that use the
verbs in the list to describe love and relationships.
When a student suggests an expression (such as fall
in love), ask the class to check and correct it (Is the
collocation OK? Is the preposition OK?) as necessary.
It doesn’t matter if the students don’t come up with
expressions for all the verbs – the aim is only to get
them thinking and checking how much they already
know.
Students work with a partner to complete the
phrases. During feedback, say the phrases aloud
and ask students to repeat them all together. Check
pronunciation.

Answers
1 fall 2 break 3 get 4 get 5 ask 6 go 7 go
8 be

T-59  
 6 B R I N G I N G PEO PL E TO G E T H ER

LISTENING VOCABULARY
1 Put the pictures in order to make a story about Sophie and Rob. Love and relationships
Compare with a partner. 1 Complete the phrases from the
story with the missing verbs.
get | break | ask | get
fall | go | go | be
1 to in love (with someone) –
to develop very strong feelings for
someone
2 to up (with someone) – to
A B end a relationship
3 to married (to someone) –
to become husband and wife
4 to engaged (to someone) –
to agree to get married
5 to (someone) out – to
invite someone to do something
(with romance in mind!)
C D
6 to out (together / with
someone) – to become boyfriend
and girlfriend
7 to on a date (with
someone) – to do something
together (to see if you like each
other)
8 to over (someone) – to not
E F
be sad anymore about an ex

2 Use phrases in Exercise 1 in the

correct tense to complete the
story of Sophie and Rob.
Rob finally 1 with his
girlfriend. When he felt that he
2 her, he asked Sophie
G H
out in an email. She was really happy,
and they 3 a few days
later. They got along really well and
2 1.35 Listen to the story Rob’s brother tells the guests. Check started 4 with each
your ideas in Exercise 1. other. They quickly 5
with each other. On vacation in
3 1.35 Listen again and complete the sentences. Australia, Rob asked Sophie to marry
1 Sophie is prett y shy, but she has lots of . him. She said yes! Now, they
6 , and Rob’s brother is
2 The first time Sophie saw “Train Man” they were on the
waiting for the train. giving the toast at their reception.
3 Sophie told all her about “Train Man.”
3 SPEAKING Work in pairs. Think
4 Sophie finally made contact with “Train Man” by giving him of a famous couple. Tell their
a . story to another pair using the
5 She learned his name was Rob when he sent her an . phrases above.
6 Sophie was disappointed to find out that Rob had a .
Workbook page 56
7 Rob sent Sophie a second email about a after he sent
the first one.
8 Rob proposed, and he and Sophie got during a train
trip across Australia.

59
 READING
1 Look at the photo and answer
the questions.
1 What are the people doing?
2 Why do you think they are
doing it?

2 Read the article and check your

ideas. Explain the play on words
in the last sentence.

3 Read the article again and mark

the sentences T (true), F (false),
or DS (doesn’t say).
1 Pete Frates wanted to play
An Ice Cold Summer
professional baseball. IInn tthe
hee ssummer
um
mme
merr of 22014,
0114 a w
weird
eirdd aand
ei n w
nd wonderful
onnde
derf
r ull ccraze
raaze swe
swept
weptt aacross
croo the world.
cr
2 He was diagnosed with an Everywhere you looked people were pouring buckets of freezing water over their
illness called ALS in 2014. heads. The craze soon had a name – the Ice Bucket Challenge – and the idea
3 If you did the Ice Bucket behind it was to raise money for charity.
Challenge, you didn’t have
to pay any money. Despite the popularity of the challenge, not many people knew where it came
from. In fact, it was the idea of an American named Pete Frates. He had been a
4 You had to film yourself
promising college baseball player who seemed to have a bright future with the
doing the challenge.
Boston Red Sox. His career was cut short, however, when he fell ill with a disease
5 Barack Obama refused
called amyotrophic lateral sclerosis (ALS, for short). ALS attacks the nervous
to give any money to the
system and can cause speech problems and paralysis. It can also kill. Frates
charity.
wanted to do something to raise both money and awareness to help sufferers of
6 Some people felt the Ice ALS. He had a simple but brilliant idea.
Bucket Challenge was a
bit dangerous. The idea was to choose a couple of friends and challenge them to pour a bucket
7 Nearly 15% of the UK of freezing water over their heads. If they did it, then they paid $10 to the charity.
population donated If they refused, they paid $100. To prove they had done it, they had 24 hours to
money through the post a video of their challenge online. Then it was their turn to nominate two more
Ice Bucket Challenge. people and challenge them.
8 ALS research benefited from Soon, the Ice Bucket Challenge had gone viral, with plenty of celebrities worldwide
the craze, but other charities joining in, including Usain Bolt, Lady Gaga, Oprah Winfrey, Taylor Swift, Cristiano
were negatively affected. Ronaldo, and even former U.S. President George W. Bush. U.S. President Barack
Obama and U.K. Prime Minister David Cameron were also challenged, although
SPEAKING they both refused to do it and donated the $100 instead. All in all, more than
2,500,000 videos were posted on social media sites from at least 150 different
Work in pairs and discuss the countries. And millions of dollars were donated to the ALS Foundation.
questions.
Not everyone viewed the Ice Bucket Challenge in a positive light, however. Some
1 Do you remember the Ice Bucket people felt that it put too much pressure on people who did not want to (or maybe
Challenge? Did you, or anyone you
could not afford to) donate money. If you were chosen by a friend and decided you
know, take part in it?
did not want to take part, you were seen as being mean and not joining the fun.
2 Do you think it was a good idea? Some misunderstood the challenge, thinking that they didn’t have to donate if they
Why or why not? poured the ice water on themselves. Some people did the challenge but didn’t
3 What would you have said to donate. One study found that even though over 15 percent of the British population
someone who refused to take part? had done the challenge, only 10 percent actually gave any money to charity. Other
4 What other examples can you think people pointed out that so much attention on one charity pulls attention away
of where people have used social from other, equally worthwhile charities. ALS research profited, but other research
media to raise money for charity? efforts received less money than usual because of it.
So, was the Ice Bucket challenge a good thing or not? That will always depend
on who you talk to. Nevertheless, for a few hot months back in the summer of
2014, the Ice Bucket Challenge brought millions of people from all over the planet
together for a “cool” cause.

60
 READING Optional activity
1 Books closed. Say or write on the board: The The article contains a variety of interesting vocabulary. Write
Ice Bucket Challenge 2014. Elicit if any students the following phrases on the board.
remember what this was all about – and whether 1 weird
they have done the challenge or know someone who 2 swept across
has. It doesn’t matter if they don’t remember, just 3 bright future
move on to the exercise in the book. 4 cut short
5 prove
Books open. Focus on the photo collage. Ask 6 gone viral
students to discuss their ideas in pairs before you 7 viewed (it) in a positive light
elicit suggestions from the class. Don’t confirm their 8 put pressure on
answers at this point. 9 seen as being
10 equally worthwhile
2 Working individually, students quickly read the
Ask students to find them in the article and work with a
article to check their answers. The article contains partner to figure out their meaning from the context. Check
some quite difficult language, but tell students not to answers with the class, giving additional clarification where
worry if they don’t understand every word but to just required.
focus on checking their ideas. Allow them to compare
answers with a partner before whole-class feedback.
After checking their predictions from Exercise 1,
ask them to try to explain the word play using their
SPEAKING
own words. Read the questions with students. Divide the class into
pairs or small groups to discuss the questions. Monitor,
Answers helping as necessary. Encourage students to use any
1 They’re pouring buckets of water over their heads. vocabulary they have learned from the text and to
2 They’re doing it to raise money for charity. expand on their answers with their examples, opinions,
or suggestions. Ask pairs or groups to share their
“Cool” refers to both the popularity of the challenge and
answers and thoughts with the class, and discuss these.
the icy water.

3 Give students time to read sentences 1–8 and

underline key words. Check understanding. Check/
clarify: challenge, refused, donated. Ask students
to read the article more carefully to answer the
questions. Encourage students to underline the parts
of the text that support their answers and correct any
false statements. Students compare answers with a
partner before whole-class feedback.

Answers
1 T (He was a college baseball player, with a promising
career with the Boston Red Sox.)
2 DS (We only find out that he suffered from ALS, not when
he was diagnosed.)
3 F (You paid $10 if you did the challenge, $100 if you
refused.)
4 T (You had to film it and then had 24 hours to post it
online.)
5 F (He refused the challenge, but donated the $100.)
6 DS (Some people viewed it negatively, but there is no
mention of what danger it may have posed.)
7 F (Fifteen percent did the challenge, but only 10%
donated money.)
8 T (Other research efforts received less money than usual
because of it.)

X      T-60

GRAMMAR Answer
Linkers of contrast Although I felt really tired, I stayed up until midnight to
celebrate the new year. / I stayed up until midnight to
1 Draw attention to the words in bold and elicit/ celebrate the new year, although I felt really tired.
explain that they are used to link (to connect) Even though I felt really tired, I stayed up until midnight
contrasting information. Divide the class into pairs to celebrate the new year. / I stayed up until midnight to
for students to read the sentences and complete the celebrate the new year, even though I felt really tired.
rule. Monitor, helping with any difficulties. During I felt really tired. However, I stayed up until midnight to
celebrate the new year.
whole-class feedback, refer to sentences 1–6 and
Despite feeling really tired, I stayed up until midnight to
give additional examples for clarification if required. celebrate the new year. / I stayed up until midnight to
Stress the importance of the position (the beginning, celebrate the new year, despite feeling really tired.
middle, or end of a sentence) and the correct use of In spite of feeling really tired, I stayed up until midnight
pronunciation. to celebrate the new year. / I stayed up until midnight to
celebrate the new year, in spite of feeling really tired.
Rule I felt really tired. Nevertheless, I stayed up until midnight to
celebrate the new year.
1 in spite of 2 even though 3 nevertheless

Be aware of common errors related to linkers of

Language note contrast. Go to Get it right! on page 124.
In spite of and despite can be followed by a negative gerund: In
spite of / Despite not having an umbrella, he walked home in the
rain. = Although he didn’t have an umbrella, … BUT NOT Although Workbook page 55
not having an umbrella, …

2 If you’re short on time, assign this exercise for

homework. If you decide to do so, go through the
example and, if necessary, sentence 1 together as a Doing good
class to check that the task is clear. 1 Divide the class into groups of four. Students
Students work individually to rewrite the sentences. work together to complete the exercise. Monitor
Remind them to check the position of the linker and to help with vocabulary and ideas. If you have an
punctuation in the rule. Students check answers with internet connection available, allow students to
a partner before whole-class feedback. do some research online to find a suitable charity
to support. Because students are going to present
Answers their ideas to the class, you might like to ask them
1 Despite studying hard for the test, I failed it. to represent them visually in the form of a poster
2 He doesn’t earn a lot of money. However, he gives a lot or a slideshow presentation on a computer, which
to charity. can be used to support the presentation. Remind
3 Although I’d seen the movie before, I still really enjoyed them to follow the guide, and check that they are
it. including information about each of the questions in
4 In spite of starting to eat less, I didn’t lose any weight. /
I didn’t lose any weight in spite of starting to eat less.
the list. Allow plenty of time for project work; this
5 It wasn’t very warm. Nevertheless, we had a good time is a complex task requiring the application of a wide
at the beach. range of skills (speaking, writing, organization, visual
6 Even though I don’t speak a word of Chinese, I communication, presentation skills, editing skills, and
understood what he said. / I understood what he said so on), which is not only great language practice but
even though I don’t speak a word of Chinese. also a useful preparation for the real world.
2 SPEAKING Ask each group to decide who is going to
Fast finishers present which part of their presentation. Groups take
Ask students to rewrite each sentence using a different turns presenting their ideas. Allow time for questions
linker of contrast. after each presentation. Ask the class to check if
information about all the points in Exercise 1 has
3 Students work with a partner to do the exercise. been included – and to ask questions about those that
haven’t been covered in sufficient detail. At the end
of the presentations, hold a class vote to decide on
the best charity idea.

Optional activity
Before students vote on the best charity, ask them to work
with their original group of four and discuss the other
presentations. Ask them to discuss the positive and negative
points of each charity idea and discuss ways they might have
done things differently. When students vote, ask individuals
to give reasons for their choices.

T-61  
 6 B R I N G I N G PEO PL E TO G E T H ER

GRAMMAR
Linkers of contrast
1 Read the example sentences about the article and use them 2 Rewrite the sentences using the word
to complete the rule. in parentheses.
1 Most people thought the Ice Bucket Challenge was brilliant. 0 I didn’t know anyone at the party, but I
However, there were people who disagreed. still had a good time. (in spite of)
2 Despite its popularity, many people didn’t know where the In spite of not knowing anyone at
idea had come from. the party, I still had a good time.
3 Pete Frates found the time to raise money for charity in spite of 1 I studied hard for the test. I failed it.
being very ill. (despite)
4 Although he was challenged, President Obama decided not to 2 He doesn’t earn a lot of money. He
pour water over his head. gives a lot to charity. (However)
5 I didn’t do the challenge even though four of my friends 3 I’d seen the movie before. I still really
nominated me. enjoyed it. (although)
6 Many people did the challenge without donating. 4 I started to eat less. I didn’t lose any
Nevertheless, the charity made a lot of money. weight. (in spite of)
5 It wasn’t very warm. We had a good
RULE: To contrast ideas and facts, we use these linking time at the beach. (Nevertheless)
words: although, even though, however, despite, in spite of, and 6 I don’t speak a word of Chinese.
nevertheless. I understood what he said. (even
1 Despite and are followed by a noun phrase or though)
a gerund. They can be used at the beginning or in the 3 Rewrite this idea using each of the
middle of a sentence. linkers from the rule box.
2 Although and are followed by a full clause. They can
be used at the beginning or in the middle of a sentence. I felt really tired. I stayed up until
3 However and introduce the contrasting idea
midnight to celebrate the new year.
and come at the beginning of a new sentence. They are Workbook page 55
followed by a comma.

Doing good
1 Work in groups of four. You are going
to run a fundraising challenge for a
charity. Use these points to help
organize your ideas.
1 Decide on a charity.
●Why are you choosing this
charity?
● What will the charity use this
money for?
2 Decide on a challenge
● What is the challenge?
● How are people chosen for the challenge?
2 SPEAKING Present your ideas to the class.
● What do you have to do if you refuse to do it?
Each student in your group should talk
3 Think of a famous person to get involved. about one of the points in Exercise 1.
● Why this person?
● What do you want them to do?
4 Extras
● What other things can you do to help your campaign?
(T-shirts, write a song, etc.)

61
 Literature
1 Look at the photos and read the introduction to the extract.
What do you think Vic is thinking about when he’s waiting
for the bus with Ingrid?

2 1.36 Read and listen to the extract and check your ideas.

A kind of loving by Stan Barstow

Vic Brown is a young drafter at an engineering company in northern England in the 1950s. He
lives with his mother and father. He is attracted to one of the administrative assistants at the
company – Ingrid Rothwell – and one day, as they leave work, they run into each other and
start walking to the bus stop together.

I
’m going your way,” she says.
I hold the door open for her and get a gorgeous whiff of her scent as she goes by. We say good night
to the commissionaire and walk off down the lane. […]
It seems there’s a lot I don’t know and she starts to bring me up to date. I don’t have to make the
conversation tonight; she just rolls it out. She’s as full of scandal as the Sunday papers and by the time
we get to the bus stop I know more about the people who work at Whittaker’s than I’ve learned all the
time I’ve been there.
I get both fares into town and she says, “That makes us quits,” and smiles.
She picks up where she left off and starts chattering again; but I’m not really listening now. My mind’s
working like mad on how I can make the most of this chance. I try to think of a way to get started and
all the time the bus is tearing down the road into town. When I see the Grammar School sail by I kind of
panic because I know we’ll be in the station any minute now.
“Look, there’s something I –” And she starts talking again at the same time. We both stop. “Go on,” I say.
“I was just going to ask you if you’d seen that new musical Rise and Shine at the Palace,” she says. “I
was wondering what it was like.”
I haven’t a clue what it’s like, to be honest, but I say, “I think it’s good,” and I’m thinking, Now, now,
now: what are you waiting for? “I was thinking of going to see it myself one night this week, as a matter
of fact,” I say. This is another fib, but I don’t care. I have to clear my throat. “P’raps … er, mebbe you’d
like to come with me … see it together …”
She says, “Oh!” just as if it was the last thing she’d have thought of and I begin to think how I can pass
it off if she turns me down. “Well, when?”
I can hardly sit still in the seat. I want to jump up and shout, I’m that excited. “I’d thought of going
tomorrow, but any night ’ud suit me really.”
“Tomorrow’s New Year’s Eve,” she says, “and I’m going to a party. Can you make it Wednesday?”
“All right.” Wednesday, Thursday, Friday, Saturday or Sunday. I can make it any night or all of them.
I just want it to be soon.
“Wednesday, then,” she says, and I nod. “Wednesday.”
Before the bus pulls into the station we’ve fixed up what time we’ll
meet and where and everything. And to think, only this morning ing I
wouldn’t have given a bent penny for my chances. But that’s how
things work out sometimes. Wednesday … I just don’t know how ow
I’ll live till then.
But course I do, and now here I am waiting on the corner at
twenty-five to eight. She’s late, but only five minutes, and I was as
here ten minutes early to make sure I didn’t miss her so thatt
makes it seem more.

62
 LITERATURE
A kind of loving by Stan Barstow

Background information
Stan Barstow (1928–2011) was an English novelist from
Yorkshire in the North of England. His novels include Ask Me
Tomorrow (1962) and The Watchers on the Shore (1966). A Kind
of Loving (1960) was his first and most popular novel and was
made into a film starring Alan Bates and June Ritchie. The story
centers on a working-class man whose girlfriend has a baby.
He is forced to marry her and change his lifestyle, learning the
difference between the initial excitement of a relationship and
the reality (and tedium) of everyday love.

1 Books closed. As a lead-in, have students work in

pairs or small groups and make a list of five romantic
novels or movies. Ask students to discuss the main
plot points of each and then rank the five novels or
movies from best to worst. Ask some pairs to share
their lists with the class.
Books open. If there is an IWB available in the
classroom, this activity would best be done as a
heads-up activity with the whole class. Check/
clarify: attracted to, run into each other. Draw students’
attention to the photos and ask them to discuss the
question with their partner. During feedback, write
students’ ideas on the board.
2 1.36 Play the audio for students to listen, read,
and check their answer to Exercise 1. Tell them
to concentrate on answering the question and not
to worry about understanding every word. Allow
students to check their answer with a partner before
feedback from the class. Ask some individuals to give
reasons for their answers. Check students’ ideas on
board to see if anybody predicted correctly.

X      T-62

3 Ask students to read the questions and underline 2 Ask students to work with a partner to complete
the key information they will need to look for in the exercise. Check answers with the class. Point
the text. You could encourage students to try to out that, in a well-structured piece of writing, each
answer the questions before reading again to check paragraph should have its own purpose, which is
their answers. Let students compare answers with a exactly why it is written as a separate paragraph.
partner before a whole-class check. During feedback,
ask students to refer to the parts of the text that Answers
support their answers. 1 D 2 B 3 C 4 A

Answers 3 Ask students to cover the essay and complete the

1 She talks about the people who work at Whittaker’s. sentences. Ask them to compare their ideas in pairs
2 He’s thinking about how to ask her out. before checking back in the essay. Ask them to
3 That he thinks the musical is good, and that he was consider whether any alternative answers they may
thinking of seeing it that week have suggested are still correct. There is usually more
4 Because he’s excited that Ingrid has agreed to go to the
than one way of linking ideas together, as seen in
musical with him
5 Because he got there early the Grammar section on page 61. Finally, check the
answers as a class, eliciting any possible alternatives.
4 VOCABULARY Students work individually to
complete the exercise and then check their answers Answers
with a partner before feedback from the whole class. 1 however 2 As a consequence 3 Furthermore
4 As a result 5 Nevertheless 6 Therefore
Mixed-ability
Mixed-ability idea
4 Students could work in pairs to brainstorm ideas and
Ask stronger students to look back at the extract and try to make notes, even if they later go on to write their
figure out the meaning of the highlighted words using the essays independently. Ask students also to make a
context, without referring to the definitions in Exercise 4. note of any vocabulary they could use in their essays
Weaker students can match the definitions and the words. and to include linkers of contrast. Remind them to
leave their own opinion until the conclusion.
Answers 5 Students expand their notes into an essay. Students
1 fib 2 That makes us quits. 3 scandal 4 make it
could do the preparation stages in class to allow you
5 drafter 6 whiff 7 tearing 8 chattering to check their work, then complete the writing at
home, to give them more time to put their ideas in
5 SPEAKING Have students discuss the questions in final shape.
pairs or small groups. Monitor, encouraging students Ask students to swap their writing with another
to expand on their answers. Make a note of any nice student/pair to check each other’s work for: task
expressions in English that students use during the completion (Have they included arguments both for
activity. At the end, write them on the board for the and against before they presented their conclusion?),
whole class to copy, and praise the student who used language (Is it interesting and engaging to read?),
them. As feedback, ask for volunteers to report back and coherence (Are linkers used? Are they used
to the class on their discussions. Encourage others in accurately?).
the class to respond.

WRITING
An essay
1 As a lead-in to this activity, ask students: When did
you last write an essay? What was the topic? Can you
remember the topic of any other essays you have written?
Elicit a few tips from students about writing essays.
Students read the essay and answer the question. Ask
them to compare their answer with a partner before
checking with the class.

Suggested answer
No. The author thinks that people get tired of being asked
for money and that social media lacks a personal touch.

T-63  
 6 B R I N G I N G PEO PL E TO G E T H ER

3 Read the extract again. Answer the questions.

2 Read the paragraph functions and write
1 What does Ingrid talk about as she and Vic walk A–D in the boxes below.
to the bus stop?
1 introduction
2 What is Vic thinking about as the bus approaches
the station? 2 argument supporting the idea
3 argument against the idea
3 What two things does Vic say to Ingrid that aren’t
really true? 4 the writer’s final opinion
4 Why does Vic want “to jump up and shout?” 3 Complete with the missing linkers. Then
5 Why does it seem to Vic that Ingrid is later than she is? check in the essay.
4 VOCABULARY Match the highlighted words and 1 Because it’s so much easier, , more
phrases in the extract with the definitions. and more people are using social media for
that purpose.
1 a lie; something someone says that’s not true
2 , people are getting tired of
2 agreeing that no one owes anything to another person constantly being asked to donate.
3 things about other people that are shocking 3 , these requests often come from
4 be available (to meet or to do something) strangers or friends of friends. They lack the
5 someone who does drawings of machines, new personal touch.
buildings, etc. 4 , people are starting to ignore
6 a slight smell these appeals.
7 going very, very fast 5 , I still believe that social media
8 talking a long time about not very important things can be a really useful way of raising money
for charity.
5 SPEAKING Work in pairs. Discuss the questions. 6 , it’s no surprise that more and
1 Vic doesn’t find it easy to ask Ingrid out. Can you think of more people are using social media to raise
other times when people find it difficult to say what they money for charity.
want to say?
4 Look at the essay title and make notes.
2 Do you think Ingrid will turn up to meet Vic?
Why or why not? Social media brings people together.
Introduction:
WRITING For:
Against:
An essay My conclusion:
1 Read the essay, which is out of order, quickly. Does the
author agree or disagree with the essay title? Why? 5 Write your essay in 140–190 words.

Social media is the best way of raising money for charity

A Nevertheless, I still believe that social media can be a really useful way of raising money for charity. We just need to be
careful how we use it and make sure we don’t use it too often.
B When my mother was a child, she used to take part in different campaigns to raise money for good causes. She would
knock on people’s doors asking them to pledge money. Then, at the end of the campaign, she had to return to collect the
money. These days people use social media to ask for financial pledges. With one click people can donate immediately.
Collecting money for charity has never been easier.
C Because it’s so much easier, however, more and more people are using social media for that purpose. As a consequence,
people are getting tired of constantly being asked to donate every time they check their email or want to post an update.
Furthermore, these requests often come from strangers or friends of friends. They lack the personal touch. As a result,
people are starting to ignore these appeals.
D Social media is a huge part of people’s lives. It’s often the quickest and easiest way of keeping in touch with friends or
sharing thoughts with a wider audience. Therefore, it’s no surprise that more and more people are using social media to
raise money for charity. But is that always a good idea?

63
 C A M BRIDGE ENGLISH: First

READING AND USE OF ENGLISH

Part 7: Matching Workbook page 61

1 You are going to read an article in which four teenagers talk about how they met their best friend. For
questions 1–10, choose from the teenagers (A–D). The teenagers may be chosen more than once.
Which teenager
1 feels that they met their best friend at the perfect time?
2 has changed their attitude about best friends several times?
3 has known their best friend for most of their life?
4 felt an instant connection with their best friend?
5 thinks it can be a good thing to have a small number of very close friends?
6 gets along with their best friend because they can discuss different topics?
7 feels that their best friend also helped them to get along better with people at school?
8 thinks that distance helps keep a relationship healthy?
9 made best friends with the new kid in class right away?
10 thinks it’s a good thing that their best friend doesn’t know their other friends?

A Dom C Anna
My best friend is Luis, and I’ve only known him for about I still remember the first time I met Robert. I must have
three months. I met Luis at a youth club, and I knew been about 10 or 11. I was at school when the teacher
immediately that he was going to be a great friend. We introduced him as the new student and told him to sit
share exactly the same sense of humor. We like the same next to me. We started talking immediately and have
bands. I’m really interested in politics, and he shares hardly stopped talking since. Mom says I didn’t have a lot
exactly the same concerns as I do. It was great to finally of friends at that age and found it difficult to get along
be able to talk about something other than football and with the other kids. She says that Robert helped me find
girls. Don’t get me wrong, I still like talking about those the confidence I needed to make new friends. Now we’re
things, but it’s good to have a change. Also, because Luis in high school, and we still spend lots of time together. Of
doesn’t go to the same school as me, it means that we course, I tend to hang out with the girls and Robert hangs
don’t waste time talking about other friends. out with the boys, but we often meet up after school or
on weekends.
B Janice
I’ve had a lot of best friends. I remember when I was a kid D Charlie
I’d have a new best friend every week. Then when I was I’ve known my best friend Tom since I was two. Of
a little older, I thought it was silly to have one best friend course, I don’t remember him from then, but we met
and just tried to have as many friends as I could. Recently because our dads took us to the same park to play when
though, I realized that, although it’s good to have lots of we were toddlers. They became best friends, and we
friends, it’s good to have one or two extra special ones grew up almost as brothers. When I was about seven,
that you know will always be there for you no matter Mom and Dad moved away, but they kept in touch
what. I guess, at the moment, Maribel would be that with Tom’s parents, so Tom and I would still see each
friend. I really haven’t known her very long, probably other over the summer. These days we keep in touch on
about a year at the most. She was the new kid in school, Facebook, and we text each other a lot. It’s great having
and at first I wasn’t very friendly to her at all, probably someone who knows you so well, and I think the fact that
because I already had my gang of friends. But she was in we live more than 100 kilometers apart means that we’ve
lots of my classes, and I started to get to know her better become even better friends. We don’t get tired of each
and realized she was really cool. other because we don’t see each other all the time.

64
 CAMBRIDGE ENGLISH: First

READING AND USE OF ENGLISH

Part 7: Matching
Workbook page 61

Answers
1 C 2 B 3 D 4 A 5 B 6 A 7 C 8 D 9 C 10 A

X   T-64  
 TEST YOURSELF UNITS 5 & 6
VOCABULARY
1

Answers
1 broke 2 going 3 confessed 4 introduced
5 zip 6 upgrade 7 backup 8 startled
9 complained 10 recommendation

GRAMMAR
2

Answers
1 even though 2 succeeded in 3 wasn’t allowed to
4 nowhere near as 5 didn’t have to 6 been able

Answers
1 We ran as fast as we could, but we didn’t manage to get
there in time.
2 Despite earns earning a good salary, Mario says he never
has enough money.
3 Nicole’s parents weren’t as strict with her brother than
as they were with her.
4 Nevertheless Although / Even though Barry’s French isn’t
great, he understood a lot of the movie.
5 It is very kind of you, but you don’t need to pick me up.
I can walk to the restaurant.
6 James always does well on tests although in spite of /
despite never studying / although never studying he
never studies.

FUNCTIONAL LANGUAGE
4

Answers
1 far, even 2 must, don’t need to 3 let, have
4 easily, whole

T-65  
TEST YOUR SELF U N ITS 5 & 6

VOCABULARY
1 Complete the sentences with the words in the list. There are four extra words.
stream | backup | zip | upgrade | craze | broke | introduced | going
recommendation | confessed | access | startled | complained | lens
1 Jake is feeling really down. He just up with his girlfriend.
2 My friends Alex and Nancy have been out together for over a year.
3 I asked him four times to give me my watch back, and then he that he’d lost it.
4 I know who Paul is, but I’ve never been to him.
5 The file was so big that I had to it to send it by email.
6 My computer runs my new graphics program very slowly. I need to it.
7 I almost lost everything when my computer crashed, but luckily I had a of most of it.
8 The old lady was so when the dog barked at her that she dropped her groceries.
9 The neighbors about the noise at our party.
10 Steve said this tablet was great, so I bought it on his . /10

GRAMMAR
2 Complete the sentences with the phrases in the list. There is one extra phrase.
succeeded in | been able | managed to | nowhere near as
wasn’t allowed to | even though | didn’t have to
1 I’ve never visited the museum I live very close to it.
2 My uncle took lots of lessons, but he never learning to drive.
3 My mom go out with friends until she was sixteen.
4 The sequel is good as the first movie.
5 Dave had already asked Mom about the trip, so I ask her.
6 My aunt hurt her hand last month. She hasn’t to play the piano since then.

3 Find and correct the mistake in each sentence.

1 We ran as fast as we could, but we didn’t manage get there in time.
2 Despite earns a good salary, Mario says he never has enough money.
3 Nicole’s parents weren’t as strict with her brother than they were with her.
4 Nevertheless, Barry’s French isn’t great, he understood a lot of the movie.
5 It is very kind of you, but you don’t need pick me up. I can walk to the restaurant.
6 James always does well on tests, although never studying. /12

FUNCTIONAL LANGUAGE
4 Choose the correct options.
1 A I think Demi Lovato’s latest album is by far / way the best album she’s ever released.
B I agree. It’s lot / even better than her last one.
2 A I must / need go home now. I still have homework to finish for tomorrow.
B No, you mustn’t / don’t need to do it for tomorrow – it’s a holiday. Remember?
3 A Do your parents let / allow you stay out as late as you want? /8
B Yes, but only on weekends, and I have / must to tell them what time I’ll be home.
4 A I love this game. It’s easily / even the best game I’ve ever played.
B No way! Prince of Shadows is a whole / good lot better than this. MY SCORE /30
22 – 30
10 – 21
0–9 65