More Than Words Book 1

MORE
THAN
WORDS
vocabulary for upper intermediate
to advanced students
BOOK 1
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Addison Wesley Longman Limited
Edinburgh Gate, HarTow,
Essex CM20 2JE, England
and Associated companies throughout the world
© Longman Group UK Limited 1991

All rights reserved; no part of this publication
may oe reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior permission of the Publishers
First published 1991
Set in 1 l/13pt Futura Medium

Designed and produced by
The Pen and Ink Book Company Ltd.
Huntingdon, Cambridgeshire
Illustrated by Maureen and Gordon Gray,
Hamish Moyle, Dave Parkins and John York
Fifth impression 1997
British Library Cataloguing in Publication Data
Harmer, Jeremy, 1947—
More than words: vocabulary for upper intermediate to
advanced students.
Book 1.
I. Title II. Rossner, R. (Richard)
428.1
Printed in China
EPC/05
ISBN 0-582-09481-X
Contents
Acknowledgements iv
Introduction for students and teachers ¥
Part A: Exploring Vocabulary 1
UNIT NO TITLE
Meaning 1 Meaning in context 2

2 Related and unrelated meanings 5
3 Sense relations 9
Word Use 4 Metaphor, idioms, proverbs 12

5 Collocation — which word goes
with which? 17
6 Style and register 20
Word Formation 7 Parts of speech: verbs and nouns 26

8 Affixes 30
9 Spelling and sounds 33
Word Grammar 10
11
Countable and uncountable
Verbs
36
40
12 Verb complementation 45
Part B: Human Beings 51
UNIT NO TITLE
1 The human body 52
2 Physical appearance and
description 57
3 Clothing 63
4 Health and exercise 71
5 Sickness and cure 78
6 Ages and ageing 84
7 Birth and death 91
8 Waking and sleeping 98
9 Walking and running 104
10 Body language and movement 111
11 The mind and thinking 118
12 Perception and the senses 126
13 Feelings and moods 133
14 Likes and dislikes 141
15 Character and personality 1 148
16 Character and personality 2 155
Answer Key 160

Acknowledgements
We would like to thank Sue Maingay for her help and (where Anita Harmer's comments were also extremely
encouragement during the writing of these materials useful). Thanks to both organizations for allowing us to
and Jane Walsh for her constructive comments. Thanks get valuable feedback.
also to Alison Steadman for all her work. Lastly, and with feeling, our gratitude is due to Anita
As the work has gradually evolved we have been and Annick for their support and patience.
lucky in the excellent reports that we have received from
Janet Olearski, Alison Roberts and Bernard Hayden. Jeremy Harmer
We were able to try the materials out at the Cambridge Richard Rossner
Eurocentre and the Cambridge Regional College Cambridge. July 1991.
We are grateful to the following for permission to Thanks are due to the following for permission to
reproduce copyright material; reproduce photographs on the pages indicated:
Adverkit International Ltd for an extract from an J. Allan Cash Ltd: pp. 5, 76, 107 (bottom centre and top
article from Bath & District Star 1.11.89; Faber & left), 116, 148-151, 153, 155(c), 159; Catherine
Faber Ltd for the poem 'Giving Up Smoking' from
Making Cocoa for Kingsley Amis by Wendy Cope;
the author's agent for an adapted extract from The
Truth About Lorin Jones by Alison Lurie; the author's
Ashmore: p. 111 (f); BBC: p. 94 (top left); Peter Cotton and
Mark Harrison, Abacus/Sphere Books: p. 2; Peter Dazeley:
p. 73 (top); Zoe Dominic: p. Ill (b); ET Archive: p. 54;
Format Photographers Ltd/Jenny Matthews: pp. 78(d),
agent for the poem 'Worry' from Melting into the 111 (c),/Maggie Murray: pp. 71 (e), 73 (bottom centre),/
Foregroundby Roger McGough (pub Kestrel Books); Joanne O'Brien: p. 94 (middle rightj/Brenda Prince: p. 94
The Open University Press for an adapted extract (bottom left); Format Partners/Ulrike Preuss: p. 78(b)(e); Tim
from Unit 6 from course D303 by The Open Graham: p. 111 (d); Sally and Richard Greenhill: pp. 34
University (pub 1978), (c) The Open University Press; (main photo), 37, 43, 61 (a)(d), 73 (bottom left), 78(c), 94
the author, Michael Swan for his poem 'Old Friend (middle left and bottom right) 107 (bottom right); Robert
Seen on TV. Harding Picture Library Ltd: p. 107 (top centre); The Image
Bank: pp. 139, 152; Japan National Tourist Organisation:
We have been unable to trace the copyright holder p. 71 (a); Mary Evans Picture Library: p. 157; Dept. of
in the article 'Your Horoscope' by Lucille Burton & Medical Illustration, St. Bartholomew's Hospital: p. 118;
would appreciate any information that would Network Photographers/Sunil Gupta pp. 57(d), 94 (top
enable us to do so. right); Photofusion/Anna Arnone: pp. 57(b), 71 (c),/Janis
Austin: pp. 57(a)(e), 107 (bottom left), 145(d)/Vania
Coimbra: p. 71 (d),/Gina Glover: p. 107 (top right),/Sally
Lancaster: pp. 57(f), 145(b),/Sarah Sounders p. 63 (bottom
right),/J. Southworth: p. 63 (top right),/Sarah Wyld
p. 145(a)/Vicky White: p. 78(a); Popperfoto: pp. 71 (b),
111 (e); Walter Rowlings: p. 34 (inset); Rex Features Ltd:
pp. 15, 61 (b), 73 (bottom right), 101, 145; Chris Ridgers:
p. 141; Roose and Partners: p. 78(f); Syndication
International: pp. 57(c), 61 (c); Zefa: p. 52, - K+H Benser:
p. 63(a), - Norman: p. 111 (bottom left); - Stockmarket:
p. 63 (top left), - Teasy: p. 85.
Introduction for students and teachers
AIMS The aims of More than Words are:

a) to make students more aware of words and what it means
to know and use words fully (especially in English).
b) to make students aware of the vocabulary associated with
certain defined topic areas (e.g. health, sleeping and
waking, clothing, feelings and moods, relationships,
character etc.): to provide material to help students
memorize and practise these words.
c) to provide material which will provoke and stimulate, thus
enabling the students to understand more about the
vocabulary of English and how language works.
d) to provide material which can be used to promote general
skill integration work and other types of language study.
THE ORGANIZATION There are two books in the 'More than Words' series. Each
OF MORE THAN
WORDS
book has Part A and Part B.
This is what the different parts contain:
BOOK1 Part A: Exploring Vocabulary

12 units designed to help the students develop an awareness
of different aspects of meaning such as metaphor,
collocation etc. and of how words are used. In the units we
also look at how words can be changed and how they
behave grammatically.
Part B: Human Beings
16 units covering people and human experience. We look at
the vocabulary associated with the body, health, movement,
the mind, perception, likes and dislikes, character etc.
BOOK 2 Part A: Resources for Vocabulary Development

6 units dealing with the resources which students can use
to help them develop their own vocabulary; two deal with
dictionary use and there is a unit on how to remember new
words. Other units deal with 'circumlocution',
wordbuilding and creative vocabulary.
Part B: The World
25 units covering topic areas concerned with the world we
live in. We look at the vocabulary associated with families,
communication, politics, homes, towns and cities,
education, crime, the environment, the animal kingdom etc.
WHAT IS A glance at the contents list of More than Words will show you
VOCABULARY? that there is more to the book than simply a list of topics and
the words associated with them.
To know a word fully you need to be aware of many things,
www.IELTS4U.blogfa.com for example

a) you need to know what a word means (let's take the word
'dream'}
b) you need to know how it is connected to other words which
mean similar things (e.g. nightmare] i
c) you need to know what other meanings it can have (e.g. "/
never dreamt I could be so happy" "He's always
daydreaming" "I wouldn't dream of it" etc.)
d) you need to know how the word changes depending on its
grammar (e.g. she was dreaming, she dreamt)
e) you need to know the grammar of the word (e.g. you
dream of or about something)
f) perhaps, most importantly, you need to know what kind of
situations the word is used in and who might use it.
All this information is part of 'knowing' a word: it's
information that speakers of the language have without even
realizing it.
In More than Words we try to ensure that students have a
chance to know words in this way. Texts show the contexts
words are used in, and exercises explore various aspects of the
words such as collocation, style and grammar.
A major feature of More than Words is Part A: Exploring
Vocabulary, where students are made aware of what is
involved in 'knowing' a word fully.
Introduction for students and teachers m
Part A can also be used as a reference section by students

working on a unit in Part B. Some exercises have headings
which refer students back to the relevant part of Part A, e.g.
MEANING
Part A Unit 1
CHOOSING A UNIT More than Words is designed to be used in a number of

different ways. Teachers and students should decide together
which parts of the book they wish to use and which order they
want to do them in. Here are some suggestions:
a) Choose units from Part B. If difficulties occur (e.g. with

word formation exercises) refer back to the relevant
section of Part A (Units 7 - 9 ) for clarification.
The students and teacher may decide to do only one unit.
If they want to do more than one, however, it is worth
looking at how related units can be grouped together e.g.
Example 1:
Unit 4 Health and exercise

Unit 5 Sickness and cure
Example 2:
Unit 6 Ages and ageing

Unit 7 Birth and death
Example 3:
Unit 11 The mind and thinking

Unit 1 2 Perception and the senses
Unit 13 Feelings and moods
Unit 14 Likes and dislikes
b) Choose the units in Part A that would be the most useful. Do

them and then go on to Part B.
Example: The teacher and students have decided that they

are particularly worried about collocation - a frequent
area of difficulty for this group. They would also benefit
from discussing parts of speech and they have trouble with
spelling.
This will be their programme:
Part A: 1 Meaning in context (as an introduction)

5 Collocation - which word goes with which?
7 Parts of speech: verbs and nouns
9 Spelling and sounds
Part B: Units 1 - 2
c) Work through Part A and then choose some units from Part
B (see (d) below)
d) Work through Part A and then work through Part B
WHAT THE UNITS Units in Part A usually start in one of two ways:
CONTAIN
a) With a text: this is used to introduce a topic, but more
PART A importantly it is used to
- demonstrate words in context
www.IELTS4U.blogfa.com - be a resource for students and teachers to use as

they complete the awareness activities in the unit
b) With a language question: students might be asked to think
of the different meanings of certain words, to identify
parts of speech, to match up words which go together
etc.
Exercises in Part A include the following:

— matching exercises
- filling in blanks
— filling in charts
- activation exercises designed to allow students to use
the words or concepts they have been looking at.
Depending on the size of the class, these exercises can be
done by the teacher working with all the students or by the
students working in pairs or small groups. Unless
otherwise stated, the students should always have access
to a good monolingual learner's dictionary.
Introduction for students and teachers ix
PART 8 Units in Part B follow a pattern consisting of three parts
1 Engagement activities
These are activities designed to engage the interest of the
students in the topic and its related vocabulary. Engagement
activities will usually consist of one of the following:
a) A text: students are asked to read a text and then react to it
in some way. It may lead to a discussion or a task. The
purpose of the text is to arouse the students' interest as well
as to introduce the vocabulary and concepts which are to
be studied later. It is also there to provide a focus for
general integrated skill work.
b) A discussion/interaction: For example, students complete a
questionnaire working in pairs. It contains words and
concepts to be used in the unit. Students discuss their
opinions or compare information about a topic. These
exercises provide an opportunity for students to consider
topics in the light of their own experience . ..
c) A word task: students do a straightforward matching activity
as a way of introducing the topic area and giving them
the information they need for a discussion/interaction.
Almost all of these engagement activities are designed for use
in pairs or groups. Students should be encouraged to
participate as fully as possible.
2 Study activities
The study activities are designed to explore the words which
the topic has introduced in more detail. Some of these
activities are:
a) Completing charts: students are often asked to complete a
chart. If the focus is on word formation it might look
something like this:
adjective noun adverb verb

lww$ love /oVWlfy IffVt
If the focus is on which words go together it might look

something like this:
homework the beds the washing up supper

do v' /
make / /
b) Fill-ins: students are frequently asked to fill in the blanks in

sentences or paragraphs using words that they have been
studying. Sometimes they are asked to select the correct
word from a box. Sometimes they are asked to select a
word and use the correct form (e.g. adjective, noun etc.) in
the blanks.
Matching: students are asked to match one set of things with

another. It might be a set of words with a set of pictures,
e.g. The verbs in the box have to be matched to pictures of
different animals (e.g. horse, elephant, rhino, snake etc.)
www.IELTS4U.blogfa.com canter trot hop crash gallop

bound slither pad
Sometimes words or expressions have to be matched with

meanings, e.g. in the exercise below, students have to
match the expressions on the left with the feelings or
emotions on the right:
a) She's as white as a sheet disapproval
b) She went bright red shock
c) She came out in goose emotional excitement
pimples wonder
d) Her eyes narrowed fear
e) She was wide-eyed determination
f) She pursed her lips suspicion
g) She gritted her teeth embarrassment
d) Discussing words: students are asked to discuss words and with

the help of their own knowledge and their monolingual
dictionaries they have to make decisions about them. For
example; do the words thin, slim, skinny have negative or
positive connotations? Does the word pretty refer only to
women or can it be used for men?
Introduction for students and teachers xi
e) Searching for word meaning: students are frequently asked to

look for the meaning of words. This is done in one of two
ways:
Students are asked to find words in the text, e.g.
Find words in the passage which mean:

a a suit of a kind worn by athletes, etc.
b informal
e items of clothing which can be worn together
Students are asked to use a dictionary to help them to be

sure of the meaning of words, e.g.
Say when you might feel one of the emotions below. Use a
dictionary to help you.
a unfriendly e serene i disappointed
b inadequate f impatient j intimidated
c guilty g sensitive k strong
d stubborn h nervous
f) Choosing between different words: students are often asked to

choose between two different meanings or two different
words.
What is the difference in meaning between the following

pairs of words?
1 i) I've been sick
ii) I've been ill
3 Activate activities
The Activate sections in each unit are designed to give students
an opportunity to use words which have been studied in the
unit in a more creative way. There are many different kinds of
such activities. Here are just four examples:
a) Headlines: students are asked to explain unusual headlines
and write the stories which might accompany them, eg.
b) Writing tasks: students are asked to write descriptions,

dialogues, advertisements e.g.
Imagine that, having lost your sight or your hearing as a

child of five, you have just had an operation that has more or
less restored your sight/hearing. Write an entry for your
diary or a short article for a magazine.
c) Telling stories: students are asked to use the words they have
been studying in either oral or written stories, e.g.
Tell the story about one of the following:

a someone who went to the doctor and ended up in
hospital by mistake.
b someone who took too much exercise and lived to regret it.
d) Commenting: students are asked to comment on pictures and/

or situations, e.g.
Look at the photographs and complete the tasks:
a give the people names.
b give their ages and say what their occupations might be.
c using adverbs as well as verbs, describe how the people
usually walk.
4 How the activities interact

All the units in For/6 start with an engagement activity and end
with an activate activity. In between these two, the three types
of activity in the unit (engage - study - activate) usually occur
more than once. In other words students may do an
engagement activity and then do some study exercises. Then
they do a quick activate activity before doing some more study
work. Or they may do an engagement activity, some study
work and then do another engagement activity which will lead
them onto a different track. This diagram shows some of the
possible patterns.
ENGAGE
^
^
+
{ STUDY \
>
i /
ACTIVATE
^
The material in the units can also be used for skills work, as a
springboard for project work or for general language
practice work.
HOW TO USE THE The material in More than Words is designed for use in two distinct
MATERIAL situations, classwork and self study.
CLASSWORK Almost all the exercises in More than Words can be done by
students working in pairs or groups. Indeed we believe that
such interactions are a vital part of creating a healthy and
cooperative class atmosphere. It is then the teacher's role to
guide, advise and inform the students.
In small classes, however, the use of pairs and groups
becomes rather artificial and in such cases there is no reason
why the teacher and the students should not go through the
material together.
It should be remembered that one of the teacher's main
responsibilities is to encourage students to connect their own
life experiences with the topic: that way lessons will not only
be about learning language, but also about the topics
themselves and how they affect us.
Some of the study exercises are clearly useful for students
working on their own either in class or as homework. In such
cases it is advisable to try to do the exercises before referring
to the key.
In general we believe that the most important incentive to
vocabulary learning is a feeling of involvement in the material
on the part of the students, and it will therefore be a
combination of the students' enthusiasm and desire to learn
coupled with the teacher's encouragement of those attitudes
which will make More than Words successful in the classroom.
SELF STUDY While many of the activities in More than Words work well with
groups of students, we have also tried to think carefully about
students working on their own.
The most obvious way of helping such students is to provide
an answer key which we have done on page! 60. Students on
their own can thus do the exercises and then check with the
key.
The progression of the exercises associated with reading
tasks etc has been designed so that students working on their
own are still able to complete the tasks.
Obviously the more interactive exercises will lose something

if they are done alone. Nevertheless questionnaires, for
example, are still well worth reading through and thinking
about, especially where they contain words which are to be
studied.
Students working on their own should not forget Part A
which clearly lays out the issues in vocabulary learning,
speaking directly to the user/student.
One of the most useful tools for studying vocabulary at this level
DICTIONARIES AND
is the Monolingual Dictionary. In Book 2 there are two units
DICTIONARY USE
which focus on details of dictionary use.
A good dictionary will give you lots of information about the
words you are looking up. But be careful not to use it all the
time, otherwise it will tend to get in the way of spontaneous
communication. In More than Words we indicate where we think
dictionary use may be appropriate by using this symbol: ff]
CONCLUSIONS More than Words is about vocabulary and how it works. It is about
the words associated with certain topics. It is about language
and how it is used.
We believe that words are fun and that finding out the
strange uses which people have for them is an enjoyable task.
Especially in a second or foreign language it is a voyage of
discovery which will never end. We hope that More than Words
will be a good companion on some of that voyage and that
you will get as much excitement from using the materials as we
have done from developing them.
Jeremy Harmer
Richard Rossner
Q£ EXPLORING
VOCABULARY
1 Meaning in context
I-Vtj often a$k what a word means. It sounds like n siwple question; but there may well be
than one answer, in this section.we will look at niennin^s and how they work'. '. ' •'. .
1 In groups try to agree on what the following 6 Read this text. Disregard the words written
words mean before reading the text. as xxxxx.
trust being single galleries biographer
What do you think the text is going to be

about?
Polly Alter used to like men, but she didn't Three months ago
trust them any more, or have veiy much to Polly had had some
do with them. Last month, on her luck at last: she'd
thirty-ninth birthday, it suddenly hit her been awarded a
that — though she hadn't planned it that grant and given a
way — almost all her xxxxx were now with publisher's advance
women. Her doclor, her dentist, her
accountant, her therapist, her bank
manager, and all her close friends were
for a book on the
American painter
Lorin Jones, bom
female. She shopped at stores run and 1926, died 1969 almost xxxxx; now — parity
staffed by women, and when she had a thanks to her — becoming famous.
prescription she walked six blocks out of her As it turned out, this commission had a
way to have it filled by the woman striking, almost supernatural
pharmacist al Broadway and 87th. For days appropriateness. Though Polly had never
at a time she never spoke to an adult male. met Lorin Jones, she'd been following in
When her husband left eighteen months Lorin's path all her life. Lorin had grown up
ago, Polly hadn't expected her life to turn in a New York suburb; Polly (twenty yeais
out like this, xxxxx and angry though she later) in a neighbouring suburb. Both of
was, she had looked forward to the them went to school in Westchester; both,
adventure of being single again. But as her after college, lived on Bank Street in the West
friends and the media had already warned Village. Their xxxxx must have crossed,
her. there weren't any good men over thirty probably many times. When Polly was a
in New York, only husbands and creeps. toddler she and her mother might have
She'd refused lo go out with husbands and passed Lorin and hers on the street in While
her other encounters had been such xxxxx Plains. Later when she began to visit
that it made her laugh now to remember galleries in New York, Lorin might have been
them, though at the time she had among the other spectators; she could have
sometimes cried with disappointment and been buying pantyhose at the same counter
rage. After about six months she had al Bloomingdales, or bitting next to her
realised she'd much rather stay home and future biographer on the Eighth Avenue bus.
watch television with her twelve-year-old
sou Slevie, or go places with her women adapted from Alison Lurie The Truth
friends.... about lôrin Jones (Abacus)
Meaning in context
Answer these questions; Romantic novel

a What happened to Polly Alter on her 39th Thriller
birthday? Detective story
b What is the connection between Polly Alter
and Lorin Jones? Literary fiction
Humorous fiction
4 Which of the kinds of book listed in the Biography
chart do you think the text comes from? Why? Autobiography
History book
0 What are your reading tastes? Use the chart Poetry
to find out what kind of books other people in
Other (please specify)
your class like.
CHOOSING THE RIGHT MEANING IN THE CONTEXT
0 Write what you think these words from the L a Find all the words which are written as
text mean: xxxxx.
b Write all the words that you think would
therapist look forward to rage be possible in the five places.
neighbouring toddler c Compare your words with your
neighbours' in groups.
d Agree on one word for each xxxxx.
Check in a dictionary. Were you right?
See if your word is the same as the
original. (The words are on page 160). If
it isn't, check the dictionary meaning of
r the wenningt- Have been fairly, dear, the words on page 160 and see if your
can you.dv when ypufintl a nwrf word means the same.
Jkno'w?. The stipple miniver jfi to
'think of mil the possible meanings the word
could.have and tlien zyor/c out which /> fh? •'
most probablf. Try exercise'?. ACTIVATE
0 Work with a partner to act out an interview
with Polly Alter. Take it in turns to play the part
of the interviewer and of Polly. Ask her:
a how she gets on with men
b how she gets on with women
c what she is doing now
d how she feels about being single
Use vocabulary from the text.

Meaning in context
Complete the following questionnaire with

your neighbour.
Men and Women:
Which sex do you trust most?
both/
For each question tick the correct male female
either
column
1 Sex of interviewee.
2 Which sex do you prefer the
following people to be?
your hairdresser
your dentist
your doctor
a nurse
a bank cierk
an assistant in a clothes store
a taxi driver
a waiter
your priest
3 Which sex do you prefer as
friends?
4 Which sex do you associate
the following characteristics
with?
gentleness '
truthfulness
tolerance
courage
strength
logic
assertiveness
5 On your first space mission
would you prefer your
highly-skilled captain to be
male or female?
Why?
2 Related and unrelated meanings
SAME WORD, DIFFERENT MEANINGS
-One. of tbe first-things-people notice aboitt EnglisJi words & thaithe satneword can haiv different
meaning*, depending on the context in which- it is- MS&t
[ How many different meanings can you think 0 Answer these questions:
of for each of the following words? Write a ,, , , lL ,. . L j • .. ..
. / , . r L • j a How had the patient changed in the time
onet example
r sentence tor each meaning, and , . , . . ... __ . . ,u /
i ... . ,3 between being admitted and the nurse s
ompare your examples with a partners. . ,,^ °
b How do you think the story will continue?
can book flat right left line like
Can you think of words that have more than

For each of these words, find at least one
one meaning in your own language?
meaning which is different from the meaning
L Read the following text. What kind of book
they have in the text.
singular patient admitted second

carrying on floor
or article do you think it was taken from?
he man
who fell out of bed
When I was a medical student many years ago,

one of the nurses called me in considerable
perplexity, and gave me this singular story on
the phone. They had a new patient — a young
man - just admitted that morning. He had
seemed very nice, very normal, all day — until
a few seconds before when he awoke from a
snooze. He then seemed excited and strange —
not himself in the least. He had somehow
contrived to fail out of bed, and was now sitting
on the floor, carrying on and vociferating, and
refusing to go back to bed. Could I come,
please, and sort out what was happening?
6 Rekted and unrelated meanings
ACTIVATE
Sometimes the differgtft meanings.are!ifQt'
0 Now use the same words to complete the
related:,e.g. bear (the animal) has nothing
following:
to ftp with t can't bear the pain.'they an,
a After the police had questioned him for m a way.- different
twelve hours, Jones finally that he
had planted the bomb under the Minister's
car. The police had arrested him as he was
leaving his flat on the third of a
run-down building in South London. But he
had escaped from the police station where Find different and unrelated meanings for
he was being held. Jones was arrested a these words in the situations indicated:
time just as he was boarding a
a lie -someone with an illness
plane bound for New York.
- someone being interviewed by
b A: Is 'criteria' ________ or plural?
police
B: Plural, I think.
A: Whaf s the form, then? b row - a classroom
B: I don't know. Look it up. - a boat
< Mr Thomas, who is not a _ man at
c racket-a party
the best of times, flew into a rage when he
- a sport
heard that the train to Cardiff had been
-criminal activity
cancelled, and that he would have to wait
an hour and a half for the next one. d stick -making a model car
d It's highly unlikely that anyone will ever run - an old person going for a walk
100 metres in under nine
e tip -a meal in a restaurant
-someone asking for advice before
VSometimes the different meanings of a word doing something for the first time
.:.ore related. For example, a fishing line. « -someone trying to remember a word
.'".
clothes tine and a line drawn on a slwet of -an accident while having a drink
:
'-
paper arc all different, things but with • _ ' ' • ' '
sontet.hing in common -they atv all hng
:
; and narraiv.
Find different but related meanings for the ACTIVATE

word DROP in the following situations:
0 Use at least two of the words from
a a waiter trying to carry a tray full of plates exercise 7 to write a short dialogue about
and dishes one of the situations above.
b walking in the rain
c using a plane to get food to starving people
in Africa
d a professional football or basketball team
e driving along a steep road on the edge of a
mountain
Related and unrelated meanings
SETS OF WORDS
:rt^.-.;"i^.r:;;:ri.-iil#,-.-.-.'..;.l'i -- ,
ACTIVATE
Words' can >often togetjief in
'wfs'with . related
relate meanings. Fur examp 11 Ask a partner what she or he thinks
there arc many words that are related to happened or is happening to the young man
'cooking, swfe as fry,, boil, saucepan, in the text. Think how you would have felt in
knife, etc. the young man's situation, and complete these
expressions:
9 Organize this group of words and I would have felt
expressions into three different families. Show I would have found the experience-
your lists to a partner and explain why you
have grouped the words in the way you have.
Then, together, look at the words you have
amusement patient tests used, and the words used in the text to
fall asleep joke neurologist wake up describe the young man's feelings, and try to
sense of humour bedclothes dissect organize them in a table like this:
Related to: -ed adjectives -ing adjectives
1U Read the continuation of the text. List
words from the text which have meanings
related to:
Fear
Amusement
Surprise
e.g. frightened frightening
a surprise or shock
Confusion
b dislike
• he man who fell out of bed (Continued)

When 1 arrived I found the patient lying on the was stunned, at first, with amazement and
floor by his bed and staring at one leg. His disgust — he had never experienced, never
expression contained anger, alarm, imagined, such an incredible thing. He felt the
bewilderment and amusement — bewilderment leg gingerly. It seemed perfectly formed, but
most of all, with a hint of consternation. I asked 'peculiar' and cold. At this point he had a
him if he would go back to bed, or if he needed brainwave. He now realised what had
help, but he seemed upset by these suggestions happened: it was all a joke! A rather monstrous
and shook his head. I squatted down beside and improper but very original joke! It was New
him, and took the history on the floor. He had Year's Eve, and everyone was celebrating.
come in that morning for some tests, he said. Obviously, one of the nurses with a macabre
He had no complaints, but the neurologists, sense of humour had stolen into the Dissecting
feeling he had a 'lazy' left leg, thought he should Room and nabbed a leg, and slipped it under his
come in. He had felt fine all day, and fallen bedclothes as a joke when he was fast asleep.
asleep towards evening. When he woke up he But when he threw it out of bed, he somehow
felt fine too, until he moved in bed. Then he came after it - and now it was attached to him!
found, as he put it, 'someone's leg' in the bed
- a severed human leg, a horrible thing! He Oliver Sacks The Man who Mistook his Wife for a Hoi (Picador)
Related and unrelated meanings
The author says the man also felt angry. ACTIVATE

Here are three words meaning angry. Put
1J Use adjectives ending in -ed and -ing, such-
them in order from the most angry to the least
as exciting and excited, and other adjectives,
angry:
to describe how you felt during a very
enjoyable experience you've had in the last
angry furious annoyed
two years: for example, a holiday, or show or
sporting event you went to, a reunion or party,
LEAST MOST
a marriage or birth in the family, etc.
Now organize the words you have put in the
table tn exercise 11 in the same way. 14 The author of this text is a doctor. What do
you think he said to the young man after
listening to his story?
z
D 3 Sense relations
GENERAL AND SPECIFIC
www Iji'JUKiMI!^^ •*• -;" -

iw&"p&$$'ffi*ffiii-f& tif&wd$'cdri$e.related in meaning and be.foTtg to the same 'family',
is more 'general', in meaning than,fhe:other($):' -
J1 In each of the following exchanges the Write these words in the correct columns
words in italics belong to the same family. beside each exchange.
Most general More specific Most specific

Example:
'Would you like some fruit?' fruit apple
'Yes, please. Can I have an apple?'
a) 'I'll just boil this pasta.'
'It doesn't need much cooking, does it? It says
on the packet:
"Put in hot water and simmer for three
minutes".'
b) 'Oh Mummy! Look at that bearV
'Oh yes. I think it's a polar bear. They're lovely
animals.'
c) 'Let's have a drink. Do you want a lager?'
'No, thanks. I don't like beer,'
d) 'I saw her walking to College yesterday, strolling
nonchalantly along Park Street/
'Yes, she normally goes that way.'
lising'-a. mixture of both general und more specific words and t xpression* helps t& Jo be dearer
$bout twtojt iiv mtfin ami to wend repeating the same wwds, #n/s waging what ibe say or twttt
more interesting • - i*
2 Read this brief news item.
List the words that are used to refer to:

a the person involved
b the vehicle involved ansi
c the damage to the vehicle .which
The
.
of two
io bense relations
0 Replace the words underlined in the text ACTIVATE

with appropriate words from the box.
t) Imagine you want to tell a story about the
following:
20 year-old bank clerk woman
apologetic Mrs Castro young man a a wild animal
b a criminal
c a building
A customer celebrating his birthday with
List two more specific words or phrases that
friends was suddenly attacked by the
you could use in addition to each of these
proprietor of the Cossack Restaurant
general terms when telling the story.
yesterday. The customer was taken by surprise
Then make up a very short story and tell it to a
when the proprietor broke a plate over his
partner.
head. However, the customer agreed to let the
matter drop when the proprietor explained
that she had assaulted htm because she had 0 Work with a partner. Think up an imaginary
mistaken him for another person, who had (or real!) news item suitable for a local paper
thrown a plateful of spaghetti at her the night to go with one of these headlines. It should be
before. light' but unusual, and will probably involve
referring to the same people or things in
different ways.
T In this text, put words from the lists below
in the appropriate spaces.
cat owner
Siamese university professor
pet animal lover
exhausted animal save
mother of six rescued
bring to safety
Five-husband
was finally from a well grandmother

in Cambridge after a four-day battle to keep
her alive. The fell down the disused marries her
shaft on Thursday. The , who was
alerted by a neighbour who heard loud
sixth
miaows, immediately got to work to try to
_____ his With the help of
friends the began to dig away at
the narrow opening while his children mounted
a round-the-clock vigil, lowering food and milk
to the in a specially adapted bucket
every few hours. It was only after special help
from the fire brigade that the . was
finally able to the - -
Sense relations r
Sometimes ffte meaning relation betuwn two zvord$ is-so doê that they are. very nearly
SYNONYMS,' that is, titey-have nearly equivalent meanings (e.g.big and large), However, if 'is
rare-tftat '-fyi& zvtrrds-or cxpre$$ions hade exactly the same meaning: nsttnUy then- is.'a difference of
stifle, register^ nuance; usage, etc.: We \itsc -the different terms for a:purpo$er for example in order-
to, avoid -.unnecessary, repitit^n,, or ii> give -a different emphasis.
i Find appropriate synonyms or near

synonyms to complete the following exchanges
as indicated. Do not repeat any of the words
that A uses.
Example: A: What a glorious day! d A: You must be very pleased with the
B: Yes, lovely, isn't it. result.
B: Yes, I'm .
a A: You look tired.
B: Yes, I'm e A: Did the hurricane damage your garden
badly?
A: That film was awful, wasn't it.
B: Yes, it it.
B: Yes,
f A: Wake up! You were dozing off.
A: Look at that fool trying to overtake.
B: What !
B: Sorry, I didn't mean to __
OPPOSITES AND C O U N T E R P A R T S
Witkin 'families uf wards, it i$'often -possible- to find pairs of opposites; Especially with "ati'jectives
fe.'g,.-tvi(le andJnarrow}* Fhuiing pairs like .this can be. \helpfid u)hen trying to remember
vocabulary.
„'.- 0 Find the opposites or counterparts for the I i" Here are some expressions involving
words in the box. Then use each pair of words opposites. What do they mean?
to describe two people or things.
blow hot and cold
in black and white
strong evil ancient patient the long and the short of it
decisive broad optimistic luxurious off and on
impetuous exciting coo! a love-hate relationship
back and forth
Use any three of these expressions in a brief
love story with the title:
Absence makes the heart grow fonder

4 Metaphor, idioms, proverbs
'I Using a dictionary, match the verbs to the bark cackle grvnt bleat
correct pictures. Sometimes more than one squawk whinny hoot purr roar
word is possible.
L In English we say that dogs go 'woof, woof

and cats go 'miaow, miaow'. What sounds do
they make in your language?
Metaphor, idioms, proverbs 13
&inrng Qfthewordsinvysrci&l can-be extended 10 apply to the wMJ-that we (humans} speak

react:'-This ts an example of metaphor.
Use some of the verbs to show how the

person in each picture is speaking. Sometimes
more than one answer is possible.
'Get your hair cut/ he 'Hmmph! The country's going to the dogs'
she
'Get out of my house and don't come bacle// 'Another one for the baskef, she
he-
'Ooh, that's funny', she 'B-b-b-u-t I d-d-on't w-want to', he
'A ghost? In my house? Eeeek!' he 'I like it when you bring me presents',
she -.
H Metaphor, idioms, proverbs
ACTIVATE
T Using words from exercises 1 and 3

describe what the people do in the following
J. he wind clawed through the shrunken trees
situations.
And scratched and bit and roared with rage.
a A big man goes downstairs with a shotgun He felt the steam of hot breath on his face
Growling, loose-limbed. He stood, lashed
in the middle of the night and finds a young
By the sling of its tail as it launched itself
thief in the house. Through the air away from him, ignored,
b A witch captures a young child and puts him Towards some other prey. He sinks.
into the pot. Now, to the quiet ground relieved
e Two young people find themselves lost in At the temporary calm, suddenly secure.
the fog in a churchyard in the middle of the
night.
Peter Hediey
d A husband and wife are guests at a smart
dinner party, but unfortunately they have a
bit too much to drink,
e A teacher finds that two of her pupils have
let down the tyres of her car, and sees them
trying to run away.
u Explain the following metaphors: I List six words or phrases from the poem
which form part of the extended metaphor.
a It rained buckets.
b They woke to a carpet of snow over the
land.
e The trees sighed in the breeze.
How do you describe weather in your
language. What common metaphors do you
use?
Sometimes a metaphor is continued for more

than just one word or phrase.
0 Read the following poem and answer the

questions.
o What is being described here?
fa What do you think it is being compared to?
Metaphor, idioms, proverbs 15
Sometimes metaphors are used so often that they become fixed in the language as common phrase*.
~ or idioms.
0 Look at the comments made by the people in the picture

below. Match the idioms in italics with these sentences.
a Leave things as they are if by mentioning d Don't waste time and effort by returning to
them again you are likely to cause an issue which has already been decided.
problems. e It will cause trouble.
b If the punishment is going to be equally bad f The largest part of something.
for both bad and very bad behaviour, I'll g He likes teasing people.
behave very badly. h It will distinguish between the good and the
c The information came from somebody with bad.
first-hand knowledge.
0,- really. WH$rtjBh'e_ *<rtfs out what

hor&GrS'tn&utty. so' he's'6&$k
' getting yp to that
'; _ ft must be true.
He'3;t,e3)ly greedy.
always 'aiakes sure he W. Stop trying'.
n's.share. -'.;-:
chief Irfsêctor .fiês wv.*i

jr.-V'brtrfc!^ *
"&
fianged fora sh&fyp

terrib
16 Metaphor, idioms, proverbs
DICTIONARY S T U D Y
Under which word would you find the Someone who causes chaos by telling
following idioms in a dictionary? somebody something about their friend.
a flog a dead horse Someone who realises they have been
b one may as well be hanged for a sheep as discovered stealing secrets from a company
for a lamb and goes on to do something even worse.
c play cat and mouse with somebody Someone who tries to get local residents
d let sleeping dogs lie involved in a clean-up in the area despite
local apathy.
Look in a dictionary. Were you right? Someone who uses the opportunity of one
visit to complete at least two overdue tasks.
ti uiioiiis arc only tu\> words - often

pairs of otyH&ites, e.g. high and dry, touch 'All languages have 'wise savings'-at.:..(-.;; '[:;c :
and go. Some beponie phrasal verbs {see . proverbs. | These have became fixed'phrases '.
Part A Unit 2 2 ) and some are'longer such even 'though tehat they describe no.longer'. _S;j
-as the ones in exercise 8, Generally the exists, e.g.- "don't put the cart before the ;
:
words and- tin- order in idioms can not.be' • horse" (x don't-do-things back to front) =is-
changed. still used although horses and'carts are no ,-y
:
longer used in Britain. '" • - - . . . : ;
Using a dictionary say which of the

following idiomatic expressions in italics are Using a dictionary or any other source say
used correctly and correct those which are what the following proverbs mean.
wrong. a A stitch in time saves nine.
a It was horrible watching her eat. She made b Better the devil you know than the one you
a real pig of herself. don't.
b Pull up your horses. Don't rush into this, c Don't put all your eggs in one basket.
c His attitude to women is terrible. He's a real d Two wrongs don't make a right.
male chauvinist ox. e A bird in the hand is worth two in the bush.
d While you're there can you call on Miss f It takes two to tango.
Njabella as well? You may as well kill two
birds with one bullet. Are there any equivalents to these proverbs in
e I'm not surprised they got on so well. Birds your own language? Translate proverbs from
of a feather, you know... your own language into English.
ACTIVATE
ACTIVATE
Iw Look for metaphorical use either in your
11 Use one of the idioms from exercises 8—10 own language or in English. Look at:
to comment on the following situations. a advertisements b poems c stories
a Someone who has got a cold because of Say what is being described, and as what, as
the weather. you did in exercise 6.
5 Collocation - which word goes
with which?
U is often important to.dioose the right word to go with another word, for example.,
'•can be used to describe some nouns but not others. We can say blonde woman or blond man
but not *bl0nde dog or *blonde horse! 'Blonde' does not collocate with dog or horse-.
-S 'are restricted in similar i
verbs and objects: we drive a car but we 2 Which of the combinations of adjectives and
can't *drive a motorbike, nouns below is unusual? Why? Suggest
subjects and verbs: the telephone rang but not improvements where necessary.
*the telephone sounded.
a a fat piece of wood
adjectives and
fa a wrong answer
prepositions: full of but not *full with
c a strange coincidence
verbs and
d a dead apple
prepositions: arrive of but not * arrive to
e a fat dog
verbs and adverbs: I strongly believe but not */
strongly think.
f a wrong mistake
g a touching letter
h a heavy drink
I a touching hand
j a heavy meal
For each of these adjectives, list two other
nouns which can follow them.
1 Which of these verbs is commonly used with
which object?
heavy strong fat thick
drive your shoulders
ride your homework ACTIVATE
nod a bus With a partner write a description of a very
shrug your head
difficult but memorable imaginary journey
tell your bed
lasting two days. Use the following words and
say a lie
ideas, as well as your own. Be careful to use
make this bicycle
appropriate verbs and adjectives with these
do a word in Russian
words:
For each of these verbs, list three direct objects car breakdown the middle of nowhere
that can follow them. lift lorry/truck driver/drinking accident
ambulance hospital phone family
; drive tell say make do disappeared
18 Collocation - which word goes with which?
Which prepositions usually follow these ACTIVATE

adjectives? D Circle the best alternatives in this newspaper
article.
enthusiastic thfi nnme
different thf> hrfinH WR eat List the words you have selected in the phrases
keen learning Spanish below:
Inte ... her appointment with the
to_ a campaign
doctor
to a disease/epidemic
ofrnid Inrnfi Hons
to reduce alcohol
polite hiit b^si
to awareness
disausted . himself
it was agreed them
drinking/smoking
Now for each of the following prepositions,
the death/birth — is high
list two other adjectives that could precede
a rich of fatty foods/sugar
them:
avoid exposure
for with of a diet
about
"-¥&-..
healthy
f£cK uav/ivo »*—
Anti^Cancer week backs I . Avoid over-exposure of ,
Do not smoke. If you ^ , under the sun
.CAMPMONte^^!^^^7SXZ&* '£&&!-
tcan.avo^-ned/ \^^^^ .
trvr ii"1 vvi

people's company.
7 Reduce alcoho
cereals, and
s f a tamted
i *
>nsumption / eaimg
«<•>"
- •- of fatty ioods.
istir
-
Collocation - which word goes with which? 19
U Look at the list of recommendations in the ACTIVATE

campaign. Which three would be most difficult Q ,, ,., f. , L Q
t r ~ , ... „ .. . iL . _, f v Use any of these tive words from exercise o
for you to comply with? List mem in order ot , , ' ., .
.!•«• ij. to complete
r the sentences.
difficulty.
to// high speak say tell

/ With a partner, work out a similar code for
a World Happiness Week'. a The man in the blue jacket was
the truth when he this
One way to show collocation is on a grid city was popular with tourists.
like this: b Last night Jim his little daughter a
story about a prince who was kidnapped by
person tree building mountain fence a very giant.
tall J y y V v/ c There were only four or five journalists
high X X present, but the Prime Minister in
y y /
a very loud voice, as if she was addressing
them from a balcony.
Complete the grids below in a similar way:
d Julia quite good Spanish and
Portuguese.
a story something in a quiet voice
He never remembers to 'please'
speak
and 'thank you'.
say
tell Think of three adjectives in your own
language which must be followed by certain
a lie French nouns, and two verbs which must be followed
yes or no the truth
by certain objects. Use a dictionary to find out
speak whether the collocation rules are the same for
say the equivalent words in English.
IteU
6 Style and register
1 The two dialogues below have got mixed

up after the first line. Put them in the right
order and then say what the difference
between them is.
" Hey. f tove your coal!
Can I have a.'proper ' - : ";; v

look? •: • . "
No, sorry.
'•Wang on . . • . here you'ani.

Hand-made, you know.
If's my. sister's, Nice, isn't

"
www.IELTS4U.blogfa.com Thanks. Wow, it's great! U

don't suppose you know. :;:"i
where she gol it? •" 'V
• "
I'm sorry lo bother you, but

do you mind my asking
where you bought that
charming bag"?
It's absolutely exquisite.

Thank you so much for
showing it to me.
Certainly. As you can see

rt's hand-made.
Really? Could I possibly

have a closer look?
Not at alt. As a matter of

fact, it was a present from
a friend in India.
Style and register 21
L Why do you think people speak to certain Are the following more likely to occur in
other people formally? Put the numbers 0 (= formal or informal conversations?
not an important reason), 1, 2 or 3 {= a very
a very polite expressions like 'Do you mind
important reason) beside each of these
my . . /
possibilities:
b colloquial expressions like 'hang on', 'great',
a ____ because of the place they are in. 'hey'.
b . because of what they are talking c long complicated words like 'exquisite'.
about. d omission of subject, e.g. '(If s) Nice, isn't if.
c because they don't know each other. e special phrases to replace 'yes' and 'no', like
d . because of their education and 'certainly' and 'not at all'.
personality.
other reasons
liett peoph' are poking- or writing, %zr choice'of words it?-influenced partly by<tlte weaning
Hey' ivant to get across, and.partfy by the,?UuatJorrthey aw in, tt may fa appropriate to use an
informal '-style fe.g; withcl<&£ friends), a neutral style teig. with .foismtws acquaintances), or ft
formal s/yfe (for.ex&mpte, when-lutiting a letter to a potential employer).
ACTIVATE
i With a partner, make up two short
conversations, one formal and the other
informal, in which one speaker apologizes to
the other for spilling a drink on their clothes.
5 Look at the three letters. Which do you

consider to be the most formal, which the most
informal and which neutral?
List three reasons why you think one of the

letters is informal, and three reasons why you
think another is formal.
D Which of these words and expressions from

the letters is informal (I), formal (F) and neither
formal nor informal (N)?
Dear Sir the fifth time I've the sorriest victims just ended
twice written cancelled overpriced
roll up to work take the biscuit please suggest due to
regular _. didn't even bother _ bloody trains
passenger I can tell you maybe
to the effect that at your hands enclosing
Style and register
ACTIVATE 1 0 With the help of a dictionary, try to

complete this table:
/ Which of the following things make you feel
like complaining? Compare your answers with Formal
Informal/colloquial Neutral
a partner's.
policeman xxxxx
public transport dough/dosh xxxxx
restaurants and public eating places pad dwelling
telephones boss xxxxx
postal services VXXXX obtain
the police
television or radio
the health service
something else
Write a formal letter of complaint in English to
one of these services.
{is choosing more formal and informal words according Jo the -situation* tftey a.r$iiTt;pea$le
often use technical &r specialized language to talk about a particular subject that they-know about
or-are interested in. Fof.exantple, when a-doctor is talking to a iinrse,Jic.wshf-'iviJl •H$e'&ffen:nt
tuords from when to or she fr addressing a. patient. /Wtf»y other profession? and activities, such a*
gardening, music, computing and engineering,*-hav? therr otvn specialized iwcab&faty. '
3 Do you use specialized vocabulary in your

own language? If so, where do you use it and
what subjects do you use it for? Discuss your
answers with some other students.
10 Look at the following exchanges. Where

would you expect to hear them, and who
might the speakers be?
Let's lift these floorboards
In a) ond b), the special language is used
ever so gently and take
instead of 'normal' language. Translate the a look at the joists
exchanges into 'normal' non-specialized lawful ivedded underneath. Just as I
English. husband . • • thought. There's quite a
lot of dry rot here, ft will
need treating.
What would you
r&commend?
Often, n$ in dialogue? c) and d} special language is used'-bectiuse the vocabulary-.is n&etled ia'rgfer",
to or describe technical things. Of course, many people don't know the technical vocatiutanj, and it •
is useful--to. be able to use other equivalent non-technical expression.
%&%Js%%&^ ' • ' ' ' •
ACTIVATE ulllfa Using a dictionary if necessary, find

n , , . ,, . . , , . .,
Look at the pictures and complete the
non-technical ways of saying the following:
' ' ° a
following descriptions. a They're excavating the ruins.

b Mary's undergoing an appendectomy.
c Dissolve five grams of the powder in the
acid and shake the solution.
d Before boarding, extinguish all smoking
materials.
e Season lightly and simmer for five minutes.
a thing/tool for... a machine for. a vehicle for...
a person w h o . . . a building in which...

Style and register 25
Look at the diagram below. Explain in

simple English how to put the table together.
IVt1 know- that' by.chatiging -the.' form of a .word. we -MR change its grtmimatiqtl 'meaning. iV>r
example the adjective loud can be reformed to" give' its loudly fadrerb), loudncss (nown), louder,
loudest, etc. In order to'know.' a word you need to be aware of-the$e changes arid lohai they. mean.
To understand word formation' it can be useful ioknowwhat'theparte qfs;w : cfcfnr 'u
• are ctxfied. ' • •- ' < -' '
1 Match the descriptions on the left with the terms on the right,
1 words like green, expensive, uncomfortable, new, naughty which a preposition
describe a noon or pronoun.
2 words like slowly, very, tomorrow, away, once which add to the b determiner
meaning of a verb or an adjective or another adverb.
3 words like and, but, although, because which can be used to join two c noun
clauses together.
4 Words like the, thai, a, both, his which come at the beginning of noun d verb
phrases (e.g. his new hat, the man, both of the old women).
5 words like notion, London, school, footballer, happiness, which are the
names of people, places, things or ideas.
e adjective
6 verbs like give up, run out of, look into, look after, which are made up f adverb
of two or more words.
7 words like in, off, next to, under, in spite off which show how other g conjunction
words are connected.
8 words like it, them, ourselves, used instead of a noun. h phrasal verb
9 words like be, walk, speak, read, hide, normally referring to an action I pronoun
or a state.
2 Read the text. Ignore the brackets which

follow some of the words. Who do you think I hid ( ) in a ( ) half-finished building (
the writer is? Where is he or she, and why? It was made of red ( ) brick ( ) but hac
no roof. Trees and ( ) grass as high ( ) a-
the walls of the house had grown inside {
0 Now fill in the brackets using the correct I went in through ( ) a window frame so ^
part of the speech from the list below. You not to leave ( ) any marks around ( ) the
can use each letter more than once. door, and hid fearfully ( ) in the grass. 1
tried to keep quiet ( ). 1 tried not to think
V - verb P = preposition of ( ) the snakes that were probably (
N — noun Adv - adverb all around me.
D - determiner Adj = adjective
C - conjunction
Parts of speech: verbs and nouns n
Verb endings, signal changes in tense and aspect. There. are two tenser, present and fjgst. Present.-^.
ter&w usually, refer to the present, (but hpi always! and past tenses usually refer to the past (bit I
not always). -Aspect sftowrs whether the verb tense (present or past), is simple (erg,- He walks,- //•-'
•walked),, continuous (e.g. He is walking., he perfect lked-, for has
been milking).
VERB ENDINGS PLURALS
4 Complete this chart of verbs from the text.

••Fertnirig the* plurals of most nouns is very
skmightforwarti. Others are more complicated*
Infinitive Present Past tense Past
participle participle
hid
made
having 0 Find the four plural nouns in the passage
grown opposite. What is the singular form of each
went noun?
leave
tried
keep 0 Work in pairs to find the plural of the
think following nouns.
a donkey g pheasant m elephant
What is the difference between these verbs from b tomato h fish n man
the text and verbs like talk, love, play and c ox i cloth o sky
wait? d mouse j syllabus p ostrich
e mouse trap k ship q cello
f piano 1 star r symphony
| Check your answers in a dictionary. Were you
right?
What do you know about the way we make
nouns plural? Is one way more 'regular' than
others?
/ Read the continuation of the story from

page 28. You will find it on the next page.
a How accurate were your guesses in
exercise 2?
b What other facts about the writer and his/
her situation do you know from this extract?
I waited.
•"I'tried to make plans.
s j-; Instead I found myself thinking .
'of irrelevant things: cold beer, buttered
toast, the time one of my children had chicken pox.
I dozed. Hours must have passed, and there was a
rainstorm. It left me soaked again but at least, 1
reasoned, it should have washed away most of my scent,
making it more difficult if they came after me with dugs.
I heard j helicopter overhead. I burrowed deep into the grass. •
1 didn't need a prize to guess that the helicopter was looking
for us. Later in the morning I heard gunshots. I was
relieved because they were a long way off. Then I was ashamed:
it meant one of the others had probably been shot. I felt sure it
must be Kasujja. He was the most vulnerable. Poor Kasujja.
They'd got him.
Then I saw movement in the grass. It was what T feared: a snake.
It was a mamba, very poisonous. I kept still, telling myself that
snakes attacked only moving â:^
things, and then only because
they are afraid, not because they
are aggressive. T hoped the mamba
would remember this. It had seen me,
raised its head, lowered it again, and then raised it
once more, tongue flickering, as it preparing to strike.
1 don't know how long this went on. It seemed like hours.
Then the mamba decided it didn't like the look of me,
executed a simultaneous turn, climbed a wall and was gone.
Kato An Escape from Kampala Grama
Volume 22 (Granta Publications)
Parts of speech: verbs and nouns 29
0 Describe the place that the writer is in, and 1U Invent an ending for the story.
its surroundings. Make a drawing of it if that
would help.
Discuss the following in pairs and/or groups: ArTiVATF

a What reasons can you think of for hiding
11 Tell a story about hiding from something or
11 Tell
from somebody?
somebody. The story should have two
b Have you ever hidden from somebody
characteristics:
(other than in a game}?
c What do you think of when you are a It should use as many words as possible
miserable or frightened? from the texts in exercises 2 & 7.
d How do you feel about snakes? What b (t should be as unlike the story in exercises
animals are you afraid of? 2& 7 as possible.
8 Affixes
We often add things to the beginning or end of a word'to change its-weaning, or

status.. We aw make words have opposite meaning, (t:.g..happy -unhnppyithmp thcit a verb is
in the past (e.g. wash -washed) or make-a-noun into an adverb ($.g, hope - hopefully). -How
does .this all work? . . ' •
S U F F I X E S AND P R E F I X E S
The ending of a word will often show what part of speech the word /«& become Frr example titc
-tion at the end of authorization tells us that the word is likely-to in- a noun the ~s at the end of
hides tells it$ that this is cither the third person-singular (present simple) of the verb hide ,ot .&&_.
plural of the noun hide.
1 In these words, taken from the text on C0Z Complete the table below. What endings:
pages 26 and 28, (see box) what endings are
fl ^ noun$ .^ verbs?
used for the following?
b turn verbs and adjectives into nouns?
noun (singular) c turn nouns and verbs into adjectives?
noun (plural)
verb
adjective
waited irrelevant children soaked Noun Adjective Adverb Verb

ashamed vulnerable poisonous
quick
attacked aggressive flickering simplification
simultaneous movement legalize
dirt
Think of other nouns, adjectives and adverbs. painless
What other endings can you add to the list? hopefully
xxxxx drive
stupid xxxxx
xxxxx retire
xxxxx wash
Affixes si
P R E F I X E S (WORD BEGINNINGS)
If word etidings change the'-grantmdt oftiwoni,. word heginnm$$ oftendiangc ifa meaning of a
word.-. For .-example tlw Ttvrrf irrelevant in ihc'tcpt on. page 30 means 'notrel&vant', lr-
0 What meaning does the first part of each of ACTIVATE

the following words have?
Complete the text with the correct form of
a oVsapprove h expel the word in brackets. Check your answers in a
b inexpensive i overestimate dictionary.
C i/rt happy j predict .
d //legal k subtract
The day that Carol ran away from school was
e descend I coincide one of great W . (anxious) for Miss
f nonsense m rearrange
Angela Beresford, the Headmistress. But then
g impossible n postpone
it had begun badly. She had woken up feeling
very sick and GO (well) and at work
Some of the words can be used without their almost all the teachers had been (3)
prefixes (e.g. a approve) but some can't (agree) - not at all pleasant - because they
(e.g. e * scend is not possible}. Which were cross about the latest pay settlement.
words are like a and which are like e? They had wanted a 10% Increase, but she had
only been able to offer them 5%. they started
shouting at hei and after a bit she
T Using beginnings (prefixes) make the (4) (yell) back at them. Now she wished
opposite of the following words, she hadn't. Even after ten years she still
tf)_ (estimate) the effect of her shout-
a kind
ing. She didn't think that it would affect her
b literate
teachers at all, but it always did. They would
c temperate
get very angry and as a result they would
d honest
(G) (active) work against hei.
e centralize
The (7)____ (discover) later that moining
f regular
that Carol had run away (and run away, mind
g resident
you, from the best upper-class girls' boarding
h polite
school in the country) was quite @)
Qiteral) the last straw. So when she found
Carol's note - almost like a suicide's, com-
pletely 0) (hysteria) - the thing that
really upset her was the school's failure (and
by 00) __ (imply), hers) to teach Carol
how to spell, 'i carnt stey here enimoor coz ov
Miss Turner,' read the note, 'she is honbul.'
32 Affixes
Angela Beresford read the note in 0 Why do you think Carol ran away? Did you
(in (amaze). The girl's 08 go to a boarding school? Would you send
(cruel) to Miss Turner was common know- your child to a boarding school? Why? Why
ledge. But it was then that she made the not?
0$ (decide) to stop being a head-
mistress. Two weeks later she left the school
SPELLING
and joined the circus as a lion-tamer. It was
04} (considerable) more fun and
certainly less 05} (danger) than her 1 Correct the spelling in Carol's note. Why do
previous job. you think she wrote the words in the way that
she did?
9 Spelling
English spelling is usually considered difficult. That r$ because, there often appears to be no direct •.-,
relationship 'between'the waif something sounds cw& the way it is written. Different spellings can
lutiethe <«me sound.
1 The following pairs of words have different

..English has many spelling 'rules'. Can you
spellings. Do they sound the same or different?
' work Ihem owf for yourself? •. "• 'V
a flour b ruff throw d bow (down)
flower rough through bough
1 Using your answers to exercise 3, can you
say what happens to the last consonant in a
word when new endings are added in the
L The following pairs of words have the same
following cases?
combination of vowels in their spelling, fs the
sound of the vowels the same or different in o the original word ends in one vowel + one
each pair? consonant {e.g. hop).
a through
though
b cough
c shoe
hoe
d afra/d
e key
fey
f seize
g team
sconce
h bury
b the original word ends in two vowels (or
more) + one consonant (e.g. beat).
c the original word ends in one vowel + two
consonants (e.g. marshal!).
tough so/d reign bun
d the original word is a two-syllable word
with the stress on the first syllable (e.g.
open),
SOME SPELLING RULES
e the original word is a two-syllable with the
stress on the second syllable {e.g. refer),
Ip- there anytiiing about English sp f tfie original word ends in a single I (e.g.
which is'Tegular,. then? Ah' there any. rules? rebel}. (Note: this does not apply in
doe? spelling change when word's have American English.)
g the original word ends in a c (e.g. p/cm'c).
D Look at these words. What are the rules for

0 Add -ed, -d, -ing, -er, -r or -esfto the a final -e when something is added to the end
following words. Should you double the last of a word?
consonant or not? Should you add a different
a hope-hoping, rope-roping, fume-fuming,
consonant?
fame-famous
a hop f fast k excel p picnic b see-seeing, agree-agreeing-agreeable
b hope 9 beat I refer q bat c knowledge-knowledgeable, orange-
c fat h develop m open r marshall orangeade, re place-replaceable
d late 1 begin n visit s omit replace-replacement, hate-hateful, live-lively
e phone j rebel o panic t bleat e due-dulyy argue-argtiment, true-truly
34 Spelling and sounds
0 Look at the following words. Which are

spelt correctly (c}, which are spelt wrongly (wj? There arc several difference* between British
a friend :
in -British English we twite colour, irhilt!
b feild :• • (/ie Americans write color
t fftrfiivfi
d concieve
e believe
UP * "ut A {— American English) or B {= British
f ceiling
English) for each of the following spellings. Use
g seize , a dictionary to help you.
h greif
a theater ( ) g theatre { )
What sound is being spelt here by ei or ie?
b humanize { } h refueling ( )
What is the rule? What has the letter c got to
c humour ( ) i traveller { )
do with it? Why is seize an exception? d recognise { ) j check (book) ( )
e colorless ( ) k sulfur ( )
f sulphur ( ) 1 cheque (book) ( )
ACTIVATE
0 Correct the spelling in the following
children's sayings (collected by Nanette
Newman in a book called Lots of Love}.
! love my daddy becorse he give me a good

ejukashun. Zoe aged 6.
My mummy sais I must love evreyboddy even

the peple who killed my daddy but 1 dont.
Helen aged 7.
My Dad went to prison and we have to keep

remembring to love him. Jean aged 7.
My teecher is very crule. She smaks peple all

days and she eats frogs legs and maks cros
spells. 1 dont like her becose she says 1 tell
fibs. David aged 6.
My father has a cros face in the holedays.

Joan aged 7.
Old ladys arent reely old ladys. There just

pepel waring old clothes, Jamie aged 6.
Spelling and sounds 35
9 What do you think is the background to
Helen and Jean's comments?
Ill In groups decide on five adjectives to

describe the following:
a a good mother
b a good father
c male children
d female children
10 Countable and uncountable
J 1 Look at these exchanges: L Read the recipe on the opposite page. Is it

something you would like to eat? Why? Why
A Would you like a . . . ?
not?
Yes, please.
B Can I offer you some... ? List the underlined words from the ingredients
No, thanks. in the two boxes below:
Many different words could go in the empty
UNCOUNTABLE COUNTABLE
spaces above. Look at the words listed below,
and decide which words could go in which
dialogue by marking them A or B. Then
explain why. Do not change the words and
phrases listed in any way.
milk biscuit
medicine brown sugar
new shirt mineral water are uncountable.
day off ride on my countable by using words to
chewing tobacco
companionship
meal in a
motorbike
friendly advice
useful information
quantity,
restaurant money
3 For each of the quantities below, find at
pair of scissors help
least one - and if possible three - appropriate
banana _ salt
kinds of uncountable food or drink.
_ ticket work
a a slice o f . . .
Isfottws can be countable (tike chair -» b two spoonfuls o f . . .
'"jAror chairs) or uncountable (like e a loaf o f . . .
information). It is important to know d a glass o f . . .
what HnS. of noun you are using because e a piece o f . . .
it may change the grammar of the whole f a cup o f . . .
sentence. For example, countable nouns g three bowls o f . . .
may be singular or plural (e.g. girl —* h a bunch o f . . .
, girts, woman -» women); uncountable i a pinch o f . . .
nouns are always singular (oxygen, but j a drop o f . . .
not *oxygens). Uncountabk nouns
cannot have a or an before them, and
* often have no article before them, (e.g.: I
like coffee. Love is all you need.)
Which of the words and expressions in the

box above are countable, and which are
uncountable?
Countable and uncountable 37
Stir-fry Chicken and Vegetables
(for two)
boneless chicken meat
(200 grams)
Ingredients
1 small onion
1 clove of garlic
bean sprouts (100 grams) groundnut oil (4 tablespoons)
7 or 8 mushrooms soya sauce (3 teaspoons)
1 green pepper salt and pepper to taste
thin noodles (100 grams)
Cut the chicken, pepper and mushrooms Boil a pan of water, and add some salt.
into small pieces. Chop the onion and Remove from the heat and place the
garlic finely. noodles in the boiling water for three
minutes. Then drain with a sieve.
Put 1 tablespoon of groundnut oil into the
wok and heat well. Then add the chopped Put more groundnut oil and sey sauce in
onion and garlic. Stir until lightly the wok and heat well. Then add the
browned. beansprouts. Stir fry for two minutes
before adding the previously prepared
Add a teaspoon of soya sauce and the
noodles, mushrooms, pepper and chicken.
pieces of chicken. Stir fry for eight
Stir constantly for one minute, adding
minutes. Place the cooked chicken in a
more salt, pepper and soya to taste. Then
separate bowl.
serve.
Put more groundnut oil in the wok.
Then add the chopped pepper, with a
teaspoon of soya sauce. Stir fry until
tender. Add the chopped mushrooms.
Stir fry for two minutes. Then remove
from the heat.
38 Countable and uncountable
ACTIVATE 0 Which of the following is unusual or wrong?

Why?
4 Write a short recipe in English for a dish
that you like (and know how to prepare). Then a Do you want a cola?
join a group of three or four and exchange b I want some information, please.
recipes. See if your dishes can be put together c Could we have two teas and some cake,
to make an interesting meal. please.
d There is some apple on the table.
Kmmn^r -t,g. *®jfre, ,S e David went to the baker's and bought three
breads.
uncountable nouns (e.g. I spilt some I She gave me some good advices.
,nejfie on mjftf^m^m> f m '«wffiWM 9 How much dollars do you have?
"mtms (e.g.' Cm J-AMÎJPO e&ffe&i h Listen to the noises that animal is making.
Strange, aren't they?
What progresses have you made since we
last met?
ID Tick ( /) the nouns in the following list which

can have two different meanings, one when
they are used as countable nouns (e.g. Can we
have three chocolate ice creams, please. =
separate servings of ice cream), and another
related meaning when they are used as INVARIABLE NOUNS
uncountable nouns (e.g. You've got some ice
cream on your shirt = a drop or blob of ice
cream). For each word that you tick, give two A- number i^mum mn only be plural. This
examples: one using it as a countable noun, is often because the objects which they refer
and one using it as an uncountable noun (do
not use piece of, glass of!). .g.- trousers, spectacles, mi tneikef
's just the way the English l
courage light wood homework
mineral water cauliflower cola
advice ice cream , paper lamb
parking salad information beauty
anger weather hope smoking cake
Which words in the list above can only be Z Which of these nouns only exists in a plural
used as uncountable nouns? form?
eyes binoculars feet shorts pyjamas

clothes scissors earnings people socks
premises cattle remains (eye)glasses
thanks scales outskirts boots
Countable and uncountable 39
The ethers ere

ordtseases. Of course, these words must be
0 Look at this box which shows some common d A: Well, Jamie, back from school already?
'singular' nouns. How was your day?
B: (OK/the good news/passed my English
games subjects diseases exam;/the bad news/was suspended for
cheating)
news dominoes mathematics measles
e A: How did you know I was English?
billiards linguistics mumps
B: (English people/usually/shy/and/other
draughts classics diabetes languages badly)
f A: I love playing pool.

B: (I think/billiards/much better game)
ACTIVATE
g A: Where do you work, Jack?
9 Complete the following exchanges using the
words in brackets to make correct sentences.
B: (My compan/s main premises/
London, but I usually work/
Manchester. The premises in London
Example A: I don't know what to wear to the
interview. house/Head Office and Sales
Department)
B: (your green trousers/nice/why
not/wear?) h A: Dad, can you give me a haircut, please.
Your green trousers look nice. B: (OK;/where/scissors?/l haven't seen/
Why don't you wear them? weeks)
a A: Now, Ms Harper, how can you justify
demanding a salary rise of ten per cent 10 Prepare a brief news broadcast for local
for your members? radio or TV. It should contain three or four
B: (Because/earnings/dramatically affected brief 'stories'. For example, a man is found
by the rate of inflation) sleep-walking to work, a member of the royal
family tries unsuccessfully to cut the ribbon to
b A: Hullo, Mrs Jones. You look very upset. open a new institution of some kind, or a
Whaf s the matter? house is raided by policemen at three o'clock
B: (Your cattle/in my garden/eat/my flowers in the morning after neighbours have
and vegetables!) complained about something.
e A: But, Doctor, I can't be that heavy! Each story should involve using at least two
B: (I can assure you/scales/checked and words which always have the plural form.
adjusted/only last week) Begin: Here is the Local News...
11 Verbs
TRANSITIVE AND INTRANSITIVE V E R B S
1 Make up at least two appropriate endings L List below at least five other verbs which
for each of the sentences below. If possible, at must be followed by a direct object and three
least one of the endings should contain an verbs which can't be followed by a direct
object (for example, in John drank some milk, object.
some milk is the object of drank).
Followed by a Not followed by a
O a The Prime Minister sent... direct object direct object
(= transitive) (= intransitive)
b The children played...
e The baby only sleeps... put sleep
d Can you help... ?
e Lef s go...
f Put...
g Did you understand... ?
h Have you paid... ?
i Marilyn Monroe died...
I The rock star was wearing... 3 The following letters were printed in a
newspaper. Read them and find out:
a what the writer's problem is
Now, in the spaces on the left, mark the b what attitude she seems to have towards her
sentences O (= verb must have an object), NO boyfriend
(= verb can't have an object) or c why Jackie suggests she should say nothing
X (= verb can sometimes have an object, but
can sometimes be used without). The first one
Dear Jackie, nxious,
is done for you.
I have a lovely boyfriend.
Everything about him I
y verbs can be used transitively love apart from one little
thing. He is 1m 72 and
should weigh about 65 kg.
But he eats so much and
object - e.g. The children ate at 2 takes so little exercise he is
now 77 kg. He looks
awful.
I try hard to encourage
him, suggesting we play
squash or go swimming
together, but he says I'm
always nagging him. I'm
worried that although he's
only 30, he's a prime S^KST*-
ng
candidate for a heart ,,nt f ^S iiPfesent
unhealthy festyje
attack.
Anxious, perhaps you should try bv
Southampton
Verbs 41
4 In a close relationship with someone of the I) As used in the letters, which of these verbs
opposite sex, which of the following would are not followed by objects?
you find it hardest to tolerate? Put 1 beside the
hardest and 5 or 6 beside the easiest to love eats looks try nagging feel
tolerate.
a constant nagging ACTIVATE
b too much concern for your health
0 Use these verbs (and others from the box
too much concern for your
appearance above) in a brief dialogue between 'Anxious'
too much talking and her boyfriend. Use the verbs in bold
twice — once with an object and once without.
laziness when it comes to household
chores
eat weigh go die play leave get
other.
PHRASAL V E R B S
1 Read the following poem quickly. What
does it describe? Is it a happy or a sad poem?
Why?
Single Mum
A penetrating cry:
She gets up, fighting off the sleep,
Puts on the old blue dressing gown
And switches on the blinding bedside lamp
For the third time that night.
'Come here':
She picks him up, the soft warm bundle,
And rocks in her arms the ruler of her life.
Mournful cries turn instantly to smiles
That say 'play with me tonight'.
It's three a.m.:

How can she turn him down?
How can she put him back?
There's space beside her in the wide wooden bed
For this bubbly baby and a cuddly toy or two —
Some comfort in the night.
42 Verbs
0 Which of the following people do you think What do the phrasal verbs in the following
is in the most difficult situation? sentences mean?
a A single mother with the care of a young a The plane took off more than an hour late.
child or children.
b It was so hot Mary took her sweater
b A single father with the care of a young off/took off her sweater.
child or children.
c Roger didn't know what the word meant so
e A single parent with responsibility for he looked it up in the dictionary.
teenage children.
d "Come on! We're going to be late!"
d A single parent who only sees his/her child
e Claudia didn't want her old records so she
every two weeks.
gave them away.
e A child who hardly ever sees one of her/his
f The Director put the meeting off until Friday.
parents.
g The car broke down so they had to walk
f A child who lives with parents who often
home.
quarrel violently.
Some verbs in English consist of two parts, Like ordinary verbs, phrasal verbs cm be
e,g. take tip-f**%gdrif> practise a Mby&r
sport). The first f«rf »ffift ordinary verb,
btt^$te-'0th$r. part or a ward lite up, an,
either transitive (followed by an tibj&t) .
intransitive (not followed by an object).
ati^w^ %jjfe<#C' 'JSoiwe of flfese verbs ore

called phrasal verbs. It is often difficult to
^^^torf taite phrmal verbs mean at first
|fte original meaning of the verb and
article (the other part) has changed,
~ " N B A : over the company means she
mntrol of the management of it.
11 Which of the phrasal verbs in exercise 9
are transitive? What do you notice about the
word order of these transitive phrasal verbs?
Does the particle come before or after the
object?
Look at these phrasal verbs from the poem. Complete the sentences in the box with before
What do they mean? and after.
get up switch on put on pick up Sometimes the particle (on, up, down, away,
turn down put back etc.) comes the object. Sometimes
it comes the object. It always
comes an object which is a
pronoun (it, him, her). If the object is a noun,
it can come or
Verbs 43
ACTIVATE
Complete the following using phrasal verbs

put up bring up invite out/take out
from the box and putting the objects of the ring up split up warm up take back
phrasal verbs in the appropriate place.
workout send away get up set off
If you are not sure of the meaning of a pick up
phrasal verb, use a dictionary.
Mike and Judy have two young children: Alison, He (8) (the children) from their home
aged 8 and Peter, aged 5. They are very lively and about lunch time and (9) (them) to
affectionate children, and both parents have lunch at a hamburger restaurant. At first, father
enjoyed (') (them). But Mike and and children are almost like strangers, but then the
Judy's marriage wasn't (2) , and six conversation ( 10 ) , and they begin to
months ago they decided to (3) talk about what they've been doing for the last
Judy and the two children stayed in their small month - life at school, their friends, their new toys.
suburban house, and a friend from work After playing in the park or seeing a film, it's time
W (Mike) in his flat. Then Mike's to (") (Alison and Peter) and leave
company (5) (him) to open a new office them with their mother. The next day, Mike
in the south of the country. (12) early, ( 13 ) (the children)
Now Mike only sees his children once a month, for lunch again, says goodbye to them with a heavy
(7)
although he (6)
north.
(them) once or twice a
week. On the first Saturday of each month he
on the 300 mile journey to the
heart, and returns to the south. When he sees the
expressions on his children's faces, he sometimes
wonders whether his visits do more harm than
good.
PREPOSITIONAL VERBS
cannot say *'she looked the picture at', or *'she looked it

*?.
13 Which of the sentences on the right a She broke off the relationship.
contain prepositional verbs? (You can test b He applied for a driving test.
whether a verb is a prepositional verb by c The board decided on a new plan for the
seeing whether it is possible to move the company.
object next to the verb.) d John put on his sweater.
e The Director is relying on his managers.
f Who is looking after the children?
44 Verbs
PHRASAL-PREPOSITIONAL V E R B S
. , the last of which is a preposition, e.g. How do you

weather?. Tte&? mvatwaystrmsitm, md: the object comes after all three
"' ' ' ' ""
ll What do you think the following mean? ID Imagine you work as a TV journalist. Use
at least five of the following phrasal and
a I'm not putting up with your tantrums any
prepositional verbs to prepare questions for an
longer!
interview with a film or pop-star. Ask about his
b These days you've got to stand up for
or her daily life, family, etc. Then ask a partner
yourself.
to play the part of the star and interview her
c Try to cut down on the amount of fat you
or him!
eat.
d You must face up to your problems instead
of trying to hide from them. PHRASAL VERBS: wake up, get up, put on,
phone up, go out, take out, keep on (=
ACTIVATE continue), etc.
15 Correct any mistakes you find in these
sentences. Then, with a partner, try to express
PREPOSITIONAL VERBS: agree with, believe
in, belong to, listen to, look for (= search
for), take after (- be similar to family
the same meaning using different words.
member)
a Put your clothes away. This room is a mess!
PHRASAL/PREPOSITIONAL VERBS: put up
b Get the story on with: I want to know what with, look forward to, face up to
happened.
c The plane took off three hours late.
d Bob: You made up that story, didn't you?

Sue: No, I didn't make up it.
e Can you put me up for the night? Hotels are
so expensive.
I Get the car in. I'll drive you to the airport.
g Get the car out. I want to put my motorbike
in the garage.
h John is going to stand in for Lynn while

she's on holiday.
i Sarah: Where are my old jeans?
Dad: I've thrown away them.
j Get my bicycle off. I want to ride it now.
12 Verb complementation
DIRECT AND INDIRECT OBJECTS
1 Here are some extracts from magazine Which of the ads sounds most interesting to
advertisements. What do you think they are you? Why?
advertising?
L Each of the advertisements contains a verb Verb Personal object Other object
which is followed by two objects. One is a
e.g. offering you a free 15 day
person and the other is not. Sometimes there is
brings trial
a preposition to before the person. List the
leave
objects in the table opposite. give
send
. In She
car, the car is the direct object and her husband is fte indirect dtject.
objects relate to questions like: Who did she lend it to? Who did she tell? or Who did
she buy it for?. Direct objects relate to questions like: What did she lend? What did she tell
him? or What did she buy?
6 Read the following examples. All have Verbs followed by indirect object
prepositions before the personal 'indirecf + direct object
object. Which do you think can be changed as
in the example?
POSSIBLE
Verbs followed by a direct object
+ preposition + personal object He lent his daughter/her some money.
They bought the bridegroom a drink.
Example: We showed the police the photos.
He lent some money to his daughter —» He David made his girlfriend a cake.
lent his daughter some money. The old man told the visitors a story.
a They bought a drink for the bridegroom.

b We showed the photos to the police.
c We showed them to the police.
NOT POSSIBLE
d David made the cake for his girlfriend.
e David made it for his girlfriend. * We showed the police them.
f I explained the accident to the police. * David made his girlfriend it.
g The President said a few words to the * I explained the police the accident.
children. * The President said the children a few
h The old man told a story to the visitors. words.
Now check the list opposite. Were you right?

Verb complementation n
4 Now choose the right completion for the ACTIVATE

following statements:
0 Using at least three of the verbs in exercise
Many verbs can/cannot be followed by a 2, write three new advertisements or radio/TV
direct object + preposition + personal object. commercials for products, companies, etc. that
All/some/none of these can be used in you like (e.g. for records/cassettes, clothes, a
sentences with the pattern: verb + indirect wildlife charity, fast food, etc.).
object + direct object.
It is/isn't necessary to leam which verbs can't
take both patterns.
When the direct object is a short pronoun (e.g.
it, him), the indirect object usually comes/
doesn't come before it.
t) In the following, put the indirect object and

the direct object in the correct order. Use a
preposition only if necessary.
Examples:
John gave (a present/Mary) —» John gave
Mary a present
Say (the magic words/him) —» Say the magic
words to him.
a George read (his children/a story) before
they went to sleep.
b Could you buy (a loaf of bread/us) on your

way home?
c Explain (us/your joke).
d I couldn't find (Susie/a clean pair of jeans).

e Didn't you promise (it/your mother in law)?
f The reporters asked (so many personal

questions/the pop star) that she got angry in
the end.
g Why didn't you mention (the pain/the
doctor)?
h Return (me/the book) as soon as you

possibly can.
i Why on earth did you lend (Justin/your
motorbike)?
j It was embarassing: I had to borrow
(£10/Ann).
OTHER T Y P E S OF V E R B COMPLEMENTATION
._,,=,,. . , there am
verbs in mglish, and different cafarik*jf'vab
example, mm verbs can be jbtiowxtty another verb $ » % r t « '&& She
others by to + the infinitive ofawffur verb -(e.g. He wants to teftm), and
They lorn swmwtiiitfto swim in ttw *w>. Amtfmgmtp of verbs can be
object m& then -% or infittWw (e.g. I saw you cress/cromnig the street),
1 Look at the structures which come after the 0 Which of the formulae below describes
main verbs in these sentences: each of the sentences in the passage?
a They heard the birds singing at 6 a.m. a subject + auxiliary (e.g. can, will, may)
b Her parents wondered why she had left + infinitive
home. b subject + verb + to-infinitive
e The directors plan to open a new factory in c subject + verb + object + to-infinitive
Scotland. rf subject + verb + -ing form
d Try opening the tin with a screwdriver,
e The prison guards forced him to wash out
the toilets.
e subject + verb + object + -ing form
f subject + verb + (that) + clause
g subject + verb (+ obj) + question word
f Did she mention that she was expecting a + clause
baby? h subject + verb + infinitive (without to)
g George will cook the meal this evening.
h Mary made her son do the washing up.
Now read this short passage. Match each of

the numbered sentences in it to the sentence
above with a similar structure.
._ —
Maria Suarez is a Peruvian doctor. She works in a town high up in the Andes
Many of the patients are Indian. (l)Luckily she can speak Quechua as wel as
SpanLh (2)She often listens to the local people discussing their problems and
teEg joke (3)Maria enjoys working in country areas. (4)But she thinks tha
thTp\ople living there need more financial help and opportunities for
er Maria wants to specialize in cardiology. However that would mean
live alone in Lima?

Verb complementation 49
l9 With a partner think of an example ACTIVATE

sentence for each of the verbs below to test
10 Imagine you are writing a play about a
which of the patterns above can follow them.
modern couple living in a city in an
There may be more than one. Then check your
English-speaking country. The woman, like
examples ,n a dictionary, and wnte a, b, c, etc.
Maria, has a career and wants to develop it
bes.de each verb.
by going back to college in another city. The
man wants her to stay with him and start a
must begin finish like hope wonder
family.
make ask help see know
Prepare a dialogue between the couple in
they try to persuade each other c
Remmtvr: Wkm Immng mm ,«*., it
of view. Use at least six of the verbs
trytojmiwtwkielt
above, with a variety of different structures.
j ,, You can use the verbs in any order.
you w fftw,
HUMAN
R BEINGS
/ The human body
MEANING
Part A Unit 1
] 1 Where can you find these

parts of the body? Use a
dictionary to help you put
them in the appropriate
places in the table.
Adam's apple ankle

armpit back big toe
bottom breast calf
cheek chest elbow
eyebrow eyelid forearm
forehead heel hip knee
Sip little finger little toe
mourn navel nose
nostril palm shin
shoulder shoulder blades
small of the... stomach
thigh thumb tummy
waist wrist
head
neck
arm
hand
upper torso
I lower torso
leg
foot
L Can you find the parts

of the body in the
illustration?
The human body 53
WORD USE w Do you know any more words for parts of the body?
COLLOCATIONS
Part A Unit 5 Which of the following words can be combined with -ache?
arm leg chest back elbow tummy bottom

thigh stomach ankle wrist head
ACTIVATE
*
9 What is wrong with the
oeople in the pictures?
Miere do they have an ache
ar a pain?
0 In groups choose one of

•he pictures.
• What is the reason for the
person's ache or pain?
3 What treatment would you
recommend?
MEANING
Part A Unit 1
What do the words in the box mean? Can you explain where
they are in your body?
bones muscles blood lungs

alimentary canal kidneys skin
0 Read the text opposite. The human body is fantastic and it has many parts; there is a
What facts and figures can skeleton of 208 bones; more than 600 muscles which make up
you find out about the parts 35-45 per cent of the body's total weight: a blood system
of the body in exercise 7? containing between 9 and 12 pints of blood, operated by a heart
which during a lifetime does enough work to have lifted a ton
weight 150 miles up into the air; a nervous system dominated by
a brain which makes the biggest computer look like a child's toy;
a pair of lungs which handle 500 cubic feet of air a day; a cooling
system to stop us getting too hot which has between two and
three million sweat glands; a feeding system which can handle
about 50 tons of food in an average lifetime (not to mention a
54 The human body
25-foot-long alimentary canal); a reproductive system that has all

too successfully populated today's world with more than 4,000
million human beings; an excretory system with kidneys capable
of filtering 45 gallons of fluid a day; and 17 square feet of skin to
cover everything and, as one doctor put it, 'to keep the blood in
and the rain out.'
This is the body, an extraordinary piece of machinery that we
have taken to the depths of the ocean and up to the moon, It is
the animal which has invented language, art, science, sport,
architecture, politics and religion. It has conquered the world and
may yet destroy it.
Desmond Morris Bodywatching Qonathan Cape)
3 Desmond Morris lists twelve parts (or systems) of the body.
What are they?
10 Complete the following sentences with words and information

from the text.
a The heart is incredible because
b There are in a human skeleton.
e The nervous system is dominated ____
d The _____ filter liquid.
e The human body is covered ------
f ___________ weigh almost half of the total body
weight.
WORD FORMATION Make adjectives from the following nouns.

Part A Unit 7
Nouns Adjectives
skeleton
muscle
blood
brain
skin
sweat
Do the adjectives mean the same as the nouns?

The human body ss
ACTIVATE iu Tell a story about one of the following.

Use any two of the following verbs and as many words as you
can from exercises 1, 4, 7 and 11.
notice break hit hurt admire suffer

touch examine
a Someone who went to the doctor and ended up in hospital

by mistake.
b Someone who took too much exercise and who lived to
regret it.
c A woman who was saved after being stranded in the jungle
for four months.
d Someone who never wants to own a pet shark ever again.
WORD USE Write the correct word in each space to complete the
METAPHOR idiomatic phrases.
Part A Unit 4
head heart face neck stomach foot hand
skin arm shoulders
a Would you like to be a mountaineer?' 'Oh no, I don't have a

very good for heights.
b Don't get too involved with those people. Keep them at
's length.
c You may not like him, but you've got to
He's a financial genius.
d Every time he opens his mouth he puts his
never seen anyone make so many embarrassing mistakes.
it to him.
in it. I've
e She likes to keep her feelings to herself. She's not the sort to
wear her on her sleeve.
f I know I should go to the meeting but I just can't it.
g I find horror films absolutely revolting and I just can't
them. They make me feel sick.
h The pass mark was 65% and he got 65.3%, so he made it
by the of his teeth.
i She will lose if she has to admit she made a
mistake.
j Ironing is my least favourite activity. It's a real pain in the
k If I were you I'd vote for Joan Huddlestone. She's

and above the rest.
I I hadn't the to tell him I'd already eaten after he'd
gone to so much trouble cooking dinner.
56 The human body
ACTIVATE 14 Choose at least three of the phrases from exercise 13. Say
where and when they might be said and who they might
describe. Use the phrases as part of a dialogue.
10 Choose a part of the body and write a description of the

day from that part's point of view!
Adam's apple chest kidneys shin

FOCUS WORDS
alimentary elbow knee shoulder
PARTS o7THl~BODY canal eyebrow leg shoulder blade
ankle eyelid lip skeleton
www.IELTS4U.blogfa.com arm
armpit
back
big toe
face (n)
face (v)
finger
foot
little finger
little toe
lung
mouth
skin
small of the
back
stomach
blood forearm muscle sweat gland
bones forehead nave! thigh
bottom hand neck thumb
brain head nerve toe
breast heart nose tummy
calf (calves) heel nostril waist
cheek hip palm wrist
be a pain in the neck lose face

FOCUS P H R A S E S
be head and shoulders above not have the heart to do
(have a) head for heights something
by the skin of your teeth put your foot in it
keep somebody/something at wear your heart on your
arm's length sleeve
2 Physical appearance and description
1 Complete the following questionnaire in pairs. Then compare

the results in groups.
HOW DO YOU RESPOND TO PHYSICAL APPEARANCE?
\ When you first meet someone, what do you look at first?

a their hair e the front of their body
b their face f the back of their body
c their eyes g the clothes they are
d their mouth wearing
h other (please specify)
2 Which of the following will make you think most

positively about someone? (Choose one only.)
a They are well-groomed. c They have a good physique.
b They are well-dressed. d They look interesting.
3 Think of two people that you find very attractive. What

is the most physically attractive thing about them?
4 Think of two people whose appearance you find unusual

or striking. What is the most unusual/striking thing about
them?
a b __
5 Which of these people do you f i n d most attractive'' Why?

"1*
WORD USE L Which physical features do the following adjectives usually

describe? Put them in as many columns as possible.
COLLOCATION
Part A Unit 5
weak dark thinning pointed curly shiny
wide mean receding large bright protruding strong
generous square straight wiry appealing
Hair Eyes Nose Mouth Chin
ACTIVATE 3 Describe the people sitting next to you using the adjectives
from exercise 2, and any other words or expressions you know.
WORD USE j4 Look at the expressions in italics. Which of the emotions in the
box on the right do they express?
METAPHOR
Part A Unit 4
a She's as white as a sheet. disapproval
b She went bright red. shock
c She came out in goose pimples. wonder
d Her eyes narrowed. emotional excitement
e She was wide-eyed. fear
f She pursed her lips. determination
g She gritted her teeth. suspicion
embarrassment
Are there any equivalent idioms in your language which show

how we represent emotions physically?
ACTIVATE 5 Tell a story which includes two of the idioms in exercise 4.

Physical appearance and description 59
9 Read this introduction.

In Sour Sweet by Timothy Mo, Chen and Lily,
who are both Cantonese (from Hong Kong),
live in London, where Chen is a waiter in a
Chinese restaurant.
——
I Read the text to find out: [ Working in the fields Chen had once had a physique
3 How Chen's appearance which had been lean, tanned, and sinewy; now it was
has changed. almost impossible to see the outlines of his ribs for the
plump flesh which clothed them. Not that he was chubby,
3 How he feels about Lily's
just prosperous, as he was careful to explain to Lily.
appearance.
On Lily there were two opposing views. Chen did not
think she was pretty. She had a long, thin, rather horsey
face and a mouth that was too big for the rest of her
features, and she smiled too frequently for a woman. She
also had largish breasts and her hands and feet were a
fraction too big to be wholly pleasing to her husband. It
was her face, though, which really let her down (Chen
had decided), being over-full of expression, particularly
her bright black eyes which she had a habit of widening
and narrowing when listening to something she found
interesting. Probably there was too much character in her
face, which perhaps explained the lack of Cantonese male
interest better than any particular wrongness of an
individual feature or their relationship to each other.
Westerners found her attractive, though. Lily was
unaware of this but Chen had noticed it with great
surprise. That was if the second glances and turned heads
on the street were anything to go by.
Timothy Mo Sour Sweet (Abacus)
MEANING 0 Find words in the text to match these dictionary definitions.

DICTIONARY DEFINITIONS a healthily thin
Book 2 Part A Unit 1
b having muscles
c pleasantly fat, nicely rounded
d having little fat on the body, not fat
e pleasantly fat (esp. of children and young adults)
f an appearance that reminds one of a horse
3 in pairs discuss:
a What did westerners find attractive about Lily?
b What features of men or women are not attractive in your
culture but attractive in another culture?
ID Describe Lily in a positive way.
MEANING Use a dictionary to say whether the following words usually

have a pleasant, neutral or unpleasant meaning.
CONNOTATION
Part A Unit 2
THINNESS
thin slim slender slight skinny emaciated underweight
FATNESS
fat stout chubby flabby obese overweight plump
Use a dictionary to complete the male/female chart for

these words:
a lean tanned sinewy muscular voluptuous well-
built shapely
b good-looking handsome pretty attractive beautiful
ugly hideous plain
e beard moustache glasses eyebrows
Male only Female only Male and/or female

Physical appearance and description 61
ACTIVATE
13 Use words from this unit

to describe the people in
'hese photographs.
a in a positive way.
b in a negative way.
WORD GRAMMAR 14 What sentence patterns follow the verb phrases in italics?
VERB COMPLEMENTATION Choose the best answer a, b or e.
Part A Unit 12 1 I could tell by his expression a) to be afraid.
b) that he was
www.IELTS4U.blogfa.com 2 He struck me a) as being

b) to be
c) as being
rather overweight.
c) that he was
3 He seemed o) that he was very suspicious.
b) to be
c) being
4 He appears a) to be fairly relaxed.

b) as being
e) that he is
5 He looked as if a) that he was angry.
b) he was
c) to
6 He looked a) to be upset.
b) being
c) that he was
ACTIVATE 10 Write a description of either someone you know well and

like a lot or someone you know well but don't like at all.
Use words from this unit including seems, appears, looks like,
strikes me as, etc.
Do not say who the person is. Other students read or listen to
your description and they must guess if the person you describe
is:
a a member of the family
b someone you are or were in love with
c your superior (in work or where you study )
d a child
e an acquaintance
f someone else (specify)
FOCUS WORDS
PHYSICAL APPEARANCE
appealing
appear
large (eyes/
nose/mouth)
skinny
slender
appearance lean slight
attractive look as if slim
beard look like square (chin)
beautiful mean (mouth) straight (hair)
bright (eyes) moustache strike one as if
chin mouth strong (mouth/chin)
chubby nose tanned
curly (hair) obese thin
dark (eyes/skin/hair) overweight thinning
emaciated physique ugly
eyebrows plain unattractive
^ eyes plump underweight
fat pointed (nose/chin) voluptuous
flabby pretty weak (chin)
generous (mouth) protruding welf-built
glasses receding well-dressed
good-looking seem well-groomed
goose pimples shapely wide (eyes)
hair shiny (hair) wide-eyed
handsome shining (eyes) wiry
hideous sinewy
FOCUS PHRASES be as white as a sheet grit your teeth

(come out in) goose pimples narrow your eyes
go red purse your lips
3 Clothing
WORD USE 1 Which of the following words can be combined with dressed
to describe the way people look in their clothes?
COLLOCATION
Part A Unit 5
well casually nice bad badly over smartly
attractive untidy untidily
Which of the expressions you have found is similar in meaning

to the words below?
scruffy elegant dishevelled relaxed
Z Look at these photos.

•Vhich of these words would
• ou use to describe the way
each person is dressed?
How would you describe the
•vay you dress?
64 Clothing
WORD GRAMMAR
VERB COMPLEMENTATION
Part A Unit 12
As it was his first meeting with Julie's parents, George thought quite
hard about what he was going to wear. When going out with friends he
normally dressed quite casually, but Sunday lunch with strangers was
different.
Twelve o'clock - definitely time to get dressed, George put on a
clean shirt and tried ..on the jeans he had bought the day before. They
fitted him well, but they looked too new, He took them c>!Lanc* put on_
his dark green trousers. He would wear these and his leather jacket -
and maybe a tie. But that didn't look right either - green just didn't su;
him, Oh, God, why was he so vain . . , ? He undressed and started aga;:
Transitive Intrans. Human Inanimate
subject subject
dress / y y X
fit / : V X y
get dressed
get undressed
\
put on 1
try on
suit > 1
take off X
undress
wear
1
4 Complete the following sentences:

a Julie usually dresses...
b She got dressed ...
c She put on ... fitted ...
d She wore...
e She tried on ... didn't suit...
f She took off...
g She undressed ...
Clothing 65
0 Look at these pictures and

at the clothes the people in
them are wearing. Decide
which clothes, in your
opinion, are:
a the most attractive
b the most unusual
e the most comfortable and
convenient
d the most formal
Discuss your choices with a
partner.
MEANING trousers leather jacket sweatshirt
T-shirt shorts pants
Which of these items of tie dinner jacket suit
clothing are being worn (or vest waistcoat jeans
do you think are being worn) blouse anorak pyjamas
in the picture above? Put AR cardigan overcoat skirt
(actor), AS (actress), D nightdress boxer shorts socks
(director) or C (cameraman) bra fur coat bow tie
beside each item to indicate dress tights sari
who is wearing them. leotard tracksuit shawl
boots tennis shoes shoes
sweater knickers/panties scarf
raincoat dressing gown stockings
66 Clothing
1 Complete the following table to indicate how or when the

items of clothing in the box in exercise 6 are normally worn.
[ on the top half of the body only:

on the bottom half of the body only:
on the top and the bottom halves of the body:
as underwear:
on the feet or legs:
in bed:
round the neck or on the head:
when the weather is cold:
In your country, which of these items of clothing are:
www.IELTS4U.blogfa.com a
b
c
usually only worn by women
usually only worn by men
worn only on informal occasions
d never worn by anyone
Which other items are commonly worn? Are there English words
for them?
0 What would you wear in the circumstances outlined in the

table? Discuss your choices with a partner.
Weekday Weekend
temp: 12 deg, cloudy
temp: 25 deg, raining
temp: 20 deg, sunny
temp: —4 deg, snowing
for an evening party
WORD USE tJ Look at the expressions in italics. Match them with the
phrases in the box below.
METAPHOR
Part A Unit 4
talking rubbish don't get over-excited be in charge
smartest clothes look gentler than you are make an effort
special smart clothes get upset very smartly dressed
in the same situation
a If I were in your shoes, I'd ask for a divorce.

b David used to beat me at tennis regularly, but the boot's on
the other foot now.
Clothing 67
c You're going to fail the exam if you don't pull your socks up.
d Hurry up, for God's sake. We're going to be late!
O.K., O.K. Keep your shirt on.
e Well, you know who wears the trousers in that household,
don't you? It's certainly not Mr Thatcher.
f I know Clarissa's arguments are very persuasive, but I think
she's talking through her hat myself.
g Don't be fooled by her friendly manner. She's o wolf in
sheep's clothing.
h Why are you all dressed up to the nines?
Well, you said I should wear my Sunday best. Anyway, look
at Mandy: she's dressed to kill.
i Oh, Fred, what on earth am I going to do?
Look, there's no need to get your knickers in a twist.
Everything's going to be all right.
lU Read the passage. Where would you expect to read a text

like this?
Fashion this autumn is going to echo

the season — crisp, exhilarating and
enjoyable. Whether you're shopping
for a smart suit, a casual tracksuit or
an outfit for a special occasion, you'll
find the designers have given you sr
rich harvest to choose from.
Perhaps the only problem is what
to choose when the weather doesn't
quite behave as it should. Just what
to do when summer clothes aren't
quite right and it's too warm to
swelter in a suit? Until now, the
answer has been to opt for one or
the other and hope for the best.
Jaeger has solved the problem in
a way that other big names will
undoubtedly follow. The company
has combined the right styles with
the right fabrics to see you through
any occasion - and keep the
temperature at just the right level.
'Keep colour in mind to maintain the
spirit of summer, but look for
lightweight wools and simple
silhouettes for early autumn and to
look good later as the weather cools,'
advises Jaeger's Joan Jones.
It's a winning formula that shows
to advantage in their simple but
beautifully styled chemise dresses.
The style comes in otter, emerald
and violet in sizes 8-18.
(Bath Star)
68 Clothing
11 Find words in the passage which mean:

a a suit of a kind worn by athletes, etc.
b informal
e items of clothing which can be worn together
d people who plan the way clothes will look
e fabric made from the hair of sheep
f materials for making clothes
Find words or phrases in the passage which tell you that the
writer:
a likes autumn
b thinks there are plenty of good autumn clothes to choose
from
e is comparing the climate to a human being
d thinks that there is a better solution to the problem of
matching clothes to the climate this year
e thinks that the Jaeger solution is excellent
MEANING 10 Can you find synonyms and opposites for the words in the
table?
SENSE RELATIONS
Part A Unit 3
Synonym Opposite
stylish
casual
lightweight
simple
beautifully styled
flattering
alluring
14 Complete the following exchanges with appropriate

synonyms or opposites. Do not repeat a word that has already
been used.
a A: Maria (ikes fashionable c/othes, doesn't she?
B: Yes, she dresses in a very way.
b C: Is this jacket suitable for formal occasions?
D:l think it's more appropriate for wear, don't you
Clothing 69
e E: I was surprised how untidily dressed that applicant for the

job was.
F: Yes, he was rather , wasn't he?
d G:You're looking terribly elegant this evening.
H: Thank you. My new suit is quite , isn't it.
e I: That's a very sexy dress Gloria's got on.
J: Yes, she thinks she looks
the imagination, does it?
It doesn't leave much to
13 Discuss with a partner your ideas on the following subjects:

a your attitude to the fashions currently popular in your country
and in other places in the world
b the influence fashion has on you when you choose clothes,
and whether it is more important for you than price, style,
comfort, colour, etc.
e the image of yourself that you try to convey through your
clothes
d how clothes affect the way we react to other people. Are
they important?
lb Describe your favourite clothes.

70 Clothing
FOCUS WORDS alluring knickers stockings

anorak leather jacket style
CLOTHING
blouse leotard stylish
boot lightweight suit (n)
bow tie nightdress suit (v)
boxer shorts outfit sweatshirt
bra over-dressed sweater
cardigan overcoat T-shirt-
casual(ly) pants take off
designer put on tennis shoes
dinner jacket pyjamas He
dishevelled raincoat tights
dress sari tracksuit
www.IELTS4U.blogfa.com dressing gown

elegant
fabric
scarf
scruffy/scruff ily
sexy/sexily
trousers
try on
underwear
fashion shav/i undress
fashionable shirt untidy/untidily
fit shoes vest
flattering shorts waistcoat
fur coat skirt wear
get dressed smart(ly) well dressed
informal socks wool
jeans
FOCUS P H R A S E S be in somebody's shoes pull your socks up

the boot's on the other foot taik through your hat
dressed to kill wear the trousers
dressed (up) to the nines wolf in sheep's clothing
get your knickers in a twist your Sunday best
keep your shirt on
z
ID 4 Health and exercise
1 Study the following unhealthy 0 1 2 3 4 5 healthy

pictures. For each one,
decide where the person fits unfit 0 1 2 3 4 5 fit
on the three scales 0—5. weak 0 1 2 3 4 5 strong
In pairs discuss where you

think you fit on the scale:
a now
b in the past
c in the future
72 Health and exercise
-]•]
MEANING JiJ Using a dictionary say what the phrases in italics mean:
IDIOM a He's pretty fit.
Part A Unit 4 b He's a real picture of health.
c I'm totally out of condition. I can't run another step.
d I'm fighting fit. I'll win.
e You seem to be in pretty good shape.
f She's in absolutely peak condition.
g Yes, I am rather unfit.
Which words helped you to come to your decision?
ACTIVATE 4 Use the phrases in exercise 3 to describe people you know
or know about. Say why they are in the condition they are in.
Example My friend George is totally out of condition. But it's
not surprising. He never takes exercise and he eats
big lunches. His wife Clara is in absolutely peak
condition, though. She goes to aerobics classes and
plays a lot of tennis.
WORD USE 5 Which of the nouns go with which of the verbs? Tick the
correct boxes.
COLLOCATIONS
Part A Unit 5
Do Play Go
weight training
golf
aerobics
badminton
jogging
yoga
cycling
rowing
What other forms of exercise are talked about with the verbs
do, play and go?
Health and exercise 73
0 Where can you perform the activities in exercise! 5? Put them

in as many columns as possible.
gym studio track court course outdoors
/ Read the two texts. Find

the seven different types of The 'four-limb' sports, such as rowing and cross-country skiing, seem to be
exercise and say whether especially good for the heart. 'When all four limbs are active, more blood is
they are good for: pushed back to the heart than when you are using just your arms or your
legs,' says Dr Sharp. The muscles of the arms and legs use oxygen to produce
a aerobic fitness energy — roughly five calories of energy for every litre of oxygen. This is how
b improving muscle tone fitness experts are able to tell you that lying down, for example, you expend
two calories of energy per minute, sitting three calories, walking four calories
and running upwards of five calories of energy a minute.
It is not until you have been running for half an hour that you use up around
350 calories — which is roughly equivalent to the calorific content of a low
calorie, pre-packed frozen dinner. 'If you want to lose weight you are better
off performing
have a lower ratea lower grade form'"of exercise such a« u>=»- : ~ -
of enemi'""—
i—
www.IELTS4U.blogfa.com You need a lot of self-discipline to use a home-based

gym properly: pumping iron can improve your body but
not without determination and sweat.
Home gyms consist of a stack of iron weights on two
parallel vertical runners, with a padded bench attached
at right angles. The idea is that you sit or lie on the
bench and, using the various attachments, push and pui!
the weights with your arms and legs.
Weight training will improve muscle tone but it does
not produce aerobic fitness and stamina, which you have
to achieve by jogging or cycling. A home gym and an
exercise bicycle is the ideal combination: the bike also
helps you warm up before your workout.
Peter Knight Expression magazine
MEANING IN 0 What do the following words and phrases from the text
CONTEXT mean?
Part A Unit 1
a 30-minute run work out four-limb sports
lose weight pumping iron aerobic stamina
calorie warm-up energy
Use them in the following sentences together with information

from the texts. (You may have to change their form.)
a are especially good for the heart.
b Oxygen produces which is measjured
www.IELTS4U.blogfa.com c The calorific content of a pre-packed frozen dinner
d It is always good to do a activity before ,,f
e Weight training (sometimes referred to as

) does not
MEANING
Part A Unit 1
Match the type of exercise

with the pictures.
skipping squat jumps

touching (your) toes
sit up press-up
iv Give instructions to other students about how they should do

one of the exercises.
Example Lie on your back with your legs straight out in front of
you...
Health and exercise 75
ACTIVATE
11 Look at the pictures. Say

what the people are doing
and whaf benefits they are
likely to achieve with these
forms of exercise.
WORD GRAMMAR Put the correct preposition(s) in the blanks.
PHRASAL VERBS a You ought to cut cakes and biscuits for
Part A Unit 11 a start!
b If I were you I'd go __ a diet,
c You're putting too much weight.
d You should take a new sport — like tennis or golf.
e You should be . a strict diet.
ACTIVATE
iw Write a dialogue in which someone who is unfit, overweight

or feeling generally run down asks a friend for advice. Use
phrasai verbs from exercise 1 2 and other words from this unit.
WORD USE
METAPHOR
Part A Unit 4
C014 Which of the peopl>e are

talking about:
a someone who is morbid
b an architectural plan
c a politician
d children who watch
television
e a prospective employee
f a sick child
don't think she's got the \ "',
tit*
15 Fill in the blanks with words from exercise 1 4.

a He's not to be seen in public.
b They have a very attitude to the problem. They
don't seem to realize the damage that kind of thinking will, do
c He has a disregard for pompous people — people
who think they are superior when in fact they are not.
d You need a lot of for this job.
e Your cat looks in pretty good _. You've obviously
been looking after it.
f If you live on a daily of bad news you are bound
to become disillusioned.
< , Health and, exercise
ACTIVATE ID Design an advertisement for a newspaper about one of the

following:
a A new rowing machine for home fitness exercises.
b An aerobics class.
e A sports club.
d A new exercise plan for the successful business executive.
Say what the activity/place, etc. actually does.
FOCUS WORDS aerobics golf (course) skip

aerobic (fitness/ gym squat jump
HEALTH AND EXERCISE
stamina) healthy stamina
badminton (court) heart strong
calorie jogging sweat
condition lose weight take up (a sport)
cut down on muscle touch (your) toes
cycle (track) muscle tone unfit
cycling overweight unhealthy
(go on a) diet oxygen walk
energy press-ups warm-up
(take) exercise pump iron weak
exercise bicycle put on (weight) weight training
fit rowing work-out (n)
fitness run work out (v)
four-limb sport sit-up yoga
FOCUS P H R A S E S be a picture of health (have a) healthy attitude/

be fighting fit disregard
be in good shape (have an) unhealthy attitude/
be in peak condition fascination
be out of condition
5 Sickness and cure
WORD USE Which words from column A go with words from column B?
COLLOCATIONS Example broken ankle, sprained angle, but not ^sprained leg
Part A Unit 5
A sprained B leg
broken ankle
twisted arm
fractured wrist
pulled skull
torn shoulder
black ligament
dislocated muscle
swollen eye
bruised toe
finger
ACTIVATE L In groups describe to other members of the group one of the

injuries mentioned in exercise 1 that you have suffered.
a How did it happen?
b How was it treated?
MEANING
Part A Unit 1
w Match the words with the

pictures.
dentist doctor nurse

optician psychiatrist
surgeon
Sickness and cure 79
Using a dictionary, make sure that you know the meaning of

the following:
a an injection
b a sick note (for your employer)
e a blood test
d an eye test
e a prescription
f a filling
g an operation
h electric shock therapy
Who (from exercise 3) might administer these things?
5 Which of the people in exercise 3 would you prefer to

marry? Why?
MEANING JO What is the difference in meaning between the following

pairs of words? (Use a dictionary to help you.)
SENSE RELATIONS
Part A Unit 3 a i) I've been sick.
ii) I've been /'//.
b i)
ii)
c i)
ii)
Ow. I've hurt my hand.
I've injured my hand.
Six people were wounded.
Six people were injured.
d i) My hand is itching.
ii) My hand is hurting.
i Complete the following sentences with one of the words from

exercise 6. (Be prepared to use different forms of the words.)
a If you eat all that chocolate you'll make yourself
b 'Stop scratching your mosquito bites.' 'I can't help it, they're
really '
c He was on the first day of the battle and this,
ironically, saved him from almost certain death.
d She's been for almost three weeks and the doctors
still can't tell whafs the matter with her.
e My leg is so much that I can't put my weight on it.
so Sickness and cure
0 Read this passage from a Their ill-fated marriage started badly on the first night, for when
romantic novel, The Keeper they arrived at the hotel and had unpacked their things Charles
of Innismullen. What is the found that he was unable to hide his unhappiness. Despite his
reason for the situation? apologies, and his claims that he had not meant to hurt her feelings,
Matilda's pride was deeply wounded and since she was unable to
guess at the cause of his distress she jumped to all sorts of
conclusions.
Charles was, by this time, ill at ease, but had no way of
explaining the true situation to his new bride. Sick at heart, he
continued to give unconvincing apologies or merely to murmur in
monosyllables.
Finally, after three hours, during which Matilda's injured pride
pained her more with every passing second, she exploded.
'I am sick and tired of this ill-mannered behaviour,' she
exclaimed. 'I consider our marriage to be already at an end.'
She spoke in anger; how could she know that it would be five
long years before her wish finally came true?
Sickness and cure si
WORD USE jy How are the words sick, ill, injured, wounded and hurt used in
the extract from The Keeper of Innismullen? What other
METAPHOR
Part A Unit 4 meanings can you find for these words in the dictionary?
ACTIVATE 10 Read this summary of the first part of a story called

Runaway Heart.
Sylvia to do now? _
Tell the story in your own words, trying to use as many

expressions from the text in exercise 8 as possible.
11 Put the following conversation between a doctor and a

patient in the correct order (the first one has been done for
you).
[T] Good morning.
G Hello, Doctor.
Q] Well doctor, I'm not feeling very well. I've got these awful
pains in my stomach and I haven't been sleeping at all well.
Q Yes. Now I'm going to give you these pills. I want you to
take two pills three times a day.
Q Well yes, I have had a bit of a high temperature, actually.
G Oh have I, Doctor?
Q] Mmm. It looks to me as if you've got some kind of a
stomach infection.
Q Thank you, Doctor, thank you.
Q Now then, how can I help you?
Q Do you have any other symptoms? A temperature, for
example?
82 Sickness and cure
MEANING What do the words and expressions in italics mean? (Use a

dictionary to help you.)
Part A Unit 1
a What are your symptoms?
b I'm not feeling very well.
e I'm feeling rather low/under the weather.
d I've got a sore throat.
e I've got pains in my chest.
f You've got a (high) temperature.
g You've got an infection.
h Take these pills.
i Get plenty of rest.
ACTIVATE [6 In pairs invent conversations in which a patient goes to visit
their doctor.
14 The following scenes are SCENE IX

from the TV soap opera Doctor Martin Mills is at the side of Marcia Jaramillo's bed.
Hospital of Love. Complete MILLS: Are you in any discomfort?
the blanks with the following JARAMILLO Yes, yes, Doctor, my leg is a) terribly.
words. MILLS: Wei! then, I think I'll give you a painkilling
b) _. And I'll make sure c) gives you
something to help you sleep.
operation injection JARAMILLO: Doctor?
pull through condition MILLS: Yes, Marcia? ~v
nurse bear took out JARAMILLO: Couldn't you stay with me, just for a bit? The pairff
hurting would be, somehow, easier to d)
MILLS: But Marcia, I do have other patients to see.
JARAMILLO: Oh Doctor . . .
The camera fades out on a close up of Marcia's pleading face.
SCENE X
Mrs Jackson is talking to the surgeon, Katie Griffiths, Behind the
doctor, through the window, we can see Mr Jackson in the recovery
room tied to tubes, etc. With Mrs Jackson there is a tall good-looking
man who is considerably younger than she is.
GRIFFITHS: Well, Mrs Jackson, the e)_ went well. We
your husband's appendix. We were only
just in time.
JACKSON: Oh! Is he going to be all right?
GRIFFITHS: That's difficult to say. Right now he's in a stable
g) and I think he'll h)
JACKSON: You mean . . . you think he's going to make it?
GRIFFITHS: Yes, I do. But you don't seem to be as pleased as I
expected.
Sickness and cure 83
JACKSON: Oh yes, of course I am, aren't I, James?

GRIFFITHS: James?
JAMES: Oh yes, Doctor. I'm Mrs Jackson's friend. I've come to
help her through this difficult time.
GRIFFITHS: How very thoughtful of you!
The camera pans away towards the reception desk for Scene XL
ACTIVATE 15 Write one of the following three scenes from Hospital of

Love. Use as many words as possible from exercises 8, 1 2 and
14.
a Doctor Griffiths has to tell Mr Green that his wife is going to
have quintuplets.
b The nurse has to tell handsome pop star Ricky Watts that he is
going to have an operation.
e Doctor Mills, who is feeling ill, is talking to a female colleague
who is secretly in love with him.
ffQCUS WORDS appendix hurt (v) pull through

black eye ill recovery
SICKNESS AND CURE
blood test ill-fated sick
broken (arm/leg) ill-rnarmered sick note
bruised infection sore throat
cold (n) injection sprained (ankle/
(stable/critical) injure wrist)
condition nurse surgeon
dentist operation swollen (leg/finger)
dislocated (shoulder) optician symptom
doctor pain(s) take out
electric shock therapy patient temperature
eye test pill torn (ligament)
feel (low/under the prescription twisted (ankle)
weather/well) psychiatrist virus
filling pulled (muscle/ wounded
fractured (skull) ligament) wounded (pride)
&OCUS PHRASES be sick and tired of hurt somebody's feelings

be sick at heart be ill at ease
be under the weather
z 6 Ages and ageing
ID
1 Think of two adjectives to describe:
a your grandmother
b grandmothers in general
Compare your words with your neighbour's.
2 Read the text and choose

an adjective to describe: 'You know what's the matter with you?' the old woman said, staring at
George over the rim of the teacup with those bright wicked little eyes. 'You're
a George growing too fast, Boys who grow too fast become stupid and lazy.'
b George's grandmother 'But I can't help it if I'm growing fast, Grandma,' George said.
'Of course you can,' she snapped, 'Growing's a nasty childish habit.'
www.IELTS4U.blogfa.com 'But we have to grow, Grandma. If we didn't grow, we'd never be

grown-ups.'
'Rubbish, boy, rubbish,' she said. 'Look at me. Am I growing? Certainly not.
'But you did once, Grandma.'
'Only very little,' the old woman answered. 'I gave up growing when I was
extremely small, along with all the other nasty childish habits like laziness and
disobedience and greed and sloppiness and untidiness and stupidity. You haven't
given up any of these things, have you?'
Tm still only a little boy, Grandma/
'You're eight years old,' she snorted, That's old enough to know better, If
you don't stop growing soon, it'll be too late.'
Too late for what, Grandma?'
'It's ridiculous,' she went on. 'You're nearly as tall as me already.'
George took a good iook at Grandma, She certainly was a very tiny person.
Her legs were so short she had to have a footstool to put her feet on, and her
head only came half-way up the back of the armchair.
'Daddy says it's fine for a man to be tall,' George said.
'Don't listen to your daddy,' Grandma said. 'Listen to me.'
'But how do I stop myself growing?1 George asked her.
'Eat less chocolate,' Grandma said.
'Does chocolate make you grow?'
'It makes you grow the wrong way,' she snapped. 'Up instead of down.'
Grandma sipped some tea but never took her eyes from the little boy who
stood before her, 'Never grow up,' she said. 'Always down,'
'Yes, Grandma,'
And stop eating chocolate. Eat cabbage instead.'
'Cabbage! Oh no, I don't like cabbage,' George said,
'It's not what you like or don't like,' Grandma snapped. 'It's what's good for
you that counts, From now on, you must eat cabbage three times a day.
Mountains of cabbage! And if it's got caterpillars in it, so much the better1'
Roald Daht Gene's Marvelous Med/dw (Puffin books)

Ages and ageing K
0 Find words or phrases which mean:

a to develop from being a child to being a man or woman
b (derogatory) immature, like a child
c (used especially by and to children) a fully grown person
d (idiom) you shouldn't behave as you do considering your age
4 Give a visual description of Grandma.
5 The extract comes from a book for children.

a Did you read books like this when you were a child?
b Would you like to have read this as a child? Why?
MEANING JO Look at the examples and then copy and complete the chart
using the words below. Use a dictionary to help you. Do any of
Part A Unit 1
the words refer to only males (M) or only females (F)?
young juvenile adolescent teenager mature

grown-up veteran retired elderly senile ancient
baby man boy lady girl toddler kid
youngster senior citizen OAP
infancy . . . childhood . . . youth . . . adulthood . . . middle-age . . . old age
(f)
86 Ages and ageing
WORD FORMATION Use a dictionary to complete the chart as far as possible.

PARTSOFSPEECH Notice, for example, that there is no noun to describe a mature
Part A Unit 7 person. We have to use the adjective 4- noun combination
(mature person/woman, etc.).
State (noun) State (adjective) Person (noun)

adolescence
retired
maturity
infant
woman
manhood
youthful
childhood
ACTIVATE u In the following dialogues, agree forcefully with the first
speaker. Use words from exercises 6 & 7 that mean roughly the
same as the word in italics.
o Isn't she very old?
— Yes. She's absolutely
b I think he's a child
- Yes, he's just a
c He's really immature, isn't he?
— Yes, he is rather ;
Now disagree forcefully with the first speaker. Use words from
exercises 6 & 7 that mean roughly the opposite of the words in
italics.
d You're just a youngster.
— No I'm not. I'm quite
e He seems very childish to me.
— Oh really. I think he's rather for his age.
f You're really middle-aged.
— I don't agree. I've always thought of myself as
J3 What ages do you associate with the following

characteristics?
wisdom exuberance creativity attractiveness
Find the opposite of the characteristics and say what ages you
associate with them.
Ages and ageing w
WORD USE What.do the following expressions mean if the speaker is:
STYLE AND REGISTER -20?
Part A Unit 6 -40?
-60?
a He's getting on a bit.
b She's pushing 40.
c He's no spring chicken.
d She's in her prime.
e He's well past his 'sell-by' date.
f He's a bit past it.
g She's got one foot in the grave.
h She's just a babe in arms.
t He's rather young for his age.
\ He's over the hill.
Do you think these expressions are neutral, formal or informal?
WORD USE 11 Choose the most appropriate adjective to complete the

following sentences:
COLLOCATIONS
Part A Unit 5 a The level of ___ crime is beginning to worry police.
a) childish b) immature c) juvenile
b Joan would be a good candidate. She is a
campaigner.
a) seasoned b) grown-up c) old-aged
e One of the features of this property is the number of
trees.
a) seasoned b) mature c) veteran
d There is a London to Brighton rally of , cars every
year.
a) seasoned b) mature c) veteran
e Why don't you _, you silly boy!
a) come of age b) mature c) grow up
f Don't worry about his loud behaviour. It's just
exuberance,
a) childish b) immature c) youthful
88 Ages and ageing
WORD USE LP12 Say which of the following words have neutral, pleasanf or
unpleasant connotations.
CONNOTATIONS
Part A Unit 2 a young f adult
b childish g mature
c immature h old
d youthful i senile
e grown-up
ACTIVATE 10 Using words and phrases from this unit, write a dialogue in
which two people are criticising an acquaintance of theirs.
www.IELTS4U.blogfa.com Old Friend Seen on TV
Stanij
what's happened?
Read these poems. Are A practical joke.
they concerned with the They've put a bag on your head
same theme or different painted an old man's, face on
themes? stuck a wig on top.
You'll take it off
won't you?
You'll roar with laughter
drink beer
and tell us all vour plans.
Stania
won't you?
Michael Swan
Piano Piece
A man bought a piano for his wife

which she constantly tunes
and polishes. He says her hands and fingers
are less flexible than once they were
which is depressing.
Shp came home and she found it there,

it) In groups decide on a a big surprise. Its brown respectability
word which expresses the dominates the room. He watches her straight back
mood of each poem. and fumbling fingers, in the evening city, lit
by brakes and klaxons.
Peter Hedlev
,' _ Ages and ageing 89
lu In groups discuss the following.

Which three things do you most look forward to about old age?
Which three things do you least look forward to about old age?
ACTIVATE I/ Write a short composition about what has been, is or will be

the best age for you and why.
cus WORDS adolescent grow (v) man senior citizen

adult grown up (v) manhood teenager
E AND AGEING
adulthood grown-up (n)/(o) mature toddler
ancient immature middle age veteran
baby infancy middle-aged woman
boy infant old womanhood
child junior old age young
childhood juvenile GAP youngster
childish kid retired youth
elderly lady seasoned youthful
giH maider* senile
PHRASES babe-in-arms no spring chicken
be getting on a bit
be pushing (40, 60, 70)
come of age
old enough to know belter
past it
past your sell-by date
have one foot in the grave young/old for your age
in his/her prime .
z
ID 7 Birth and death
WORD USE 1 Look at the following announcements. What are they

announcing?
Hoiighton On September 6th at Robertson On 12th October,

St Mary's Paddinglon to Mark peacefully at home, George,
and Angela (nee .Tones) a hoy, beloved husband of Kate and
Timothy John father of Ben & Emily. Private
funeral. No t'lowefs please.
Donations to Cancer Research
Campaign.
What do you know about the following people and places?
o St Mary's d George
b Mark e Kate
e Jones f Ben & Emily
L Is there any difference between these announcements and

the way similar events are announced in your country?
u What do relatives and friends do when a baby is born in

your culture?
MEANING 4 Check the meaning of the words in italics. Put the mixed-up
lines of the poem in the correct order. The first line has been
Part A Unit 1
identified for you.
SALLY'S EXCUSE FOR WATCHING TOO MUCH TV
j 1 You are conceived Not much of a story,
i
You are born You die You get pregnant
Is it? You give birth
What is the mood of the poem? Do you agree with it?

Birth and death 91
MEANING Look up the meaning of any of the words in the box you do
not understand. Now put them in the correct places in the
Part A Unit 1
passage below (you may have to change the form of the
words).
labour birth bom caesarean contractions expect

give become
Mary first 0) pregnant at the age of twenty-three.

When she realized she was (2) both she and her
husband were very happy. It meant that they would finally
start the family they had been looking forward to.
Mary was in the middle of writing an article for the local
paper when she felt the first (3). .. She phoned Steve
and he rushed home in order to take her to hospital for he
was going to be present at the W_
It was a long (S) and in the end things got a bit
difficult so the doctors had to give Mary an emergency
(6) At this point Steve fainted. But everything else
went well and the baby was (?) ._ at exactly six o'clock
in the morning.
Mary has (8) birth to six more children since then
- and each time Steve has fainted. Now they both think it's
www.IELTS4U.blogfa.comtime to stop. She's fed up with giving birth and he's had
enough of bumping his head on the hospital floor!
WORD FORMATION Add the words in the box to the stem 'birth'. Do you get one
word or two ?
Part A Unit 8
control
mark
birth + rate
place
right
What do the new words mean? What other words do you

know which are made up of two different words?
92 Birth and death
I How many babies are there if you have:

a quintuplets
b triplets
c sextuplets
d quadruplets
e twins
What are identical twins?
ACTIVATE
0 In pairs tell each other everything you know about:
either a your own birth (where you were born, when, what
everybody did, etc.).
or b the birth of a relative or friend's baby.
WORD USE 9 Look at the following expressions. Which of them mean

METAPHOR AND a die
EUPHEMISM b a dead person
Part A Unit 4 c dead
pass on the late Sheelagh Graham pass away
kick the bucket give up the ghost at peace the deceased
Do you have euphemisms like these in your language? Can you

translate them into English?
WORD USE In these commonly used phrases about dying, put the correct
preposition or adverb in each space.
COLLOCATIONS
Part A Unit 5 a She died natural causes.
b After his wife's death he just seemed to fade away. I reckon
he died ________ a broken heart.
c He finally died yesterday __ . a long illness.
d She went peacefully. She died her sleep.
e He died the injuries he received in the crash.
f There's no real reason. He just died old age.
g I've always wanted to die __ my bed.
h She died cancer.
Birth and death 93
} WORD FORMATION 11 Complete the chart.

Part A Unit 7
Verb Noun Adjective Past Participle
die
live
xxxx born
Fill the blanks with the right part of speech.
a He didn't have a horrible : it was quick, and

seconds before he he was laughing and joking.
b Here, he told me to give you his watch. It was his
wish.
c When anybody dies it is sad, but the of children is
the worst.
d I'll remember this moment to my day.
e The man lay undiscovered for some three weeks.
f The car engine spluttered and We were stranded
in a deserted country lane.
g doesn't frighten me but making speeches does!
Which of the sentences have fixed phrases, and which use the
word die, etc. metaphorically?
13 Which of these adjective are most likely to go with the

following expressions? Sometimes more than one is possible,
deadly fatal lethal _ ]
a She is suffering from a illness.

b Who fired the shot that killed the President?
c That's a ____ „ weapon!
d She took a _ dose of poison and died,
e AIDS is a _ virus.
f She took the step which led to her death.
94 Birth and death
MEANING
Part A Unit 1
Describe each of the

incidents using one of the
words or phrases in the box.
to choke to drown
"Divers today recovered the "Something she ate got stuck
to hove a heart attack
body of an old man from the in her throat. There was /
to be run over
river." absolutely nothing we could
to have a stroke
to suffocate do."
"After the first one she was "He suddenly stood up and
paralyzed all down one side. groaned. His face went all
The second one killed her." red and then he collapsed at
our feet."
"That's the problem in most "We think the accident took

fires. People aren't burnt to place sometime in the
death, they're overcome by morning. We found the
the fumes." pedestrian lying in the road
early this morning."
10 What other common forms of death can you think of apart

from to be murdered, to commit suicide, and the words and
expressions in exercises 10—12?
Birth and death 95
.ACTIVATE lu Deaths in fiction are many and varied. Here are some '
examples:
a Romeo and Juliet commit suicide.
b Dr Zhivago has a heart attack.
e Captain Ahab drowns.
What other fictional deaths can you think of?
METAPHOR & IDIOM Does anyone have any ideas for saving this company? asked
the chairwoman. There was a u j pause and then
Part A Unit 4 Valerie said what everyone had been thinking.
"We will have to shut down this company and start, up
li Read this passage from somewhere else."
a story called "Maureen at And so the plan was <~>
the Factory Gates". Complete "You don't have to come Madam Chairwoman," said Valerie
it with words from the box two weeks later, at the end of what they thought would be
(you may have to change the their last meeting. But the chairwoman was adamant. "1
form of the word). helped to start this company," she said. " I was in at the
(3) and I might as well be in at the W
birth choke conceive So it was that on a windy day in March a sad group ot
death die drown workers gathered outside the main building to listen to
heart attack pregnant Valeric say the words that would end the experiment they had
begun. But even that was unsuccessful since most of her
speech was (5) oul by the roadworks taking place
outside the factory gates.
lu Can you think of the Of all the workers Maureen was the most upset and in her
answers to these questions: distress she started to cry. "I'm really ( h > " she said.
"1 just don't know what to do."
a What did the company But at that moment the noise of the drills on the road
make? suddenly stopped and the sun came out. And the chairwoman
b What was Maureen's job? stood up and made the suggestion that was to save them.
c What was the Many years later Maureen would describe her emotions on
chairwoman's idea which that day. "Well," she used to say, "I nearly had a (7>
saved the company? when that woman told us what we were going to do. But it
was worth it." And then she would turn to her husband and
say "Have you got a fag? I'm (8) for a smoke" and he
would reply "You will if you have one." And they would both
laugh.
96 Birth and death
a I
Read this extract from an
obituary,
R i o d e J
° f Doctors
been
ACTIVATE
a a politician who was shot
Write similar extracts b someone who died because they had an illness
about. c an old person who never woke up
d someone who died after a drug overdose
e someone who fell into a river
f someone whose heart stopped
bl Explain the newspaper
headlines. Choose one and
write the accompanying Widow Sues Hotel Cook I , MIRACLE OF RRST BABy
story.
FOR PANDA HING-HiNG
Distraught Romeo
in Suicide Bid
Birth and death 97
• j**** * -i r •& ahve dead -- very kill quadruplets

A' \ 5 ?c D
baby deadly labour quintuplets
31Rlr beregved death lethal run over (v)
birth die life sextuplets
caesarian drown live suffocate (v)
choke (v) fatal obituary triplets
conceive funeral pass away (v) twins
contractions identical pregnant widow
dead (adj) (twins)
at peace 'natural causes

FOCUS P H R A S E S
be born die of-la broken heart
become pregnant ,pld age
be burnt to death die in your sleep
be expecting give birth to
be murdered give up the ghost
be overcome by fumes , [heart attack
have CM , ,
commit suicide (stroke
the deceased kick the bucket
8 Waking and sleeping
MEANING
SLEEP QUESTIONNAIRE
Part A Unit 1
in groups (and using 1 What is the first thing you do when you wake up?
dictionaries if necessary)
check that you understand the last thing you do before you go to sleep?
the meaning of all the words
in italics in this questionnaire:
2 How many hour's sleep a night do you need?
6 Complete the
questionnaire in pairs.
3 Do you sleep during the sometimes often I always
U Compare your results in
groups.
day (naps, siestas, etc?)
4 Tick the correct box. Are you a light sleeper? D

heavy sleeper? D
5 Do you do any of the following?

never sometimes often atyjflffsis
snore
sleepwalk
talk in your sleep
grind your teeth
6 Which do you find the most irritating in other people?
7 How often do you never sometimes often always

dream?
have nightmares?
8 How did you sleep last night? Tick the appropriate

boxes
I fell into a deep sleep immediately. D
was tossing and turning all night. D
slept like or log. D
couldn't get to sleep. D
kept waking up. D
woke up in the middle of the night
and couldn't get back to sleep. D
overslept, D
Waking and sleeping 99
T Read this extract from The Sarah was clearly daydreaming as she
Rider'. It is after lunch on a always did. Lloyd appeared to be in a
December afternoon. trance, almost as if he was meditating.
Old George had dozed off and even the
duke was feeling drowsy as the
5 Using the text and your
remains of the winter sun warmed the
imagination, describe the room and the fire roared in the grate.
room. What type of people Mrs Middle yawned loudly and then
ore these? What period is it? continued with her forty winks. Only
What is going to happen Vivian was alert, sensing powerfully
next? that something terrible was about to
happen. Thus she was the first one to
notice the black shape of the rider
flash past the window.
MEANING IN -ID Look at the phrases in italics in the text. Write the names of
CONTEXT the characters in the chart. Use a dictionary to help you.
Part A Unit T
Awake Asleep
Which characters could these words refer to?
conscious reverie catnap

ioo Waking and sleeping
WORD USE Which of these words go together? Tick the boxes.

COLLOCATIONS
asleep awake alert conscious
Port A Unit 5
wide
fast
fully
sound
half
semi-
ACTIVATE
Use as much language as

possible from the unit to
describe the people in the
pictures.
10 Use words from the unit

to describe one of the
following:
a a night you didn't get
much sleep
b a time you had to use a
lack of sleep as an excuse
c a time you did well despite
a lack of sleep
d a time you overslept
e a time you fell asleep in
strange surroundings
WORD FORMATION QBH Make the following into adjectives that can come before a
PARTS OF SPEECH noun. You may have to add a word to some of them.
Part A Unit 7
sleep wake dream nightmare doze trance
12 Put the correct form of the word in the blanks.

a He looked at the (sleep) child and felt reassured.
b The last three weeks had been a (wake)
nightmare as the little girl struggled to survive,
t He had been plagued with (nightmare) thoughts
about how he would explain it all to her.
d When he sat down to watch TV he fell into a
(dream) state where he was neither asleep nor awake.
e He was roused out of this (France) existence by the
voice of his daughter. 'Don't worry, Daddy,' she said, 'it
wasn't your fault.'
f That night he had no nightmares or visions. He fell into a
(dream) sleep the moment he hit the pillow and
somehow everything was soon all right.
has shattered a
WORD USE
METAPHOR - When will peoi to the dangeri
Part A Unit 4
-4313 Put one of the following
words in the blanks. You
may have to change the
form of the word. The police worv't believe Ytn Innocent.
It's like a waking
sleep wake up
;Q«_fl it's §dne to
dream nightmare
•a
t
-, Please don't worry!
Wouldn't fLîifc of it
'yes'riow. Go
,-f-
ave'lffer put M'^L
"'Ltv'
; • t „, You fiv®
102 Waking and sleeping
14 Match the sentences from exercise 13 with the following

ones:
a The vet destroyed our dog.
b The situation is unbearable.
c Don't make a decision now. Have a think about it.
d Part of my body has gone numb.
e I put my money in the company but I don't do anything else
for it.
f Someone has completely disillusioned me.
g Go away — you're drunk!
h You don't have a good grasp of reality,
i People don't realise the seriousness of the situation.
j I promise I won't do it.
ACTIVATE It) Write a dialogue about one of the following situations. Use
as many of the expressions from exercise 13 as possible.
a At a party someone is drinking too much because they have
had to destroy their valuable racehorse.
b Someone has been working at a computer screen all day and
still hasn't come to a decision. A friend advises them.
c Someone who has been a political prisoner is celebrating
his/her release and the overthrow of a dictator.
d A politician is denying reports of involvement in a company
fraud to a probing journalist.
ID Use any two of these sentences in a story.

a The moment her head hit the pillow she fell into a deep and
dreamless sleep.
b It was lucky they were such light sleepers.
c Sleepwalking obviously didn't suit him.
d Having her put to sleep was the hardest thing he had ever
done.
& The nightmare was finally over.
f Daydreaming was something she would have to get used to!
FOCUS WORDS alert doze (off) (v) siesta

asleep (fast asleep/ dozy sleep (v)
WAKING AND SLEEPING
half asleep/sound drowsy sieeper (heavy /It ghf
asleep) dream sleeper)
awake (wide awake/ dreamless sleeping (adjl
half awake/fully dream-like sleepwalk (v)
awake) dreamworld snore (v)
catnap forty winks trance
consciousness (fully grind (your teeth) trance-like
conscious/semi- nap. waking
conscious) nightmare wake up
daydream oversleep yawn
FOCUS P H R A S E S I wouldn't dream of it sieep it off

fall into a deep sleep sleeping partner
go to sleep talk in your sleep
put {an animal) to sleep toss and turn
shatter all (my) dreams sleep like a log
sleep on it w.aking i tmare
V - - ,0
z
ID 9 Walking and running
U Using a dictionary or any other source, find out the meaning

of these words.
hangover jogger sidewalk tailcoat Bourbon

archer/ target fog klaxon limped fell
L Look at these book covers.

Based on the words in Archery
exercise 1, which do you
think is likely to be the correct Target
one for Archery Target?
Archery
rw* A. Romance)
Target
Walking and running
v Read the text. Did you

choose the correct book
cover?
Archery Target
When I opened my eyes that morning I knew I should have stayed

asleep. My head felt terrible, and when I got up it felt worse.
I lit a cigarette and dragged the electric razor across my chin.
The noise it made hit the hangover in my brain like the Dies Irae
from Verdi's Requiem — that's the bit with the bass drum, the
shrieking chorus, and the full orchestra for those of you who don't
know your Verdi. I hadn't managed to sleep it off after all. It was
going to be one hell of a day.
As I opened the door the sunlight blasted into my eyes like a
searchlight. It hurt. So did the jogger who sprinted past me as I
stumbled into the street. I should have realised then that something
was wrong. We didn't get many joggers in our neighbourhood —
certainly not ones with bright-green running suits.
I staggered down towards the coffee shop for my morning coffee,
I was moving at a snail's pace, but even that was faster than Easy
Eddie who I met shuffling along the sidewalk. He was always
shuffling along the sidewalk and I had got used to him by now. He
gave me a cheerful greeting. I muttered, 'Hi'.
Someone strode past me and hurried down the street. He wasn't
wearing a running suit, he was wearing a morning suit — with a
tail coat and a white bow tie. I reckoned I must be hallucinating.
For the hundredth time I swore I'd never drink Bourbon again.
4 What image of the
narrator do you have from
I turned into Mission Boulevard and there she was. She was
sauntering along on the other side of the street, colored like an
archery target, with head held high and that innocent look of hers.
Then, from the corner of my eye, I saw the running suit again and
reading the text? What do suddenly the fog blew right out of my head. / knew what was going
you think he is wearing? to happen! 1 dashed across the road, weaving in and out of the early
taxis and the garbage trucks as they hit their klaxons and shouted
curses at me. But I was too late. I just had time to see the jogger
V The police want to stop her and the man with the morning suit touch her back —
interview people about the almost gently — and then they were gone.
fatal attack on the woman. 'Lauren, Lauren/ I called through dry lips. She seemed to hear.
They are talking to either: She turned her head in my direction and limped towards me and
then she just kind of fell in a rustling heap right there on the
a a witness
sidewalk By the time I reached her she was gone.
b the jogger I pulled another cigarette from the crushed packet in my pocket.
t the narrator One day, I swore, I'd give them up, but not now. Especially not now.
In pairs, conduct the
interviews. You can add any
details that you think fit into
the story.
106 Walking and running
~\C.
MEANING IN ]Q Put these words or phrases from the text in the correct
CONTEXT columns.
Part A Unit 1
sprinted staggered stumbled shuffling
strode sauntering dashed limped
Walk Run
slowly and with
difficulty
trying not to make a
noise
looking ridiculous and/
or clumsy
www.IELTS4U.blogfa.com in a showing-off kind of

way
showing anger or strong
decision
slowly and with
pleasure
as fast as possible
at a reasonable speed
for training
Using a dictionary if necessary, add these words to the chart.
jog plod stroll wander strut swagger

stomp pad tiptoe waddle lurch totter
hobble creep sidle march pace
ACTIVATE 0 Use some of the walking and running verbs in sentences

describing the situations listed here.
a A man approaches a woman in an over-friendly way.
b A woman is late and is trying not to miss her train.
e A man has been hit by a bullet but is nevertheless trying to
reach his house.
d A poet is walking through the countryside in a dream.
c A young woman is trying to leave the house without her
parents hearing her.
f A man walks into his boss's office intending to have an
argument with him.
Walking and running 107
g Two girls run out of school, anxious to be home in time to

watch a soap opera on the TV.
h A man is in the corridor outside the room where his wife is
giving birth.
i A woman has been drinking a lot when she hears a knock at
the door.
WORD USE ]" Put the walking verbs from exercises 6 and 7 in the correct
COLLOCATION box in the diagram to show which adverb they collocate with.
Part A Unit 5 Where there is more than one possibility put the words in more
than one box.
ACTIVATE
10 Look at the photographs

and complete the tasks.
a Give the people names.
b Give their ages and say
what their occupations
might be.
c Using adverbs as well as
verbs, describe how the
people usually walk.
108 Walking and running
WORD GRAMMAR Rewrite the following sentences using one of these phrasal
PHRASAL VERBS verbs.
Part A Unit 11
run over run into run up run out of
run away from run out
a I'm escaping from rny parents.

b I met my cousin by accident in the High Street.
e Oh no, we haven't got any sugar left!
d They made the sheriff leave the town.
e I'll make you a skirt really quickly.
f Oh no! Did we hit that cat?
iL Say whether the following sentences are correct or not and
www.IELTS4U.blogfa.com why.
a
b
He ran the man over,
I'll run up a quick report.
e I am running my wife away from.
d I ran my friend into the other day.
ACTIVATE lu Write sentences of your own using the phrasal verbs from
exercise 11 and the pronouns / and we.
WORD USE 14 Identify the idiomatic expressions in the following sentences.

Are they related to running or walking? What do you think each
METAPHOR AND IDIOM
Part A Unit 4 means?
a When I saw the look in his eyes it made my blood run cold. I
knew that something terrible had happened.
b This play will run and run! People will be talking about it for
years.
c Before you make a decision I think you should just run your
eyes over this document.
d She's so much cleverer than her brother. She just runs rings
round him.
e You shouldn't let her walk all over you like that. You should
stand up for yourself a bit.
f If you don't supervise the children properly, Mr Chivers, they'll
just run riot.
g He's such a fool. He should have known what was coming
but he just walked right into it.
Check the meanings in your dictionary. Were you correct?
Walking and running 109
Id Write about one of the following topics using at least two

expressions from exercise 14.
a A journalist has been made a fool of by a clever politician.
b A young man's girlfriend has been cheating on him and he is
talking to his mother.
c A woman talks of the time she was nearly killed by a group
of revolutionaries.
MEANING Match the animals with the sentences

Part A Unit 1
8
a It cantered up to the fence.

b It trotted along by its master's side.
e It hopped irom the branch onto the roof of the car.
d It crashed through the undergrowth straight towards the
photographer.
e Riderless, it galloped off into the sunset, past the pyramids, out
into the desert.
f It bounded up to him, with eager anticipation.
g Suddenly I saw it, slithering through the leaves.
h It padded softly towards the unsuspecting antelope.
Can you describe the movement that the animal is making in
each sentence?
no Walking and funning
ACTIVATE 11 Can you think of any people who might run or walk in the
ways described in exercise 16? Write sentences about them.
GAME One team thinks of a well-known person. The other team

has to guess who it is by asking questions like the following.
a If this person was an animal what animal would they be?
b If this person was walking how would they walk?
c If this person was a form of transport what form of transport
would they be?
ACTIVATE IS Complete the following sentences, putting one of the
www.IELTS4U.blogfa.com walking/running verbs (and an adverb) in the first blank. Then

continue the story.
He into the room. I could see that he was
FOCUS WORDS aimlessly jog run out stroll

angrily limp run out of strut
WALKING AND RUNNING
awkwardly lurch run over stumble
bound march run up stomp
canter nervously saunter swagger
cautiously pad shamble tiptoe
crash painfully shuffle totter
crawl plod sidle trot
creep purposefully slink unsteadily
confidently run slither waddle
dash run away sprint walk
gailop from stagger wander
hobble run in stride weave
hop run into
FOCUS P H R A S E S make (my} blood run cold run rings round

move at a snail's pace run riot
run and run walk all over (you)
run (your) eyes over this walk right into it
10 Body language and movement
MEANING
Part A Unit 1
1 Look at the pictures. Which

people are bowing, kneeling
or curtsying? Why are they
doing it?
L What would you be expected to do if you came face to face

with one of the following people? What would you do?
a The Prime Minister of your country.
b The Queen of England.
c A religious leader.
d Your favourite film star.
e The national beauty queen.
: J
WORD USE JU Which of the following parts of the body can go with these
COLLOCATIONS verbs? One verb often goes with more than one part of the
Part A Unit 5 body and vice versa.
head fist finger hands arm(s) leg(s) eyebrow(s)

hand shoulders hips teeth ear(s)
a wave
b incline
c clench
d point
e wiggle
f wag
g fold
www.IELTS4U.blogfa.com h hunch
i shrug
j nod
k raise
I cross
m shake
€ Use the verbs from exercise 3 in these sentences.

o 'Get out of here!' he said through teeth.
b She her fist at the departing policemen.
c She her head vigorously but she was unable to say
Tes' out loud.
d He his shoulders: he didn't care anyway.
e The teacher ignored her even when she __ her hand.

f He his eyebrows at the unexpected news.
g He his arms and prepared to endure another
lecture.
MEANING 5 Which of the expressions in exercise 3 denote the following?

(People from different cultures may differ in their interpretations,
CONNOTATION
of course.)
Part A Unit 3
a expressing surprise e agreeing
b expressing anger i being sexually provocative
c seeking attention g expressing indifference
d expressing boredom
Body language and movement 113
ACTIVATE
0 Complete the 1
What actions or gestures do you use to do the following?
questionnaire in pairs or
groups. INTERVIEWEE NUMBER 1 2 3 4
say hello
say goodbye
express anger
express surprise
express indifference
express agreement
express disagreement
Do people from different cultures do any of these things

differently?
L In groups discuss what the

people in the pictures are
doing and what feelings they
are trying to convey.
0 Are you left-handed or right-handed? Say which hand, arm,

leg or thumb is used or is on top when you do the following.
INTERVIEWEE NUMBER 1 2 3 4 5
write
clap
cross your fingers
fold your arms
put your arms behind your back
scratch your back
cross your legs
www.IELTS4U.blogfa.com Do these actions the other way round: is it difficult?
MEANING IN
CONTEXT
Part A Unit]
Look at the picture and

read the text. Write the
names of the characters in
the story against the correct
number.
2
3
4
5
6
7
8
9
The first thing I noticed as I walked into the room was Jim on his
hands and knees looking for something under the sofa. On it was Sara,
sitting stiffly and looking into the middle distance. Peregrine was
lounging against the book shelf, of course, and Pamela was slouched in
the armchair. There was a strained silence in the room. Martin was
bending over the little chest whilst Caroline was flat on her back under
the table. The Colonel stood erect looking terribly serious.
From the bench by the window there came the sound of muffled
sobbing. Jessica sat with her head in her hands and Mary sat
unblinking, hugging her knees, humming softly to herself.
Body language and movement ns
At that moment Caroline spoke.

Isn't anyone else going to help? We'll never find it unless some of
you join in.'
Then she saw me and went silent.
Now answer the narrator's 'In God's name,' I said, 'what's going on? What is it that you are
question! looking for?'
ACTIVATE 1U Complete the questionnaire about yourself and about others.
How do you sit or stand when you are doing the following?
having breakfast _ —
at a friend's party . —
watching television _.
listening to music through headphones
having tea/coffee with a distant relation —
puzzling over a problem when sitting down „
cleaning a stain from the carpet
MEAN ING Ujll Read this description and put the verbs in the correct blanks.
Part. A Unitl
carry push pull drag stretch reach
www.IELTS4U.blogfa.com John wanted to play with his train set, but it was in its case on
a high shelf. He a)
b
)
the desk against the wall. Then he
a box over to the desk and put it on the top of it. He
stood on the box and c) up to the shelf. By d)
his fingers to their maximum extent he could just get hold of a
handle of the case. He e)_ it towards him. It came off the
shelf suddenly and fell crashing to the floor. It was heavier than
he had expected and he couldn't lift it. He *) it towards
the door.
ACTIVATE lit Using the verbs from exercise 11 explain how you would
do these actions.
a Get an impossibly heavy suitcase from your flat to the station.
b Change a bulb in a light which is hanging from a very high
ceiling. You do not have a step ladder.
c Survive and get rescued after your plane has crashed into the
jungle.
Body language and movement
MEANING
will not have you
METAPHOR AND IDIOM
er nime
Part A Unit 4 ugh the mud. She's
done nothing to
Put the correct form of deserve it.
the following verbs in the ovef
blanks. to help
j,.'.
bow bend reach
pull push drag
himself
e
L . .__//?
different directions
I m sure we could
an
agreement on this
y< to your
judgement, i'lt agree to
the* deal.
14 Match the phrases in exercise 13 with these explanations.

a I trust your superior sense.
b I've done everything I can — and more.
e We could agree in the end.
d I won't allow you to ruin her reputation,
e Don't provoke me.
f Don't be too ambitious.
g People with different opinions were trying to get his
agreement.
Body language and movement n;
ACTIVATE
15 Read the following resume of a story.
Write the dialogue in the bar between Cartwright and

Franklin. Use phrases from exercise 1 3.
Randy Cartwright is managing director of a company that makes

aeroplane engines. Dan Franklin is his assistant. Franklin knows
that Cartwright has been selling engine parts to terrorists (illegaly)
and that company money has been used to fund the Moratovian
Liberation Group (the MLG). Franklin has said that he will go to the
newspapers with the story. Cartwright likes Franklin (he is married
to Franklin's sister) and wants to head him off. They meet in an
anonymous bar to discuss the situation.
FOCUS WORDS bend over point (a finger)

USING DIFFERENT PARTS OF bow (v) pu!l
THE BODY/USING TOOLS carry push
carve raise (your hand/arm)
clench {your fist/teeth) reach (v}
cross (your arms/legs) shake (your fist/head)
curtsy shrug (your shoulders)
drag (v) slouch (v)
(stand) erect (sit) stiffly
fold (your arms) stand
hunch (your shouiders) stretch (v)
incline (your head) wag (your finger)
kneel wave (your arms/hand)
lounge (v) wiggle (your hips)
nod your head
FOCUS P H R A S E S be pulled in two/both on (your) hands and knees

directions push someone too far
bow to (your) judgement jeach an agreement
drag someone's name reach for the stars/moon
through the mud with (your) head in (your) hands
be flat on (your) back bend over backwards
hug (your) knees
11 The mind and thinking
1 Think about these

questions and try to answer
them:
a Where is your brain, and
where is your mind?
b Do you think with your
mind or your brain?
c Do you feel emotions with
your brain or your mind?
d Which works harder for
you, your mind or your
brain? Why?
Compare your answers with
a partner's.
MEANING Put each verb from the following sentences in the correct box
on page 11 9. Then discuss your answers with a partner.
SENSE RELATIONS
Part A Unit 3 a The children were trying to guess my age.
b It's reasonable to suppose that they've hidden the money
somewhere.
c They assessed the results of the experiment carefully.
d George pondered his future with a heavy heart.
e I think we can safely assume that they will agree to our terms.
f It's time to analyse these statistics to see what they mean.
g What did you conclude from her speech?
h There were three dignitaries to fudge the contestants' work.
i The prisoners were left to reflect on their crimes.
j I infer from Ms Jones's remarks that she is against the plan.
k Jane's been considering the options open to her for some
time.
I They weighed up the consequences of taking out another
loan.
m We've been deliberating for days; we'll have to make a
decision soon.
n I reckon it's going to rain pretty soon.
o The accountant is trying to work out how much tax Liz owes.
p The guru spends much of the day meditating.
The mind and thinking w
Think about something carefully and for a long time, without

necessarily coming to a conclusion.
Come to a tentative conclusion about something, based on

limited evidence and maybe personal opinion.
Come to a conclusion about something after examining all

the evidence and facts.
Find out by scientific examination or calculation.
WORD GRAMMAR Put f beside any of the verbs from exercise 2 that can be
immediately followed by an object (i.e. any that are transitive).
Part A Unit 12 Put the most useful preposition beside the others.
WORD USE 0 Which of the verbs are formal, which
informal, and which neutralin style? Mark them F, /and N.
STYLE
Part A Unit 6
WORD FORMATION a Which of the verbs in exercise 2 can be turned into nouns
using the following endings? Write the nouns down and try
VERBS, NOUNS AND
ADJECTIVES to compose suitable examples for each.
Part A Unit 7
-tion/-sion -ence -ing -ment
b Which can be turned into adjectives using the ending -/Ve? What
does each -/Ve adjective mean?
nc
ACTIVATE JO Read the following sentences. Then for each construct a new
sentence with the same meaning using the words indicated.
Example Is it a safe assumption that the train will be on

time? assume
—» Can we safely assume that the train will be on
time?
a Was it your impression that the experiment had
failed? conclude
b Who carried out the analysis of the results? analyse
e Jane thought deeply about the implications of the

changes, ponder
www.IELTS4U.blogfa.com d We gave the matter a lot of thought,

e The calculation took him a long time,
consider
work (it) out
f He seemed to be deep in thought, meditate
g What inference can we draw from this discussion? infer

h Diana has probably gone to see Andy, suppose
i After thinking it over for a few days, Sally accepted the

job. reflection
0 Read these quotations. Which do you like best, and why?

Which don't you agree with? Discuss your answers with a
partner.
What we call a mind is nothing but a heap or collection of

different perceptions, united together by certain relations and
supposed, though falsely, to be endowed with a perfect
simplicity and identity. (David Hume)
You cannot think about thinking, without thinking about

thinking about something. (Seymour Papert)
The mind and thinking 121
Mind - a mysterious form of matter secreted fay the brain. Its

chief activity consists in the endeavour to ascertain its own
nature, the futility of the attempt being due to the fact that it
has nothing but itself to know itself with. (Ambrose Biercel)
The hardest thing to understand is why we can

understand anything at all. (Albert Einstein)
What is your definition of 'mind'? Can you and your partner

make up another 'quotation' about the workings of the mind?
MEANING J* Complete the following using an appropriate word from the

RELATED MEANINGS box in each case.
Part A Unit 2
mind intelligence mentality brain idea
impression thought logic notion memory
a A: Is that puzzle difficult?

B: It is for me. My is not used to working out
problems of any more.
A: Well, it does say 'Puzzles for people of above average
b G Mum, what's the difference between philosophy and

psychology?
D: Well, philosophy is the study of the history and present
state of human , and psychology is the study of
how the human works. Why?
C: I can't spell either of them.
c E: George has some rather strange
F: Why do you say that? I've only met him twice, but he
made rather a good . on me.
E: Well, he firmly believes that the earth is flat, and refuses
to accept the that it is round. And he's not
joking.
F: Some people have a peculiar , don't they.
d G: Did you post the letters?
H: Oh, no, I forgot. My is getting terrible.
MEANING IN 0 Try to find an equivalent for each of the expressions in italics:

CONTEXT
a A: Let's go out tonight.
MEANING B: What did you have in mind?
Part A Unit 1
b C: I can't make up my mind what to do.
D: Why don't you get some advice from a lawyer?
c E: What are we going to do about these noisy neighbours?
F: It's after midnight now. I've got a good m/nc/to call the
police.
d G: You look pensive.
H: Mmm. I've got something on my mind.
G: Do you want to talk about it?
e J: We've run out of bread. Would you mind going to get
www.IELTS4U.blogfa.com some?
K: All right — if you give me the money.
f L: Look, there's a parking space on the other side of the road.
M: Mind out, there's a car coming.
g N: I think I'm going to fail the maths exam tomorrow.
O: I'm sure you can pass if you put your mind to it.
ACTIVATE y With a partner make up a brief dialogue using any three of

the expressions in exercise 7.
10 What do you think these three sayings mean? Are they true,
in your experience?
55
Out of sight, out of mind.
ff
'Mind over matter."
s 55
Great minds think alike.
WORD USE In the table below, indicate whether a word can be used to
describe a person or an idea by putting a tick (•/) in the
COLLOCATION
Part A Unit 5 appropriate columns.
Person Idea
logical
pensive
thoughtful
thoughtless
aware
reasonable
unreasonable
mental
psychological
brainy
brainless
conceptual
conscious
unconscious
intelligent
intellectual
considerate
clever
List three words from the table which can be used to describe
the way a person treats other people, and two words which
have a similar meaning to intelligent.
MEANING
RELATED AND UNRELATED
\L Which of the adjectives in the box in exercise 11 can be
used in which of the following sentence frames? More than one
word can be used in many of the sentences, and the same word
MEANINGS
can sometimes be used in different sentences.
Part A Unit 2
a You look ... What are you thinking about?
b It was very of you to warm the room for me.
Thank you.
e The patients here are all suffering from illness of
one kind or another.
d As she woke up, Rebecca was of a presence near
the bed.
e Those twins are very They've already passed the
advanced exams in maths.
f That was a{n) thing to say. Now she's upset.
g The Greens paid a(n) price for the house,
h After the fight, he fell to the floor.
I couldn't understand their arguments: they were(not).
WORD USE 10 The two dialogues below have got mixed up after the first
line. Put them in the correct order.
IDIOM
Part A Unit 4
I have lovely memories of our college days.
LJ What do you mean: it's possible that I'm right? Here's a photo of you
at the bottom of the stairs as a permanent reminder.
LJ Don't you remember? She had dark hair and brown eyes. A real beauty
if my memory serves me well.
/'// never forget the day you got drunk and fell down the stairs, for
example.
I _ I I need something to jog my memory. What was Angela like?
Lj Really? Down the stairs? I have no recollection of the incident.
My mind's a blank, but it's possible that you're right.
Yes, me too. Whenever we meet it all comes back to me.
You were in love with someone called Angela, as I recall. That's what
www.IELTS4U.blogfa.com caused it.
Hallo. Didn't you say you would meet us at 6.30? Or is my memory

playing tricks?
[71 By the way, I was racking my brains trying to think of Joe's surname.
What is it?
And where's Joe? I hope he hasn't forgotten all about the meeting. He's
so absent-minded these days.
It looks as if no one has remembered to bring it. What a memorable
meeting we're having.
Perhaps we'd better phone to remind him. Who can remember his
phone number?
LJ Erm . . . it's on the tip of my tongue: Donaldson or Davison I think.
LJ It's getting really late now. Where can he be? He's so forgetful.
\ i Did I? I've got a mind like a sieve, I'm afraid. I thought I said 7 o'clock.
List words and expressions Doesn't/didn't remember

Remembers/remembered
from the two dialogues in the
correct boxes.
14 Do you have a good memory or a bad memory? Use some

of the words and expressions from exercise 1 3 to tell a partner
about two of the most memorable experiences in your life,
good or bad!
>OJS_WORDS_ absent-minded judge/judgement

THE MIND AND THINKING analyse/analysis logic/logical
assess/assessment m edita te/meditati o n
assume/assumption memory/memorable
aware/awareness mental/mentality
brain/brainy/brainless mind
clever/cleverness notion/notional
concept/conceptual pensive
conclude/conclusion ponder
conscious/unconscious/ psychology/psychological
consciousness reason/reasonable/
consider/considerate/ unreasonable
consideration recal!
www.IELTS4U.blogfa.com deliberate/deliberation
forget/forgetful
guess
reckon/reckoning
reflect/reflection
remind/reminder
idea/idealistic suppose/supposition
impression/impressive thought/thoughtful/
infer/inference thoughtless
intellect/intellectual weigh up
intelligent/intelligence work out
>CUS PHRASES as I recoil (my) memory is playing tricks

great minds think alike (my) mind is a blank
have a mind like a sieve on the tip of (my) tongue
have no recollection out of sight out of mind
if my memory serves me well permanent reminder
it all comes back (to me) rack (your) brains
jog someone's memory remember as if it was
mind over matter yesterday
12 Perception and the senses
1 Look at this diagram. What

can you see?
How many triangles are
there in the diagram?
How many circles or discs
are there?
Where are the circles in
relation to the triangles?
Compare your answers with
a partner's.
The Kanizsa Triangle
L Read the text. Find out 'Why do things look as they do?' This, suggested the psychologist
what 'Gestalt' means. Koffka, is the basic question for any theory of perception. And,
moreover, the answer must be sought by finding out how things
Can you think of other do look. To me the diagram above looks like an erect white triangle
images which have a similar superimposed upon, and somewhat in front of, an inverted triangle
effect? Do you agree with outlined in black, with a black disc beneath each corner of the
this theory of perception? If white triangle,
not, why not? By simple elegant demonstrations of this kind, the Gestalt
psychologists showed that things do not look as they do because
they are what they are. There are no triangles in the figure, and
certainly not a white one standing in front of the page. Nor for
that matter are there any circles. So what is the basis for our
perceptual experiences? Since there are no triangles or circles in
the figure there is the problem of explaining how the sensory input
from it could ever become associated with images of triangles and
circles. To the Gestalt psychologists the solution was that the
processes in the brain, present at birth, must be responsible for the
way we see the world.
(adapted from Open University D303 Unit 6 p. 16)
Perception and the semes 127
WORD FORMATION JO Complete this table of words from the text. Circle the new
NOUNS, ADJECTIVES AND words if they have a very different meaning.
VERBS
Part A Unit 7 Nouns Adjectives Verbs
psychologist -! . xxxxx
theory
perception
outlined
demonstration
experience
sensory
image
process
MEANING 4 Which of the words in the completed table in exercise 3

Part A Unit 2 means:
a to show that something is true
b a system or method of doing something
c relating to ideas which might explain observed facts
d to see, hear, smell, taste or touch something
c a picture or design of any kind
WORD USE 0 Select the appropriate verb for each of the following
examples and say why it is appropriate.
COLLOCATION
Part A UnitS a We were walking home one night and suddenly we
(saw/looked at) a shooting star.
b A: What are you (seeing/looking at)?
B: I'm just (seeing/watching) those birds building a nest.
c I don't (see/watch) television much these days.
d C: (See/Look at) those men. They're climbing through your
window.
D: Where? I can't (see/watch) them.
e E: Ssh. Did you (hear/listen to) that noise upstairs?
F: Yes. (Hear/Listen): there it is again. Let's go and (see/look
at) what's happening.
f By coincidence I (saw/looked at) my ex-husband in the street
yesterday. He (saw/looked at) me as if I was a ghost!
Which of these verbs normally imply conscious attention?
MEANING jO In each of these examples, there is a different verb of looking

or seeing. Using a dictionary if necessary, find a suitable ending
SENSE RELATIONS
Part A Unit 3 for each of the incomplete sentences.
a She stared 1 the red Mercedes as it flashed by.
b She glanced 2 at the building through the fog.
c She gazed 3 a small crack she hadn't seen before.
d She observed 4 at him in absolute horror,
e She noticed 5 through a crack in the door to see
inside.
f She spotted 6 at him quickly to see if he had heard,
g She scanned 7 a face she recognised in the crowd.
h She peered 8 at him in deep admiration.
i She peeped 9 the people on the beach below
carefully.
j She glimpsed/ 10 the pages of the newspaper in case
caught a there was a report on the meeting.
glimpse of/
caught sight of
Mark the sentences L (= long duration), S (= short duration)
or N (= neutral duration).
ACTIVATE i Use words from exercise 6 to tell the story outlined in these
notes. Do not use see or look.
Mark needed to find a new flat / pages of the newspaper (for

advertisements) / appointment to visit a flat / arrived at the building /
up the stairs / young woman rushed past him / looked at him in shock
/ Mark just had time to see blood on her hand / ran up to the flat
knocked on door / no answer / looked through the keyhole / nothing
Perception and the senses 129
unusual / but smelled smoke / broke down the door / tried to see
across the room / (tears caused by smoke) / put out the fire in the
kitchen / looked round the room in astonishment: chaos / went into the
bedroom / looked with horror at the body on the floor: a man with a
kitchen knife in his back in a pool of blood / saw by chance the phone
under the bed / called the police / closed the eyes of the victim which
looked penetratingly at him / Mark decided not to take this flat.
0 List some things which:
Taste sweet Feel soft Smell rotten Look dangerous

sour rough sweet ugly
salty smooth sweaty frightening
hot (like chilli) sticky acrid exciting
like vinegar cold like flowers relaxing
like silk like cheese
Look at these five words describing different types of smell.

. .„_ _ , ^
fragrance stink aroma stench perfume I
Put them in order from 1 {— most unpleasant) to 5 (— most

pleasant). Use a dictionary to help you.
ACTIVATE
10 Complete the
questionnaire in pairs, taking
it in turns to ask and answer
the fragrance/aroma/stink/stench/smell of...
the taste of... the flavour of... the way (something) tastes.
the way (someone/something) looks...
the questions. Use expressions the sight of... the view from... the sound of...
like these. the noise (something) makes when...
WHAT IS/ARE . . .
the nicest sound you've ever heard the most revolting thing you've
(not including music)? ever tasted?
the most unbearable sound you've the most wonderful aroma you've
ever heard? ever smelled?
the most beautiful sight or view the smell you've found it hardest
you've ever seen? to bear?
the most horrible sight you've ever three things you really like the feel
seen? of?
the most delicious thing you've
ever tasted?
MEANING Q911 Put the boxed words (which have the same form for both
SENSE RELATIONS noun and verb) into the appropriate column in the table.
Part A Unit 2 Indicate the degree of intensity of each word by putting 1 (not
intense), 2 or 3 (very intense) beside it.
shine bang glow flash roar knock pop dazzle

crash glint glimmer glitter bump rustle rumble
You see them You hear them
For each word, find an example of something that could make

the noise or have the visual effect.
ACTIVATE 12 Which of the words in exercise 11 would you use with each
of these subjects?
a thunder during a storm
b a cork coming out of a bottle
c fireworks at a festival
d silver fish in the sun
e a mouse among some papers
f lightning in the evening sky
g the headlights of a car
h somebody dropping a suitcase on a wooden floor
i an angry lion
j a stone smashing a window
k a small fire 100 metres away
Perception and the senses m
WORD USE 10 Complete the following dialogue with phrases from the
METAPHOR AND IDIOM boxes.
Part A Unit 4
keep an eye on look(s) as if/as though
sight for sore eyes sound(s) as if/as though
you seem have a nice/nasty feel to it
it seems to me to/that leave a nasty/sour taste
from my point of view in your mouth
in my view in bad/good/the best taste
take a long-term view smell a rat
the way I look at it
A: What do you think of my new car then?

B: I must say, it's absolutely beautiful,
It's a 1956 Jaguar, isn't it?
Yes. I advertisements in the papers, just in case
there's a car I really want. And this one suddenly popped
up. It was a bargain.
B: It certainly you've found what you were looking
for. How much was it, if you don't mind my asking?
A: Only £8,000 , that was a reasonable price to
pay.
£8,000 for an old car! You must have money to burn!
Well, you've got to : you've got to think of the
future. It's better to buy a car which is going to increase in
value than one which is going to lose value, in
Is it really worth that much?
Yes. In fact, the owner wanted £9,000 for it to start with,
because he said it had only done 60,000 miles. But I
, and in the end he admitted that 160,000 was
nearer the truth. So he dropped the price.
And what's it like to drive?
Lovely. It's got a nice solid __.
I must say, I envy you. But spending that amount of money
would certainly in my mouth!
ACTIVATE 14 Imagine that, having lost your sight or your hearing as a

child of five, you have just had an operation that has more or
less restored your sight/hearing. Write an entry for your diary or
a short article for a magazine. Use vocabulary from this unit.
FOCUS WORDS
aroma image/ imagine rumble

bang knock rustle
bump listen scan
crash look see
dazzle look at seem
www.IELTS4U.blogfa.com demonstrate/
demonstration/
demonstrative
noise
notice
observe
sense/ sensory
shine
sight
experience outline smell
feel peep sound
flash peer spot
flavour perceive/ perception/ stare
fragrance perceptive stench
gaze perfume stink
glance pop taste
gleam process theory/ theorize/
glimmer psychology/ theoretical
glimpse psychologist thud
glint recognize view
glitter roar watch
glow
hear
FOCUS P H R A S E S catch a glimpse of leave a nice/nasty taste in

catch sight of your mouth
from my point of view look as if/as though
have a nice/nasty feel to it sight for sore eyes
in bad/good/the best taste smell a rat
in my view sound as if/though
it seems to me that take a Song-term view
keep an eye on the way I look at it
13 Feelings and moods
1 Choose one of the words

below as the title for this
poem, and use the same
Where would we be with without _______
word to fill the blanks.
It helps keep the brain occupied.
Doing doesn't take your mind off things,
hope worry irritation
I've tried.
happiness ecstasy
is God's gift to the nervous.
Do you like this poem? Best if kept bottled up inside.
I Why/why not? I once knew a man "who couldn't care less.
He died.
Roger McGough
MEANING Ufa Put the listed words in the column which you think is most
Part A Unit 1 appropriate.
anguished bored ecstatic scared

astounded dismayed horrified astonished
www.IELTS4U.blogfa.com depressed
glad
miserable
heartbroken
nervous
upset
pleased
apprehensive
cross
delighted
furious
livid
thrilled appalled frightened terrified
anxious concerned irritated
Happy Unhappy Worried Angry Afraid Shocked

WORD FORMATION up** Look at the words in exercise 2 again. Use a dictionary to
nc ou
DA PTCo oc
rAKI coccrw
Or orttv-rl .^' '. . * .whether
-r ,i theyi have an equivalent verb, and write V
D . , ,, •.
Part A Unit 7 -7 beside them it they
' do.
WORD FORMATION
SUFFIXES AND PREFIXES
Part A Unit 8
4 Explain this cartoon. What

is the first speaker's mistake?
This play is terrible.
I am very boring.
Yes it is, and you are certainly

boring, but not all the time.
Put the correct form of the adjective in these sentences.
o The paintings were very gruesome. I was (appall)

b This play is extremely (upset) I don't want to go on
watching it.
t He makes me feel very (inhibit) don't feel able to
express my feelings when he's around.
d The sight of an audience of 2,000 people as you get up to
speak is very (intimidate)
Feelings and moods us
{) Re-write these sentences using exactly the word given.

a I cannot believe the news you have just given
me. astonishing
b She felt her anger increasing with every word he
uttered, irritated
e When I burst the balloon the poor child leapt nearly three
feet into the air. frightening
d I can't help being very worried about the future, anxiety
e The puppet show made the children very happy, delighted
f I think about you all the time and then I feel unhappy, worry
g I am utterly shocked by his rude behaviour, appalls
h My heart is full of joy at your arrival, gladdens
ACTIVATE v Look at these people.
Say how you think they felt when they:
a got their exam results
b heard the news of an earthquake
c found out that they were going to be an aunt or uncle
d heard terrible laughter coming from the loft of their house in
the middle of the night
e discovered that their friend had taken their car without asking
and crashed it into a lorry
f found a note saying that their partner had gone off with
another man/woman
g answered the door to find a man telling them that they had
won a lottery
Choose one of the situations and make a conversation in which
the person rings up their best friend to tell them about it.
I Make a list of the kind of topics you would expect to find in a

horoscope. What kind of predictions are usually given about
those topics?
Topics Predictions
0 Read this horoscope from

a woman's magazine and Your Horoscope
answer these questions:
Lucille Burton
a Which of the topics you
selected in exercise 7 are
not mentioned here?
ARIES March 21 - April 19
Your patience could be sorely tested — keep your temper under
control. Money matters need to be thought through as precipitous
b Which topics mentioned action might cause anxiety. A child's input is surprisingly wise.
here are not in your
original list?
c Which of the predictions TAURUS April 20 - May 20
you suggested in exercise Neighbours could provide a social life for you if you were not too
unfriendly. Someone who's been critical of you is feeling inadequate
7 are not given here?
herself. If you become defensive, you'll both feel guilty.
d Which predictions in this
horoscope are not in your
original list? GEMINI May 21 - June 21
e Which star sign is missing? A visit from an out-of-town relative needn't be a burden. Modify your
attitudes. Don't procrastinate with a minor medical problem. A
doctor's visit would relieve your mind.
CANCER June 22 - July 22

Don't be stubborn; you must listen to a family member's point of view.
A party or social situation will be a good place for making contacts. A
financial adviser could mislead you, so get a second opinion before
putting money on the line.
LEO July 23 - August 22

Enjoy an expensive purchase. A sermon or conversation may inspire
you to deep feelings of serenity. A loved one's well-meaning advice
may be too fear-based, so trust your own instincts.
LIBRA September 23 - October 22

You may be feeling impatient; guard temper and sensitivity. Money
matters could be a mixed bag; some balance is coming. You'll need
to be realistic about a friendship that has seen better days.
Feelings and moods 137
SCORPIO October 23 - November 21

You could be helpful to a neighbour without much effort. Keep better
informed about current events if you want to socialise with interesting
people. You may meet an old fiame by accident. Don't be surprised
if there's a touch of spark left.
SAGITTARIUS November 22 - December 21

You could be feeling nervous and shattered but this won't last. Make
time for a physical sport you really enjoy. A young person's
open-mindedness is to be commended. Don't let your fears inhibit
you from doing what's right.
CAPRICORN December 22 - January 19

A change of scene would spark your enthusiasm; get away even for a
day's outing. If friendship proves disappointing, focus on other things.
Brooding.won't help. Pay bills promptly.
AQUARIUS January 20 - February 18

You'll be in the limelight and enjoying favourable publicity. You could
have trouble with an electrical gadget and would be wise to pay for
professional repairs. Don't be intimidated by a smug female.i
PISCES February 19 - March 20

Deep emotion could sweep over you for no apparent reason. It'll pass
and you'll feel stronger. A pet should be taken to the vet if it becomes
lethargic. Wise investment could now pay dividends.
www.IELTS4U.blogfa.com 3 Discuss the following:

a What is your star sign? Do any of Lucille Burton's predictions
sound right for you?
b Do you normally read your horoscope? How much do you
believe in it?
t What other ways of telling the future are there? Which do
you have the most confidence in?
USING _ _ Say when you might feel one of the emotions below. (They
DICTIONARIES are all in the horoscope.) Use a dictionary to help you.
DEFINITIONS a unfriendly e serene i disappointed
Book 2 Part A Unit 1 b inadequate f impatient j intimidated
e guilty g sensitive k strong
d stubborn h nervous
WORD FORMATION 11 What are the nouns which correspond to the adjectives in
exercise 1 0?
PARTS OF SPEECH
Part A Unit 7
1& Put an appropriate word or form of a word from exercise
1 0 in the blanks.
a When I arrived at the house he didn't even say hello to me. I
thought he was very ________
b You have to be very careful with her. If she's feeling
__________ the slightest thing will make her cry.
c As she approached her death she gradually became more
peaceful. Everyone remarked on her ___
d When he asked for help again there was still nothing I could
do and my feelings of ___ grew by the minute.
www.IELTS4U.blogfa.com e You mustn't feel _____ just because he's your boss.
f Some men only buy their wives flowers when they are fee!ing
___ about something.
g Once she's made up her mind she won't budge. She's as
____ as a mule.
h Of course he felt __ when he failed to get a place at
the language school.
ACTIVATE lu Write the entry for Virgo in the same style as Lucille Burton
(Virgos are supposed to be perfectionists who want everything
to be exactly right.)
WORD USE In the horoscope for Aries it says 'keep your temper under
control'.
COLLOCATIONS
Part A Unit 5 Which of the following phrases go with mood, which phrases go
with temper, and which phrases go with both? Tick the boxes.
Mood Temper
good
to be in a - bad
excellent
.foul
toj kee Plyour

Llose J
ACTIVATE 10 Describe someone you met recently who was in a particular

mood and then nearly or completely lost their temper. What
signs did they give of their mood or temper?
Peelings and moods 139
Read these sentences.
WORD USE Manna: It made me

really mad.
METAPHOR AND IDIOM
Part A Unit 4
Roger: It got me •
dawn.
Shiona It really gives

me a buzz.
Tom: It took me
completely by
si/rnrise,
Will: I was bowled

over.
Sarah: I was caugh

off balance.
Chris: I'm really over
the moon about this. .M
Write the names of the speakers in the correct columns.
Happy Surprised Not happy
ACTIVATE I/ Look at the situations in exercise 6. Which of the expressions

from exercise 1 6 could be used for those situations?
ACTIVATE lu Interview your partner. Find out what they would most/least
like to find in a horoscope.
Write their horoscope making predictions about the things they
mentioned. Be sure to include love and money, and use as
many words from this unit as possible.
FOCUS WORDS afraid depressed inadequate scared

angry disappointed inhibit sensitive
MOODS AND FEELINGS
anguished disappointing inhibited serene
anxiety dismayed inhibiting serenity
anxious ecstatic interesting shocked
appalled ecstasy intimidated smug
appalling frighten irritated strong
apprehensive frightened irritation stubborn
astonished furious lethargic surprise
astonishing glad livid surprised
astounded gladden miserable temper
attitude guilty mood terrified
bored happiness nervous thrilled
www.IELTS4U.blogfa.com brooding
cheer up
concerned
happy
heartbroken
helpful
opinion
patience
patient
unfriendly
unhappy
upset
critical hope pleased upsetting
cross horrified procrastinate worried
defensive impatient relieved worry
delighted
FOCUS P H R A S E S be in a good/bad mood get somebody down

be interested in give somebody a buzz
be over the moon about keep/lose your temper
something make somebody mad
bowl somebody over take somebody by surprise
catch somebody off balance
14 Likes and dislikes
1 Read this poem. Which of

Giving Up Smoking
the following is it about?
There's not a Shakespeare sonnet
a giving up smoking
Or a Beethoven quartet
b being in love
That's easier to like than you
c liking music
Or harder to forget.
d liking literature
You think that sounds extravagant?
I haven't finished yet -
I like you more than I would like
to have a cigarette.
Wendy Cope
L Which of the following things would you find most difficult to

give up if you were asked to do so?
alcohol smoking meat chocolate something else
6 Read these comments and say which you sympathize with

and why.
a I really dislike the habit.
www.IELTS4U.blogfa.com b I would hate to think that a child of mine would start smoking.
e People seem to detest me just because I smoke. Well why
not? I like smoking.
d I don't care for cigarettes. They are extremely unpleasant.
e I get a kick out of smoking. I'd just like to see someone try to
stop me!
f I used to be a smoker, but now I've taken an intense dislike to
the habit — it's distasteful and harmful.
NO g There's nothing I loathe more than people who've given up
smoking. They're so self-righteous. I'm not that keen on it, but
yes, I enjoy the occasional cigarette.
h I have a love-hate relationship with cigarettes. I mean I love
smoking but I hate what it might do to me.
i Cigarettes do not tempt me in the slightest. They never have.
And I can't stand being in public places which are full of
smokers.
142 likes and dislikes
up T Put the italicized verbs from the comments in exercise 3 into

the table below.
Words connected with liking Words connected with disliking
MEANING Put these words in the correct place in the chart in exercise 4.
Part A Unit 1 revolting be fond of charming be devoted to

detestable loveable adorable enchanting captivating
tempting enticing to fancy hateful odious disgusting
desirable repulsive
ACTIVATE 0 Use expressions from exercise 5 to say how you feel about
the following.
a politicians
b dogs
e modern architecture
d personal stereos
e clothes (say which type you are talking about)
Likes and dislikes U3
WORD FORMATION CB2 Complete the chart.

PARTS OF SPEECH
Part A Unit 7 Adjective Noun Verb
revolting
charming
devote
loveable
adorable
enchanting
captivating
tempting
enticing
fanciable fancy
hateful
disgusting
desirable
repulsive
' 0 Complete the blanks with the correct form of the word in
brackets.
a Heavy drinking is really (harm) to the liver.
b The sight of someone who has had too much to drink is really
(disgust)
Some people are (captivate) by the confidence of
people who have had a drink or two.
d Most of us, however, tend to (repulse) the
advances of inebriated people.
e Once you have had a drink there is a strong (tempt)
to have another.
f People who have had a lot to drink often find members of
the opposite sex more (entice) than they do when
they are sober.
g There are two kinds of drinkers; those that are (love)
-.. and that are (detest)
h The main thing — if you want to drink — is not to become
(addict) to the stuff.
ACTIVATE " Make statements about the following using words from
exercise 8.
a football hooligans d drugs
b grandmothers e ballet dancers
e pornography
144 likes and dislikes
WORD GRAMMAR Q910 Are the following verbs followed by to + infinitive or by an

VERB COMPLEMENTATION -ing verb? Tick the boxes.
Part A Unit 12
Verb -ing verb to + infinitive
like
love
hate
dislike
detest
enjoy
loathe
adore
fond of
can't stand
(not) keen on
www.IELTS4U.blogfa.com don't care for

be (really) into
WORD USE 11 Match the sentences a, b, c, with their meanings i, ii, Hi.
COLLOCATION a I quite like champagne. i My feelings are a bit stronger
Part A Unit 5 b I'm rather fond of than just liking.
champagne! ii I like it to a certain degree,
c I really like champagne. but not that much.
iii I like it very much.
iu Say which of these sentences are correct and which don't

sound right.
a I really hate driving in the rush hour.
b I'm absolutely keen on travelling by train.
c I absolutely love fast cars.
d I quite loathe flying.
e I simply adore expensive cars.
f I fairly detest travelling by bus.
g I really enjoy first class travel.
lo Based on the previous exercise, say which of the qualifying

words on the left:
absolutely fairly quite a are used with more neutral words
rather really simply b are used with stronger words for liking and disliking
c can be used with either
Which cannot be used with verbs?

Likes and dislikes MS
ACTIVATE 14 Use language from exercises 10—13 to agree and disagree.

with these statements.
a Tm keen on Mozart myself.'

b 'I hate her dress, don't you?'
c 'He's a very selfish person. I don't like him at all.'
d 'I preferred her third husband. This one's incredibly stupid.'
e This meat is absolutely delicious. I just love beef
I 'God, I hate heavy metal music.'
g There's nothing I enjoy more than a night in a discotheque.'
WORD USE These people are talking about Ralph's music.

Complete the chart with the name of the speakers.
METAPHOR AND IDIOM
Part A Unit 4
Paul I m leally into it.

- i'm a rea! fan of his
music.
wouid call mysel

' an aficionado
Irma- Frankly A really gets
on my nerves
: Ralph s music leaves
www.IELTS4U.blogfa.com me cold.
Tim: Cm an admirer of his
but i don't l.ke his latest
record
not up to much
'm concerned Brian- I'm not really
bothered
John. He's out of this
Likes Ralph's music Is neutral about Doesn't like

Ralph's music Ralph's music
146 Likes and dislikes
ACTIVATE 10 Write dialogues in which you use expressions from exercise

1 0 about the following:
a classical music
b rock music
c the music of a particular composer
d the music of a particular pop/rock star
12 Individually, write down two pet hates (things that you really
can't stand) and two wild enthusiasms (things you are crazy
about). You can write about anything you like, but here are
some suggestions.
www.IELTS4U.blogfa.com sport animals entertainment and leisure families
a In groups compare your pet hates and wild enthusiasms.

work \
Choose a list of ten (five of each).

b Put your ten items in the Topics column of this chart.
c Interview other people about their reactions to the topics and
score their response from 0 (= very negative) to
5 (= very positive).
Example How do you feel about people smoking in
restaurants?
I absolutely detest it! (Score = 0/1)
Topics Score
1 0 1 2 3 4 5 .
? 0 1 2 3 4 5 '
3 0 1 2 3 4 5
4 0 1 2 3 4 5
5 0 1 2 3 4 5
f> 0 1 2 3 4 5
7 0 1 2 3 4 5
8 0 1 2 3 4 5
Q 0 1 2 3 4 5
in 0 1 2 3 4 5
Take the total score for each topic and then divide it by the
number of people you interviewed. Use the result to make
statements to the rest of the class.
likes and dislikes 147
FOCUS WORDS absolutely detestable fairly quite

LIKES AND DISLIKES addict devote fanciable odious
admirer disgust fancy (v) prefer
adorable disgusting harm rather
adore (v) dislike (v) hate (v) really
can't stand distasteful hateful repulse
captivate enchanting like (v) repulsive
captivating entice likeable revolting
charming enticing loathe (v) simply
delicious enjoy love (v) tempt
desirable enjoyable loveable tempting
detest (v)
FOCUS PHRASES be a fan of I don't (really) care for

be an aficionado I don't (really) care for
be devoted to I'm not (really) bothered
be fond of (it) leaves me cold
be (not) keen on (it's) not up to much
be (really) into (it's) out of this world
get a kick out of {it really) turns me on
(it really) gets on my nerves pet hate
15 Character and personality 1
1 Which of the following a The character differences between different nationalities can
statements do you agree help cause wars.
with? Why? Mark each b In any nation, the same variety of character types is
sentence from 0 to 3 (0 represented.
= disagree, 3 = agree c There's no such thing as 'national character'.
strongly). Then compare your
answers with a partner's.
it Which factor do you think most influences national character
(if you believe there is such a thing)?
Q climate Q] history Q] food
Q geography (mountain, desert, jungle, etc.)
[^] other (please specify)?
Q Read the following text The ways of tourists are strange, and one afternoon as I sat in the Plaza
quickly to find out what the Mayor, I heard some Frenchmen at the next table tearing Americans
apart. To the first barrage of criticism, I could not logically protest:
author feels about the
Americans were uncultured, lacked historical sense, were concerned
following. only with business, had no sensitivity and ought to stay at home. The
a Americans as tourists. second echelon of abuse I did want to interrupt, because I felt that some
of it was wide of the mark: Americans were all loud, had no manners, no
b The way others describe education no sense of proportion, and were offensively vulgar in dress,
American tourists. speech, eating habits and general comportment, but I restrained myself
because, after all, this was a litany one heard throughout Europe, here
expressed rather more succinctly than elsewhere.
Sitting as quietly as my French companions would permit, 1 tried to
discover what my true feelings were in this matter of honest description.
In my travels, I had never met any single Americans as noisy and crude as
certain Germans, none so downright mean as one or two Frenchmen,
none so ridiculous as an occasional Englishman, and none so arrogant as
some Swedes.
But in each of the national examples cited I am speaking only of a few
horrible specimens. If one compares all English tourists with all
Americans, I would have to admit that taken in the large the American is
worse. If some European wanted to argue that seventy percent of all
American tourists are regrettable, I would agree. If he claimed ninety, I
suppose I wouldn't argue too much. But when like the Frenchman on my
left he states that one hundred percent are that way, then I must accuse him
of being false to the facts.
James Michener Iberia 2

Character and personality 1 149
a What nationality do you think the author is? Why?

4 Discuss these questions
b Have you ever seen American tourists visiting a place? If so,
.vith a partner.
do you agree with the Frenchman's opinion?
e What does the author dislike most about the way people talk
about other nationalities?
d What does the author seem to think about the concept of
'national character'?
MEANING 0 a Find words or phrases in the passage with opposite

meanings to the following.
SENSE RELATIONS
Part A Unit 3
cultivated sensitive good-mannered quiet refined
generous modest' admirable
b Which nationality is each of the words you have found

used to describe?
t Here are some other words commonly associated with
certain nationalities. From the list below find as many pairs
of opposites as possible.
reserved lively talkative polite aggressive boring

hard-working inflexible lazy inscrutable cheerful
frank hypocritical genuine eccentric fun
well-organized male-chauvinist flamboyant unpunctual
ACTIVATE w o How would you describe the typical characteristics of your
own nationality?
b Match these nationalities with the 'stereotype' pictures.
the French the Russians the Japanese the Brazilians

the Americans the Chinese the Swiss the British
150 Character and personality
Are the stereotypes fair? Describe the stereotypical character of

two or three different nationalities.
MEANING Ji The following are all nouns. Which are negative or 'bad'
characteristics, which are positive or 'good' characteristics, and
CONNOTATION
which could be either positive or negative depending on the
Part A Unit 3
circumstances? Use a dictionary to help you decide.
mischievousness playfulness evil patience ferocity grace

stupidity serenity pride vanity cunning greed
gentleness loyalty deceit bravery obstinacy
independence cleverness cowardice modesty
Positive Negative Positive or negative

Character tind personality 1 151
WORD FORMATION- 8 ; Find adjectivesTo complete the following dialogues. Each

adjective should relate to one of the nouns in exercise 7.
NOUNS AND ADJECTIVES
Part A Unit 7 a MANAGER: I find it very hard to persuade my new assistant to
work in the way I want her to. She's very
b YOUNG ACTOR: George is extremely proud of his good looks

and constantly looks at himself in the mirror.
OTHER YOUNG ACTOR: Yes, he's really
c CRITIC. That writer is far too
PUBLISHER: Yes, she will never admit how good her work is.
d SMALL GIRL: They're wonderful dancers, aren't they? They move
so beautifully.
FATHER: Yes, they're really
e UNCLE Your children can be very Yesterday they
put a banana skin outside my bedroom door.
MOTHER: Did you hurt yourself?
f TRAIN DRIVER: The passengers have been waiting for hours and
hours without complaining.
GUARD: Yes, it's hard to understand how people can be so
when the service we run is so terrible.
g TEACHER: Linda was very : she managed to avoid
doing her homework by saying that she had to visit
www.IELTS4U.blogfa.com her boyfriend in hospital.

OTHER TEACHER: It's probably true, hfe broke his leg yesterday.
h MARY: Although his wife has left him several times for other
men, Ben has always remained to her and
has never had a close relationship with another
woman.
JULIE-, Really? What were you doing coming out of the disco
with him last night, then?
9 a What is your favourite animal? Why? Compare your

answer with a partner's.
b Which animal(s) would you associate with each of the
characteristics listed in exercises 7 and 8? Are any of the
qualities associated on//with human beings?
152 Character and j.personality
*j 1
MEANING Put the words below into the appropriate

columns in the table.
MEANING
Part A Unit 2 snobbish barbarous impartial heroic affectionate
diligent arrogant objective devoted overbearing
sadistic fearless courageous conscientious fair
industrious conceited long-suffering
boastful tolerant loving violent brave hard-working
www.IELTS4U.blogfa.com In each column, add one or two famous people from history
(especially the history of your country) who you think had/have
the characteristics listed.
MEANING 11 These people are all talking about other people's characters.
Match the names they mention with the descriptions in the box.
METAPHOR
Part A Unit 4
. . Mr Brown's '. .. As for Mike, he .. Don't you think

really a warm-hearted seems frightened of David's rather a
person, don't you his own shadow.' big-head?'
think?'
.. I think Luke is the

'... What a strong, silent type.'
chatterbox that
Miriam is.'
. . . I ve found that
Tom is likely to fly off Sally's a ball
the handle ..' of fire ...'
. . Diana is really a
tower of strength,
isn't she?'
a someone you can really rely on

b. someone who is very concerned for and generous to others
c someone with a lot of energy and enthusiasm
d someone with a very high opinion of himself/herself
e someone who talks too much
f someone who is very quiet but seems sure of himself/herself
g someone who is very timid
h someone who loses his/her temper quickly
IACTIVATE
1& Look at these photos.

What can you tell from them
about the character of each
person? (Use phrases like: He
looks... /I would guess she's
a person/ To judge
from appearances, he's...,
etc.)
Which of these people would
you:
a not like to have an
argument with.
b like to go on holiday with.
c like to have with you in an
emergency.
d not want to have as a
houseguest.
Give reasons for your
decisions.
admirable diligent independent polite

FOCUS WORDS
affectionate disorganized independence impolite
CHARACTER AND aggressive eccentric industrious proud
PERSONALITY 1 arrogant evil inflexible pride
barbarous fair inscrutable punctual
boastful fearless lazy quiet
big-head ferocious lively refined
big-headed ferocity long-suffering reserved
boring flamboyant loyal sadistic
brave flexible loyalty sensitive
bravery inflexible male-chauvinist sensitivity
chatterbox frank manners serene
cheerful fun mean serenity
clever generous mischievous snobbish
www.IELTS4U.blogfa.com cleverness
conceited
conscientious
cowardly
gentle
gentleness
genuine
good-
mischievousness
modest
modesty
noisy
stupid
stupidity
talkative
tolerant
cowardice mannered objective uncultured
courageous graceful obstinate unpunctual
crude grace obstinacy vain
cultivated greedy overbearing vanity
cultured greed patient violent
cunning hard-working patience vulgar
deceitful heroic playful warm-hearted
deceit hypocritical playfulness well-organized
devoted impartial
be a ball of fire frightened of your own

FOCUS P H R A S E S
be a tower of si'renath shadow
fly off the handle have no sense of proportion
the strong, silent type
1 How do you see yourself? Think about your

own character and personality. Do you have any particular
weaknesses or strengths? Write down three things which you
think are good about your character and three things which you
think are not so good. Then compare your list with a partner's.
< 6 Read these brief character descriptions. Can you match the
photos to the descriptions? Which of these four people sounds
most like you? Which would you most like to meet?
Amrita
'I'm an active and energetic person - ! can't bear just sitting around doing
nothing. It just makes me impatient and restless. But I know what I want,
and I think I've got what it takes to achieve my goals. Does that make me
sound horribly ambitious and selfish? I hope not!'
Kevin
'I'm the kind of person who knows how to have a good time. I suppose you
would call me fun-loving, but it's more than that. 1 actually believe in a
calm, cool, easy-going approach to life and 1 can't bear unnecessary anxiety
and pressure. 1 believe in being sociable and taking life as it comes . . .'
Larry
'My problem can be summarized in one word: self-confidence. I just don't
have enough. I'm shy with other people, who must think I'm boring and
stupid sometimes. Lack of confidence also makes me indecisive: I spend days
trying to make up my mind what to do about quite simple things. I'm told I
sometimes look moody, but in fact I like being with other people . . .'
Cathy
'How do I see myself? Well, I'm forgetful and disorganized - some would
say absent-minded! But I've got quite a lot of willpower, really, and I've got
ideas. I'm a hardworker too when I'm doing something I'm interested in.
I'm not very articulate when it comes to public speaking but 1 quite enjoy
being the centre of attention, and I don't get in the least bit nervous.'
MEANING Qjw The words below are taken from the character descriptions.
~ Which describe positive qualities, which describe negative
CONNOTATION
Part A Unit 3 qualities, and which describe qualities which could be positive or
negative (neutral)?
impatient active energetic restless ambitious selfish

fun-loving calm cool easy-going sociable stupid
indecisive shy boring moody forgetful disorganized
nervous absent-minded articulate anxiety willpower
hard worker self-confidence
Positive Negative Neutral
WORD FORMATION Find nouns to correspond to as many of the adjectives above
as possible. Use the endings -sion/-tion, -ness, -ence, etc.
ADJECTIVES AND NOUNS
Part A Unit 7
MEANING ID Match these adjectives with opposites from the list in

exercise 3 above. Then try to find opposites for the others in the
MEANINGS list (some are in the list itself).
Part A Unit 2
lethargic confident clever magnanimous excitable lazy
ACTIVATE 0 a Choose three adjectives from exercises 3 and 5 to describe

your own character. At least one of the adjectives must be
negative, and at least one must be positive. Tell a partner
about your character and see if they agree.
b Write a brief (50—100 word) description of the character
of your ideal partner. Use words from the lists above and
others like the following.
modest/proud/vain creative/artistic eccentric

narrow-minded/broad-minded kind/considerate cautious
Exchange descriptions with your neighbour and talk about the

differences.
I Read this description of a famous 1 8th century British writer,

who was one of the first to write about women's rights. As you
read, try to answer the following questions.
a What kind of person was she?
b Would you have admired her if you had met her? Why/Why
not?
A harsh and unhappy childhood, dominated by an unstable

and drunken father whom she never respected, gave Mary
Wollstonecraft an unusual sense of her own independence and
reliance on her own judgement; and a corresponding lack of
respect for all kinds of male authority that she did not feel had
been genuinely earned, whether in life or in literature. At the
same time this passionate, ebullient and frequently opinionated
woman was given to terrible swings of mood, from hectic, noisy
enthusiasm to almost suicidal depression and a sense of futility
and loneliness.
Richard Holmes Footsteps
8 List the words and phrases in the text that describe Mary
Wollstonecraft. Which of these words and phrases imply that the
author approves of her character, and which may indicate
weaknesses?
WORD FORMATION
WORD USE
9 The adjectives and nouns in the table all have to do with
character and personality. Complete the table by finding nouns
corresponding to the adjectives and adjectives corresponding to
Part A Unit 7
the nouns.
Adjectives Nouns Adjectives Nouns

moody mood carefree xxxxx
emotional warm-hearted
despair vivacity
likeable xxxxx liveliness
prejudiced anxious
affection enthusiasm
passionate independent
charm instability
optimistic domineering xxxxx
pessimism lonely
Do the adjectives and nouns describe an attitude to other

people, an attitude to life in general or both?
ACTIVATE My uncle Desmond is the kind of person everyone likes. In fact,

he's so a) that neighbours and friends visit him constantly.
Luckily, he enjoys other people's company.
ID Complete the passage Almost everyone finds Desmond charming, and as far as I can
with appropriate words from tell his b) lies in the fact that he always takes a positive
this unit. view of life. In fact, many people find his c) infectious.
I've seen people who are really d) , suddenly forget all
their terrible worries and become full of life. Last week one woman
became so e ) that she started dancing on the table, which
amused Desmond.
Another thing I like about Desmond is that he is very broad-
minded about everything from religion through food to nationality.
I have rarely met anyone with so few 0 and so much
g) for life.
Not surprisingly, although Desmond lives alone, he always has
www.IELTS4U.blogfa.com company, so he never feels h) . On the other hand, he

doesn't seem to need the help of anyone, in spite of being over 80,
and lives a very ') life.
11 In this dialogue, B's responses have become mixed up.

Indicate their correct position by putting a number in the
brackets (the first one has been done for you).
A: So that's your friend, Damien

B: [ 1 ] I've known him for ages. We used to go to school
together.
A: What's he like?
B: [ ] Well . . . perhaps I'd better introduce him to you . . .
A: I thought you said he has a tendency to be aggressive.
B: [ ] Aristocratic? Damien? Maybe he gives that impression
. . yes, now you mention it, he does have an arrogant
streak.
A: There's a touch of the aristocratic about him, I find . . .
B: [ ] Yes, I think he takes after his father, who was
well-known for his bad temper.
A: I don't mean that exactly. I think there's something quite
distinguished about him.
B: [ ] He's the quiet type, but he's not as shy as he seems .. .
I'm quite fond of him.
A: Oh, yes please!
lb Use the underlined expressions from exercise 11 to describe

someone in your family or one of your friends to a partner.
ACTIVATE 13 What were you like at age 1 2? What do you think you will
be like at age 70? Write brief descriptions of yourself at these
two ages.
absent-minded despair independent pessimistic

FOCUS WORDS
active desperate instability phlegmatic
CHARACTER AND affection disorganized kind prejudice
PERSONALITY 2 affectionate domineering lazy prejudiced
ambitious easy-going lethargic pressure
anxious ebullient likeable proud
anxiety eccentric lively restless
articulate emotion liveliness restlessness
artistic emotional jortely self-confident
boring energetic loneliness self-confidence
broad-minded enthusiasm modest selfish
calm enthusiastic moody shy
care excitable narrow-minded sociable, ;
carefree
cautious
charm
forgetful
fun-loving
hardworking
nervous
opinionated
optimism
stable
stupid
unambitious
charming hard worker optimistic unstable
cheerful impatience organized vain
confused impatient passion vivacity
considerate inarticulate passionate vivacious
cool indecisive patient warm-hearted
creative independence pessimism willpower
decisive
be the centre of attention not as as he/she

FOCUS PHRASES
be the : kind/type seems
(i) can't bear take after someone
(I've) got what it takes (to) take life as it comes
have a streak there's something __ —__
have a tendency to about him/her
lack confidence there's a touch of the
lack of respect (for) ___^_ about him/her
make up (my) mind
Q_ A Kg
UNIT 1 UNIT 2
MEANING IN CONTEXT R E L A T E D AND U N R E L A T E D
MEANINGS
Exl
trust — have confidence in someone or something Exl
being single = not being married Some of the different meanings are
galleries = museums of art con = (verb) describing ability, permission,
biographer = person who writes a biography or possibility etc
true life story (noun & verb) describing a tin container
book = (noun) something you read
Ex 2
Open exercise
(verb) to reserve
(verb) to have a crime recorded (to be
"booked for speeding")
Ex 3 flat = (adjective) not pointed or bumpy
a she suddenly realized that she dealt almost (adjective) not fizzy (for drinks)
exclusively with women rather than with both (noun) an apartment
men and women (noun) short for a flat tyre
b she was writing a book about Lorin Jones; they right = (adjective) opposite to left
grew up in the same area (adjective) opposite of wrong
(noun) something given to you by law
Ex4 (adjective) "I agree"
Open exercise left = (adjective) opposite of right
[the text comes from literary fiction which is (noun) people with left-wing convictions
humorous in parts] (past participle) from the verb "leave"
line == (noun) something between two points
Ex 5 (noun) an utterance in a play
Open exercise like = (verb) the opposite of dislike
(adverb) "the same as"
Ex6
therapist = someone who treats illnesses of the Ex 2
mind without using drugs Open exercise (this passage and the one that
looked forward to = waited for with pleasure/ follows it come from The Man who Mistook his Wife for
expectation a Hat by Oliver Sacks in which the author describes
rage = extreme anger his work as a psychiatrist)
neighbouring = geographically next to
toddler = young child who has just learnt to walk Ex 3
a (suggested answer) the man was perfectly
ExZ normal when he came in, but seemed to be ver«
The original words were: excited and strange later.
dealings, miserable, disasters, unknown, paths b Open exercise
Ex 8.9 Ex 4
Open exercises Some alternative meanings for the words are:
Answer key
singular - opposite of plura! Ex9

patient = calm, prepared to wait The suggested groups are:
admitted — finally say that you did something a amusement, joke, sense of humour
wrong b patient, test, neurologist, dissect
second = a sixtieth of a minute c fall asleep, wake up, bedclothes
carrying on = continuing
floor = level of a building (noun) or to knock Ex 10
someone over (verb) a alarm, bewilderment, consternation, stunned,
amazement, incredible.
ExS b anger, horrible, disgust
a admitted floor second c patient
b singular singular d seconds Ex 11
Open exercise
Ex6 Ex 12
:!B*ggesfed answers) Least annoyed. angry furious Most
i The waiter drops the tray
I iaindrops keep falling on my head! Ex 13,14
A rcraft drop supplies Open exercises
j Lineker has been dropped from the team
t Careful! There's a steep drop of at least 1,000
feet UNIT 3
SENSE RELATIONS
ExZ
(suggested answers) Exl
• someone with an illness lies down Most general More specific Most specific
someone who is being interviewed by the police
lies (= doesn't tell the .truth) a) cooking boil simmer
b someone in a classroom makes a row (= noise)
someone in a boat rows, using two oars
c someone at a party makes a terrible racket
(= noise)
b)
c)
d)
animals
drink
goes
bear
beer
walking
polar bear
lager
strolling
Ex 2
someone playing tennis or squash uses a racket
a driver, man, forty-five-year-old father of two
a criminal might well be involved in a racket
b delivery van, vehicle, Ford Transit
where stolen cars are sold as new
c severely damaged, windscreen smashed, a
d you use glue to stick a model of a car together
virtual write-off
an old person going for a walk uses a (walking-)
stick
Ex3
e people in restaurants give waiters tips
customer — 20-year-old bank clerk
when you ask for advice you may ask for a few
proprietor — woman
'tips'
customer — young man
I can't quite remember the word even though it's
on the tip of my tongue proprietor— apologetic Mrs Castro
she tipped her drink right down the front of my
shirt Ex 4
(suggested answers)
cat, rescued, Siamese, owner, save, pet, university
Ex8 professor, mother of six, animal lover, bring the
Open exercise exhausted animal to safety
162 Answer key
Ex 5
UNIT 4
(suggested answers)
METAPHOR, IDIOMS, P R O V E R B S
a reptile — crocodile, lion — lion cub etc.
b thief, burglar, drug pusher, murderer etc.
c high-rise development, block of flats etc. Exl
a roar f squawk
Ex 6 b hoot g grunt
Open exercise t purr h whinny
d cackle, squawk i bleat
Ex I e bark
(suggested answers)
a exhausted d thrilled/delighted Ex 2
b terrible/dreadful e demolished/flattened Open exercise
t an idiot f fall asleep
Ex3
Ex 8
(suggested answers)
(suggested answers — the opposites will depend on "Get your hair cut," he roared/barked
the exact sense in which you are using the original "Get out of my house and don't come back," he
word) roared/barked
strong — weak, evil — good, ancient— modern, "Ooh that's funny," she hooted
patient— impatient, broad — narrow, optimistic — "A ghost? In my house? Eeeek!" he squawked
pessimistic, luxurious — squalid, impetuous — careful, "Hmmph! The country's going to the dogs," she
exciting — boring, cool — warm grunted
"Another one for the basket," she cackled
Ex 9 "But I don't want to," he bleated
(suggested answers) "I like it when you bring me presents," she purred
blow hot and cold — someone who keeps changing
their opinion (being very enthusiastic about an idea Ex 4
one minute and completely against it the next). "/ verbs that can be used:
don't understand why you keep blowing hot and a bark, roar d whinny, grunt, hoot etc
cold over this." b cackle e roar
in black and white - making something crystal clear. c bleat, squawk
"Why can't you understand it? Must I spell if out in
black and white?" Ex 5
the long and the short of it — the general conclusion of a it rained very heavily
a situation or story without going into any more b when they woke up snow was covering the
detail. "So the long and short of it is I've lost my job." whole landscape
off and on - occasionally, from time to time. "Are G the wind made a noise in the trees like someone
you attending those viola lessons?" "Yeah, sort of letting out a deep breath
off and on."
a love-hate relationship — when you have conflicting Ex6
emotions about a thing or person and you a the feeling someone has when standing in g very
(probably) can't tear yourself away. "/ have a strong (probably tropical) wind: a storm
love-hate relationship with Mexico City. I mean the b some sort of fierce animal, like a dragon or a
atmosphere's fantastic, but the traffic and the tiger
pollution..."
back and forth — something moves from one extreme ExZ
to the other. In the board room the argument went a the wind clawed...
back and forth for hours. b scratched and bit...
Answer key
t roared with rage... b Even if you have doubts about someone, you
d steam of hot breath... will have even more doubts about somebody
e growling, loose-limbed else who you don't know at all
f sting of its tail c Don't depend completely on one thing
9 ... towards some other prey d If you do something wrong to someone who has
done wrong to you, that won't make things right
Ex 8 e It's better to hold on to something you're sure of
let sleeping dogs lie than to take a risk in order to get something
I may as well be hanged for a sheep as for a which seems better
lamb f In order to have an agreement, you need two
straight from the horse's mouth people to say 'yes'
flog a dead horse
put the cat among the pigeons Ex 13
the lion's share Open exercise
play cat and mouse
sort out the sheep from the goats
UNIT 5
Ex 9 COLLOCATION - WHICH WORD
a flog (horse) c cat GOES WITH WHICH?
b hang (sheep) d dog
Exl
Ex 10 drive a bus, ride this bicycle, nod your head, shrug
a right your shoulders, tell a lie, say a word in Russian,
b wrong — should be 'hold your horses' make your bed, do your homework
t wrong — should be 'male chauvinist pig'
d wrong — should be 'kill two birds with one stone' drive: a car, a lorry, a hard bargain, me crazy
• right tell: your father, a story, a lie
say: nothing, something, yes
Ex 11
(possible answers)
a 'She was riding her bike. Suddenly it started to
make: a mistake, a cake, money
do: the washing up, a job, damage
Ex2
rain cats and dogs, so ...'
(suggested answers)
b 'He told her about..., which really set the cat
a 'fat' is unusual with 'wood': we say a 'thick piece
among the pigeons'
of wood'
c When George realized the company had
b right
found him out, he decided that he might as well
t right
be hanged for a sheep as for a lamb'
d we don't use 'dead' with 'apple': we say a
d 'Mary refused to let sleeping dogs lie and
'rotten apple'
campaigned to get her neighbours to help to
e right
clean up the area ...'
f wrong: we say a 'silly mistake', a 'stupid mistake',
e While they were in town, Pat and Dave
a 'serious mistake' etc
decided to kill two birds with one stone: first
9 right
they...; then they...'
h drinks aren't 'heavy' (although drinkers are): we
say a 'strong drink',
Ex 12 i we don't use 'touching' in this way: we can say a
a It's better to sort out problems while it's easy to 'helping hand'
do so. Otherwise it could be a lot harder j right
164 Answer key
heavy: drinker, conversation Ex9

strong: opinion, medicine a The tall man in the blue jacket was telling the
fat: cheque, profit truth when he said this city was popular with
thick: fog, ear tourists
b Last night Jim told his little daughter a story
Ex3 about a prince who was kidnapped by a very
Open exercise tall giant
c There were only four or five journalists present^
Ex 4 but the Prime Minister spoke in a loud voice, as
interested in music, enthusiastic about the game, if she was addressing them from a high balcony
different from the bread we eat, keen on learning d Julia speaks quite good Spanish and Portuguese
Spanish, late for her appointment with the doctor, e He never remembers to say 'please' and 'thank
afraid of large dogs, polite to his boss, disgusted you'
with me
Ex 10
(suggested answers) Open exercise
about: crazy about jazz, optimistic about the results
for: eager for praise, desperate for money
with: paralyzed with fear, pleased with her progress UNIT 6
of: scared of heights, typical of his behaviour STYLE AND REGISTER
Ex 5 Exl
launched, raise, limit, by, consumption, heavy, rate, Conversation 1:
to, diet, intake I'm sorry to bother you, but do you mind my asking
to launch a campaign where you bought that charming bag?
to limit a disease/epidemic — Not at all. As a matter of fact it was a present
to reduce alcohol consumption from a friend in India
to raise awareness Really? Could I possibly have a closer look?
it was agreed by them — Certainly. As you can see it's handmade.
heavy drinking/smoking It's absolutely exquisite. Thank you so much for
the death/birth rate is high showing it to me
a rich diet of fatty foods/sugar
avoid exposure to the sun Conversation 2:
a healthy diet Hey I love your coat. Where did you get it?
- It's my sister's. Nice, isn't it?
Can I have a proper look?
Ex 6,7
— Hang on... here you are. Hand-made you know
Open exercises
Thanks. Wow, it's great! I don't suppose you.
know where she got it?
Ex8 — No, sorry.
in a yes The difference between the conversations is that (1)
a quiet a or the is fairly formal whereas (2) is fairly informal.
story something voice lie French no truth
speak v/ N/ v/ Ex2
(suggested answers)
say V/ V a l B 2 c 3 d 2 e 3 (e.g. difference
between private conversations and talking to a
tell / y v/
large audience.)
Answer key 165
Ex 3 d In somebody's house. Carpenter/builder and

a formal house owner
b informal
e formal Ex 11
d informal (suggested answers)
e formal a thing/tool for putting in screws
a machine for mixing foods
Ex4 a vehicle for carrying dead people
Open exercise a building in which soldiers live
a person who gets coal from the ground
Ex5
a this letter is formal ('in the course of the Ex 12,13
week...', 'sorriest victims', 'announcements were Open exercises
made to the effect...')
b this letter is neutral
c this letter is informal (use of 'bloody', 'take the
biscuit', very direct questions, e.g. 'Do you UNIT 7
honestly think...') PARTS OF SPEECH: V E R B S AND
NOUNS
Ex6
Dear Sir (F), twice (N), roll up to work (I), regular Ex 1
passenger (N), to the effect that (F), the fifth time 1 e 2 f 3 g 4 b 5 c A h 7 a 8 i 9 d
I've written (N), take the biscuit (I), didn't even
bother (I), I can tell you (I), at your hands (F), the Ex 2
sorriest victims (F), cancelled (N), please suggest (F), Open exercise
bloody trains (I), maybe (I), enclosing (N), just
ended (N), overpriced (N), due to (N) Ex 3
Ex 7www.IELTS4U.blogfa.com
Open exercise
I hid (V) in a (DJ half-finished building (N). It was
made of red (Adj) brick (N) but had no roof. Trees
and (C) grass as high (Adj) as the walls of the
house had grown inside (Adv). I went through (P) a
Ex8 window frame so as not to leave (V) any marks
around (P) the door, and hid fearfully (Adv) in the
Informal/Colloquial Neutral Formal
grass. I tried to keep quiet (Adj). I tried not to think
copper/ the old Bill policeman of (P) the snakes that were probably (Adv) around
dough/dosh/bread money me.
pad home dwelling
boss superior Ex4
get obtain
Infinitive Present part. Past Past part.
Ex 9 hide hiding hid hidden
Open exercise make making made made
have having had had
grow growing grew grown
Ex 10 going went gone
§°
a On a (merchant) navy ship. Sailor and captain leave leaving left left
b In a church or registry office. Priest/official and try trying tried tried
bride keep keeping kept kept
think thinking thought thought
c In a car. Driving instructor and pupil
166 Answer key
The difference is that all these verbs are irregular LX 2

Noun Adjective Adverb Verb
ExS
quickness quick quickly quicken
trees — tree; walls — wall; marks — mark; snakes - simplification simple simply simplify
snake legality legal legally legalize
dirt dirty dirtily dirty
painlessness painless painlessly pain*
Ex 6 hope hopeful hopefully hope
a donkeys j syllabuses/syllabi drive, driving driving drive
stupidity stupid stupidly stupefy
b tomatoes k ships retirement retired/retiring* retiringly* retire
c oxen I stars washing, wash washable wash
d mice m elephants
e mouse traps n men u -en; -ify; -ize; -y
f pianos b -ness; - (ifica)tion; -ity; -ment
g pheasants p ostriches c -y; -less; -ful; -ed; - ing
h fish q cellos
*Note that:
i cloths r symphonies a) The verb 'to pain' is quite rare, and often only
used in set phrases, e.g. 'It pains me dreadfully to
have to give you such bad news'.
ExI b) Although 'retire' means 'to st"p working', the
a Open exercise adjective 'retiring' also has a secondary meaning;
'shy and reserved', and the adverb 'retiringly' has
b He has children, so he's not that young; he likes only this second meaning.
cold beer and buttered toast; he is trying to
escape; he is concerned for his friend/friends
Ex 3
a not out
not i too much
Ex 8 not
He's in a building which hasn't been finished and not k from
has no roof or windows. It's a tropical area down I together
because there are tropical snakes there, and there not m again
are trees and long grass around the building and n after
inside it.
possible without prefixes: approve, expensive,
happy, legal, sense, possible, estimate, arrange
Ex 9,10,11 not possible without prefixes: descend, expel,
Open exercises predict, subtract, coincide, postpone
Ex 4
UNIT 8 a unkind e decentralize
AFFIXES b illiterate f irregular
g non-resident
d dishonest h impolite
Exl
noun — singular: —ment
noun — plural: -ren ExS
verbs: -ed, -ing 1 anxiety 9 hysterical
adjectives: —ant, — ed, —able, — ous, — ive 2 unwell 10 implication
Answer key
3 disagreeable 11 amazement If the word ends in -ee the final e remains

4 yellf d . 12 cruelty If the word ends in -ge or -ce the final e remains
5 underestimated 13 decision When the final -e is followed by a consonant, it
6 actively 14 considerably remains
7 discovery 15 dangerous The three words in (e) are exceptions
8 literally
Ex 6
Ex6 a c bw cc dw ec fc gc hw
Open exercise Except in the case of 'friend', el or ie are being
used to represent a long /i: / sound.
ExZ
I can't stay here anymore because of Miss Turner. 'Seize' is an exception because the rule is that /
should come before e except when the letter
before / is c.
UNIT 9
SPELLING AND SOUNDS Ex I
a A b A/B c B d B e A f B g B h A
IB j A k A IB
Exl
a same b same c different d same
Ex8
I love my daddy because he gives me a good
Ex2
education.
all are different
My mummy says I must love everybody, even the
people who killed my daddy, but I don't.
Ex3
My dad went to prison and we have to keep
a hopping/hopped k excelling/excelled
remembering to love him.
b hoping/hoped 1 referring/referred
My teacher is very cruel. She smacks people all day
c fatter/fattest m opening/opened
and she eats frogs' legs and makes cross spells. I
d later/latest n visiting/visited
don't like her because she says I tell fibs.
e phoning /phoned o panicking/panicked
My father has a cross face in the holidays.
f faster/fastest p picnicking/picnicked
Old ladies aren't really old ladies. They're just
g beating q batting/batted
people wearing old clothes.
b developing/ r marshalling/
developed marshalled
Ex 9,10
i beginning s omitting/omitted
Open exercises
j rebelling/rebelled t bleating/bleated
Ex 4
a the final consonant doubles UNIT 10
b nothing changes COUNTABLE AND UNCOUNTABLE
t nothing changes
d nothing changes Exl
e the final consonant doubles milk (B), medicine (B), new shirt (A), day off (A),
f the final consonant doubles chewing tobacco (B), companionship (B), meal in a
g k is added after the c restaurant (A), pair of scissors (A), banana (A), ticket
(A), biscuit (A), brown sugar (B), mineral water
Ex 5 (A/B), ride on my motorbike (A), friendly advice (B),
When the final -e would be followed by a vowel it useful information (B), money (B), help (B), salt (B),
is deleted work (B)
168 Answer key
All the 'A's are countable; all the 'B's are Ex 7

uncountable. The nouns that only exist in a plural form are:
binoculars, shorts, clothes, scissors, earnings, people,
Ex 2 premises, cattle, remains, (eye)glasses, thanks,
Open exercise outskirts
Ex 3 Ex 8
Open exercise
Uncountable Countable
meat bean sprouts Ex 9
garlic mushrooms a Because my earnings have been dramatically '
oil green pepper affected by the rate of inflation.
sauce noodles b Your cattle are in my garden and they're eating
pepper onion my flowers and vegetables.
(suggested answers) c I can assure you that the scales were checked
a a slice of bread, cheese, ham and adjusted only last week.
b two spoonfuls of sugar, flour d OK. The good news is that I passed my English
c a loaf of bread exam; the bad news is that I was suspended for
d a glass of orange juice, port, milk cheating.
e a piece of bread, cake, cheese c English people are usually shy and speak other
f a cup of coffee, tea, Bovril languages badly.
g three bowls of soup, cornflakes, chilli con carne f I think billiards is a much better game.
h a bunch of grapes, bananas g My company's main premises are in London, but
i a pinch of salt, snuff, pepper I usually work in Manchester. The premises in
j a drop of lemon juice, oil London house the Head Office and Sales
Department.
h OK; where are the scissors? I haven't seen them
Ex 4
for weeks.
Open exercise
Ex 10
Ex 5 Open exercise
The nouns which should have ticks are:
light, mineral water, cauliflower, cola, ice cream,
paper, iamb, salad, beauty, cake UNIT 11
The words that can only be used as uncountable . VERBS
nouns are:
courage, wood, homework, advice, information, Exl
anger, hope, smoking, weather a O b X c NO d X « NO f O g X
h X i NO j O
Ex6
The incorrect sentences are: Ex2
d apple is countable so we don't say 'some apple' (suggested answers)
e 'bread' is uncountable: we can't say 'breads' transitive: put, spill, entertain, take, tell, etc
f 'advice' is always uncountable; it can't be intransitive: wander, cry, doze, gabble, hop, etc
pluralized
g 'Dollars' is plural and refers to more than one Ex3
dollar; we use 'many' with plural countables (suggested answers)
i 'progress' is uncountable; it can't be pluralized a her boyfriend is overweight and doesn't like her
Answer key
telling him about it. She's worried about his health

The object comes after the particle with switch on
3 she seems to be very fond of him and put on, but before the particle with pick up,
c because it may 'work wonders' turn down, put back.
Ex4 Sometimes the particle (on, up, down, away etc)

comes before the object. Sometimes it comes after the
Open exercise object. It always comes after an object which is a
pronoun (it, him, her). If the object is a noun it can
Ex5 come before or after.
'ooks, try, feel
Ex 12
Ex 6 1 bringing them up 8 picks the children up
Open exercise 2 working out 9 takes them out
3 split up 10 warms up
Ex 7 4 put Mike up in his flat 11 take Alison and
suggested answers) 5 sent him away Peter back
i1 describes a mother who is woken by her baby in 6 rings them up 12 gets up
the middle of the night (again) 7 sets off 13 invites the children
It is both happy and sad (the mother and the baby out for lunch again
are happy to comfort each other but the suggestion
is that the mother is sad and needs that comfort) Ex 13
The prepositional verbs are: applied for, decided
Ex8 on, relying on, looking after
Open exercise
Ex 14
(suggested answers)
Ex9
a I'm not going to tolerate your...
(suggested answers)
b Defend yourself, fight for yourself
get up = get out of bed pick up = lifts the baby
c Try to reduce the amount...
switch on = turn on in her arms
d You must confront your problems/admit to your
put on = clothes herself turn down = refuse
problems...
with put back = take the
baby back to his cot ExlS
ExlO The corrections that should be made are:
b Get on with the story...
(suggested answers)
d Sue: No, I didn't make it up
a took off = left the ground/started its journey
f Get in the car
b took off = removed
i I've thrown them away
c looked it up — searched the dictionary and
j Get off my bicycle
found the word and the explanation of its
meaning. Different meanings:
d Come on = hurry up! a Tidy up your clothes...
e gave them away = handed them out to people b Continue with the story...
as presents c The plane left the ground ...
f put the meeting off - postponed d You invented that story...
g broke down = stopped working e Can you give me a bed for the night?
f Enter the car...
Ex 11 g Remove the car from the garage...
The phrasal verbs in exercise 9 which are transitive h John's going to be Lyn's substitute ...
are: i I've got rid of them
switch on, put on, pick up, turn down, put back. j Leave my bicycle/dismount from my bicycle
170 Answer key
i Why on earth did you lend Justin your

UNIT12
motorbike?
| It was embarrassing. I had to borrow £10 from
Ann
Exl
(suggested answers) Ex 6
a A charity asking for donations, especially Open exercise
legacies
b Some kind of massage machine, skin cream, Ex7
slimming treatment etc. lg 2 a 3d 4 f 5 c 6e 7 b 8 h
c Holiday company, shipping line, travel agent
d Some kind of processed food, e.g. soup, dessert, Ex8
sauce etc a l b 5 c 6 d 3 e 2 f 4 g 7 h 8
e Medicine for a sore throat
Ex 9
Ex 2
(suggested answers)
Verb Personal object Other object must: you must arrive on time, she must stop this
game, I mustn't get into trouble again (a)
offering you a free 15 day trial begin: he began to think about his future, she
brings to all the family effective relief began to get tired of the conversation (b), he
leave us part of your estate
her family something different began driving even faster (d)
give
send Beth Chapman the coupon finish: she finished what she was doing (g), she
finished typing the letter (d)
Ex 3 like: he likes to watch birds as they fly over (b), he
(The answers are given in the text) doesn't like watching birds being shot (d), he likes
eating pheasant (d)
Ex 4 hope: we hope to see you again soon (b), they
hoped that they would be home before nightfall,
Many verbs can be followed by a direct object + she hoped that he would not ask her to marry
preposition + personal object. him (f)
Some of these can be used in sentences with the wonder: I wonder why he went away, he
pattern: verb + indirect object + direct object.
It is necessary to learn which verbs can't take both wondered whether it was going to rain, she
patterns. wondered if she should tell him about the party (g)
When the direct object is a short prounoun (e.g. it, make: she made me do it, I will make you laugh if
him), the indirect object will usually follow it. ifs the last thing I do (h)
ask: I'm not going to ask you again, he asked me to
Ex 5 marry him (c), I asked her why she had not rung
George read his children a story before they me earlier (g)
went to sleep help: she helped them to see what the problem was
Could you buy us a loaf of bread on your way (c), I'm going to help you play that piece one
home? more time, will you help me try the lock again (h)
Explain your joke to us see: she saw me running down the street, I saw her
I couldn't find Susie a clean pair of jeans laughing, we saw the plane circling overhead (d)
Didn't you promise it to your mother-in-law know: I don't know whether to believe you, I know
The reporters asked the pop star so many what I think (g) how does she know that he's
questions that she got angry in the end telling the truth? (f)
Why don't you mention the pain to the doctor?
Return the book to me as soon as you possibly Ex 10
can Open exercise
B Key
e He twisted his knee playing football. He should

UNIT 1 wear an elastic bandage for a few days
THE HUMAN BODY I She may have an ear infection. She should see a
doctor and get some ear drops
Exl g He may have a heart condition. He should get a
head cheek eyebrow eyelid check-up/stop smoking etc.
forehead lip mouth nose h Her shoes were too tight. She could soak her
nostril foot in warm water
neck , Adam's apple
arm armpit elbow forearm wrist Ex7
hand little finger palm thumb wrist bones = hard parts which make up the 'frame' of
upper torso armpit back breast chest the human or animal body. They're inside the flesh
shoulder shoulder blades of your arms, legs, back, chest etc.
waist muscles = pieces of elastic material in the body
lower torso bottom hip navel which can be tightened to produce movements
small of the back stomach blood = red liquid which flows through the body
tummy waist lungs = the two 'bags' inside your chest that
leg ankle calf knee shin thigh function as breathing organs
foot ankle big toe heel little toe alimentary canal = the passage through which
food passes in the body — made up of the
Ex 2 , 3 oesophagus, the stomach, intestines etc.
Open exercises kidneys = organs in the area of the lower back
which separate waste liquid from blood
Ex 4 skin = the natural covering of animal and human
backache tummy ache stomach ache headache bodies
Ex 5
a He has a backache
b He has a stomach ache
c The woman has a headache
Ex 8
there are 208 bones in the body
there are over 600 muscles, and these account for
d She has a pain in her elbow a lot of the body weight
e The boy has hurt his knee in the blood system there are 5—6 litres of blood
f The girl has earache our lungs breathe 500 cubic feet of air per day
g He has a pain in his chest our alimentary canal, which is about 25 feet long,
h She has hurt her foot has to deal with about 50 tons of food in our lives
our kidneys can deal with about 45 gallons of '
Ex6 liquid a day
our skin measures about 17 square feet.
(suggested answers)
a He's strained his back. He needs a rest/a massage
b He has indigestion. He should eat more slowly Ex 9
c She is suffering from stress. She should take an skeleton, muscles, blood system, heart, nervous
aspirin system, lungs, 'cooling' system (sweat glands),
d She banged her elbow on something. She feeding system, reproductive system, excretory
should have some heat treatment system, kidneys, skin.
172 Answer key
Ex 10 Ex 2
a it does so much work during the lifetime of a
human Hair Eyes Nose Mouth Chin
b 208 bones weak
c by a brain which is better than any computer dark dark
imaginable thinning
d kidneys pointed pointed '
e with skin (containing 2—3 million sweat glands) curly
shiny shiny
f our muscles wide wide
mean mean
Ex 11 receding receding
large large large
Nouns Adjectives bright
protruding
skeleton skeletal strong
muscle muscular generous
blood bloody square
brain brainy/brainless straight straight
skin skinny wiry
sweat sweaty
appealing
bloody = covered in blood; also often used as a
near-taboo word to express anger (e.g. "You
bloody fool!") Ex 3
brainy = intelligent; brainless = stupid Open exercise
skinny = very thin
skeletal —- very thin, emaciated Ex4
a fear, shock
Ex 12 b embarrassment
Open exercise t fear, emotional excitement
d suspicion, disapproval
Ex 13 e wonder, emotional excitement, fear
o head g stomach f determination, disapproval
b arm h skin g determination
t hand i face
d foot j neck
e heart k head and shoulders Ex 5
f face 1 heart Open exercise
Ex 14, 15 Ex6
Open exercises Open exercise
Ex 7
He used to be muscular and slim; now he is a
UNIT 2
little overweight, quite plump
P H Y S I C A L A P P E A R A N C E AND
He feels that she is not attractive in the
DESCRIPTION
conventional Cantonese sense, because her face
contains too much expression, and in general
Exl she is quite big. On the other hand, he has
Open exercise noticed that she is attractive to Westerners
Answer key
Ex 8
UNIT 3
a lean d thin
CLOTHING
b sinewy e chubby
c plump I horsey
Exl
Ex 9,10 The words that can be combined with dressed are:
Open exercises well-, casually, badly, over-, smartly, untidily
scruffy = untidily dressed/badly dressed
elegant = well-dressed, smartly dressed
Ex 11
dishevelled = untidily dressed
relaxed - casually dressed
Pleasant Neutral Unpleasant
slim slight skinny
slender thin emaciated Ex 2
underweight Open exercise
chubby stout fat
plump obese flabby
overweight Ex3
Note, however, that the connotation depends on Transitive Intransitive Human Inanimate
context. A 'chubby baby' has pleasant subject subject
connotations, but a 'chubby, middle-aged teacher' y / /
may be neutral. 'Obese' is a neutral medical term, dress X
fit y y X y
but it can be used with negative connotations: e.g.
'He's rather overweight, isn't he?' 'Overweight? get
He's obese!' dressed X y y X
put on y X y X
try on y X y X
suit y X X y
take off y X y X
Ex 12 y y y X
undress
Male only
lean
Female only
voluptuous
Male and/or female
tanned
wear ^ X y X
handsome nubile muscular

beard shapely well-built Ex 4,5
moustache pretty good-looking Open exercises
beautiful attractive
plain ugly
hideous Ex 6
glasses
eyebrows (suggested answers)
The items being worn are:
Ex 13 trousers (AR, C) knickers/panties (AS, D)

Open exercise t-shirt (C) pants (AR, C)
vest (AR?) jeans (C)
Ex 14 blouse (D) socks (AR, C, D?)
1 b 2 a 3 b 4 a 5 b 6 a bra (AS, D) bow tie (AR)
shorts (D) sari (AS)
Ex 15 boxer shorts (AR? D?) shoes (D, AR, AS, C)
Open exercise tights (AS?) stockings (AS?)
174 Answer key
ExZ c suit f fabrics
on the top half of the body only: T-shirt, vest, blouse, Ex 12

cardigan, bra, sweater, leather jacket, dinner jacket,
waistcoat, anorak, sweatshirt a crisp, exhilarating and enjoyable
b a rich harvest to choose from
on the bottom half of the body only: trousers, shorts, c the weather doesn't behave as it should
boxer shorts, tights, jeans, skirt, pants, knickers/ d until now
panties e it's a winning formula
on the top and the bottom halves of the body: dress,
leotard, nightdress, raincoat, overcoat, fur coat, Ex 13
tracksuit, dressing gown, suit, pyjamas, sari (suggested answers — note that it is often difficult to
as underwear: vest, bra, boxer shorts, knickers/ find exact synonyms/antonyms)
panties, pants
Synonym Antonym
on the feet or legs: boots, tennis shoes, socks, shoes,
stockings stylish fashionable sloppy
casual informal/scruffy smart/formal
in bed: nightdress, pyjamas lightweight cool thick/heavy
simple staightforward complex
round the neck or on the head: tie, bow tie, shawl, beautifully
scarf styled well cut badly styled/cut
flattering x really suits you unflattering
when the weather is cold or wet: cardigan, sweater, alluring attractive/sexy unattractive/plain
raincoat, anorak naked nude/bare clothed
Ex 14
ExS
(suggested answers)
Open exercise
a stylish d smart
b casual e alluring
Ex9 c scruffy f naked
a in the same situation
b be in the opposite situation Ex 15,16
c make an effort Open exercises
d don't get over-excited
e be in charge
f talking rubbish
g look gentler than you are UNIT 4
h very smartly dressed, smartest clothes, special HEALTH AND EXERCISE
smart clothes
i get upset
Ex 1,2
Open exercises
ExlO
You would expect to find an article like this in a Ex 3
magazine or a newspaper (in fact it's from the
a physically healthy and strong
fashion column of a local English newspaper)
b he looks extremely healthy
c not used to physical exercise, and so not strong
Ex 11 d in very good physical condition — and confident
a tracksuit d designers e quite healthy
b casual e wool f in extremely good physical condition
Answer key 175
g not used to physical exercise and so not c pumping iron — increase aerobic fitness
strong/healthy
Ex 9
Ex 4 a press up
Open exercise b sit up
c squat jumps
Ex 5 d skipping
do: weight training; aerobics; yoga e touching (your) toes
play: golf; badminton
go: jogging; cycling; rowing
Ex 10
Open exercise
Ex 6
gym: weight training; aerobics Exll
studio: yoga; aerobics (suggested answers)
track: jogging; cycling a She's using a rowing machine. This should keep
court: badminton her fit and tone up all her muscles
course: golf b She's touching her toes. This will strengthen her
outdoors: all of them back and stomach muscles
c He's doing press-ups. This will develop his arm
ExZ and shoulder muscles even more
aerobic fitness: rowing, cross-country skiing, d He's using an exercise cycle. This should help
running/jogging, walking, golf, him to lose weight
cycling or using an exercise cycle e She's doing aerobics, which should keep her fit if
muscle tone: weight training (pumping iron) she does it regularly
\ They're jogging/going for a jog. This should
Ex8 increase their general fitness and stamina
a 30 minute run: a run which lasts for half an hour
to work out: Exl2
to do exercises like weight
a down on b on e on d up e on
training etc
four-limb sports: sports in which you have to use
Ex 13
both arms and both legs (like
rowing) Open exercise
lose weight: get rid of fat from the body
Ex 14
pumping iron: using weight training equipment
aerobic stamina: the ability to absorb oxygen well a fascination with death is unhealthy
b the project looks in good shape
and carry out exercise for a long
c he's not fit to hold office
time
d subjected to a daily diet of violence
calorie: a unit for measuring energy
e not got the stamina for the job
available or used
energy: f despite she's got a healthy appetite
the power your body uses when
it's working
warm-up: Ex 15
gentle exercises to prepare for
a fit d stamina
physical exertion
b unhealthy e shape
a four-limb sports c healthy f diet
b energy — in calories
c is 350 calories Ex 16
d warm-up - you work out Open exercise
176 Answer key
UNIT 5 Ex 6
SICKNESS AND CURE a i) can mean 'I've vomited'
ii) 'I've not been well'
b i) 'I've got a pain in my hand'
Exl ii) 'My hand has been damaged — I can't use it
sprained ankle, wrist, shoulder properly'
broken leg, ankle, arm, wrist, toe, finger c i) 'six people were hurt in such a way that their
twisted ankle, shoulder, finger skin was broken and they bled'
fractured [as 'broken' + skull] ii) 'six people were hurt in some other way,
pulled muscle probably without the skin being broken (e.g.
torn ligament fractures, bruises, concussion etc.)'
black eye d i) The skin on my hand is irritated, because of a
dislocated shoulder, arm, finger mosquito, for example'
swollen all except: skull, ligament, muscle ii) 'I have a pain in my hand'
bruised all except: ligament, muscle
Ex 7
Ex2 a sick d ill
Open exercise b itching e hurting
c wounded
Ex 3 Ex 8
a surgeon d psychiatrist The marriage between Charles and Matilda had
b doctor e dentist been a mistake. He didn't love her, and perhaps
c nurse f optician there was some secret in his past...
Ex4 Ex 9
a the use of a special needle to give someone The words are all used metaphorically: the two
medicine — doctor or nurse people aren't physically 'ill', 'sick' etc. but their
b a short letter which the doctor writes to say that emotions make them feel that way
you have been/are ill — doctor
t the taking of a small amount of blood to Ex 10
examine it in a laboratory — doctor or nurse Open exercise
d checking to find out whether you can see and
read properly, or to find out what kind of glasses Exll
you need — optician A: Good morning.
e a piece of paper signed by the doctor that B: Hello, Doctor.
allows you to buy restricted medicines and drugs A: Now then, how can I help you?
— doctor B: Well, doctor, I'm not feeling very well. I've got
f metal compound which the dentist uses to fill these awful pains in my stomach and I haven't
holes in your teeth — dentist been sleeping at all well.
g the cutting of the body to put something right or
A: Do you have any other symptoms? A
remove a diseased part — surgeon temperature, for example?
h treatment with electricity given to some patients
B: Well, yes. I have had a bit of a temperature,
with depression and other psychiatric illnesses — actually.
psychiatrist
A: Mmm. It looks to me as if you've got some kind
of a stomach infection.
Ex5 B: Oh, have I, Doctor?
Open exercise A: Yes. Now I'm going to give you these pills. I
Answer key \n
want you to take two pills three times a day. Ex 4,5

B: Thank you, Doctor. Thank you. Open exercises
Ex 12 Ex 6
a physical and other signs of an illness See artwork for suggested answer on page
b feeling ill 178.
e beginning to feel ill
d an infection in the throat which causes a lot of
Ex 7
pain
e my chest is hurting State (noun) State (adj) Person (noun)
f a fever (above 37 degrees)
g a problem caused by a virus or bacteria adolescence adolescent adolescent
h tablets sold at the chemist's retirement retired retired person
maturity mature mature person
i a lot of relaxation (e.g. in bed) infancy infant infant
womanhood womanly woman
Ex 13 manhood manly man
Open exercise vouth youthful youth
childhood child-like child
Ex 14
a hurting e operation
b injection f took out Ex8
c nurse g condition (suggested answers)
d bear h pull through a Yes, she's absolutely ancient.
b Yes, he's just a baby/an infant.
Ex 15 t Yes, he's rather childish.
Open exercise A No, I'm not. I'm quite grown up.
e Oh, really. I think he's rather mature for his age.
Unit 6
f I don't agree. I've always thought of myself as
youthful.
AGES AND AGEING

Ex 9
(suggested answers)
Exl wisdom - old age; exuberance — childhood;
a Open exercise creativity — youth, maturity; attractiveness — youth.
b e.g. wrinkled, good-natured, kind, fussy, unsteady the opposites of these qualities are:
foolishness
Ex2 sluggishness
Open exercise lack of creativity
ugliness
Ex 3
a grow up
b childish
c grown-up
d you're old enough to know better
178 Answer key
infancy . . . childhood . . . youth . . . adulthood . . . middle-age . . . old age
•LAD
WOMAN ( f ) -
www.IELTS4U.blogfa.com (frcw adult's point of- vitul)

(-VETERAN' - 1
Notice that many of these
words can be used to describe
people's behaviour or attitudes
and, in this case, are not linked
to a particular physical age.
For example, although young
and youngster are often used to r-A-NCI£A/fl
describe children and
teenagers, they can also be S-BA6H
used of older people,
e.g. Middle-aged man: "I must •MM(rn)-
be getting really old, all the
policemen look like teenagers!"
Octogenarian: "Nonsense!
You're only a youngster!" f-f)
Veteran can be used to describe
anyone with long experience in
something, e.g. a Vietnam war
veteran, a veteran public
speaker.
Mature can be used of anyone
with a grown-up and sensible SENIOR.-—I
attitude, e.g. 'He's very mature
for a ten-year-old.' cmz.£N ;
Girl is often used to refer to
older women, but many find QA.P. —f
this offensive.
Answer key 179
Ex 10
UNIT 7
(suggested answers)
BIRTH AND DEATH
All of these expressions can be used in an ironical
way. The degree of irony or seriousness will
depend on the situation. Exl
Houghton — announces a birth
a = too old for the activity I have in mind.
Robertson — announces a death
b = is becoming (or behaves as if he/she is)
middle-aged, [could be a compliment if the
The people and places are:
person is over 40]
a the hospital
t = not young or youthful
b the father
d = at a very creative and powerful stage in her
c the mother's family name before she got married
life or career
d the deceased
• = The 'sell-by date' appears on food packaging
e the widow
etc. This could mean the person is no longer in
f the deceased's children
his/her prime
f = seems old or too old for a given activity
Ex 2,3
g = seems very old or unwell
Open exercises
h = seems very young (for a given activity)
i = appears less mature than he is
Ex 4
j = seems old or too old for a given activity
You are conceived
AH the expressions are informal or colloquial British You are bom
English. You get pregnant
You give birth
Ex 11 You die
a juvenile d veteran Not much of a story,
b seasoned e grow up Is it?
c mature f youthful
Exl2
a neutral
b unpleasant
I neutral
g pleasant
Ex 5
1 became
2 expecting
3 contractions
5 labour
6 caesarian
7 born
c unpleasant h neutral 4 birth 8 given
d pleasant i unpleasant
e neutral Ex 6
birth control birthplace
Exl3 birthmark birthright
Open exercise birthrate
Ex 14
Suggested answer: Exl
The poems both seem to be about old people. In a five d four
the first poem the poet is shocked by the way b three e two
Stania has aged, not having seen him for a long e six
time, but in the second the couple are growing old Identical twins are two children born to a woman
together. at the same time who look very alike.
Ex 15,16,11 Ex 8
Open exercises Open exercise
180 Answer key
Ex 9 Ex 16
a kick the bucket, pass on (suggested answers)
b the deceased, dear departed Hamlet - poisoned
c at peace Macbeth — killed in a sword-fight
Pere Goriot — died of a stroke
Werther — shot himself
Ex 10
a from e from/as a result of
b of f of Ex 17
c after 9 in 1 pregnant 5 drowned
d in h of 2 conceived 6 choked
3 birth 7 heart attack
4 death 8 dying
Ex 11
Past Ex 18
Verb Noun Adjective Participle Open exercise
die death dying died
live life living lived
be born birth xxxxx born Ex 19,20
Open exercises
Ex 12
a death; died e dead Ex 21
b dying f died (possible explanations)
c death g death (or dying) WIDOW SUES HOTEL COOK: The wife of
d dying somebody who has died (presumably of food
poisoning) wants compensation from the cook who
Fixed phrase: b, d
prepared his final meal.
Metaphor: f
MIRACLE OF FIRST BABY FOR PANDA HING-
Ex 13 HING: A panda in a famous zoo has surprised the
a fatal d lethal world by giving birth unexpectedly to a healthy
b fatal e deadly baby.
< deadly/lethal f fatal
SEXTUPLETS MUM ECSTATIC SAYS PROUD
FATHER: A woman who has recently given birth to
Ex 14 six healthy babies is extremely pleased, according
'Divers today...': drown to her husband.
'Something she ate ...': choke
'After the first...': to have a stroke DISTRAUGHT ROMEO IN SUICIDE BID: A man
'He suddenly stood up...': to have a heart attack whose girlfriend recently left him for someone else
That's the problem...': to choke, suffocate is recovering in hospital after attempting to kill
'We think the accident...': to be run over himself.
FATAL DISEASE THREATENS SEAL POPULATION:

Ex 15 Experts are baffled by the cause of a mystery illness
Open exercise which is killing thousands of seals.
Answer key
Ex 6
UNITS
Awake: Sarah, Lloyd, the Duke, Vivian
WAKING AND S L E E P I N G
Asleep: Old George, Mrs Middle
Exl
Ex7
to wake up; to stop sleeping
conscious: Sarah, Lloyd, the Duke, Vivian
to go to sleep: to start sleeping
reverie: Sarah, Lloyd
nap: a short sleep (usually in the daytime, probably
catnap: Old George, Mrs Middle
not in bed)
a siesta: a short sleep after lunch
a light sleeper: someone who wakes easily Ex 8
a heavy sleeper: someone who wakes with difficulty wide: awake
to snore: to make a snorting noise while sleeping fast: asleep
to sleepwalk: to get out of bed and walk around fully: awake, alert, conscious
without waking sound: asleep
to talk in your sleep: to speak or shout while half: asleep, awake, conscious
sleeping semi-: alert, conscious
to grind your teeth: to rub the upper teeth against
the lower teeth, making a noise, Ex 9
to dream: to have uncontrolled fantasies while Open exercise
sleeping
to have a nightmare: to have a bad or frightening
dream Ex 10
to fall into a deep sleep: to go to sleep and sleep Vocabulary will probably be required as follows:
soundly a tossing and turning, couldn't get to sleep
to toss and turn: to find it difficult to sleep, and so b overslept, couldn't wake up
move around in the bed c wide awake, fully alert
to sleep like a log: to sleep very soundly d sound asleep, slept like a log
to get to sleep: to begin sleeping
to get back to sleep: to begin sleeping again after
having woken up
to oversleep: to sleep longer than intended
e woke up, dream, nightmare
Exll
sleeping, sleepy, sleepless; waking; dreaming,
dream-like, dreamless; nightmarish, dozy,
trance-like
Ex 2,3,4
Open exercises
Ex 12
a sleeping d dream-like
Ex 5 b waking e trance-like
(suggested answers) c nightmarish f dreamless
As a 'duke' is mentioned and as nobody seems to
be doing very much, they could be aristocrats or
wealthy people. Ex 13
'A fire in the grate' is mentioned, and there is a a dreams f dream
rider near the house, so the period probably isn't b wake up g sleep
contemporary. But it doesn't seem to be long ago c sleeping h sleep
either. d sleep i dream
Something dramatic is obviously going to happen. e nightmare | sleep
182 Answer key
Ex 14 Ex 4
tt h f a (suggested answer)
b e g i He seems to be someone who lives in a
« g h i disorganized and maybe dissolute way. He
d d i b seems to live alone and to be rather unhealthy.
e c | f He had probably slept in his clothes. They are
probably untidy, creased and quite old and dirty.
Ex 15
Expressions will probably be required as follows:
a put to sleep/sleep it off Ex 5
b sleep on it Open exercise
c waking up from a nightmare
d sleeping partner/waking nightmare Ex6,Z
Ex 16 Walk Run
Open exercise
UNIT 9
slowly and with difficulty staggered
limped
stumbled
plod
totter
WALKING AND RUNNING hobble
lurch
Exl
hangover: a headache and a feeling of being ill trying not to make a noise tiptoe
the day after drinking too much creep
pad
logger: a person who runs regularly to keep fit.
sidewalk: (American English) the path beside a road looking ridiculous and/or shuffling
where pedestrians can walk — 'pavemenf in British clumsy waddle
English
tailcoat: a jacket with long 'tails' at the back which in a showing-off kind of way strut
swagger
is worn on certain formal occasions
Bourbon: a type of whisky made in the U.S. showing anger or strong strode
archery: a sport which involves shooting arrows at decision stomp
a target march
fog: a thick mist, like a cloud pace • • - JV. -
klaxons: horn or hooter of a car etc., used for slowly and with pleasure sauntered
warning others to get out of the way stroll
limped: walked unevenly because of an injury or wander
disability in one leg or foot sidle
fell: came down from a standing position (e.g. as fast as possible sprinted
dashed
because of an accident)
at a reasonable speed for l°g
training
Ex 2
Open exercise
Ex8
(suggested answers)
Ex 3 a He sidled up to her/sauntered over to her
The correct answer was (b). b She dashed into the station/along the platform
Answer key m
He staggered/lurched/tottered/limped up the Ex 14
street towards his house a made my blood run cold: made me very
He wandered lonely as a cloud of... frightened/terrified
She crept/tiptoed downstairs and ... b will run and run: will be very successful and will
He strode/marched into his office... keep going a long time
They dashed/sprinted across the playground c run your eye over: look at something quickly
He paced up and down outside the room d run rings round: be much more successful
She lurched/tottered across the room than/successfully manipulate
e let someone walk all over you: allow someone
to treat you badly
Ex 9 f run riot: behave in a very uncontrolled way
purposefully: stride, march g walk right info something: get into trouble
aimlessly: saunter, stroll, wander, shuffle without expecting it
nervously: tiptoe, creep
painfully: stagger, limp, hobble, shuffle, waddle Ex 15
awkwardly: stumble, hobble, shuffle, waddle Open exercise
angrily: stride, stomp, march
confidently: strut, swagger, stride, march, sidle Ex 16
unsteadily: stagger, totter, lurch, shuffle, waddle a 2 e 8
cautiously: tiptoe, creep, shuffle b 1 f 1
e 6 g 3
d 4,5 h 7
Ex 10
Open exercise Ex 17,18
Open exercises
Ex 11 Ex 19
a I'm running away from my parents (possible answer)
b I ran into my cousin in the High Street He crept nervously into the room. I could see that
c We've run out of sugar he was...
d They ran the sheriff out of town
e I'll run you up a skirt
f Oh no! Did we run over that cat? UNIT 10
BODY LANGUAGE AND
MOVEMENT
Ex 12
a correct: 'run over7 is a separable phrasal verb.
b correct: you can 'run up' something in writing as Exl
well as a piece of clothing etc. a bowing d curtseying
c incorrect: phrasal-prepositional verbs are not b bowing e kneeling
separable, so it should read 'I am running c kneeling f kneeling
away from my wife'.
d incorrect: 'run into' is a prepositional verb so it Ex 2
isn't separable. It should read 'I ran into my Open exercise
friend the other day'.
Ex 3
a hands, arms, legs
Ex 13 b head, shoulders
Open exercise c fist, hand, teeth
184 Answer key
d finger Ex8
e finger, hand, arm, leg, eyebrows, hips, shoulders, Open exercise
ears
f finger Ex 9
g arms, legs Peregrine 6 The Colonel
h shoulders Caroline 7 Sara
i shoulders Jim 8 Jessica
| head Pamela 9 Martin
k all except teeth and ears Mary
I arms, legs
m head, fist, finger, hands, arms, legs Ex 10
Open exercise
Ex 4
a clenched e raised Ex 11
b shook f raised a pushed d stretching
t nodded g folded/crossed
b carried e pulled
d shrugged c reached f dragged
Ex 5 Ex 12
a raising your eyebrows (possible answers)
b clenching your fist a I would drag it/push it on a trolley
c waving your arms, raising your hand b drag some furniture to the middle of the room,
d crossing/folding your arms stand on it, stretch my arms up...
e nodding your head c (almost anything)
f wiggling your hips
g shrugging your shoulders Ex 13
a drag e pulled
Ex 6 b bent f reach
Open exercise t reach g bow
d push
Ex7
{suggested answers) Ex 14
a The man is wagging his finger at the girl. He's a bow to your judgement
angry with her b bent over backwards
b The elderly man is shrugging his shoulders as if c reach an agreement
to say "it's not my fault" d drag her name through the mud
c The woman is stroking her chin. She seems to be e don't push me
trying to make a decision f don't reach for the stars
d The model is posing seductively, presumably for g pulled in two different directions
a photograph
e The woman is shaking her fist at the other driver.
She must be angry with him Ex 15
f The girl is raising her hand. She wants to ask the (possible answers)
teacher something C: Look, can we talk about this and ...
g The man is gesturing to the policeman. He must F: I'm sorry, I can't see the good name of the
be trying to explain something company being dragged through the mud.
h The woman is pointing to the door. She wants C: It won't be, I promise. You've got to see it from
the man to leave my side. I'm sure we can reach an agreement.
Answer key IBS
F: Look, I've bent over backwards to do my best Ex 4

for you, and now I find out that you've been a nouns
messing around with terrorists...
C: They're not terrorists, they're freedom fighters ... -tion/-sion -ence -ing -ment
F: You're just playing with words. I can't bow to
your authority on this, although you are my reflection inference reckoning assessment
brother-in-law and I'm being pulled in two deliberation judgement
meditation
directions... assumption
C: Come on, give me a break. I've done a lot for conclusion
you. If you keep quiet no-one will know, and it's supposition
all in a good cause ... consideration
F: Don't push me... I'm going home to think this
b meditative: quietly, thoughtful, conclusive:
through.
definite; there can be no doubt.
Ex 5
UNIT 11 (suggested answers)
THE MIND AND THINKING a Did you conclude that the experiment had
failed?
Exl b Who analysed the results?
Open exercise c. Joan pondered deeply the implications of the
changes
Ex2 d We considered the matter carefully
e It took him a long time to work it out
think about something carefully and for a longtime, f He seemed to be meditating
without necessarily coming to a conclusion. g What can we infer from this discussion?
ponder (T), reflect (on), consider (T), meditate (on), h I suppose Diana has gone to see Andy
deliberate (for/ . . . )
i Upon reflection Sally accepted the job
come to a tentative conclusion about something,
based on limited evidence and maybe personal Ex6
opinion. Open exercise
guess (T), suppose (that), assume (that), reckon
(that/ . . . )
Ex I
come to a conclusion about something after a brain, logic, intelligence
examining all the evidence and facts.
conclude (from), infer (from), judge (T), weigh up (T) b thought, mind
e ideas, impression, notion, mentality
find out by scientific examination or calculation. d memory
analyse (T), assess (T), work out (T)
Ex 8
Ex 3 (suggested answers)
guess N judge N a what ideas/possibilities have you thought of?
suppose F reflect F b decide
assess F infer F c I've almost decided
ponder F consider N d I'm worrying about something
assume N weigh up I e please would you, would you be unhappy if
analyse N deliberate F you...
conclude N reckon I f be careful/look out!
work out I meditate N g concentrate/if you are determined to do it
186 Answer key
Ex 9 Ex 13
Open exercise Dialogue 1:
I have lovely memories of our college days.
Ex 10 — Yes, me too. Whenever we meet it all comes
(suggested answers) back to me.
Out of sight out of mind means when someone/ I'll never forget the day you got drunk and fell
something isn't actually there in front of you you down the stairs, for example.
don't think about them/it. — Really? Down the stairs? I have no recollection of
Mind over matter means that you force yourself the incident.
(not) to do something by willpower even though You were in love with someone called Angela, as I
your body (doesn't) want(s) to do it. recall. That's what caused it.
Great minds think alike is an expression that we use - I need something to jog my memory. What was
when we want to complement someone else and Angela like?
ourselves because we share the same opinion. Don't you remember? She had dark brown hair
and brown eyes. A real beauty if my memory
Ex 11 serves me well.
- My mind's a blank, but if s possible that you're right.
Person Idea What do you mean: it's possible that I'm right?
/ y Here's a photo of you at the bottom of the stairs as
logical a permanent reminder.
pensive y
thoughtful y Dialogue 2:
thoughtless </ Hallo. Didn't you say you would meet us at 6.30?
aware y
reasonable y y Or is my memory playing tricks?
unreasonable y* y — Did I? I've got a mind like a sieve, I'm afraid. !
mental y thought I said 7 o'clock.
psychological y And where's Joe? I hope he hasn't forgotten all
brainy y y
y about the meeting.He's soabsent-minded these days.
brainless
conceptual y — It's getting really late now. Where can he be?
conscious y He's so forgetful.
unconscious y y By the way, I was racking my brains trying to think
intelligent y y of Joe's surname. What is it?
intellectual y y
considerate v/ — Erm ... it's on the tip of my tongue: Donaldson or
clever y Davidson I think.
^ Perhaps we'd better phone to remind him. Wha
the way a person treats other people: thoughtful, can remember his phone number?
thoughtless, considerate — It looks as if no-one has remembered to bring it.
intelligent: brainy, clever (intellectual?) What a memorable meeting we're having.
Ex 12 Remembers/remembered Doesn't/didn't remember

a pensive, thoughtful
b thoughtful, considerate I'll never forget the day racking my brains
e mental as I recall absent-minded
I can remember it as if it a mind like a sieve
d conscious/aware was yesterday forgetful
e brainy, intelligent, clever if my memory serves me my mind's a blank
f thoughtless (unreasonable?) well on the tip of my tongue
g unreasonable a permanent reminder jog my memory
memorable I have no recollection
h unconscious
it all comes back to me of ...
i logical, (intelligent)
Answer key is;
Ex 14 e hear, listen, see - the first action is involuntary,

Open exercise the second needs choice, the third 'see' =
discover
f saw, looked at — saw is involuntary, looked at
here means a 'voluntary' stare
look at, watch, listen to
UNIT12
PERCEPTION AND THE SENSES Ex 6
a 4 — she stared at him in absolute horror (L)
Exl b 6 - She glanced at him quickly to see if he had
Open exercise heard (S)
c 8 — She gazed at him in deep admiration (N)
Ex 2 d 9 - she observed the people on the beach
(suggested answers) below carefully (L)
'Gestalt' means the belief that what we see doesn't e 3 — She noticed a small crack she hadn't seen
depend on what things actually are but on the before (S)
processes in the brain which are present at birth. f 7 - she spotted a face she recognised in the
crowd (S)
Ex 3 g 10 — She scanned the pages of the newspaper
in case there was a report on the meeting (N)
Nouns Adjectives Verbs h 2 — She peered at the building through the fog
(N)
psychologist psychological i 5 — she peeped through a crack in the door to
theory theoretical theorize see inside (S)
perception perceptive perceive \ 1 — She glimpsed the red Mercedes as it flashed
outline outlined outline
demonstration demonstrative demonstrate by (S)
experience experiential experience
sense sensory sense Ex!
image
process
imagine
process
(example story)
Mark needed to find a new flat so he scanned the
pages of the newspaper (for advertisements about
flats to rent). He found one that looked suitable so
Ex 4
a demonstrate d sense he rang the number in the paper and made an
b process e image appointment to see the place. As he was going up
c theory the stairs a young woman rushed past him. She
stared at him in shock and Mark caught a glimpse
Ex 5 of blood on her hand. He ran up to the flat and
saw — because it happened suddenly without knocked on the door but there was no answer. He
any intention on our part peeped through the keyhole but he couldn't see
looking at, watching — because obviously B is anything unusual although he did smell smoke. He
doing the watching on purpose broke down the door and peered across the room,
watch - the speaker may see televisions as he or his eyes full of tears caused by the smoke. Mark put
she passes a shop, but doesn't actually choose to out the fire and glanced round the room; there was
watch what's on absolute chaos. He went into the bedroom and
look at, see — the first speaker is asking D to found himself gazing in horror at the body on the
choose to look, but D can't make the choice floor; it — he — was a man with a kitchen knife in
because he or she doesn't know where to look, his back in a pool of blood. Mark spotted the
hence 'see' telephone under the bed and called the police
188 Answer key
before closing the eyes of the victim which had i roar k glimmer
been staring at him penetratingly. j crash
Strangely enough Mark decided not to take the
flat.
Ex 13
Ex8 A: What do you think of my new car then?
(possible answers) B: I must say it's absolutely beautiful, o sight for
Taste — sweet (sugar, candy), sour (lime, unripe fruit), sore eyes. It's a 1956 Jaguar, isn't it?
salty (smoked fish), hot (chillies, curry), like vinegar A: Yes. I keep my eyes on advertisements in the
(cheap wine] papers just in case there's a car I really want.
Feel - soft (wool, down), rough (sandpaper, new And this one suddenly popped up. It was a
leans), smooth (glass, polished stone), sticky (honey, bargain.
glue), cold (marble, ice), like silk (sheer stockings, B: It certainly sounds as if you've found what you
expensive scarf) were looking for. How much was it if you don't
Smell — rotten (/baa1 egg, rubbish], sweet (toffee, mind my asking?
cake being baked), sweaty (unwashed clothes, A: Only £8,000. The way I look at it, that was a
sports people after a tough game), acrid reasonable price to pay.
(smoke, acid), like flowers (perfume) B: £8,000 for an old car! You must have money to
Look — dangerous (bull, gun), ugly (a decrepit old burn.
crone, a horrible expression), frightening A: Well, you've got to take a long-term view:
(ghost, monster), exciting (a race, a new discovery), you've got to think of the future. It's better to buy
relaxing (on armchair, a comfortable bed), like a car which is going to increase in value than
cheese (the moon) one which is going to lose value, in my view.
B: Is it really worth that much?
Ex 9 A: Yes. In fact the owner wanted £9,000 for it to
(suggested order) start with, because he said it had only done
5 perfume, 4 fragrance, 3 aroma, 2 stench, 1 stink 60,000 miles. But f smelted a rat, and in the end
he admitted that 160,000 was nearer the truth.
Ex 10 So he dropped the price.
Open exercise B: And what's it like to drive?
A: Lovely. It's got a nice solid feel to it.
Ex 11 B: I must say I envy you. But spending that amount
of money would certainly leave a nasty taste in
You see them You hear them my mouth.
shine (2) bang (2)
glow (1) roar (3) Ex 14
flash (3) knock (1)
dazzle pop (1) Open exercise
glint (1) crash (2)
glimmer (1) bump (1)
glitter (2) rustle (1)
rumble (2)
Ex 12
a rumble, crash e rustle
b pop f flash
t bang, dazzle, flash g dazzle
d flash, glint, glimmer h bump
Answer key
UNIT 13 Ex 6
FEELINGS AND MOODS Open exercise
Exl Ex7
The missing word is 'worry' (this can be deduced (possible answer)
from the second half of the poem).
Topics Predictions
Ex2,3
relationships start, and, improve etc
Happy Unhappy Worried work/study harder, easier, successful
money more, nice surprise, difficult
glad v anguished anxious home-life better, more problematic etc
thrilled v depressed v dismayed v
ecstatic miserable concerned v
pleased v bored v
delighted v heartbroken v Ex8
upset v a to d open exercises — depend on students' own
answers to Ex 7
Angry Afraid Shocked e Virgo
cross nervous astounded v

irritated v apprehensive appalled v Ex 9
furious frightened v horrified v Open exercise
livid scared v astonished v
terrified v
Ex 10
Ex 4 (possible answers)
To describe his/her own feelings, the first speaker a when I meet someone I don't like/who makes me
uses 'boring', which describes something (or
somebody) that makes others feel bored.
'Bored' is the only adjective in this pair which can
angry
b when facing a problem or situation I have no
experience of
c when I had done something dishonest or nasty,
describe a person's feelings.
or had caused problems for others
a appalled inhibited d when someone is trying to persuade me to do
b upsetting intimidating something I definitely don't want to do
e when I am relaxed and happy — and pleased
Ex 5 with myself
I find the news you have just given me I when waiting for someone or something,
astonishing especially if he/she/it is late
She felt more and more irritated with every g when someone criticizes my personality or
word he uttered something I have done
The poor child found it so frightening when I h before an exam or some other tricky or new
burst the balloon that he/she leapt nearly three experience
feet into the air i when something that I was looking forward to
I can't help feeling some anxiety about the future doesn't happen
The puppet show delighted the children { when talking to someone who is very good at
I worry about you all the time the subject I'm talking about
His rude behaviour appalls me k when dealing with something I know a lot about
Your arrival gladdens my heart and can do well
190 Answer key
Ex 11 Ex 17
a unfriendliness g sensitivity (suggested answers)
b inadequacy h nervousness made me really mad: e, f
c guilt i disappointment got me down: a, b, f
d stubbornness j intimidation gives/gave me a buzz: a, c, g
e serenity k strength took me completely by surprise: a, b, c, d, e, f, g
f impatience I was/am bowled over: a, c, f, g
I was/am caught off balance: c, d, e, f, g
I was/am over the moon: a, c, g
Ex 12
a unfriendly e intimidated Ex 18
b sensitive f guilty Open exercise
c serenity g stubborn
d inadequacy h disappointed
Ex 13
Open exercise
UNIT 14
LIKES AND DISLIKES
Ex 14
Exl
Mood Temper It seems to be about being in love (b)
to be in a good V v/
to be in a bad V v/ Ex 2,3
Open exercises
to be in an excellent V
to be in a foul V7 N/ Ex 4,5
to keep your %/
Words connected with Words connected with
to lose your V/ liking disliking
like dislike
get a kick out of hate
Ex 15 enjoy detest
(suggested a'nswers) love don't care for
be fond of loathe
He/she — went red in the face charming not that keen on
— frowned be devoted to can't stand
— clenched his/her teeth (and/or fists) loveable detestable
His/her eyes narrowed adorable revolting
enchanting hateful
captivating odious
Ex 16 tempting disgusting
enticing repulsive
to fancy
Happy Surprised Not happy desirable
Shiona Tom Marina
Chris Will Roger Ex6
Will Sarah
Open exercise
Ansfter key 191
Ex7 Ex 11
a ii b i e iii
Adjective Noun Verb
Ex 12
revolting revulsion to revolt
charming charm to charm a right
devoted devotion to devote b wrong - 'absolutely' doesn't go with 'keen' -
loveable love to love Very' does
adorable adoration to adore c right but 'really' would sound better, perhaps
enchanting enchantment to enchant d wrong - 'quite' is positive but 'loathe' is negative
captivating captivation to captivate
tempting temptation to tempt 'rather loathe' is possible (but unlikely)
enticing enticement to entice e right
fanciable fancy to fancy I wrong — 'fairly' can only be used with
hateful hate to hate adjectives/adverbs
disgusting disgust to disgust 9 right
desirable desire to desire
repulsive repulsion to repulse
Ex 13
a fairly, quite
Ex8 b absolutely, really, simply
a harmful e temptation . c rather (the difference often depends on
b disgusting f enticing intonation)
c captivated g loveable/detestable
d repulse h addicted
Ex9
(suggested answers) vocabulary will probably be
'fairly' cannot be used before a verb, only with an
adjective or adverb
required as follows (adjectives only given - you Ex 14

can use nouns and verbs too) Open exercise
a repulsive, disgusting, hateful Ex 15

b charming, loveable
t revolting, disgusting, repulsive Likes Ralph's music is neutral doesn't like it
d tempting, hateful, disgusting
e charming, enchanting, captivating Paul Kate Anne
Liz Brian Irma
Keith Jenny
ExlO Tim
John
Verb -ing verb to + infinitive
like y J Ex 16,17
love y / Open exercises
hate j y
dislike / X
detest v X
enjoy y X
loathe y y
adore y X UNIT 15
be fond of y X C H A R A C T E R AND P E R S O N A L I T Y 1
can't stand y X
(not) keen on y X
don't care for y X Ex 1,2
be (really) into y X
Open exercises
192 Answer key
Ex3 Ex6
a The author would have to admit that 70% of a Open exercise
American tourists are 'regrettable' (they are b 1 American 2 Chinese 3 British
uncultured, lack historical sense, are concerned 4 Japanese 5 French 6 Brazilian
only with business, have no sensitivity and ought 7 Swiss 8 Russian
to stay at home). In general they are worse than
the English. ExI
b Others tend to describe all Americans as all of (a)
above but also they are loud, have no manners, Positive
no education, no sense of proportion. They are Positive Negative or negative
offensively vulgar in dress, speech, eating habits, patience mischief ferocity
and general comportment. grace evil play
serenity stupidity pride
gentleness vanity cunning
Ex 4 loyalty greed independence
bravery deceit cleverness
a the author is American and he makes this clear obstinacy
with statements like '... I could not logically cowardice
protesf, 1 would have to admit that... the
American is worse'.
b Open exercise Ex8
c He dislikes it when they say that 100% of a (suggested answers)
certain nationality behave in a certain way e mischevious
a obstinate
because it is 'false to the facts'. b vain f patient
d He seems to suggest that you can not say that all c modest g cunning (deceitful)
people of the same nationality have the same d graceful h loyal
'national character7.
Ex9
a Open exercise
Ex 5
b Open exercise (but the following tend to be only
o cultivated — 'uncultured'
associated with humans: serenity, pride, vanity,
sensitive — 'had no sensitivity*
deceit, obstinacy, modesty).
good-mannered — 'had no manners'
quiet - 'loud'
refined — 'offensively vulgar7 Ex 10
generous — 'mean' boastful: snobbish, arrogant, overbearing,
modest - 'arroganf conceited
admirable — 'regrettable' tolerant: impartial, objective, fair,
b uncultured — Americans long suffering
had no manners — Americans loving: affectionate, devoted
loud - Americans violent: barbarous, sadistic
offensively vulgar — Americans brave: heroic, fearless, courageous
mean - Frenchmen hard-working: diligent, industrious,
arrogant - Swedes conscientious
regrettable — Americans
c possible opposites for some of the words include: Ex 11
reserved — flamboyant, lively — lazy, polite — a Diana e Miriam
aggressive, boring — fun, hard-working — lazy, b Mr Brown f Luke
inflexible — eccentric, inscrutable — frank, cheerful c Sally g Mike
— reserved, hypocritical — genuine. d David h Tom
Answer key m
Ex 12 Ex8
Open exercise (( /) = author approves, (x) = weaknesses) ebullient
( /), enthusiasm ( /), frequently opinionated (x),
passionate ( /), reliance on her own judgement ( /),
sense of futility and loneliness (x), sense of her own
UNIT 16 independence ( /), suicidal depression (x)
C H A R A C T E R AND P E R S O N A L I T Y 2
Ex 9
Exl Adjectives Nouns
Open exercise
moody mood
emotional emotion
Ex 2 desperate despair
Open exercise likeable xxxxx
prejudiced prejudice
Ex 3 affectionate affection
Positive: (adjectives) energetic, sociable, (nouns) passionate passion
charming charm
willpower, hard worker optimistic optimism
Negative: (adjectives) impatient, selfish, indecisive, pessimistic pessimism
boring, moody, disorganized, absent-minded, stupid carefree xxxxx
Neutral: active, ambitious, fun-loving, calm, cool, warm-hearted warm heart
easy-going, shy, forgetful, nervous, articulate, vivacious vivacity
lively liveliness
restless, (nouns) anxiety, self-confidence
anxious anxiety
enthusiastic enthusiasm
Ex 4 independent independence
energy, sociability, impatience, selfishness, unstable instability
indecision, boredom, mood, disorganization, domineering xxxxx
lonely loneliness
absent-mindedness, stupidity, action, ambition, calm,
shyness, forgetfulness, nervousness, articulateness,
restlessness Ex 10
a sociable/charming f prejudices
Ex 5 b charm g enthusiasm
lethargic — energetic, confident — nervous, clever — c optimism h lonely
stupid, magnanimous — selfish, excitable — calm, d anxious i independent
lazy - active/energetic e enthusiastic/carefree/
vivacious
Ex 6
Open exercise Ex 11
The correct order for B's lines in the dialogue is:
Ex 7 1_5_4-3-2
a (suggested answer) Mary Wollstonecraft seems
to have been someone who was fiercely Ex 12,13
independent and extremely tough and Open exercises
passionate. But she was also almost a manic >
depressive, with violent swings of mood.
b Open exercise

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vocabulary for upper intermediate

© Longman Group UK Limited 1991

Set in 1 l/13pt Futura Medium

Introduction for students and teachers ¥

Part A: Exploring Vocabulary 1

Meaning 1 Meaning in context 2

Word Use 4 Metaphor, idioms, proverbs 12

Word Formation 7 Parts of speech: verbs and nouns 26

Part B: Human Beings 51

Answer Key 160

AIMS The aims of More than Words are:

BOOK1 Part A: Exploring Vocabulary

BOOK 2 Part A: Resources for Vocabulary Development

www.IELTS4U.blogfa.com for example

Part A can also be used as a reference section by students

CHOOSING A UNIT More than Words is designed to be used in a number of

a) Choose units from Part B. If difficulties occur (e.g. with

Unit 4 Health and exercise

Unit 6 Ages and ageing

Unit 11 The mind and thinking

b) Choose the units in Part A that would be the most useful. Do

Example: The teacher and students have decided that they

This will be their programme:

Part A: 1 Meaning in context (as an introduction)

www.IELTS4U.blogfa.com - be a resource for students and teachers to use as

Exercises in Part A include the following:

PART 8 Units in Part B follow a pattern consisting of three parts

adjective noun adverb verb

If the focus is on which words go together it might look

homework the beds the washing up supper

b) Fill-ins: students are frequently asked to fill in the blanks in

Matching: students are asked to match one set of things with

www.IELTS4U.blogfa.com canter trot hop crash gallop

Sometimes words or expressions have to be matched with

d) Discussing words: students are asked to discuss words and with

e) Searching for word meaning: students are frequently asked to

Find words in the passage which mean:

Students are asked to use a dictionary to help them to be

f) Choosing between different words: students are often asked to

What is the difference in meaning between the following

b) Writing tasks: students are asked to write descriptions,

Imagine that, having lost your sight or your hearing as a

Tell the story about one of the following:

d) Commenting: students are asked to comment on pictures and/

4 How the activities interact

Obviously the more interactive exercises will lose something

trust being single galleries biographer

What do you think the text is going to be

Answer these questions; Romantic novel

CHOOSING THE RIGHT MEANING IN THE CONTEXT

Use vocabulary from the text.

Complete the following questionnaire with

Men and Women:

Which sex do you trust most?

SAME WORD, DIFFERENT MEANINGS

Can you think of words that have more than

singular patient admitted second

When I was a medical student many years ago,

Find different but related meanings for the ACTIVATE