CONTENTS

Unit Grammar Vocabulary Reading

1 Where we live Perfect and continuous forms p. 8

Emphasis with inversion p. 13
Figurative language p. 9
Expressions with space and room p. 12
Multiple choice (Part 5)
More than just streetwise
p. 10

2 The art of Articles p. 19

Defining and non-defining relative clauses
Communication collocations p. 22
Adjectives: ways of speaking p. 22
Gapped text (Part 7)
How to have a conversation
conversation
p. 23 p. 20

3 Ages and stages Countable and uncountable nouns p. 27

Introductory it p. 30
Stages of life p. 26 Cross-text multiple matching
(Part 6)
What diaries can and can’t do
for you
p. 28

4 No gain without Verb patterns: -ing/infinitive p. 37

Modal verbs p. 42
Verb/Noun collocations p. 38 Multiple choice (Part 5)
The Museum of Failed Products
pain
p. 40

5 The feel-good Hypothetical meaning p. 49

Substitution and ellipsis p. 52
Prefix mis- and false opposites p. 53
Sentence adverbs p. 54
Multiple matching (Part 8)
The price of happiness
factor
p. 50

Progress Test 1  p. 55

6 Living with the Comparing p. 60

Modifying adverbs p. 65
Adjective/Noun collocations p. 62
Prefixes and suffixes p. 64
Multiple choice (Part 5)
Dead interesting
past
p. 62

7 The hard sell Review of conditionals p. 69

Conditionals: advanced features p. 75
Collocations: sales and marketing p. 68
Collocations with go p. 71
Gapped text (Part 7)
A product by any other name might not
taste so sweet, creamy, rich or crunchy
p. 72

8 Passing through Reported speech p. 79

Verb patterns with reporting verbs,
Describing trends p. 84 Cross-text multiple matching
(Part 6)
impersonal reporting verbs p. 85 Expats in New York
p. 82

9 Reading the mind Review of narrative tenses p. 90

Emphasis: cleft sentences with what p. 95
Expressions with brain and mind p. 89 Gapped text (Part 7)
How to rebuild your own brain
p. 92

10 Things to come Future forms p. 100

Conjunctions p. 105
Past participles + dependent prepositions p. 98 Multiple matching (Part 8)
Future food
p. 102

Progress Test 2  p 107

11 A perfect match whoever, whatever, etc. p. 111

Participle clauses p. 116
Expressions for describing compatibility p. 110 Multiple choice (Part 5)
Online dating: the way to find Mr
or Mrs Right?
p. 112

12 Soundtracks Future in the past p. 121

Future in the past: advanced features p. 127
Onomatopoeic words p. 124 Multiple matching (Part 8)
Sounds of silence
p. 122

13 Face value Passive forms p. 133

Linking adverbials p. 137
Words to describe emotions p. 130 Cross-text multiple matching
(Part 6)
Beneath the façade
p. 135

14 Brilliant ideas Cohesion p. 142

Grammar quiz p. 145
Multi-part verbs: science and research: p. 141
Expressions with matter p. 146
Gapped text (Part 7)
Nikola Tesla: the ultimate geek?
p. 146

Progress Test 3  p. 149

Exam information  p. 4     Support for Speaking tasks  p. 152    Communication activities p. 161    Grammar reference p. 170

2 Contents

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 Use of English Writing Listening Speaking
Multiple-choice cloze (Part 1) Essay (Part 1) Multiple matching (Part 4) Interview (Part 1)
A fairytale castle with a pool and a Using the task input to help you My place Talking about yourself
water slide, please. plan p. 12 p. 6
p. 7 p. 14

Word formation (Part 3) Proposal (Part 2) Multiple choice (Part 1) Long turn (Part 2)
Texting champion Organising your ideas Communication and the internet Giving opinions
p. 17 p. 24 p. 18 p. 16

Multiple-choice cloze (Part 1) Report (Part 2) Multiple choice (Part 3) Collaborative task and discussion (Parts 3 and 4)
Blue Zones Dos and don’ts The key to longevity Responding to and expanding on your
p. 32 p. 34 p. 33 partner’s ideas
p. 31

Key word transformations (Part 4) Essay (Part 1) Sentence completion (Part 2) Collaborative task and discussion (Parts 3 and 4)
p. 39 Effective introductory and Why perfectionism isn’t perfect Justifying an opinion
concluding paragraphs p. 36 p. 43
p. 44

Open cloze (Part 2) Review (Part 2) Multiple choice (Part 3) Long turn (Part 2)
The happiness app Covering key features Work and happiness Speculating (1)
p. 46 p. 54 p. 48 p. 47

Word formation (Part 3) Essay (Part 1) Multiple choice (Part 1) Long turn (Part 2)
A mammoth find Structuring an argument Looking back Comparing
p. 58 p. 66 p. 59 p. 61

Multiple-choice cloze (Part 1) Report (Part 2) Multiple choice (Part 3) Collaborative task and discussion (Parts 3 and 4)
Selling the fifth taste Formal language Using scents in marketing Agreeing and disagreeing
p. 71 p. 76 p. 70 p. 74

Word formation (Part 3) Proposal (Part 2) Sentence completion (Part 2) Long turn (Part 2)
Souvenir hunting Using an appropriate style Travel guidebooks Speculating (2)
p. 80 p. 86 p. 78 p. 81

Open cloze (Part 2) Email (Part 2) Multiple matching (Part 4) Long turn (Part 2)
Reading babies’ minds Adopting the right tone Being forgetful Paraphrasing
p. 88 p. 96 p. 94 p. 91

Multiple-choice cloze (Part 1) Formal letter (Part 2) Sentence completion (Part 2) Collaborative task (Part 3)
Failing to please our future selves Using an appropriate range of Changing people’s behaviour Reaching a decision
p. 99 language p. 104 p. 101
p. 106

Open cloze (Part 2) Formal letter (Part 2) Multiple matching (Part 4) Collaborative task and discussion (Parts 3 and 4)
Speed networking Including relevant information Personality tests Negotiating and co-operating
p. 114 p. 118 p. 115 p. 117

Word formation (Part 3) Review (Part 2) Multiple choice (Part 1) Collaborative task (Part 3)
Our favourite sounds Making recommendations Music Using a good lexical range
p. 120 p. 128 p. 125 p. 126

Open cloze (Part 2) Essay (Part 1) Multiple choice (Part 3) Long turn (Part 2)
Smiles of frustration Planning your essay The reasons for laughter Expressing certainty and uncertainty
p. 131 p. 138 p. 132 p. 136

Key word transformations (Part 4) Essay (Part 1) Sentence completion (Part 2) All parts
p. 143 Using linking words and phrases The Secret Science Club Improving your performance
p. 148 p. 140 p. 144

Writing reference  p. 185    Exam focus p. 197    General marking guidelines  p. 206

Contents 3

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 Exam information
The Cambridge Certificate in Advanced English (CAE) is an examination at level C1 of the Common European Framework of
Reference for Languages (CEFR). There are four papers, each testing a different skill in English. There are five grades: A, B and C
are pass grades; D and E are fail grades.

Reading and Use of English (I hour 30 minutes)

The Reading and Use of English test is divided into eight parts. Parts 1–4 test use of English and parts 5–8 test reading comprehension.
You shouldn’t spend too long on the use of English section as this represents 36 marks and the reading section carries 42 marks. There
is one mark given for each correct answer in Parts 1–3 and in Part 8, up to two marks for each correct answer in Part 4 and two marks for
each correct answer in Parts 5–7. 
Part 1 Focus Vocabulary/Lexico-grammatical
Multiple-choice cloze
Task You read a text with eight gaps and choose the best word for each gap from a choice of four
options (A, B, C or D).
Part 2 Focus Grammar/Lexico-grammatical
Open cloze
Task You read a text with eight gaps and think of an appropriate word to fit in each gap.
Part 3 Focus Vocabulary
Word formation Task You read a text with eight gaps. You are given the stems of the missing words in capitals at the
end of the lines with the gaps. You have to change the form of each word to fit the context.
Part4 Focus Grammar and vocabulary
Key word transformations Task There are six sentences. You are given a sentence and a ‘key word’. You have to complete a second
gapped sentence using the key word. The second sentence has a different grammatical structure
but must have a similar meaning to the original.
Part 5 Focus Detail, opinion, attitude, main idea, text organisation, purpose
Multiple choice Task There are six four-option multiple-choice questions. You read a long text and choose the correct
option (A, B, C or D) based on the information in the text.
Part 6 Focus Attitude, opinion, comparing and contrasting points of view across texts
Cross-text multiple Task You read four short texts on a related topic. You have to decide which text expresses a similar/
matching different opinion to the text mentioned in each question.
Part 7 Focus Text structure, cohesion and coherence
Gapped text Task You read a long text from which six paragraphs have been removed and put before the text. You
have to decide where in the text each paragraph (A–G) should go. There is one paragraph you do
not need to use.
Part 8 Focus Specific information, detail, attitude, opinion
Multiple matching Task You read ten questions or statements about four to six short texts, or a text which has been
divided into sections. You have to decide which section or text contains the information relating
to each question or statement.

Writing (I hour 30 minutes)

The Writing test is divided into two parts. You have to complete one task from each part. Each part carries equal marks, so you should not
spend longer on one than another.
Part 1 Focus Content, communicative achievement , organisation, language
Task Part 1 is compulsory and there is no choice of questions. You have to write an essay of 220–260
words on a given topic using the notes provided.
Part 2 Focus Content, communicative achievement, organisation, language
Task Part 2 has three tasks to choose from: an email/letter, a report/proposal or a review. You have to
write 220–260 words using the prompts provided.

4 Exam information

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 Listening (approximately 40 minutes)
There are four parts in the Listening test, with a total of thirty questions. You write your answers on the question paper and then you
have five minutes at the end of the exam to transfer them to an answer sheet. In each part, you will hear the text(s) twice. The texts may
be monologues or exchanges between interacting speakers. There will be a variety of accents.
Part 1 Focus Attitude, agreement, opinion, gist, detail
Multiple choice
Task You hear three short conversations. You have to answer six multiple-choice questions – two
questions for each conversation – by choosing the correct option (A, B or C).
Part 2 Focus Specific information, opinion
Sentence completion
Task You hear a monologue. You complete eight sentences using words from the listening text.
Part 3 Focus Attitude, opinion
Multiple choice
Task You hear a conversation. You answer six multiple-choice questions by choosing the correct option
(A, B, C or D).
Part 4 Focus Gist, attitude, main point
Multiple matching
Task You hear five short monologues on a related topic. You have to match six statements (A–F) in
Task 1 and Task 2 to each speaker. There is one statement in each task you do not need to use.

Speaking (approximately 15 minutes)

You take the Speaking test with one or two other candidates. There are two examiners. One is the ‘interlocutor’ who speaks to you and
the other is the ‘assessor’ who just listens.
Part 1 Focus General interaction and social language skills
Interview
Task The interlocutor asks each of you questions about yourself.
Part 2 Focus Comparing, contrasting, speculating
Individual long turn
Task The interlocutor gives you three pictures and asks you to answer the questions on the task card
by discussing two of the pictures. You have to speak for one minute. Then you answer a question
briefly about the other candidate’s pictures.
Part 3 Focus Expressing and justifying opinions, negotiating a decision, suggesting, agreeing/disagreeing, etc.
Collaborative task
Task You are given a task to discuss with another candidate, based on the prompts on the
task card. Then you discuss a second question on the same topic for a minute and make a
decision together.
Part 4 Focus Expressing and justifying opinions, agreeing/disagreeing, etc.
Follow-up discussion
Task The interlocutor asks you questions related to the topic in Part 3. You discuss them with the
other candidate.

For more information see the Writing reference (page 185), the Exam focus (page 197) and
the General marking guidelines (page 206).

Exam information 5

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 The art of conversation

2
Long turn (Part 2)
giving opinions
EXAM FOCUS p.204

1 Work in pairs. What would be the worst thing about being stuck
somewhere without a phone or internet access?

2 05 Listen to four students giving their opinion about the

statements. Do they agree (A) or disagree (D) with them?
1 I feel anxious if I don’t receive a text every few minutes.
2 It’s important to respond to text messages immediately.
3 There are some things you should never communicate by text.
4 I find it easier to express myself in texts than face-to-face.

3 Listen again and write down the expressions for giving opinions you
hear. Compare your answers with a partner. Then turn to page 161 and
check your answers.

4 Work in pairs and discuss which of the statements in Activity 2 you

agree/disagree with. Use some of the expressions for giving opinions.

5 Look at the exam task and underline the three things the examiner
EXAM TIP
asks the candidate to do.
Don’t focus on factual
descriptions of the pictures. Look at the pictures. They show people using their phones. I’d like you to compare
Make sure you answer the two of the pictures and say why people might be communicating in this way and
examiner’s questions. how effective this form of communication might be.

16 Unit 2 The art of conversation

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 SPEAKING AND USE OF ENGLISH FOCUS 2

6 06 Listen to a candidate doing the task

and answer the questions.
Does the candidate
Fifteen-year-old American Kate Moore
1 use a variety of expressions to give her opinion? narrowly defeated the other
(0) .................... NARROW
2 answer by comparing the pictures? (1) .............................. to win the National FINAL
3 follow the examiner’s instructions fully? Texting Championships after the
4 focus too much on factual descriptions of (2) .............................. of a series of bizarre tasks COMPLETE
the pictures? that included texting blindfolded and texting
while negotiating her way along a moving
obstacle course. In the final showdown Miss
7 Work in pairs. Turn to page 152 and do Task 1. Moore out-texted fourteen-year-old Morgan
Then turn to page 158 and do Task 2. Dynda after both girls had to text three
lengthy phrases without making any mistakes
Word formation (Part 3) on the (3) .............................. abbreviations, REQUIRE
EXAM FOCUS p.198 capitalisation or punctuation. The teenager
was (4) .............................. of the idea that she DISMISS
8 What part of speech is missing in the focuses too much on virtual communications,
saying that she is a very (5) .............................. SOCIAL
sentences? Complete the questions with
person and prefers to spend time
the correct form of the word in capitals and
face-to-face with her friends rather than
then discuss them with a partner. talk to them via a screen. Still, she manages
COMMUNICATE to find time to send an (6) .............................. ASTONISH
1 Apart from being excellent .............................. , what 400 texts a day. Kate claims this is for studying,
other characteristics should politicians have? which she says is more (7) .............................. EFFECT
done by text because she can store the
2 Do you think shy people are necessarily
messages and use them for (8) .............................. REFER
.............................. ? purposes later.
3 Do you agree that texting is a great form of

K
.............................. ?
Q W E R T Y U I O P
EXAM TIP
Read the whole of each sentence through carefully to 10 Check your answers by answering the questions
make sure it makes sense with the form of the word
you have chosen – don’t just read line by line.
A S D F G H J K L
about the missing word.
1 If it is a noun, should it be singular or plural?
2 If it is an adjective, does it need a negative prefix?
9 For questions 1–8, read the text on the 3 If it is a verb, is it singular or plural, past or present?
right. Use the word given in capitals at the
end of some of the lines to form a word that 11 How well do you think you would do in a texting
fits in the gap in the same line. competition?

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2 LISTENING FOCUS

Speaking 2 The speakers agree that the book

A contained too much detailed research.
1 Answer the questionnaire and compare your B was written in an academic style.
answers with a partner. Then turn to page 162 to C presented an unbalanced argument.
find out if you’re an introvert. Extract 2
You hear two friends discussing online friendships.
3 What do the speakers agree about the way people
use social networking sites?

Are you an introvert? A Too much personal information is provided.

B People aren’t honest enough.
C There is very little privacy.
4 What is the man’s attitude to his online
friendships?
A He is irritated by online friends’ lack
of sensitivity.
1 When you’re at a party, do you sometimes long to B He is concerned that he still maintains
escape to somewhere quiet? online relationships.
2 Do you prefer online relationships to face-to-face ones? C He is worried about losing online friendships.
3 Do you prefer listening to talking? Extract 3
4 Do you dread going to parties where you don’t know You hear part of a discussion with two people
many people? who decided to stay offline for a month.
5 Do you feel uncomfortable speaking in front of groups 5 How did the woman feel after the first
of people? week offline?
A content to be able to focus on other things
6 Do you immediately put in earphones and start
listening to music when you’re in a public place in case B disturbed by the isolation
anyone tries to talk to you? C used to the lack of contact
6 Why would the man recommend the experience?
A It changed his attitude to online friendships.
Multiple choice (Part 1) B It made him realise that he was addicted to
the internet.
EXAM FOCUS p.202 C It helped him to have self-discipline.

EXAM TIP 3 Listen to Extract One again and look at

Read the question and options for each extract carefully question 1. Are there any paraphrases in
before you listen. Don’t expect to hear exactly the same the recording for unsure, positive or
words used in the options and the listening text – often, relieved? Which words in the recording are
these will be paraphrases. summarised by the word normal?

2 07 You will hear three different extracts. For 4 Match phrases A–E from the recording
questions 1–6, choose the answer (A, B or C) with the correct answers to questions 2–6
which fits best according to what you hear. There in Activity 2.
are two questions for each extract. A … everyone presents a certain cultivated image of
themselves online, which isn’t always accurate.
Extract 1
B … so not worth devoting so many pages to them.
You hear two friends discussing a book about introverts.
C … it was weird – almost like being invisible.
1 How did the book make the man feel?
D I’ve had to learn to be strict with myself.
A unsure what makes him an introvert
E What gets me is people who insist on going on
B positive about his personality
and on about their perfect life.
C relieved that his behaviour is normal

18 Unit 2 The art of conversation

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 GRAMMAR FOCUS 2

Articles 3 Find one or more examples of each rule in the

paragraph in Activity 1.
definite, indefinite and zero articles
1 We use the definite article (the) before all nouns
GRAMMAR REFERENCE p.171 A when something has already been mentioned.
1 Read the first paragraph of an article and B when only one of something exists.
choose the best summary. C when referring to something/someone specific.
2 We use the indefinite article (a/an) before singular
1 The best conversations take place in groups.
countable nouns when referring to something or
2 It requires effort to have a good conversation. someone general or non-specific.
3 We use zero article (-)
How to avoid competitive A before plural and uncountable nouns when talking
conversation about something in general.
B when referring to something abstract or general.

4 Complete the next part of the article with

a/an, the or zero article (-).

But too many people are competitive in conversation. They turn

(1) .............................. attention of (2) .............................. others to
themselves using quite subtle tactics. The response a person
gives to what someone says can take two forms: the ‘shift response’
and the ‘support response’. The support response keeps
(3) .............................. focus on (4) .............................. speaker and
on (5) .............................. topic he has introduced. The shift response
allows the other person to ‘shift’ the focus to themselves. For example:

Support-response

G
James: I’m thinking of buying a new car.
ood conversation with (1) the/(-) friends not only brings
(2) the/(-) happiness and enjoyment, it fulfils a special Rob: Yeah? Are you looking at any particular model?
need (3) the/(-) human beings have wherever they live in Shift-response
(4) the/(-) world. What I’ll always remember about (5) a/the
James: I’m thinking about buying a new car.
night I met my wife is the wonderful conversation we had and
Rob: Yeah? I’m thinking about buying
how we connected instantly. But it can’t be a solely individual
(6) .............................. new car too.
endeavour – it has to be (6) a/the group effort. Each individual
James: Really?
has to sacrifice a little for the benefit of (7) a/the group as a
Rob: Yep, I test drove (7) .............................. Mustang
whole and, ultimately, to increase the pleasure each individual
yesterday and it was awesome.
receives. It’s like singing in (8) a/the choir where the harmony
and rhythm of a song depends on each individual to keep it We’re all guilty of using the shift response from time to time.
going. One person who keeps singing (9) a/the sour note can We sometimes can’t wait for (8) .............................. other person
ruin it for everyone. That’s why it’s so important that (10) the/(-) to finish speaking so we can jump in. We pretend to be listening
conversations are co-operative instead of competitive. intently but we are really focusing on what we are going to say once
we find (9) .............................. opening, hoping we will be asked
(10) .............................. question.

2 Read the paragraph again and choose the

correct alternatives, a, the or zero article (-) .
Speaking
LANGUAGE TIP
5 Work in pairs and discuss the questions.
Some adjectives can be used as nouns, to refer to all the
peole who have a particular characteristic. They are used 1 Suggest some ways of dealing with people who use
with the definite article and are followed by a plural verb: the shift response in conversation.
the rich, the poor, the Swiss, the Chinese, etc. 2 What kind of conversations do you enjoy the most?

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2 READING FOCUS

Gapped text (Part 7) A

EXAM FOCUS p.200 These aims seemed disappointingly unambitious
to me. I had hopes of becoming a witty and
1 Work in pairs and discuss the statement intellectual conversationalist. But none of my
new friends shared this desire. It was the simple
Technology is having a negative effect on the quality
act of talking and listening and learning that
of conversation. Give reasons for your answers.
my classmates sought.
B
2 Look at the title and read the article quickly, Some useful advice followed on the ‘six ways to
ignoring the missing paragraphs. How useful have a better conversation’. These, according to
did the writer find the class on how to have the school, are:
a conversation? (1) Be curious about others.
(2) Take off your mask.
3 Read the first two paragraphs of the article again (3) Empathise with others.
carefully and look at the words in bold. What (4) Get behind the job title.
(5) Use adventurous openings.
information do you think the missing paragraph
(6) Have courage.
will contain?
C
1 some information about the teacher
Haynes went on to explain that the
2 some background information Enlightenment was the age of conversation,
3 some information about the other participants when ladies and gentlemen in English dining
rooms and French salons could become famous
4 Read paragraphs A–G and look at the words in through eloquence alone.
bold. Which one contains the right kind of D
information for the first gap? Then we were told to break off into pairs
and answer the question: Which three words
EXAM TIP describe your conversations with (a) friends,
(b) family and (c) colleagues? My partner said
Read each paragraph, followed by each possible missing banter, sarcastic and sporadic were the words
paragraph A–G, to see which one fits best in the gap. Think he would use to describe all three types of
about meaning, reference words, grammar, etc. Check that the conversation. Before I had a chance to share my
option you choose also fits with the paragraph that follows. three words, it was time for a break.
E
5 Six paragraphs have been removed from the There was general unease about how email,
article. Choose from the paragraphs A–G the one instant messaging and texting had crept into the
which fits each gap (1–6). Use the words in bold to space formerly occupied by conversation. ‘What
help you. There is one extra paragraph which you was the point,’ asked a young man, ‘of asking
how someone’s day was when you’ve been
do not need to use.
emailing them from the office?’
F
6 Work out the meanings of the underlined words in After this enjoyable burst of role play Haynes
paragraphs A–G from the context. Compare your put up a slide that said: What conversation
answers with a partner. are you not having? and then it was all over.
Once the class structure had been dismantled,
Speaking conversation seemed to dwindle.
G
7 Work in pairs and discuss the questions. The basics of this were first described by the
ancient Roman writer Cicero, which can be
1 Do you think you would enjoy a class like this? summarised as follows: speak clearly, do not
2 How would you answer the ‘opener’ questions in the sixth interrupt, be courteous, never criticise people
paragraph? What do you think of them? behind their backs, stick to subjects of general
3 What do you think of the six ways to have a better interest, do not talk about yourself and, above
conversation in paragraph B? How similar are they to all, never lose your temper.
Cicero’s rules in paragraph G?

20 Unit 2 The art of conversation

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 READING FOCUS 2

How to have a conversation

Is conversation a dying art, struck down by text, email and messaging? And do we really need
to be taught how to talk to each other? I enrolled in a class at the School of Life, an academy of
‘self-help’, to find out. The topic was How to have a conversation.

1 4
I had arrived about twenty minutes early but the rest After an enjoyable ten minutes spent chatting to my
of the class was already there. One woman kindly classmates and discovering more about their motives for
invited me into her circle. She was finding it hard to joining the class, we were told to retake our seats. Haynes
have meaningful relationships. Technology was partly continued her PowerPoint presentation, asking us to
to blame: ‘Sometimes you feel the smart phone is like a reflect on a René Magritte painting, a comedy sketch and
third person,’ she said. Another new acquaintance agreed a book about marriage. All of these examples were meant
and described how immediate access to Google had to encourage us to stop seeing conversations as a means
blocked off avenues of conversation with her boyfriend. to an end and to avoid stereotyping the other person.
‘Before we would argue about this or that but now we 5
just look it up on Wikipedia,’ she said.
Then it was time to put some of these ideas into
2
practice. In groups, we had to try out ideas for unusual
My classmates also spoke of more personal reasons for openings. A man in his early twenties, who joked that he
their attendance. An IT worker in her fifties had found had thought of this before, suggested as a chat-up line:
that her conversations with her husband ‘wandered’ and ‘Tell me something I want to know.’ A more challenging
wanted to learn ways to become a better partner. A man opener came from another group member: ‘If you were
in his late twenties said he wanted to have fewer rows coming to the end of your life, what would you have
with his girlfriend. wanted to have achieved?’
3 6
Our discussion was interrupted by the arrival of our Despite our excellent teacher, I suspect the class was
teacher, Cathy Haynes. Haynes flicked to the first slide too abstract to be useful. Nearly three-quarters of the
in her PowerPoint presentation and we sat attentively session were spent listening to theories of conversation.
as she talked about how the nature of conversation had Genuine discussions were stopped in mid-flow, with the
changed over the past 300 years. class asked to return its attention to the presentation.
There was a touching eagerness to share ideas but
frustration grew as our time ran out. What I suspect my
classmates had hoped to find was that most basic thing:
human connection. But I doubt the class had made this
any more achievable.
Unit 2 The art of conversation 21

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2 VOCABULARY FOCUS

Speaking 5 Work in pairs. Look at the adjectives in the box

and answer the questions.
1 Work in pairs and discuss which of the
statements you agree with. deep flat harsh high-pitched
husky lively mellow monotonous
1 You should never raise your voice during a discussion.
nasal soft soothing squeaky
2 People who shout the loudest tend to get heard.
warm wobbly
3 How you say something is as important as what you say.
4 Gossip is never harmless. 1 Which of the adjectives are positive and which
are negative?

Communication 2 Which of the adjectives have a similar meaning?

3 Which are attractive in a man or a woman?
collocations 4 Which do you think match the voices of the speakers
in Activity 4?
2 Match the verbs make, have, give and hold
with the nouns in the box to make 6 Work in pairs and discuss the questions.
collocations. Some nouns can be used with
more than one verb. 1 How important do you think someone’s voice is?
2 Do you think it’s possible to fall in love with someone
a chat (a) conversation a debate from the sound of their voice?
a discussion a gossip a presentation 3 Which celebrities do you agree have attractive voices?
a speech a statement a talk
7 Complete the sentences with words from
Activity 5.
3 Choose the correct alternative in each 1 She speaks in such a mellow and .............................. manner
sentence. that it makes me feel drowsy.
1 He delivered an interesting debate/speech at 2 Most people find a .............................. tone the most
the conference. annoying because it sounds like the person is
2 We had to make polite talk/conversation with the complaining all the time.
director of the company. 3 Actresses with deep, .............................. voices are
3 Most people hate making small talk/gossip at parties. considered to be very attractive.
4 The discussion/speech was led by the CEO. 4 You can often tell if someone is nervous by their
5 His controversial ideas have stimulated a lot of .............................. voice.
debate/talk. 5 I don’t think he means to but he always sounds bored
6 It was difficult to keep the chat/conversation going because he speaks in such a .............................. monotone.
because the connection kept breaking up. 6 Some languages sound soft and soothing, while
7 How to improve the system is a matter for others can sound .............................. – as if
debate/conversation. people are arguing all the time.
8 They were deep in gossip/conversation and didn’t
notice the restaurant had closed. 8 Which of the adjectives
in Activity 5 can be used
to describe
Adjectives: ways of speaking 1 a colour?
2 a landscape?
4 08 Listen and answer the questions. Then
3 a person?
compare your ideas with a partner.
4 an actor’s performance?
1 Do you agree with the information given?
2 What are your impressions of each speaker?
3 Which person is the easiest to understand?
4 Which accent do you prefer?
5 Which person do you think sounds the most
trustworthy and authoritative?

22 Unit 2 The art of conversation

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 GRAMMAR FOCUS 2

Defining and non-defining 3 Match sentences 1–2 with meanings A–B.

relative clauses 1 She listened to the second message in her phone inbox,
which was in English.
GRAMMAR REFERENCE p.178 2 She listened to the second message in her phone inbox
which was in English.
1 Can you think of a politician or a person A Message number 1 was in another language. She listened to
in the public eye who has an unpleasant message number 2, which was in English.
voice? Compare your ideas with a partner. B She had received lots of phone messages; the fifth and
eleventh messages were in English. She listened to message
2 Read the article and choose the correct number 11.
alternatives.
4 Which sentence makes it clear that Paul has more

Is your 1
than one brother?
Paul’s brother whose girlfriend is from Argentina speaks

c e lding
good Spanish.

i
voyo
ho 2 Paul’s brother, whose girlfriend is from Argentina, speaks
good Spanish.
k?
u bac 5 Complete the sentences with the words in the
box. In some sentences more than one option

L
ike it or not, people are judged not by what is possible.
they know or do and not by the content of their
speech, but simply by the way they sound. A that when where which (x2) who
University of California study found that when it whom whose
comes to first impressions, it was visual impact
(1) which/who was the most important consideration, 1 The man .............................. was speaking loudly on his mobile
followed by vocal impact. On the telephone, phone was a journalist.
(2) whose/where appearance is irrelevant, the sound 2 I will never forget .............................. I was when I heard the news.
of your voice accounts for a full 83% of how others 3 The person with .............................. I have most in common is
judge you. my sister.
Clearly, your voice is a key communication 4 The man .............................. phone I found sent me £100!
tool. It speaks volumes about who you are and 5 The time .............................. I spent without internet access was
determines how the world hears and sees you. Many terribly hard.
professionals (3) which/who have the talent and 6 My mobile phone, .............................. I lost on the train last week,
motivation to move ahead, find common speaking had all my contacts on it.
problems block their success. Take the advertising 7 It was early in the morning .............................. I received a call
executive, for example, (4) whom/whose soft, breathy from my aunt in Australia.
voice makes her otherwise inspired presentation 8 I had to take an urgent call, .............................. was why I walked
seem weak and lifeless, or the talented IT consultant out of the restaurant.
with a strong regional accent (5) which/whose people
find difficult to understand. LANGUAGE TIP
How you use your voice can make others view you That and which can often be used interchangeably in defining
as decisive, confident, trustworthy and likeable – or relative clauses. That rather than which is usually used after
insecure, weak, unpleasant, boring, crude or even quantifiers such as everything, something, all.
dishonest. In fact, (6) when/why trying to get their Something that most people find annoying …
message across, people pay little, if any, attention to
the effect their voices have on other people. Instead,
it’s the content (7) which/who they are much more 6 Which sentences in Activity 5 contain defining (D)
concerned about. and which contain non-defining (ND) relative
clauses? In which sentence is it possible to omit
So you may never know the reason (8) when/why the relative pronoun?
you failed to land that dream job because people are
unlikely to explain that every time you speak up, you
may be letting yourself down.
Unit 2 The art of conversation 23

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2 WRITING FOCUS

lmproving workplace communication: a proposal

Proposal (Part 2) lntroduction
organising your ideas ln this proposal l will assess the current situation with regard to
WRITING REFERENCE p.192 workplace communication, go on to identify the needs which should be
addressed by a staff training programme and conclude by describing
1 Which statement refers to a proposal and this training programme.
which refers to a report? Current situation
1 This looks to the future, giving specific plans for a Feedback from other members of staff suggests that the volume of
particular situation. email messages we receive has become a problem. Many people find that
2 This makes recommendations that are based on a they spend several hours a day responding to these messages. A second
current situation. but related complaint concerned poorly written emails. Many of us
receive messages that cause offence, are difficult to understand or are
simply far too long.
2 Look at the exam task and the tips for writing
a proposal. Then read a candidate’s answer. Key needs to be addressed
The candidate has not followed one of the Both the number of email messages we receive and the quality of
tips. Which one? the messages have a negative impact on our productivity. People
feel disinclined to respond to rude, confusing or excessively lengthy
You see this announcement on a notice board messages. This issue must be addressed.
where you work.
Recommendations
l would suggest the following to the Staff Training and Development
Department:
• All members of staff should be encouraged to communicate by phone
whenever possible.
IMPROVE OUR
• Any information that needs to be communicated to the entire staff
COMMUNICATION
should be presented in a face-to-face meeting rather than through
The Staff Training and Development email.
Department has decided to spend • A training course on writing effective email messages should be
part of its budget on a programme to offered to all staff members.
improve workplace communication.
The Staff Training and Development
Officer invites you to send a proposal 3 Look at the exam task and prepare to write
outlining any problems with current your answer.
workplace communication and
explaining how it can be improved. A EXAM TIP
decision will then be made about how If you are asked to write about something you haven’t
the money should be spent. experienced directly, use your imagination to generate
ideas. You won’t be marked down for any ideas as long
as they are relevant to the task.

Write your proposal in 220–260 words in an Students at your college have to give a spoken
appropriate style. presentation as part of their final assessment and
need some help. The school director has invited you
to send a proposal outlining any problems students
Tips for writing a proposal
have with presentations and suggesting how these
1 Begin by stating the purpose of your proposal. problems could be overcome.
2 Use an impersonal, semi-formal style.
1 Begin by brainstorming ideas. Write them down in any
3 Use clear layout with headings. order and don’t worry about language at this stage.
4 Express opinions and make recommendations in the 2 Group your ideas under headings for each section of
last section of your proposal. your proposal.
5 Include a final sentence summarising your opinion. 3 Write a first draft, paying attention to the level of
6 Use bullet points but not too many. formality of the language.

24 Unit 2 The art of conversation

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 REVIEW
1 Complete the sentences with the correct form 3 Complete the article with the correct relative
of the word in capitals. pronoun.
1 That’s the total cost of the holiday,
INCLUDE Sales
.............................. all meals.
2 I’m afraid there’s been an

3
.............................. error.
Texting can be a problem if it
ADMINISTRATE
Talk to
yourself!
becomes an .............................. . ADDICT
4 .............................. is a problem which affects
many people – they can’t decide what
to do, so they end up not doing anything. DECIDE
Talking to yourself actually helps
5 Their music is easy to recognise because
improve cognitive performance. If
the sound is quite .............................. . DISTINCTION
you don’t believe me, ask a primary
6 The technology museum is
school teacher. They will know
very .............................. – there are lots
of gadgets you can try out. INTERACT children (1) .............................. are given
a task and talk themselves through it. ‘Now I’m
7 Alex is not a very good
going to get the blue paint,’ they will say. ‘That’s
.............................. – he often struggles
to express himself. COMMUNICATE good,’ they add, ‘Now I want something bright.’
Other children will just do their work in silence,
8 I found her immediate ..............................
of all my suggestions really offensive. DISMISS (2) .............................. on the surface
appears to show greater concentration. But
2 Complete the article with a/an, the or zero ask the school teacher if they know which ones
article (-). perform better in tests and appear to ‘get’ things
more quickly. They’ll tell you, it is the children
Search
(3) .............................. verbal reasoning skills are
more developed because they talk themselves
Texting Your Way through a task. Now, evidence from research
BLOG BLOG BLOG

to the Top is quite

(1) ..............................TEXTING (4) .............................. was carried out in the USA
bears this theory out. Researchers tested the
good book but it’s your way to the ability of people to find objects in pictures. Those

TOP
a bit heavy-going in (5) .............................. talked to themselves were able
some ways. A lot of to find the objects more quickly.
the information is from
(2) ..............................
recent research
that’s been done
and that makes 4 Choose the correct alternative in each sentence.
it rather hard to read at times. We all write
1 She had such a monotonous/high-pitched voice that
(3) .............................. texts but I’m not sure they’re
students often used to fall asleep in her lectures.
so important as to justify (4) .............................. whole
book on (5) .............................. subject. It might have 2 I didn’t catch what Tom said. He’s got a really
been better to make it into a chapter in a book on soft/harsh voice.
(6) .............................. good business communication 3 Some women prefer their voice when they have a cold
or something like that. Another thing is, who’s going to because it sounds husky/wobbly.
read it? If you are (7) .............................. kind of person 4 When she gets overexcited, her voice is quite
who ends a relationship by sending a text, you certainly mellow/squeaky.
wouldn’t be reading (8) .............................. book like this.
5 The colours in this painting are so warm/flat
I suppose you might find it useful if you had just moved
and soothing.
to (9) .............................. English-speaking country
and didn’t really know what (10) .............................. 6 I couldn’t concentrate on what the actor was saying
conventions were about this sort of thing there but it’s because his nasal/lively tone was so off-putting.
quite expensive at €40.

Unit 2 The art of conversation 25

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 The feel-good factor

5
Open cloze (Part 2)
EXAM FOCUS p.198

1 Work in pairs and discuss the questions.

1 Is there a particular activity that makes you feel happy?
2 What one change to your current lifestyle would make you happier?
3 What has been the happiest period of your life so far?

2 Read an article about a new way to investigate happiness. How does

the writer feel about using technology in this way?

10:36 49%

The happiness app

what way an experience or activity affected
Until recently, if psychologists wanted to know in (0) ..............................
us, they had to put their trust (1) .............................. our ability to remember. With the advent of smartphone
apps, that has changed. Researchers at Harvard University have persuaded thousands of people to take
(2) .............................. in studies in which an app downloaded to their phones periodically asks (3) ..............................
they happen to be in their city or town, what they’re doing, what they’re thinking and how happy they
feel. I’m one of (4) .............................. .
It’s been an irritating but enlightening experience. More often (5) ............................. not, I’ve found myself
muttering ‘Leave me alone!’ when my phone beeped at some inopportune moment but it’s also made me
aware of how frequently I’m distracted and how, when distracted, I feel a lot (6) .............................. contented
than I want to be. It seems I’m not the (7) .............................. one. The researchers have found that whatever
we’re doing, if we’re thinking about something (8) .............................. , we just don’t feel as happy as we might.
So focus – it will do you good!

46 Unit 5 The feel-good factor

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 USE OF ENGLISH AND SPEAKING FOCUS 5

3 Read the article again. For questions 1–8,

think of the word which best fits each gap. EXAM TIP
Use only one word for each gap. Don’t worry if there are things in the pictures that you
cannot identify or explain. The Speaking exam is not
intended to test your general knowledge. You are supposed
EXAM TIP to speculate about things like where the people are or what
Try reading the text ‘aloud’ in your head. That may they are doing.
help you to work out what some of the missing
words are.
5
16  Listen to the instructions an examiner
gives a candidate. Which things does he not ask
Long turn (Part 2) them to do?
1 talk about all three pictures
speculating (1)
2 choose two of the pictures
EXAM FOCUS p.204 3 describe each of the pictures
4 Work in pairs and look at the pictures.
4 compare the pictures
Discuss the questions using the 5 decide where the pictures were taken
expressions in the box. 6 generalise about people in situations similar to those in
the pictures
I can’t be completely sure  
I don’t know why 6 Work in pairs.

I may be wrong about this   Student A: compare two of the pictures according to the
I suppose it/he/she/they could   examiner’s instructions.
One possible explanation might be   Student B: listen and make a note of the phrases Student A
This is just a guess, but uses to speculate.

1 What do they have in common?

7
17  Listen to the next part of the examiner’s
2 In what ways are they different from one another? instructions. What does the other candidate have
3 Is there anything in the pictures that is difficult for to do? Discuss the question with a partner.
you to identify or explain?

8 Work in pairs. Turn to page 153 and do Task 1.

Then turn to page 158 and do Task 2.

Unit 5 The feel-good factor 47

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5 LISTENING FOCUS

Multiple choice (Part 3) 4 Diana says people who are thinking of becoming
self-employed should
EXAM FOCUS p.203 A make sure they’ve got enough money first.
B learn to take responsibility for their own decisions.
1 Work in pairs and order the professions in the C try to keep at least one day a week free.
box according to how interesting you think
they are (1 = very interesting, 7 = boring). D be prepared to work longer hours.
Which career would be most satisfying? 5 Diana says bonus payments sometimes fail to give
workers a sense of satisfaction because
banking health care hospitality A they only provide for the bare essentials.
law marketing media teaching B they are not always seen as a reward for good work.
C there is no element of surprise.
D employers use them to make people work harder.
2 You will hear a radio interview with Diana
6 Diana thinks the secret to success at work is
McLeod, a careers advisor at a university. Look
at question 1 in Activity 4 and underline the A making sure that your work is noticed.
key words in the question and options. B getting into a position of authority.
C benefitting others through your work.
3 18 Listen to the first part of the interview D doing work that is creative.
and look at question 1 in Activity 4. Answer
the questions. EXAM TIP
1 Which key words or words with a similar meaning did The interviewer’s questions will help you to follow
you hear? the discussion so you know which question you
2 Which option is correct? should be listening for.

4 19 Read through questions 2–6 and

underline the key words. Then listen to the
5 Answer the questions. Then tell a partner
about your answers.
interview and choose the answer (A, B, C or D)
which fits best according to what you hear. 1 What might make you stay in a dead-end job?
1 What does Diana say the results of the survey show 2 Do you find it difficult to keep your nose to
about teaching as a career? the grindstone?
A Teachers find their work makes them happy. 3 Have you ever worked for a real slave driver?
B People working in the media are a lot less happy 4 If you are up to your ears in work, what do you
than teachers. generally do about it?
C Teaching doesn’t offer opportunities for creativity. 5 Would a carrot and stick approach make you
work harder?
D Teachers find their work stimulating.
6 Do you think taking an unpaid internship is a good
2 According to Diana, which cause of unhappiness at
way of getting a foot in the door?
work is rising?
A fear of being sacked
6 Work in pairs. Turn to page 165
B not having many friends at work and do the activity.
C having to move to an unfamiliar place
D being obliged to do overtime
3 Diana says job satisfaction is better in small and
medium-sized businesses because
A employers are much stricter about bullying.
B employers treat staff as individuals.
C employers don’t demand as much from staff.
D employers run lots of staff training programmes.

48 Unit 5 The feel-good factor

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 GRAMMAR FOCUS 5

Speaking 4 Complete the second sentence so that it has a

similar meaning to the first sentence, using
1 Work in pairs and discuss which three things
the word given. Do not change the word
would most affect your levels of job satisfaction. given. You must use between three and six
words, including the word given.
•  working long hours
1 I regret having quit my job.
•  a long commute
WISH
•  being in control of your own destiny
I .............................. quit my job.
•  lack of job security
2 It really gets on my nerves when my colleague borrows
•  having to move away from home to get a job
my stapler.
•  feeling that you are making a contribution
STOP
I wish my colleague .............................. my stapler.
Hypothetical meaning 3 I don’t want to hear every single thing that happened
GRAMMAR reference p.175 in the meeting.
YOU
2 Choose the correct alternative in each sentence.
I’d rather .............................. me every single thing that
happened in the meeting.
1 I wish my boss wouldn’t/couldn’t keep criticising me.
4 Things would be so much better if people learnt to be
2 I wish I could stop/stopped sleeping through my alarm!
a bit kinder.
3 If only I could/would find a better work-life balance.
ONLY
4 I’d rather he doesn’t/didn’t always make the decisions.
If .............................. to be a bit kinder, things would be so
5 I wish I had chosen/chose to study something scientific much better.
or technical.
5 I have to spend so long answering emails and I hate it!
6 If only they would give/give me a chance to show
WISH
them what I can do.
I .............................. to spend so long answering emails.
7 It’s high time the government do/did something
to prevent further job losses. 6 I should have written long before this and told you
about my new job.
8 Would/Had you rather we finished the report
next week? HIGH
It’s .............................. and told you about my new job.
3 Complete the sentences about hypothetical

meaning with the terms in the box. language TIP
When we use wish + be to say how we would change a
past simple (x2)   past perfect   if only
present or future situation, we often use were instead of
rather  would + infinitive   could + infinitive was, especially in more formal styles.
1 We use wish + .............................. to express a wish that is not I wish I were a bit taller.
true in the present. We also use it to express something
that might come true in the future.
5 Complete the sentences so they are true for

2 We use wish + .............................. to talk about other people’s you. Then tell a partner your answers and
irritating habits. This form is only rarely used with I or we.
answer any questions they may have.
3 We use .............................. with the same verb forms as wish
but to express stronger feelings. 1 I know my friend wishes that .............................. .
4 We use wish + .............................. to refer to things we are 2 If I had the choice, I’d rather that my life .............................. .
sorry about in the past or to express regret. 3 I really wish I wasn’t .............................. .
5 We use wish + .............................. to talk about an ability we 4 It’s high time people in my country .............................. .
would like to have. 5 I sometimes wish I hadn’t .............................. .
6 We use it’s (high/about) time + .............................. to talk 6 I wish I could .............................. .
about the present or the future. We mean that the
action should have been done before.
7 We use would .............................. + past simple to talk about
our preferences for the present or the future.

Unit 5 The feel-good factor 49

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5 READING FOCUS

Multiple matching (Part 8) 4 Read the article again. For questions 2–10, choose
from the sections (A–E). The sections may be
EXAM FOCUS p.201 chosen more than once.

1 Work in pairs and discuss the questions.

EXAM TIP
1 How much does an average person in your country
need to earn in order to live comfortably? If a question uses the verb state, you should look for
2 If someone has more money than that, what do you a sentence in the text that says the same thing in
think they should do with it? different words.

2 You are going to read an article about the

relationship between money and happiness.
Vocabulary
Read the headings and the article quickly. In working out meaning from context
which section does the writer talk about
5 Find words and phrases in the article that match
1 students and the relationship between money
meanings 1–8.
and happiness?
2 a clever new way of finding out exactly how money 1 have just enough money to buy the things you need
contributes to happiness? (Section A)
3 why money sometimes fails to make people happy? 2 interesting but strange and surprising (Section A)
4 two different categories of spending money and their 3 carelessly waste (Section A)
impact on happiness? 4 without any definite plan (Section B)
5 how a change in financial circumstances affected 5 think of an idea (Section C)
people’s happiness? 6 easy to be certain about (Section C)
7 in two ways (Section E)
3 Look at question 1 in the exam task. The 8 demand (Section E)
correct answer is D. Find words or phrases in
section D that correspond to the underlined
6 Use forms of the words and phrases in Activity 5
words in question 1.
to complete these sentences.
In which section of the article does the writer
1 A lot of travel agencies in town have closed because there
describe a study in which subjects were isn’t as much .............................. for them as there used to be.
given a strict time limit? 1
2 I was rather .............................. by what you said the other day
praise the researchers for something about your ancestors. Were they all from Ireland?
they did? 2
3 The difference between being happy and contented is not
describe precisely how the researchers always .............................. .
chose the subjects of one of their studies? 3
4 He inherited a lot of money from his great aunt but he
give details about the way the subjects .............................. it all on cars and holidays in the Caribbean.
were divided into groups? 4
5 As far as the police could tell, the burglars were not
regret a missed opportunity in targeting particular houses or flats but just choosing them
the research? 5 .............................. .
state what Dunn, Aknin and Norton 6 I’ve been trying to think of a really original present for Greta
originally wanted to establish? 6 but I haven’t managed to .............................. anything yet.
report results of a study of people from 7 A lot of my friends have ended up having to take two or
the same social group? 7 even three jobs to be able to .............................. .
describe a study where subjects received 8 I understand what you’re saying, but I disagree with you
money from people other than .............................. . Firstly, I don’t think she meant what she said
the researchers? 8 and secondly, I know it isn’t true.
point out the negative consequences
of spending patterns for spenders and 7 Work in pairs and discuss the questions.
for others? 9
1 Which of the studies in the article do you find the most
state that more should be done to help
convincing? Why?
people learn to use their money wisely? 10
2 If someone gave you $20, what would you spend on?
3 Describe the happiest person you know.
50 Unit 5 The feel-good factor

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 READING FOCUS 5

9:48 67%

The price
of happiness
A C
When does money buy happiness?
Can money buy happiness? Yes, but only to a very
limited extent unless you learn how to put it to good use. A
large body of research shows that if your income meets your
The effects of bonuses and
spending
But Dunn, Aknin and Norton needed to come up with another
kind of test which would show a change in happiness levels
basic needs, this will make you relatively happy. Curiously, over time. To do this, they chose sixteen people and asked
though, if you have more than you need to to make ends them how happy they were before and after receiving a
meet, you won’t necessarily be any happier, even if you have bonus at work. The bonuses varied in amount and, once
a lot more than is necessary. again, after some time had passed, the researchers asked their
One of the most intriguing explanations for this paradox informants how they had spent the money. Thanks to the care
is that people often squander their wealth on the very the researchers took, this time the relationship between social
things that are least likely to make them feel good, namely, spending and happiness was much more clear-cut, so much so,
consumer goods. Furthermore, the more they indulge in in fact, that they could state definitively that the way people
consumer goods, the more likely they are to obsess about spent the bonus played more of a role in their happiness than
money and the less inclined they will be to use that money the size of the bonus itself. But there was still work to be done.
to help others. And it is doing just that – using money to help
others – that three Canadian researchers, Elizabeth Dunn, Lara
Aknin and Michael Norton set out to prove was the key to
happiness.
D A novel experiment that ties it all
together
Once the research group had both the results of a large survey

B Personal versus social spending

The researchers started out by randomly selecting
a group of just over 600 people from the local telephone
directory. They asked them four questions: How much do
and a study of how levels of happiness changed, they went on
to design a novel experiment. This time they chose forty-six
people whom they asked to rate their happiness first thing in
the morning. Each of them was then given either $5 or $20
and told they had to spend it by five in the afternoon of the
you earn? How happy are you? How much of your income is same day. Half the people were told to spend the money on
devoted to personal spending on bills and expenses or gifts themselves and the other half were told they should buy a
for yourself? And how much goes on ‘social spending’, that is, gift for someone else or donate the money to a charity. The
gifts for others and donations to charity? They then looked at participants were called after 5 p.m. that day and asked to rate
the relationship between income, happiness and the two types their happiness again. This time around, the statistics proved
of spending. Unfortunately, the researchers couldn’t claim Dunn, Aknin and Norton’s hypothesis even more clearly. It
that it was the type of spending that made people happy or didn’t matter how much the participants had been given;
not, though their study did show that spending seems to have if they had spent it on someone else, they tended to feel
more to do with happiness than income alone. happier.

E A role for education

Even though it is so easy to observe the positive
effects of social spending, most people just don’t know they
are there. The researchers asked over 100 university students
which of the four conditions from the final experiment would
make them happiest. Most were wrong on two counts. They
believed they would be happiest with $20 and happiest
spending it on themselves. There is clearly a call for teaching
people the facts of money and happiness. Dunn, Aknin and
Norton’s research would make an excellent starting point.

Unit 5 The feel-good factor 51

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5 GRAMMAR FOCUS

Reading Substitution and ellipsis

GRAMMAR reFerenCe p.180
1 Read an extract from a book review. What is
the reviewer’s overall impression of the book?
3 Look at the underlined words and phrases in
the review. What do they refer to?
52 HEALTHY YOU

Naturally High
4 Look at the review again. Where you see the
symbol , decide which word or words have
been left out by the writer.

A friend had been telling me to read Jean Rossner’s

Naturally High but it took me ages to actually get round to
doing (1) it and (2) even longer to try to put some
of the book’s excellent advice into practice.
Despite my inherent cynicism, I found Naturally High
LANGUAGE TIP
Ellipsis is used a lot in informal spoken English. For
example, we often omit the auxiliary verb and even
extraordinarily helpful in many ways – so many the subject pronoun in questions about future plans
(3) , in fact, that I’m emulating my friend and (4) and our responses.
recommending (5) it to almost everyone I meet. A: (Are you) Going on holiday this year?
All the usual suggestions are there; you know the (6) ones B: (I’m) Not sure – (it) depends how much money I save.
I mean: meditation, eating foods that boost the feel-good
hormone serotonin and training for the marathon to get those
endorphins pumping. 5 Work in pairs. Read the sentence aloud and
But if you’re not much of an athlete, you might prefer to just discuss how to replace the underlined words.
get your taste buds used to really hot chillies. Rossner explains
that we get a similar endorphin boost after the agony of eating My friend Susan wanted me to buy my friend Susan a
(7) them fades. (8) Misgivings about eating chillies? Try book for my friend Susan’s birthday but I couldn’t find
chocolate instead. It will do the endorphin trick too and (9) the book that my friend Susan wanted in our local
painlessly into the bargain. bookshop, so I got my friend Susan another book that
For those (10) who live in colder parts of the world, I found in our local bookshop instead of the book my
Rossner explains how to banish. ‘Seasonal affective disorder’ friend Susan had asked for.
or SAD. Giving yourself
a blast with a special 6 Complete the sentences with the words in
sunlamp first thing the box.
on those dark winter
mornings apparently do either it not one so
turns SAD into happy. that there
Even hardened
misanthropes need the 1 A Are you and Janna going to come to that
occasional natural high. meditation course with us?
If you’re one of
B I’m not sure. We might .............................. .
(11) them, then why
not try curling up on the 2 A We’ll probably have something quick to eat in that
sofa with a pet dog or new café on the corner.
cat? Rossner tells us that B Great! I’ll meet you .............................. .
pet patting reduces stress 3 A Will someone meet you at the airport in Zurich?
and (12) will make
B I hope .............................. . I’ve never been there before.
both pet and person purr
with contentment. Well, 4 I’m not sure whether to get a black jacket or a red
maybe (13) not if it’s a .............................. .
dog but (14) they keep 5 I finally read the book last month. .............................. was far
you warm too! better than I had expected.
6 She wanted to know whether we were coming to the
party or .............................. .
2 Would you be interested in reading this book? 7 Simon and Clare say they can’t manage next weekend
Why/Why not? and I can’t .............................. .
8 He won quite a big prize in the lottery. ..............................
meant he could finally give up work and write a novel.
52 Unit 5 The feel-good factor

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 VOCABULARY FOCUS 5

Prefix mis- and false 2 Work in pairs. Look at the underlined words in
the sentences and discuss their meaning.
opposites 1 He’s quite unassuming and never seems to want any
credit for all the wonderful work he does.
1 What does the prefix mis- mean? Complete
2 I inadvertently picked up someone else’s suitcase in
the sentences with the correct form of the
baggage reclaim and I don’t have any of my
word in brackets. Use the prefix mis-. own clothes.
1 I think there must have been some kind of 3 I’ve never really liked watermelon juice – it’s rather
.............................. (understand). That’s not what I meant. insipid if you ask me.
2 Some of their decisions have been 4 He was such a nondescript little man that no one
.............................. (guide), to say the least. would ever have imagined him capable of painting
3 There are some important .............................. (concept) surrealist masterpieces.
about what counts as a natural high. 5 ‘Does Joe have a girlfriend?’ she asked, trying to look as
4 Some of the evidence about the effects of herbs is nonchalant as she could.
particularly .............................. (lead). 6 A group of disgruntled students had occupied the
5 I had serious .............................. (give) about going to the main administration block.
meditation course but I really enjoyed it in the end.
6 The predictions were based on a serious 3 Match the underlined words in Activity 2 with
.............................. (interpret) of the results of the survey. meanings A–F.
7 My only other criticism of the book is that there is at A without realising what you are doing
least one .............................. (print) in every chapter.
B without much taste
8 Some people are very .............................. (trust) of
C behaving calmly and not seeming interested in
conventional medicine but are happy to try the
anything or worried about anything
strangest natural remedies.
D annoyed or disappointed, especially because things
have not happened in the way that you wanted
LANGUAGE TIP E very ordinary and not interesting or unusual
Not all negative prefixes added to words make them F showing no desire to be noticed or given
the opposite of a base word. In some cases they special treatment
mean something quite different, e.g. disease.
In others, no base form exists, e.g. misanthrope.
4 Answer the questions. Then tell a partner
about your answers.
1 Have you ever felt disgruntled about conditions at your
school or college or in your workplace?
2 What would you do if you inadvertently took
something that belonged to someone else?
3 Are there any foods or drinks that you find insipid?
4 Can you think of any famous people who are actually
rather nondescript?
5 Have you ever tried to appear nonchalant even though
you were actually very curious about something?
6 Do you know anyone that you would describe
as unassuming?
7 Have you ever misunderstood something someone
said to you? What happened?
8 Would you agree that there is a lot of misleading
information about health care on the internet?
Can you think of any specific examples?

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5 WRITING FOCUS

So, what did

you think?
Review (Part 2)
covering key features
WRITING reFerenCe p.194

3 Match extracts 1–8 in Activity 2 with key

Just let features of reviews A–D.
me check the A information about the writer, actors, director, etc.
reviews and I’ll B comments on the plot or contents
tell you! C critical comment on what the reviewer liked or disliked
D final evaluation

4 Work in pairs. Look at the exam task and

discuss which two films you would review.

Vocabulary You see this announcement in an international

magazine called Cinefilia.
sentence adverbs
1 Work in pairs and discuss the questions. The most uplifting
and the biggest downer
1 Do you normally read film reviews before you see a

2
film? Do you ever read them afterwards?
Have you ever seen a film that the critics hated but you
I t’s sometimes hard to choose a film that fits your mood
purely on the basis of the poster or the description
on the cover of the DVD. That’s why we want to publish
really loved or vice versa? reviews of the most uplifting and the most depressing
3 What information do you look for in a film review? films our readers have seen, so that others know what to
watch and what to avoid.
2 Cross out the adverb that does not make Send in a review which describes the most uplifting
sense in each review extract. film you’ve ever seen and the one you found the biggest
downer. Make sure you give reasons for your choices.
1 Sadly/Hopefully/Ironically, this was to be the last time
the two friends would meet. Write your review in 220–260 words in an
2 Understandably/Oddly enough/Surprisingly, in the appropriate style.
foreword, the authors are praised for their extensive
referencing but there were only a couple of mentions
of other people’s work.
EXAM TIP
3 Oddly enough/Curiously/Sadly, the lead, Tyler Swan, is
from the south of the United States, though I for one When you plan your review, think about what you
could not detect any trace of an accent. are trying to achieve. You need to inform your
4 Thankfully/Happily/Naturally, they were able to readers so they can decide whether to see the film,
replace him with the absolutely stunning new talent, read the book, etc. Don’t tell them the whole plot.
Kieran O’Halloran.
5 Hopefully/Thankfully/Ironically, the next time she 5 Make notes about each of the films you chose
directs, she will not have to deal with the bunch of using the features in Activity 3.
miscast has-beens she was stuck with in this case.
6 Unfortunately/Thankfully/Sadly, the script writer has not
been able to reflect the detailed information about the 6 Write a draft of your review. Use sentence
invasion of Singapore we find in the novel. adverbs, substitution and ellipsis.
7 Thankfully/Understandably/Happily, the disastrous
performance finally came to an end and we were all 7 Show your draft to a partner to see what they
able to head for nearby restaurants. like most about your reviews. Suggest any
8 Understandably/Naturally/Oddly enough, a director improvements, particularly to sentences
of his calibre wanted to work with a much more where it would be better to use sentence
experienced cast. adverbs, substitution and ellipsis.

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 PROGRESS TEST 1
1 Complete the sentences with the correct 3 Read the article below and think of the word which
form of the verb in brackets. best fits each gap. Use only one word for each gap.
1 I wish the papers .............................. (stop) reporting There is an example at the beginning (0).
nothing but bad news. It’s really depressing me.
2 It’s high time you .............................. (start) taking Happiness
more responsibility for your own well-being.
NEWS REVIEWS FEATURES
3 If only I .............................. (realise) the job was going
to be so difficult! I would never have accepted
it – I’d have kept my old job. Getting the measure of the
4 I love it here but I sometimes wish it happiest man on earth
.............................. (not rain) so much.
Matthieu Ricard, ‘the happiest man on earth’,
5 If only I .............................. (get) out of the habit of abandoned a successful scientific career (0) ..............................
to
going to bed so late. I’m always so tired in become a Buddhist monk. Since (1) .............................. ,
the mornings. this unassuming man has taken a host of stunning
6 I’d rather we .............................. (not go) out tonight. photographs of the Himalayas, acted (2) ..............................
Let’s stay in and watch a movie. the Dalai Lama’s interpreter and meditated for many
thousands of hours.
According to Ricard, there are a number of
2 Choose the correct option to complete misconceptions about meditation, the most common
the sentences. (3) .............................. being the idea that it’s all about
making the mind go blank. Instead, he explains, what
1 He was a genius in many ways but somewhat we should be doing is learning to let our thoughts
.............................. when it came to his very poor pass without holding on to (4) .............................. . If Ricard
choice of friends. himself is anything to go by, (5) .............................. is an
A misinterpreted C misguided approach which produces some fairly extraordinary
results. When scientists recently measured the activity
B misunderstood D mistrusted
of the French monk’s brain, they found that the
2 Much as I liked the first candidate, I do have parts known to generate positive emotions were far
some .............................. about offering her the job. (6) .............................. active and highly developed in Ricard
A misgivings C misinterpretations than they were in others, so much (7) .............................. that
the scientists thought their equipment might be faulty.
B misunderstandings D misspellings (8) .............................. wasn’t. When it comes to measuring
3 They live in a rather .............................. little grey happiness, Matthieu Ricard is simply right off the scale.
house on the outskirts of town.
A unassuming C insipid
B nondescript D nonchalant
4 Read the questions and choose the option that is
not possible in each response.
4 Some of the participants’ names had been
.............................. in the conference programme. 1 Do you think Tina will come to the party?
A misspelt C misled A She might. B She might do. C She might do it.
B misunderstood D misinterpreted 2 Are you and Max going to have a holiday this year?
5 The student representatives were more than a A We hope. B We hope we are. C We hope so.
little .............................. about the school director’s 3 Would your daughter like a drink?
refusal to see them. A No, thank you. She’s just had it.
A disturbed C disillusioned B No, thank you. She’s just had one.
B disgruntled D disinclined C No, thank you. She doesn’t want one.
6 The idea that bread is fattening is a common 4 Were you thinking of coming into the office tomorrow?
.............................. that many people have.
A No, but I can. B No, but I can do. C No, but I can be.
A misconception C misprint
5 Which of your brothers is it who works as a scriptwriter?
B misinterpretation D misgiving
A The eldest. B The eldest one is. C The eldest one.
6 How many times have you been to Formentera?
A Three. B Three times. C They are three.

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 PROGRESS TEST 1

Multiple-choice cloze (Part 1) Open cloze (Part 2)

5 For questions 1–8, read the text below and decide 6 For questions 1–8, read the text below and
which answer (A, B, C or D) best fits each gap. There think of the word which best fits each gap.
is an example at the beginning (0). Use only one word for each gap. There is
an example at the beginning (0).
Be a better listener
Listening is the most important of all skills for successful Failure leads to success
conversations at work, college or in social (0) .............................
A situations . Success takes time, patience and
Generally, people are very (1) .............................. listeners. commitment. (0) ..............................
In the digital age
The reason for this is that when talking to a colleague of ‘overnight’ success stories, this hard graft
or a friend, they are often already preparing their is easily overlooked. (1) .............................. often
(2) .............................. while the colleague or friend is still than not, success is the result of months and
speaking. But effective listening requires that you listen years of consecutive all-nighters, involving
as though there were nothing else in the world more trial and error, setback after setback. There is
fascinating to you than what that person is saying. often nothing quite (2) .............................. failure to
Even in the (3) .............................. of an extremely noisy make people strive harder for success.
party, the very best listeners seem to have A worrying trend in some schools is the
(4) .............................. the gift of making the person who is pretence that there are (3) ..............................
speaking feel as if he or she were the only person in winners or losers in school sports. It may
the room. They do this by paying (5) .............................. be hard for children to accept failure but,
attention and asking lots of questions. equally, it’s unfair not to encourage and
One very useful technique to (6) .............................. the reward talent. This applies (4) ..............................
conversation going is to ask, ‘What do you mean, all subjects, including sport. Removing the
exactly?’ It’s impossible for the other person not to competitive spirit from schools crushes the
(7) .............................. more detail. You can then follow incentive to improve and does not prepare
(8) .............................. with other open-ended questions and young people (5) .............................. the trials
keep the conversation rolling along. ahead. In school, let (6) .............................. reward
those high achievers but at the same time
0 A situations B locations C places D settings encourage those that (7) .............................. failed
1 A faint B poor C frail D hopeless to do better. (8) .............................. we mustn’t
2 A speech B response C reaction D expression forget is that the keen sting of failure can
3 A heart B depth C middle D peak spur on greatness.
4 A possessed B achieved C received D acquired
5 A strong B close C hard D deep
6 A give B put C get D make
7 A provide B participate C contribute D attach
8 A along B in C up D after

56 Progress Test 1

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 PROGRESS TEST 1

Word formation (Part 3) Key word

7 For questions 1–8, read the text below. Use the word
transformations
given in capitals at the end of some of the lines to (Part 4)
form a word that fits in the gap in the same line. There
is an example at the beginning (0). 8 For questions 1–6, complete the
second sentence so that it has a
Message in a bottle similar meaning to the first sentence,
using the word given. Do not change
News that a bottle (0) ..............................
containing a CONTAIN
the word given. You must use
message sent by two twelve-year-old between three and six words,
French-Canadian girls has been found including the word given.
on a beach in Ireland, eight years after it 1 I sat down and immediately my mobile
had first set sail from Canada, has been started ringing.
met with (1) ............................... The story has AMAZE SOONER
captured the (2) .............................. of people all IMAGINE No .............................. my mobile started ringing.
over the world. 2 Sue understood the theory described in the
lecture really well.
The girls threw the bottle into the
GOOD
St Lawrence River in Quebec while on
Sue .............................. the theory described in
holiday. But the chances of it being picked
the lecture.
up by ten-year-old Oisin Millea eight
3 I am embarrassed whenever a friend pays
years later on the other side of the world me a compliment.
were (3) ............................... The message, LIKE FIND
which was placed in a two-litre Sprite I .............................. to receive compliments
bottle, was written in French and is still from friends.
(4) .............................. legible. EXPECT 4 I was ill, so I couldn’t go to the festival.
Oisin made the (5) .............................. while DISCOVER PREVENTED
walking on the beach near his home in Illness .............................. to the festival.
County Waterford. His mother said Oisin 5 The villagers were profoundly suspicious
of strangers.
was an (6) .............................. treasure-hunter ENTHUSIASM
HAD
but this was by far the most incredible
The villagers .............................. of strangers.
find he’d yet made. She added that one of
6 Many people resent having to pay so
the most (7) .............................. things about this REMARK much tax.
story was the amount of media attention it WISH
has attracted from news (8) .............................. all AGENT Many people .............................. to pay so
over the world. much tax.

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