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 SECOND
EDITION

STUDENT'S BOOK I ADVANCED

NATIONAL PAUL DUMM ETT

GEOGRAPHIC JOHN HUGHES
LE A R NIN G HELEN STEPHENSON

Australia · Brazil · Mexico · Singapore · United Kingdom · Un ted States

- --
- Contents
Unit Grammar Vocabulary Real life (functions) Pronunciation

1
time phrases personality and identity getting to know people linking in word pairs
the continuous aspect wordbuilding: binomial pairs merged words in
word focus: life everyday phrases

Lessons for
life
pages 9-20

VIDEO: Arctic wisdom page 18 � REVIEW page 20

2
perfect forms wordbuilding: phrasal verb presenting yourself word stress
passive forms get
idioms: safety
word focus: foot/feet
personal qualities
More than a
job
pages 21-32
VIDEO: Climbing Yosemite page 30 � REVIEW page 32

3
qualifiers describing towns expressing opinions quite, fairly and
intensifying adverbs adverb + adJective pretty
collocations stress in intensifying
word focus: ground adverbs
linking vowel sounds
Design for life (intrusion)
pages 33--44
VIDEO: A story of solutions page 42 � REVIEW page 44

4
future probability wordbuilding: -able making a short pitch weak forms in past
past modals phrasal verb come speaking skill: making key modals
word focus: give points word stress

Innovation
pages 45-56

VIDEO: This man risked it all page 54 � REVIEW page 56

5
emphatic structures repeated word pairs telling an anecdote do, does and did
avoiding repetition wordbuilding: synonyms speaking skill: linking stress in short
word focus: matter events responses
long sounds

The magic of
travel
pages 57-68

VIDEO: On the road: Andrew McCarthy page 66 � REVIEW page 68

6
phrasal verbs wordbuilding: compound discussing proposals stress in two-syllable
verb patterns words speaking skill: proposing verbs
injuries and conceding a point toning down
idioms: health negative
word focus: face statements
Body matters
pages 69-80

VIDEO: The art of parkour page 78 � REVIEW page 80

2
 -
!..istening Reading Critical thinking Speaking Writing
-:.o speakers talk about an article about the purpose your favourite saying taking notes
'Tlportant lessons in life lessons we learn from situations in your life writing skill: using
a :alk by a sociologist about the past call my bluff abbreviations
understanding what makes an article about
oeople who they are the language of
Shakespeare

:a k about the livelihood of an article about the analysing language more than a job a covering letter or
azakh nomads Moken people of safety features email
- 'l:erview with a firefighter Myanmar your comfort zone writing skill: fixed
an article about rock expressions
climbing in Yosemite

�nption of a photograph an article about two summarizing your home town an opinion essay
-:erv1ew with an architect towns with individual a bit of luxury writing skill: discourse
a:iout small homes characters how spaces affect you markers
an article about the
architect Zaha Hadid

--::s report about bionic an article about the finding counter future solutions a proposal
bee, parts future of bendable arguments how people managed writing skill: making
-:e'V1ew about the technology in the past recommendations
-s:::: 'at1on for inventions an article about a social a social business
entrepreneur

e: -::·act from a talk by a travel a travel biog about evaluating sources how you travel a review
different approaches to a mystery tour writing skill: using
r-a "lterv1ew about holidays travelling knowing places descriptive words
ii..-<nown places an article about travel in
graphic novels

.2csat1on between two an article about different author influence exercise trends a formal report
cs about health and exercise regimes describing an injury writing skill: avoiding

-=-·
-'Se
ew with an ultrarunner
: sports injuries
an article about beauty does beauty sell? repetition

3
 Unit Grammar Vocabulary Real life (functions) Pronunciation
passive reporting verbs wordbuilding: verb prefix out making a podcast new words
nominalization idioms: business buzz words speaking skill: hedging
word focus: break language

Digital media
pages 81-92

VIDEO: Talking dictionaries page 90 .,. REVIEW page 92

8
the adverb just themes of songs your favourite music expressions with just
purpose and result idioms: music speaking skill: responding intonation to
word focus: hit to questions express uncertainty

The music in
us
pages 93-104

VIDEO: A biopic page 102 11>- REVIEW page 104

9
linking words wordbuilding: verb + checking, confirming and silent letters
present and perfect preposition clarifying
participles crime and punishment
word focus: board

Window on
the past
pages 105-116

VIDEO: Collecting the past page 114 II>- REVIEW page 116

10
adverbs and adverbial being a good member of making conversation sentence stress
phrases society speaking skill: showing intonation and
negative adverbials and having fun interest elision
inversion word focus: free

Social living
pages 117-128

VIDEO: Initiation with ants page 126 II>- REVIEW page 128

11
unreal past forms feelings recognizing feelings heteronyms
conditionals and inversion wordbuilding: heteronyms adjectives ending
word focus: beyond in-ed

Reason and
emotion
pages 129-140

VIDEO: Madeline the robot tamer page 138 .,. REVIEW page 140

12
approximation and vague wordbuilding: adverb+ a debate intonation in
language adjective collocations speaking skill: interrupting interruptions
would idioms: adjective collocations
word focus: move

Mother
nature
pages 141-152

VIDEO: Three years and 6,000 miles on a horse page 150 II>- REVIEW page 152

COMMUNICATION ACTIVITIES page 153 .,. GRAMMAR SUMMARY page 156 .,. AUDIOSCRIPTS page 180

4
 J Reading
II
Critical thinking Speaking Writing
a study of global facts identifying personal the impact of digital a news report
about selfies opinion media writing skill: cautious
an article about a day at brands language
a hackers' conference attitudes to security

an interview with a identifying key points themes of songs a description

musician about cultural how to relax writing skill: parallel
,,-...c nty
influences a charity concert structures
a review of a
documentary about
Bob Marley

an article about what unanswered questions an important past event describing a past
personal letters reveal a case of fraud event
about our past historical irony writing skill:
a story about hidden sequencing events
treasure

s -:-a radio an article about ant reading between the being a good member a discursive essay
-"' aoout ethnic society lines of society writing skill: referring
---5 an article about the social games to evidence
:::c�: the importance Hadza of Tanzania feeling free

=, a photographer an article about analysing structure modern life an email message

=
-:-c:::igraphing people
.:XU: irrational
understanding
emotions
an article about artificial
mind games
technology and
occupations
writing skill: avoiding
misunderstandings

intelligence in the
future

an article about the different perspectives natural and man-made a letter to a

5 importance of geo- features newspaper
literacy events in nature writing skill:
an article about how the animal and human persuasive language
wildlife are moving into worlds
our cities

5
- Unit 1 Arctic wisdom

Unit 2 Climbing Yosemite

Find out how Jimmy Chin made
a career out of mountaineer
photography.

Unit 3 A story of solutions Unit 5 On the road: Andr

McCar

Find out about how an architecture

company made an impact on a small
town in the USA. Learn how a travel experience
--------------------·····-------------- changed the life of travel writer
Andrew McCarthy.

Unit 8 A biopic
Unit 10 Initiation with ants
Learn about the inspiration behind the
making of the biopic Marley. Find out about an unusual ceremony
in the Amazonian jungle in Brazil.

--

6
 Unit 6 The art of parkour Unit 7 Talking dictionaries

Learn about a project which is helping

to preserve dying languages.

_...
Unit 12 Three years and 6,000 miles
on a horse

l. Find out about the impact of an

u nusual j u
o m �:
:��'.�".�
:� ____,
'\ "
. ..,,,,'il
I ,.. ..
Unit 9 Collecting the past

•
I

\·

-c-: Sanga Moses took a risk to

�=social enterprise in Uganda.

7
 Unit 1 Lessons for life

1 Work in pairs. Look at the photo and these Tuareg proverbs.

What do the proverbs tell you about the Tuareg attitude to life?
.....sarning from the Better to walk without knowing where than to sit doing nothing.
"=ast
In life, it is always possible to reach agreement in the end.
Acquiring things you do not need will kill you.

oat makes us who

2 llJl Listen to two people talking about important lessons
they have learned in life. Answer the questions.
care?
1 What advice does each speaker now try to follow?
--�:e:sta..,ding what makes 2 What experience led them to learn this lesson?
�:r "·ho they are 3 Which lesson do you think a Tuareg person would agree
with?Why?
-mortal words
� 2..,guage of 3 a:;{f] Complete the phrases the speakers use to describe the
:::-..L-..es:-eare life lessons they have learned. Then listen again and check.
1 The most lesson I've learned was ...
/ retie wisdom 2 That's become a sort of principle for me ...
..,,. ·-:.:.:eo about how Inuit 3 A good rnle of is ...
...._.:.:2:5 :>ass on their 4 But it's a lot easier than done .. .
- w:edge 5 I always make a of not getting ...

4 Think of an occasion when you learned an important lesson

or found a good way of doing something (e.g. about people,
friends, family, money, work, health, risk, fun). Describe what
happened. What did you do? What have you learned from it?

YOUR FAVOURITE SAYING SITUATIONS IN YOUR LIFE CALL MY BLUFF GETTING TO KNOW PEOPLE 9
.ife TAKING NOTES
 reading lessons in life • grammar time phrases • speaking your favourite saying

1 a Learning from the past

Reading 3 Read the article again. According to the article, are the
sentences true (T) or false (F)?
1 Work in pairs. Read the quotation.
1 Sometimes people don't want to follow the lessons of
Do you think this is good advice? Is it easy
the past. T
to follow? Discuss with your partner.
2 A lot of Chinese people feel that their society is not
Learn from the mistakes of others. You can't interested in the past. �\
live long enough to make them all yourself. 3 China's rapid development has begun to slow down.f
4 Mandela was not opposed to violence in principle. F
Eleanor Roosevelt, Diplomat
5 Nelson Mandela wanted the two sides j!t South Africa to
2 Read the article. Match the person (1-2) forget what had happened in the past. 1- . _
with the type of lesson they taught (a-c). 6 The writer suggests that most people are too selfish:.t \
There is one extra type of lesson.
4 Find words or expressions in the article with these meanings.
1 Confucius
2 Nelson Mandela
1 t
show the right direction (para 1) p:i 1h �iiJC<.j
2 period of significant growth (para 2)cCeMl?o�
a a lesson that is difficult to follow 3 do something as a result of infor�on or a ic (para 3)
b a lesson that has been misinterpreted 4 work hard towards a goal (p�a"?i� · · 6�
c a lesson that has been forgotten 5 copy someone's behaviour (para 4) ·�t I) -��"'t>le,

LEARNING F R O M government has become worried that people are becoming

more selfish and individualistic. Many Chinese have been
T HE P A S T sayingfor some time that the traditional values in society of
harmony, respect and hard work have been lost. Accordingly,
Why do we never seem to learn from the past? The mistakes ..l1 few years ago the government focused attention again on
or correct actions of others should point the way for us the teachings of Confucius.
in the future. But either we forget these lessons or we fail _Prior to the 1990s, Confucianism had not been fashionable,
to follow them or, in some cases, we deliberately choose but in a country which is_currently developing at a dizzying
to ignore them. Of all the lessons that we have to learn, speed, his teachings offer a sense of stability and order.
perhaps the most difficult is how not to be selfish or think
];Jowadays, people often talk about Confucius' idea of a
only of ourselves. 'harmonious society', even if they do not always act on it.
In China, the government is trying to remind people of
Sometimes it is difficult to learn lessons because the
the lessons given by Confucius, the ancient philosopher.
standards of the 'teacher' are so high. This is certainly the
Because of China's economic boomJn recent years, the
case with Nelson Mandela, who tried to spread the mes§age
f reconciliation to two sides in South Africa who hated
and distruste eac o er eeply. Mandela had always been
committed to peace, and while he was living in prison, he
decided that the only way to unite his divided country was
if the two sides could talk about what had happened in the
past apd begin to rebuild somemeasur ofJr_ys�ll those
e

who strive for peace lciiow that in the long term they will
have to begin a dialogue with their enemy. Yet few are able
to follow the example set by Mandela, because it requires
such a high degree of unselfishness. It seems that heeding
this warning - not to be selfish - is perhaps the hardest
lesson of all for people to learn.

dizzying (adj) /'d1ziuJ/ very fast and confusing

reconciliation (n) /,rek(:i)ns1h'e1J(:i)n/ making peace and
re-establishing relations

10
 vocabulary and listening personality and identity • wordbuilding binomial pairs •
pronunciation linking in word pairs • grammar the continuous aspect • speaking situations in your life

1 b What makes us who we are?

�:.j/f[lf ;,
.. '•ix• .......
-���?�:
{

Vocabulary and listening 3 Look at these factors which can give people information
about you. Which do you think are the most significant?
personality and identity Number them in order (1-8) of importance.
1 Work in pairs. Look at the photo and a your friends e your life experiences
caption. Discuss the questions. b your work f your interests/hobbies
c your age g your background
1 Why is the painter putting his
d your character h your beliefs and values
hands up?
2 What impression of the painter do 4 aJ1l Listen to a sociologist describing how we define ourselves.
you get from his self-portrait? Tick (.1) the factors in Exercise 3 that he mentions. Which is
the most important, according to him?
2 Look at the expressions to describe
people. Answer the questions. 5 IJD Listen to the talk again. Choose the correct option to
complete the sentences.
a control freak a dreamer
a driven person a family person 1 The speaker thinks the question 'What do you do?' can
a free spirit a joker sound aggressive I judgmental as a conversation starter.
the life and soul of the party 2 Sally has been defined by her background because she
an outgoing type didn't grow up in the city I a nonnal family.
3 Sarah has dedicated her life to helping people who are ill I
1 What do you think each expression live in poor countries.
means? 4 The most important thing for John about his work is the
2 Which expressions do you think are challenge I security.
positive, negative or neutral? 5 Jack hasn't been in a relationship since he was 34 I 25.
3 Give an example of someone you 6 Arme wants school children to eat better I more vegetarian
know who fits each description. food.

12
 reading the language of Shakespeare • critical thinking purpose • word focus life •
speaking call my bluff

1 c Immortal w·ords
Reading 6 Did the author state her purpose at any point?
In which of these writing types do you think it is
1 Work in pairs. Discuss the questions. important for an author to begin by stating the
reason for writing?
1 Who are the most famous writers in your
country's history? What did they write? • a description • a business report
2 What Shakespeare plays or characters can you • a job application • a personal letter
name? What do you know about them?
7 Do you think the author achieved her purpose?
2 Read the article. According to the author, why are Why? / Why not?
Shakespeare's plays still so popular today?
3 Read the article again and answer the questions. Word focus life
1 What adjective describes what England was 8 Look at the article again. Find words or
like in Shakespeare's time? (para 1) expressions with the word life that mean:
2 What new element did Shakespeare bring to
1 realistic (para 2)
play writing, according to Bloom?
2 for all one's life (para 2)
3 Why does Hamlet find it difficult to make a
3 with a 'big' personality (para 3)
decision?
4 In Romeo and Juliet, what is the nurse's attitude 9 Work in pairs. Look at the expressions with life in
to relationships? bold. Discuss what they mean.
5 Which adverb means that Shakespeare was good
at expressing ideas in just a few words? (para 4) 1 I sold my old Citroen 2CV car last year for
6 What verb tells you that Shakespeare created £300. Now I've just read that they've become
new words and expressions? (para 4) really valuable! That's the story of my life.
2 Work stress is just a fact of life these days -
4 Look at the expressions in italics in paragraph 4. you have to learn to deal with it.
Use them to replace the words in bold below. 3 There were people at the conference from all
walks of life -writers, students, business people.
1 I need a new jacket. This one is past its best.
4 My son was worried about going to university,
2 I'm 24. I have money and a university degree. I
but now he's having the time of his life.
can do anything I want to.
5 Thanks for driving me to the station - it was a
3 He said that one of the shops in town would
real life-saver. I'd have missed my train.
have the right battery, but it turned out to be a
search for something that couldn't be found. 10 Work in groups. Each think of a personal example
4 What the critics say is not significant. What for two of the expressions in Exercises 8 and 9.
matters is whether the public like the film.
5 Everyone says it's an obvious result that Not doing well in exams has been the story of my life!
Johanna will win, but I'm not so certain.
6 There's no point telling her he's no good. You Speaking my life
can't see the faults in the person you love.
7 The teacher got us to play a game to help 11 Work in two groups of three. Play the game Call
people relax at the start. my bluff using words coined by Shakespeare.
8 After six different jobs, I'm with my first Group A: Turn to page 153.
company again. I've arrived back at the
starting point. Group B: Turn to page 154.
• For each word, rewrite the true definition in your
Critical thinking purpose own words, then write two false definitions.
Write example sentences for each definition.
5 Which option(s) (a--d) describes the author's main • Group A reads the three definitions of the first word.
purpose for writing this article? Underline the Group B must guess which is the true definition.
sentences in the article that tell you this. • Group B then reads the definitions of their first
a to review Harold Bloom's book word for Group A to guess the true one.
• Then repeat this procedure with the other words.
b to explain why Shakespeare is popular today
c to examine if Shakespeare's reputation is justified 12 Think of an aspect of your life. Choose a word
d to examine Shakespeare's contribution to related to this, and find the English word. Then
modem-day English play Call my bluff with that word.

14
 Unit 1 Lessons for life

?• /ordbuilding binomial pairs

� WORD BUILDING binomia'. pe:rs
9 Look at the grammar box. Which verb form in
bold describes something which:
a is a current trend?
:=e.-..ain pairs of words in English are irreversible, i.e. they b we expect to be happening (now or) in the future?
c:. ::ays appear in the same order. c started in the past and is still continuing?
-:xk and roll (never ref.Iandrock), law and order d is the background to another more important
=-:::, further practice, see Workbook page 7 and 11. event in the past?
e was in progress up to a point in the past?
f happens regularly and is irritating?
5 :::...ook at the wordbuilding box. Choose the correct
�orm of these irreversible word pairs (a-b). 10 Work in pairs. What is the difference in meaning, if
any, benveen these verb forms?
a He picks up pieces and bits I bits and pieces of
work as and when I when and as he can. 1 What do you do I are you doing?
i:> It seems that what defines people first and 2 My husband is always phoning I always phones
foremost Iforemost and first is experience. me at work.
3 I've been reading I I've read the book you gave me.
7 Complete the word pairs using these words. 4 When I left school, I was working I worked at a
Discuss what you think each phrase means. restaurant at weekends.
5 This time next week, I'll be sitting I I'll sit on a
fro games large pains quiet sound beach in the Bahamas.
sweet then wide 6 He had been working I had worked as a nurse
before he became a paramedic.
1 I need peace and to concentrate. 7 She was living I had been living I lived in
2 They all came back from their canoeing trip safe Germany before she moved to this country.
and .. No one was injured, but most 8 California is eight hours behind us. Anne-Marie
of them had a few aches and will be going I usually goes to bed now.
3 Try not to give a long talk. By and
it's better to keep it short and 11 Complete the sentences using the appropriate
-! People come from far and to see continuous form of the verbs.
Stonehenge. There are busloads of tourists
1 Marlon's a fantastic football player, isn't he?
coming to and all day.
I (watch) him playing
:> You think my job is all fun and
the other day. I expect in a few years he
but actually now and we do some
(play) professionally.
serious work too!
Apparently, some clubs
(already/ watch) him.
B Pronunciation linking in word pairs
2 Katja is such a great friend. Last week I
ll:fil1 Listen to the word pairs in Exercise 7. (feel) really fed up about
Notice a) how the words are linked and work and she gave me some chocolates that she
b) the pronunciation of and in the word pairs. (save) for a special occasion.
Then practise reading the sentences. 3 Marta (get) very eccentric.
She keeps budgerigars and recently she's
started letting them out of their cages; so they
Grammar the continuous aspect (fly) all over the house. I
)l,, THE CONTINUOUS ASPECT
(sit) in her kitchen the other
day and one flew down and landed on the table.
Present continuous
i ... you fee/ as if people are always judging you ...
2 It's now becoming a national movement. Speaking my life
Present perfect continuous
12 Think of examples of the following things. Then
3 He has been saying that since he was 35.
work in pairs and take turns to tell each other your
Past continuous
ideas and ask follow-up questions.
4 When his children were born, he was working as a
carpet salesman. • a habit of other people that irritates you
Past perfect continuous • two things that you imagine people you know
5 At one point, he had been intending to leave will be doing right now
the company ... • a situation that you hope is temporary
Future continuous • something you haven't finished but keep
5 In a few years, he won't be moving about anymore. meaning to
• something you had been intending to do but
-=or further information and practice, see page 156.
then changed your mind

YOUR FAVOURITE SAYING !Jo,, SITUATIONS IN YOUR LIFE CALL MY BLUFF GETIING TO KNOW PEOPLE 13
my life TAKING NOTES
 Grammar time phrases 7 Co:np:ete the com·ersations with the correct form
oi the ,·erbs. Use the time phrases to help you
� ilME PHRASES decide which form to use.
• J'),. ,j.

::r-..a;n time phrases are commonly (but nm aiv:a;s) used

'

1 A: How long 1,::,;,· ;·.1 r - '(you/ learn)

-:n certain tenses. Japanese? You speak it really well.
�nt simple: often, never, every week, generally B: Thanks! I •,4 t'<��.; (start) h?-ving lessons
�nt continuous: now, at the moment, this week two years ago. But I l\c- u Pi:' r, : _ (learn) a
.?ast simple: two days ago, last week, at the time, when few words oµ a trip to Japan before that.
2 C: 't I,. 1'' v1 i � 1 ' J.�
(you / try) out the new gym
Past continuous: at the time
yet? I IJJt �- (go) last night. It's great.
f- ?resent perfect simple: just, recently, so far, over the last
::wo years, how long, for, since (2010), already, yet, ever, D: No.Every week I .. (tell) myself
-ever I'm going to go, but I never 0
,, :.,.

a to (seem) to make it. I'm sure I 1:1, ' '.,,.,

1

�ent perfect continuous: how long, for, just, recently,

... �-ce (get) there in the end, though.
3 E: What �': l \_.:,.' IJ (you/ work) on
:>ast perfect simple and continuous: already, before that,
currently?
1gs. -'D to then
F: Well, for the last two weeks I ·,,,\ , • ·
7/, going to and present continuous for future: next
(do) some work at the university computing
.:eek, in three days I in three days' time, soon, on Friday
department.
13) =o• further information and practice, see page 156. E: Oh, that explains it. I ,.r} ·, (see) you
outside the university building the other day.
-- ::..-0ok at the grammar box and the time phrases
1-8) below. Then follow the steps (a-b).
8 Complete the sentences by writing facts about
yourself. Write one sentence which is not true.
ng - in recent years 5 currently
Then work in pairs. Compare sentences with your
partner and try to guess the false sentence.
3
of
..
2 for some time
:, a few years ago
6
7
nowadays
while 1 My work? Currently, I ...
� prior to the 1990s 8 in the long term Currently, I'm looking for a new job.
gly,
2 I like seeing new places. A few years ago, I ...
a Find the verbs that are used in the article with
3 In my free time, I usually ...
each of the time phrases and identify the tenses.
4 I have never ... , but I've always wanted to.
b Match the time phrases (1-8) with the tense in
>le, 5 I didn't ... last weekend, because I had already ...
the grammar box.
Lilg 6 I met my best friend when I .... I ... at the time.
:"' Complete the sentences with these time phrases. 7 I ... for several years.
8 I don't have the time or money at the moment,
at the moment at the time before that but sooner or later I ...
ever fifty years ago for years
in the coming years nowadays often 9 Complete the advice about life using these words.
over the last 25 years Then compare answers with your partner. Which
piece of advice do you like most? Why?
a 1
f, Hy -militar� service was compulsory
. s ever for in never now while
n in the UK. But 2 ni;t,,,,Jr;,� young people
don't have to go into tli0e,army. I think this will
1 Life is what happens you are making
change 3 :.1 £/1e c..,,� Yf;Jause there is a feeling
other plans.
that young people need more discipline.
2 Value your friends. If you ignore them a
b 4 Ow , people have defiajtely become long time, they will start to ignore you.
more greedy. I've been saying 5 :�f}�rS
3 When you're feeling stressed, ask yourself this
that it is not right for anyone to e�rn a hundred
question: five years, will the problem
times the average salary.
still seem so important?
father 6 c.l)rre�t.
people don't 7 o
(yt-te�.
c I'm having an interesting debate with my
He says that young
show respect to
4 No one has become poor by giving.
5 Get out more. A whole world of amazing
experiences is waiting for you right
their elders anymore. But I don't think you can
6 You should take yourself too seriously.
just demand respect; you have to earn it.
d When I f"aS forty { �ec{i�d to stop working so
hard. 8 rw-�p. �f was working sixty hours Speaking my life
a week. It was the best decis1 on · �t I have
9
elf(?r made. lO l1:,e f .,e. C'[' I had had 10 Work in groups. Each write down two of your
favourite (or least favourite!) sayings about life.
,.

no time to enjoy life.

Then discuss your choices.

YOUR FAVOURITE SAYING SITUATIONS IN YOUR LIFE CALL MY BLUFF GETIING TO KNOW PEOPLE
my life TAKING NOTES
11
 The sixteenth-century dramatist Ben Jonson generously
called his rival, Shakespeare, a writer 'not of an age,
Unit 1 Lessons for life

with poor Hamlet because we all know that frustrating

situation where our hearts tell us one thing must be true
-
but for all time'. And so it has proved to be, because and our heads another. We laugh at the larger-than-life
Shakespeare's plays are still the most translated and nurse in Romeo and Juliet because of the amusing way 35
most performed of any playwright's in the world. But if she offers advice to Juliet about relationships, putting
you ask people the reason for Shakespeare's continued practical considerations before romance; she is a person
popularity, you get different answers. Some say he that we too have met. The name Lady Macbeth has
·was a great storyteller, others that the magic lies in become synonymous with cold, over-ambitious women;
!he beauty of his poetry. Some say it is simply because while the character of Iago still serves as a warning 40
he left us a huge volume of work, which was written about the dangers of jealousy and how it leads to the
during a vibrant time in English history, particularly in manipulation of others.
:he theatre.
Of course the language plays a big part too.
.\ more interesting answer that I came across recently The observations about people and life are made more
..: one put forward by the critic Harold Bloom in his memorable by the way in which they are phrased, both 45
.:-ook Shakespeare: The Invention of the Human. Bloom succinctly and poetically. Shakespeare has been dead
i.--gues that Shakespeare gave us something that the for 400 years, but certain words and sayings of his still
·orld had not seen in literature before - characters exist in the English language today. Whether you are
r::th personalities, and particularly weaknesses, that 'fashionable' or 'faint-hearted', thank Shakespeare, who
-e could relate to. These lifelike characters and the probably coined the terms. Iago promises to 'wear his so
cservations that Shakespeare made about the human heart on his sleeve', a phrase still commonly used for
. dition are really what Jonson was referring to when people who do not try to hide their true feelings. In fact,
"'f talked about Shakespeare's universal appeal. For it is amazing just how great Shakespeare's influence on
.;..oom, a lifelong fan of the poet, English speakers everyday modern language has been. Take, for example,
..z-.-e Shakespeare to thank for much of their current these commonly used phrases: a foregone conclusion, come ss
::::1guage, cultural references and their understanding of full circle, has seen better days, break the ice, neither here nor
.:man psychology. there, the world is my oyster, a wild goose chase, love is blind .
nile some might disagree with Bloom's assertion Bloom's title The Invention of the Human may seem a bit
_ ut the invention of 'personality' in literature - many strong. 'The enduring humanity of Shakespeare', on the
-iier storytellers like Homer and Petrarch could claim other hand, would not be an exaggeration. 60
- - there is no doubt that Shakespeare's characters
--:-0nate with people very strongly. We sympathize

:c.during (adj) /m'djo:mlJ/ lasting a long time

�t-hearted (adj) /,femt 'ho:(r)trd/ lacking courage to act
-esonate with (v) /'rez;,ne1t/ create a feeling that something
s familiar or relevant

L
I..

,..
real life getting to know people • pronunciation merged words in everyday phrases

1d How did you get into that?

Real life getting to know people S Pronunciation merged words in everyday
phrases
1 Work in pairs . Discuss the questions.
1 What kind of subjects do you generally like to
a lli1J Listen to these questions and notice how
the underlined words merge together when said
talk about - sport, entertainment, the news, quickly.
family and friends, work, something else?
2 What do you find are good conversation topics 1 I don't think we've met.
for getting to know other people? 2 Is it your first day too?
3 What do you do?
2 Write three tips for a blog about 'getting to know 4 What did you think of the show?
people'. Then share your ideas with the class. 5 What kind of films do you like?
3 [J§i Look at the conversation openers for b � Listen to these questions and write in the
getting to know people. Then listen to six short missing words.
conversations. Tick (.I) the conversation opener
they use in each conversation. 1 eat here?
2 living in New York?
IJII,, GETIING TO KNOW PEOPLE 3 apartment have you got?
4 the new building?
Hi, I don't think we've met. I'm ...
Hi. Is it your first day at college too? 5 coffee or something?
Hey, I like your jacket.
6 Work in pairs. Act out two of the conversations for
Whereabouts are you from?
So, what do you do?
getting to know people you heard in Exercise 3.
What did you think of the show? Use the same conversation openers and follow-up
This is a long queue, isn't it? questions. Answer as naturally as possible.
Have you seen that film everyone's talking about?
I'm supposed to have given up sweet things, but I 7 Work with a new partner. Act out two more
can't stop eating this cake. conversations. Follow these steps.
• Choose two of the conversation openers in the
4 lliru Listen to the conversations again. Make box that you did not hear in Exercise 3.
• Think of follow-up questions you might ask.
notes on the follow-up questions that each person • Act out the conversations.
starting the conversation asked. Then compare
answers with your partner.
 B taking notes • writing skill using abbreviations

e Your first day

Unit 1 Lessons for life

-
:ting taking notes 5 Writing skill using abbreviations

. ·ou write notes sometimes on things you read or a Work in pairs. How many different
:o? In what situations do you write notes? What abbreviations can you find in the notes? Try
:..::e ::otes consist of? What do you do with them? to guess what each one means.

=..ook at the notes taken by a student at a university b Compare your answers in Exercise 5a
=:ion day. Then listen to an extract from the talk with another pair. Did you guess the same
rn=1plete the information where the student put??? meanings? Which abbreviations have the
:::· 1 and 2. following meanings?
Shortened words Latin abbreviations
a including e for example
b roughly f that is to say

_--.::,e. r� w t\.111,. -G 1v101-1. i1-1. �i1'l 1A1'tl IA.t1.ff -

c please note
d and so on

�.US°1j· C We use abbreviations in semi-formal writing

and when writing in note form, but not
_ :,;,u-sw.s st1Ade.1-1.ts. i.e.. t1.f2. e.xc.e.pt '!AK t1.1-1.d@ in more formal contexts. In which of the
following could abbreviations be used?
�; tt1.J<e. doc.s to Ad111,issio1-1.s o-t-tic.e. - i1'ld.
:or 1 an academic essay
2 your notes on a book you have read
�.A,,,.t de.tt1.i£s - b e.1-1.d o-F 1-1.e.xt wee.)(. 3 a letter of complaint
tJ 4 an internal email to a close colleague
-. .·.o.s 'b1Addt StJste.m Ct1. 2.1-1.d tJe.t1.r st'!Ade.1-1.t)
d Look at this email message and rewrite it
-; ,...eip OS sts )(1-1.ow wltt.e.re. t1A.i1-1.as t\re. t\1'1.6 WV\./,\t in note form. Exchange notes with your
partner, cover the original email and try to
reconstruct it from the notes.
;;::- c.o'!Arse.s t\pprox. 9-(2. c.01-1.tMt IA.rs p.w.; pit\1-1.

��J ti11L& C.t\re.-t1Af2.l t.ots o-F pi.Me.s to wor)( 1

Please note that the meeting with Ellis &
Company will be tomorrow, Tuesday 12th

=;.
<£-:'". -2;,..c.1AHtJ £.ibrn�1 11Lt\i1-1. £.ibrn�1 :r:T c.e.'}'.tre.. May at 3 o'clock. Please can you let me
know approximately how many people from
�;arrie.d t1.bo1At st1AdtJ or stka e.£se.) se.e. st1Ade.'}'.t your department will be attending and if
you need further information. Thanks.
'=-7..t�se.£.£.or. NB l?-1,\C.k crro1Ap V\./,\S 1'1./,\tive. spe./,\)(e.r

:....,...htse.£.£.or.

• � ,.:t t\Ct\oe.111,iC. wrifj'}'.

6 ll::m Listen to a talk from a university tutor
O St<i£.£s f1Aifio'}'. t\Vt\i£t\b£e. -tor about reading for your university course
� Je.t\r sts - de.tt\i£.s i1't st1Ade.1-1.t boo)(i.e.t ( fi111,e.s1 and take notes. Remember to include only
the relevant points and to use abbreviations
�\�1) e.fo.). where necessary.
7 Exchange notes with your parh1er. Use these
questions to check your notes.
=-� in pairs. What other information did the speaker • Do the notes include the same relevant
_ e that isn't in notes 1 and 2? Discuss with your
points?
-::ier. • Have they left out unnecessary
:..isten again and check your answers. Why do you information?
:.. this information wasn't included? • Do they use abbreviations correctly?

YOUR FAVOURITE SAYING SITUATIONS IN YOUR LIFE CALL MY BLUFF GETIING TO KNOW PEOPLE 17
--; life ., it·!SIU#IU•il=l-i
1 f Arctic wisdom

An Inuit man ice fishing,

Nunavut Territory, Canada

CJ Nunavut

Alaska
(USA)
 Unit 1 Lessons for life

3efore you watch S [Jl!WJ Watch the second part of the video (2.25
to 3.39) and complete the summary.
..- Look at the photo and the map of where the Inuit
In the past, elders were 1 for the
people live. Discuss with your partner what you
others in the community. Each one was an
:hink this place is like. Talk about: 2
on a particular area, helping the
• Population (many/few, old/young, etc.) community to 3 : on the weather,
• Weather on the environment, on different kinds of
• Communications (transport, internet, 4 . Inuits were happy with the
speaking/writing, etc.) 5 • The woman's mother told her
• Way of life (traditional/modern/changing, daughter that she would see many 6
stressful/relaxed, etc.) but she said, 'Never 7 who you are.'

- Key vocabulary 6 Watch the third part of the video (3.40 to the end)
and answer the questions.
- Read the sentences. The words in bold are used in
1 What has happened to the Iqaluit population in
:.li.e video. Guess the meaning of the words.
recent times?Why?
-
They have asked the government to fund the 2 Name two things the woman mentions when
building of a new community centre. talking about the key to a happy life.
2 The elders of the tribe meet once a week to 3 Why does she have a communication problem
discuss any problems in the community. with the younger generation?
3 He has low self-esteem because as a child 4 What is significant about the number 23?
he was always criticized for not being clever 5 What was the main characteristic of the culture
enough. of the Iqaluit in the past?
' Thank you for all your comments on my essay. 6 What does the narrator say is the key to these
They have been invaluable. people's future?
-
A disproportionate number of the university's
students are from wealthy backgrounds. After you watch
... .\latch the words in bold in Exercise 2a with these
definitions.
7 Vocabulary in context
a extremely useful a I a00 Watch the clips from the video. Complete
o too large or small in comparison to something the collocations. Then discuss your answers.
else
b Complete the sentences in your own words.
c older members of a group
Then compare your sentences with a partner.
d finance, provide the money for
e how good you feel about yourself 1 I always seek advice when ...
2 The last time I experienced a communication
Jh i le you watch barrier was when ...
3 The key to living a happy life is ...
3 I O®] Watch the video and check your ideas
8 Work in pairs. Discuss the questions.
�om Exercise 1. What is your overall impression
of the place? 1 Is the advice and wisdom of elders highly
respected in your society?
- I QilUI Watch the first part of the video (0.00 to 2 Is this as it should be?Why?/ Why not?
2.24) again which features an interview with the
.\1ayor of Iqaluit. Answer the questions. 9 Think of a story that one of your grandparents (or
· an older person in your community) told you and
What has happened to the elders in a short
retell the story to your partner. Do the stories have
time?
a lesson that is still relevant today?Why?/ Why
2 What is important about the elders?
not?
3 What phrase is still relevant and is often used
in Iqaluit?
' How did these people's parents live? infant mortality (n) /'mfant m:i:(r)'trel;:iti/ the number of
children that die before they are two years old
5 How were traditions passed down between nomadic (adj) /n;:iu'mred1k/ with no fixed home, wandering
generations? from place to place

19
 UNIT 1 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Read the article. What is a 'griot'? What lesson did 4 Complete the expressions.
the writer take away from his visit to Timbuktu?
1 a lifel painting
2 Choose the correct options to complete the article. 2 people from all w of life
3 to have the t of your life
4 a lifel passion
5 it's the s of my life
6 just a f of life
5 t>JM:1 Work in pairs. Which of these phrases
best describes these people: your best friend, your
mother, your sister or brother? Give reasons.

a control freak a dreamer a driven person

a family person a free spirit a joker
the life and soul of the party
an outgoing person

6 f>JM:1 Correct the underlined words to complete

these phrases about life lessons. Then give an
example from your own experience that illustrate
Some years ago I 1 visited I have visited Timbuktu each phrase.
in Mali. Generally, people 2 are thinking I think
of Timbuktu as a desert town somewhere at the 1 Trying to remain positive is a lot easier spoken
end of the world. But once upon a time, Timbuktu than done.
3
was I has been a thriving city and key trading post, 2 A good rule of finger is: if you want something
a place in Africa with a long and rich history. done properly, do it yourself.
In the marketplace you get a sense of this: women 3 It's a good idea to put a little money aside then
in brightly coloured clothes selling produce of all and when you can.
kinds. But my attention was drawn to a very old 4 My leading principle in life is: by and whole,
man who 4 had sat I was sitting in a corner. For a it's better to ignore what others say about you.
while, people 5 had gathered I had been gathering ICAN
around him, so I joined them. He was a griot, or
describe different types of personality
traditional storyteller.
Griots 6 have been singing I sang about kings and use idioms and expressions about life
magicians, wars and journeys for generations. This
is how Malians 7 learned I have learned about their
history. He poured me a glass of tea and then I
Real life
8
listened I was listening to him tell the story of King 7 Work in pairs. Complete the conversation starters.
Mansa and the golden age of Timbuktu, a story he
9
told I had told countless times before. At the end, 1 Hi, I don't think we . I'm
the griot quoted old Mali saying: 'To succeed you
need three things - a brazier, time and friends.' The 2 Hi. Is it your first too?
brazier is to heat water for tea. Time and friends are 3 Hey, I like
what you need to share stories. It's advice that 10 will 4 So, whereabouts ?
stay I will be staying with me in future years. 5 So, youdo?
6 What did you think ?
7 This is a long queue, ?
3 f>JM:1 Find six time phrases in the article. Which 8 Have you seen that film everyone
tenses are used with each time phrase? Then ?
choose four of the phrases and make your own 8 f>JM:1 Choose four of the conversation starters
sentences with them. from Exercise 7. Act out four short conversations,
ICAN using follow-up questions and answers.
use the correct tense with specific time phrases ICAN
use the continuous aspect to describe actions in progress start a conversation with someone I don't know
ask follow-up questions to get to know someone better

20
 Unit 2 More than a job
-----��--·
es
.your

nplete
n
�trates

ething

ethen

�
�you.

:EATURES 1 � Work in pairs. Look at the photo and caption. What do

you think this man is doing? Then listen to an anthropologist
22 Living off the sea talking about these people and check your ideas.
The last nomads of the sea 2 lJm Listen to the speaker again and answer the questions.
24 Smokejumpers 1 What is the livelihood of the nomads in western Mongolia?
arters. 2 How are many Kazakhs making a living these days?
A firefighter who risks her 3 What is their more traditional way of life?
I'm life to save others 4 What task requires great patience?
5 What does the hunter share with his eagle?
? 26 Daring, defiant and What sort of activity do people think eagle hunting is these
free days?
Rock climbing unaided
3 Look at the phrases in bold. Discuss the difference in meaning
between the phrases in each pair.
30 Climbing Yosemite
A video about the 1 it's my occupation and it's my vocation
mountaineering 2 a trade and a profession
photographer Jimmy Chin 3 it's a living and it's my livelihood
iers 4 a job and a task
:ions, 5 work and a job (grammatical difference)

4 Work in groups. Can you think of (at least) two examples of

each of the following things?
a people who depend on animals for their livelihood
,er b a traditional occupation which is now dying out
c a task that requires great patience

--- my life MORE THAN A JOB SAFETY FEATURES

A COVERING LETIER OR EMAIL
YOUR COMFORT ZONE PRESENTING YOURSELF 21
reading the Moken people • wordbuilding phrasal verb get • grammar perfect forms • speaking more than a job

2a Living off the sea

Reading 2 Read the article about the Moken people. Answer the questio
1 Are there more or fewer people living off the sea now th
1 Work in pairs. Look at the facts about
in the past?
the sea and try to complete the missing
2 How do the Moken 'live off' the sea?
numbers. Then check your answers
3 What special qualities do the Moken possess?
on page 190. Did any of the numbers
4 What does the future hold for the Moken people?
surprise you?

f.i#MWiif.i Wordbuilding phrasal verb get

% of the Earth's surface is
covered by water. .... WORDBUILDING phrasal verb get
2 About % of the world's Get is one of many common verbs (e.g. take, come, go) which change
population live in coastal regions. their meaning when combined with a particle (e.g. by, on, with,
across) to make a phrasal verb.
3 % of the world's goods are get by (on/with), get on with, get round to
transported by sea.
For further practice, see Workbook page 12.
4 % of the world's animals live
in the sea.
The average consumption of fish per
person per year is kg.
Humans have been living off the land for thousands of
6 Fish is the main source of protein
for people.
years, developing the skills to hunt animals and harvest
edible plants. But they have been living off the sea for
7 The average time someone can hold probably just as long. However, in recent years, with the
their breath underwater is s industrialization of fishing, the number of people who
depend on the sea for their livelihood has declined.
Yet in one comer of the world, true 'sea people' can still
be found.
The Moken people, who migrated from China 4,000
10 years ago, live among the islands dotted across the
Andaman Sea off the coast of Myanmar. Their homes are
small hand-built boats called 'kabang' on which they live,
eat and sleep for eight months of the year. The Moken
came to public attention in 2004, when many of them
1s escaped the tsunami that devastated coastal settlements
around the Indian Ocean. Because of their intimate
knowledge of the sea, they had felt the tsunami coming
long before others realized the danger.
The Moken use nets and spears to forage for food and
get by on what they take from the sea and beaches each
day- fish and molluscs to eat; shells and oysters to trade
with Malay and Chinese merchants. To get these things,
they have to dive underwater for up to six minutes at a
time. Their extraordinary ability to do this has fascinated
scientists. Anna Gislen of the University of Lund was
particularly interested in how the Moken could see so well
underwater. She discovered that Moken children, once they
had entered the water, were able to quickly change both
the size of their pupils and the shape of their eye lens so
that their underwater vision was at least twice as good as
European children of a similar age.
Although their way of life poses no threat to others, the
Moken have been constantly pressured by the authorities
to settle on the land. Ten years ago, 2,500 Moken stll
i

led a traditional seafaring life. Now that number stands

at 1,000. In another ten years, this unique way oflife
and the Mokens' extraordinary skills will probably have
disappeared from the sea completely.
an a job Unit 2 More than a job

- :..OOk at the wordbuilding box on page 22. Find the 7 Choose the correct options to complete the text.

=ean
:'::U-asal verb with get (line 20) in the article. Does it
'manage or survive' or 'eat or feed'?
Before 2004, few people in the West 1 heard I had
heard of the Moken people. But since then, their
�k at these other phrasal verbs with get. Try to way of life and their situation 2 have attracted I had
:piestions.
:-..:ess what they mean. attracted a lot of interest. People are amazed, for
!OW than example, that Moken children 3 learn I had learned to
_ Sorry I haven't got round to fixing the tap yet. swim before they can walk, and that they 4 became I
I know you were disappointed not to win, but have become experts at reading the ways of the sea.
you've just got to get over it and move on. This knowledge, which their ancestors 5 acquired I
j I won't be free by 5.30. I have a meeting at have acquired and then 6 passed I have passed down to
5 p.m. and I can't get out of it. them, is now in danger of being lost as more and
-: :-1:e just invents facts and no one contradicts more Moken 7 are forced I had been forced to settle on
rum. I don't know how he gets away with it. the land.
= -:=-hanks for sending me the details. I'll get back
Sadly, this is not the first time that people 8 try I
to you if I have any questions.
change have tried to interfere in the Moken's way of life
'ji, and it probably 9 won't be I won't have been the last.
- ammar perfect forms The Moken 10 just want/ have just wanted to be left
alone. The ones I met 11 were I have been proud of
::>gFECT FORMS their simple way of life. But I suspect in ten or
� perfect simple twenty years' time their situation 12 will change I
-->= -:umber of people who depend on the sea for their will have changed.
--=
= �ood has declined.
'/oken have been constantly pressured by the 8 affl Complete the description. Use the correct
Oi .._-�rities to settle on the land. perfect or non-perfect form of the verbs in
�St � perfect continuous brackets. Then listen and check.
-� have been living off the sea for just as long.
My grandfather was a forestry commissioner,
;!le ::e."iect: simp Ie which meant he 1 (be) responsible
0 - --'= had felt the tsunami coming long before others
for managing forests. I think he 2
......: .::Ed the danger.
(intend) originally to be a biologist, but then he
till = perfect simple 3
(get) a job looking after forests in
- ��:her ten years, these unique people will probably Wales. He 4 (retire) now, but he's
= disappeared from the sea completely
still fascinated by trees and plants. I guess his job
-...:-.:-:; information and practice, see page 158. was a way of life for him because it 5
s are (occupy) all his time and he 6 (spend)
:.ive, so much of his life living in or around forests.
.:1: the grammar box. Which sentence(s) in the Over the years, I 7 (often/ think)
---:a:- box describe(s) an event or action: about working outdoors too, but I don't think I
ents s
e-..::: started in the past and is not finished? (follow) in his footsteps.
-
:s
:..,g c.=: ;,·ill be completed at a point in the future?
1.:::2_: completed but might be repeated or Speaking my life
d c::-::'"':1ued and has a (strong) present connection?
ach - c.u:::?:eted before the main event in the past? 9 Work in groups. Look at these jobs and decide
rade which are a way of life (i.e. much more than a job)
:..-:. ?airs. Discuss the differences in meaning for the people who do them. Give reasons.
;gs,
� the pairs of sentences.
:a Have they chosen to work in an unusual environment?
ated 21 =\·e really enjoyed travelling around Laos. Is this a job that previous generations in their family
- : :-eally enjoyed travelling around Laos.
had done?
owell =··,e only met John once.
:e they : 0:1h- met John once. banker coal miner graphic designer
oth .a • ::e �eeting started when we arrived. IT consultant farmer firefighter
S SQ .::e meeting had started when we arrived. fisherman/woman lorry driver
:x:l a s _::e \·otes will all be counted on the physiotherapist teacher
-:-..'.i.:.usday after the election.
__e . ::e \·otes will all have been counted by the 10 Think of another job (from the past, present or
cities -:-::i-sday after the election. future) that is a way of life. Describe the job and
. ·o one has taught him how to hold his your reasons for adding this job to the list. Is your
ds .:-:ea:h underwater. job or studies a way of life for you?
. ·o one had taught him how to hold his
::--:ea:h underwater.

)I,- MORE THAN A JOB SAFETY FEATURES YOUR COMFORT ZONE PRESENTING YOURSELF 23
A COVERING LEITER OR EMAIL
 grammar passive forms • speaking safe�y features

Listening Idioms safety

1 Work in pairs. Look at these verbs. Which verbs 5 Look at this idiom Kerry used about safety in her jolr
collocate with fire and which collocate with a What does it mean? Then complete the idioms abou·
fire? Try to put each collocation in a sentence. safety in the text below using these words.

be on catch contain fight light . .. in this job you can't wrap people in cotton wool.
put out set ... to set on start
be become cut do err follow
be on fire: We could see smoke in the distance but we
The first rule of safety is always to 1 things by
couldn't see what was on fire.
the book Don't try to make up your own rules or to
2 Look at the photos and answer the questions. improvise or to 2 comers. You'll find that if you
3
the correct procedure each time, soon it will
1 What kind of fire is shown in the photo on 4 second nature to you -you won't even think
page 25? How does this kind of fire start? about it. If you're in any doubt about how something
How can they be stopped? should be done, always try to 5 on the side of
2 What qualities are needed to be a firefighter? caution. It's better to 6 safe than sorry.
Is it a job you could do?
6 Think of something you regularly do or have done
3 � Listen to an interview with smokejumper, that involves risk. What do/did you do to keep safe..
Kerry Franklin. Are the sentences true (T) or Use idioms from Exercise 5 in your description.
false (F)?
1 Smokejumpers are sent into places that are
difficult to reach.
Grammar passive forms
2 Their job is to evaluate a fire, not to fight it. � PASSIVE FORMS
3 Being a woman in this profession isn't easy. Tenses
4 IJ'.m Listen to the interview again and answer 1 Smokejumpers are firefighters with parachutes who are
dropped into inaccessible areas ...
the questions. 2 Kerry Franklin explained her career choice when she was
1 What are the consequences if a smokejumper interviewed by this programme.
is a) too heavy? b) too light? 3 That's been known to happen.
2 What is Kerry's view of her own personal 4 We get dropped in with tools.
safety? Modal verbs
3 When are smokejumpers sent to fight a fire? 5 If ... there's a strong wind, you might be carried a long way
4 How do they usually try to contain a bad 6 You can get injured when you hit the ground.
fire? Infinitives and gerunds
5 How do you become a smokejumper? 7 This information has to be relayed back to base ...
8 First, the fire needs to be assessed ...
9 The job involves being trained to a certain standard ...
···-·············-·-·----!
For further information and practice, see page 158.

24
 1

:..00:.S. at the grammar box on page 24.

-
_--"·er the questions.
Unit 2 More than a job

10 Look at sentences 1-5 in the grammar box again. Find these

sentences in the audioscript on page 181 (track 14). Then
match each sentence with these uses (a-c) of the passive.
-
\\hat tenses are the passive verb forms
in bold in sentences 1-3? a The agent (person doing the action) is obvious,
-
How is the passive infinitive formed unknown or unimportant.
(sentences 7 and 8)? And the passive b We are following a series of actions that happen to the
gerund (sentence 9)? same subject.
3 What verb is used (informally) in place c We want to give emphasis to the agent by putting it at
of are and be in sentences 4 and 6? the end of the sentence.
• �write the sentences using passive forms 11 Choose the most appropriate form (active or passive) to
a: the underlined phrases. complete the text. Sometimes both forms are possible.
-
You always need to treat fire with
caution. If you are thinking of a career in firefighting, there are
-
He burned his hands badly while he a few facts you should know. It is a highly respected
,ms trying to put a fire out. profession; in most countries 1 people rank it I it is ranked
� I did the training course three times in the top ten respected jobs. The money is also good.
before they accepted me. 2
We need to compensate firefighters I Firefighters need
� I was very grateful to the fire service for to be compensated well for the risks 3 they take I that are
giving me the opportunity. taken by them. But it is not all adventure. Firefighters
_ People or natural causes, like lightning, spend sixty per cent of their time waiting 4 for someone
er job. can start forest fires. to call them I to be called into action. Moreover,
� Smokejurnpers sometimes make their eighty per cent of the events 5 they attend I that are
:1.bout
mokejumper suits themelves. attended by them are not even fires. Most are medical
-
We haven't seen forest fires in our emergencies: for example, 6 freeing someone I someone
11. region since 1996. being freed from a crashed car. Others are things like
Above all, firefighters need to be calm. building inspections to make sure that 7 people are
It's easy for the situation to overwhelm following fire regulations I fire regulations are being
you. followed. And the hours are long, with some firefighters
;by
working shifts of up to 24 hours without 8 anyone giving
·to .: (:o:nplete the sentences with passive them I being given a break.
:you �- Use these verbs.
,ill
runk arrest catch do explain force Speaking my life
ling .!.aY
� of 12 Work in pairs. List two safety and security features for
It doesn't need -it's the following things. Say how each feature works and
obvious how to do it. what its purpose is. Use passive forms.
:me -
It wasn't my choice to be here. I • my mobile phone
safe? to come.
- • a car
.,. at the end of every • my home or office block
month. Usually I'm broke for a week
before that. My mobile phone is protected by a password. Some phones use
� If you speeding in fingerprint recognition so the phone can only be unlocked by
your car, you risk the owner. I guess that's probably safer.
_ It's too late. What
cannot be undone. 13 Work in groups. Look at the idea for car safety. Then
think of your own 'new' safety feature for one of the
was
items in Exercise 12. Follow the steps below.

I think a lot of accidents could be prevented if

people always drove with two hands on the wheel.
My idea is that if people didn't have two hands on
the wheel, an alarm would go off. That way, people
iway ... would be discouraged from using their phones or
eating while driving.

• Decide what a good feature would be.

• Write a short description of it and how it would work.
• Describe your feature to another group.
• In class, vote on the best idea.

MORE THAN A JOB Jl,,­ SAFETY FEATURES YOUR COMFORT ZONE PRESENTING YOURSELF 25
my life A COVERING LETTER OR EMAIL
 reading climbing Yosemite • critical thinking analysing language • word focus foot/feet •
speaking your comfort zone

2c Daring, defiant and free

Reading 6 Work in pairs. Rewrite these sentences to include
the features (a-d) in Exercise 5. Then compare
1 Look at the photo and answer the questions. your more dramatic version with another pair.
1 How do you think the man got to this place? Chin watched as the climber above him held onto
2 How do you think he is going to get out of the rock by one hand, hesitating at first to take
there? the picture. He wondered if it would be right
3 How do you think the photo was taken? to take the picture in case the man then fell and
hurt himself, but then he decided that he had to,
2 Read the article and find the answers to the because it was his job.
questions in Exercise 1.
3 Read the article again and answer the questions. Word focus foot/feet
1 What are the three things you need for 7 Work in pairs. Find two words or expressions
free-soloing? in the article with word foot in them and discuss
2 How did Honnold feel after climbing for two what they mean.
hours and 45 minutes?
3 Why did Honnold carry on after his moment of 8 Read the sentences. Look at the other expressions
panic on the rock face? with foot or feet in bold. Discuss what each
4 What was the effect of this climb on Honnold's expression means.
reputation?
1 It's all a bit new: the college, the
5 What is Jimmy Chin's greatest passion?
accommodation, the people. But I'm sure I'll
6 When he is on an assignment as a mountaineer­
find my feet in a few weeks.
photographer, what does he believe is his first
2 When she told them at the interview that
job?
money wasn't important to her, she really shot
4 Find words and expressions in the article with the herself in the foot.
following meanings. 3 You put your foot in it when you asked Jim
about his job - he was made redundant two
1 an adjective meaning 'almost vertical' (para 1) weeks ago.
2 a noun meaning 'the top of a mountain' 4 She followed in her mother's footsteps and
(para 1) became a dentist.
3 an adjective meaning 'oily' (para 1) 5 Well, I like dancing, but I'm not sure anyone
4 an adverb meaning 'perfectly' (para 2) else likes my dancing. I've got two left feet.
5 an adjective meaning 'very surprised' (para 3) 6 We're friends now, but we got off on the wro11&
6 an adjective meaning 'very skilled and capable' foot when we first met.
(para 4)
7 a phrase meaning 'made a very strong 9 Work in pairs. Ask each other these questions.
impression on' (para 4)
1 In what kind of organization/ sector is it
8 a verb meaning 'thought about the past' (para 4)
difficult to get your foot in the door?
2 When was the last time you put your foot in it?
Critical thinking analysing 3 When have you got off on the wrong foot?
language
Speaking my life
5 Find three examples of each of the following
language techniques (a-d) which the author uses 10 Work in pairs. Climbers like to live at the limits of
to make the description more dramatic. their comfort zone. Do the quiz on page 153 to fin
a short sentences (nine words or fewer) out what your comfort zone is.
b use of the historic present (present tense to 11 Look at the answers to the quiz on page 190 to
describe past events) find out what your comfort zone is. Discuss if you
c words with a strong meaning (e.g. sheer, line 3) agree with the answers.
d use of direct speech

26
 Unit 2 More than a job

::s a bright Saturday morning in September and a

young man is standing on a small ledge high up on the
north-west face of Half Dome, a sheer 650-metre wall of
granite in the heart of Yosemite Valley in California. He's
:iclude alone, far off the ground and without aids. Most climbers
>are :.ike t wo days to climb the face, using ropes and carrying
oair. ::p to 20 kilos of equipment and bivouacking for the
:d onto r:.:ght half-way up. Not Honnold. He is attempting the
:ake :oute free-solo, which means climbing with only a chalk
- ag and his rock shoes, and is tr ying to reach the top in
��t
:and -� than three hours. But less than 30 metres from the
iad to, ammit, something potentially disastrous happens. He
es the smallest amount of confidence. 'W hat am I
.icing here?' he says to himself, staring at a greasy bump
:1 the rock face. 'My foot will never stay on that.'

for two hours and 45 minutes, Honnold has been in the

DS ::. ne, flawlessly perforrning one precise athletic move after
:scuss ...:1ocher, and not once has he hesitated. In free-soloing,
-onfidence is ever ything. All you have is belief in your
-sn ability. If Honnold merely believes his fingertips can't
55ions wld, he will fall to his death. Now, with mental fatigue
..nd a glass-like slab of rock above him, he's paralysed,
m of his comfort zone. He hadn't felt like this two days
More when he'd raced up the same route with a rope. For
:ew minutes, he stands there, staring out at the sky, unable
:-e I'll ::;o look up or down for fear of falling. Then suddenly, he's
-"! motion again. He steps up, planting his shoe on the
�t .!?looth stone. It sticks. He moves his hand to another hold,
=y shot �eats the move, and within minutes, he's at the top.
: rallied because there was nothing else I could do,'
.Jim
Honnold says later, with a boyish laugh. 'I stepped up and
�WO ;:-c1Sced that foothold and was freed of the prison where
:·.1 stood silently for five minutes.' Word of his three-
and - ur free-solo of Half Dome flashed around the world.
.Ctlillbers were stunned, and the blog writers were buzzing.
,·one .:>n that warm autumn day in 2008, a shy 23-year-old
�eet. ::um the suburbs of Sacramento had just become a
ewrong -�bing legend.
:-hat is the magic of Yosemite: it creates heroes. But for
:15. ::.�e climbers, they are just doing what they love and - if
::hey're lucky - get paid for as a bonus. One such person
Jimmy Chin, who took this photograph. He is also an
...ccomplished mountaineer; the difference between him
ot in it? ...."!d Honnold is that Chin always works closely ,vith
:rt? :her climbers, caking photographs as he climbs. He was
.:ctually brought up in the flat countryside of southern
1innesota, but rock climbing has been his passion since
';lacier National Park first 'blew his mind' on a family
C!lits of '2.cation as a boy. Photography came later, when an
� to find :itdoor clothing company bought one of the photos he
�d taken on an expedition. As a photographer, it isn't
=JSY to get your foot in the door with a good client,
. to o Chin, encouraged by their interest, bought his own
; if you _;!llera. He hasn't looked back.
..::ombining a natural gift for photographic composition
-ith his mountaineering skills, Chin has become a tent
::ie of the leading specialists in what has been called chalk (n) /tf:i:Jc/ soft white stone (formed from limestone)
;,.articipatory photography' . He is able to carry a camerq1 ledge (n) /led3f a narrow horizontal surface projecting
here few dare to go, at the san1e time remaining a from a wall
a!iiable member of the climbing team. For Chin, that is slab (n) /slreb/ a large thick flat piece of stone
..:ways the priority. ...,..,...,r::,r,,,-.,.mrn,-,;w,,rn-xl.!I

MORE THAN A JOB SAFETY FEATURES � YOUR COMFORT ZONE PRESENTING YOURSELF 27
my life A COVERING LElTER OR EMAIL
 vocabulary personal qualities • pronunciation word stress • real life presenting yourself

2d Tell me a bit about yourself

Vocabulary personal qualities
1 Look at these words and expressions people use
to describe themselves at interviews. Which of the
words and expressions match the situations (a-d)?
Sometimes there is more than one answer.

conscientious enthusiastic a fast learner

flexible focused motivated
reliable resourceful well-organized

a It was too late to post all the invitations, so I

researched each person's email address and
emailed them instead.
b I regularly stayed late to finish the job.
Sometimes you have to do that.
c I didn't miss a single day at work all last year. 5 llif1.i Listen to Katy presenting herself to a care�
d I had to do all sorts of jobs as Head of advisor. Note down the questions that the careers
Social Events: booking venues, dealing with advisor asks. What kind of work is Katy looking
entertainers, greeting new students, making for and why is she suited to this?
food sometimes.
6 am Look at the expressions for presenting
yourself. Complete the expressions with a suitable
2 Pronunciation word stress preposition. Then listen to the interview again and
a a]EJ Mark where you think the stress falls on check your answers.
each of the words in Exercise 1. Then listen and
lliJJ,- PRESENTING YOURSELF
check.
Background
b Work in pairs. Practise saying the words with the I graduated 1 there last June ...
correct stress. I've been looking 2 a job 3 journalism ...
Goals
Real life presenting yourself My ambition is to ...
The media is not an easy sector to break 4
3 Read the advice about a common interview That's what I'm working 5
question. What are some examples of things you I'd be (perfectly) happy to start 6 the bottom
probably shouldn't talk about when asked this and then work my way 7
question? I wouldn't mind -ing ...
Qualities
Almost every interview will either begin with I'm good 8 -ing ...
or include the question 'Can you tell me a bit Once I start something, I follow it 9
about yourself?' While it's important not to give When it comes 10 -ing ... , I ...
a scripted answer, it is important to think about I have some experien ce 11 -ing . . .
how you'll answer this. The interviewer doesn't I have a tenden cy 12 *
want your whole life story. What they really want
* for discussing weaknesses only
to know is: your relevant background, what has
brought you to this point in your career and your
hopes and goals for the future. 7 Work in pairs. Take turns to act out the roles of
either a career advisor and an interviewee OR an
employer and a job applicant. Follow these steps:
4 Work in pairs. Make a list of five more questions
that are often asked at an interview. Use these • decide what type of interview it is
words to help you. Then compare your questions • interviewer: make some notes on the questions
with another pair. you want to ask
• interviewee: make some notes on the answers
goals this job/position strengths you are going to give
in five years weaknesses • act out a short (e.g. five-minute) interview.
• begin the interview with the question 'Tell me a,
bit about yourself.'

28 MORE THAN A JOB SAFETY FEATURES YOUR COMFORT ZONE � PRESENTING YOURSELF
� my life A COVERING LEITER OR EMAIL
 L.a: 2 .:ore than a job

II
lf 2e A letter of application
·riting a covering letter
::;r email
Dear Mr Fairburn
I am writing in response to your advertisement in last
• �ad the letter of application. Find and Tuesday's Guardian newspaper for a Trainee Marketing
::...,derline the following key elements of Assistant. Please find attached my CV. The job attracted
� co,·ering letter. Then compare answers me because it emphasizes opportunities for people who
• -:th your partner.
are keen to learn and also because of your company's
·
,
the job applied for reputation for innovative and high-quality travel books. I
where and when it was advertised am currently doing some freelance travel writing .
:; the candidate's current situation
· ,vhy the writer is a good candidate As a recent graduate from university, I am well aware
� thanks for reading the letter that I still have much to learn and it is exactly this kind
,, how and when the candidate can be of challenging environment that I am seeking. You
contacted will see from my CV that I am someone who believes
in getting results. My two proudest achievements are
acarefrs ::...ook at the statements about a covering
raising over £15,000 for a local charity and organizing a
careers �'etter. Using the letter as a model, say if
oking highly successful student Arts Week.
:.'ie statements are true (T) or false (F).
Explain your answers. Regarding the requirements you mention:
,g Keep it short. The letter should • I have a degree in Business Studies with a
-uitable basically just refer the reader to specialization in marketing
�and your CV. • I am flexible about where in the south-east I work
2 Show interest in and knowledge of • I have good organizational skills, acquired as head of
the organization you are writing to. the Student Social Committee
3 Just mention your general
suitability for the job. The letter I am available for interview at any time. Thank you for
should not respond to specific taking time to consider this application and please do
alism ... requirements the company has not hesitate to contact me at any time by phone or in
listed. writing if you have questions about any of the above.
4 The letter should give a personal I look forward to hearing from you.
touch to your application.
Yours sincerely
r.tom
Pkiiip Morri.s.se:i
3 Writing skill fixed expressions
Philip Morrissey
The writer follows the conventions
of letter writing by using certain
fixed expressions. Find words and
expressions in the letter with the
following meanings. 4 Write a covering email to a company that you would like to
a I am looking for work for. Make sure you include the key elements mentioned
b I am sending in Exercise 1.
C a good person to consider
5 Exchange letters with your partner. Look at their letter as if
d I am free to come you were the employer. Use these questions to check your
,of
e the thin.gs you say you need partner's letter.
IRan
f I am answering
;:eps: • Is it well organized and does it include all the key elements?
0 £eel free to
0

h I liked the look of • Is it grammatically correct and without spelling mistakes?

stions I hope you will reply • Does it use appropriate fixed expressions?
• Does it specify the key skills the organization needs?
J my CV shows you that
�,·ers k thanks for reading this • Is it interesting and does it have a personal touch?
• Does the application seem convincing?
r.
rme a

MORE THAN A JOB SAFETY FEATURES YOUR COMFORT ZONE PRESENTING YOURSELF 29
my life � A COVERING LETTER OR EMAIL
 Unit 2 More than a job

Before you watch 5 1 at1m Watch the second part of the video again
(1.04 to the end) and complete the notes about
:.ook at the photo. Write down two words or Jimmy Chin's career. Use one word in each space.
4

expressions to describe what is happening. Then

��are your words with the class. What were the 1 In college he was part of the team.
::iost common words?
2 After college he went to the Bay area to find a
- Key vocabulary job in the . realm.
3 Not finding a job, he decided to take a
,;. Read the sentences. The words in bold are used in off and ski full time.
:ne video. Guess the meaning of the words.
- 4 Seven years later he was still living in the back
:vfy work as a surgeon is very physical, but it's of his and doing various jobs,
also very cerebral. shovelling snow and waiting
-
The acting in the film was so bad that it made
me cringe at times. 5 He spent most of his time in Yosemite, where
3 We'll need to shovel all this sand into a big he found his
wheelbarrow and take it to the back of the 6 After some time in Yosemite, he decided he
house. would like to visit the ranges of
' It's no good rushing an editing job. You have to
the world.
be very patient and methodical.
::i On my first day at the company, they gave me 7 He took a photo which a friend sold for
a very simple assignment- to learn everyone's $ and realized taking photos could
help him continue what he was doing.

=�
name in the office!
8 Yosemite is a special place for him because it
latch the words in bold in Exercise 2a with these helped to his career.
.::efinitions.
3 shrink back in embarrassment
_ work or study task 6 Do you think Jimmy Chin made a good career
� involving great thought and concentration choice? Why?/ vVhy not? How do you think his
d going through something slowly and carefully career will develop?
(often in a certain order)
e move with a large spade
After you watch
1hile you watch 7 Vocabulary in context

3 j am:nWatch the first part of the video (0.00

:o 1.03). Note the adjectives Jimmy Chin used to
a I rti/4ai Watch the clips from the video. Choose
the correct meaning of the words and expressions.
.::.escribe his work. Did any of these adjectives
s:.rrprise you? Were any of them the same ones you b Complete the sentences in your own words. Then
�d in Exercise 1? compare your sentences with a partner.

.,,., l Qf}.ffl Read these sentences about Jimmy Chin's

1 Before I go, I'll need to sort out a few odds and
ends, like ...
.:areer. Then watch the second part of the video
2 We left the house and headed out ...
:.04 to the end). Are the sentences true (T) or
3 My parents freaked out when I said I wanted
false (F)?
• to ...
Jimmy Chin's parents hoped he would follow a
professional career. 8 Look at these things people do before starting out
_ Chin realized straightaway that climbing was on a career. What are the benefits of each one, do
something he wanted to do permanently. you think?
3 Chin felt very at home in Yosemite. • travelling
J Chin's real ambition was to be a photographer. • doing military service
5 Being a photographer has allowed him to visit • doing various odd jobs (working in restaurants,
countries all over the world. shops, on building sites, etc.)
• building up a range of practical skills - driving,
speaking languages, computer skills (e.g. Excel)
• doing some voluntary work in the community

31
 UNIT 2 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete the article. Use the correct tense and 4 f>i\!11:1 Choose the correct option to complete the
form (active or passive) of the verbs. questions about work. Then discuss the questions
with your partner.
1 What do you consider a reasonable monthly
salary to get along I ln; on?
2 In their careers, have any of your family
followed in their parents' footsteps I shoes?
3 What are the advantages and disadvantages of
being in the teaching trade I profession?
4 In a new work environment, how long does it
take you to find I set your feet?
5 Is getting on I forward in life and moving up th
career ladder important to you?
6 Would you rather do a challenging job or stay
on the safe road I side and do something easy?

What would be your dream job? Tommy Lynch believes 5 t>JM:1 What are these people talking about, do
that he 1 (find) his. Two years you think? Discuss with your partner.
ago, he 2 (employ) as a waiter in a 1 'You need to get over it and move on.'
restaurant, but more recently he 3 2 'Sorry, I haven't got round to it, but I will.'
(travel) around the world testing water slides at holiday 3 'I'd like to get out of it, but I can't.'
resorts. That's because Tommy 4
(give) the job by holiday operator First Choice of helping ICAN
them to include the best water parks in their holiday talk about jobs and careers
brochures. So far, he 5 (test) over use phrasal verbs with get
fifty water slides and pools.
After the company 6 (create) their
own selection of 'Splash Resorts', they soon realized that Real life
they would need the quality of the facilities
(check) regularly. A First Choice 6 Match the questions (1-4) with the beginnings
spokesperson said, 'We knew that to offer the best, we (a-g) of the answers someone might give.
would have to appoint a full-time tester. Tommy 1 So can you tell me a bit about your
s (be) great.' background?
He was chosen from hundreds of applicants and 2 Where do you hope to be in five years' time?
9
(put) straight to work. 3 What are your strengths?
·1 10 (have) the time of my life,' he 4 And your weaknesses?
says, 'but it's hard work. New resorts
11
(add) to the list all the time. a My ambition is to .. .
So I spend a lot of my time travelling and doing b I graduated from ...
paperwork. But if customers have had a great time on c I have a tendency to ...
holiday, then all my work 12 (be) d When it comes to ... , I ...
worthwhile!' e I'm working towards ...
f I'm conscientious ...
g I've recently been ...
2 f>i�1j:1 Work in pairs. Find five passive forms in
the article. Discuss the reason the passive has been 7 f>JefJj:1 Look at these adjectives. Can you think
used in each case. (Refer to the reasons (a-c) in of a job for which each quality is especially
Exercise 10 on page 25, if necessary.) important? Give reasons.

3 Answer the questions. conscientious enthusiastic flexible

motivated reliable resourceful
1 Who created Tommy's job and why?
2 What does the job involve?
8 fflifij:t Work in pairs. Ask and answer the
ICAN questions (1-4) in Exercise 6.
use perfect forms to look back at actions at
ICAN
an earlier time
use a variety of passive forms present myself at an interview

32
R
Unit 3 Design for life
mlete the
"Uestions

onthly

(lt'S?
:1tages of

5 does it

ng up the

, or stay
1g easy?

out, do

i\ill.'

'llngs

FEATURES 1 Look at the photo and caption. Discuss the questions.

1 What do you think it's like to live in this place?
34 Towns with character 2 How would you describe these buildings and what features
· time?
Two towns with individual can you see on them?
characters
2 D1m Listen to someone discussing the photo. Compare your
36 Compact living ideas from Exercise 1.
A focus on small homes 3 ll:m Listen again. What adjectives does the speaker use to
describe these things?
38 The paper architect
1 apartments 3 buildings
The life and work of 2 climate 4 the city
architect Zaha Hadid
4 Look at these adjectives. Make adjective+ noun collocations
: think 42 A story of solutions with these nouns: apartment, building, street, area. Which
:v adjective can collocate with all four nouns?
A video about the human
impact of architecture
brick built-up deprived first-floor four-storey
high-rise imposing main narrow one-way
pedestrianized residential run-down spacious studio
tree-lined two-bedroom
:e
5 Think of an area or neighbourhood you know. Describe this
place and the buildings in it, saying what you like or dislike
about it.

YOUR HOME TOWN A BIT OF LUXURY HOW SPACES AFFECT YOU EXPRESSING OPINIONS
my life AN OPINION ESSAY
33
 vocabulary describing towns • reading the character of towns • grammar qualifiers •
pronunciation quite, fairly and pretty • speaking and writing your home town

3a Towns with· character

Ii Vocabulary describing towns Reading
1 Work in pairs. Look at these different types of town 3 Look at the photos of two towns with a special
and answer the questions. identity. Read the descriptions of each town
that residents have written. Then match the
boom town ghost town historic town statements (1-6) with the towns (Granada
holiday town/resort industrial town market town or Billund).
port (town) regional capital shanty town
spa town university town 1 It is not a town that pretends to be
something it isn't.
1 What are the characteristics of each type of town? 2 It is known for its period buildings.
2 Can you give an example of three of these types of 3 It is very busy with visitors from outside.
town from your own experience? 4 Its residents seem happy and comfortable.
5 It has a relaxed feel to it.
2 Look at these adjectives which describe towns. Make 6 Its economy has grown in recent decades.
pairs of opposites or near opposites.

lively modern and characterless quaint scruffy

self-contained sleepy sprawl.ing well-kept

I moved to Billund in east Jutland, Denmark about ten

Granada. Nicaragua years ago. It's a rather ordinary kind of town - except
in one respect. Almost everyone here has a connection
It might be cheating slightly to call Granada a town: with Lego. The town dates back to medieval times - it
it's officially a city, but not a big sprawling city like still has a few quaint streets with period buildings in
Managua. Granada's quite small and self-contained. It's the centre - but it boomed when the Lego factory
5 also the oldest colonial town in Latin America (founded started exporting its toys in the 1950s and 60s. Most
in 1524) with beautifully preserved, elegant architecture. residents either work in the factory or the Legoland
In some historic towns you feel like you're in a museum, theme park, or they have some other business like
but Granada's not like that; it's not scruffy, but it's not a hotel or cafe that caters for the endless stream
particularly smart either and I quite like that. It just feels of visitors to the park. We live in a house that was
10 like a genuine working town, with farmers from the built by the company (not out of Lego, in case you
local countryside coming and going to sell their produce wondered). Life's pretty good here, partly because it's
in the town's vibrant markets. Outside the commercial such a family-friendly town - about thirty per cent of
areas, life has quite a gentle rhythm and after dusk residents are couples with children - and partly becau�
everything goes pretty quiet. That's changing a little the company looks after its people. They charge us a
1s now as tourism in Nicaragua increases and Granada fairly reasonable rent and they've built many amenities,
becomes a magnet for visitors. But you can see why they for the town - a church, a library, the local park.
come; it's such an incredibly photogenic place. My children even wear Lego-branded clothes.
34
 Unit 3 Design for life

Grammar qualifiers 2 a bit fairly slightly

),- QUALIFIERS C: We've just moved into a new housing estate.

D: What's it like?
• QUALIFIER + ADJECTIVE C: To be honest, it's 5 modern and
_:iite, pretty, fairly (usually with positive ideas)
characterless. I'm 6
confident
_ --=e's pretty/quite/fairly good here.
a special � --=e has quite a gentle rhythm.
it'll get better with time as more people
1 town -...cy charge us a fairly/pretty reasonable rent. move in. But at the moment we're struggling
eh the
7
to enjoy it.
:::her
1ada :'s a rather ordinary kind of town.
:'s rather an ordinary kind of town. 7 Pronunciation quite, fairly and pretty
-...e town is rather ordinary.
a � Listen to the conversations. Does the stress
-;ot very, not particularly
fall on the qualifier or the verb/adjective?
:'snot particularly/very smart either.
5.
: QUALIFIER + VERB 1 A: Is it far? B: It's quite a long way.
"Utside.
�ite, rather, not particularly (with like, enjoy, want) 2 A: How do you feel? B: Pretty confident.
:ortable.
quite/rather like that. 3 A: How's the water? B: It's pretty cold.
:1idn't particularly like that. 4 A: Is it urgent? B: Yes, it's fairly important.
.ecades.
-ghtly, a little, a bit 5 A: Is she famous?
- 71ight be cheating slightly I a little I a bit ... B: Yes, she's quite a well-known actor.
--,3t's changing slightly I a little I a bit now. 6 A: How was the show? B: I quite enjoyed it.
=-::- further information and practice, see page 160. b am Listen again. W hich stress pattern means
'but not very'? Which stress pattern doesn't change
..,., =-.ook at the grammar box. Answer the questions. the meaning of the verb or adjective very much?
- C Work in pairs. Practise saying the phrases. Choose
Do the qualifiers make the idea expressed:
a much stronger? b less strong? which pronunciation pattern you use and see if your
.2 What is the position of each qualifier when partner can guess the meaning that you intend.
used with:
a an adjective? Speaking and writing my life
b an article+ adjective+ noun?
c a verb? 8 Work in pairs. Answer the questionnaire about
your home town. Use at least one qualifier in each
S !>tit the qualifier in the right place in the sentence. answer.
I always feel excited when I move to a new It's a pretty mixed town really. Quite a lot of students
town. (pretty) live there, but it also has an industrial part. Guides on
_ Liverpool used to be a busy port in the last the internet usually describe it as a university town,
century. (fairly) but that doesn't really give the whole story.
3 We wanted to visit Verona, but there wasn't
time. (quite)
· How would you describe your home town?
Industry in the town has declined in the last
How does this compare to descriptions of it you
thirty years. (slightly)
have read?
:, After moving to the country, we regretted our
,bout ten 2 What's your home town known for - a famous
decision. (a bit)
- except person, a historical event, its produce?
o The museum isn't interesting, if you don't like
)nnection 3 Has your home town changed a lot in the time
local history. (particularly)
:imes - it you've known it? If so, how?
cfings in : Complete the conversations using the qualifiers 4 I've got a day in your home town. What can I do?
dory ;iwn. Where is the best place to get a nice, reasonably­
5
s. Most priced meal in your home town?
goland a little particularly pretty quite
6 If you could change one thing about your home
.s like
..\: Do you like where you live now? town, what would it be?
,am
:was 3: I 1 like it, but it's not a 7 Would you be happy to live in your home town all
,e you
2 lively place. Don't get me wrong: your life? Why?/ Why not?
cause it's the people are 3 friendly and
� cent of they've welcomed us very warmly. We've just
:ly because had to adapt 4 after living in a big 9 Write a short description of what makes your
�ge us a city like London. home town special (up to 140 words). Use the
amenities descriptions in the article on page 34 to help you.
ark.
YOUR HOME TOWN A BIT OF LUXURY HOW SPACES AFFECT YOU EXPRESSING OPINIONS 35
my life AN OPINION ESSAY
 listening small homes • grammar intensifying adverbs • pronunciation stress in intensifying adverbs •
vocabulary adverb + adjective collocations • speaking a bit of luxury

3b Compact liVing
Listening 3 ll:m Read the sentences. Then listen to the
interview again and choose the best option to
1 Work in pairs. Ask and answer the questions. complete the sentences.
1 How many different rooms are there in your home? 1 Jonas Wilfstrand specializes in designing
2 Do any of the rooms have more than one function? compact holiday homes I small homes in genera.'
3 If you had more space, what would you use it for? 2 There's a demand for compact living spac�
because they are cheaper I more practical.
2 � Look at the photos. Then listen to an interview
with an architect who specializes in compact designs. 3 Dolgan homes consist of one room I a shared
Answer the questions.
space and a bedroom.
4 The Dolgan need to move house regularly
1 Where are these two homes? because of the weather I their animals.

l
2 Why is the architect inspired by them? 5 In the ten-square metre cabin in California
there is little room for belongings I domestic
appliances.
6 In Gary Chang's apartment you can move I
remove the walls.

Grammar intensifying
adverbs
4 Look at these adjectives. Match each gradable
adjective (i.e. not with a strong meaning) with
an ungradable adjective (i.e. with a strong
meaning) that expresses a similar idea.
Gradable Ungradable
-
__, ' 1 cold a tiny
2 surprising b stunning
3 important C delighted
4 small d brilliant
5 original e freezing
6 pleased f amazing
7 clever g essential
8 attractive h unique
5 Work with a partner. Take turns to ask
questions using a gradable adjective. The oth
student should answer using the equivalent
ungradable adjective.
A: Is your apartment cold?
B: Yes, it's absolutely freezing.
6 Look at these common spoken phrases. WhiCP
underlined words mean 'very' and which
mean 'completely'?
1 Yes, you're absolutely right.
2 That's really kind of you.
3 Thanks. I'd be very grateful.
4 I'm sorry. It's� out of the question.
5 Yes, I'm quite certain.
6 That's a completely different matter.

36
 Unit 3 Design for life

7 Pronunication stress in intensifying 10 Complete these sentences in your own words.

Ill
adverbs Use intensifiers where there is a highlighted space.

lJm Work in pairs. Listen to the sentences 1

2
I would only eat ... if I was
I get
desperate.
irritated by people who ...
in Exercise 6. Note where the stress falls. Then
� to the 3 The last time I was tired was ...
option to practise saying the sentences.
4 It's wrong to let children ...
� INTENSIFYING ADVERBS 5 I think ... are gorgeous.
signing 6 I'm certain that good health is ...
very, extremely, incredibly, really+ gradable
in general. adjective
.-:ng spaces I'm ve,y pleased to welcome . . . Vocabulary adverb + adjective
They are extremely basic.
;ctical.
• I a stzared absolutely, really, utterly, quite + ungradable
collocations
:extreme) adjective
11 Look at this example of an adverb + adjective collocation
:-egularly Some of them are really stunning.
':'s absolutely freezing there.
from the interview. What does strongly mean here: 'very'
:ls. or 'a little'?
:alifornia completely, entirely, totally, quite+ ungradable
domestic 'absolute*) adjective I've also been strongly influenced by the architect Gary Chang.
-oday we're looking at something completely
:an move I :!ifferent. 12 Look at these other adverb + adjective collocations.
T 'absolute' means adjectives which do not have a In most cases the adverb has the meaning of very or
:omparative or superlative form absolutely. Find the two collocations where this is NOT
the case.
-=or further information and practice, see page 160.
bitterly disappointed mildly amusing
3 Look at the grammar box. Turn to the closely associated (with) painfully slow
gradable audioscript of the interview on page 182 deadly serious patently obvious
iing) with (track 21) and find: desperately unlucky perfectly reasonable
trong hopelessly in love vaguely familiar
a five more examples of intensifying ideally suited to wildly optimistic
�-
adverbs with gradable adjectives
t.able b two more examples of intensifying 13 Work in pairs. Think of examples that fit the descriptions
adverbs with ungradable (extreme) of these things (1-5) or use your own ideas. Then discuss
ming adjectives, e.g. amazing, disgusting your situations with another pair.
ghted c two more examples of intensifying
:.ant adverbs with ungradable (absolute) 1 something you learned where you found progress
zing adjectives, e.g. right, true painfully slow
lZing 2 an ambition one of your friends has that seems wildly
:-itial !ii Choose the correct intensifier to complete the optimistic
'Ue sentences. 3 a bad idea someone had, i.e. it was patently obvious
1 I prefer modern design because it's that it wouldn't work
;k 4 a sporting competition where someone was
usually absolutely I very simple and neat .
. The other desperately unlucky
Having said that, my own house is
l!\·alent 5 a job you are ideally suited to
absolutely I incredibly disorganized.
2 The outside of the house is old but the
interior is completely I utterly new. They've Speaking my life
done a completely I really incredible job of
renovating it. 14 The architect in the interview designed 'a timber and
es. Which 3 I saw an absolutely I entirely stunning glass vacation house with built-in sauna'. Work in pairs.
hich penthouse flat for rent yesterdaYt but it's Look at these luxury features of houses and say which
utterly I extremely expensive. three you would most like to have in your house and
-l: She's a(n) incredibly I quite talented why. Try to use intensifying adverbs in your answer.
architect. I'd be totally I very surprised if I'd absolutely love to have a home cinema, because there are so
she isn't famous one day. many films now with really amazing special effects that you
estion. 5 Cath is very I quite certain that there's a can't appreciate on a small screen.
wasp nest under her roof. She's entirely I
Er. utterly miserable about it. a conservatory en suite bathrooms a games room
6 The price of houses in London is extremely I a garage/workshop a gym a home cinema
absolutely ridiculous. Even a one-bedroom a large kitchen a library a roof garden a sauna
flat is absolutely I completely unaffordable. a walk-in wardrobe

YOUR HOME TOWN liJ, A BIT OF LUXURY HOW SPACES AFFECT YOU EXPRESSING OPINIONS 37
my life AN OPINION ESSAY
 reading Zaha Hadid • critical thinking summarizing • word focus ground • speaking how spaces affect you

3c The paper architect

Reading Word focus ground
1 Look at the photos and answer the questions. 6 Work in pairs. Look at the expression in bold from;
the article and discuss what you think it means.
1 Do you like the designs? Why? / Why not?
Then do the same for the other expressions in bol
2 Do you have a favourite modern building?
(1-5).
What is it and what do you like about it? Have
you been inside it? But as with anyone who tries to break new ground, it
was not easy to convince people to follow.
2 Read the article about the architect Zaha Hadid.
Choose the statement (a-c) that best summarizes 1 It's a very clever design, but as a business idea
her aims. it will never get off the ground unless they get
some money to develop it.
a to prove that women too can be successful 2 The council decided to close the swimming
architects pool on the grounds that it wasn't making
b to create original buildings that people like to money.
be in 3 It was a great meeting. We covered a lot of
c to create buildings with unusual and complex ground in the two hours.
forms 4 Even though she's going to appear on TV,
3 Read the article again and answer the questions. it's important that she keeps her feet on the
ground, because it may lead to nothing.
1 Why was Hadid called 'the paper architect'? 5 No one seemed to think his plan would work,
2 What does it mean when it says Hadid became but to his credit, he stood his ground.
'sought-after'?
3 What challenges did Hadid face when she 7 From your own experience, think of an example
entered the architecture profession in Britain? each of the following.
4 How did Hadid begin when she wanted to 1 someone who always keeps their feet on the
create a new design? ground
5 Why were potential customers doubtful about 2 a time when you stood your ground (despite
Hadid's designs? opposition)
6 What was the most important thing for Hadid 3 a company which is always breaking new
when designing a new building? ground with its products

r
�
7 What is interesting about the inside of the
Evelyn Grace Academy?
8 How does the author conclude that Hadid will Speaking my life
be remembered? 8 Public buildings or spaces can sometimes have

'
bad associations for people. Look at these places
Critical thinking summarizing which people in a survey said they didn't like
being in. How do you feel in each of them? Why?
4 In order to check you have understood the main
points of an article, it is useful to be able to 1 a dentist's surgery
summarize its message or arguments accurately. 2 a lift
To help you summarize this article, underline 3 an airport departure lounge
adjectives or nouns that describe the following: 4 a classroom or lecture hall
5 a large open plan office
• Zaha Hadid's designs
• her character 9 Work in small groups. Choose one of the public
• her buildings spaces in Exercise 8. Discuss how the design of th·
• her position in the world of architecture space could be improved to make people feel mo
• the effect of her buildings on the user comfortable. Think about the following:
5 Compare the words you underlined with your • shape and size of the space
partner. Then together compose a short summary • lighting
of Zaha Hadid's life and her contribution to • arrangement of furniture
architecture. • other additions (music, plants, etc.)

38
ou Unit 3 Design for life

T H E p A p E R
A R C H I T E C T
oold from =or a long time, Iraqi-born Zaha Hadid was known as'the
::ieans. ::cper architect'. That was because very few of her bold
n in bold =."ld daring designs, though frequently praised for their
-.agination and originality, ever left the page to become
-::al buildings. Between 1978, when she graduated, and
Jround, it
998, just four of her 27 projects were actually realized.
-"OWever, following the successful completion of two art
1ess idea ;,:::leries in Cincinnati and Denmark and a commission
, they get -=· BMW in Leipzig in 2005, Hadid's buildings began to
she had designed a building just so that they could stare 40
::.eoear everywhere. Within ten years, she had become
:�e of the most sought-after architects in the world. So and admire its beauty from the outside. 'Architecture;
.:ning she said, 'is not a medium of personal expression for
:...<mg ny did Hadid's architecture take so long to be accepted?
me. It facilitates everyday life: In other words, her aim
-rstly, she was one of the few women in a profession was to create buildings that were not just innovative,
ot of
:: minated by men. Today in Britain less than fifteen per but practical too. The internal space and how people 45
:x;c1t of practising architects are women. A lot more enter interacted with it were the keys for her.
TV, -e profession, but over half leave, either because of slow
on the 2:eer progress or because they become disillusioned For this reason, she was attracted particularly to public
o, projects: for example, the Aquatics Centre for the
:h the conservatism of most British architectural
'Cl work, ::e;ign. But in Hadid's case, this seems to have been a 2012 Olympics and the Evelyn Grace Academy, a large
-otivator. From an early stage, she was determined to secondary school in south London. For the latter, Hadid 50

:::"allenge the establishment with her own new ideas. But designed a building with lots of natural light and dramatic
.ample of angles, so that pupils could view the activity of other
- 11as never going to be an easy fight.
students from different perspectives within the structure.
on the :CCondly, even during her student days, Hadid was Right in the middle of the site, between buildings, she
--:erested in pushing boundaries and in creating placed a 100-metre running track to celebrate the school's 55
iespite =-Jdings that were new and different. She felt that emphasis on sports. The idea of offering the viewer
:· st-century developments in materials science and multiple viewpoints inside a building is a common theme
tew :.:Jinputer modelling tools provided an opportunity in Hadid's work. Internal spaces interconnect cleverly so
- experiment with more complex curved forms than that the visitor is surprised and charmed at every turn.
�chitects had attempted in the past. She would initially
;:.•.etch out her ideas in the form of an artist's drawing. Zaha Hadid died of a heart attack in 2016 aged 65, leaving 60

� as with anyone who tries to break new ground, it behind a groundbreaking body of work. She remained
ras not easy to convince people to follow - to believe all her life something of an outsider; or, if not completely
rtave outside, then on the edges of the architectural
at these sketches could be translated into functional
olaces establishment. Yet her impact on architecture was
!wllctures. However, once people began to see the results
like enormous: it will never be the same again. 65
- n buildings such as the Guangzhou Opera House in
t? Why?
:_,ina and the MAXXI art museum in Rome - they began
-ot only to believe, but also to start shouting her name.
,e idea of the architect as an artist was something Hadid
-erself rejected. She did not want people to think that

)Ublic
gn of this
feel more

\.

YOUR HOME TOWN A BIT OF LUXURY 111'- HOW SPACES AFFECT YOU EXPRESSING OPINIONS 39
my life AN OPINION ESSAY
 real life expressing opinions • pronunciation linking vowel sounds (intrusion)

3d A lot to recommend it
Real life expressing opinions
1 Work in pairs. Think about a public work
of art in your town or area. Describe it to
your partner, saying what you like or dislike
about it.
2 Look at the photo and the caption and
discuss the questions.
1 Do you like these public works of art?
Why? / Why not?
2 What benefits do you think they might
bring to the city (for both locals and
visitors)?
3 � Listen to two people discussing a
proposal for a public work of art in a city.
6 Look at the expressions for expressing opinions. Say
Answer the questions.
which expressions are used to agree, disagree politel1�
1 What piece of work is being proposed? disagree or give an opinion.
2 Are the speakers in favour of or against it?
... EXPRESSING OPINIONS
4 Work in pairs. Read the short text below.
I think ... / I reckon ...
Then discuss which way of expressing I have to say, ...
opinions you most commonly encounter. Personally, I .. .
How much does this depend on the person For me, .../ If you ask me, ...
you are talking to? It seems a bit ... to me.
It's pretty obvious that ... / It's fairly clear that ...
Different people express their opinions I'm (all) in favour of ...
in different ways. Some people disagree I'm against ...
briefly and bluntly, e.g. 'I don't agree,' I agree completely. I Absolutely.
or 'That's not correct.' Others disagree I disagree./ I don't agree.
openly but politely, e.g. 'I'm afraid I don't I don't think you should underestimate ...
share your opinion.' In some cultures, it is I can see that, but ...
considered rude to disagree openly and I'm not (entirely) convinced that ...
people express disagreement by keeping
silent or even by saying the opposite, e.g.
'Yes, I agree.' 7 Pronunciation linking vowel sounds (intrusion
a � Listen to these phrases. Which consonant soun ·
5 � Listen to the discussion again. (/w/ or /j/) are used to link the vowel sounds in each o
Complete the arguments that each speaker these sentences (1-6)?
gives in favour of or against the idea. 1 Have you seen the�artwork?
1 Speaker A: I think it's 2 It's more likely to�attract people.
3 If you�ask me, ...
2 Speaker B: Personally; I'd rather have 4 I disagree�about the cost of it.
something 5 Cexpect you're right.
3 Speaker B: I'm also not convinced that it 6 I'm not so�interested in architecture.
will b Work in pairs. Practise saying the sentences in Exercis
4 Speaker A: I reckon people ... will really 7a, linking the vowel sounds with /w/ and /j/.
like the fact that it
8 Work in pairs or small groups. Look at the two
5 Speaker B: I'm all in favour of something proposals for a public work of art on page 154. Ask
that's relevant ... , but I'm afraid it just each other for your opinion of each proposal. Use
seems expressions to agree or disagree.
6 Speaker A: Well, for me, it's very important
What do you think of the LED screen idea?
that it's
Personally, I think . . .

40 YOUR HOME TOWN A BIT OF LUXURY HOW SPACES AFFECT YOU IJ,- EXPRESSING OPINIONS
my life AN OPINION ESSAY
 · .g an opinion essay • writing skill discourse markers Unit 3 Design for life

II
3e Old and new
·riting an opinion essay
Should we allow modern
:..OOk at the photo of two buildings. Do these two buildings to be built next to
::uildings go well together? Why? / Why not? older buildings in a historic
area of a city?
Read the essay question and the essay. Answer the
01estions. In order to answer this question
• properly, first we need to ask
What is the writer's opinion?
.., whether people actually want to
What arguments does he give to support this?
3 What points against his own argument does he preserve the historic character of
mention? an area. Not all historic buildings
are attractive, but they may
:..OOk at the four key elements of an opinion essay. contribute to an overall feeling
fmd each element in the essay. What is the correct that makes the area attractive to
::-der? people. What should we do then if
a new building is needed?
a deal with opposing arguments
:is.Say :> give your opinion and present the arguments In my view. modern architecture
� politely, supporting it can fit perfectly well with buildings
� make your conclusion from another period. Indeed, there
ci analyse the question and set out your starting are many examples in my own
point home town of Tours where radical modern designs
sit comfortably next to old buildings. As long as the
Writing skill discourse markers new building is pleasing and does not dominate
its surroundings too much, it should enhance the
2. The writer uses certain phrases to present his attractiveness of the area. Having said that, there
:deas. Look at the underlined discourse markers must also be a limit to the number of new buildings
:n the essay and match the discourse markers with if people want to preserve the area's historic feel.
the function (1-5). Admittedly. there are examples of modern buildings
1 introduce an opinion (1 adverbial phrase, 2 which have spoilt an area, but this is not an argument
verb phrases) against putting new buildings among historic
2 qualify or make a concession to an opinion or ones in principle. I suspect that the main reason
argument (2 adverbial phrases) for objections to such buildings is that people are
3 reinforce a point or argument (2 adverbial conservative: in other words, they do not like change.
phrases) In conclusion, I believe that while we must respect
-l: express the same point in another way (1 the views of others, it is the duty of architects and
:trusion) phrase) planners to move things forward. After all, if we only
5 sum up the argument (1 adverbial phrase) reproduced what was there before, we would all still
�t sounds be living in caves.
:1 each of D Complete this text. Use discourse markers from
Exercise 4a.
, modem buildings that S Write an opinion essay about this question (200-
try to imitate older architectural styles do not 250 words).
work. 2 , they sometimes
Should we create more socially mixed residential areas,
look worse than an unimaginative modern where rich people live next to poorer people, instead of
design. Despite this, some architects and in separate communities?
planners insist on building in a 'traditional'
style. 3 , their intentions are 6 Exchange essays with your partner. Use these
'. Exercise good: they do not want to spoil the overall look questions to check your essays.
of an area, but 4 they are • Is their opinion clear and have they presented
mistaken. It would be much better if architects
[} both sides of the argument?
�Ask and planners considered a range of new designs. • Have they followed the structure suggested in
, they need to be more
5
L"se Exercise 3?
adventurous. • Have they used discourse markers correctly to
present the ideas?

YOUR HOME TOWN A BIT OF LUXURY HOW SPACES AFFECT YOU EXPRESSING OPINIONS 41
my life AN OPINION ESSAY
 3f A story of s·olutions

I
•

The new fire station in Newbern,

Alabama, USA
 Unit 3 Design for life

,j efore you watch After you watch

II
" :...ook at the photo. How does (or did) this building serve 6 Vocabulary in context
:...�e community? Who works/worked there and what is
O::m Watch the clips from the video.
-
:..�eir job like, do you think? a
Choose the correct meaning of the words
!...ook at this list of public buildings or buildings that and phrases.
serve the community. Add any others you can think of.
Then answer the questions (1-2). b Work in pairs. Complete these sentences
in your own words. Then compare your
college community centre court house fire station sentences with a partner.
hospital museum leisure/sports centre
1 The sole reason that I learn English is ...
post office public library theatre town hall
2 ... was a catalyst for ...
3 The book, ... , had a profound effect on
1 Which buildings/amenities would you expect to find
me when I was younger.
in a town of less than 500 people?
2 Which do you think are the most important 7 Look at the viewer comments about the
buildings/amenities for residents? video. Which is closest to your impression
after watching the film? Explain why.
Jhile you watch
3 l bW Watch the first part of the video (0.00 to 0.14).
)..Tote down all the things you see. Compare notes with
your partner. Then answer the questions.
1 What kind of town is Newbern? I found this very uplifting. I agree with
2 Can you describe the buildings you saw in the town? what the woman said at the end: it's
What were they like? people that make the difference. And
you can see that these people really care
-r r:JIHlwl Watch the whole video. Give more details of about each other and their community.
what you saw by answering these questions.
1 What was the first fire engine you saw like?
2 What was the meeting about?
3 How would you describe the design of the new fire I love the simplicity of this architecture.
station? It answers the need and nothing more.
4 What kind of fire did you see?
3 What did you see the architecture students doing?
6 Who did you see using the library? m
I came to this thinking that I was going to
3 QRffl Watch the whole video again. Pause after each see some very innovative or radical new
peaker and write in the words to complete the summary architectural designs. But actually, there
of each speaker's message. The first letter is given for you. weren't any. Disappointed.
1 Sarah Curry: Having no local firehouse means houses
b
i
d
and they are h
; so people can't get

1 Andrew Freear: Community groups focused on the

m
I can't really put my finger on why I like
o and we helped with the b this. Perhaps it's just the way it's filmed.
3 Patrick Braxton: Our first call was to a grass fire and
we took t -t people with us.
-! Andrew Freear: Frances Sullivan came to us and said
'If you really want to help, build a 1 8 What new building would your community
5 Kesha Jones: I don't know how you c most benefit from? Present your idea to the
Newbern, but I'm very g you came. class and explain your reasons.
6 Sarah Curry: This works because everyone is working
towards the s g as a team.
7 Frances Sullivan: Architecture is part of the
s , but it's the p that really
make the difference.

43
 UNI r 3 l{hV lbW ANO MEMORY BOOSTER
Grammar Vocabulary
1 Look at the photo. What do you think this building 4 Complete the phrases. Then put the phrases into
is for? Read the text and check your ideas. three categories: a feature of a house, a feature of
town and an adverb+ adjective collocation.
2 Choose the correct options to complete the text .
1 a two-b flat
2 b ly disappointed
3 ab wall
4 ab -up area
5 as ing suburb
6 a ten-s block of flats
7 an en-s bathroom
8 w ly optimistic
9 aw -in wardrobe
5 Which of these adjectives would you use to
describe these places from Unit 3?

characterless compact imposing lively

modern quaint run-down sleepy smart
spacious

I 1 really I completely love the London Olympics

Aquatics Centre. It's a great example of how
to design a public building and actually it's
2
slightly I quite rare for design and function to 6 f>JMj:j Work in pairs. Use the adjectives from
come together as successfully as this. It's both very Exercise 5 to describe a building, area or city that
practical and 3 extremely I absolutely pleasing you know.
to look at. Like many of Hadid's buildings, the
outside has a 4 quite I rather organic feel to it. ICAN
Some say it looks like a large turtle with its flippers use adverb + adjective collocations
outstretched. Hadid did not 5 quite I particularly describe buildings and places
want to add these 'flippers', but they were extra
structures needed to accommodate the 15,000
spectators attending the Olympic swimming Real life
competitions. After the Olympics, 12,500 seats
were 6 completely I utterly removed. If the exterior 7 Match the sentence beginnings (1-7) with the
is 7 a bit I pretty remarkable, the interior is 8 quite I endings (a-g).
entirely spectacular. Bare concrete sweeps this way 1 Personally, a of public art works.
and that in beautiful curves and the diving boards It seems a bit b the benefits.
seem to grow out of the floor. At floor level is the 3 It's pretty clear that c no one wants it.
fifty-metre pool, which is 9 totally I really still and 4 I'm all in favour d completely.
a deep, deep blue. The whole effect is 10 entirely/ I can see that, e I think it's a great idea.,
incredibly dramatic. I agree with you f old-fashioned to me.
7 You shouldn't g but I still think it's too
underestimate expensive.
3 f>J1�j:1 Work in pairs. Look at the adjectives
which follow the modifiers or intensifiers in the 8 f>J&;j:1 Work in pairs. Give your opinions about
text. Which are: a) gradable adjectives an idea to create a small zoo in your local city
b) ungradable (extreme) adjectives and where children can learn more about animals.
c) ungradable (absolute) adjectives? Use the expressions in Exercise 7.

ICAN ICAN
use adverbs to modify or intensify meaning express my opinions
agree and disagree politely

44
Another Random Scribd Document
with Unrelated Content
of the men came upon them. Then they covered all over with straw,
so that the pits could not be seen, and waited till morning.
 CHAPTER CXII

SWEIN, ASLEIF’S SON’S FALL.

Next morning Swein and his men arose and armed themselves, and
went to the town; and when they came near the gates the Dýflin
men ranged themselves on both sides from the gates along by the
pits. Swein and his men, not being on their guard, fell into them.
Some of the townsmen ran immediately to the gates, and others to
the pits, and attacked Swein’s men with weapons. It was difficult for
them to defend themselves, and Swein perished there in the pit,
with all those who had entered the town. It was said that Swein was
the last man who died there, and that he spake these words before
his fall: “Know all men, whether I die to-day or not, that I am the
holy Earl Rögnvald’s henchman, and my confidence is where he is
with God.” Swein’s surviving followers went then to their ships, and
put out to sea; and nothing is said of their voyage until they came to
the Orkneys. Here is the end of Swein’s history; and it has been said
that he was the greatest man in the Western lands, either in old
times or at the present day, of those who had not a higher title than
he had. After his death his sons Olaf and Andrés divided their
patrimony. The next summer after his death they raised the end
walls of the large drinking-hall which he had in Gáreksey. Andrés,
the son of Swein, married Frída, the daughter of Kolbein Hruga, and
sister to Bishop Bjarni.
 CHAPTER CXIII

OF EARL HARALD AND HIS SONS.

Now Earl Harald ruled the Orkneys, and was a great chief.
Afterwards[449] he married Hvarflod,[450] the daughter of Earl
Malcolm,[451] of Mærhæfi (Moray). Their children were Thorfinn,[452]
David, Jón, Gunnhild, Herborga, and Langlíf.
When Bishop William the Second was dead, Bjarni, the son of
Kolbein Hruga, was made bishop after him. He was a very great
man, and a dear friend of Earl Harald. Bishop Bjarni had a large
party of kinsmen in the Islands. The sons of Eirík Slagbrellir were
Harald Ungi, Magnus Mangi, and Rögnvald. The brothers went east
to Norway to see King Magnus, Erling’s son, and he gave Harald the
title of Earl, and one half of the Islands, which had belonged to the
holy Earl Rögnvald, his mother’s father. Earl Harald Ungi went to the
west, and with him Sigurd Murt, the son of Ivar Galli. The mother of
Ivar, who fell at Akr with Erling Skakki, was the daughter of Hávard,
Gunni’s son. Sigurd Murt was young, handsome, and a great dandy.
Magnus Mangi remained with the King, and fell with him in Sogn.
Harald (Ungi) and his followers came first to Hjaltland. Then they
went over to Caithness, and then into Scotland, to William, King of
Scots.[453] Earl Harald requested King William to give him the half of
Caithness which Earl Rögnvald had held. The King granted him this;
and Earl Harald went then down to Caithness, and gathered troops.
Then Lífólf Skalli, his brother-in-law, came to him. He had many
noble kinsmen there. Lífólf had married Ragnhild, the sister of Earl
Harald. He was called Earl Harald Ungi (the younger); but Harald,
Maddad’s son, the elder. Lífólf had the command of the Earl’s troops.
They sent men to the Orkneys, to Earl Harald the elder, requesting
him to give up one half of the Islands, since the King had given
them to Earl Harald Ungi. When the Earl received this message, he
refused absolutely to divide his dominions on any condition. Lífólf
Skalli was the messenger, and the Earl upbraided him greatly before
he left. After this, Earl Harald the elder collected troops, and
obtained a great many. Earl Harald Ungi’s party were in Caithness,
and had some gathering too. When they heard that Harald the elder
was collecting troops, they sent Lífólf a second time across the
Pentland Firth to gather information about the enemy’s forces. He
landed east in Rögnvaldsey, and ascended a hill, where he found
three of Harald’s watchmen. Two of them he killed, and one of them
he took with him for information. Then Lífólf saw the Earl’s fleet,
which consisted of many ships, most of them large. Then he went
down from the hill to his boat, and told his companions what he had
ascertained. He said Earl Harald had so large an army that it was
quite hopeless for them to fight with him. “I would advise,” said
Lífólf, “that we should go to-day to Thórsá, and there many troops
will come to us at once. If you wish to offer battle to Earl Harald
now, it is most imprudent, whatever the result may be.”
Then said Sigurd Murt: “Ill has the Earl’s brother-in-law fared
across the Pentland Firth if he has left his heart behind him;” adding,
further, that their prospects were not bright if all should lose heart
when they saw Earl Harald’s army.
Lífólf replied: “It is difficult to see, Sigurd, where each one carries
his heart when courage is required; and I believe you men of mark
will think it a serious matter to remain behind when I run from
Harald Ungi.”
They did not go to Thórsá; but shortly after they saw Earl Harald’s
fleet coming from Rögnvaldsey, and then they prepared for battle.
Earl Harald went on shore, and placed his men in battle array. They
far exceeded the others in number. Sigurd Murt and Lífólf arranged
the troops of Earl Ungi. The former was dressed in a scarlet tunic,
and tucked the skirt under his belt. Some said that the same should
be done behind, but he told them not to do it, “for,” said he, “I shall
not go backwards to-day.” Lífólf and Sigurd led one wing each, and
when they had arrayed their men the battle began with great fury.
Among the troops of Earl Harald the elder there were many hardy,
fierce, and well-armed men, the Bishop’s kinsmen, and many others
of the Earl’s champions. When the battle had lasted for a while,
Sigurd Murt fell, having borne himself well and bravely. Lífólf
behaved the most valiantly of them all. The Caithnessmen say he
broke three times through the ranks of Earl Harald’s men, yet he fell
in this fight, after having earned great fame. When both were dead
—Lífólf and Sigurd Murt—Earl Ungi’s men fled. Earl Harald Ungi fell
at some turf-pits,[454] and that very night a great light was seen
where his blood fell on the ground. People said he was truly a saint,
and there is now a church where he fell. He is buried in Ness
(Caithness). Innumerable miracles are by God granted through his
merits, which testify that he wished to go to Orkney to his kinsmen
Earl Magnus and Earl Rögnvald. After the battle Earl Harald subdued
the whole of Caithness, and went back triumphant to the Orkneys.
 CHAPTER CXIV

OF THE ORKNEYMEN.

William, King of Scots, heard that Earl Harald (Ungi) had been killed,
and also that Earl Harald, Maddad’s son, had subdued the whole of
Caithness without asking his leave. He became enraged at this, and
sent men to the Sudreyar to Rögnvald, Gudröd’s son, the King of the
Sudreyar. Gudröd’s mother was Ingibiorg, daughter of Earl Hákon,
Paul’s son. King Rögnvald was the greatest warrior then in the
western lands. Three winters he had been out in war-ships without
coming under a sooty rafter. When this message came to Rögnvald,
he collected an army from all the kingdom of the Sudreyar and from
Satiri (Kintyre). He had also a large army from Ireland. Then he
went north to Caithness, took possession of the whole of the
territory, and remained there some time. Earl Harald kept in the
Orkneys, and took no heed of the King’s movements. Towards winter
King Rögnvald prepared to go home to his dominions in the
Sudreyar. He left three stewards (sýslumenn) over Caithness. One
was Máni, Olaf’s son; the second Rafn, the lawman; and the third,
Hlífólf Alli. Some time after, King Rögnvald returned to the Sudreyar.
Earl Harald sent a man over to Ness (Caithness), saying that he
would consider his journey a lucky one if he could kill any of the
stewards or all of them. This man was brought across the Pentland
Firth, and he went on till he came to Lawman Rafn. Rafn asked him
where he was going, and he had little to say in reply. Rafn said: “I
can see in you that Earl Harald has sent you over here for some evil
purpose, but I have not the heart to slay you, because you are my
kinsman.” Thus they parted, and he went away to Hlífólf, and their
intercourse ended in Hlífólf’s murder. Then he fled to the Orkneys to
Earl Harald, and told him what he had done.
 CHAPTER CXV

HARALD TORTURES THE BISHOP.

Now Earl Harald prepared to leave the Orkneys, and when he was
quite ready he went first to Thórsá, and landed from his ships there.
The Bishop was in the borg at Skárabólstad (Scrabster). When the
Caithnessmen saw Earl Harald’s army, they perceived it was so
numerous that they had no chance to withstand them. They were
told also that the Earl was in such an evil temper that there was no
knowing what he might do. Then the Bishop took speech, and said:
“If our dealings turn out well, he will give you peace.”[455] They did
as the Bishop told them. The Earl’s men rushed from the ships up to
the borg. The Bishop went to meet the Earl, and saluted him with
bland words, but their dealing turned out in this way, that Earl
Harald had the Bishop seized, his tongue cut out, and then he
caused a knife to be thrust into his eyes, and blinded him. Bishop
Jón prayed to the holy virgin Tröllhæna during his torture, and then
he went on a certain bank, when they let him go. There was a
woman on the bank, and the Bishop asked her to help him. She saw
that blood was flowing from his face, and said: “Be silent, my lord,
and I shall willingly help you.” The Bishop was brought to the
resting-place of the holy Tröllhæna,[456] and there he recovered both
his speech and sight.
Earl Harald went up to the borg, and it was immediately
surrendered to him.[457] He proceeded at once to punish the
inhabitants severely, and imposed heavy fines on those whom he
considered most guilty of treachery to him; and he made all the
Caithnessmen acknowledge him by oath as their lord, whether they
liked it or not. Then he took possession of all the property belonging
to the stewards, who had fled to the King of Scots. Then Earl Harald
resided in Caithness with many men.
 CHAPTER CXVI

OF THE STEWARDS.

Now it is to be told of the stewards (sýslumenn) that they went six

together to Scotland, and saw the King during Advent. They were
able to give particular intelligence of everything that had happened
in Caithness during Earl Harald’s stay there. The King was highly
enraged at hearing the news, but he said he would pay back double
to those who had lost their own. The first day they stayed with the
King twenty-five ells of cloth and an English mark in ready money
was given to each of them. They spent the Yule-tide with the King,
and were well treated.
After Yule-tide the King sent word to all the chiefs in his kingdom,
and collected a large army throughout the country, and with all
these troops he went down to Caithness against Earl Harald. With
this great army he pursued his journey till he came to Eysteinsdal,
[458]
where Caithness and Sutherland meet. The camp of the King of
Scots stretched far along the valleys.
Earl Harald was in Caithness when he heard the news, and he
drew troops together immediately. It is said he obtained six
thousand men, and yet he had no chance to withstand the King of
Scots. Then he sent men to him to sue for peace. When this request
was brought before the King, he said it was no use asking for peace
unless he had every fourth penny that was to be found in all the
land of Caithness.
When the Earl received this message, he called together the
inhabitants and chiefs, and consulted with them. As, however, they
had no means of resisting, it was agreed that the Caithnessmen
should pay one-fourth of all their property to the King of Scots,
except those men who had gone to see the King in winter. Earl
Harald went out to the Orkneys, and was to have Caithness as he
had it before it was given to Earl Harald Ungi by the King of Scots.
Thorfinn, the son of Earl Harald, who was a hostage with the King of
Scots, was blinded during these hostilities.
When peace had been made, the King returned to Scotland. Earl
Harald was now the sole ruler of the Orkneys. In the later part of the
days of Earl Harald, his brother-in-law, Olaf, and Jón, Hallkell’s son,
raised a party in the Orkneys, and went east to Norway against King
Sverrir. They made Sigurd, the son of King Magnus, Erling’s son,
their King. Many men of noble birth in the Orkneys joined this party,
and it was very strong. They were for a while called Eyjarskeggiar
(Islanders) or Gullbeinir (goldenlegs). They fought with King Sverrir
in Flóruvogar, and were beaten.[459] Both Jón and Olaf were killed, as
also their King, and most of their men. After this King Sverrir
became a great enemy of Earl Harald, laying it to his charge that he
was the cause of the party being raised. At last Earl Harald went
from the west, and Bishop Bjarni went along with him. The Earl left
his case without reservation to the decision of King Sverrir. Then
King Sverrir took all Hjaltland from Earl Harald, with its taxes (scat)
and dues, as a fine; and the Earls of Orkney have never had it since.
[460]

Earl Harald was five winters old when he was made Earl, and for
twenty winters he and Earl Rögnvald were together Earls of Orkney.
After Earl Rögnvald’s death, he was forty-eight winters Earl of
Orkney, and he died in the second year of the reign of King Ingi,
Bard’s son.[461] Earl Harald’s sons, Jón and David, succeeded him;
and Heinrek, his son, had Ross in Scotland.
The following have been the most powerful of the Earls of Orkney,
according to the relation of those who have made histories of them:
—Sigurd, Eystein’s son; Earl Thorfinn, Sigurd’s son; and Earl Harald,
Maddad’s son.
 The brothers Jón and David ruled the land after their father, until
David died from disease, the same year as Hákon Galinn died in
Norway.[462] After that Jón took the title of Earl of all the Orkneys.
 CHAPTER CXVII

THE BURNING OF BISHOP ADAM.

When Bishop Jón, he who was maimed by the order of Earl Harald,
died in Caithness, a man who was called Adam was made Bishop in
his stead. None knew his family, because when a child he was found
at the door of a certain church. The Caithnessmen found him rather
exacting in his office, and blamed a certain monk who was with him
chiefly for that. It was an ancient custom that the Bishop should
receive a spann[463] of butter of every twenty cows. Every Bondi in
Caithness had to pay this—he more who had more cows, and he
who had fewer less, and so in proportion. Bishop Adam wished to
increase the impost, and demanded a spann of every fifteen cows;
and when that was obtained, he demanded it of twelve; and when
this too was conceded, he demanded it of ten. But this was thought
by all men most unreasonable.
Then the Caithnessmen went to see Earl Jón, who was then in
Caithness, and they complained of this before the Earl. He said he
would have nothing to do with it, adding that the case was not a
difficult one. There were two alternatives: this was not to be
endured, yet he would not say what the other might be.
Bishop Adam was at Há Kirkia,[464] in Thorsdal, and Earl Jón was a
short distance off. The Caithnessmen held a meeting on a hill above
the village where the Bishop was. Lawman Rafn was with the
Bishop, and begged him to spare the inhabitants, saying that
otherwise he feared the consequences. The Bishop asked him to be
of good cheer, saying that the Bœndr (farmers) would become quiet
of their own accord. Then a man was sent to Earl Jón, requesting
him to make peace between them and the Bishop. But the Earl
would not meddle with the matter at all. Then the Bœndr ran down
from the hill in great excitement, and when Lawman Rafn saw it he
warned the Bishop to take care of himself. The Bishop and his
friends were drinking in a loft there, and when the Bœndr arrived
the monk went to the door, and he was immediately hewn across
the face, and fell back into the room dead. When the Bishop heard
it, he said: “This did not happen sooner than might have been
expected, for his interference in our transactions has generally been
unfortunate.” Then Rafn asked the Bishop to tell the Bœndr that he
was willing to come to an agreement with them; and when they
heard it, all the wiser men among them were very glad. Then the
Bishop went out to make an arrangement with them; but when he
was seen by the more wicked ones, who were most furious, they
seized the Bishop, brought him into a small house, and set fire to it,
and the house burnt so quickly that those who wished to save the
Bishop could not do anything. Bishop Adam perished there.[465] His
body was not much burnt when it was found. Then the body was
buried suitably and honourably; but those who had been the best
friends of the Bishop sent men to the King of Scots. Alexander, son
of the holy King William, was then King of Scotland. When he heard
the tidings, he became so enraged that the punishments inflicted by
him for the burning of the Bishop, by mutilation and death,
confiscation and outlawry from the land, are still in fresh memory.
And now we cannot relate more distinctly than we have here done
the events concerning the Earls of Orkney.
 APPENDIX.

SAGA OF OLAF, TRYGGVI’S SON.

(From the Flateyjarbók.)
 The Dominions of King Harald and Earl Rögnvald.

179. Earl Rögnvald assisted Harald Harfagri (fair-haired) to

conquer the country (Norway), and he gave him the revenues of
both Mœri and Raumsdal. Rögnvald had married Ragnhild, the
daughter of Hrólf Nefia (nose). They had a son named Hrólf, who
conquered Normandy. Hrólf was so big that no horse could carry
him, and he was therefore called Gönguhrólf (Hrólf the walker).
From him the Earls of Rúda (Rouen) and the Kings of England are
descended. They had two other sons, Ivar and Earl Thórir Thegiandi
(the silent). Rögnvald had also sons by his concubines. They were
Hallad, Hrollaug, and Einar, who was the youngest. One summer
Harald Harfagri went to the west across the sea to punish the
Vikings, as he was weary of their devastations. They plundered in
Norway during the summer, and spent the winters in Hjaltland or the
Orkneys. Harald subdued Hjaltland, the Orkneys, and the Sudreyar
(Hebrides). He went west as far as the Isle of Man, and destroyed all
the dwellings in Man. He fought many battles there, and extended
his dominion so far to the west that none of the Kings of Norway
since his time has had wider dominions. In one of these battles, Ivar,
the son of Earl Rögnvald, fell. So when King Harald sailed from the
west he gave Hjaltland and the Orkneys to Earl Rögnvald as a
compensation for [the loss of] his son; but Earl Rögnvald gave the
Islands to his brother Sigurd, who was King Harald’s forecastleman;
and the King gave him the title of Earl before he left the west.
Sigurd remained out in the west.
 Earl Melbrigd slain by Sigurd.

180. Earl Sigurd became a great chief. He formed an alliance with

Thorstein the Red, son of Olaf the White, and Aud Djúpaudga (the
very wealthy), and together they conquered all Caithness and much
more of Scotland—Mærhæfui (Moray) and Ross. He built a borg on
the southern border of Mærhæfui. Melbrigd Tönn (tooth), an Earl of
the Scots, and Earl Sigurd, made an arrangement to meet in a
certain place, with forty men each, in order to come to an
agreement concerning their differences. When the appointed day
arrived Earl Sigurd was suspicious of treachery on the part of the
Scots. He therefore caused eighty men to be mounted on forty
horses. When Earl Melbrigd saw this, he said to his men:—“Now we
have been treacherously dealt with by Earl Sigurd, for I see two
men’s legs on one side of each horse, and the men, I believe, are
thus twice as many as the beasts. But let us be brave, and kill each
his man before we die.” Then they made themselves ready. When
Sigurd saw it, he also decided on his plan, and said to his men:
—“Now, let one-half of our number dismount and attack them from
behind, when the troops meet, while we shall ride at them with all
our speed to break their battle array.” There was hard fighting
immediately, and it was not long till Earl Melbrigd fell, and all his
men with him. Earl Sigurd and his men fastened the heads [of the
slain] to their saddle-straps, in bravado, and so they rode home
triumphing in their victory. As they were proceeding, Earl Sigurd,
intending to kick at his horse with his foot, struck the calf of his leg
against a tooth protruding from Earl Melbrigd’s head, which
scratched him slightly; but it soon became swollen and painful, and
he died of it. Sigurd the powerful was buried in a mound at
Ekkialsbakki.[466]
Sigurd’s son was named Guthorm. He reigned one winter, and died
childless.
 When Earl Rögnvald heard of the death of Earl Sigurd and his son,
he sent his son Hallad out to the west, and King Harald gave him the
title of Earl. Hallad came out to the west, and took up his residence
in Hrossey,[467] but Vikings went prowling about the islands and
outlying headlands, slaying men and seizing booty. The Bœndr
complained of their losses to Earl Hallad, but they thought he did not
get them much redress for their wrongs. Then Hallad grew tired of
the dignity, and resigned the earldom, took up his odal rights, and
returned to Norway, and his journey was regarded as a very
ignominious one.
 Einar comes to the Islands.

181. Two Danish Vikings took up their quarters in the Islands; one
of them was called Thórir Tréskegg (wooden beard), the other Kálf
Skurfa (scurf). When Earl Rögnvald heard this he became very
angry, and called his sons Thórir and Hrollaug. Hrólf was at that time
on a war expedition. Rögnvald asked which of them would go to the
Islands. Thórir said he would follow his advice.
The Earl replied: “I foresee that your power will be greatest here;
and your ways do not lead from home.”
Hrollaug said: “Father, would you like me to go?”
The Earl replied: “It will never be your fortune to become an Earl.
Your way lies towards Iceland. There you will increase your family,
and it will be a noble one.”
Then Einar, his youngest son, came forward and said: “Would you
like me to go to the Islands? One thing I will promise, which will be
very acceptable to you—viz. that I shall never more come into your
presence; little honour do I enjoy at home, and it is hardly likely that
my success will be less elsewhere than it is here.”
The Earl said: “You are not likely to become a chief, on account of
your birth, for all your kin on the mother’s side are thrall-born; but it
is true that the sooner you go and the longer you stay the more
agreeable it will be to me.” Earl Rögnvald gave him a fully-equipped
vessel, with twenty benches, and King Harald gave him the title of
Earl.
 The Vikings slain.

182. Einar sailed to Hjaltland, and there many men gathered

round him. Then he went to the Orkneys to meet Kálf Skurfa and
Thórir Tréskegg. There was a great battle, and both the Vikings were
killed. This was said about it:
Tré-skegg gave he to the Trows:
Skurfa fell before Torf-Einar.

Then Einar took possession of the lands, and soon became a great
chief. He was the man who first cut turf (peat) from the ground for
fuel at Torfnes in Scotland, for fuel was scarce in the Islands. Einar
was a tall man, ugly, and with one eye, yet he was very keen-
sighted.
 Battle between Earl Einar and Prince Halfdan.

183. When the sons of Harald Harfagri grew up they became men
of great violence and turbulence, as has been told before. The sons
of Snæfríd, Hálfdán Hálegg (high legs) and Gudröd Liomi
(splendour) killed Rögnvald, Earl of Mœri. King Harald became very
angry at this, and Hálfdán had to flee over seas to the west, but
Gudröd became reconciled to his father. When Hálfdán Hálegg came
to the Orkneys, Earl Einar fled from the Islands to Scotland, and
Hálfdán became King over the Islands. Earl Einar came back during
the same year, and when they met there was a great battle, in which
Einar had the victory, and Hálfdán fled away. Einar sang this song:
Why are not the spear-shafts flying,
From the hands of Hrólf and Hrollaug,
Thickly ’gainst the press of warriors?
Now, my father! I avenge thee.
While we here are closed in battle,
Sits Earl Thórir all the evening,
Silent o’er his cheerless drink.

Next morning they found Hálfdán Hálegg on Rinar’s Hill. The Earl
made a blood eagle be cut on his back with the sword, and had his
ribs severed from the back-bone, and his lungs pulled out. Thus he
gave him to Odinn as an offering for victory, and sang this song:
Oft it is that bearded men
Are guilty deemed for taking sheep;
But my offence is that I slew
The young son of the Islands’ king.
Men may say that danger waits me
From the great king’s speedy vengeance;
But his wrath shall never daunt me,
In whose shield I’ve made a dint.
 Then he had a cairn raised over him, and sang this song:
Vengeance for my father’s death
I have ta’en for my fourth share.
In him the people’s champion fell;
But it was the Norns’ decree.
Heap we now a cairn o’er High-leg,
Thus the hard skatt we shall pay him
Which as victors we are due him.
Let the wise to me now listen.

When this was heard in Norway his brothers became greatly

enraged, and threatened an expedition to the Islands to avenge him,
but Harald delayed their journey. When Earl Einar heard of their
threats, he sang:
Men of no ignoble birth
Are they who, from my native land,
Seek my life for vengeance’ sake;
But the truth is, that they know not,
Till their swords have surely slain me,
Whom the eagles’ claws shall rend.

Some time afterwards King Harald set out for the western seas,
and came to the Islands. Einar fled from the Islands to Caithness.
Then men went between them, and they made peace. King Harald
imposed a fine upon the Islands, adjudging them to pay sixty marks
of gold. Earl Einar offered [to the Bœndr] to pay the money himself,
on condition that he should become proprietor of all their freeholds.
The Bœndr accepted this, because the wealthy men thought they
might redeem their freeholds, and the poorer men had no money.
Einar paid the whole sum, and for a long time afterwards the Earls
held all the odal lands, until Earl Sigurd gave back their odal
possessions to the Orkneymen. King Harald went back to Norway,
but Earl Einar ruled over the Orkneys a long time, and died on a
sick-bed. He had three sons: one was named Arnkell, the second
Erlend, and the third Thorfinn Hausakliuf (skull-splitter).
 When Harald Harfagri died, Eirík Blódöx (bloody-axe) was King for
two winters. Then Hakon, Athelstan’s foster son, came to the land,
and Eirík fled. Arnkell and Erlend, the sons of Torf Einar, fell with
Eirík Blódöx in England. Gunnhild and her sons then went to the
Orkneys, and took possession of them, and stayed there for a time.
From thence they went to Denmark, but before they went away they
married Ragnhild, the daughter of Gunnhild and Eirík, to Arnfinn, the
son of Earl Thorfinn [Hausakliuf], and Earl Thorfinn took up his
residence in the Islands: he was a great and warlike chief. He died
on a sick-bed, and was buried in a mound on Hauga Heath,[468] in
Rögnvaldsey, and was considered to have been a great man.
 The Murder of Havard.

184. Thorfinn had five sons. One was named Hávard Arsæli
(blessed with good seasons), the second Hlödver, the third Liót, the
fourth Skúli, and the fifth Arnfinn. Ragnhild, the daughter of Eirík,
killed her husband Arnfinn at Myrkhol (Murkle), in Caithness, and
then she married Hávard Arsæli, his brother. He became Earl, and
was a good chief, and blessed with good seasons. There was a man
named Einar Klíning (buttered bread), the son of Hávard’s sister. He
was a great chief, and had many men, and went usually on war
expeditions during the summer. He accepted an invitation from
Hávard, and at that feast he and Ragnhild talked much together. She
said that it was more suitable that such a man as he should be chief
and Earl than Hávard his kinsman, adding that the woman was well
married who had him for a husband. Einar told her not to speak of
such things, saying that Hávard was the noblest man in the Islands,
and that she was well matched. Ragnhild replied: “Hávard and I
shall not be long together after this. But it is true that men will be
found in the Islands who will not stick at trifles if you grudge me the
dignity.” By her persuasion Einar was moved to covetousness and
treachery against his kinsman. They agreed that he should kill the
Earl, and that she should marry him. Some time after Einar prepared
to take out his men, but a certain spaeman who was with him said:
“Do not engage in this business to-day; wait till to-morrow, or else
family murders will be frequent in your family.” Einar pretended not
to hear this. At this time Hávard was at Steinsness,[469] in Hrossey.
There they met, and there was hard fighting, and it was not long till
the Earl fell. The place is now called Hávard’s teigar.[470] When this
became known, Einar was considered a great nithing[471] for the
deed. Ragnhild would have nothing to do with him, saying it was a
mere lie that she had given him any promises. Then she sent for
Einar Hardkiöpt (hard mouth), who was the son of another sister of
Hávard. And when they met, she said it was a great shame to
Hávard’s kinsmen that they did not avenge him, adding that she
would do anything that the Earl might be avenged. “It is evident,”
she said, “that he who avenges the Earl will be most esteemed by
good people, and will most deserve his dominions.” Einar replied: “It
is said that you sometimes speak differently from what you think.
But he who does this deed will expect in return that you will help
him to the dominions, as well as to other things which he will
consider not less important.” This was the end of their talk. After this
Einar Hardkiöpt went to Einar Klíning and killed him. But Ragnhild
sent for their brother Liót, and married him. Liót became Earl, and
was a great chief. Now Einar Hardkiöpt had killed his kinsman, and
was not any nearer the earldom than before. He was highly
dissatisfied, and wished to collect men together and subdue the
Islands by force. He had great difficulty in getting men, for the
Orkneymen wished to serve the sons of Thorfinn Hausakliuf. Some
time afterwards the Earl had Einar Hardkiöpt slain.
 Battle between Liot and Skuli.

185. Skúli, the brother of Liót, went to Scotland, and had an Earl’s
title given him by the King of Scots. Then he went down to
Caithness, and collected forces together; from thence he went to the
Islands, and fought with his brother for the dominion of them. Liót
collected a numerous army, and went against Skúli. When they met,
Skúli would nothing but fight. There was a severely contested battle.
Liót gained the victory, and Skúli fled over to Ness (Caithness). Liót
pursued him, stayed there for a while, and got many men together.
Then Skúli came down from Scotland with a large army, and met
Liót at Dalir (Dale), in Caithness, and a great battle ensued. Skúli
had a large army given him by the King of Scots and Earl Magbiód.
[472]
In the beginning of the battle the Scots fought hotly. Earl Liót
told his men to act on the defensive, and to stand firm; and when
the Scots could not make any impression on them, Liót incited his
men, and fought very fiercely himself. When this had been going on
for some time, the array of the Scots was broken, and then they
fled; but Skúli continued the battle, and was ultimately killed. Liót
took possession of Caithness, and he and the Scots were at war,
because they were vexed at their defeat. When Earl Liót was in
Caithness, Earl Magbiód came down from Scotland with a large
army, and they met at Skida-mire (Skitten), in Caithness. Although
Earl Liót’s forces were not equal to those of the Scots, he fought so
bravely that the Scots gave way, and the battle had not continued
long when those of the Scots who were left alive fled, and many of
them were wounded. Liót returned from the pursuit victorious, but
with many men wounded, and he himself had received wounds, of
which he died.
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