3rd Book

CONTENTS §13f<:
To the teacher and student

About this course ii
How to use this course vi
i.Rl1ififi~~1:. xi
~T~lU.t~i*BJ'l xii
~lU.tifJlh#. Bjj xvi
Pre-unit Test 1
UNIT ONE : Instructions to the students 9
Lesson A puma at large illiNffn ~ifHJ~~ 14
Lesson 2 Thirteen equals one +:=::~f 18
Lesson 3 An unknown goddess 7t~3c1f\l 22
Lesson 4 The double life of Alfred Bloggs flilT/H!HlHt\ · {ffj~f*Wfi'!~XX.!I!':tm 26
Lesson 5 The facts liffltJJ~'¥ 30
Lesson 6 Smash-and-grab li!il!~if.fft;l;l) 34
Lesson 7 :Vlutilatcd ladies Y:\tf'JI~t/IHJJ. 38
Lesson 8 A famous monastery A~f~Jl!I)Jt 42
Lesson 9 flying cats 1: ~m 46
Lesson 10 The loss of the Titanic "~til.~ J't' B~iJO'ii: 50
Lesson 11 1\;ot guilty X .14
Lesson 12 Life on a desert island ]!'L.% Cj:_j§ .18
Lesson 13 'It's only me' ":lil:::ft, 1)1J~·h3" 62
Lesson 14 A noble gangster Jft~37{iE 66
Lesson 15 Fifty pence worth of trouble :li +JI±fnffl;.:Jj)j 70
Lesson 16 :Vlary had a little lamb 74
Lesson 17 The longest suspension bridge in the world ti:tW l:A+E:i'!~ f!H!f 7B
Lesson 18 Electric currents in modern art :EJil, {"\': G i\: ~t' I'!'~ 4§. iJit 82
Lesson 19 A very dear cat -R fo\ 86
Lesson 20 Pioneer pilots 1: fr In B~ 7t~l3. 90
Pre-unit Test 2 94
UNIT TWO: Instructions to the students 101
Lesson 21 Daniel :\1endoza ft JEjJ\ · i'l 106
Lesson 22 By heart ~ i.C. El' i.o] 110
Lesson 23 One man's meat is another man's poison it:# Jijf~ 114
Lesson 24 A. skeleton in the cupboard "~.R" I I !l
Lesson 25 The Cutty Sark "F%f,']SFJ?.:'' ~'}~J!.~g- 122
Lesson 26 Wanted: a large biscuit tin fiEltl:k1JF+rFI1 126
Lesson 27 Nothing to sell and nothing to buy ::f-:!tt£:f;;J~ 130
Lesson 28 Five pounds too dear :nmt:!i.:t:JJt 134
Lesson 29 Funny or not? N PT~ , 13R
Lesson 30 The drath of a ghost ~ 142
Lesson 31 A lovahlt> eccentric DJ~S~{~A 146
Lesson 32 A lost ship ·~jfLJil[i 150
Lesson 33 A day to remember X{Jo:S(!<J-·}( 154
Lesson 34 A happy discovery .¥:Jt;;:l't0 ~J.\11. 158
Lesson 35 Justice was done f$ 1Jf'CL:X. 162
Lesson 36 A chance in a million 87171-.Z.-i'l~Jtfl~ 166
Lesson 37 The Wcsthavcn Express 7f1±~Wi¥.'f#ii:{bft.89·i'k:'t'· 170
Lesson 38 The first calendar :Ill !f!. 89 H JJ1 174
Lesson 39 Nothing to worry about ~.J6,t§.•L.' 178
Lesson 40 Who's who J!l; fllt~1HJ~ 182
UNIT THREE: Instructions to the students 188

Lesson 41 Illusions of pastoral peace <J'tjt fE 192
Lesson 42 Modern cavemen lJH\:i1~ '/'(A 196
Lesson 43 Fully insured :3'::{~;[~(.): 200
Lesson 44 Speed and comfort X.·l'k:t!X.ifi.ili 20+
Lesson 45 The power of the press .wf j'!j:lfjl.ill: 89 ~ h 208
Lesson 46 Do it vourself ll C 4J f· 212
Lesson 47 Too high a price·' {-\: ff)- ::t\ ~ ? 216
Lesson 48 The silent village if-[;\!~}; A~ H f1 220
Lesson 49 The ideal servant .tilL*.!:\ R~ {~ A 22+
Lesson SO New Yrar resolutions 'i;JTlfi'l91~·L: 228
Lesson 51 Predicting the future fjlji~~ 1~* 232
Lesson 52 :\1ud is mud ~:¥->.KJ"t: 236
Lesson 53 In the public interest )g T 0-()\ s~ ;flj M. 240
Lesson 54 Instinct or cleYcmess? :ll:*1ibfJ't:tJl'tW 244
[,csson 55 From the earth: Greetings >k ~g :!i!!JJZI'l~ i'~,H~ 248
Lesson 56 Our neighbour, the river inJ 1iit, ft ff J A"J 1~@ 252
Lesson 57 Back in the old country ~ JS ~): fll. 256
Lnson 58 A spot of bother /U L']' J#:i:9i. 260
Lesson 59 Collecting 4lU~ 26+
Lesson 60 Too ea rh- and too late :}( Yfl..fn j(fl~ 268
A :g J:P 9;t XX't ~~

Appendix 1 : Personal names i!f;t~ 1 : 272
Appendix 2: Geographical names lift~ 2 : ilk :g l'j:1 9;t )(X't ~~ 2i3
IF YOU CAN DO THIS TEST GO ON TO UNIT 1
Key structures
A Word Order.
Rewrite these sentences using the joining words in parentheses:
My hotel room overlooked a courtyard. There was a fountain. There were several trees. (in which ... ant!)
2 Uncle Charles looked everywhere for his glasses. He could not find them. (Though)
3 During Christmas, there was extra work at the post office. A great number of students were employed to help. (so
much ... that)
4 I don't want to see that film. It had poor reviews. (because)
5 Wages have gone up. Prices will rise. The cost of living will be higher than ever. (Now that ... ant!)
6 The police searched everywhere. The missing boy could not be found. His dog could not be found. (Although ...
neither ... nor)
7 James Sullivan will give a lecture at the local library next week. His book on the Antarctic was published recently.
(whose)
8 Fares have increased. The railway company is still losing money. The employees have demanded higher wages. (In
spite of the fact that ... because)
9 He gave me a fright. I knocked the teapot over. (such ... that)
I0 The climbers reached the top of the mountain. They spent the night there. (not only ... but ... as well)
B Composition.
Write two paragraphs in about 150 words using the ideas given below:
Circus act - a man was walking on a tightrope - rode a one-wheel bicycle - carried two others on his shoul-
ders - the crowd clapped his performance.
2 The man returned to give a repeat performance - tight-rope again -he did a hand-stand on the one-wheel
bicycle- lost his balance- the crowd gasped- the man grabbed the tight-rope-.-he was still holding on to
the bicycle - climbed on again and rode to the other side.
C Verbs.
a What happened? What has happened? What has been happening?
Give the correct form of the verbs in parentheses:
The mummy of an Egyptian woman who (die) in 800 B.C. just _ _ _ _ (have) an operation. As
there (be) strange marks on the X-ray plates taken of the mummy, doctors (try) to find out
whether the woman _ _ _ _ (die) of a rare disease. The only way to do this _ _ _ _ (be) to operate. The
operation, which (last) for over four hours, (prove) to be very difficult. The doctors
----(remove) a section of the mummy and (send) it to a laboratory. They also _ _ __
(find) something which the X-ray plates not (show). The doctors not (decide) yet how the
woman (die). They (fear) that the mummy would fall to pieces when they (cut)
it open, but fortunately, this not _ _ _ _ (happen). The mummy successfully _ _ _ _ (survive) the opera-
tion.
1
Pre-Unit Test 1
b What happened? What was happening? What used to happen?
Give the correct form of the verbs in parentheses. Use would in place of used to where possible:
I (travel) by air a great deal when I (be) a boy. My parents (live) in South
America and I (fly) there from Europe in the holidays. An air hostess (take) charge of me
and I never (have) an unpleasant experience. I am used to travelling by air and only on one occasion
have I ever felt frightened. After taking off, we (fly) low over the city and slowly (gain)
height, when the plane suddenly--"---- (turn) round and - - - - (fly) back to the airport. While we
_ _ _ _ (wait) to land, an air hostess _ _ _ _ (tell) us to keep calm, and to get off the plane quietly as soon
as it had touched down.
c What will happen?

Busmen have decided to go on strike next week. The strike is due to begin on Tuesday. No one knows how long it
_ _ _ _ (last). The busmen have stated that the strike (continue) until general agreement----
(reach) about pay and working conditions. Most people believe that the strike (last) for a week. Many
owners of private cars (offer) 'free rides' to people on their way to work. This (relieve)
pressure on the trains to some extent. Meanwhile, a number of university students have volunteered to drive buses
while the strike (last). All the young men are expert drivers, but before they (drive) any of
the buses, they _ _ _ _ (have to) pass a special test.
d What will happen? What will be happening? What will have been happening?
I have just received a letter from my old school informing me that my former headmaster, Mr. Reginald Page,
----(retire) next week. Pupils of the school, old and new, _ _ _ _ (send) him a present to mark the
occasion. All those who have contributed towards the gift (sign) their names in a large album which
----(send) to the headmaster's home. We all _ _ _ _ (remember) Mr. Page for his patience and under-
standing and for the kindly encouragement he gave us when we went so unwillingly to school. A great many former
pupils (attend) a farewell dinner in his honour next Thursday. It is a curious coincidence that the day
·before his retirement, Mr. Page (teach) for a total of forty years. After he (retire) he
----(devote) himself to gardening. For him, this be an entirely new hobby.
e What happened? What had happened? What had been happening?

As the man tried to swing the speedboat round, the steering wheel came away in his hands. H e - - - - (wave)
desperately to his companion who (water ski) for the last fifteen minutes. Both men hardly _ _ __
(have) time to realize what was happening when they (throw) violently into the sea. The speedboat
----(strike) a buoy, but it (continue) to move very quickly across the water. Both men just
----(begin) to swim towards the shore, when they (notice) with dismay that the speedboat was
moving in a circle. It now (come) towards them at tremendous speed. In less than a minute, it _ _ __
(roar) past them only a few feet away.
f Give the correct form of the verbs in parentheses:

Captain Scott - - - - (find) that Amundsen - - - - (reach) the South Pole before him.
2 We just (move) to a new house but we (be) dissatisfied with it
2
Pre-Unit Test 1
3 When I _ _ _ _ (meet) him two weeks ago, he _ _ _ _ (tell) me that he just _ _ _ _ (return) from the
south of France.
4 Many new records _ _ _ _ (set up) in the next Olympic Games.
5 He always (go) for a walk every morning before his illness.
6 By next June, I (study) English for three years.
7 While the two thieves _ _ _ _ (argue) someone---- (steal) their car.
g Give the correct form of the verbs in parentheses:

Though people have often laughed at stories told by seamen, it now (know) that many 'monsters'
which at times (sight) are simply strange fish. Occassionally, unusual creatures (wash) to
the shore, but they rarely (catch) out at sea. Some time ago, however, a peculiar fish (catch)
near Madagascar. A small fishing boat (carry) miles out to sea by the powerful fish as it pulled on the
line. When it eventually (bring) to shore, it (find) to be over thirteen feet long. The fish,
which since (send) to a museum where it (examine) by a scientist, (call) an
oarfish. Such creatures rarely (see) alive by man as they live at a depth of six hundred feet.
h Write a report of this conversation as it might appear in a newspaper:

'At the time the murder was committed, I was travelling on the 8.0 o'clock train to London,' said the man.
'Do you always catch such an early train?' asked the inspector.
'Of course I do,' answered the man. 'I must be at work at 10.0 o'clock. My employer will confirm that I was there
on time.'
'Would a later train get you to work on time?' asked the inspector.
'I suppose it would, but I never catch a later train.'
'At what time did you arrive at the station?'
'At ten to eight. I bought a paper and waited for the train.'
'And you didn't notice anything unusual?'
'Of course not.'
If.
If they (not bring) to the surface soon they may lose their lives.
2 If explosives are used, vibrations (cause) the roof of the mine to collapse.
3 If there had not been a hard layer of rock beneath the soil, they (complete) the job in a few hours.
j Give the correct form of the verbs in parentheses:

I tried to wake up my wife b y - - - - (ring) the doorbell, but she was fast asleep, so I got a ladder from the shed
in the garden, put it against the wall, and began (climb) towards the bedroom window. I was almost
there when a sarcastic voice below said, 'I don't think the windows need (clean) at this time of the
night.' I looked down and nearly fell off the ladder when I saw a policeman. I immediately regretted _ _ __
(answer) in the way I did, but I said, 'I enjoy (clean) windows at night.'
'So do I,' answered the policeman in the same tone. 'Excuse my (interrupt) you. I hate _ _ __
(interrupt) a man when he's busy (work), but would you mind (come) with me to the
station?'
'Well, I'd prefer---- (stay) here,' .r said. 'You see, I've forgotten my key.'
3
Pre-Unit Test 1
D Other verbs.
a Supply the correct form of have to or should in these sentences:
I I'm sorry I couldn't get here on time. I (go) to the bank.
2 I (go) to the dentist yesterday but I forgot all about it.
3 We (begin) work at 9 o'clock but we never do.
b Write these sentences again using have with the verbs in italics:
'I shall deliver the parcel,' said the shop assistant.
2 Are you going to clean this suit?
3 When will you dye this jacket?
c Supply the correct form of can or able to in the following:
I you show me the way to the station please?
2 I gave him a few lessons and he soon switn.
3 They into the sea before the boat sank.
4 You _ _ _ _ not leave this room until you get permission.
E A and The.
Put in a(n) or the where necessary.
After reading _ _ _ _ article entitled ' _ _ _ _ Cigarette Smoking and Your Health', I l i t - - - - ciga-
rette to calm my nerves. I smoked with concentration and pleasure as I was sure that this
would be my last cigarette. For whole week I did not smoke at all and during this time my wife suffered
terribly. I had all usual symptoms of someone giving up smoking: bad temper
and enormous appetite. My friends kept on offering me cigarettes and cigars.
They made no effort to hide their amusement whenever I produced packet of sweets from
my pocket.
F Supply the missing words in the following:

Perhaps the extraordinary building of the nineteenth century was the Crystal Palace which was built in
Hyde Park for the Great Exhibition of 1851. The Crystal Palace was different all other buildings
_ _ _ _ the world, for it was made of iron and glass. It was one of the (big) buildings _ _ __
all time and a of people from countries came to see it. A great goods were sent
to the exhibition from various parts of the world. There was also a great of machinery on display.
'
G Supply the missing words in these sentences:
I There will be a dance tonight _ _ _ _ the Green Park Hotel.
2 The players our team are all red shirts.
3 He returned England August lOth.
4 I'll meet you _ _ _ _ the corner _ _ _ _ Wednesday.
5 I always feel tired _ _ _ _ the end of the day.
6 As soon as he got the taxi, he asked the driver to take h i m - - - - the station.
7 We'll go for a walk the afternoon.
8 He's incapable controlling the class.
9 He is not interested anything outside his work.
10 I don't want to be involved this unpleasant affair.
11 He failed his attempt to reach the top of the mountain.
4
Pre-Unit Test 1
12 The surgeon decided to operate the patient.
13 I am not satisfied your explanation.
14 I think someone is knocking _ _ _ _ the door.
15 His debts amount £500.
Special difficulties
A Words often confused.
Choose the correct words in the following sentences:
I You can divide this apple (among) (between) the two of you.
2 He arrived late as (usually) (usual).
3 Mr. Simpson has been appointed (director) (headmaster) of the school.
4 What shall we do with this old (clothing) (clothes)?
5 I always wear out (clothes) (cloths) quickly.
6 His instructions were not very (clear) (clean).
7 You should wait until the road is (clear) (clean) before crossing.
8 Did you (wash) (wash up) your hands?
9 I don't feel in the (mood) (temper) for a walk.
10 Whatever you do, don't lose your (temper) (mood).
11 This coffee is (too) \enough) hot for me to drink.
12 The questions were (fairly) (enough) difficult, but I managed to answer them.
13 He is (enough old) (old enough) to know what is right.
14 You should use \petrol) (benzine) to get those stains off.
B Write sentences using each of the following:

I Get up, get over, get away. get out.
2 Keep off, keep out. keep in. keep up.
3 Take in. take up. take off. take away.
4 Run into. run out of. run away. run after.
5 Make up, make for. make out. make up for.
C Write sentences using the following:

I Turn yellow.
2 Go sour.
3 Grow dark.
4 Fall ill.
5 Come true.
6 Get angry.
5
Pre-Unit Test 1
D Complete the following sentences using so ... I or neither ... I.
I She reads a lot and _ _ __
2 You shouldn't work so hard and _ _ __
3 You are mistaken and _ _ __
4 You will regret it and _ _ __
5 Tom telephoned him yesterday and _ _ __
6 She hasn't been well and _ _ __
6
Unit 1
Unit 1
INSTRUCTIONS TO THE STUDENT
Before you begin each exercise, read these instructions carefully. Read them each time you begin a new
piece. They are very important.
How to work - Summary writing

Unit I contains twenty passages. You will be asked to write a summary of a part of each piece. In Unit 4 of
Practice and Progress you were given the main points and asked to join them up. Connections were provided
in the text. Now you will be expected to find the main points yourself and supply your own connections. The
Comprehension questions which are given should be answered in note form. Your notes should be very
brief.
I Read the passage two or three times. Make sure you understand it.
2 Read the instructions which will tell you where your summary should begin and end, and exactly what
you will have to do.
3 Read again the part of the passage you will have to summarize.
4 Answer each of the Comprehension questions in note form to get your points.
5 You will find parentheses at the side of the questions. These show you how the answers might be joined
to form sentences, but you will have to use your own joining words. You may ignore the parentheses if
you wish to join the points in your own way.
6 When joining your points, you may refer to the passage if necessary, but try to use your own words as far
as possible. Your answer should be in one paragraph.
7 Read through your work and correct your mistakes.
8 At the end of your summary, write the number of words that you have used. Remember that words like
'the', 'a', etc. count as single words. Words which are joined by a hyphen also count as single words.
You may write fewer than 80 words, but you must not go over the word limit.
Example
Work through this example carefully arid then try to do the exercises in Unit I in the same way.
Silent enemies
Few countries will admit officially that they employ spies. However, from time to time, a spy is caught and
the public sometimes gets a glimpse of what is going on behind the political scenes. Spies are rarely shot
these days. They are frequently tried and imprisoned. If a spy is important enough, he is sometimes handed
back to an enemy country in exchange for an equally important spy whom the enemy have caught. Few
5 people have the opportunity to witness such exchanges, for they are carried out in secr~t.
On cold winter morning on December 17th last year, a small blue car stopped on a bridge in a provincial
town in northern Germany. Three inen dressed in heavy black coats got out and stood on the bridge. While
they waited there, they kept on looking over the side. Fifteen minutes later, a motor boat sailed past and drew
Q
Unit 1 Instructions
up by the river bank. Three men got out of the boat and looked up at the bridge. The men on the bridge
10 silently walked down the stone steps leading to the river bank. No words were spoken when they met the
men from the boat. After a while, the motorboat moved off and three men returned to the bridge. Now, only
two of them were wearing black coats. The third was dressed in a light grey jacket. Anyone who had been
watching the scene might not have realized that two master spies had been exchanged on that cold winter
morning.
Summary writing
In not more than 80 words describe what happened on the morning of December 17th from the time a small
blue car stopped on a bridge. Do not include anything that is not in the last paragraph.
Answer these questions in note form to get your points:
1 Did the car stop or not?
2 How many men got out?
3 How were they dressed?
4 Where did they stand? J
5 Where did they keep looking?
6 Did a motorboat appear. or not? J
7 Where did it stop?
8
9
Where did the men go?
Why did they go to the river bank?
]
10 Did the boat move off or not?
11 Who accompanied the men in black coats?
12 How was he dressed?
13 Did they return to the bridge or not? J
14 Had two master spies been exchanged or not? ]
A possible answer
Points
Car stopped.
2 Three men got out.
3 Black coats.
4 Stood bridge. J
5 Looked over side.
6 Motorboat appeared. J
7 Stopped- river bank.
8 Men - down steps.
9 Met boat.
]
10 Boat moved off.
11 Man accompanied by others.
12 Grey jacket.
13 Returned bridge. J
14 Spies exchanged. J
10
Unit 1 Instructions
Summary writing
After the car stopped, three men in black coats got out and stood on the bridge. They kept looking over the side until a
motorboat appeared. When it stopped by the river bank, the men on the bridge silently climbed down the stone steps to
meet the men from the boat. As soon as the boat moved off, a man in a grey jacket accompanied by two men in black
coats returned to the bridge. Two master spies had been exchanged.
(81 words)
Vocabulary
In this exercise, you will be asked to explain words and phrases. You may use a phrase to explain a word if
necessary. Try to find another word to replace the word or phrase in the passage.
Example
Study the example below to find out how this is done:
Give another word or phrase to replace the following words as they are used in the passage: employ (I. I); from
time to time (1.1 ); gets a glimpse (1.2); rarely (1.2); frequently (1.3); handed (1.3); witness (1.5).
A possible answer
employ: provide work for.
from time to time: now and again.
gets a glimpse of: is able to see briefly.
rarely: seldom.
frequently; often.
handed: given.
witness: see.
Composition
Composition exercises are based on ideas suggested by each passage. You will be given two types of
composition exercise:
You will be asked to expand a number of uncompleted sentences so that you write a paragraph of about
150 words. You are free to expand each sentence in any way you please providing that what you write
fits in logically with the rest of the passage.
2 You will be given a full plan which contains notes for an essay in three paragraphs: an Introduction,
Development, and Conclusion. You should write a composition of about 200 words based on these
notes. You are quite free to add ideas of your own or ignore ideas that are to be found in the plan.
Examples
Work through these examples carefully and then try to do the composition exercises in Unit 1 in the same
way.
11
Unit 1 Instructions
1 Composition
Write an imaginary account of how one of the spies mentioned in the passage was caught. Expand the
following into a paragraph of about 150 words.
Colonel Hepworth had been employed _ _ _ _ In time, he rose to the position o f - - - - Soon after his ap-
pointment _ _ _ _ No one suspected the Colonel until Even then, it was impossible t o - - - -
because However, Hepworth was The police noticed that he and One
evening, they and found him After Hepworth was it was learnt that He
had (54 words)
A possible answer
Colonel Hepworth had been employed in the War Office for years. In time, he rose to the position of Chief Private
Secretary to the Minister. Soon after his appointment, important people in the War Office began complaining that many
State secrets had become known to the enemy. No one suspected the Colonel until a stranger telephoned the police and
claimed that he had received large sums of money from Hepworth to obtain information about airbases. Even then, it
was impossible to make any arrest because nothing could be proved against him. However, Hepworth was watched
closely. The police noticed that he often stayed behind in the evenings and was often the last person to leave the War
Office. One evening, they suddenly burst into his room and found him holding a pile of secret documents. After Hepworth
was arrested, it was learnt that his real name was Christopher Bulin. He had become famous for his work as a spy
during the war. (about 160 words)
Now here is the same question with a different set of facts and different presentation:
2 Composition
In about 200 words, write an imaginary account of how one of the spies mentioned in the passage was
caught. Use the ideas given below. Do not write more than three paragraphs.
Title: The spy.
Introduction: Officer- War Office- trusted.
Developmellt: Expensive car -large sums of money to spend flat parties money 'inherited' police checked
story- false- flat watched- visited by members of Uranian Embassy.
Conclusion: Police entered flat documents transmitter 'officer' confessed.
A possible answer
The spy
Andrew Whibley worked as an officer in the War Office. Though he did not have an important position, he was
trusted by everybody.
One day, Whibley arrived at his office in a very expensive car. Although his salary was small, he appeared to have
large sums of money to spend. He rented an expensive flat and gave parties for many of his friends. When he was asked
how he had suddenly got so much money to spend, Whibley explained that he had inherited a large fortune from an aunt
who had died a few months before. However. War Office officials were suspicious and they asked the police to check
Whibley's story. The police soon discovered that Whibley had not been telling the truth. They kept a close watch on his
flat and noticed that members of the Uranian Embassy often went there.
The police entered Whibley's flat when he was out and discovered copies of several secret documents and a radio
transmitter which had been hidden inside a piano. After Whibley was arrested, he confessed that he had been receiving
large sums of money from the Uranian Embassy to obtain official secrets.
12 (about 200 words)
Unit 1 Instructions
Letter writing
Follow the instructions given under each passage.
Key structures and Special difficulties

When you finish your Letter writing exercise, go on to the language exerci~es that follow. In this Unit. you
will be given the opportunity to revise briefly each one of the Key structures dealt with in Practice and
Progress. You may refer to Practice and Progress if you have forgotten anything. New Special difficulties
are introduced after the Key structures. The work you do in grammar is based on material contained in the
passages. Refer to the passages frequently. They will help you to understand the grammar and to do the
exercises.
Multiple choice questions

This is a form of comprehension test in which you are asked to choose the correct answer from a number of
suggested answers. This exercise tests your ability to understand the meaning of the passage you have read
and also to recognize grammatical and lexical errors in English.
13
Lesson 1
l!ffll Listen to the tape then answer the question below.

*
,Jt -t , .~ !ii m1 ~ 1-:1. 1PJ ,l! o
Where must the puma have come from?
r
Pumas are large, cat-like animals which are found in America. When
reports came into London Zoo that a wild puma had been spotted
forty-five miles south of London, they were not taken seriously.
However, as the evidence began to accumulate, experts from the
5 Zoo felt obliged to investigate, for the descriptions given by people
who claimed to have seen the puma were extraordinarily similar.
evidence began to accumulate
The hunt for the puma began in a small village where a woman
picking blackberries saw 'a large cat' only five yards away from her. It immediately ran away when she saw
it, and experts confirmed that a puma will not attack a human being unless it is cornered. The search proved
10 difficult, for the puma was often observed at one place in the morning and at another place twenty miles
away in the evening. Wherever it went, it left behind it a trail of dead deer and small animals like rabbits.
Paw prints were seen in a number of places and puma fur was found clinging to bushes. Several people
complained of 'cat-like noises' at night and a businessman on a fishing trip saw the puma up a tree. The
experts were now fully convinced that the animal was a puma, but where had it come from? As no pumas
15 had been reported missing from any zoo in the country, this one must have been in the possession of a
private collector and somehow managed to escape. The hunt went on for several weeks, but the puma was
not caught. It is disturbing to think that a dangerous wild animal is still at large in the quiet countryside.
New words and expressions ± -i~ ;ft:t 4i.ii i~

puma (title) /'pju:ma/ n. ~mmi!i corner (1.9) /'k;,:na/ v. f~J;Ei)t:1[jffl-, {~IleA~ :it
spot (1.2) /spot/ v. ~ :±l, ~!Jt
evidence (1.4) /'evrdans/ n. idEmi print (1.12) /pnnt/ n. Ep * *
trail (1.11) /'trerl/ n. -If\, - J'lj
accumulate (1.4) /e'kju:mjulert/ v.lRI:,;fJUI cling (1.12) /khl)/ (clung lkiAIJ/, clung) v. *~
oblige (1.5) /a'blardy v. f~ ...... ~jiJ16•@! convince (1.14) /kan 'vms/ v. {~ · · · · · · fj§ ~ll
hunt (1. 7) lhAnt/ n. itlltl'; ·~·~ somehow (1.16) /'sAmhau/ adv. ::f>~Q;'&; ~.Jfli:ltl?., :::G
1
blackberry (1.8) /'bhekb<1ri/ n. JW:,!fii, ~1Ht Z... JJJU~
human being (1.9) /,hju:m~n-'bial)/ A~ disturb (1.17) /dr'st3:b/ v. -t .A.:;;r.::~
Notes on the text if j:_ ii. ~

I at large :li::frilllffi:i!f, Jlt7l:~:if, ":il'iil!i § ::(:£". "11'70 § El3" 8"1~.~. o
2 When reports came into London Zoo that a wild puma had been spotted forty-five miles south of London,~ 1't:
~i;IJ!Jmll9t~~IJt1Hri.)t, f:Eft::~tV, ~ 45 9t!I!. f8:tl!rn:&J.ffi -· ~!llf1=.~i:HI~!fillll1 o :iz/i' /}.. 'l'iJ'f !.2A that ~ I·~B"l M.1JJ
:li:: reports fl"Jiii){1zl.g., fiH":llt--tld)l.flA:m1!Hn /AJ~ o
3 feel obliged to do sth. "~?j;IJ/G~\'Pr>ftfOitlJ" l¥.1~.~. o
14
Unit 1 Lesson 1
4 it left behind it a trail of, 1:: ~I§ \¥ff$ ·.. ·· · o
a trail offF left IY:l~i/f, behind it J!ijj(:ilj·, ~JIJ~i!i-ZJWJ!:J{Tfif1iJ7~\HiJ]!!~/l •
5 puma fur was found clinging to bushes 9" , clinging :J'l!:::fJ\1. tE :5HiiJ, Jlt~ ft .±if puma fur ff':1 :£if ,fl' JE i~ I;)(
9" As no pumas had been reported missing... 9", missing i£J!HJII.:(:E7hliJfF±iHI•tE.m o
6 in the possession of, );] .. · .. · eFf ff
'
~~•:l'l!::-~~m~•~*~~. ~~~~-~m•~~~~~*ftm. tE&ft~m~•m~~~-R

~ t1H !9ili ai, J! ®**
1t )'){ :ff ~ JIJ mim o nr 1l!::, PiR tHH!rH!ll:>lbt~ $ , ~ ~ ~Z~J a--~ =tt ~m~ JIJ :ff £·~ n~: fr- 'I iJljJ ~,
~);Jn•~~m~ct~~·~AmMm~~-&~:i!ili~*ffi~.
~~·tfH·IY:IIfFJ!M-~~M~H~IY:I.UmiY:I-&~~:tE*M··~·m"-R*•"· ··~5~
~. •*•m~. 't:U~~~~To~~~~. ~~-~$-~m~~kM. -~~~fflA~ .• ~k~~I
tt•~•. ~);J##:l:•a:tt'*~~BR~~•. Rk~tEw•m*~z•~m'tiY:I•~· ~'t~fl•
JL, -M..t.~.~Wf-$7E~~lk.3iE~7z~~~J\~~. 1±tt$ti!!.JJ8J,\!.T!1\fP, il:;t:h\optf~$:JJII.TM:f±YOO
~-7fiH91Ji:£ o :ff A:tf!;!.~i51.W!!OJT J.\1 7 "{~5/ii-t¥IY:I o4:F"; -{.iljffj A*~ift. 8 JA!.;JJ~R •t}IH91Ji:f±ft-t ..t , =ft~in
~u 4- E. ~5:%~~·Ji!fl~ R~~%t:J'l!::.~JH~91Ji, f§. E :l'l!::MPlJ~J Ul<;a'~ IJIB? 8:l f~ IT!5l#J!\frli2JJ¥51:1f·····-~* l:ir·ii T .lfi\J9ili, ~
~-R·~·-Jl!:l'l!::¥&~l~M~·*IY:I, ~~~~&~-ili*T·~~Iftn!:fiT~n~£M, &~~*
~-~DR~~-.-fl:(:E~DIY:I~#m:ff-~~~~~---m~•·· •+AW~o
Summary writing 4rii ~ ~ +t

'
In not more than 80 words describe how experts came to the conclusion that the animal seen by many people
really was a puma. Do not include anything that is not in the passage.
I What sort of reports were received by London Zoo?
2 Were the reports similar in nature or not? J
3 Who saw it first?
4 Did it stay in one place, or did it move from place to place?
5 What did it leave behind it?
]
6 Were paw prints and puma fur found as well or not? J
7 What was heard at night?
8 Was the animal seen up a tree or not? J
9 Were experts now sure that the animal really was a puma or not? J
Vocabulary i~ ~c.
Give another word or phrase to replace the following words as they are used in the passage: spotted (1.2);
accumulate (1.4); obliged to (1.5); claimed (1.6); extraordinarily similar ( 1.6); immediately (1.8); convinced ( 1.15).
Composition fF :t
Describe the occasion when the woman picking blackberries saw the puma. Expand the following into a
paragraph of about 150 words.
Mrs. Stone had spent the whole morning ... It was nearly lunch time, so she decided ... She was just ... when she heard
a noise in ... Then she saw an animal which ... She knew it was not a cat because ... The animal suddenly ... and she
15
Unit 1 Lesson 1
thought it was going to ... She dropped her basket and ... Hearing the sound, the animal ... after which, Mrs. Stone ... and
ran all the way home. She told her neighbours that ... but they did not believe her. She also telephoned the police but
they ... (86 words)
Letter writing ;f.; 1-t ~ fF

On a full page, show the exact position of each of the following:
The address and date; the beginning of the letter; the Introduction; the Purpose; the Conclusion; the letter·ending; the
signature; the postscript. Supply all necessary full stops and commas.
Key structures =*. 1t JJ ~

Simple, Compound and Complex Statements. r.ii if 6J , * jiJ 6J ;p l. 1} &J (IKS 73) (~
w¥# 2 mm73 i!4t1Ht1lJ ~ )
Exercise itf. SJ
Underline all the joining words in the passage. Note carefully how simple statements have been joined to
make compound or complex statements.
Special difficulties ~ ,.?..
·~-~ffl·~-~. ~~-~~~~ft~~~~M~.~~. ~~MM~·~·~-~.~-~-m

~.~~~~mm~~. ~~~M~~1lJ~m$, ~nm~E~#m.
Where had it come from? ( 1.14)
Instead of saying: It is better to say:
About whom are you talking? Who(m) are you talking about?
That is the film about which I told you. That is the film I told you about.
(Compare lSD 28) Wit~ 2 :ll!t¥# 28 i**ff,)
Exercises iff; SJ
A Complete these sentences by adding a suitable word to the end of each one:
I What are you looking _ _ _ _ ?
2 Where is your mother going ?
3 Whom has the letter been sent ?
4 This is the house I was born _ _ __
5 What does your decision depend ?
B Write these sentences again changing the position of the words in italics. Where possible, omit the words
whom or which.
He is the man about whom we have heard so much.
2 The shelf on which you put those books has collapsed.
3 From whom did you receive a letter?
4 This is the road by which we came.
5 Where is the pencil with which you were playing?
16
Unit 1 Lesson 1
Multiple choice questions ~ JJi :It 4t if!

Choose the correct answers to the following questions.
Comprehension J.!.l¥f
Experts eventually decided to investigate _ _ __
(a) because they did not believe that pumas existed in England
(b) because they wanted a puma for the London Zoo
(c) when a woman saw a puma in a small village
(d) because people's descriptions of the puma had a lot in common
2 What particular piece of evidence persuaded the experts that a puma had been seen in the village?
(a) The puma had not attacked the woman.
(b) The woman had described the animal she had seen as 'a large cat'.
(c) A puma had come very close to a human being.
(d) The puma had behaved like a cat.
3 What was the problem the experts were unable to solve?
(a) How the puma had managed to cover such great distances within a day.
(b) How the puma had escaped from a zoo.
(c) Whom the puma had belonged to. ·
(d) How the puma had climbed a tree.
Structure ~t ~
4 The accumulating evidence made the experts _ _ _ _ the animal was a puma. (lines 4-6)
think
(a) to (b) thinking (c) think (d) thought
5 People said _ _ _ _ the puma. (lines 5-6)
(a) to have seen (b) to see (c) they saw (d) they had seen
6 , it immediately ran away. (lines 8-9)
(a) Observing her (b) On being observed
(c) Having been observed (d) On her being observed
7 Pumas never attack a human being except cornered. (line 9)
(a) they are (b) being (c) that they are (d) when they are
8 The experts were now fully convinced that the animal a puma. (lines 13-14)
(a) must be (b) should have been (c) can only be (d) could only have been
Vocabulary -ii1J ~r:.

9 The woman saw 'a large cat' five yards away from her. (lines 7-8)
(a) at least (b) four or (c) no more than (d) within
10 A puma will not attack a human being unless it feels itself to be . (line 9)
(a) in a corner (b) in a trap (c) at an angle (d) under cover
11 A business man on a fishing trip is probably someone who . (line 13)
(a) sells fish (b) fishes for pleasure
(c) nets fish (d) earns his living as a fisherman
12 A private collector is a man who collects _ _ _ _ . (lines 15-16)
(a) for his own benefit (b) on his own
(c) in private (d) unknown to the public
17
Lesson 2 Thirteen equals one +- ~ T-
J@ll Listen to the tape then answer the question below.
m
v1f ~if . .~ lE] -?f. y~ f.>J lla o -r
Was the vicar pleased that the clock was striking? Why?
Our vicar is always raising money for one cause or another, but he
has never managed to get enough money to have the church clock
repaired. The big clock which used to strike the hours day and night
was damaged many years ago and has been silent ever since.
5 One night, however, our vicar woke up with a start: the clock
was striking the hours! Looking at his watch, he saw that it was one
our vicar woke up with a start
o'clock, but the bell struck thirteen times before it stopped. Armed
with a torch, the vicar went up into the clock tower to see what was going on. In the torchlight, he caught sight
of a figure whom he immediately recognized as Bill Wilkins, our local grocer.
10 'Whatever are you doing up here Bill?'asked the vicar in surprise.
'I'm trying to repair the bell,' answered Bill. 'I've been coming up here night after night for weeks now.
You see, I was hoping to give you a surprise.'
'You certainly did give me a surprise!' said the vicar. 'You've probably woken up everyone in the
village as well. Still, I'm glad the bell is working again.'
IS 'That's the trouble, vicar,' answered Bill. 'It's working all right, but I'm afraid that at one o'clock it will
strike thirteen times and there's nothing I can do about it.'
'We'll get used to that, Bill,' said the vicar. 'Thirteen is not as good as one, but it's better than nothing.
Now let's go downstairs and have a cup of tea.'
New words and expressions 1. i~ ~*.it i~

equal (title) /'i:kw;:,V v. ~T raise(l.l)/reizlv. -~. ~ (JBX)
vicar (1.1) /'vrk;:)/ n. !& \lili torchlight (1.8) /'t;,:tJiait/ n. Ft! f;!ij :J't
Notes on the text i* x ~.i #:

I woke up with a start: ...
with a start, lilfs~Jilj1:Jll:19J, t,RM7, ~~Fnoo~~-t-ffi¥~'11l'ltl5ttJ, ~X'f start Mftl'ltiJ'l..i*:i51.HJl o
2 recognize as, lA t!J Jll; o
3 Whatever are you doing up here? 1Jt'Jl:Jt:f:Ei!J:lii-T1t~?

whatever ffl'f~II:>Jt)"f=l, fft!V.1J05!il what l'ltli#'9:, tF ":ti:Jt{t~" M, U "P1&1ltfft o
4 You certainly did give me a surprise! {f]\lifii~1!~~¥1J:l7H

~M79J~& rv.m*~~-~.~~M~~&~:f:E•m~~Z~o
5 Thirteen is not as good as one, but it is better than nothing.
~ 13 rii!d7.Pr~~ll~ 'r"ff, fl::l}~J:t 1 r/F~5m2t7 o
18
Unit 1 Lesson 2
ftm•~~~~~~~&~&ff~••••~.m~~*n•&•~~ti~~~·~··~~~**·~
M~~~~n~m~.m~m~~~~~-~.M~~~~ T.
--xl?{fiJ_, ;J~11J~!&!)jjj~~tltt.Jl:l:M7, k~t\tXT£ ":fJ;!f' taiMT! ftE.--'tf~, :;:f I,~~. ~:JiHJ~~-J!ii.llT
13~::t~.~!)jjj••-~~~~k#~m~••~•~~T~~••·m•~~~·•m-~A.~k~ili
u~*~~•rnrn~~$·d$~~.
"fif,]Ejtt£:)Kl: 00 T-fi- ~. tt,;p" ~ijf!if,j(i]'~(ul o
"ft:t!.li'Ei3.n#ftHf," tt$lill~i£. "Hfl~JjiWJT, ft7C:JCf{.!J::!J~IJ~~J:*. P!, ft:!l&mtJ:f$\:ki!Z;-~."

"f$fiili~ftftklltT-W:!" ~Ul!iili, "illi-'f/<!Ja-11$\:tEHmYf:ffi¥JAf~llPM7 o /f>tt, ~Xftti(IHT, ftU:!ll::
"I"J~¥ft:(:E:JK!J!., !f:ll:Ulfi," f:UJ'iOJ~iS?. o "::;r-l~L ~:!i&fiMRIHT, f.!lds#f3iiJ I?.;~, 't.~,~~ 13 ~. X1Jlt

ftE.~fig)~JJT o"
":k~'tt·itJ?JPHffl: l:t~J'," !fj:~ifiiS?.. "13 ~:!l&::;r-~o 1 ~~. f£L~J:t 1 ~m;r-~~. *· P~HrJT~~~*f

~OE o"
Summary writing 4tti-* 1ii 11=:

In not more than 80 words describe what happened from the moment the vicar woke up. Do not include
anything that is not in the passage.
]
1 What woke the vicar up'?
2 What was the time?
3 How many times did the clock strike?
4 Where did the vicar go?
5 What did he take with him? J
6 Whom did he see in the clock tower?
7 What did Bill Wilkins say he was trying to do'~
8 Had Bill Wilkins succeeded in repairing the clock or not?
9 Was the vicar pleased or angry?
l
I 0 What did he offer the grocer? J
Vocabulary ,:~ ~c.
Give another word or phrase to replace the following words as they are used in the passage: vicar (1. 1);
repaired (1.3); damaged (1.4); silent (1.4); with a start (1.5); caught sight of (11.8-9).
Composition 11=: .:t

Write a composition of about 200 words using the ideas given below:
Title: A sticky business.
Introduction: A small village- the church clock suddenly stopped- no one eould explain why.
Development: The vicar climbed into the clock tower- found that the clock had been invaded by bees- full of honey
and wax.
Conclusion: A bee keeper was called -- removed the queen bee - the other bees followed - the clock was
cleaned working again.
1Q
Unit 1 Lesson 2
Letter writing .t; 1-t ~ 11=
Write six phrases which could be used to begin letters to friends.
Key structures *tt tJ ~

What is happening? What always happens? JJi!.{f.i!i1tat. --MVJi!.{f. at~ "i"'F :g ·t:m'·riir.J M1t
(IKS 74) (et,'<!,\!.~ 2 lfltm 74 l~H~':tl'~'~J~l
Note that with the word always we can sometimes say:
Our vicar is always raising money. (1.1)
He is always getting into trouble.
She is always writing letters.
Exercise M:. SJ
Underline the verbs in the passage that tell us what is happening now. Note how they have been used.
Sp~cial difficulties ~ :#.
Phrases with In. (Compare lSD 43, 80) ( Ji't ttm 2 JJJt~ 43, so iJI!~J!;U
Study these examples:
'Whatever are you doing up here Bill?' asked the vicar in surprise. (1.10)
Please write in ink, not in pencil.
We have a great deal in common.
The swimmer seemed to be in d(fficulty. but he managed to reach the shore in the end.
I didn't feel well so I 'pent the day in he d.
We have rel:eived fifty applications in all.
The thieves were disturbed and left in a hurry.
I can't borrow any more money: I'm already in debt.
Mary's in love with a sailor.
There wasn't a person in si{?ht.
He didn't realize that he was in danger.
The little boy was in tears.
Exercise t:t. SJ
Use a phrase with in in place of the words in italics.
I I left home very quickly so as not to miss the train.
2 I suppose I shall finish this eventually.
3 In the early morning there was not a person to be seen.
4 Shall I write with a pen or with a pencil?
5 They haven't many interests which they share.
6 Why is that little girl crying?
20
Unit 1 Lesson 2
Multiple choice questions ~ J.Ji. i1.tt il!

Comprehension Jl'.M-
t The church clock did not work because _ _ __
(a) it was too expensive to repair
(b) it disturbed the vicar's sleep
(c) Bill Wilkins only worked at night
(d) the bell had been out of order for many years
2 The vicar was surprised to see Bill Wilkins in the clock tower because - - - -
(a) Bill Wilkins had been hoping to surprise him
(b) it was an unusual time and place to find him
(c) he had expected to find a figure
(d) the clock had struck thirteen times
3 The vicar offered Bill Wilkins a cup of tea because----
(a) he thought that Bill Wilkins was thirsty
(b) thanks to him, the clock would now strike once an hour
(c) he was grateful for the trouble Bill Wilkins had taken
(d) he was pleased to have been woken up for nothing
Structure it :f*J
4 In the past the big clock _ _ _ _ the hours. (ll.3-4)
(a) struck always (b) always struck (c) was always striking (d) has always been striking
5 It was not until the thirteenth stroke _ _ _ _ the bell stopped. (l. 7)
(a) before (b) when (c) so that (d) that
6 The vicar asked Bill doing in the church tower. (I. I 0)
(a) what was he (b) what he was (c) what he is (cl) whatever was he
7 'I it all right, but I'm afraid .. .' (11.15-16)
(a) shall mend (b) am mending (c) have mended "'
(d) mended
8 'We'll get used to _ _ _ that, Bill.' (1.17)
(a) hearing (b) hear (c) the sound (d) having heard
Vocabulary iilJ ~c.

9 Money which is collected for a cause is known as . (11.1-2)
(a) cash (b) a fund (c) a scholarship (cl) an investment
10 A grocer is a man who . (1.9)
(a) runs a shop (b) eats a lot (c) sells bread (d) surprises people
11 'I've been coming here for weeks now.' (1.11)
(a) every night (b) all night (c) the following night (d) several nights
12 ' , I' m glad the bell is working again.' (1.14)
(a) Yet (b) Good (c) Just the same (d) Even now
21
Lesson 3 An unknown goddess 7C ~ "9:. ~
J§1\ Listen to the tape then answer the question below.

"if ~ -t. .~{\ mw.1 ~~:A r r~ il! o
How did the archaeologists know that the statue was a

goddess?
Some time ago, an interesting discovery was made by archaeologists

on the Aegean island of Kea. An American team explored a temple
which stands in an ancient city on the promontory of Ayia Irini.
The city at one time must have been prosperous, for it enjoyed a
5 high level of civilization. Houses - often three storeys high -
a very modern-looking woman
were built of stone. They had large rooms with beautifully decorated
walls. The city was even equipped with a drainage system, for a great many clay pipes were found beneath
the narrow streets.
The temple which the archaeologists explored was used as a place of worship from the fifteenth century
1o B. C. until Roman times. In the most sacred room of the temple, clay fragments of fifteen statues were found.
Each of these represented a goddess and had, at one time, been painted. The body of one statue was found
among remains dating from the fifteenth century B .C. Its missing head happened to be among remains of the
fifth century B.C. This head must have been found in Classical times and carefully preserved. It. was very
old and precious even then. When the archaeologists reconstructed the fragments, they were amazed to find
15 that the goddess turned out to be a very modern-looking woman. She stood three feet high and her hands
rested on her hips. She was wearing a full-length skirt which swept the ground. Despite her great age, she
was very graceful indeed, but, so far, the archaeologists have been unable to discover her identity.
New words and expressions 1. i~ :fp 1ii ~

goddess (title) /'godrs/ n. :9.-::flil sacred (1.10) /'serknd/ adj. JJ;~ft-J, t1Jl¥:ft-J
archaeologist (1.1) /,o:ki'olC'ld3ist/ n. fragment (1.10) /'fra:gm~nt/ n. li$ ft
Aegean (1.2) /i:'d3i:;m/ adj. 5f~i'tiHB remains (1.12) /n'memz/ n. ~!fo/J, ~~. ttz~
explore (1.2) IIk'spb:/ v. ~~. Wlf* classical (1.13) /'kla:srktJl/ adj. ( :ffi' !m;fl:l ~ ~) r:!J)C
promontory (1.3) /'prom;mt:Jri/ n. rHi:M ft ft-J
prosperous (1.4) /'prosptJr~s/ adj. ( ~2: 11f I. ) ~ 5R reconstruct (l.l4) /,ri:bn'strAktl v. f!i:!'!
ft-J ' ~ ~ ft-J rest (1.16) /rest/ v. ~li)l:, !i'I.it
civilization (1.5) /,srvtJl-ar'zerftJn! n. )l)lJI hip (1.16) /hrp/ n. ftt.IN:, W$
storey (1.5) /'st::l:ri/ n. ~~ full-length (1.16) /,ful'lel)e/ adj. (ffl;&) till!t£*ft-J
drainage (1.7) /'drermd3f n. f~!:l}:. graceful (1.17) /' grersf<Jl/ adj. it.ft (i{J
worship (1.9) /'w3:frp/ n . .$:ff identity (1.17) /ar'dentrti/ n. ~f)t
Notes on the text if ::t ).i ~

the Aegean island of Kea, ~#ij:fl'~~:illUib, ~~#ij::if::J.fi!t!1.cpjtij:I¥.J~lrfl)t, {j'Cf:ffi'fm'¥-i/b;ft:llj,l!Zgfll:i!EZ.(sl
t~M~M·iib~*l¥.l~~i/b~.~l!Ziib~~~-#iibJ.fi~~I¥J-·M·
22
Unit 1 Lesson 3
2 Ayia Irini, ~ilJf:J111E · i:&Jl!.fl:., !&.)'} ":¥:-ft(Jl!.Jt." , Irini ~i\Hit:Jc, 2:)'} "'fl]~" o
3 The city at one time must have been prosperous, for it enjoyed a high level of civilization.:i3:ffil:e:i~il!J£-ff1~
~5R, [Z;I)']'t~$~r'i'!JJlB(]Jtajj, must have been ~,B,li:t;B(]tiiJJlJ oat one time, -Jl o
4 Roman times, ~r:&a-H~, ni"l:S~L& (£107clttr 200- 0TI: 400) aiM, 'JJ~ai'7'LltA..(:EJ9::1!ti~:Y:Twffil.
5 date from, jfl~JIJ'IJ •
6 Classical times, tl:i'J:S :ffl- 00, E '7' 1=& Ht 11': o
7 the goddess turned out to be ... , Jl~ffz:9:t$W:*~ ......
~~Zlttr,..(:E·~-B(]&IJE~~.~~I~-~-~~-~~-.-~*OO~~~..(:E~WIIE·i:&~!t.-M
8(]--~iJ:i·~~ • 3:3:~~~i!l5E-Jl1U~5R. 12§)~1::~$:fHilliJlB(]JtaJJ, mf· -~1f 3 JiH~ilili. ffl
~~-@.~OOm~W*·--·~$oo.~~&~~M&Tm*~~.~)']..(:E~~B(]Wili~~~-T~~$
~llli!J ± iffiJfl::a(] t~~* ~m •
~J:SI~•~•B(]J3:~&~M0TI:Jttrls r:&~~--~~rem~~$~o..(:E~~·~:¥:8(]-~
H~ffi~~TI5·Illi!J~··B(]~~.--e·•~*-&~~.®li-Jl~li~.~~~-····~B(]U
•~{£0TI:Tltrlsili~~m~x~~~-~.w~~-•~~~-~~-0~{£0TI:Jttrsili~B(]Jt~~~~~.
~~-~-}E~..(:EIS:ffl-00~ l=&~fU)t)'] A.I'Jr~IJ\!, Jtst¥1JT~-t:.·~f*t? • !!Pft..(:E¥:la>t, 'ti:E.fmffi sf.f~~~fi:1lt
z~o~ISI~•re:i3:~~~••m•~*~-~1lt~~-~&:9:~~*~-m~•+~•~B(]:9:M.~~ilili
3 R, ~fxnt, ~'j;f-9fd11!~*~· T mi*~litft~tt~ o ~M. ~J:SifF-~<f-*fi~liffiJ£:13:1fz:9:
tql 8(] ~{51 0
Summary writing ~m~~+¥
In not more than 80 words describe what archaeologists discovered in an ancient temple on the island of
Kea. Do not include anything that is not in the last paragraph.
I Where did the archaeologists find clay fragments? J
2 What did they represent?
3 Had they once been painted or not? J
4 Where was the body of one statue found?
5 Where was its head found? J
6 Were the fragments reconstructed or not?
7 How tall did the goddess turn out to be? J
8 Where did her hands rest?
9 What was she wearing? J
I0 Is her identity known or not<J J
Vocabulary i~ x:.
Give another word or phrase to replace the following words as they are used in the passage: explored (1.2);
ancient (1.3); prosperous (1.4 ); storeys (1.5); beneath (I. 7); fragments (1.1 0); remains (1.12).
Composition 1t X.
Write an imaginary account of how the archaeologists explored the sacred room of the ancient temple.
Expand the following into a paragraph of about 150 words.
23
Unit 1 Lesson 3
After walking round the ancient city, the archaeologists ...This temple ... On entering the sacred room, the archaeolo-
gists ... After this, workmen began digging and soon discovered ... They also found ... The archaeologists carefully ...
They were astonished to find that ... The goddess was ... She ... Although the archaeologists ... they were unable to find
out her name. (52 words)
Letter writing .:f; 1-t ~ 11

Write six phrases which could be used to end letters to friends.
Key structures :#.: 4Jt 6J ~

What happened? -~tii-i-at (IKS 75) (~J!l~ 2 M~ 7slllt*fJ!'PJ~)
Exercise ~n:. 5J
Suppose that each of the following verbs were used to describe what happened yesterday. What would be
their correct form?
Yesterday I ... leave, lay, lie, choose, raise, rise, beat, bite, catch, hear, sing, think, show, run, lose, begin, fall, feel.
Special difficulties ~ ,?!,
Words often misused and confused

A Happen. Study these examples:
Its missing head happened to be among remains of the fifth century B.C. (By chance) (11.12-13)
I happened to find the ticket in my pocket. (By chance.)
It happened that /found the ticket in my pocket. (By chance.)
I couldn't find out what had happened. (What had taken place.)
B Storey and Story. Study these examples:
Houses often three storeys high- were built of stone. (11.5-6)
C Worship and Warship. Study these examples:
The temple .. . was used as a place of worship. (11. 9-10)
The Arethusa used to be a warship.
Exercises #i; J:J
A Complete the following making a sentence out of each:

I She happened _ _ __
2 It happened _ _ __
3 Tell me what _ _ __
4 If you happen _ _ __
B Use the words storey, story, worship, and warship in sentences of your own.
Multiple choice questions .~ .t9l ~.ttJf!f

24
Unit 1 Lesson 3
Comprehension J.!.Wf-
1 The interesting discovery made by the archaeologists was ---·-·······
(a) that the city had once been prosperous
(b) that the temple had been used as a place of worship
(c) they found the fifteen statues had been painted
(d) that they were not the first to have found the head of the goddess
2 The city 'enjoyed a high level of civilization'. This is confirmed by the fact that ______ .
(a) some of the houses were built only one storey high
(b) a great number of fragments were found in the temple
(c) the city had been built on clay
(d) advanced techniques had been employed in building and decorating
3 In seeking to establish the identity of the reconstructed statue, the archaeologists _ _ __
(a) tried to determine which goddess it represented
(b) pieced together the fragments they found
(c) discovered that it was more modem than any of the other statues
(d) wondered whether it belonged to the fifth or the fifteenth century
Structure it .¥7
4 The city had once known . (ll.4-5)
(a) a prosperity (b) the prosperous (c) the prosperity (d) prosperity
5 The temple used as a place of worship since Roman times. (11.9-1 0)
(a) was (b) has not been (c) had been (d) was not
6 They found that the goddess turned out to be ... (11.14- I 5)
(a) surprisingly (b) with surprise (c) to their surprise (d) a surprise
7 being very old, she was very graceful. (ll.l6-17)
(a) Although (b) In spite of (c) Even (d) Even though
8 So far, the archaeologists _____ to discover her identity. (1.17)
(a) have been impossible (b) have not been able
(c) cannot have been (d) could not
Vocabulary iiil ~c
9 In the most _____ room of the temple ... (1. 10)
(a) holy (b) religious (c) frightening (d) colourful
10 The head was carefully preserved. It was _ _ _ _ . (1.13)
(a) well done (b) conserved (c) maintained (d) in good condition
11 The goddess to be a very modem-looking woman. (1.15)
(a) appeared (b) proved (c) resolved (d) changed
12 But, the archaeologists have been unable ... (1.17)
(a) beforehand (b) until now (c) for a long time (d) at this distance
25
Lesson 4 The double life of Alfred Bloggs
IJill~~~~~ . $5&~JUTI¥9~XI~5ili
j@lj Listen to the tape then answer the question below.

* ra
"JT -t. .~ @.1 $.1-':A -r f"l ~ o
Why did Alf want a white-collar job?
These days, people who do manual work often receive far more
money than people who work in offices. People who work in offices
are frequently referred to as 'white-collar workers' for the simple
reason that they usually wear a collar and tie to go to work. Such is
5 human nature, that a great many people are often willing to sacritice
... he then changed
higher pay for the privilege of becoming white-collar workers. This
can give rise to curious situations, as it did in the case of Alfred Bloggs who worked as a dustman for the
Ellesmere Corporation.
When he got married, Alf was too embarrassed to say anything to his wife about his job. He simply told
10 her that he worked for the Corporation. Every morning, he left home dressed in a smart black suit. He then
changed into overalls and spent the next eight hours as a dustman. Before returning home at night; he took a
shower and changed back into his suit. Alf did this for over two years and his fellow dustmen kept his secret.
Alf's wife has never discovered that she married a dustman and she never will, for Alf has just found another
job. He will soon be working in an office. He will be earning only half as much as he used to, but he feels that
15 his rise in status is well worth the loss of money. From now on, he will wear a suit all day and others will call
him 'Mr. Bloggs', not 'Alf'.
New words end expressions 1. i.iJ :'fo 4i.i '*

manual (1.1) /'mrenju;}l/ adj. f$: iJ 1¥1 corporation (1.10) /,b:p;}'reiJJn! n. 0P']
collar (1.4) /'kol;}/ n. ;(<: ~ overalls (1.11) /' ;mv~r;:,:lz/ n. I it H~
sacrifice (1.5) /'srekr;)fais/ v. !!Wtt, ltX ili shower (l.l2) /'Jau;}/ n. mm
privilege (1.6) /'priVIhd3f n. tltfxl secret (1.12) /'si:kr1t/ n. fl:*
dustman (1.7) /'dAstm~n/ n. il'ritf I status (1.15) /'steit;)s/ n. ±t!!. {jf:
Notes on the text il :st ~i.. ft::

People who work in oflices are frequently referred to as 'white-collar workers', Jl~~ 16. {£1J~~'gj[ En A, ~JH.IJ:
1'1 "B ®\IA" o white-collar workers :f:t 1! ffi !J& fJ :J'l ~ ~, rm 1* fJ J1 ~ ~ 9lrH~lf!; J;J blue-collar worker;. \P.{ 1\h T
A.c
2 for the simple reason that ... :i.3: !Jl. that '71 ~· ~~ J.A 11] :flk the reason i¥J [n] {!Lift ,
3 Such is human nature, that ...
such 11]·![, ~~!a ~ft ffl, f§ tm ~ ffl ifrJ~i# If., that '71 En 1! such s(JiilH!l: iff M.11J
26
Unit 1 Lesson 4
+ as it did in the case of Alfred Bloggs who ... worked as a dustman for the Ellesrnere C01poration. JE~JHfrt~;tWT
J¥;~J\0l'\J'"Jt~~J'lii'l{J.X:$9!HI1t: · 1JliM~WTtf:Jtlii5L!'Jf.@JllU8·iHJI.lf~Jl~,ff." as it did !:ffl{] it :lf::11Lt. -t)!:f that
M tJ!'Jf:Jtitf:Jtl!f&, rm did :lf::tHt give rise to curious situations,
5 half as much as he used to, 7Uf:l'±lrli*l'l{]-# a
~~.M-~h~~fl{]Atf:J~A --~~~~0~tf:JA·ili~$"~~0~tf:JAZ~~~~-·~HS~
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IAI¥.19*5R, Jttl:IAZ'ittl!f, rmJ!'it~%'71~f'P#~·tftf:JlJI.l~, f£:t~;tAA*;t0"J'±lrl!frJ!fitf:J.X:;t~rlHt\ · 1JJ
i~~Wi~Jt:!f::-1'-f9tl-T 0
.X:~~MM~.-~$#.:JgM,rm~~~~Btf:J~~~mW-T.~R*~~$WiJ¥;~0'ilJ .&~•
~, fi!l '# ..t. -- :9l- rJ\ti'f 1¥.1 ~ 1'§. l!Y ~ ~ ~ ..t. :f!I, 1.~ Fo ~ J: I fF H!R, ~ 8 1' 1]\ ~¥IV~ I • l!t J: @l ~ Jltr, fi!l f5VNt.f: itl-, .!!!
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Yfl'tf:J~R~f1illJI.l1ftf:J-#" ~lif1il:a11f}, itMfi:JTiliiiT, Jm~AUL~&00:1f}. MJtt, .X:$~PJ~-~¥1Jf!t~l!YRIR T"
fl!J A~ffi\Piffi!l)J "1JJ7!t~Wi7t':E", ffifl~fli.n4ftt ".X:$~" Y."
Summary writing 4r¥i ~ ~ 11

ln not more than 80 words describe how Alfred Bloggs prevented his wife from finding out that he worked
as a dustman. Do not include anything that is not in the last paragraph.
I What did Alfred Bloggs tell his wife when they got married? J
2 How did he dress each morning before he left home?
3 Did he change into overalls or not?
4 How did he spend the day?
5 What did he do before going home at night?
l
J
6 For how long did this last?
7 Did his fellow dustmen keep his secret or not? J
8 Will his wife ever learn the truth?
9 Where will her husband be working in future'? J
Vocabulary -iaJ ~c
Give another word or phrase to replace the following words as they are used in the passage: receive (1.1 ):
sacrifice (1.5); privilege (1.6); curious (1.7); embarrassed (1.9); discovered (1.13); status (1.15).
Composition 1t :9:.
Write a composition of about 200 words using the ideas given below. Do not write more than three
paragraphs.
Title: Nearly caught.
Introduction: Alf and three other dustmen were collecting rubbish arrived at Mrs. Frost's house.
Development: Alf s wife was visiting Mrs. Frost at the time- Alf was just getting out of the dustcart- saw his wife
leaving Mrs. Frost's house hid in dustcart dustmen helped him- his wife talked to Mrs. Frost on the doorstep.
Conclusion: The dustcart drove away just as Mrs. Bloggs came towards it.
27
Unit 1 Lesson 4
Letter writing .:f3 1t 1f +t:
Write a letter of about 80 words to an acquaintance whom you do not know very well asking him to lend you
a book you know he possesses. Supply a suitable Introduction and Conclusion.
Use the following ideas to write your Purpose: ask for loan of book- its title- why you want i t - how long you
will keep it you will take good care of it.
Key structures :k 4t G] ~
What has happened? What has been happening? 1Ji!.,tf :t A at liJ JJi!.,tf ~A ll14t at
(IKS 76) (~JA!.~ 2 flJl~ 76 i.!Ht:ft1D~l
Exercises M=- SJ
A Find two verbs in the passage which tell us what has happened and note how they have been used.
B Write sentences using each of the following words or phrases: since last April; up till now; just; ever; yet.
Special difficulties J1t ~~-

A Alf was too embarrassed to say anything to his wife. (1.9) lal-f~·~-i~ (Compare ISD 3)
(X'f ~l':~ 2 flJl~ 3 l.*~R.o
He explained the difficulty to me.
I described the scene to my wtfe.
He said nothing to me about it.
Did you suggest this idea to him?
I confided the secret to my sister.
8 Words often misused: Worth
His rise in status is well worth the loss of money. (1.15)
That film is not worth seeing. (Compare IKS 68a) ( X;f rl':~ 2 flJl~ 68 tJIH~ft1ij~ a)
Exercises !~, SJ
A Write sentences using the following combinations of words:
describe/film/aunt. 2 say/nothing/her. 3 explain/the position/ me. 4 propose/idea/us.
B Choose the correct words in the following:

(Is) (Does) it worth five pounds?
2 Is this worth (buying) (to buy)?
"' '
3 Your car (does) (is) not worth£ 5,000.
4 I don't think it is worth (to go) (going) to all that trouble.
Multiple choice questions ~ ~ :i!:tt:lf!

28
Unit 1 Lesson 4
Comprehension ;J.M-
What does the case of Alfred Bloggs illustrate?
(a) That people often care more about the status of a job than the salary.
(b) That 'white-collar workers' usually wear a suit to go to work.
(c) That manual workers prefer to keep their job a secret.
(d) That office workers usually earn less than manual workers.
2 What did Alfred Bloggs do for over two years?
(a) He told his wife he worked for the Corporation, when in fact he did not.
(b) He disguised himself as a dustman.
(c) He led a double life.
(d) He earned twice as much as he used to.
3 Why did Alfred Bloggs consider wearing a suit all day and being called 'Mr. Bloggs' so important?
(a) His new job is wo:th more than his previous one in every respect.
(b) He will no longer need a shower before returning home from work.
(c) He can now tell his wife about his previous job without embarrassment.
(d) He feels that other people will respect him more.
Structure ~t -#:J
4 They usually wear a collar and t i e - - - - ... (1.4)
(a) as they work (b) to work (c) going to work (d} in order to work
5 Alf was _ _ _ _ anything to his wife. (1.9)
(a) so embarrassed he said (b) very embarrassed and said
(c) very embarrassed, so he said (d) so embarrassed he did not say
6 He told her that he worked for the Corporation _ _ _ _ ... (11.9-10)
(a) simply (b) in a simple way (c) and no more (d) only
7 Before he home at night, he took a shower ... (11.11-12)
(a) was returning (b) returned (c) had returned (d) will return
8 His earnings were only half the amount ... (1.14)
(a) as they used to (b) they used to (c) they used to be (d) they were used to
Vocabulary iiiJ }C.

9 Manual workers often receive much higher _ _ _ _ than people who work in offices. (ll.l-2)
(a) gains (b) fees (c) payments (d) wages
10 His kept his secret. (1.12)
(a) brothers (b) workmates (c) companions (d) comrades
ll His rise in status more than the loss of money. (ll.l4-15)
(a) pays back (b) rewards (c) compensates for (d) values
12 He wanted to be _ _ _ 'Mr. Bloggs', not 'Air. (11.15-16)
(a) addressed as (b) named (c) cried out (d) shouted
Lesson 5 The facts - !:JJ ~ !¥
jr#@l Listen to the tape then answer the question below.

"Jf iJ{ -t. t.~ ra- 1E1 $. YA T ~~ ~ o
What was the consequence of the editor's insistence on

facts and statistics?
Editors of newspapers and magazines often go to extremes to

provide their readers with unimportant facts and statistics. Last year
a journalist had been instructed by a well-known magazine to write
an article on the president's palace in a new African republic. When
5 the article arrived, the editor read the first sentence and then refused ... to obtain these
important facts
to publish it. The article began: 'Hundreds of steps lead to the high
wall which surrounds the president's palace.' The editor at once sent the journalist a fax instructing him to
find out the exact number of steps and the height of the wall.
The journalist immediately set out to obtain these important facts, but he took a long time to send them.
10 Meanwhile, the editor was getting impatient, for the magazine would soon go to press. He sent the journalist
two more faxes, but received no reply. He sent yet another fax informing the journalist that if he did not
reply soon he would be fired. When the journalist again failed to reply, the editor reluctantly published the
article as it had originally been written. A week later, the editor at last received a fax from the journalist. Not
only had the poor man been arrested, but he had been sent to prison as well. However, he had at last been
15 allowed to send a fax in which he informed the editor that he had been arrested while counting the 1,084
steps leading to the fifteen-foot wall which surrounded the president's palace.
New words and expressions 1.. i~ ~*it i!

editor (1.1) /'edrt~/ n. ~Aii$:1t publish (1.6) l'pAblrJ/ v. tl:l 1\&
extreme (1.1) /rk'stri:m/ n. ;JRilffij fax (I. 7) /freks/ n. ·~ 1[:
statistics (1.2) /st~'trstiks/ n. ~Jf. it~'¥ impatient (1.10) lrm'perJant/ adj. /f~iliff;OjjiY:J
journalist (1.3) /'d33:nahst/ n. ~~il~ fire (1.12) /'far~/ v. ffllfJ!i
president (1.4) /'prezrdant/ n. ,iiJHJf. originally (1.13) /~'nd3mali/ adv. il:!::M, llf(%, Mfltr
*
palace (1.4) /'prehs/ n. :E 'B; fl7 ft9 f± 1:;
Notes on the text i~!U: ~i.ff":
go to extremes, it fEtj)jffl o
2 provide .. , \Vith '" tF "'rtJ1. ' .. ' m1~"' ... '' ff¥1 v
3 to write an article on, ~-~:fr*······i'l~ti:@,

4 lead to ... ft ":ii.HI: · ··· ", " !it l& ·· ···" f!Jlt c
5 g-o to press. 11 Fp c
G :'\ot only had the poor man been arrested, but he had been sent to prison as well. not only ... but ... as well
'}I r;J. 1'1~ Jf JIJ 1lJ T, ~n *¥f not only '1:-T 1l}l§, 18 00 .:E U1l t! Ell*~ fill':fHi'iftJ ,
30
Unit 1 Lesson 5
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-*~~~~~~-~~-•*~*~¥~~~~~~~~mm~~•·•f•*~·•••7m-~ffi•m
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~7it.#~~-.D~~*~it.#~~-M7.~~~-~*7~~.~~.~~~~~bt§Y-ffifflK.«
f~K.P1til:~·tlf~Ali*'*, .%t1:Eft!!ftim~ 15 ~R~~,\HJEJ&ffil#kii3<J 1,084 ~@~~. •mY~:>k:,
Summary writing 4,ii -l- ~ 1t

In not more than 80 words describe what happened from the time the journalist set out to get the facts. Do
not include anything that is not in the last paragraph.
I Did the journalist immediately set out to get the facts after receiving instructions from his editor or not')
2 Did he send them at once or not? J
]
3 Was the editor getting impatient or not?
4 How many faxes did the editor send?
5 What did the editor threaten to do?
6 Was the last fax answered or not?
7 Was the article omitted from the magazine, or was it printed in its original form'? J
8 When did the journalist send a fax?
9 Why had he been imprisoned? J
Vocabulary iiiJ ~r:.
Give another word or phrase to replace the following words as they are used in the passage: journalist (1.3);
instructed (1.3); well-known (1.3); publish (1.6); surrounds (1.7); fired (1.12); reluctantly (Ll2).
Composition 1t -*:
Describe how the journalist was arrested and what happened afterwards. Expand the following into a para-
graph of about 150 words.
The journalist counted the number of steps as he ... On arriving outside the main gate, he ... He then ... in order to
measure the wall. While he was busy measuring the wall, a policeman ... Though the journalist ... , the policeman
refused to believe him. He was arrested and sent to prison because the police thought that ... When the journalist ... he
made things worse for himself. This proved to the police that ... (69 words)
Letter writing -# 1t :fi 1t

Write a letter of about 80 words to a friend who has recently got married. You read about the wedding in
your local paper. Supply a suitable Introduction and Conclusion. Use the following ideas to wnte the Pur-
pose: Surprise and pleasure at seeing newspaper report glad to hear that he and his wife will be staying in your
neighbourhood - hope to see them soon.
31
Unit 1 Lesson 5
Key structures *1Jt 6J ?It!

A, The and Some. (IKS 78) (~JA!.~ 2 M~ 78 l.ll!J;Jf{i]~l
Exercises t~. SJ
A Underline the words a(n) and the in the passage and note how they have been used.
B Write sentences using the following words and phrases:
I Hudson river. 2 information. 3 cinema. 4 industry. 5 flour and milk. 6 newspaper.
Special difficulties ~A
Not only had the poor man been arrested ... (11. 13- 14)
~~~~~~••ffi~~~~~d~~~m~~~•.•~~€*"M~~+~ill+{i]~~x~s~".~~••
£lf f'Jil tiT ~IJ ffHIZ :IJU 5!il. tit ~ •
Study these pairs of sentences:
I have never seen so many people.
Never have I seen so many people.
I had hardly finished speaking when the door opened.
Hardly had I finished speaking when the door opened.
(Compare lSD 38a) (l;J'tt~ 2 illt~ 38 il~it#, al
Exercise t~. SJ
Write these sentences again beginning each one with the words in italics:
I He has not only made this mistake before but he will make it again.
2 I realized what was happening only then.
3 I will never trust him again.
4 You seldom find traffic wardens who are kind and helpful.
Multiple choice questions ~ .:0t :i!:tt~

Comprehension~~
I The editor acted as he did because _ _ __
(a) he wanted an excuse to fire the journalist
(b) he had not read the article beyond the first sentence
(c) he was dissatisfied with the factual content of the article
(d) he wanted to please the president of the new African republic
2 The journalist took a long time to send the details required because _ _ __
(a) it took him a long time to count all the steps
(b) he had not been allowed to fax the information he had obtained
(c) he did not realize how soon the magazine would go to press
(d) he had been arrested before he had had time to obtain the facts
32
Unit 1 Lesson 5
3 Why had the journalist been arrested?
(a) Because his activities must have appeared suspicious.
(b) For having gone to extremes to provide unimportant facts.
(c) For climbing the palace wall in order to measure its height.
(d) Because the article was published in its original form.
Structure it~
4 the first sentence, the editor refused to publish the article. (ll.5-6)
(a) Reading (b) Having read (c) He read (d) Being read
5 The magazine to press. (1.10)
(a) was (b) had gone (c) was about to go (d) was due
6 He sent the journalist two faxes, but did not receive . (Il.l 0-11)
(a) the replies (b) the reply (c) no reply (d) a reply
7 He informed the journalist he would be fired unless he . (ll.ll-12)
(a) was replied (b) replied (c) would reply (d) did not reply
8 He informed ____ while carrying out his instructions. (11.15-16)
(a) his arrest to the editor (b) the editor his arrest
(c) the editor of his arrest (d) the editor that his arrest had been
Vocabulary i.lJ )C
9 Editors of newspapers and magazines often go to extremes to provide their _ _ _ _ with unimportant
facts and statistics. (ll.l-2)
(a) audience (b) lectures (c) public (d) common
10 The magazine would soon go to press. It would soon be _ _ _ _ . (1. 10)
(a) pressing (b) printed (c) typed (d) impressed
11 The poor man had been arrested. He was very . (1.14)
(a) poor (b) stupid (c) innocent (d) unfortunate
12 He had at last been to send a fax. (11.14-15)
(a) admitted (b) let (c) left (d) given permission
33
Lesson 6 Smash-and-grab ~- 11 ffr!:IJ
IWI Listen to the tape then answer the question below .

..,!f ~ -t. t..#; ra- U?J ~ YA r l.iJ ~ o
How did Mr. Taylor try to stop the thieves?
The expensive shops in a famous arcade near Piccadilly were just

opening. At this time of the morning, the arcade was almost empty.
Mr. Taylor, the owner of a jewellery shop was admiring a new
window display. Two of his assistants had been working busily
5 since eight o'clock and had only just finished. Diamond necklaces
and rings had been beautifully arranged on a background of black
too busy to notice any pain
velvet. After gazing at the display for several minutes, Mr. Taylor
went back into his shop.
The silence was suddenly broken when a large car, with its headlights on and its horn blaring, roared
Io down the arcade. It came to a stop outside the jeweller's. One man stayed at the wheel while two others with
black stockings over their faces jumped out and smashed the window of the shop with iron bars. While this
was going on, Mr. Taylor was upstairs. He and his staff began throwing furniture out of the window. Chairs
and tables went flying into the arcade. One of the thieves was struck by a heavy statue, but he was too busy
helping himself to diamonds to notice any pain. The raid was all over in three minutes, for the men scrambled
15 back into the car and it moved off at a fantastic speed. Just as it was leaving, Mr. Taylor rushed out and ran
after it throwing ashtrays and vases, but it was impossible to stop the thieves. They had got away with
thousands of pounds worth of diamonds.
New words and expressions .1. i;!) ~~it i~

smash-and-grab (title) /,smreJ-;m-'grreb/ n. velvet (1.7) /'velvrt/ n. :7(~~. (t.(t. ~Jt
liEEtmfiftftt;IJ headlight (1.9) /'hedlart/ n. ( f{$~) mrn
arcade (1.1) /a:'kerd/ n. 1H~Jl11l891ij)]! (J,W':%'1lt blare (1.9) /ble~/ v. ~llt'llllt'IIFI, ilfln4
v~: ~m) staff (1.12) /sta:f/ n. ~i* I it A m
Piccadilly (I. I) /,prk~'drli/ n. Ez-t:iill:frJ::km raid (1.14) /rerd/ n. ftitr~
jewellery (1.3) /'d3u:~lril n. f;K'::fi. ( ,~J'tl scramble (1.14) /'skrremb.:~V v. Jl\!:lh
necklace (1.5) /'nek-l~s/ n. JJii~ fantastic (1.15) /fren'trestlk/ adj. ~~'!lt::ki¥1
ring (1.6) lmJI n. J!Xfir ashtray (1.16) /'reJtreJ! n. 1:m ::tk ffii
background (1.6) /'brekgraund/ n. 1fjj.C
Notes on the text i~Lt. ~i. *t
Piccadilly, Rz:-Fi.IHIJ, :i!:1iidB$J:r!J"f=!,L.,-#t.:ii;(l'-J,fij o ;i!#t,fijh\#lfif,0!mi!llriiJ-1'.:ii;(l'-J)~, o~ft "&:-¥

.il!!;fiJ(t~'' 0
') \\ith its headlights on and its horn blaring, ... :i!fil:: with iJ/-!ifl'l'-J5i:lr.:E#HMt.J, :(£1l]t:p;&~fH.itljj\iJl"
3 but he was too busy helping himself to diamonds to notice any pain.
fS_ fjjl,flJjpt·tt tHft~~ 15', '**-!®\:.f_t~ffl!j T o :i!l! help oneself to sth. !! "if§ JI&Jtj, fi: J5 ~~" l'l'-J~.f(!;l, o
34
Un1t 1 Lesson 6
~~•~*•m~~-~•~m•••~.n••~•rn*~*~•ft·~••~~~~•.m•w~n
~~k-A.-~~~-~~~~~*··~-~--.~~~~~rnMM.~s~a*M~-.~~~~N
•~¥.~E~•.•••~-~~~-@~~~oo.•~~~M~••*•~~xrn~#•~~rmm.
'Tr¥~~11trrli't. -m:km:tt:;;Hi1WH, n(aJtr~JJJ)l, P'J'~tr1tflm:rm!lflim, t~:•'i:h!iflr:Jf,l-T~*, -Aoo
f£~!!'£~1:. 5HH»i~fflA@-!f:~>'>'M:~Ifti~JAIIYETi.f*. ft!!fi"J!tl~t$fErt:ir.5.RJBi~ii!il!!i$. ~ ·tJJ~1:rH,
-~~~f£M~-~~h!iM~¥~•*~•*A.•~-•~~•~m•w~.-~e••-•m•~••ili
~.ili~~~~-~~E#~.-~~---~l:T.~~m~RM.T3~#.~~QM·~~B~~l:m
$,~SA~~~*MT.Mf£m*•*~~····*~Mh!iM~Tili*,E~$B~H.-~~rt~J:m~
~~- ~-.ili~Ek~~ttW®Q.T.~mE~*-~ffift~M~-~~Z**T·
Summary writing 4rl1 ~ ~ +t

Write an account of the smash-and-grab raid in not more than 80 words. Do not include anything that is not
in the last paragraph.
I Did a large car enter an arcade near Piccadilly or not?
2 Where did it stop? J
3 How many thieves got out of the car?
4 Did they smash the window or not? J
5 Where was the owner of the shop?
6 What did he and his staff throw at the thieves?
7 Did they hit any of the thieves or not'1
8 How long did the raid last?
l
9 Did the thieves drive away or not'l J
10 Did the owner run after the car or did he stay in the shop?
11 What did he throw at the car?
12 Did the thieves get away or were they caught?
13 What had they stolen?
]
Vocabulary 1-i.J ~c
Give another word or phrase to replace the following words as they are used in the passage: expensive (I. I J:
almost (1.2); assistants (1.4 ); gazing (1.7); several (1.7); stayed (1.10); smashed (1.11).
Composition 1t j:
In not more than 200 words continue the above passage using the ideas given below. Do not write more than
three paragraphs.
Title: They got away.
Introduction: The thieves' car joined the traffic- Mr. Taylor took a taxi- followed the thieves' car.
Development: A mad chase through the streets- the thieves' car hit another car did not stop- the police chased
both taxi and thieves- Mr. Taylor's taxi stopped at traffic lights- the thieves got away taxi driver was stopped by
the police- he had been speeding- Mr. Taylor explained the situation.
Conclusion: The thieves' car was found ten minutes later- side street- abandoned- the thieves escaped on foot.
35
Unit 1 Lesson 6
Letter writing -# 1t ~ 11
Suppose that you had witnessed an incident similar to the one described in the passage. Write a letter of
about 80 words to a friend describing what you saw. Supply a suitable Introduction and Conclusion. Use the
following ideas to write the Purpose: Tuesday morning- busy street a man smashed the window of an antique
shop - chased by passers-by - you joined in - the man was caught.
Key structures * ~ 6J ~
What happened? What was happening? --Mtii.;}at~ it.;}l!Hat (IKS 79) (~J\!.~ 2
m~ 79 il*ttiiJru l
Exercises M:. SJ
A Underline the verbs in the passage which tell us what happened and what was happening. Note how they
have been used.
B Write sentences using the following words and phrases: just as; used to; while.
Special difficulties ;tff A

Word building
Study these sentences:
It was possible to stop the thieves.
It was impossible to stop the thieves. (1.16)
Note how the opposite of 'possible' has been formed. We can add dis-, in-, im-, un-, il-, or ir- to certain
words to make opposites.
Exercise M:. SJ
Write these sentences again giving the correct opposites of the words in italics:
I He was extremely polite.
2 I agree with you.
3 His handwriting is quite legible.
4 This report is accurate.
5 Have you locked the door?
6 Have you learnt these regular verbs?
Multiple choice questions ~ t9l ~~~

Comprehension J!.~
While Mr. Taylor was admiring the new window display, _ _ __
(a) his two assistants were arranging jewellery in the window
(b) some thieves were on their way to raid his shop
36
Unit 1 Lesson 6
(c) he was standing inside his shop
(d) his staff were finishing their work for the day
2 The car headlights were on and its horn blaring----
(a) as the thieves wanted to warn people out of their way'
(b) as a special signal to the assistants
(c) so the thieves could see where they were going
(d) to break the early morning silence
3 The thieves chose to raid Mr. Taylor's shop because----
(a) it was early in the morning and not many shops were open
(b) they did not expect Mr. Taylor and his staff to try and stop them
(c) it usually had a great deal of valuable jewellery on display
(d) they had a very fast car to get away in
Structure ~t :fiJ
4 The expensive shops in _ _ _ _ were just opening. (11. I -2)
(a) Piccadilly's famous arcade (b) a Piccadilly famous arcade
(c) a famous Piccadilly arcade (d) the famous arcade off Piccadilly
5 He the display for several minutes before re-entering his shop. (11.7 -8)
(a) was gazing at (b) gazed at (c) had gazed at. (d) had been gazing at
6 Using bars made _ _ _ _ iron, the thieves smashed the shop window. (1.11)
(a) of (b) from (c) by (d) with
7 He and his staff began furniture out of the window. (1.12)
(a) to throw (b) by throwing (c) and threw (d) the throwing of
8 Had he not been so busy taking the diamonds, he the blow. (11.13-14)
(a) would feel (b) had been feeling (c) had felt (d) would have felt
Vocabulary -iiJ ~r.:.

9 To make the car 'roar down the arcade', the driver must have . (11.9-10)
(a) accelerated (b) sped (c) run (d) reversed
10 Two others, their faces black stockings, jumped out. (11.10-11)
·(a) covered \Vith (b) overdressed with (c) overlooked by (d) made up in
11 Mr. Taylor was upstairs. (ll.ll 12)
(a) For the time being (b) Meanwhile (c) As it happened (d) For a while
12 Chairs and tables were---~ into the arcade. (11.12-13)
(a) flown (b) emptied (c) hurled (d) projected
37
Lesson 7 Mutilated ladies* ~t!>~E~m
![§'J Listen to the tape then answer the question below.

"JT ilt ~. t~
YA mlE1 $
fPJ ~ o -r
Why did Jane cook John's wallet?
Has it ever happened to you? Have you ever put your trousers in
the washing machine and then remembered there was a large bank
note in your back pocket? When you rescued your trousers, did
you find the note was whiter than white? People who live in Britain
s needn't despair when they make mistakes like this (and a lot of
people do)! Fortunately for them, the Bank of England has a team a beautifully-cooked wallet
called Mutilated Ladies which deals with claims from people who
fed their money to a machine or to their dog. Dogs, it seems, love to chew up money!
A recent case concerns Jane Butlin whose fiance, John, runs a successful furniture business. John had a
1o very good day and put his wallet containing £ 3,000 into the microwave oven for safekeeping. Then he and
Jane went horse-riding. When they got home, Jane cooked their dinner in the microwave oven and without
realizing it, cooked her fiance's wallet as well. Imagine their dismay when they found a beautifully-cooked
wallet and notes turned to ash! John went to see his bank manager who sent the remains of wallet and the
money to the special department of the Bank of England in Newcastle: the Mutilated Ladies! They exam-
15 ined the remains and John got all his money back. 'So long as there's something to identify, we will give
people their money back,' said a spokeswoman for the Bank. 'Last year, we paid£ l.Sm on 21 ,000 claims.'
*Damaged bank notes. The Queen's head appears on English bank notes, and 'lady' refers to this.
New words and expressions ± iilJ io4i.it "*

mutilate (title) /'mju:tdert/ v. f~7Hik::f~ safekeeping (1.10) /,seifki:priJ/ n. ~~'1*~
chew (1.8) ltJu:/ v. O.fl.U~ Newcastle (1.14) /'nju:,ka:sl/ n. m_ "tWT$ (~00$
fiance (1.9) lfi'onser/ n. *~If* rn)
microwave (1.10) /'markr;)werv/ n. ~i.!Z, ~iftj;P identify (1.15) /ai'dentrfarl v. ~1£, iJU]Ij
oven (1.10) /'A van/ n. ~!? 1± spokeswoman (1.16) /'sp;)uks,wum;)n/ n. };:';!7:, ·'!§·A
Notes on the text if X.~£*

Mutilated ladies, :iZ:~3'fOO'ftH-T1tn:f!:t~iH:1Jlj;f!l~JE7Uik::gj(;~W:MUfiB~;Hfi, ;l'tr:jol¥J lady JiHg3'fiJ1J~LIJfi £p
l¥J :9: :r :Vd~ 0
2 a large bank note, IDf tiJt 11-tJc S''.l £~ Ffi o
3 whiter than white, :JZ:~3'fOO:fL*IJI:1Ri:'B'S''.!ft!.lW.!i!fr:fo"ljtffl8~~1i]i!, :JZ:!Il¥J:@:Jjj;,~£~FfiJ:l¥J'¥.i1E, ~!]~~]

~ IJI: :t.!J[ "T , i.iJ lJJ. i-¥ :'t~ " tt EH~ :l2E El " o
4 they found a beautifully-cooked wallet and notes turned to ash, filifn ~!J\! ~ ,R ~1~1~i!T~S''.I~-§., fY~ E~AX.
TJ.fi. o ffi¥ 1rJ] they found ... notes turned to ash !fl:i11dtillliDi! turned to ash fF~i! notes l¥Jf~J.i.!.i!, :i!lfi
¥ 1r.i)i;fi:IT J:),;fif/Jj(, they found ... that notes had been turned to ash,
38
Unit 1 Lesson 7
~#••~~~~ili~M~?~~~~re•~•*~am. ~~x~~~-~~~~~-**mm~~m?
*
3 ffJ;retflt T ff.i:.f~ ili ll't, ffl\1f& ~ i,(:E~JJ~'JlH~ FFi E fi~ 1lJ. tt EHLO£ 8 ? ~ }'f 00 A.JI?.:i!#Ht~ rrt, {lli fiJ ~ '.16·~ i!IJ
~11! (ffili'r-~OO~S"JA.:Il'~~:i!#~@.fiiS"J~:lli:) • X't~l:!tiA*i5L DH~M:¥S"J~~rr<l~h~-1':YH'J!~1JigJ1, ftJ.
ft~~~~re~•~mud•~~~Amili~•mw*· ~*•~~•~m.
-~S"J-1-·~~~·E~~~*· ~~*·~~-m~-*~·~·~*A$.~-~~-~~·*
"!if, f!Bre·--9,~1f 3,ooo }'f~~~§fiZ*liit?B.U1'i;J;J{~iH:f o ~f§. 1!B;f!lf'ifi·-~;t;!l11f!-1. rill*ffi, f6Jffl~~lt1J\~:T
~t&, 7C. z "P ffi!l!E*~Iix !¥~ ~i!l.lli- ~~ Y • iiJ !:.U.tH~ f!Bfl J.£~JJll- R ~1lJ-1lHH.\f 1¥1 ~1!1. ifY ~E. ftJiVx ll't I'!~
mW: -L.··t!J o V~ 81:- ~ -f!H'T~J_!!L f~~ tEJ'.J 8 ~ ~i!J.;f!l £~ ffi s"J 7Hii!JWJ zi!J ~lE ~B ~fiR-t Wf~J' 1¥1 -1'~ flllfWJ-
~fY~'IJ!Hll.. fllifn~5ET~~~OO!JWJ, £'.J8$:lillTfllitvl?\:!¥~:@:$~$l. ",RW1f*iJ.!i"PJf~tJUl1), ~~ffJ~re~j£
;~A.*I¥1," ~1'TI¥J-fli:fri,(§)d5t. "1:-1¥, f.ltff1X121,ooo ml~MW*j:fiT ISO n~l'l""
Summary writing .j~~ 11

In not more than 80 words describe what happened to John and Jane. Do not include anything that is not in
the last paragraph.
1 What sort of business does John Butlin run?
2 What did he do at the end of a very good day? J
3 What did he and his fiancee do then7
4 What did Jane do after they got home?
5 What were they dismayed to find?
]
6 Who did John go and see?
7 What did the bank manager do?
8 What happened after that?
]
Vocabulary -iiiJ x:.
Give another word or phrase to replace the following words as they are used in the passage: happened (1.1 );
remembered (1.2); fortunately (1.6); concerns (1.9); dismay (1.12); the remains (1.13); department (1.14).
Composition 11 ::t
Describe what happened when Jane got the dinner out of the microwave.
Jane opened the oven door and saw that her meal was ... She took the food out of the oven and ... They both rushed to
the oven and ... At first, they didn't know what ... John wanted to ... but Jane wouldn't ... 'It's best not to ... .' Jane said.
'You can see that all the money .. .' Jane told John to ... , so the next day ... (75 words)
Letter writing -# 11
Write a letter of about 80 words to a friend thanking him for his hospitality. Supply a suitable Introduction
and Concl~sion. Use the following ideas to write the Purpose: the pleasure of seeing your friend again- his
kindness during your stay things about the visit you will remember for a long time hope you can return this
hospitality one day.
3Q
Unit 1 Lesson 7
Key structures *it 61 ~
What happened? -~tit -t. at (IKS 75) (~m~ 2 M~ 75 i.llt~:Jli!11J~ l
Exercises ~n:. SJ
A Look at the second paragraph. Underline all the verbs that tell us what happened.
B Write sentences using the following past forms: rescued, went, cooked, sent, examined, paid.
Special difficulties ~ ,?!,

John runs a successful furniture business. (1. 10) ~ i~ jfP ;fro~ iL ~ 11) ~ iaJ
His business is a success. He runs a successful business.
He's a bit of a fool. He often makes foolish decisions.
She has a lot of energy. She's very energetic.
The clock strikes at intervals of an hour. It strikes at hourly intervals.
You didn't take any care with this. You were completely careless.
Exercise ~n:. SJ
Supply the missing words.
I You won't feel any pain. The operation is completely----·
2 I admired the beauty of the countryside. The countryside is so _ _ __
3 I visit my mother every day. My mother expects visits.
4 Don't behave like a child. Don't be so _ _ _ _ :
5 She's a wonderful athlete. That explains why she's s o - - - -
Multiple choice questions § ;:~ i!..}t;;'ij
Comprehension J.!.fojlf
They call the team in Newcastle 'Mutilated Ladies' because _ _ __
(a) their job involves mutilating bank notes
(b) their job is to identify pictures of the Queen on mutilated bank notes
(c) ladies are always mutilating bank notes by accident in the wash
(d) only ladies have the patience for this difficult job
2 The Bank of England offers a special service to people who _ _ __
(a) feed their money to the dog (b) try to wash large bank notes
(c) mutilate bank notes on purpose (d) have damaged but identifiable bank notes
3 You don't get your money back unless _ _ __
(a) you go to Newcastle and see the Mutilated Ladies
(b) there is enough evidence to prove your claim
(c) your bank manager agrees to help you
(d) you have done this sort of thing before
40
Unit 1 Lesson 7
Structure ~i ¥J
4 Have you ever forgotten in the pocket of your trousers ... ? (ll.l-3)
(a) a large bank note (b) large bank note (c) any large bank note (d) some large bank note
5 If you in Britain, you needn't despair. (!1.4-5)
(a) do live (b) are living (c) live (d) were living
6 John is , and runs a furniture business. (1.9)
(a) fiance of Jane Butlin (b) Jane Butlin's fiance
(c) Jane Butlin who's fiance (d) Jane Butlin whose fiance
7 The wallet £3,000 from the day's business. (1.1 0)
(a) containing (b) was containing(c) contained (d) content
8 John put his wallet into the microwave oven _ _ _ _ . (1.10)
(a) to keep it safe (b) for keeping safe (c) for the safety (d) to be safe keeping
Vocabulary -iiiJ ~r:.

9 John runs a furniture business. He the business. (1.9)
(a) is in charge of (b) is in the charge of (c) charges (d) bears the charges of
10 Jane discovered that the £3,000 had ash. (11.12- 13)
(a) turned (b) grown (c) made (d) become
I I The remains were _ _ _ _ to the Mutilated Ladies. (11.13-14)
(a) conveyed (b) dispatched (c) carried (d) fetched
12 People can get their money back _ _ _ _ there is something to identify. (11.15-16)
(a) depending (b) provided (c) supposed (d) allowing
41
Lesson 8 A famous monastery -~~~m~
~ Listen to the tape then answer the question below.

liJT ~ -t. ?.~ m- U!1 ~ YA -r IPJ !!2f Q
What are the St. Bemard dogs used for?
The Great St. Bernard Pass connects Switzerland to Italy. At 2,473

metres, it is the highest mountain pass in Europe. The famous
monastery of St. Bernard, which was founded in the eleventh
century, lies about a mile away. For hundreds of years, St. Bernard
5 dogs have saved the lives of travellers crossing the dangerous Pass.
These friendly dogs, which were first brought from Asia, were used
These friendly dogs . ..
as watchdogs even in Roman times. Now that a tunnel has been
built through the mountains, the Pass is less dangerous, but each year, the dogs are still sent out into the
snow whenever a traveller is in difficulty. Despite the new tunnel, there are still a few people who rashly
1o attempt to cross the Pass on foot.
During the summer months, the monastery is very busy, for it is visited by thousands of people who cross
the Pass in cars. As there are so many people about, the dogs have to be kept in a special enclosure. In winter,
however, life at the monastery is quite different. The temperature drops to -30' and very few people attempt
to cross the Pass. The monks prefer winter to summer for they have more privacy. The dogs have great.er
15 freedom, too, for they are allowed to wander outside their enclosure. The only regular visitors to the monas-
tery in winter are parties of skiers who go there at Christmas and Easter. These young people, who love the
peace of the mountains, always receive a warm welcome at St. Bernard's monastery.
New words and expressions .1. iiiJ ::fi:r :4<it i~

monastery (title) /'monJstri/ n. 1!$mlmi enclosure (1.12) /m 'klJU3J/ n. 11 :f:}j, lm :ffu
St. Bernard (1.1) /,semt-bJ 'no:d/ ¥:18 AA~' monk (1.14) /mAI)kl n. ;fQ ~. 1~1§
pass (1.2) /po:s/ n. ~f!fhl. privacy (l.l4) /'pnv;:Jsi/ n. y~Jtjl, ~Jg}
watchdog (1.7) /'woifdog/ n. lifn:JUJ skier (1.16) /'skb/ n.
rashly (1.9) /'rreJli/ adj. ~W±t!I., M' ~:ffu Easter (1.16) /'i:st;:J/ n. :I ¥1§11
Notes on the text i*- .st ).i #

Now that a tunnel has been built through the mountains, EE LlJ ~)1!
now that :Jik~ ·i\1], -'!] "ll,'t~ ,. , "EB =f" iJJ:, 'J I ~-1' !Jfi:[J;Ji:fd.! M/il], i.JI. SJl-f-P#Ji'l't i5L •
2 As there arc so many people about, ...
about )gMIJtn.J, fF ";(fllftifi", "¥1J~" i# o 1EJiJ ffl around ;&:if; ,
3 The monks prefer winter to summer, f~il!±fflit.XJ::~~llfi~:J;zti~, prefer ... to ... :ff "it.XJ.: .... llfi~it
~·····"~•5.m~M~Wffl~~~~~~**:i:f;~n~~-~~~~-
42
Unit 1 Lesson 8
~~it~
:£f8AA~:k L1J o :iit~:gf#ij±-~2-:kil'IJ, i'HJ:W: 2,473 *· :l!l8UH!l~ (J{J LlJ o • 11 i!tfc ItJi!fog :1-4'; (J{J:¥:f8AAttl
-~~m~•LIJOl~~~M~~. ~~---~~~~M~&ftT~~~-~-LIJDM*M~M
!:J::.ifr • :i!~!l16h\11Uftl'71 JltagauJ, fi/f A:&frJ-, l!L(f~ :£& tfitf't8t~fr A:'Hrn ~iiJ T • ~Q<fEtl f{f LIJ lltfFffi T ~~. j:jj
-LIJ~B~B~~~T.ill.~li~-~~--M*M~~®~~~-M*M~.g~·~T~m.ilim~-
A:f~ 'fill' fl&flttl7ri%~~fsAAtt\tlJ 0 •
I*~n~~w.•~~+~~u.~~~~~~~~A~$~Mwo,n~*•~~-~.Etl~*A~
~. fu:J1lll:*;(f'fi!'l(f:)mJ~m. ~ffi.iJIJ 1~~rlJtMa<JI£rn!i!IJ~¥.1 . ~JIJ~r 30 r:t, trtoori%
MLIJo(J{JA88~n •• ~±mW~~*.ffi.i~~·~·*·~~;(f~*.~m~~~$~M~~AflttMI£
~.~&~~~Etl.1lll~ilim~.~~•~·~*•*•~~-~(J{JR~-mmm~~.~m;(f¥~~•~m
1HIJJ3~JL-t. LIJ¥l!ir11$J1-J1tE!g~~A&if:'lf~~i'J~fsAA~f~~~i¥J~?.!~~ifll.
Summary writing ~lii~ ~ 11

In not more than 80 words give an account of life at St. Bemard's Monastery in summer and in winter. Do
not include anything that is not in the last paragraph.
1 When is St. Bernard' s monastery visited by thousands of people?
2 How do these people cross the Pass? J
3 Why are the dogs kept in a special enclosure? J
4 How low does the temperature drop in winter?
5 Are there few visitors then, or are there a great many?
6 Do the monks prefer the winter season or not?
]
7 What are the dogs free to do in winter? J
8 What sort of people regularly visit the monastery in winter?
9 Do they stay there the whole winter, or do they stay only at certain times?
10 Are they warmly welcomed or not?
]
Vocabulary iiil >c.
Give another word or phrase to replace the following words as they are used in the passage: famous (1.2);
founded (1.3); lies (1.4); now that (1.7); rashly attempt (11.9-10); quite (1.13); drops (1.!3).
Composition 11 ~
In not more than 200 words, write an imaginary account of the way a traveller was rescued on St. Bernard's
Pass in winter. Use the ideas given below. Do not write more than three paragraphs.
Title: Rescue.
Introduction: A monk took two dogs out for exercise- the dogs were restless- a search party was organized.
Development: The dogs led the monks through the snow high winds the previous night now heavy fog - tem-
perature 20' below - they got near - heard cries - a man was trapped under the snow the dogs dragged him out
- he was taken to the monastery on a sledge.
Conclusion: The man was unconscious recovered later told them what had happened the previous night
43
Unit 1 Lesson 8
Letter writing 4-S 1t ~ 11
Write a letter of about 80 words to a friend recommending a hotel in the Alps to him. Supply a suitable
Introduction and Conclusion. Use the following ideas to write the Purpose: why you recommend it you
stayed there last year- fine views healthy mountain air -comfortable- moderate prices you intend to go this
year as well.
Key structures *. ~ JJ 1!.

Verb forms: review. -iW~ et .tl. 5J (IKS 83) 1~!-[~ 2 :lift~ 83 i.l1HIIaJ!fll
Exercise ~Jt, 5J
A Underline the verbs in the passage which tell us what always happens, what happened and what has
happened. Note how they have been used.
B Write sentences using the following words and phrases: ago; for six months; when; since 1988.
Special difficulties 5Ift At

The dogs are still sent out into the snow whenever a traveller is in difficulty. (11.8-9)
il'ftcf:t, ever 1-nMPT~ who, what, when, where ~-··iB:f!;J~1-ti.i'\JliX.l!illJ, ffl*:IJD5!ilkiJr (~jj1JJ!~fp]1l)l a'.Ji!
/;.;;:
'0
Compare these pairs of sentences:
He did what I asked him to do.
He did whatever I asked him to do.
Who told you that?
Whoever told you that?
I'll tell you when you make a mistake.
I'll tell you whenever you make a mistake.
Where has he gone?
Wherever has he gone?
Exercise tit. SJ
Supply the missing words in the following sentences:
I Now that he's grown up, he does ever he pleases.
2 ever I telephone, the line's engaged.
3 ever told you that, didn't know what he was talking about.
Multiple choice questions ~ J9i 32t.tt~

Comprehension ~f¥f-
St. Bemard dogs are best known for _ _ __
(a) being a great summer tourist attraction
(b) having saved people's lives before the new tunnel was built
44
Unit 1 Lesson 8
(c) being able to search people out who have been trapped in the snow
(d) the freedom they have to wander about in the winter
, 2 What is the main advantage of the new tunnel?
(a) It prevents people from endangering their lives by climbing the Pass.
(b) It brings thousands of tourists to the monastery each summer.
(c) It provides a fast and safe communication across the Swiss-Italian border.
(d) It brings the St. Bernard monks into greater contact with the world.
3 In what way does life at the St. Bemard monastery differ in winter?
(a) The great number of visitors must come to the monastery on skis.
(b) The dogs are free to save the lives of people lost in the snow.
(c) The monks are more welcoming to their visitors.
(d) The monks can pursue their occupation relatively undisturbed.
Structure ~t ~
4 The highest mountain pass in Europe is ... (11.1-2)
(a) of2,473 metres (b) at 2,473 metres high (c) high 2,473 metres (d) 2,473 metres high
5 -a few people who are to cross the Pass on foot. (11.9-10)
(a) rash enough (b) so rash (c) too rash (d) very rash
6 so many people about, the dogs have to be kept in an enclosure. (1.12)
(a) With (b) Being (c) Because (d) Having
· 7 The monks let _ _ _ _ outside their enclosure. (1.15)
(a) them to wander (b) to them wandering (c) them wander (d) them wandering
8 Parties of skiers the monastery in winter. (11.1 5-16)
(a) visit to (b) are visiting at (c) visit (d) are visiting
Vocabulary .,:~~c.
9 The great St. Bemard Pass lies _ _ _ _ Switzerland and Italy. (1.1)
(a) within (b) between (c) about (d) along
10 The dogs are sent out into the snow a traveller is in difficulty. (11.8-9)
(a) if ever (b) in case (c) all the time (d) while
11 Thousands of people over the Pass. (ll.ll-12)
(a) trip (b) voyage (c) conduct (d) drive
12 They are allowed to _ _ _ _ outside their enclosure. (1.15)
(a) graz~ (b) drift (c) roam (d) wonder
45
Lesson 9 Flying cats ~~~

"Jf #: -t. .~ J€; lE1 ~ 1-:1. r ,.,l ~ o
How do cats try to protect themselves when falling from

great heights?
Cats never fail to fascinate human beings. They can be friendly and
affectionate towards humans, but they lead mysterious lives of their
own as well. They never become submissive like dogs and horses.
As a result, humans have learned to respect feline independence.
5 Most cats remain suspicious of humans all their lives. One of the
things that fascinates us most about cats is the popular belief that They have nine lives
they have nine lives. Apparently, there is a good deal of truth in this idea. A eat's ability to survive falls is
based on fact.
Recently the New York Animal Medical Centre made a study of 132 cats over a period of five months.
1o All these cats had one experience in common: they had fallen off high buildings, yet only eight of them died
from shock or injuries. Of course, New York is the ideal place for such an interesting study, because there is
no shortage of tall buildings. There are plenty of high-rise windowsills to fall from! One cat, Sabrina, fell 32
storeys, yet only suffered from a broken tooth. 'Cats behave like well-trained paratroopers,' a doctor said. It
seems that the further cats fall, the less they are likely to injure themselves. In a long drop, they reach speeds
15 of 60 miles an hour and more. At high speeds, falling cats have time to relax. They stretch out their legs like
flying squirrels. This increases their air-resistance and reduces the shock of impact when they hit the ground.
New words and expressions 1:. iiiJ :i¥Pfiii it

fascinate (1.1) /'fresmext/ v. :iifi, PlBI fi independence (1.4) /,mdr'pend;}ns/ n. ~!iUL., ~!itl'L'ti
affectionate (1.2) /;}'fekJamt/ adj. 1Er~7~H~Ht9,
·11f ffJ
* high-rise (1.12) /'harraxz/ adj. ~~ffl
windowsill (1.12) /'wmd;}u,sil/ n. iitld
mysterious (1.2) /mx'stmi;}s/ adj. 11jl ;f,.0ffj, Xi !2J.J! paratrooper ( 1.13) /' prer;}, tru:p;}/ n. :\jl: ~
ffF'fffj squirrel (1.16) /'skwrr~V n. ;f'~ liFt
submissive (1.3) /s;}b'mxsrv/ adj. R~Mff(], JI[Y.!}Aff(] air-resistance (1.16) /'e~-n'zrstans/ n. ~Ull.i:J
feline (1.4) /'fi:lam/ adj. ~i'ilS"J impact (1.16) /'rmprekt/ n. i'9m JJ ·
Notes on the text if ::t ~.i #

Cats never fail to fascinate human beings. :f:E:i!'aJWi never ;fll-1'~:ff~1E~)(I¥.J;!JtilJ fail, :iK
Wi 1'~1E1l!Jilt~ll~ T XX:!i~iE, ffffXXli ~;E 11 ti!tl ;>R::~V:K1r1E , :iK 11Ji\liPJ L2-( wiiX;: "11iL~, ~gg Ii~!LA. ffl S"JtR:k
2 be based on, if··· ···

3 have ... in common, :ff ······;t!Jrl] Z:ltic o
46
Unit 1 Lesson 9
4 the further cats fall, the less they are likely to injure themselves, 5/H~Yifl9Jl§:/~\if!'HE:, 't1fl8,:\J!::r-~f1J1f ~ C•
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Summary writing ;f;ij ~ ~ 11'

· In not more than 80 words describe the study of cats made by the New York Animal Medical Centre. Do not
include anything that is not in the last paragraph.
1 How many cats did the New York Animal Medical Centre make a study of? J
2 What had all these cats done?
3 How many of these cats had been killed? J
4 What happened to a cat called Sabrina?
5
6
What do cats do when falling at speeds of 60 miles an hour or more?
What effect does this have?
]
Vocabulary i~ ~r::.
Give another word or phrase to replace the following words as they are used in the passage: affectionate (1.2);
as a result (1.4 ); remain (1.5); there is no shortage of (11.11-12); behave (l.l3); injure (1. 14 ); increases (I. 16); reduces
(1.16).
Composition 1t .:t
Write an account of cats as pets. Expand the following into a paragraph of about 150 words.
Human beings like to keep dogs and ... Dogs are ... , but cats like to ... Cats are especially lovable when they are still
kittens. As kittens they ... That's how they learn to ... A lot of people keep cats so they ... As kittens grow into cats, they
like to ... They like regular meal times and enjoy ... However, they also ... During the day time and at night they like to
... They often have fights with other cats. Sometimes during the night ... Cats are very clean animals. You often see
them ... Human beings ... (88 words)
47
Unit 1 Lesson 9
Letter writing ~ 1t ~ 11=
You borrowed a book from a friend but your baby tore some of the pages. Write a letter of about 80 words
offering to replace it. Supply a suitable Introduction and Conclusion. Use the following ideas to write the
Purpose: very sorry for what has happened had left book on low table baby got hold of it tore several pages
-you have bought another book and are sending it.
Key structures *1Jt liJ ~

What always happens? -·M:.Jstff. Eft m-t :tz iF SJ ·~ ·ti i:J;1t (IKS 74) (~J.I!.m 2 mm 741*xfJ!
15]~)
Exercises tn:. 31
A Underline all the verbs in the text that describe general truths (simple present tense).
B Give the correct form of the verbs in parentheses. Do not refer to the passage until you finish the
exercise:
Most cats (remain) suspicious of humans all their Jives. One of the things that _ _ _ _ (fascinate)
us most about cats is the popular belief that they (have) nine lives. Apparently, there (be)
a good deal of truth in this idea. A eat's ability to survive falls (base) on fact.
Special difficulties 5lfi A

... New York is the ideal place for such an interesting study. (I. 11) 7fJ %';:. -iiJ fiJ ii :L
Read these sentences:
This study of cats is so interesting.
It's such an interesting study.
These studies of cats are so interesting.
They're such interesting studies.
They found it so difficult to study the behaviour of cats.
They had such diffiwlty studying the behaviour of cats.
Supply so, such, such a, or such an:

I The film was funny, we laughed all the way through it.
2 We all had fun at the seaside. It's a pity you weren't there.
3 It's unusual exhibition, I'm sure you'll enjoy it.
4 The twins are alike, you can't tell the difference between them.
5 There was loud noise, everyone jumped.
48
Unit 1 Lesson 9
Multiple choice quesHons ~ .tffi :11&-ttJI!

Comprehension J£Wf.
1 We find cats endlessly fascinating because----
(a) we feel there is a good deal we do not know about their lives
(b) we believe that cats have nine lives
(c) they are different from dogs and horses
(ti) they can reach a speed of 60 miles an hour while falling
.2 A recent study of 132 cats in New York proved----
(a) that it is true that cats have nin7 lives
(b) that cats are related to flying squirrels
(c) they are different from dogs and horses
(ti) that cats falling from great heights are seldom killed
3 Cats can :mrvive great falls mainly because _ _ __
(a) the further they fall, the less likely they are to injure themselves
(b) a eat's ability to survive is based on fact
(c) a falling cat relaxes its l~gs and so increases its air~resistance
(d) they are unlikely to exceed a speed of about 60 miles an hour
Structure ~t ;ff.J
4 Cats have an unfailing fascination _ _ _ _ most people. (l.l)
(a) with (b) to (c) for (d) at
5 Cats never become submissive . (1.3)
(a) as dogs and horses (b) in the way that dogs and horses do
(c) as far as dogs and horses (ti) as for dogs and horses
6 popularly believed that cats have nine lives. (1.7)
(a) There is (b) Is (c) This is (d) It is
7 New•York is ideal for this study because high-rise buildings. (11.11-12)
(a) there is plenty of (b) of the number of (c) it has plenty (d) the number
8 Over a period of five months, there was _ _ _ _ of 132 cats in New York. (1.9)
(a) a study (b) studied (c) some studies (d) studying

9 Most cats are suspicious of human beings their lives. (1.5)
(a) during (b) throughout (c) through (d) while
I0 there is a good deal of truth in this idea. (1.7)
(a) As a matter of fact (b) In the event (c) It would seem (d) Surprisingly enough
11 That cats can survive falls from great heights is _ _ _ _ by the facts. (11.7-8)
(a) explained (b) tested (c) supported (d) borne
12 One cat fell 32 storeys. she only suffered a broken tooth. (11.12~ 13)
(a) Even so (b) Although (c) Moreover (d) In spite of
49
Lesson 10 The loss df the Titanic "•:talli Ji" ~ 1¥9 5JL5:2:
\t§@\ Listen to the tape then answer the question below.

"Jf :;Jc -t,
.t~ m
lE1 $ fA -r
IPJ ~ o
What would have happened if only two of the sixteen
water-tight compartments had been flooded?
The great ship, Titanic, sailed for New York from Southampton on
April 1Oth, 1912. She was carrying 1,316 passengers and a crew of
891. Even by modern standards, the 46,000 ton Titanic was a
colossal ship. At that time, however, she was not only the Iargest
5 ship that had ever been built, but was regarded as unsinkable, for the icy waters of the
North Atlantic
she had sixteen watertight compartments. Even if two of these were
flooded, she would still be able to float. The tragic sinking of this great liner will always be remembered, for
she went down on her first voyage with heavy loss of life.
Four days after setting out, while the Titanic was sailing across tl;le icy waters of the North Atlantic, a
10 huge iceberg was suddenly spotted by a lookout. After the alarm had been given, the great ship turned
sharply to avoid a direct collision. The Titanic turned just in time, narrowly missing the immense wall of ice
which rose over 100 feet out of the water beside her. Suddenly, there was a slight trembling sound from
below, and the captain went down to see what had happened. The noise had been so faint that no one thought
that the ship had been damaged. Below, the captain realized to his horror that the Titanic was sinking
IS rapidly, for five of her sixteen watertight compartments had already been flooded! The order to abandon
ship was given and hundreds of people plunged into the icy water. As there were not enough lifeboats for
everybody, 1,500 lives were lost.
New words and expressions 1.. iiiJ ~ ~ii -vg.

Southampton (1.1) /saue'rempt;:,n/ n. i¥.i~l!ft1: (~ lookout (1.10) l'luk-aut/ n. ~~·m_
~llrtn collision (1.11) /k;:)'lr3an/ n. Ji.jHI
colossal (1.4) /k;:,'losal/ adj.!le}cllj narrowly (1.11) /'nrer;:,uli/ adv. ~]IJRI~, ~5!ilJtl!.
watertight (1.6) /'wo:t;:,tart/ adj. If~ 7]( 8-j miss (1.11) /mrs/ v. Jiff
compartment (1.6) /bm 'pa:tm;:,nt/ n. ( ~f.JfHJ{J) slight (1.12) /slart/ adj. ~{ilj: 8-j
Wi-t~ tremble (1.12) /'trembal/ v. lll'Uw
flood (1.7) /fiAd/ v. fEi~7K faint (1.13) /fernt/ adj. 1il& ~~ 8-j
t1oat (1.7) /'fl:mt/ v. 1~1'¥, ~i'¥ horror (1.14) /'hor;:,/ n. ~t~
tragic (1.7) /'trred3rk/ adj. Jlf;~llj abandon (1.15) /;:)'brend;:)n/ v. fJI!l1t
liner (1.7) /'lam;:,/ n. :f!If:J{l- plunge (1.16) /plAndy' v. NA, lfiiEA
voyage (1.8) l'v::lr-rdy' n. M1l' lifeboat (1.16) /'larfb;:)ut/ n. s!tJ.-j::Jfu
iceberg (1.10) /'arsba:g/ n. i7]\ LlJ
50
Unit 1 Lesson 10
Notes on the text i* j: ~i. #-

1 sail for, !tftt .... · · ,
2 even by modern standards, ~Pf.l!!f1XJffi;l:Jil{~~liE*OO:i •
by ft "{t<P,~"' "ri(P,lf' i.Jt 0
3 regarded as unsinkable, ~t)._:J-J~.JG~iJ[lS(a<J o regard ... as ... ::!:1 ":J:E.· ····::!3ft·· ··" 1-ft,
4 she went down on her first voyage with heavy loss oflife)t!rfgtJVt¥JtriJL. mnX::ktttAJnYEI: o go down~
"riJi" lfl~~. o
5 narrowly missing, t'1.11ll:i!l¥ff o
6 Below, the captain realized to his horror,..f:ETOO, JmiE:tJ)(;'ff:l::tfu~;l:JI! o below ~1'/:iiJiii.] o
8$G' "~±.!:!~51':" 1912 4 Jl 10 El M~1Z:ilHJ:mHi!tf(ri]~1H'0, JIID..t~lf 1,316 ~*~~ 891 ~~a

In, ~P{if!ffl:J:J\!{~.fjjili*OO:i, 46,000 lllEifJ "~±!LFt.J?.:" -%1E.:JJ1~..t-Jll8!1QT, :3fH, :i:KJJl!fQJm~1:X:~@Jm:!:
..t ~@lflfi:klfl~Jll!Ja, ffiill 'IE.ifttj._:AJ ~~~m&lfl o IZ5J P1 ~Sill 16 1-*iHl~~il.nX:, RPilHfWi1'fJil:nr7K, V1 llJ~
~..f:E*OO..to~ffii,:i:KR8~·M¥JtTiJL,@~:kmA~YEI:oAID~~~~·:i:K~8!fQifJiJL~·ru.
"~±.!:!~51':" ~Mf§Ef.J~ 4 X., "tiElr!tf..f:EJ~:kim#i7J.:~E87B}OO..t o ~~, l!lHf!Jn:&:fJ\!-Ii:f7t.:LlJ, 1Hf~Jiol
u~A, §!fQ~.$!tf';, Ja.!!!!-*.~i7J.:wiEOOi'§JI. "$J.f:!J12J?.:" :i:K1'~:J'7H~&fH, ~~JieriJtl:J7B}W lOO 5€Rtt':J§:k
lflf7t.:-•M*·~~,Mm•-rs#*-%Qalfl~a,m*~Tf.mfJil:*••~•.m~:LK1'%a*#~,~A
~~ltiiJ~S!.?E.JffV\!f o T:ErOO, ~friE:fJR;'ff:l::lt!!Jt~JI! "~±.!:!~}?.:" 161"'&'!ttfJil:Blf 5 1"nr* o 'f
~. 111!.:& d:J T Jt:Jmtftr®-4-, Jl s AWUJ1 T i7J.:lt ttl1t lfl7B}J}(l¥ • m=fi~lf JE1i%1fliftj_:iH-E~Nrff*~' itf:" 1,soo
A.'tttj_:.
Summary writing ~Iii ~ Jii 11=:
Write an account of the sinking of the Titanic in not more than 80 words. Do not include anything that is not
in the last paragraph.
1 Where was the Titanic sailing?
2 What was seen by a lookout? J
3 When did the ship turn sharply?
4 Did it sail alongside the iceberg, or did it collide with it? J
5 What was heard from below?
6 What did the captain do?
7 What did he find?
]
8 When did everyone jump overboard?
9 Why were 1,500 people drowned? J
Vocabulary iJJ ~c.
Give another word or phrase to replace the following words as they are used in the passage: colossal (1.4);
regarded (1.5); compartments (1.6); flooded (1.7); float (1.7); avoid (1. 11 ); narrowly (1.11).
51
Unit 1 Lesson 10
Composition 11 ;t
In not more than 200 words write an imaginary account of what happened on the Titanic immediately after
the order to abandon ship was given. Use the ideas given below. Do not write more than three paragraphs.
Title: Abandon ship.
Introduction: Order to abandon ship unexpected everybody unprepared.
Development: Immediate effect- panic and confusion -people rushing in all directions - crew came up from below
lifeboats lowered people jumped overboard struggle to get into lifeboats- lifeboats full.
Conclusion: Titanic sank rapidly- people in water- cries of despair -lifeboats moved away.
letter writing ..:p; 1t ~ 11

Which of the following addresses is correct:
19 Kingsley Ave. 19 Kingsley Ave., 19 Kingsley Ave.,
Sandford Park, Sandford Park, Sandford Park,
London, N.W.S, London, N.W.8, London, N.W.S,
England. England. England
August 24th, 19 24th Aug., 19 _ Aug. 24th, 19 -
Key structures *- tJt G] ~

What had happened? 1±-!-t.~at (IKS 86) (~JA!.~ 2 fl!t~ 86 il~t.itt:J~l
Exercises ~- 5J
A Underline the verbs in the passage which tell us what had happened. Note how they have been used.
B Give the correct form of the verbs in parentheses. Do not refer to the passage until you finish the
exercise.
At that time, she was the largest ship that ever _ _ _ _ (build).
2 After the alarm (give), the great ship (turn) sharply to avoid a direct collision.
Special difficulties ~ ,?..
Word Building ;fi;JiJJ*: {f.-iiJ;i~rarfn1nJ:..roi1t -er. -ist. -ness. -ion~ -ity {i..;fi..I7[Y:..Uil.~%.i~
Study these sentences:
He works hard. He is a hard worker. He has a responsible position. He has a lot of
He plays the violin. He is a violinist. responsibility.
He is very careless. I have never seen such carelessness. Note how new words can be formed by adding
Can you explain this? Can you give me an explanation? -er, -ist, -ness, -ion, -ity.
Exercise i~. 5J
Supply the missing words in the following sentences:
I He studied physics at university. He is a P ' - - - -
2 He works in a mine. He is a m'-~--
3 Pasteur did a great service te _ _ _ _ (human).
4 He is trying to make a good (impress).
5. His paintings have been admired for their _ _ _ _ (original).
52
Unit 1 Lesson 10
Multiple choice questions ~ J9t lt.tt~

Comprehension J.EA!f.
l When the Titanic set out from Southampton - - - -
(a) she was carrying a very large cargo
(b) she was making a voyage which is only attempted by very large ships
(c) only two of her watertight compartments were flooded
(d) she was sailing on her maiden voyage
2 What happened once the iceberg had been spotted?
(a) The Titanic got lost in the icy waters of the North Atlantic.
(b) The alarm was given that there was a collision ahead.
(c) The Titanic quickly changed her course.
(d) The Titanic turned just as the iceberg rose steeply out of the water.
3 The Titanic sank because - - - -
(a) she had been badly damaged by an iceberg
(b) the captain was slow to realize the true nature of the damage
(c) no more than five of her watertight compartments had been flooded
(d) instead of trying to save her, people plunged into the water
Structure ~k ~
4 were 1,316 passengers and a crew of 891. (ll.2- 3)
(a) On her board (b) On board her (c) Boarding her (d) On boarding her
5 No one thought she sink, for she had sixteen watertight compartments. (11.5-6)
(a) would be possible to(b) would be able to (c) should (d) could possibly
6 She four days when a huge iceberg was suddenly spotted. (11.9-10)
(a) sailed (b) was sailing (c) has sailed (d) had been sailing
7 So faint that no one thought ... (11.13-14)
(a) the noise was (b) had been the noise (c) it was the noise (d) it had been the noise
8 As there were---- lifeboats for everybody ... (11.16-17)
(a) as little (b) so little (c) very few (d) too few
Vocabulary ~ ~r:
9 The great ship _ _ _ _ sharply to avoid a direct collision. (11.1 O-Il)
(a) veered (b) changed (c) went back (d) cornered
I 0 The Titanic turned narrowly missing the immense wall ... (11.11-12)
(a) in next to no time (b) on a sudden impulse
(c) with no time to spare (d) nearly on time
11 The captain went down to . (1.13)
(a) explore (b) investigate (c) examine (d) inquire
12 There was not enough in the lifeboats for everybody. (11.16-17)
(a) room (b) place (c) volume (d) area
53
Lesson 11 Not guilty 7C .¥
lt@'j Listen to the tape then answer the question below.

r
vjf ~ -t' -~~ )§ §1 :g:. v:A !'"] *! 0
What was the Customs Officer looking for?
Customs Officers are quite tolerant these days, but they can still
stop you when you are going through the Green Channel and have
nothing to declare. Even really honest people are often made to
feel guilty. The hardened professional smuggler, on the other hand,
5 is never troubled by such feelings, even if he has five hundred gold
watches hidden in his suitcase. When I returned from abroad
often made to feel guilty
recently, a particularly officious young Customs Officer clearly
regarded me as a smuggler.
'Have you anything to declare?' he asked, looking me in the eye.
10 'No,' I answered confidently.
'Would you mind unlocking this suitcase please?'
'Not at all,' I answered.
The Officer went through the case with great care. All the things I had packed so carefully were soon in
a dreadful mess. I felt sure I would never be able to close the case again. Suddenly, I saw the Officer's face
15 light up. He had spotted a tiny bottle at the bottom of my case and he pounced on it with delight.
'Perfume, eh?' he asked sarcastically. 'You should have declared that. Perfume is not exempt from
import duty.'
'But it isn't perfume,' I said. 'It's hair gel.' Then I added with a smile, 'It's a strange mixture I make
myself.'
20 As I expected, he did not believe me.
'Try it!' I said encouragingly.
The Officer unscrewed the cap and put the bottle to his nostrils. He was greeted by an unpleasant smell
which convinced him that I was telling the truth. A few minutes later, I was able to hurry away with precious
chalk marks on my baggage.
New words and expressions 1.. iaJ :fo *ii i'fr

guilty (title) /'grlti/ ad). ~l!.®Etj, :i!i!BS perfume (1.16) /'p3:fju:m/ n. W7.)(
tolerant (1.1) /'tol:n;:)nt/ ad). J)[~a(] sarcastically (1.16) /so: 'krestrkli/ adv. t)x1,lj.i!J±il!.
declare (1.3) /dr'kleg/ v. $ tR exempt (1.16) IIg'zempt/ ad). tlt~~BS
hardened (1.4) /'ho:dand/ ad). 1H~~a9 duty (1.17) /' dju:ti/ n. f>l
professional (1.4) /pr;:)'fe.fan:Jl/ ad). ~.R~sj, ~ilB(] gel (1.18) /' d3el/ n. IMI!'i
smuggler (1.4) /' smAg l:1/ n. lE fi :# mixture (1.18) /'mrkst.f;:)/ n. ?~ir!lm
officious (1.7) /:J'frJgs/ adj. ~'*l$B9 unscrew (1.22) IAn'skru:/ v. fl'Jf
confidently (1.10) /'kofrdantli/ adv. § f§±t!! nostril (1.22) /'nostrrl/ n . ._IL
dreadful (l.l4) /'dredfal/ ad). r1HIJB9, IJJ*!B9 chalk (1.24) /t.fCJ:k/ n. ;f;t~
pounce (1.15) /'paons/ v. ~itJR, :fHf. baggage (1.24) /'bregrdy' n. ff 'f
54
Unit 1 Lesson 11
Notes on the text i*3: ~i.~t
2 hidden in his suitcase , f~t{fi watches, 'e if'§:'±! T--1'"7.£ i.!t M1fJ: which were hidden in
his suitcase.
3 looking me in the eye, 1lH:H:fQEI1HIHJif, :13:£5tiii.Jmiiffl:i*:i!t, f~t{fi asked ,
4 The officer went through, :13:!1!. go through it "t\Zi'!f" iJt o
.5 in a dreadful mess (.eX; in a mess), tliLtAm, ?IJlJl:ifiiT o
6 I saw the Officer's face light up. ft ~ 3'1J :!l~ fit~§' 9~ a~ Jl\LUi tl:l a~ f~@. •
i You should have declared that. f;j\lf.~$:tfi. T, "should+ :.f-5.EA:~7'Giilti\:" ~;if-:<$:i.~f/jj(jffl*fi¥.CZ~ o
8 be exempt from it ":fuW;", "~~" fll1f. o
~~~~*E~ttttffiilim~o~~.~~~M~~~m.~~ff~*D&•$*~.~fim~0~tt~.
~~~-~~~Aili#•*m~m«~M~.m~~~Mft~~m~~~¥mmm•c.sooR~~.~ili~Z
-~.-~-~.~tl:l~E*.Rk-~~m~W~-~~ft-*EM.~B~reftllidT~&m.
"f~#ftk-8~$*~~~? " fttrrHT:IftB'~HUHriJ o
"tHif , " ft El f8 .ttf?J'll ~ ilt ,

"~fl'tJ Jf:itR ¥S~l'i~P'b? "
"~f~ • " ft@l~i..lt 0
:!l~fV.'~ ~ i-5tfHUJ.ttf1.1E*l'ir~1'!FT -i!Ei. Ji!T~&:Ul·l.·E1J•!.:~f~*M-~JLI:7;;8KiiLiVt T -~ • ft:f§fi§7l~*l'ir

fl}ili*:.f-_t T o ~?!.\. ft:fl·3'1JE !ftMlJ:!ltl:l T1~]!:~t~~ o ftt!.~ft~*!lm;:&J.\1! T- R;HfL, ~~±If! -1E11R T !§
*0
"{If !.k. ~~? " *, *•
fiR iJL i.IXI. :!1h t.lt ill, "f;J; ~JIJ ::t IwJ~ $ ~ _t Jtt r:::ruUt~ o " •
":.f-, :it:.f-~{1}7]<.." fttll., "~:&il':t, "t~i1'-\U~'IW~~t<H'Ei.ll.: ":13:~-;jift~ El c~cffiiJ~~~tl'~tEH!!Jo/.1 o"

~ :;r; tl:l J'Jf *4. fiR:# :;r; if'§ {§ fit '
"f;J;txi'Ifl-J'!U"~! .. ftfifJEi.ll. 0
!ft~HAA~.re•r~~•rm;~.-~~~•*·~~~m7ftm~••~·n*#~.ft~~•
~ff.¥·~·~-~~~2%~ff$.~~·*·
Summary writing ~lli ~ 11

In not more than 80 words describe the experiences of the writer while he was going through the Customs.
Do not include anything that is not in the passage.
I Did the writer have anything to declare or not?
2 What did the Customs Officer make him do? J
3 Did the Customs Officer search the case carefully or not'?
4 What did he find?
5 What did he think was in the bottle?
]
6 What did the writer tell him the bottle contained?
7 Who had made it') J
8 Did the Customs Officer believe him or not?
9 What did the writer encourage the Officer to do? J
I 0 What convinced the Officer that the writer was telling the truth?
11 Did the Officer let the writer pass through the Customs or not? J 55
Unit 1 Lesson 11
Vocabulary 1~ ~c
Give another word or phrase to replace the following words as they are used in the passage: troubled (1.5);
clearly (1.7); packed (1.13); dreadful (1.14); cap (1.22); nostrils (1.22); convinced (1.23).
Composition 11 ::t
Imagine that a man tries to smuggle something valuable through the Customs. Expand the following into a
paragraph of about 150 words.
When the Customs Officer ... the man said that he had nothing to declare. The Officer asked the man to ... Although the
case contained only ... and ... it was very heavy. This made the Officer suspicious, so he ... The case was soon empty and
when the Officer ... he found that ... The Officer examined the case carefully and saw that ... He ... and removed the
bottom part of the case which contained ... While the Officer was looking at ... the man tried to ... For a moment, the
man disappeared among ... but he was soon ... and placed under arrest. (93 words)
1
Letter writing ~ 1-t ~ 11
A friend has written to you asking you to lend him some money. Write a letter of about 80 words telling him
you cannot afford to. Supply a suitable Introduction and Conclusion. Use the following ideas to write the
Purpose: sorry you cannot help have a great many expenses you are in debt yourself suggest someone who
might help.
Key structures *4Jt /iJ 1.!

He said that ... He told me ... He asked me ... faHiiJl i-i (IKS 87) (~~..\!.~ 2 M~ 87 l*'*:at
Exercise tff:, 5J
Answer these questions:
Lines 16-17 What did the Customs Officer tell the writer he should have done? Why did he tell the writer this?
Lines 18-19 What did the writer tell the Customs Officer?
Line 21 What did he tell the Customs Officer to do"
Special difficulties ~ A.
Capital letters :k '1ii ~-Et'

Note how capital letters have been used in these sentences:
The train came into the station. It arrived at five o'clock.
George lives in Canada. He is Canadian. He is not an American.
I'll see you on Tuesday, January 14th.
Have you read Great Expectations?
Exercise tff:. 5J
Write this paragraph again using full stops and capital letters where necessary:
because tim jones cannot speak french or german he never enjoys travelling abroad last march, however, he went to
denmark and stayed in copenhagen he said he spent most of his time at the tivoli which is one of the biggest funfairs in
the world at the tivoli you can enjoy yourself very much even if you don't speak danish.
56
Unit 1 Lesson 11
Multiple choice questions ~ :rJi lt # ~

Comprehension l.W.pj!?
1 What makes really honest people feel guilty when going through Customs?
(a) Having five hundred gold watches hidden in their suitcases.
(b) The particularly officious way Customs Officers always ask questions.
(c) The fact that they are treated as potential smugglers.
(d) Carrying things which are not exempt from import duty.
2 What made the Customs Officer's face light up?
(a) Knowing how difficult it would be for the writer to close his case.
(b) Seeing the bottle of hair gel which he could charge duty on.
(c) The idea of having found something which should have been declared.
(d) Discovering an unopened bottle of perfume at the bottom of the case.
3 The writer was in a hurry to get away because _ _ __
(a) he had grown impatient at having taken so long to get through Customs
(b) he was anxious to get away from the unpleasant smell
(c) he was afraid he might still be stopped for smuggling
(d) he was trying to escape with precious chalk marks
Structure ~t -¥1
4 The Customs Officer asked him _ _ _ _ he had anything to declare. (1.9)
(a) that (b) what (c) for (d) whether
5 'Have you anything to declare?' he asked, looking . (1.9)
(a) direct to me (b) me directly (c) directly at me (d) in my direction
6 'Would you please?' (1.11)
(a) unlock kindly this suitcase (b) kindly unlock this suitcase
(c) unlock this suitcase kindly (d) be kind to unlock this suitcase
7 He told him he it. (1.16)
(a) ought to have declared (b) must have declared
(c) had to declare (d) needed to declare
8 the cap, the Officer pnt the bottle to his nostrils. (1.22)
(a) Having unscrewed (b) Unscrewed (c) Being unscrewed (d) With unscrewed
Vocabulary 1-a1 ~c.

9 Customs Officers are quite tolerant these days. They are . (1.1)
(a) tolerable (b) placid (c) easy-going (d) negligent
10 A hardened professional smuggler feels his behaviour. (ll.4-5)
(a) unashamed of (b) unwronged by (c) unshocked by (d) guiltless of
11 As I expected, he was . (1.20)
(a) incomprehensible (b) incredible (c) incredulous (d) sceptical
12 I was able to hurry away with precious chalk marks on my _ _ _ _ . (ll.23-24)
(a) handbags (b) luggage (c) casement (d) equipment
57
Lesson 12 Life on a desert island Jit lih 1:.$

~'Jf jf( -t. .~ Ja- lE1 ~ ¥~ T fPJ ~ o
What was exceptional about the two men's stay on the
desert island?
Most of us have formed an unrealistic picture of life on a desert

island. We sometimes imagine a desert island to be a sort of paradise
where the sun always shines. Life there is simple and good. Ripe
fruit falls from the trees and you never have to work. The other side
5 of the picture is quite the opposite. Life on a desert island is
'ate like kings'
wretched. You either starve to death or live like Robinson Crusoe,
waiting for a boat which never comes. Perhaps there is an element of truth in both these pictures, but few of
us have had the opportunity to find out.
Two men who recently spent five days on a coral island wished they had stayed there longer. They were
10 taking a badly damaged boat from the Virgin Islands to Miami to have it repaired. During the journey, their
boat began to sink. They quickly loaded a small rubber dinghy with food, matches, and cans of beer and
rowed for a few miles across the Caribbean until they arrived at a tiny coral island. There were hardly any
trees on the island and there was no water, but this did not prove to be a problem. The men collected
rainwater in the rubber dinghy. As they had brought a spear gun with them, they had plenty to eat. They
15 caught lobster and fish every day, and, as one of them put it 'ate like kings'. When a passing tanker rescued
them five days later, both men were genuinely sorry that they had to leave.
New words and expressions :t iiiJ ~:J<ft i!

desert island (title) /'dez;:)t-ail:md/ Jff.lifJ Miami (1.10) /mai'remi/ n . .ililfriJl&'
unrealistic (1.1) I,Ann;:l'hstik! adj. :;fJ{.~ S"1 rp)
paradise (1.2) /'prerddaiz/ n. dinghy (1.11) /'drl)gi/ n. ~'-tft, ;j\fflg.
wretched (1.6) /'retfid/ adj. liJ1tB".., ~&.~S"J Caribbean (l.l2) /kren'bi:anl n. :1Ja~tti'ffl:
starve (1.6) /sta:v/ v. 1~tft spear gun (l.l4) /'spi;:l-gAnl 1mff!.;f@:
element (1.7) /'elrm;:lnt/ n. nt7} lobster (1.15) /'!obsta/ n. :ft!Uf
opportunity (1.8) /, op;:l'tju:mti/ n. ffl ~ tanker (l.l5) /'trel)ka/ n. ?(!J~-£'
coral (1.9) /'kor;:ll/ n. :!ffli\\Jl genuinely (1.16) /'d3enjumli/ adv. fE ~:11!!
Virgin Islands (1.10) /'V3:d3m 'aii;:lndz/ ~l~ :fj'( Robinson Crusoe (11.6-7) /'robmsJn 'kru:sau/ '1-i~
gflifJ 11J' · 5lt-~ (1]Yi5t <t-i~r'J'f~iJif.iCJ> ±A0)
Notes on the text i*:Z ~.i#

imagine ... to be ... , f'F "!~ f~ ·.. ·.. ··· ··· ", "i~Jl~ ·· · · ..
HL
2 quite the opposite, 3'C 3'-:t§&, ~?.~ Jf~ fl'l] o
3 starve to death, ~~ o
58
Unit 1 Lesson 12
4 ... wished they had stayed there longer.
lE~*~ s , wish iJ Iil'il S'~ ~ Hf M'PJ -m, ffl 1$. -11-J tit"'\ ,
5 as one of them put it, iE"!Wf!;tp~ffL:Jifii5/.S~,
ftmW~A~fm6~ffi~-~~w~~~~~.ft~~~~•ma•ffi*~s m~
iU.1'i .!'fl. X~ H , nt ~MI'-J 71<. *=M~ .L 1!\'. r *,
A fll t£! ;;js: 7C 11B'J t9J , :75 - # ~&UtH'i'Hfr ;f§ -~, tA.:);) J1E $; 1: i]li 1ffilJ ·h'l , ~
~~~.w~••~#u~.**~~*.~~~m~~.&w.~~#~••~~m~~.mm~~A~~m
~;tJ'f-t'tE
j!iJlr~ll,lj1' Af£~J1UJ!fl.fl\Jlli&.L)fl T 5 x, lillfil~Ati~f£;JJ~JL¥f$* BT. 1illfil1tl;f,f--~F-jJ9tJ:f~Jj'
-Jlt
A'JM~it~iZJ5l:tif.%-i;ili~iiJ\S'i1~Jf!l, 9', ~JHilfm, fill{ilmiltteft!JP.J, ;k~, ifil~~*iW11-.R;fJ:1:t~k~. ?.t
€f£~~~-.L~fiTn~M.~T~~$a&h • .%kn~~~~~W.&~~~7)(,ffi~~-ft~MB.~
111mt~u!z ~ jf mm* , m'f fill fil ~~JH ~ * r~ ;Q: tm ft!. fft, lE! JJt , JJZ: tli ::.:r~ !.t\ • fill 1n x *tm tE :£: !l!F l'U itl., iE Pu Jt t=f - f.Y:
Jifii51., r~Z;j~ "f~IJ'JI -·tHf". 5 J(Jri, --~im~NdJf>JU1h.'t, 1ft!f5:T fllifll. ~---f:lz~!~~~ff;JJ~-tm.%rrt, JI!l
i'J'!J ~ J'IJ J1!!:'t~!\ 'Ye!
Summary writing ~J¥i ~ :if 1t

In not more than 80 words explain how the two men came to spend five days on a desert island and say what
they did there. Do not include anything that is not in the last paragraph.
Answer these questions to get your points:
I Was the men's boat damaged or not?
2 Where were they taking it?
3 What happened to it on the way?
]
4 What did the men load on to their rubber dinghy?
5 Where did they row'1
6 Where did they arrive?
]
7 Where did the men collect water during their stay there'J
8 How did they catch fish and lobster? J
9 Did they eat 'like kings' for five days or not?
10 How were they rescued':? J
Vocabulary i.iJ ~c.
Give another word or phrase to replace the following words as they are used in the passage: picture (I. I);
wretched 11.6); starve to death (1.6); opportunity (1.8); repaired (1. I 0); loaded (I. !I); dinghy (I. 11 ).
Composition 11 3t
Imagine spending two weeks on an uninhabited desert island. In not more than 200 words, describe what
you did there. Use the ideas given below. Do not write more than three paragraphs.
Title: Shipwrecked.
Introduction: Shipwreck everybody drowned I clung to a plank washed up on island.
Development: Slept for a long time- woke up- hungry and thirsty-:- explored island uninhabited- found
plenty of fruit freshwater spring tried to hunt wild animals failed to catch anything- spent days swimming,
lying in sun.
5Q
Unit 1 lesson 12
Conclusion: Boat on horizon- signalled and shouted- rescued.
LeHer writing ~ 1t ~ 11=

In not more than 60 words, write a suitable Purpose and Conclusion to follow this introductory paragraph:
Dear Judy,
We arrived here late last night and are staying at a charming little hotel by the sea. The weather is perfect and I am sure
we are going to enjoy our holiday.
Key structures * ~ 6J ~
If. Jfl if ~I ~ a'-J N'" G] (IKS 88) (~W.~ 2 :00~ 88 il*mkiJ~)
Exercise t~. SJ
Complete the following:

l If you had told me earlier _ _ __
2 If I were y o u - - - -
3 You wil(be disappointed if _ _ __
4 You would change your mind if _ _ __
Special difficulties ~A
Wish and If only.

:(I~i!lft, ~ff>!!fJ!iiJ ffll9Ji~ wish ~~i! if only o J'tlft -wish 11tfa(I;J~ilJfllitt1:.BI.J$ti!t, rm if only WJiJ!ililiJJifi'*fJ!
~~i5L:tf:>F+f:(I o 1:f wish ;fO if only 1§'00, ~fflj::1>ii:!Pt~7JU.M!:(I, Jfl:i.i:t;:Yt~ll't~ffi;i:J:;t. o

They wished they had stayed there longer. (1.9)
I wish you would do as you are told.
If only the weather would change.
I wish she could see me now.
I wish I had more time to spare.
If only you would try a,ittle harder!
I wish I hadn't said anything about it.
If only we could have gone to the party!
I wish you hadn't spent so much money.
Exercise tJt. 5J
Complete the following:
I It was silly of me not to buy that dress. I wish I - - - -
2 You are making a lot of noise. I wish you _ _ __
3 It's a pity John's away. If only he _ _ __
4 He plays the piano so well. I wish I _ _ __
5 I never studied at all when I was at school. I wish I _ _ __
6 I'm sorry I mentioned it to him. I wish I - - - -
60
Unit 1 Lesson 12
Multiple choice questions ~ ~ lttt~

Comprehension JJ.W/-
1 In what way are the pictures we form of life on a desert island unreal?
(a) They fail to present the wretchedness of such a situation.
(b) We forget that we would be too weak to work and only imagine the pleasure of idleness.
(c) They are either unduly optimistic or unduly pessimistic.
(d) They lack any truth at all as most of us have never visited one.
2 What was the equipment the men had brought that proved essential to their survival?
(a) Tools with which they had been going to repair their boat.
(b) Food, matches and tins of beer.
(c) Rainwater, lobster and fish.
(d) A spear gun and a rubber dinghy.
3 What made the menwish to stay on the desert island?
(a) Discovering how pleasant life can be fending for oneself.
(b) Having seen very few trees and no rainwater on the coral island.
(c) The fact that they were able to eat the same food as kings eat.
(d) Knowing they no longer needed to take their boat to Miami for repair.
Structure ~t ~
4 We sometimes think of a desert island a sort of paradise. (1.2)
(a) to be (b) as being (c) is (d) be
5 But have had the opportunity to find out. (11.7-8)
(a) we few (b) hardly anybody (c) little people (d) not many
6 After a few miles across the Caribbean, they arrived at a small coral island. (ll.ll-12)
(a) they rowed (b) rowed (c) rowing (d) to row
7 were scarce there and there was no water. (11.12-13)
(a) The trees (b) Trees (c) Any trees (d) Trees on the island
8 Both men genuinely regretted . (1.16)
(a) their leave (b) to have to leave (c) having to leave (d) they must have left
Vocabulary i~ ~c.
9 A desert island is _ _ _ _ place. (11.1-2)
(a) an unpopular (b) an uninhabited (c) a deserted (d) a barren
I 0 The other side of the picture is different. (ll.4-5)
(a) naturally (b) rather (c) really (d) entirely
11 But this was not _ _ _ _ to be a problem. (1.13)
(a) demonstrated (b) thought (c) shown (d) found
12 And, as one of them it, they 'ate like kings'. (1.15)
(a) expressed (b) placed (c) told (d) said
61
----------------,---~,,,,,,,,,,,,,,,,,,,, __
Lesson 13 'lt's only me' "~~, J1~Wt8"
J§J Listen to the tape then answer the question below.

"Jf ~if, ~ J6' T!!1 ~ 1-'A r iP) ~ o
What did the man expect to find under the stairs?
After her husband had gone to work, Mrs. Richards sent her children
to school and went upstairs to her bedroom. She was too excited to
do any housework that morning, for in the evening she would be
going to a fancy-dress party with her husband. She intended to dress
5 up as a ghost and as she had made her costume the night before, she
was impatient to try it on. Though the costume consisted only of a She tried to explain
the situation
sheet, it was very effective. After putting it on, Mrs. Richards went
downstairs. She wanted to find out whether it would be comfortable to wear.
Just as Mrs. Richards was entering the dining room, there was a knock on the front door. She knew that
IO it must be the baker. She had told him to come straight in if ever she failed to open the door and to leave the
bread on the kitchen table. Not wanting to frighten the poor man, Mrs. Richards quickly hid in the small
storeroom under the stairs. She heard the front door open and heavy footsteps in the hall. Suddenly the door
of the storeroom was opened and a man entered. Mrs. Richards realized that it must be the man from the
Electricity Board who had come to read the metre. She tried to explain the situation, saying 'It's only me',
15 but it was too late. The man let out a cry and jumped back several paces. When Mrs. Richards walked
towards him, he fled, slamming the door behind him.
New words and expressions 1- -iiiJ ;fp 4<.ii if

costume (1.5) /'kostjurnl n. ft~ijl~ storeroom (1.13) /'st;):rurnl n. fltiil!t~
consist (1.6) /k;m'srst/ v. El:!······ £llJiX electricity (1.14) lr,lek'tnsrti/ n. ~
sheet (l. 7) I Ji:t/ n. tlt !'fl- metre (1.14) /'mi:t;}/ n. ~~
effective (1.7) I r'fektrv/ adj. 1r !:!JLM~:t:l>f!:l¥1, 1r fF pace (1.15) /pe1s/ n. ,-:!V
Jtll¥1 flee (1.16) lfli:/ (fled /fled/, fled) v. ~"jf;
comfortable (1.8) /'kAmft;}b!a/ adj. ~~ 1¥1 slam (1.16) /sla:rnl v. 1i'f:tt!!.*I.
Notes on the text i* .:t ~.i ~

1 would be going, :fl!:::i.11;;¥f*:i1!1l'rB, ffl*~i:KH:tftJ!it¥f~~~i¥JqJft o
2 fancy-dress party it~n~ ,

3 dress up as, ft'&JJX: ·.. ·.. ,
4 try it on,
it tl.l' costume, try on :fi!:: "iJt~", "iJtt\t" o
5 just as ... , >Jj .. · .. il'~ JJ;)f~ o
6 She had told him to come straight in if ever she failed to open the door and to leave the bread on the kitchen
table. ~'I& 1!ftfi:i.1 ft!!, ftn*~¥5{:t:fHl, ft!!nf1ft~:i1!*, re lm §!Nf:£00 m1¥.1 ~T l: o if ever f:£ :ii'dl:j: 1iiJ ~
5!lliffil, PJW:ft "f:HOJaiil9l:"" to come straight in tl'i' "1H~J1!*" o
62
Unit 1 Lesson 13
7 Not wanting to frighten the poor man, /G~1':0rPm;J!l'rij'l'tttJA 0 J!~:EJil:(f:5hRJmi!t'tJi§~%A, f1: § a~W\
HL
~~-~A•~~~-~~.re•~**~•~~~*~-~~attJ~~om*~~.~~~-~~**ffl
m:JGm•.~~-~~-~t~-§~•~--t~••~·~n••m••ttJ•~·~*•~~Bre~•~•
~~~~~~~-~~0~~~--«~-1-·¥~~. W+~~--~--~A~~~-~~~T~.
lif~§*!i::i§iffij~ 0
m•
J1.~tt~AfllH~rJ~:l11!1Jf, !W(Jl'.t1!i*iliiHl:F. ~ffi:D[*A-~fi::iif§!frli o m!!'l§'i!fiJFJ:sl:OO§~ffl, ~u*~/G
re m
~ff r1. 11!! rijJ1H.f(:l11 n, OO'El.nxf:Er.ili 1% l't(J ~~ o JJ.~a ~ A.:JGf~.nPIJEJ! 1- ttttJ A, f!:M ~M:¥rJT ~tii3 ~ tt1 ,J,
{iU~~fl! ~OJTffilliJI'Jftflff,
0 OfoJ)jgT 0 ~MPt.~'¥:i'lffT, -1-~A:iE T:ltt* Jl~· 0
~A.~~m~-~fi::m~~*A.~~-T.m!!~Tfo"~ft.mM! "M~~:l11fi-·-~.iliB*/G&T.
Hf>A.:ku4 T W-if! T JU:/7. J!!~tt~A~f!B~~. Hffiftl! ":P-f" l't(]-j!ii:)t~r'JJ!i!l~ T o
Summary writing .t~ ~ :Ei 11

In not more than 80 words describe what happened from the moment Mrs. Richards entered the dining
room. Do not include anything that is not in the last paragraph.
I How was Mrs. Richards dressed?
2 Where was she going when someone knocked at the door? J
3 Whom did she think it was?
4 Where did she hide? J
5 Did she hear footsteps in the hall or not?
6 Who suddenly opened the storeroom door? J
7 What did she say to him?
8 Did he get a bad fright or not? J
9 Did she walk towards him or not?
10
11
Did he flee or did he stay there?
Did he slam the front door or not?
]
Vocabulary i.iJ ~c.
Give another word or phrase to replace the following words as they are used in the passage: intended (1.4);
impatient (1.6); try it on (1.6); whether (1.8); failed to (1.10); fled (1.16); slamming (1.16).
Composition 11 X.
Imagine that the man from the Electricity Board returned to Mrs. Richards' house with a policeman. Mrs.
Richards was no longer dressed as a ghost. Expand the following into a paragraph of about ISO words.
Mrs. Richards immediately went upstairs and ... She felt sorry for the poor man from ... but at the same time, she was ...
Suddenly, there was a knock at the front door and Mrs. Richards ... The electricity man had returned, accompanied ... so
she ... The man told Mrs. Richards that ... and that ... Though Mrs. Richards explained that ... he refused to believe her.
She told him to open the storeroom door but he ... so she ... While the electricity man and the policeman ... , Mrs.
Richards fetched ... She showed it ... and ... (85 words)
63
Unit 1 Lesson 13
Letter writing .:J>; 1t ~ 11=
Put yourself in the position of the electricity man. Imagine you are writing a letter of about 80 words to your
mother describing your experience. Supply a suitable Introduction and Conclusion. Use the following ideas
to write the Purpose: you got a terrible shock- house haunted- ghost under stairs- it ran after you- you fled
- the story is really true.
Key structures ::k 1Jt ~ ?Ji

Must. (IKS 89) (~J.\!.~=fllt~ 89l!H~il1JJ~)
Exercise ~. SJ
A Note how must has been used in lines 10 and 13.
B Write three pairs of sentences using the following:
must go and must be;
2 mustn 't and needn't;
3 had to and ought to have.
Special difficulties ~ ,??,
lt would be comfortable to wear. (1.8) 1fJ $.i~ +#Ji~ ~ItA.

Instead of saying: I was sorry when I learnt that he had had an accident.
We can say: I was sorry to learn that he had had an accident.
He was delighted to learn that his offer had been accepted.
I was glad to hear that he had arrived.
I was pleased to hear that you now feel better.
He was anxious to leave early.
Exercises tit, 5J
A Write these sentences again changing the form of the words in italics:
I I was glad when I heard that she had gone away for ever.
2 He said he was sorry if he had upset me.
3 You will be sad when you hear what I have to tell you.
B Write sentences using the following: pleased to; proud to; delighted to; shocked to.
Multiple choice questions .~ Jllt l!?til!

Comprehension J£M
Mrs. Richards went upstairs because _ _ __
(a) she did not need to do any housework
(b) she still had to finish the costume she was going to wear
64
Unit 1 Lesson 13
(c) she wanted to change her clothes before doing the housework
(d) she wanted to change into her fancy-dress costume
2 Mrs. Richards did not go to the door because _ _ __
(a) she was upstairs changing her clothes
(b) she did not want to make a bad impression on the baker
(c) she thought the baker might be taken in by her disguise
(d) the baker had already left the bread on the kitchen table
3 By saying 'It's only me', Mrs. Richards hoped----
(a) the man would realize she was alone
(b) to persuade the man he was seeing a ghost
(c) the man would recognize her
(d) the man would not close the door of the storeroom
Structure ~t ¥1
4 After her husband had gone to work and the children to school, she went upstairs ... (11.1-2)
(a) had sent (b) were sent (c) had been sent (d) were sending
5 She wanted to find out how _ _ _ _ to wear. (1.8)
(a) comfortable it was (b) comfortable it would be
(c) it was comfortable (d) it would be comfortable
6 to frighten the poor man, Mrs. Richards quickly hid under the stairs. (11.11-12)
(a) Not anxious about (b) Anxious not
(c) Being not anxious (d) Not being anxious for
7 Trying to explain the situation, she _ _ _ _ 'It's only me'. (1.14)
(a) was saying (b) said (c) had said (d) has been saying
8 On seeing Mrs. Richards towards him, he fled. (11.15-16)
(a) to walk (b) having walked (c) walk (d) walked
, Vocabulary i~ ~c
9 Mrs. Richards was entering the dining room ... (1.9)
(a) At the very moment (b) So long as (c) Only when (d) During the time
I 0 - if she ever _ _ _ _ the door and to leave the bread ... (11.1 0-11)
(a) missed opening (b) forgot to open
(c) did not succeed in opening (d) happened not to open
11 It was the man from the Electricity Board who had come to take a metre- . (11.13-14)
(a) reading (b) measurement (c) regulation (d) study
12 The man _ _ _ a cry. (1.15)
(a) escaped (b) gave (c) left (d) shouted
65
Lesson 14 A noble gangster ~~37~
I§JI Listen to the tape then answer the question below.

-t. ra
v1f if:. ,fr;& -r
1E1 $~A 1'.;] MI o
How did Hawkwood make money in times of peace?
There was a time when the owners of shops and businesses in

Chicago had to pay large sums of money to gangsters in return for
'protection'. If the money was not paid promptly, the gangsters
would quickly put a man out of business by destroying his shop.
5 Obtaining 'protection money' is not a modern crime. As long ago
as the fourteenth century, an Englishman, Sir John Hawkwood, ... made the
remarkable discovery
made the remarkable discovery that people would rather pay large
sums of money than have their life work destroyed by gangsters.
Six hundred years ago, Sir John Hawkwood arrived in Italy with a band of soldiers and settled near
10 Florence. He soon made a name for himself and came to be known to the Italians as Giovanni Acuto.
Whenever the Italian city-states were at war with each other, Hawkwood used to hire his soldiers to princes
who were willing to pay the high price he demanded. In times of peace, when business was bad, Hawkwood
and his men would march into a city-state and, after burning down a few farms, would offer to go away if
protection money was paid to them. Hawkwood made large sums of money in this way. In spite of this, the
15 Italians regarded him as a sort of hero. When he died at the age of eighty, the Florentines gave him a state
funeral and had a picture painted which was dedicated to the memory of 'the most valiant soldier and most
notable leader, Signor Giovanni Haukodue'.
New Words and Expressions .1. iilJ ~ 4iii 'ii

gangster (title) l'grel)st::~l n. 37v-E, 5!11~ city-state (1.11) l,srti'stert/ n. ( ""i!:1 f-t) ~U
Chicago (l.l) IJr'ko:g::~ul n. Z::IJO{lf (~OO:mxrtfl hire (1.11 ) I' hm~l v. fll ili , !iHfS
protection (1.3) lpr~'tekJ.:ml n. f*:fl'• prince (1.11) lpnns/ n. if f*-
promptly (1.3) /'promptlil adv. llt:N:lt!?. Florentine (1.15) /'flor;;~ntam/ n. $ ~{Bi!F A
destroy (1.4) ldrs'tr:)r/ v. §!)l::f$:; fjlj:;J( funeral (1.16) /'fju:n~r~l! n. JHL
remarkable (1.7) ln'mo:k~b.1V adj. :::f~~l¥1 dedicate (1.16) l'dedxkert/ v. ~~' ~~t(;
band (1.9) /brendl n. M, ffi{;k memory (1.16) I 'memari! n. ~C.$
Florence (1.10) I 'flor~nsl n. f7!l~{tlf (~:fU¥1J~rtn valiant (1.16) /'vrelj~nt/ adj. !li: J1ij fn
Notes on the text ,:* ::t ii.. :#"

1 ft: "ft: )~ ··· ···1¥-Hit~" i.#
in return for ... , o
2 out of business, {j!JI:tJ, fil!if" ,

3 as long ago as, ft: "Jil. ~JlliiJ ", "ljL{f" i# o ri~~!-3 as long as 7Hf, f§ jij~ i'~li mft: "R~" :!!!.(; "K:it ······
z~"i:!fo
66
Unit 1 Lesson 14
4 people would rather pay large sums of money than have their life work destroyed by gangsters,
Affli1J~:tN-:Jc~~, @;;r;~ t'l c!'f-::f.Sti·C:illlilfJ:-T~fiEZ'f o
5 made a name for himself, ttl::?; T ,

6 be at war with ... , ...... 91T~~"f!·i*:~ o
7 in times of peace, :tE:.lir'f-1!1M ,

8 a sort of hero, *fiP:Itftt sort of{i:
o "PJIJ.i.Jt.~-,fljl" i# o
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1H. 37fiEfllffJt%1&·19;:1£h~fmfnif1lJ.S, iHm~/", ~lfX "·GiHr,Jlt:" :Jt1'~-f!PIJHtStJ!fiH~1if£, 11-f£ H ttHc, ·ific
l3lJA~{J~ · 1i5Jl:fliit¥Jtffli~Ffli3-<J:&:lJII.: A.fl1'~11f l±l;k~8tJ4&, t!!;;r;(ll;~1:.Ft'0·L.•lfll~r371it:Z.
*,
600 if: M, ~{] ~ · 1i Jli:fli it Jt ± 1#' if -- ~A±~ 7tHIJ:t. ;k :f'J , {£ ffll ~ ft:: 1lF 11# Jli ~HL T ~lH1C *X :±l T :g " :t.
**'J An4 fi!!.Jl: FL!E . rrur wtt , 1l}lx:t.:k::f'J*.!fttf-~z !'Ell n ft, ~ Jli:fli {1[\ffi~fmatJ ±~11\Uill~~ (ll;~%1ml±l ?i1li ffn'ltJ ~ 1:
o
:f'Plf-B<t:l!IJ, ~e±:t.l!ff~ai, 1i5Ji:flii-f.fi!!'I#'~Ji±~ill:AJ\t1'.1ftt#!l, ~)(~~-IWi'~:I:Pi, ~f§!IH±l, Pur~JfiEffHtAA

*~~,~m~:t~wa.a5Jl:ffi•m~~~~~T*~~-~-~~,•*~""~~re~~~¥f!P~m.~
80~U~~~Ili,$~ft:;~A~~*fiT :Jf~~OO·U.~~~mha~~~Stl~±. ~tf:lSti~MJl:FL
fl!. · rrur JlHf 7t 1: " o
Summary writing 4~-"k- 2iii 11

In not more than 80 words write an account of Sir John Hawkwood's career from the time he arrived in Italy.
Do not include anything that is not in the last paragraph.
I Where did Sir John Hawkwood settle six hundred years ago?
2 Whom did he hire soldiers to in times of war? J
3 Would he threaten to destroy a city-state in times of peace or not?
4 When would he spare a city-state? J
5 Did the Italians regard him as a hero in spite of this or not'l J
6 How old was he when he died?
7 Who gave him a state funeral when he died?
8 Did they have a picture painted or not?
9 What was it dedicated to?
j
Vocabulary iiiJ x:.
Give another word or phrase to replace the following words as they are used in the passage: sums (1.2);
promptly (1.3); obtaining (1.5); remarkable (1.7); settled (1.9); hire (1.11); demanded (1.12).
Composition 11 .:9:
In not more than 200 words write an imaginary account of one of Sir John Hawkwood's exploits. Use the
ideas given below. Do not write more than three paragraphs.
Title: Hawkwood defeated.
Introduction: News that Hawkwood and his men were approaching- panic - villagers prepared to defend farms.
67
Unit 1 Lesson 14
Development: Farmers fought - poorly armed - many killed - Hawkwood destroyed farms sent message to
prince of city-state demanded money - refused - battle followed - Hawkwood invaded city many buildings
were destroyed - people killed.
Conclusion: Hawkwood was driven off- never attacked this city again -later became the prince's friend.
Letter writing .fi 1t ~ 11'

You had agreed to give a talk at your local library, but now find that you are unable to do so. Write a letter
of about 80 words explaining why. Supply a suitable Introduction and Conclusion. Use the following ideas
to write the Purpose: sorry for the inconvenience - you are being sent abroad by your firm -will be away for three
weeks - hope to give a talk on a later occasion.
Key structures *- {t .4J ~

Have. (IKS 90) (~!-\!.~ 2 Jilt~ go il*if1lJ~l
Exercises tit. >J

A Note how have has been used in lines 8 and 16.
B Write sentences using have with the following:
I a smoke;
2 got a headache;
3 repaired.
Special difficulties ~ lt.
People would rather pay large sums of money than ... (11.7-8)
Instead of saying: We can say:
I prefer to wait here. I would rather wait here.
Or: I would sooner wait here.
I prefer not to wait here. I would rather not wait here.
Or: I would sooner not wait here.
It would be better if he waited here. I'd rather he waited here.
It would be better if he didn't wait here. I'd rather he didn't wait here.
Exercise ~~- 5J
I I'd rather (go) to the cinema.
2 I'd rather he _ _ _ _ (leave) earlier.
3 I'd rather you not (speak) to him.
4 I'd rather not (speak) about it.
5 I'd rather my father (settle) the account.
6 She'd rather you not (tell) anyone about it.
68
Unit 1 Lesson 14
Multiple choice questions ~ :t9i lt.tt!I!

Comprehension .i.!.A!f.
1 What 'protection' did Chicago gangsters give to those who paid them?
(a) They saved those people's businesses from destruction.
(b) They left those people's business premises unharmed.
(c) They protected those people against criminals like Sir John Hawkwood.
(d) They did not take those people's lives.
2 Sir John Hawkwood' s Italian name, 'Giovanni Acuto', was one which----
(a) he gave himself in order to become better known to the Italians
(b) he earned through his sharp practice of selling his 'protection'
(c) he needed in order to hire his soldiers to Italian princes
(d) was given him in recognition of his services to the Italian states
3 The Italians regarded Hawkwood as a sort of hero _ _ __
(a) in that they could not help admiring his boldness and bravery
(b) as he helped the citizens in peacetime when business was bad for them
(c) despite the protection money he offered to those whose farms he burnt
(d) for he lived so long and was given a state funeral by the Florentines
Structure ~t :#J
4 Obtaining 'protection money' is a crime which _ _ _ _ practised for a long time. (1.5)
(a) has been (b) is (c) was (d) is being
5 People prefer paying large sums of money their life work destroyed by gangsters. (11.7-8)
(a) than have (b) to have (c) to having (d) than they have
6 Princes used to hire Hawkwood. (11.11-12)
(a) his soldiers from (b) soldiers from (c) soldiers of (d) some soldiers of
7 They would refuse to go away protection money was paid to them. (11.13-14)
(a) unless (b) provided that (c) except that (d) without
8 at the age of eighty, the Florentines gave him ... (11.15-16)
(a) On dying (b) Having died (c) On his death (d) Dead
Vocabulary i~ ~c
9 Six hundred years have since Sir John Hawkwood arrived in ... (ll.9-l0)
(a) past (b) passed (c) been (d) departed
I0 - princes who were to pay the high price he demanded. (11.11-12)
(a) agreeable (b) accepting (c) desirable (d) prepared
11 Hawkwood made large sums of money . (1.14)
(a) by the way (b) with such manners (c) on this road (d) like this
12 'the most __ soldier and most notable leader' ... (11.16-17)
(a) valuable (b) worthy (c) brave (d) hardy
6Q
Lesson 15 Fifty pence worth of trouble n+-11:±~-:m!
J§J Listen to the tape then answer the question below.

Plf ~ -t . ~ m1E1 $)lA r
i"l JEa a
Did George get anything for his fifty pence? What?
Children always appreciate small gifts of money. Mum or dad, of

course, provide a regular supply of pocket money, but uncles and
aunts are always a source of extra income. With some children,
small sums go a long way. If fifty pence pieces are not exchanged
s for sweets, they rattle for months inside money boxes. Only very
thrifty children manage to fill up a money box.. For most of them,
The fire brigade was called
fifty pence is a small price to pay for a nice big bar of chocolate.
My nephew, George, has a money box but it is always empty. Very few of the fifty pence pieces and
pound coins I have given him have found their way there. I gave him fifty pence yesterday and advised him
10 to save it. Instead he bought himself fifty pence worth of trouble. On his way to the sweet shop, he dropped
his fifty pence and it bounced along the pavement and then disappeared down a drain. George took off his
jacket, rolled up his sleeves and pushed his right arm through the drain cover. He could not find his fifty
pence piece anywhere, and what is more, he could not get his arm out. A crowd of people gathered round
him and a lady rubbed his arm with soap and butter, but George was firmly stuck. The fire brigade was
15 called and two fire fighters freed George using a special type of grease. George was not too upset by his
experience because the lady who owns the sweet shop heard about his troubles and rewarded him with a
large box of chocolates.
New Words and Expressions 1:. iiJ ~*ii. ii-

appreciate (1.1) f<l 'pri:Jieit/ v. JV\:'I}t, ~~ pavement (1.11) /'peivm::~nt/ n. A1iiff
pocket money (1.2) /'polat-,mAni/ ~ J'IH~ stick (1.14) /stikl (stuck /stili, stuck) v. ~{E, ~
rattle (1.5) /'rretl/ v. ~~fi:'Diul 1±, /F~flf79J
thrifty (1.6) /'9nfti/ adj. ::p-~t¥1 brigade (l.14) /bn'gerd/ n. JJK, (if!j'[Sjj) 1R
nephew (1.8) /'nefju:/ n. if.:Y., >'HtJJ grease (1.15) /gri:s/ n. WfJ ffl'rfii
bounce (1.1 1) /bauns/ v. ~-~, HiiLit~
Notes on the text if .:t i.i #-

with some children, fi-iJiJ with Jlt~ft "X'J''f" i# o
2 go a long way, PT IV. ~ftt;f~ft7-. ,

3 If fifty pence pieces are not exchanged for sweets, ~0* 50 ff±i¥J5tffi&1'f ffl*~tli=*ff.ltfi , exchange ... for ...
f1: "W-······~· .... " ift, ii~~Uf"F~-il!±lijjijf!P;!Utms:\ pence :fll pennies, f!l..Ffli£::t:115J, ftO: a fifty pence
Ji!::rei' l 1" 50 i!±&N~ffl. mi fifty pennies ~m 50 1" I {fJ!.±It:I~fFfi,
4 have found their way there, ;it rep there ;!ik11fMilffil o find one's way f:E)X!I[f'j:: ":it!:..\'' iJt, ~Pn.UIJ "fiiliii'ilil"
lllo
5 what is more, J!lil!:~, :l~d~l5E1ii1Ui, Jlt~.Fflf'l::Rll.A.Hf.
70
Unit 1 Lesson 15
t-~-it:i:
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A~*•·~~~®•+*~~~•~•~~~**-m~~.~•5o~±~•*~~~.~~~~~••
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5o~±*~-**~~0~n.~~~T*~~o
ft~*•~~~-~•••.m~•@@~.ft~T~~~5o~±~~m.m~~n~#~••wm.
(tfJ<e,ftf&Tfm 5o 1t±t11t#®*. fmtn•J!•tft§
c.~T ff±~*~ ~fm~~•m~~J:. 5o 0 5o 1!±1$:
~*k.~AfiilikMTn~.-*T~~m.~~G·*···®~+.~~-~~*7~~-offi~·T*
7C&~~~U5o~±~ffi.~~MM&M~~W*T.J!~~~-~~J:T~$A,-&~±~~~§-_t
ttT ~~Jg, ~?lll, 1!'!~¥il~.~llffJJ~-F1~ ~~~ • ~ AfTQ::! i'&~~*?tl!ISJirlA., i:w{tUflllitJ~AlXd~ffl T-#~~~7Jil
mm~~~~~~MG.~M.~$#~~~~M~m~.~~••m~ti•~~T~~~~•~m.•~T~
- t:.:t£. r5 ~ n 0
Summary writing .t~ ~ Jii 11

In not more than 80 words describe George's experiences after his uncle gave him fifty pence. Do not
1 Where was George going?
2 Where did he lose his fifty pence? J
3 Did he take his jacket off or not?
4 Where did he put his arm? J
5 Did he find his fifty pence, or did he fail to find it?
6 Could he get his arm out or not? J
7 Did a crowd of people gather round him or not?
8 What did a lady try to do? J
9 Did she succeed or did she fail?
10 How did firemen finally free George? J
11 What did the owner of the sweet shop present him with? J
Vocabulary iaJ ~c.

Give another word or phrase to replace the following words as they are used in the passage: appreciate (1. 1);
gifts (Ll ); e~tra income (1.3); rattle (1.5); price (1.7); gathered (1.13); was firmly stuck (1.14).
Composition 11 :t
Suppose you were among the crowd of people that gathered round George. Write an imaginary account of
what happened. Expand the following into a paragraph of about 150 words.
I was walking along the street when I ... I could hear people shouting and ... On arriving at the scene, I ... A lady
carrying a large bar of soap and a saucepan full of water ... She asked the boy if ... Then she rubbed his arm with butter,
but ... Meanwhile, someone had telephoned ... The boy had begun to cry, but when ... At first, the firemen decided to ...
but they changed their minds and ... The boy was soon free and though his arm hurt, he... (82 words)
71
---··········-~-~~
Unit 1 Lesson 15
Letter writing .f11t ~ 11:
Write a letter of about 80 words to your eight-year-old nephew asking him what he would like you to buy
him for his birthday. Supply a suitable Introduction and Conclusion. Use the following infonnation to write
the Purpose: you want to get him something he will really like- a few suggestions - ask him to let you know what
he wants- you will send it by post so that it arrives on his birthday.
Key structures *. 4Jt G) 1!

Can. (IKS 91) (~m~ 2 M~ 91 il*il1iJruJ
Exercise iJt. >J

A Note how the following have been used in the passage:
manage to (1.6) and could not (1.12).
B Write sentences using each of the following:
was able to:
2 could;
3 managed to.
Special difficulties ~A.
Only very thrifty children manage to fill up a money box. (11.5-6) up ff.J rn it;
Note the use of up in these sentences:
We drove up to the farmhouse.
The children ran up the garden path to greet their father.
I didn't like my composition so I tore it up.
He has built up a large collection of stamps.
Exercise i~. SJ
Complete these sentences using the correct form of the following verbs: do, save, wind, sail, wrap, button,
go, eat.
I If I can - - - - up enough money. I shall go abroad.
2 The steamboat up the river.
3 It was very cold so T up my coat before going out.
4 up what is on your plate and I' 11 give you some more.
5 I up to a policeman and asked him the way to the station.
6 He the fish up in a piece of newspaper.
7 My watch has stopped because I forgot t o - - - - it up.
8 It takes children a long time to learn how to up their shoelaces.
Multiple choice questions ~ J9t it .tt :1!

72
Unit 1 Lesson 15
Comprehension JJ.Wf-
1 What do most children do with the money they are given?
(a) They put it in their pockets.
(b) They wait until their money boxes are full before spending it.
(c) They go straight to a sweet shop and spend it.
(d) They spend a little of it on chocolate.
2 When the writer gave him fifty pence, George _ _ __
(a) did not hear the writer's advice
(b) decided that saving it was more trouble than it was worth
(c) waited until the next day before deciding to spend it on sweets
(d) set out for the sweet shop, but lost it on his way
3 Once the fire fighters had come to George's rescue _ _ __
(a) George had his arm greased and was able to get it out of the drain
(b) George took his fire fighters and got some chocolate at the sweet shop
(c) the lady who had failed to rescue George gave him a box of chocolates
(d) George was rewarded by the owner of the sweet shop for his trouble
Structure ~t ~
4 Fifty pence is not _ _ _ _ to pay for a bar of chocolate. (11.6-7)
(a) many (b) much (c) plenty (d) big
5 I gave him fifty pence yesterday and advised him he it. (11.9-10)
(a) saves (b) should save (c) would save (d) was saving
6 He to the sweet shop when he dropped his fifty pence. (11.10-11)
(a) had gone (b) was going to go '(c) went (d) was going
7 He could not find his fifty pence anywhere _ _ _ _ get his arm out. (11.12-13)
(a) nor could he (b) nor he could (c) neither he could (d) either he could not
8 Aladyput .(11.13-14)
(a) on his arm soap and butter (b) his ann on soap and butter
(c) soap and butter on his arm (d) on his arm with soap and butter
Vocabulary i~ ~c.
9 With some children, small sums . (11.3-4)
(a) last a long time (b) are very durable (c) have far to go (d) gain in value
10 A crowd of people gathered and a lady ... (11.13-14)
(a) on a tour (b) in turn (c) in a circle (d) in a cycle
11 George was _ _ _ stuck. (1.14)
(a) strictly (b) well and truly (c) hardly (d) by no means
12 George was not t o o - - - - by his experience. (1.15)
(a) moved (b) distressed (c) excited (d) embarrassed
73
Lesson 16 Mary had a liHie lamb J!?JAA~-~~J,~$.

"Jf ~ if ' '~ Ai 1!!1 ~ VA T lP] Jl! 0
Was Dimitri right to apologize to his neighbour? Why not?
Mary and her husband Dimitri lived in the tiny village of Perachora
in southern Greece. One of Mary's prize possessions was a little
white lamb which her husband had given her. She kept it tied to a
tree in a field during the day and went to fetch it every evening.
5 One evening, however, the lamb was missing. The rope had been
cut, so it was obvious that the lamb had been stolen.
When Dimitri came in from the fields, his wife told him what
had happened. Dimitri at once set out to find the thief. He knew it would not prove difficult in such a small
village. After telling several of his friends about the theft, Dirnitri found out that his neighbour, Aleko, had
10 suddenly acquired a new lamb. Dimitri immediately went to Aleko' s house and angrily accused him of
stealing the lamb. He told him he had better return it or he would call the police. Aleko denied taking it and
led Dimitri into his backyard. It was true that he had just bought a lamb, he explained, but his lamb was
black. Ashamed of having acted so rashly, Dimitri apologized to Aleko for having accused him. While they
were talking it began to rain and Dimitri stayed in Aleko's house until the rain stopped. When he went
15 outside half an hour later, he was astonished to find that the little black lamb was almost white. Its wool,
which had been dyed black, had been washed clean by the rain!
New words and expressions .1.. ~ ~ *ii i~

prize (1.2) /pra1z/ ad}. it~ ~j, fl~ deny (1.11) /di'nai! v. f.l'tA
tie (1.3) /tall v. ti, .~ ashamed (1.13) /a'Jeimdl ad}. ~¥U~I\il:, ~d.\l
theft (1.9) /9eft/ n. ii~rf)g, ftitr~~ apologize (1.13) /a'polad3a1Z/ v. :il!lt
aCCUSe (1.10) /a'kju:z/ V. fit~ dye (1.16) /dai! v. ~
Notes on the text 1.*-:i::. ~.i#--

1. it would not prove difficult, :li!: :;;r:xfUUIJ fl"1 o
prove :li!:.ii~z;IJlllJ, fi: "}jfajj)ik" i#, 1Js:1D-r9 it would not be difficult t§raJ o
2 accuse sb. of (doingl sth. tF "._m~, ..m~~A1i\t:Jlt$" flit"

3 he had better return it, 11Bft:B-1E~$.:lHfl":l!!J:7!1:~ ffi c
had better JfDlU~:ili-~it'tX'., iti-X'.{E~)f<Jjl;-~-f;$::1~rfr*.!jjtfl"lz;!Jf1:: c :i!i'~HlHt. should ;ff1 ought to i¥Jiif"'l.

~-~#*~·~· ~--00~~--c
4 denied taking it ... ,
m
deny JmPJ 1J:7.91 ~Vi] tF~tif, m
PJ:tJ:~tif .M 11] 0
5 apologize to sb. for (doing} sth., 1i: "(:5! (j~) :Jit¥f01..litAilUX" fl"l~;}(l;, c
74
Unit 1 Lesson 16
:flb I'JH ~ :t :K:i!!Pi(; t# m_ 1± tE offi-IIIH¥1 $-~ Q4/&: f.i'z: ~f.\z (j{J 1H't !±If!. o £~HR :!firt~ (!{]M F Z- f.t:flt ::t :K izHff:l!lk (!{]
nae;J,~$. a :X:, :li~H~1E~$~f£i1!1!f!.ll"J-tll!~U:, 4ij;:X:fltJ:1E't:;,f(E]*. -~ll!tJ:, ~~n~J,~$
~~To~r·A~~.W~A~~$~·Aftitr~T.
*,
)l!LJI(; t;t m_ !A i1!!. If!. rill 'l -T 11~:tl!i' R Ji!H1B- Ut, 11Bl& :±H~ ~ ftitr ~$(!{]A o 11B :J;Q ll f£ :it~-~ ;)\ft I± If!. M1±
'J•nitr#::flil* • re~ mll"J¥1:!i-iJf JL~Ml::!itffi, :i!!!)!(::f#!J:!~:bUJl1.11B(!{J~fi5f!iiJj11f4*'9U!.\$ T- f!,;J,~$ • :i!!!)!(:t#!f!.
:\L~IJ* Tl!iiJjiJf4*, ~PfPlfi!M~~11BftitrT~$, 1:!fiJf11B:RBtffl$3CJ±, :a9!1J£~>*~4-~" !lPJjljflj.::f;ifi:i_A, #ffl:ii!I
*t#m~~~.:r.::f•.~ll"JW~~ f!iiT~n•~~.m~(!{J~.:f'.~Aell"J.:ii!l*M!t!.~~B(!{J•#
~-~::f~am,~!lPI~flJ.liTB,~~-ftT~ •• f:E~-~~(!{J~-.~T&Tm,:ii!l*Mm~*f:E!lPI~flJ.
*!f!.:iHf<N, ll:. • #;J,Ilt Fu, ¥11Jh/AI3[Hl_ tB*~' 1t!l:ro{~i1!!,~JJll.;J\A~$~!! JL.iJL~?Jt$: T 8 e o
®:*$'tJ:~Il9Ae•m7.Kl~1~T!
Summary writing ~lii -l- 11

In not more than 80 words describe what happened from the time when Dimitri learnt that his wife's white
lamb had been stolen. Do not include anything that is not in the last paragraph.
1 What did Mary tell Dimitri when he came home? J
2 What did Dimitri learn about his neighbour, Aleko?
3 Where did Dimitri go?
4 What did he accuse Aleko of?
5 Did Aleko show Dimitri his new lamb or not?
l
6 What colour was it?
7 What did Dimitri do when he saw it was black?
}
8 Why did Dimitri stay in Aleko's house for half an hour?
9 Why did he get a surprise when he went outside? J
10 Had the lamb been dyed or not? J
Vocabulary iaJ x.
Give another word or phrase to replace the following words as they are used in the passage: tiny (!.1 ); fetch
(1.4); missing (1.5); acquired (1.1 0); denied (1.11 ); apologized (1.13); dyed (1.16).
Composition 11 3:
In not more than 200 words continue the above passage. Use the ideas given below. Do not write more than
three paragraphs.
Title: Not so black.
Introduction: Dimitri took a close look at the lamb- surprised- it was white- recognized it as his own.
Development: Angry scene accusation Aleko still denied theft violent argument finally Aleko admitted it
- Dimitri called the police - Aleko was arrested - Dimitri took the lamb hQme.
Conclusion: Excitement in the village villagers were amused by the event- discussed it at great length for a long
time.
75
Unit 1 Lesson 16
Letter writing .:# 1t 1F 11'
The following events have prompted you to write letters. Write suitable introductions of about 25 words
each.
I A prize you have won.
2 An examination you have passed.
Key structures *-. 4Jt 6J ~

He accused him of stealing the lamb. (IKS 92) (~~m 2 Mm 92 il:X:ll!VPJru)
Exercises i~. SJ
A Note the form of the verbs in italics: accused him of stealing (11.1 0-11); Aleko denied taking it (1.11 ); ashamed
of having acted ... (1.13); apologized for having accused (1.13 ); it began to rain (1.14 ).
B Write sentences using the following:
We continued ...
2 Let's go ...
3 This shirt needs ...
4 Excuse my ...
Special difficulties ~ ,?..
He had better return it. (1.11)

Instead of saying: We can say:
It would be advisable for you to leave now. You had better leave now.
It would not be advisable for you to telephone him. You had better not telephone him.
Exercise !#. SJ
Rewrite the following sentences using had better in place of it would be advisable.
I It would be advisable for us to have lunch.
2 It would be advisable for her to renew her passport.
3 It would not he advisable for you to ask so many questions.
4 It would not he advisable for us to stay any longer.
5 It would be advisable for the children to get an early night.
6 It would be advisable for me to consult my solicitor.
Multiple choice questions ~ ~ lt. ~ ~

Comprehension JJ?.M t
Every evening, Mary used to go and _ _ __

(a) cut the lamb from the rope it had been tied on
(b) untie the lamb so it could wander in the field at night
76
..
Unit 1 Lesson 16
(c) bring her lamb back home for the night
(d) make sure that her lamb was not missing
2 It would not be difficult to find the thief because _ _ __
(a) the lamb had been one of Mary' s prize possessions
(b) news travels fast in a small community
(c) Dimitri had a lot of friends in the village
(d) the rain would soon wash the black dye off the lamb
3 When Aleko first showed Dimitri the lamb in his backyard _ _ __
(a) he was truthful about how he had acquired the lamb but not about its colour
(b) Dimitri admitted that the lamb could not be his wife's
(c) it was clear that the lamb had been dyed black
(d) it started to rain before Dimitri had time to identify the lamb as his
Structure it ttJ
4 Mary and her husband Dimitri lived in Perachora, _ _ _ _ tiny village in southern Greece. (11.1-2)
(a) in a (b) the (c) in the (d) a
5 -was a little white Jamb which had been from her husband. (11.2-3)
(a) present (b) presented (c) presenting (d) a present
6 On her husband's return, what had happened. (11.7-8)
(a) his wife told him (b) she told Dimitri (c) Mary told him (d) Dimitri was told
7 it would not prove difficult in a village of size. (11.8-9)
(a) a such small (b) so small (c) the smallest (d) so small a
8 He told him if he _ _ _ _ it, he would call the police. (1.11)
(a) was not returning (b) did not return (c) has not returned (d) had not returned
Vocabulary iiiJ ~c
9 One of Mary' s most _ _ _ _ possessions ... (1.2)
(a) valued (b) worthwhile (c) worthy (d) expensive
10 After _ _ _ _ the theft to several of his friends ... (1.9)
(a) telling (b) reporting (c) expressing (d) counting
ll During their , it began to rain. (11.13-14)
(a) chat (b) argument (c) conversation (d) speech
12 When he went _ _ _ half an hour later ... (11.14-15)
(a) out of doors (b) into the open (c) in the open air (d) inside out
77
Lesson 17 The longest suspension bridge in the world
i!t~_t·*l¥9~~
Listen to the tape then answer the question below.

"lT jf{ -t. .~ ~ lE1 ~ ~:.( r i.iJ ~ o
How is the bridge supported?
Verrazano, an Italian about whom little is known, sailed into New

York Harbour in 1524 and named it Angoull!me. He described it as
'a very agreeable situation located within two small hills in the
midst of which flowed a great river.' Though Verrazano is by no
Sailed into New York
5 means considered to be a great explorer, his name will probably harbour in 1524
remain immortal, for on November 21st, 1964, the longest
suspension bridge in the world was named after him.
The Verrazano Bridge, which was designed by Othmar Ammann, joins Brooklyn to Staten Island. It has
a span of 4,260 feet. The bridge is so long that the shape of the earth had to be taken into account by its
10 designer. Two great towers support four huge cables. The towers are built on immense underwater platforms
made of steel and concrete. The platforms extend to a depth of over 100 feet under the sea. These alone took
sixteen months to build. Above the surface of the water, the towers rise to a height of nearly 700 feet. They
support the cables from which the bridge has been suspended. Each of the four cables contains 26, l 08
lengths of wire. It has been estimated that if the bridge were packed with cars, it would still only be carrying
15 a third of its total capacity. However, size and strength are not the only important things about this bridge.
Despite its immensity, it is both simple and elegant, fulfilling its designer's dream to create 'an enormous
object drawn as faintly as possible'.
New words and expressions .1. -i~ :fp4<li ~

suspension (title) /s;;~s'penJan! n. ~. ffi concrete (1.11) /'kol)kri:t/ n. 11!/i:±
agreeable (1.3) /;J'grbbal/ adj. 1LA.£8 suspend (1.13) /s;;~s'pend! v. i!fi
situation (1.3) /,srtJu'eiJan! n. it!!.;;';\, it!!.}] length (1.14) /lei)O/ n. :m_, f.&
locate (1.3) /J;;~u'keit/ V. f.fl T estimate (1.14) /'estrmeit/ v. fti.t
immortal (1.6) II'm;):tl! adj. jj(1=_£8, 1HE%'sttta9 capacity (1.15) /k;;~'presiti/ n. :i4k3k'::i:
Brooklyn (1.8) I 'brukhn/ n. :ffltl- fVli't (iffl ~{]-!X::?;) immensity (1.16) II'mensiti/ n. :k
Staten (1.8) /'strewn/ n. WTm~YI (1ih) elegant (l.l6) /'elrg;;~nt/ adj. 1t!Jd]1Jf&l't9
span (1.9) /spren/ n. $1-IJt faintly (1.17) /'ferntli/ adv. ~~Ill it!!.
cable (1.1 0) /'keibal/ n. m;~
Notes on the text i*::t ).i~

describe ... as ... ft "re... ..ti.Hit lilt ...... "' " lA yg ...... " i# 0
2 located within two small hills in the midst ofwhich flowed a great river,{\.(frwmH>Ll.JZfa], -~:;I<;JiiJ7Ei7fHm.
):L
78
Unit 1 Lesson 17
;:!i!::li£-:5t1.illmllff1=7Et!, f~t!P situation; in the midst of which iJI~-1'-J.E:i.!h\1JJ, which :fl'1 rwo small
located ...
hills o in the midst of, 1:£ ··· ···Z 9'" ,
3 by no means, JC tf?:~OfiiJ, J1tl' o
I
4 be named after sb., 12J,;l\tA.I¥J .1; '¥1ftr.il o

5 be taken into account, ~~m¥!J o
5 It has been estimated ... , tf.Hf!itt, ·· ···· •

7 be packed with ... f1= ":j')j:i'ilJl······", "~ril11·· ···" ffif.,
1s21 :q;:, -11zn);] AJ;ill¥1 ~::k;f1JJdttlz.wi.t'1hf.m~:ltHR ~f.Jre , *~~rtt~lffl ;g yg Ji:titlz.m , ftlt~i~ mfl: T
~~~¥Jm~: "••ffi•+*~~.m~m~~ilil¥19'"~,-~::k~»..9'"~m:U" o&~mmwl.t'~~-~k-
1'-fii::kl¥1~~*. f§.fm~¥J.il'¥¥J.im:.%'srtt, rzsJ)g 1964 if 11 ~ 21 s~n-x:~¥J-.J~Mrttw.~:m:-Ka~fflm.;:ll!:12J.ftP.a~.il
'¥$.1;!¥1.
mtlz.iiFi.t'::kmm~WT.!:b · lliiJ~rht, }i~~;g:ffi"ftR:i*~WTt1f~N.%, :fff-K 1,26o ~R 0 m~m~:t.K i9:tt:Jlf
~~l'~mT••~¥Jm~omm§m~••4•m*~••om~~1:f§::ki¥J*~•emu±~@k.~@
*
i*Al'i!i~ 1oo ~R o tzJ!m.I'Mt1;t)j(Jtft T t6 1' n ::t~n-x: o t1f~i'i11i tl:l oo ¥J.ili: ?oo ~R • i'i11it!f~••m~, iffia
tmX~ff\W:km. o 4 *a89'"1¥14'if*ri:l 26,108 lllHfxHIUihX: o tli!lfr!ii.t, tf:fff~~iWlT?~$, ffiR::·F:li;:li!:IJ'fi¥J,~jfi;.
~n~¥J l/3 0 ~iffi, J!mm.~¥J1f!Jl_[*fA'-1'1J;:ll!:'t::l¥1mmSi5ilt. x~1fJitm.~R::k, ffl'E:EfJ~fi~m•,
~T~~:Jlf~~~m-1'-"~AmmM~~~ili-1'-~~*•"1¥1'•0
Summary writing ~tli ~ ~ 11

Describe the Verrazano Bridge in not more than 80 words. Do not include anything that is not in the last
paragraph.
1 What is the name of the bridge which joins Brooklyn to Staten Island?
2 What is its span? J
3 How many towers has it got'?
4 What do these towers support? J
5 What are the towers built on?
6 How far under the sea do the platforms go?
7 How far above the surface do the towers rise?
8 What is the bridge suspended from?
l
9 How many lengths of wire does each of these cables contain? J
I 0 Is the bridge very strong or not?
11 Is it simple and elegant or not? J
Vocabulary,:~ ~c.
Give another word or phrase to replace the following words as they are used in the passage: agreeable situa-
tion (1.3); in the midst (11.3-4); considered (1.5); remain immortal (1.6); span (1.9); taken into account (1.9); support
(1.10).
Composition 1t .:.t
Describe any bridge you know well. Expand the following into a paragraph of about 150 words.
7Q
Unit 1 Lesson 17
The bridge I know best is called ... It joins ... to ... From far away it looks ... but when you get near ... It is made of ...
and supported by ... which ... If you stand on the bridge early in the morning, you can see ... At this time everything is
quiet. During the day, however, ... I enjoy standing on the bridge at night when ... In the darkness, you can see ... In the
stillness ... are the only sounds that can be heard. (77 words)
Letter writing -# 1t ~ 11
A friend who is coming to visit you has written to you asking for detailed information on· how to get to your
house. Write a reply in about 80 words. Supply a suitable Introduction and Conclusion. Use the .following
information to write the Purpose: which train to catch- where to get off- which bus to catch and where- any
familiar landmark - where to get off- which road to take- where your house is.
Key structures :!k ~t 4J ~

The Verrazano bridge was designed by Othmar Ammann. ~ti0i~.~ (IKS 93) (~ffi~
2 flft~ 93 -l**itt11J~)
Exercise !$ SJ
Change the form of the verbs in these sentences. Omit the words in italics. Do not refer to the passage until
you finish the exercise:
I Verrazano is an Italian about whom we know little.
2 They do not consider Verrazano to be a great explorer.
3 They named the greatest bridge in the world after him.
4 He had to take into account the shape of the earth.
5 They have estimated that if the bridge were packed with cars ...
Special difficulties ~ .~,
He is by no means considered to be a great explorer. (11.4-5) i0 i~ ~it. .:K (Compare

1sn 84) uHt~ 2 M~ B4 ilx(tso
Instead of saying: I find that he is quite unsuitable for the job.
We can say: I find him to be quite unsuitable for the job.
Exercise ~. SJ
Write these sentences again changing the form of the phrases in italics:
l I believed that he owned property abroad.
2 The Minister declared that the treaty was invalid.
3 I know that he is a person of high integrity.
4 I guess that he is about twenty-seven years old.
5 We estimated that this picture is worth at least£ 500.
Multiple choice questions ~ ~ lt.tt:N!
80
Unit 1 Lesson 17
Comprehension .i!.M-
verrazano's name will probably remain immortal because----
(a) it was after he discovered New York Harbour that a bridge was built
(b) he named the river that the new bridge crosses
(c) he was an explorer of considerable means
(d) it has been given to the world's longest suspension bridge
2 The Verrazano Bridge was built with so wide a span because----
(a) it had to cover a wide stretch of water
(b) of the unusual shape of the earth around Brooklyn and Staten Island
(c) the water that lies between Brooklyn and Staten Island is very deep
(d) the number of wires in each cable is so great
3 In designing the Verrazano Bridge, Othmar Ammann - - - -
(a) had to account for the curvature of the earth's surface
(b) spent over a year building the platforms that form the bridge's base
(c) had to consider the number of vehicles that might cross the bridge at any one time
(d) wished to reduce the size of the bridge as much as possible
Structure it ;fi;J
4 He described i t - - - - situated. (11.2-3)
(a) as being very agreeably (b) was very agreeable to be
(c) very agreeably having been (d) very agreeably as being
5 The Verrazano Bridge, the design of Othmar Ammann. (1.8)
~b w~ ~~ ~~~
6 The length of the bridge is the shape of the earth. (IL 9-1 0)
(a) so that (b) such that (c) that which (d) thus
7 The towers are built on which are sunk beneath the water. (11. 10-11)
(a) ferro-concrete immense platforms
(b) immense made of ferro-concrete platforms
(c) and made of ferro-concrete immense platforms
(d) immense ferro-concrete platforms
8 Even if the bridge were packed with cars, it could still three times the load. (11. 14-15)
(a) be carrying (b) be able to carry (c) only carry (d) carry
Vocabulary -i<-1 ~r:

9 'a very agreeable situation with two small hills lying ' (11.3-4)
(a) on either side (b) on every side (c) besides (d) side by side
10 The Verrazano Bridge Brooklyn with Staten Island. (1.8)
(a) attaches (b) unifies (c) links (d) relates
11 A bridge which is hung from cables is known as a bridge. (11.12-13)
(a) suspended (b) suspense (c) suspension (d) suspender
12 If the bridge were loaded with as many cars as it could , it would still ... (11. 14-15)
(a) sustain (b) endure (c) receive (d) take
81
Lesson 18 Electric currents in modern art IJJJ1~z71ttfl~~mt
~ IJsten to the tape then answer the question below.

m
PJT :if<: il-, ;.~ t§J $. YA-r
1"1 ~ o
How might some of the exhibits have been dangerous?
Modem sculpture rarely surprises us any more. The idea that modem
art can only be seen in museums is mistaken. Even people who
take no interest in art cannot have failed to notice examples of
modern sculpture on display in public places. Strange forms stand
5 in gardens, and outside buildings and shops. We have got quite
some people-including myself
used to them. Some so-called 'modem' pieces have been on display -were surprised
for nearly eighty years.
In spite of this, some people-including myself-were surprised by a recent exhibition of modem sculp-
ture. The first thing I saw when I entered the art gallery was a notice which said: 'Do not touch the exhibits.
1o Some of them are dangerous!' The objects on display were pieces of moving sculpture. Oddly shaped forms
that are suspended from the ceiling and move in response to a gust of wind are quite familiar to everybody.
These objects, however, were different. Lined up against the wall, there were long thin wires attached to
metal spheres. The spheres had been magnetized and attracted or repelled each other all the time. In the
centre of the hall, there were a number of tall structures which contained coloured lights. These lights
15 flickered continuously like traffic lights which have gone mad. Sparks were emitted from small black boxes
and red lamps flashed on and off angrily. It was rather like an exhibition of prehistoric electronic equipment.
These peculiar forms not only seemed designed to shock people emotionally, but to give them electric
shocks as well!
.
New words and expressions 1. i~ :fa 4<.i -ij-

current (title) /'kAr;~nt/ n. ft!Vit flicker (1.15) /'flrb/ v. IAJ~
sculpture (1.1) /'skAlptJ;}/ n. Jilll~ emit (1.15) /r'mrt/ V. n!{M
mistaken (1.2) /mr'steik;}n/ ad). fl.l'i-}Hn flash (1.16) /fla:J/ v. IAJ Jlt
gallery (1.9) /'grel;}ri/ n. ~#11r prehistoric (1.16) l,pri:hi'stonk/ ad). ~ lW 8~, ~
exhibit (1.9) /rg 'zrbrt/ n. M P"1, ~~U J'b t~?fff<J
oddly (1.10) /'odli/ adv. t!.!t£8"1 electronic (1.16) II,lek'tromkl ad). ~ -T 8"1
*
attach (1.12) /;)'ta:tf/ v. :14,
sphere (1.13) /sfr;}/ n. Jlj({;$:
peculiar (1.17) /pi'kju:li;}/ adj. ~ :JFB"J
shock (1.17) !Jokl v. 9- A~W:, !ll~~A
magnetize (1.13) /'mregmtaiz/ v. f.tWHt emotionally (1.17) IJ'm;)uJi1n;}li/ adv. ~·tg .l.
repel (1.13) /n 'pel/ v. :M I: .Ff:
Notes on the text i*;t ~i..ff-

The idea that ... is mistaken.
Jtt:\1. that 5I ~ 1¥.1 M:l5J ft:: idea ~ lllH:ll tH o
2 take no interest in ... , ft:: "X1· ·····:f.~~@" M o
82
Unit 1 Lesson 18
3 cannot have failed to notice, ~~T~ffiU!J o
"cannot+ have + i:iidtliiJ" *ffixff:i1~~1JH9rf'F~~"WfiEas:lt'WJ,il .o

4 move in response to a gust of wind, Jli!JX\.M.~ a
in response (to) f'F "@]~", "UiPJ))Iz", "ftlli&lli." }jj:. Jlt9.blj!:" (~Jit) Jli!JX\.1ffli9J" fl'~~J[!, o
5 be familiar to ... " )~ · ·· · · Yf ~{\ ?.f~" ~ ~ Jn;, o

6 Lined up against the wall, ~t!l;\M~7iJ li o
7 like traffic lights which have gone mad, 8,h':1~~~~jjitJ~H~JT -;f!f o
go mad if "itf.W:",
"it £E" iJf •
8 (zij;f'F off and on) ft "rtJTrtJT~~-*1!1.", ":fffli" i# o
on and off
*
9 These peculiar forms not only seemed designed ... , :l't tp seemed ~ i;!J ili.l, seemed designed ft ffl!=J were
designed Jlk ~ ff B':l o
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Summary writing 4~ ~ ~ 11
In not more than 80 words describe what the writer saw from the moment he entered the art gallery. Do not
l What did the writer see when he entered the art gallery?
2 Why did it forbid people to touch the exhibits? J
3 What did the exhibition consist of?
J
4 What did the writer see against the wall?
5 What did the spheres do? J
6 What did the tall structures in the centre of the hall contain?
7 What did the coloured lights do? J
8 What was emitted from black boxes?
9 Did red lamps go on and off or not? J
Vocabulary -i~ ~c.
Give another word or phrase to replace the following words as they are used in the passage: on display (1.4);
oddly (1.10); suspended (Lll); response (1.11 ); familiar (1.11); attached (1.12); flickered continuously (1.15).
83
Unit 1 Lesson 18
Composition fF i:.
In not more than 200 words describe an exhibition of modem paintings (real or imaginary). Use the ideas
given below. Do not write more than three paragraphs.
Title: An interesting exhibition.
Introduction: Work of many artists exhibited - greal public interest - you went to the art gallery.
Development: Description of some of the pictures on display - the picture you liked best - the strangest picture of
them all.
Conclusion: People's comments overheard your opinion of the paintings at the exhibition.
Letter writing .:f; 1t ~ fF

Write a letter of about 80 words to a friend accepting an invitation to go with him to an exhibition. Supply a
suitable Introduction and Conclusion. Use the following information to write the Purpose:
thank him for invitation -looking forward to meeting him again soon -particularly interested in the exhibition-
why -where you will meet your friend: time and place.
Key structures *- 4"Jt 6J ~

1riiJ (IKS 94) (~J\!.~ 2 M~ 94 i!lt~ll'BJ~l
Exercise €/f, SJ
Supply the missing words in the following sentences. Do not refer to the passage until you finish the exer-
cise.
Even people who take no interest _ _ _ _ art cannot have failed to notice examples of modern sculpture
_ _ _ _ display in public places.
2 We have got quite used them.
3 Oddly shaped forms that are suspended _ _ _ _ the ceiling and move _ _ _ _ response _ _ _ _ a gust
of wind are quite familiar everybody.
4 There were long thin wires attached metal spheres.
Special difficulties • A
Spelling ~# Jii
Note the spelling of the words in italics:
I' 11 pay the bill. He never pays his bills.
He owns a donkey. I own two donkeys.
You'll wake up the baby. Babies often cry.
Will he try again? He never tries very hard.
Exercise #f, SJ
Add -s or -ies to the following words. Make any other necessary changes:
lady, supply, valley, qualify, story, day, say, reply, marry, way, chimney, hurry, stay, enjoy, buy, body, bury, fry.
84
Unit 1 Lesson 18
Multiple choice questions~ 1Vi it#:~

Comprehension J.f.fq!f.
I Modem sculpture rarely surprises us any more because _ _ __
(a) even if not in museums, we see it in and around other public places
(b) despite people's lack of interest in art, it is put on display
(c) people not only display it in their houses but in their gardens also
(d) museums have been exhibiting it for nearly eighty years
2 What surprised the writer when he visited a recent exhibition of modem sculpture?
(a) The fact that people were forbidden to touch the exhibits.
(b) The oddly shaped forms that were suspended from the ceiling.
(c) The way in which electrical energy was used to produce mobile effects.
(d) The prehistoric electronic equipment used to activate the exhibits.
3 The pieces of sculpture on display at the exhibition were _ _ __
(a) noticed because they were dangerous
(b) either hung on wires or built into the middle of the hall
(c) flickering continuously with different coloured lights
(d) such that one could not pass them unnoticed though it seemed wiser to pass them untouched
Structure ~t .¥1
4 - 'modem' pieces _ _ _ _ on display nearly eighty years ago. (11.6-7)
(a) have been (b) are first (c) were first (d) had been
5 The first thing I saw to the art gallery ... (1.9)
(a) on my arrival (b) on entering (c) at the entrance (d) having arrived
6 The notice prohibited people the exhibits. (11.9-10)
(a) to touch (b) from touching (c) touching (d) not to touch
7 The spheres had been magnetized attracted or repelled each other ... (1.13)
(a) so that they (b) so they were (c) so as they had (d) in order that they
8 These peculiar forms to shock people emotionally and to ... (11.17 -18)
(a) both seemed designed (b) seemed both designed
(c) seemed both designed and (d) seemed designed both
Vocabulary iciJ ~r:.

9 forms that are suspended from the ceiling and move are ... (11.1 0-11)
(a) at one blow (b) all of a sudden (c) with a light touch (d) at the slightest breath
10 Small black boxes sparks ... (1.15)
(a) gave off (b) sent by (c) gave over (d) throw off
11 There were a number of tall structures _ _ _ _ in different colours. (1.14)
(a) enlightened (b) illuminated (c) alighted (d) burning
12 These peculiar forms not only seemed to shock people ... (11.17 -18)
(a) drawn (b) planned (c) intended (d) created
85
Lesson 19 A very dear cat -.R:!"s~~.DJJi
l§lj Listen to the tape then answer the question below.

"JT $ {-, -~ ra lW $ liA r f"J ~ o
Why was Rastus 'very dear' in more ways than one?
Kidnappers are rarely interested in animals, but they recently took

considerable interest in Mrs. Eleanor Ramsay's cat. Mrs. Eleanor
Ramsay, a very wealthy old lady, has shared a flat with her cat,
Rastus, for a great many years. Rastus leads an orderly life. He
s usually takes a short walk in the evenings and is always home by
seven o'clock. One evening, however, he failed to arrive. Mrs.
Rastus was in safe hands
Ramsay got very worried. She looked everywhere for him but could
not find him.
Three days after Rastus' disappearance, Mrs. Ramsay received an anonymous letter. The writer stated
10 that Rastus was in safe hands and would be returned immediately if Mrs. Ramsay paid a ransom of £1,000.
Mrs. Ramsay was instructed to place the money in a cardboard box and to leave it outside her door. At first,
she decided to go to the police, but fearing that she would never see Rastus again-the letter had made that
quite clear-she changed her mind. She withdrew £1,000 from her bank and followed the kidnapper's in-
structions. The next morning, the box had disappeared but Mrs. Ramsay was sure that the kidnapper would
15 keep his word. Sure enough, Rastus arrived punctually at seven o'clock that evening. He looked very well,
though he was rather thirsty, for he drank half a bottle of milk. The police were astounded when Mrs.
Ramsay told them what she had done. She explained that Rastus was very dear to her. Considering the
amount she paid, he was dear in more ways than one!
New words and expressions .1. 1~ :fp-:*.ii i{i-

dear (title) /dr;;d adj. *~89; :ij:JtE!9; tf,~E!(] ransom (1.10) /'rrensam/ n. ~ :11£
kidnapper (1.1) /'krdnrep::l/ n. ;}~~if, 1}H3~1f cardboard (1.11) /'ka:db;:,:d/ n. ~j!~fl:t!Z
considerable (1.2) lk::ln 'srdar::lb3l/ adj. *§
::k Et(] withdraw (1.13) /wro'dr::>:/ (withdrew /wilYdru:/,
wealthy (1.3) /'wel9r/ adj. 'IE!9, ff~B"J withdrawn/wio'dr::>:n/) v. (h\f!Hrl IW.fi
orderly (1.4) /'::>:d~li/ adj. 1f7;Ji!,fl!:E!{] punctually (1.15) l'pAl)ktJu::~li/ adv. ilEti.im
disappearance (1.9) /,drs;">'pr::lr::lns/ n. 9c~ astound (1.16) /;">'staund/ v. {tnzJ]j\
anonymous (1.9) /:l'non;">m:ls/ adj. ll:i'i f8
Notes on the text i*- j::_ ~i. oft

I share ... with ... , tF " .. ··51$, itffl·· .. " M,
2 he in safe hands, :(f PT ~U'-1 AJ3~ !'I! ,
3 she changed her mind, M!i&~ T
4 keep one's word, l!f:"!'iti§ o
5 sure enough, X~, *M o ·
86
Unit 1 Lesson 19
6 Considering ... he was dear in more ways than one !
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Summary writing qfii ~ 11

In not more than 80 words describe how Mrs. Ramsay's cat, Rastus, was returned to her. Do not include
anything that is not in the last paragraph.
1 When did Mrs. Ramsay receive an anonymous letter? J
2 How much money did the kidnapper demand for the return of the cat?
3 What would happen if she went to the police? J
4 Where did she have to put the money?
5 Where did she have to put the box? J
6 How much did she draw from the bank?
7 Did she act on the kidnapper's instructions or not? J
8 Had the money disappeared the following morning or not?
9 When did Rastus return to Mrs. Ramsay? J
Vocabulary iiiJ ~c
Give another word or phrase to replace the following words as they are used in the passage: rarely (1.1 );
considerable (1.2); wealthy (1.3); worried (1.7); stated (1.9); changed her mind (!.13); word (1.15).
Composition 1t 3::.
Describe how the kidnapper came to know that Mrs. Ramsay was so fond of her cat and how he stole it.
In a bar one night, Mr. X was talking to a workman who told him that ... The workman added that Mrs. Ram say ... Every
day, Mr. X stood outside ... As the cat ... that it had regular habits. He also found out as much as he could about Mrs.
Ramsay and learnt that ... One evening, as the cat was leaving the block of flats ... He took the cat to ... During the next
87
Unit 1 Lesson 19
three days, he walked past Mrs. Ramsay's flat on several occasions and noticed that ... Now that he was sure ... he wrote
... in which he... (98 words)
Letter writing .f; 1-t ~ .f'f

Write a letter of about 80 words to a fanner teacher telling him briefly what you have been doing since you
left school. Supply a suitable Introduction and Conclusion. Use the following information to write your
Purpose: further studies since leaving school- how you got your present job- whether you like it and why - what
you hope to do in the future.
Key structures ~ iJt 6J ~

Review of verb forms . .l. ::J-j;}]i~ (IKS 95) (~m~ 2 M~ 95 ~l
Exercise if. >J

Underline all the verbs in the passage and note how they have been used.
Special difficulties ~ ,.ti,
The comma. l.i! ~ fr-J Jfl *

Note how commas are used in the following sentences:
I After we had visited the market, we returned home.
2 Mr. Griffiths, the Prime Minister, said that his party would win the next election.
3 I bought pens, pencils and paper.
4 It was raining heavily and I was sure no one would be at the race course. There were, however, hundreds of people
there.
5 The small boat, which took eleven weeks to cross the Atlantic, arrived at Plymouth yesterday.
Exercise itf- >J

Insert commas where necessary in the following paragraph:
Before going home I went to the grocer's. Bill Smith the man who always serves me was very busy. This however did
not worry me. On the contrary it gave me the opportunity to look round for several things I wanted. By the time my turn
came I had already filled a basket with packets of biscuits cans of fruit bars of soap and two large bags of flour.
Multiple choice questions ~ .tJt ~tt~

Comprehension Jll.M-
Some kidnappers took considerable interest in Mrs. Ramsay's cat because _ _ __
(a) Mrs. Ramsay could and would pay a lot to get her only companion back
(b) Mrs. Ramsay clearly loved her cat to have kept him so long
(c) Rastus was an orderly cat and would be easy to look after if kidnapped
(d) Mrs. Ramsay missed her cat whenever he was not back home on time
88
Unit 1 Lesson 19
2 On what conditions did the kidnapper promise the safe return of Rastus?
(a) His name was not to be revealed and he wanted a ransom of £1,000.
(b) Mrs. Ramsay was not to inform the police and had to pay £1,000.
(c) Mrs. Ramsay had to leave her flat until the box with the money had gone.
(d) Mrs. Ramsay was to withdraw £1,000 from her bank and follow his instructions.
3 How was Rastus dear to Mrs. Ramsay in more ways than one?
(a) She was very fond of him and it had cost her a lot to get him back.
(b) Besides the high ransom paid on his behalf, he drank a lot of milk.
(c) He was so dear that she had not dared tell the police of the kidnapping.
(d) He was very valuable and she valued him greatly.
Structure ~t ~
4 Mrs. Eleanor Ramsay is a very wealthy lady who _ _ _ _ a flat with her cat Rastus, for a great many
years. (11.2-4)
(a) shares (b) has shared (c) shared (d) had shared
5 She searched for him but could not find him----. (ll.7-8)
(a) nowhere (b) somewhere (c) everywhere (d) anywhere
6 Her first reaction _ _ _ _ the police. (11.11-12)
(a) was to call (b) was calling
(c) she would call (d) being to call
7 But _ _ _ _ never seeing Rastus again, she changed her mind. (ll.l2-13)
(a) afraid (b) afraid of (c) for fear (d) afraid for
8 Considering---- money she paid, he was dear ... (11.17 -18)
(a) the great (b) how many (c) how much of (d) what a lot of
Vocabulary -i~ ~r::.

9 Rastus leads a _ _ _ _ life. (1.4)
(a) correct (b) measured (c) regular (d) disciplined
10 He usually goes in the evenings ... (ll.4-5)
(a) on a trek (b) for a stroll (c) for a trot (d) on foot
ll , Rastus arrived punctually ... (1.15)
(a) Certainly (b) Without a doubt (c) As expected (d) As a matter of fact
12 He appeared very , though ... (ll.l5-l6)
(a) healthy (b) satisfied (c) good-looking (d) sane
8Q
Lesson 20 Pioneer pilots ""1 rr Jii ~ ;t~
11@/ Listen to the tape then answer the question below.

flJf ~ ~, ~ Jf; 1§1 ~ v:A r fPJ Mf o
What was the name of the first plane to fly across the English
Channel?
In 1908 Lord N orthcliffe offered a prize of £1 ,000 to the first man

who would fly across the English Channel. Over a year passed before
the first attempt was made. On July 19th, 1909, in the early morning,
Hubert Latham took off from the French coast in his plane the
5 'Antoinette IV'. He had travelled only seven miles across the
the first person to greet him ...
Channel when his engine failed and he was forced to land on the
sea. The 'Antoinette' floated on the water until Latham was picked up by a ship.
Two days later, Louis Bleriot arrived near Calais with a plane called 'No. XI'. Bleriot had been making
planes since 1905 and this was his latest model. A week before, he had completed a successful overland
10 flight during which he covered twenty-six miles. Latham, however, did not give up easily. He, too, arrived
near Calais on the same day with a new 'Antoinette'. It looked as if there would be an exciting race across
the Channel. Both planes were going to take off on July 25th, but Latham failed to get up early enough. After
making a short test flight at 4.15 a.m., Bleriot set off half an hour later. His great flight lasted thirty-seven
minutes. When he landed near Dover, the first person to greet him was a local policeman. Latham made
15 another attempt a week later and got within half a mile of Dover, but he was unlucky again. His engine failed
and he landed on the sea for the second time.
New words and expressions ± iiiJ ;fp ~ff.. if

pioneer (title) /,pai:)'m;:l/ n. :lt~B: Calais (1.8) /'krelei! n. :110* (i£00ilrfll
lord (1.1) /b:d/ n. Xi (~00) Vth'*(t'J.tJ~fF; !JtiJ~ overland (1.9) /,;mvg'lrend/ adj. [li!j J: EJ{J
Notes on the text i*-3::. ~.i#"

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2 Over a year passed before the first attempt was made.

-~~~~z~.~~A*fiM-*~~0
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4 did not give up easily, /G~~f'F~ o
give up ~ "fiiJ.Jf' i.# o
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6 got within half a mile of Dover, ~lj T~~f9t/G~0-'*:91f!¥!1¥Jtt!1.1f,
QO
Unit 1 Lesson 20
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Summary writing 4Jii~ 16 11=

In not more than 80 words describe the attempts made by Bleriot and Latham to fly across the Channel from
the time when they both arrived at Calais. Do not include anything that is not in the last paragraph.
I On what date did Bleriot and Latham arrive at Calais? J
2 Did it look as if there would be a race or not?
3 When would it take place?
4 Why did Latham not take part in the race?
]
5 Did Bleriot make a short test flight before setting out or not?
6 How long did it take him to fly across the Channel? J
7 Who greeted him when he arrived at Dover? J
8 How near to Dover did Latham fly the following week?
9 Why did he have to land on the sea for the second time? J
Vocabulary ;:~~c.
Give another word or phrase to replace the following words as they are used in the passage: forced to land
(1.6); picked up (1.7); completed (1.9); covered (1.10); test (1.13); set off (1.13); failed (1.15).
Composition 11= ~
Imagine yourself in Bleriot's position. In not more than 200 words, write a first-person account of the flight
across the Channel. Use the ideas given below. Do not write more than three paragraphs.
Title: My flight across the Channel.
Introduction: Early morning- no sign of Latham- test flight- all well.
Development: Started off could no longer see ship following below suddenly alone worried about direction
- sea and sky - high winds - engine very hot - it began to rain - rain cooled engine - land ahead.
Conclusion: Flew in a circle looked for a place to land on field- two minutes later: policeman: bonjour!
Q1
Unit 1 Lesson 20
LeHer writing -t; 11: Ei 11=
Suppose that you are at this moment on board an aeroplane. Write a letter of about 80 words describing your
impressions. Supply a suitable Introduction and Conclusion. Use the following ideas to write the Purpose:
your feelings when the plane took off- how you feel now -height and speed- the view from the window - when
you will arrive at your destination.
Special difficulties ~ lt,
Review SO 1-1 7 !. 5J 1f; 1 ..f. 17 i~UfLP..
Exercises t;t. .5J

A Complete the following sentences:
1 What are you looking . (SDl) (~J;\l~ 1 ill
2 We have received fifty applications all. (SD2) (~J;\l~ 2 i.JI!:)
3 I happened to . (SD3) (~J;\l~ 3 i.ll!:l
4 It happened . (SD3) ( $ J.1!. ~ 3 il)
5 I suppose . (SD7) (~J;\l~ 7 tl!U
6 He is supposed . (SD7) (~ffi~ 7 i.ll!:l
7 I wish you . (SD12) (~J.\1~ 12 i.ll!:l
8 I'd rather he . (SD14) (~1,11~ 14 i.ll!:l
9 lfl can save enough money, . (SD15) (~J;\l~ 15 ill
10 You had better . (SD16) (~J;\l~ 16 i.ll!:l
11 Ifindhimto .(8017) (~!A!,~ 17 i.ll!:)
B Write sentences using the following words. (SD4) (~J.\1~ 4 i.JI!:)
explain/position/me; describe/film/aunt.
C Write these sentences again beginning each one with the words in italics: (SDS) (~J;\l~ 5 i.ll!:l
He has not only made this mistake before, but he will make it again.
2 I realized what was happening only then.
D Write the opposites of these words. (SD6) (~ill~ 6 i.ll!:l
polite; agree; legible; accurate; locked; regular.
Multiple choice questions ~ .tJi it .tt ~

Comprehension ~~
In Hubert Latham's first attempt to fly the English Channel _ _ __
(a) Lord Northcliffe offered a prize of £1,000
(b) his engine failed with only seven miles to go before reaching Dover
(c) his plane developed engine trouble only seven miles after take-off
(d) both Latham and his plane were rescued by a passing ship
Q2
Unit 1 Lesson 20
2 When Bleriot made his successful crossing _ _ __
(a) he was flying a plane he had made in 1905
(b) he had already flown overland the distance across the English Channel
(c) he set out for Dover half an hour before Latham did
(d) he was arrested as soon as he landed in England
3 Latham failed at his second attempt because _ _ __
(a) he did not get up early enough
(b) he had to make another forced landing
(c) he only got within half a mile of Dover
(d) his plane had not been repaired properly
Structure it~
4 The first man across the English Channel would receive Lord Northcliffe's prize. (11.1-2)
(a) who was going to fly (b) flying (c) to fly (d) having flown
5 The first attempt _ _ _ _ over a year later. (11.2-3)
(a) was not made till (b) was made in (c) was made after (d) was made until
'6 He, too, near Calais with a new 'Antoinette'. (11.1 0-11)
(a) just arrived (b) was just arriving (c) had just arrived (d) arrived just
7 It to be an exciting race across the Channel. (ll.ll-12)
(a) would promise (b) would have promised
(c) was promising (d) promised
8 Latham made another attempt a week later. _ _ _ _ he got within half a mile of Dover. (11.14-15)
(a) This time (b) That time (c) When (d) Then
Vocabulary -iaJ ~r:

9 He had travelled _ _ _ _ seven miles when ... (11.5-6)
(a) farther than (b) no longer than
•
(c) no further than (d) a space of
10 The 'Antoinette' _ _ _ _ until Latham was picked up ... (1.7)
(a) held water (b) was watertight stayed at sea
(c) (d) rode the waves
11 After making a short test flight, Bleriot set off at quarter _ _ _ _ five. (11.12-13)
(a) to (b) of (c) before (d) past
12 His flight lasted thirty-seven minutes. (11.13-14)
(a) immense (b) long (c) grand (d) remarkable
Q3
IF YOU CAN DO THIS TEST GO ON TO UNIT 2
Composition
a Describe the impressions of a man who returns to his home town after an absence of forty years.
Expand the following into a paragraph of about 150 words:
After an absence of forty years, the man returned to the town where ... Now, as the train drew into the
station, he remembered how, as a boy, he ... The station itself had not changed, but when ... he got a
shock. The old church which used to ... was now surrounded by ... He noticed with dismay that new
blocks of flats had ... After, he went to his old neighbourhood. He was pleased to find that ... Everything
was exactly ... Even the little shop where ... He smiled with pleasure when he saw that ... When ... , he
rapidly made his way to the house where ... (lOO words)
b In about 200 words, describe how soldiers searched for a prisoner of war who, after escaping
from his camp, had been hidden by a friendly villager. Do not write more than three paragraphs.
Use the ideas given below:
Soldiers coming- the prisoner hid on the roof- saw the soldiers arrive- they questioned the villager
the villager pretended not to understand the soldiers searched the house and fields . they got
a ladder - they climbed on to the roof- the prisoner climbed down a drain pipe - through an open
window - hid in a large wardrobe - the soldiers left.
Key structures
Verb forms.
a Supply the correct form of the verbs in parentheses:
Before (go) to bed, I set th!: alarm clock to ring at six in the morning because I wanted to get up early.
It (seem) to me that I no sooner (go) to sleep than the alarm (ring). It _ _ __
(he) exactly 6 o'clock. After (spend) another ten minutes in bed, I (get) up a n d - - - -
(dress). It (be) still dark when I (get) outside. There (be) no buses so J _ _ __
(hurry) to the station on foot. I _ _ _ _ (walk) for ten minutes when I - - - - (decide) to stop and have a
cup of tea at a cafe which just (open). You can imagine my surprise when I (discover) that
the time (be) only a quarter to six I The night before I (set) the alarm to ring an hour too
soon\
b Give the correct form of the verbs in parentheses:

During the past hundred years, many wonderful cave paintings (discover). Early artists _ _ __
(use) simple materials and (draw) on rocks. One of the first discoveries (make) in 1879 in
Altamira* A young girl (walk) in a cave when she (stop) to light a candle. As soon as she
- - - - ( d o ) so, she (see) strange animals on the walls. Since then, a great many more paintings
----(find). In one picture, some deer (hunt) by men. The men (shoot) arrows at
them and the deer (run) away. Today, we (try) to understand these pictures. Nobody
_ _ _ _ (think) that they are childish. From them we (learn) a great deal about early man.
* Altamira l PJ :iJ\l:~Pittil.~-1- ~ W'Jii"JJ\:, flS!Jt~J:l1PHlHt9*3~:fQ,IIJ~1Jjffj'i=~ o 'f:{if:'f W.IJ.I3f~tl~Mt(J ~t.!i :t!LU. W
t~ 32 0~1z.t 0
Q4
Pre-Unit Test 2
c Give the correct form of the verbs in parentheses:

When the great new dam has been built it _ _ _ _ (supply) power for a third of the country's requirements. The
dam (take) ten years to build and the course of the river (change). At present, twenty
thousand workers (employ) and by the time the dam (complete), it (cost)
millions of pounds. As many people have had to leave their homes, the government (build) new vil-
!ages for them. The great dam (improve) living standards. In future, farmers---- (produce)
more than half the country's needs; new factories (build) and the whole country (have) an
adequate supply of electricity.
d Give the correct form of the verbs in parentheses. Supply speech marks and arrange the conver-
sation into paragraphs:
After the crash, two angry drivers got out of their cars .... you always (sleep) when y o u - - - -
(drive)'? (ask) the first driver sarcastically. You (be) on the wrong side of the road .... you
----(mean) to tell me, (shout) the second driver, that you not (notice) that this road
_ _ _ _ (repair)? Of course I (drive) on the wrong side of the road when you (hit) me.
The other side (be) full of holes .... you not (see) the traffic sign? Listen, (say)
the first driver, ... you ever (drive) a car before? I - - - - (drive) a car for twenty years. There
- - - - ( b e ) good driving schools for people like you. There they (teach) you lots of things how
to drive a car for instance. Now you really _ _ _ _ (tell) me something, _ _ _ _ (answer) the second man
angrily. I happen to be a driving instructor.
e Suppose you were writing a newspaper report of the above conversation. Complete the follow-
ing:
After the crash, two angry drivers got out of their cars. The first driver asked sarcastically whether the other man
always when he He on the wrong side of the road. Shouting angrily, the second
driver asked the first one whether He - - - - on the wrong side of the road when the first man
- - - - him because the other side full of holes. He asked him if he The first driver
then asked whether He said that he There he added, good driving schools for
people like the other driver. There they you Jots of things-how to drive a car for instance. Grateful for
this information, the second man angrily informed the first one that he _ _ _ _ to be a driving instructor.
f If
Complete the following sentences:
I If you might have been knocked down by a car.
2 If she will let you know.
3 If you were in my position, what _ _ __
g Other verbs.
Write sentences to bring out the difference in meaning between the following pairs:
I mustn 't and needn't
2 had to and should have
3 have to and should
4 must be and must eat
QS
Pre-Unit Test 2
5 could and was able to
6 could and managed to
h Complete the following:

On _ _ _ _ he smiled with pleasure.
2 I am not looking forward to _ _ __
3 Instead of you should see a doctor.
4 Don't you think this room needs _ _ __
5 You should avoid----
A and The.
Supply a(n) or the where necessary in the following paragraph:
_ _ _ _ editors of newspapers and _ _ _ _ magazines often go to extremes to provide their readers with
_ _ _ _ unimportant facts and statistics. Last year journalist had been instructed by
_ _ _ _ well-known magazine to write article on president's palace in new
African republic. When article arrived, editor read first sentence and then
refused to publish it article began ' hundreds of steps lead to high
wall which surrounds---- president's palace.' _ _ _ _ editor at once sent _ _ _ _ journalist
_ _ _ _ telegram instructing him to find out _ _ _ _ exact number of _ _ _ _ steps and _ _ __
height of wall.
j Supply the missing words in the following sentences:

_ _ _ _ 5 o'clock, a man a small green car stopped---- 24 Burton Road. He got _ _ __
and walked the front door of the house. He knocked the door and waited. A few minutes
later, the door opened and he went - - - - the house.
2 I got tired sitting the stuffy bar, so I decided to go outside and stand _ _ _ _ deck. Just
as I was going _ _ _ _ the bar, a tall man came up _ _ _ _ me. It was Tony Adams, an old friend whom I
had not seen _ _ _ _ my student days. I was surprised to meet him _ _ _ _ all these years.
3 A tall lady black gloves a long cigarette holder one hand and a bag - - - -
the other went a small, expensive shop a London arcade. She stayed the shop
_ _ _ _ hours and bought a large number of things. The assistant kept looking his watch. It was a
quarter to six and the shop should have shut 5 o'clock, but he did not dare to ask her to leave.
4 Many people do not approve blood sports.
5 He was found guilty murder and condemned death.
6 Has it ever occurred _ _ _ _ you that those twins are quite different---- each other in many ways?
7 I consulted my lawyer the matter and I shall act his advice.
8 It is impossible to prevent them quarrelling each other.
9 He is responding treatment and will soon be cured his illness.
10 I tried to reason him, but he was very rude me.
11 He might be good his job but you can't rely him.
12 I am thinking looking a new job.
Pre-Unit Test 2
Special difficulties
Complete the following making a sentence out of each:
If he happens _ _ __
2 It happens that _ _ __
3 Not only _ _ __
4 Never _ _ __
5 Seldom----
6 Suppose he _ _ __
7 I suppose you _ _ __
8 She is supposed----
9 They were supposed _ _ __
I 0 Whatever _ _ __
11 You can come whenever----
12 Whenever
13 I now wish
14 I wish yesterday.
15 I wish soon.
16 I was delighted
17 We are proud
18 I would sooner
19 He would rather not
20 I would rather she
21 You had better
22 I find it
23 No one considers him to
Q7
Unit 2
Unit 2
In Unit 2 you will be given very little help to construct sentences in the various extended exercises you will
be doing. Comprehension has been introduced as a separate exercise and is not directly related to summary
writing.
Before you begin each exercise, study these instructions carefully. Read them each time you begin a new
piece. They are very important.
How to work - Summary writing

Unit 2 contains twenty passages. You will be required to write a summary of a part of each passage. Previ-
ously you were helped to find the important points. Here you must find them entirely by yourself. You will
have to make a list of points and a rough draft before you write the final version of your summary.
l Read the passage carefully two or three times. Make sure you understand it.
2 Read the instructions which will tell you where your summary will begin and end and exactly what you
will have to do. On the passage mark the places where you have to begin and end.
3 Taking great care to carry out the instructions, write a list of points in note form. These notes must be
brief Do not include any unnecessary information.
4 When joining your points, you may refer to the passage if necessary, but try to use your own words as far
as possible. Your answer should be in one paragraph.
5 First connect your points to write a rough draft of the summary. Do not count the number of words until
you have finished the rough draft.
6 In the rough draft, it is likely that you will go well over the word limit. Correct your draft carefully,
bringing the number of words down to the set limit. Remember that words like 'the', 'a' etc. count as
single words. Words which are joined by a hyphen also count as single words. You may write fewer than
80 words, but you must never write more.
7 Write a fair copy of your summary stating at the end the exact number of words you have used.
8 Neatly cross out your points and rough draft.
Example
Work through this example carefully and then try to do the exercises in Unit 2 in the same way.
Christmas
As Christmas approaches, excitement mounts to a pitch. There are presents to be bought, cards to be sent,
and rooms to be decorated. Parents are faced with the difficult task of concealing presents from inquisitive
young children. If the gifts are large, this is sometimes a real problem. On Christmas Eve, young children
find the excitement almost unbearable. They are torn between the desire to go to bed early so that Santa
5 Claus will bring their presents quickly, and the desire to stay up late in case they miss any of the fun. The
desire for presents usually proves stronger. But though children go to bed early, they often lie awake for a
101
Unit 2 Instructions
long time, hoping to catch a glimpse of Father Christmas.
Last Christmas, my wife and I successfully managed to conceal a few large presents in the storeroom. I
was dreading the moment when my son, Jimmy, would ask me where that new bicycle had come from, but
1o fortunately he did not see it.
On Christmas Eve, it took the children hours to get to sleep. It must have been nearly midnight when my
wife and I crept into their room and began filling stockings and pillow cases as quietly as we could. After
this was done, I wheeled in the bicycle I had bought for Jimmy and left it beside the Christmas tree. We
knew we would not get much sleep that night, for the children were sure to wake up early. At about five
15 o'clock next morning, we were woken by loud sounds coming from the children's room. The children were
blowing toy trumpets, banging tin drums and shouting excitedly. Before I had time to stagger out of bed,
young Jimmy came sailing into the room on his brand-new bicycle, and his younger sister, Elizabeth, fol-
lowed close behind pushing her new pram. Even the baby arrived. He crawled into the room dragging a large
balloon behind him. All of a sudden it burst. That woke us up completely. We jumped out of bed and began
20 to play with the children. The day had really begun with a bang!
Summary writing
In not more than 70 words, describe what happened from the moment the writer and his wife crept into the
children's room to the time when they began to play with the children. Use your own words as far as
possible. Do not include anything that is not in the last paragraph.
A possible answer
Points (What happened)
1 Christmas Eve- crept children's room.
2 Filled stockings, pillow cases.
3 Writer brought in bicycle.
4 Left it beside Christmas tree.
5 Early next morning woken by children.
6 Jimmy rode- parents' room.
7 Sister followed - pram.
8 Baby crawled- balloon.
9 It burst.
10 Parents - out of bed.
11 Played with children.
Rough draft (Joining the Points)

After creeping into the children's room on Christmas Eve, the writer and his wife filled stockings and pillow
cases with presents. Then the writer wheeled in a bicycle which he left beside the Christmas tree. At about
five o'clock next morning they were woken by loud sounds coming from the children's room. Suddenly,
Jimmy rode into his parents' bedroom on his new bicycle. His sister followed him pushing her new pram.
Last of all came the baby holding a large balloon. When it burst, the writer and his wife jumped out of bed
and began to play with the children. (lOO words)
102
Unit 2 Instructions
Fair copy (Corrected draft)
After creeping into the children's room on Christmas Eve, the writer and his wife not only filled stockings
and pillow cases with presents, but left a bicycle beside the Christmas tree. The children woke them up very
early next morning. Jimmy rode into his parents' bedroom on his new bicycle, followed by his sister and the
baby. When the balloon the baby was holding suddenly burst, the writer and his wife got up and began to
play with the children. (80 words)
Comprehension
These questions are designed to find out if you have understood the passage.
I After you have read a question, find the answer in the passage.
2 Write a short answer in one complete sentence to each question. Normally, part of the question must be included in
your answer.
3 Use your own words as far as possible.
4 Work neatly. Number each question carefully.
Example
Study this example carefully before attempting the comprehension exercises in Unit 2.
Comprehension
Give short answers to these questions in your own words as far as possible. Use one complete sentence for
each answer.
Why are children tom between two desires on Christmas Eve?
2 Why do children often lie awake on Christmas Eve?
3 Where did the writer and his wife conceal the large presents they had bought?
Possible answers
a Children are tom between two desires on Christmas Eve because they want to go to bed early to get their presents
from Santa Claus, but they also want to stay up late to see the fun.
b Children often lie awake on Christmas Eve because they hope to see Father Christmas.
c The writer and his wife hid the large presents they had bought in the storeroom.
Vocabulary
You will again be asked to explain words and phrases. Here it will not be necessary to replace a word or
phrase with one of your own. You must simply explain each word or phrase as it has been used in the
passage.
Example
Study the example below to find out how this is done.
Vocabulary
Explain the meanings of the following words and phrases as they are used in the passage: mounts (I. I); task
(1.2); concealing presents (1.2); inquisitive (1.2); catch a glimpse of (1.7); dreading (1.9); fortunately (I. 10).
103
Unit 2 Instructions
A possible answer
mounts: rises.
task: job.
concealing presents: hiding gifts.
inquisitive: curious.
catch a glimpse of: see briefly.
dreading: afraid of.
fortunately: luckily.
Composition
As in the previous Unit, Composition exercises are based on ideas suggested by each passage. You will be
given two types of exercise:
1 You will be provided with notes which you will be asked to expand into a plan. Your plan must contain:
a title; an introduction; a development; and a conclusion. When you have made out your plan, write a
composition of three or four paragraphs in about 250 words.
2 You will be provided with a plan which contains: a title; an introduction; a development; and a conclu-
sion. You will write a composition of three or four paragraphs iri about 250 words based on each plan.
You are quite free to add ideas of your own or to ignore ideas that are to be found in the plan.
Examples
Here are examples of the two types of composition exercise you will be given:
1 In not more than 250 words, write an imaginary account of how the family described in the passage spent
Christmas Day.
Expand the ideas given below into a plan and provide a suitable title. Your composition should be in four
paragraphs.
Ideas: Early morning - played with children breakfast exchanged presents church home again
dinner prepared- guests arrived- excitement- more presents- dinner- Christmas party- fun and games
afternoon sat by tire everybody exhausted but happy.
2 In not more than 250 words, write an imaginary account of how the family described in the passage spent
Christmas Day.
Use the ideas given below. Do not write more than four paragraphs.
Title: Christmas Day.
Introduction: Early morning- played with children breakfast- exchanged presents church.
Development: Home again- dinner prepared guests arrived excitement- more presents dinner
Christmas party - fun and games.
Conclusion: Afternoon sat by fire everybody exhausted but happy.
Letter writing
Follow the instructions given under each passage.
104
Unit 2 Instructions

When you finish the Letter writing exercise go on to the language exercises that follow. In this Unit you
will be given the opportunity to revise many of the Key structures and Special difficulties you learnt in
Practice and Progress. You should refer to Practice and Progress if you have forgotten anything. The work
you do in grammar is based on material contained in the passages. Refer to the passages frequently. They
will help you to understand the grammar and to do the exercises.

This is a form of comprehension test in which you are asked to choose the correct answer from a number of
suggested answers. This exercise tests your ability to understand the meaning of the passage you have read
and also to recognize grammatical and lexical errors in English.
105
Lesson 21 Daniel Mendoza JS.I- JE ~ · l'l ~ ifF
[§] Listen to the tape then answer the question below. \

PJT ~ -t ..~ ~ TE7 ~ YA -r IPJ ,ta o
How many unsuccessful attempts did Mendoza make before
becoming Champion of all England?
Boxing matches were very popular in England two hundred years

ago. In those days, boxers fought with bare fists for prize money.
Because of this, they were known as 'prizefighters'. However,
boxing was very crude, for there were no rules and a prizefighter
5 could be seriously injured or even killed during a match.
The two men quarrelled bitterly
One of the most colourful figures in boxing history was Daniel
Mendoza, who was born in 1764. The use of gloves was not introduced until 1860, when the Marquis of
Queens berry drew up the first set of rules. Though he was technically a prizefighter, Mendoza did much to
change crude prizefighting into a sport, for he brought science to the game. In his day, Mendoza enjoyed
10 tremendous popularity. He was adored by rich and poor alike.
Mendoza rose to fame swiftly after a boxing match when he was only fourteen years old. This attracted
the attention of Richard Humphries who was then the most eminent boxer in England. He offered to train
Mendoza and his young pupil was quick to learn. In fact, Mendoza soon became so successful that Humphries
turned against him. The two men quarrelled bitterly and it was clear that the argument could only be settled
15 by a fight. A match was held at Stilton, where both men fought for an hour. The public bet a great deal of
money on Mendoza, but he was defeated. Mendoza met Humphries in the ring on a later occasion and he lost
for a second time. It was not until his third match in 1790 that he finally beat Humphries and became
Champion of England. Meanwhile, he founded a highly successful Academy and even Lord Byron became
one of his pupils. He earned enormous sums of money and was paid as much as £100 for a single appear-
20 ance. Despite this, he was so extravagant that he was always in debt. After he was defeated by a boxer called
Gentleman Jackson, he was quickly forgotten. He was sent to prison for failing to pay his debts and died in
poverty in 1836.
New words and expressions 1.. iiiJ :fl:r1'Ji i%

boxing (1.1) /'boksiiJ/ n. ¥:m adore (1.10) /'J'd:J:/ v. *#,~at
boxer (1.2) /'boks'J/ n. ¥:m¥ alike (1.10) /;)'laikl adv. -tf.:!IP.
bare (1.2) /be>J/ ad}. !1Mla<J fame (1.11) /fexm/ n. ~
prizefighter (1.3) /'praizfait>J/ n. J{Rjt¥;i:tf¥ (:it m eminent (1.12) /'emm;)nt/ adj. ~ ~ a<J, ~ tf:l ~
) bitterly (1.14) /'bxt;;,li/ adv. [JJ~.lt!!.
crude (1.4) /kru:d/ adj. *ll!I!Ta<J bet (1.15) /bet/ (bet, bet; betted, betted) V. 1J~
marquis (1.7) /'mo:kwis/ n.1~~ academy (1.18) /;)'kred;)mi/ n. ~\fr. '¥:.f1
technically (1.8) /'tekmklil adv. F#S-:ffUf.H!~:~:X.lt!!. extravagant (1.20) IIk'strrev;)g;;,nt/ adj. m1ltS"l, ~{t
science (1.9) /'sar;}ns/ n. flj.~ El(]
popularity (1.10) /,popju'lrenti/ n. ~ poverty (1.22) /'povati/ n. :Pt!JTI
106
Unit 2 Lesson 21
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Comprehension J.!.Wf.
each answer.
I Why were boxers known as 'prizefighters' two hundred years ago?
2 Why was boxing very crude in those days?
3 What was Mendoza's chief contribution to boxing?
107
Unit 2 Lesson 21
Vocabulary -i.iJ ~r:.
Explain the meanings of the following words and phrases as they are used in the passage: bare (1.2); injured
(1.5); drew up (1.8); crude (1.9); enjoyed tremendous popularity (I1.9-10); adored (l.lO); alike (1.10).
Summary writing 41ii ~ Jt; 11

In not more than 80 words write a brief account of Mendoza's career from the time he quarrelled with
Humphries. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
Composition 1'F ~
In not more than 250 words, write an imaginary account of the first fight between Mendoza and Humphries.
Expand the ideas given below into a plan and provide a suitable title. Your composition should be in four
paragraphs.
Ideas: The quarrel- Mendoza and Humphries: bets from supporters- atmosphere just before the fight- the fight
itself- Mendoza's defeat- effect on him and his supporters.
Letter writing .fl 1t 11

On a full page, show the exact position of each of the following:
The address and date: the beginning of the letter; the Introduction; the Purpose; the Conclusion; the letter-ending; the
signature; the postscript. Supply all necessary full stops and commas.
Key structures and Special difficulties ¥-. 4Jt 6J ~ ;;fp ~ ,<!?.
Exercises ifl:, 5J
1 Boxing matches were very popular in England two hundred years ago. (11.1-2) Write two sentences using the words
ago and before. (IKS 38) ($m~ 2 M~ 38l.ll!:~fJt1i)lli! b)
2 ... a prizefighter could be seriously injured (I1.4-5). Write two sentences using could and was able to. (IKS 43c) (#;
m~ 2 M~ 43 iJI!.)'(tJt11Jlli! d
3 The use of gloves was not introduced unti/1860. (1.7) Write a sentence using the construction not ... until. (IKS 9d)
(#:m~ 2 M~ 9 iJI!.)'(tf11Jlli! d)
4 He was adored by rich and poor alike. (I. I 0) Note the use of by in this sentence. Write two sentences using by in the
same way. (IKS34) (#;J;i!.~ 2 fifr~ 34 ill!.¥:fJt1:iJIJ\!)
5 Mendoza rose to fame. (1.11) Write two sentences illustrating the use of rose and raised. (lSD Sla) (~ J.l!.~ 2 Jlft
~ 51 il:~ft~ a)
6 ... his young pupil was quick to learn. (1.13) Write two sentences using the following: pleased to and sorry ro. (lSD
13) ($m~ 13 ill! ~ft~J
7 it was clear. (1.14) Write three sentences bringing out the different meanings of the word clear. Write a sentence
using the word clean. (lSD Slc) ($m~ 2 Jlft~ 81 i.!,ijj;#,, c )
8 He was sent to prison for failing to pay his debts. (1.21) Note the form of the verb fail here. Write sentences using
a verb after each of the following: afraid of; without; apologize for; congratulate on. (IKS 20) (#:m~ 2 Jlft~ 20
ill!.¥:tl!1iJIJ\!)
108
Unit 2 Lesson 21
Multiple choice questions ~ ~ :it.tt:Jfa

Comprehension .i.!.M-
1 Richard Humphries offered to train Mendoza because _ _ __
(a) he wanted to learn the techniques that Mendoza had introduced to boxing
(b) for one so young, Mendoza had displayed an unusual grasp of the game
(c) he had attended the boxing match which led to Mendoza's early fame
(d) he was anxious to establish himself as a superior boxer to Mendoza
2 At the match between Humphries and Mendoza at Stilton _ _ __
(a) Mendoza lost a great deal of money to the public
(b) after an hour's fighting Humphries became champion of England
(c) Mendoza lost twice to Humphries
(d) the argument between the two men was settled in favour of Humphries
3 Apart from the money he earned at matches, Mendoza _ _ __
(a) earned a lot from the Academy which he founded after becoming Champion
(b) earned so much money that he became a rich man
(c) greatly supplemented his income by teaching the art of boxing
(d) was given enormous sums by Lord Byron
Structure ~t ~
4 In those days, _ _ _ _ 'prizefighters' because they fought with bare fists for prize money. (11.2-3)
(a) they called boxers (b) boxers called
(c) boxers being called (d) they were called boxers
5 A prizefighter could suffer a serious injury or _ _ _ _ during a ... (11.4-5)
(a) even be killed (b) be even killed (c) even killed (d) was even killed
6 Mendoza boxing into a sport. (11.8-9)
(a) was much changed by (b) did a great deal to change
(c) changed a great deal of (d) much changed
7 He was so extravagant that he _ _ _ _ people money. (1.20)
(a) always owed to (b) always owed (c) owed always (d) was always owing to
Vocabulary i~ ~r:.
8 One of the most in boxing history was ... (11.6-7)
(a) vivid personalities (b) famous people (c) painted images (d) imaginative characters
9 - after a boxing match at the young age of fourteen. (1.11)
(a) marvellously (b) singly (c) exceptionally (d) unequally
10 Mendoza's to fame was noted by Richard Humphries. (ll.ll-12)
(a) rise (b) rose (c) raise (d) claim
11 Humphries soon became Mendoza's success. (11.13-14)
(a) jealous of (b) disinterested in (c) revolted by (d) changed by
12 Mendoza finally Humphries and became Champion of England. (11.17 -18)
(a) conquered (b) gained (c) won (d) beat
10Q
Lesson 22 By heart ~1.2 ~i.ft.l
IMJ Listen to the tape then answer the question below.

-r
"lh'k -t , ~,f;; ta' mJ-if. ~:J. fPJ ~ o
Which actor read the letter in the end, the aristocrat or the
gaoler?
Some plays are so successful that they run for years on end. In
many ways, this is unfortunate for the poor actors who are required
to go on repeating the same lines night after night. One would expect
them to know their parts by heart and never have cause to falter.
5 Yet this is not always the case.
' The light is indeed dim, sire'
A famous actor in a highly successful play was once cast in the
role of an aristocrat who had been imprisoned in the Bastille for twenty years. In the last act, a gaoler would
always come on to the stage with a letter which he would hand to the prisoner. Even though the noble was
expected to read the letter at each performance, he always insisted that it should be written out in full.
1o One night, the gaoler decided to play a joke on his colleague to find out if, after so many performances,
he had managed to learn the contents of the letter by heart. The curtain went up on the final act of the play
and revealed the aristocrat sitting alone behind bars in his dark cell. Just then, the gaoler appeared with the
precious letter in his hands. He entered the cell and presented the letter to the aristocrat. But the copy he
gave him had not been written out in full as usual. It was simply a blank sheet of paper. The gaoler looked on
15 eagerly, anxious to see if his fellow actor had at last learnt his lines. The noble stared at the blank sheet of
paper for a few seconds. Then, squinting his eyes, he said: 'The light is dim. Read the letter to me.' And he
promptly handed the sheet of paper to the gaoler. Finding that he could not remember a word of the letter
either, the gaoler replied: 'The light is indeed dim, sire. I must get my glasses.' With this, he hurried off the
stage. Much to the aristocrat's amusement, the gaoler returned a few moments later with a pair of glasses
20 and the usual copy of the letter which he proceeded to read to the prisoner.
New words and expressions 1.. iaJ :tP :iiii ~

run (l.l) /o.n/ (ran /rren/, run) v. ( x:J(:@U, t:t!JJ~) gaoler (1.7) /'d3eii;::J/ n. ~~*, lf'<T
Ji i~, Ji f!9t colleague (1.1 0) /'koli:g/ n.
lines (1.3) !lamz/ n. (J.ii~::<$:'P~ ). fri.Pl curtain (1.11) /'k3:tnl n. (nfr ~) ;m;;tr.l
part (1.4) /po:t/ n. Jiili] ~ ~ ftfr~, fr ill] reveal (1.12) /n'vi:V v. ftMt.!i
falter (1.4) /fo:lt;::J/ v. ~ ~, Mf E. i5t cell (1.13) /se V n. !'fiA~m, ~-"}
cast (1.6) /ko:st/ (cast, cast) v. :!2l;t* ······15}~ffl ~ blank (1.14) /blreiJkl adj. ~ B ~
role (I. 7) /r;::Jul/ n. ffl '@. squint (l.l6) /skwmt/ v. "*lf ( H!R) Htli
aristocrat (1. 7) /' renst;::Jkrret/ n. -Vt li% dim (1.16) /drm/ adj. \,}~
imprison (1.7) IIm'prrzanl v. *W sire (1.18) /sar;::J/ n. ( ~ JtH!) ll*r
Bastille (1.7) /bres'ti:V n. E.±~~ proceed (1.20) /pr;::J'si:d/ v. ~~nHr
110
Unit 2 Lesson 22
Notes on the text ijfL:Z ~i.~

I on end, :ii~:::fiiYT~ o
2 in many ways, tftlf-~:Jjjjf o
3 go on repeating, ~~:1:~ o go on 1JOI..:EJll.f:E5fi'ii).;li!: "~~T'' ~~-\!:, o
4 Yet this is not always the case. ~ffii'l'i!&Jt~H-t.l~dmJlt o
5 in the role of ... , fE ~ ...... fifl f5!. o

6 Bastille, E::. ± Ji'l;;~ o
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ffii should X~'ilfilJj;J.~~,
8 play a joke on ... , ...... lfm~ a
9 sire ~t11-\::1~AX100.£~-f:jl~~,$, .:EJli.{£1XJtl'f~5c$,ftl,ISij* o
I0 Much to the aristocrat's amusement, {i1!}Jt~~jlj 1F-'/ltilJ ~~ ::&! ...... •

much 13itliJIJ, Jlt~f~tfli;ltf§~Jl-iJllffl.t! to the aristocrat's amusement, much to+ sb.'s sth. ::fi!-1-'ilf %S'cJ:tf\
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q, ii!~ff'.f!t~-r~j,tf~ o " tSI.%, ~$ o ~¥1UJ1l ~C. 'f~f~iSI.:
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Comprehension J.Y£ M
each answer.
l Why are actors in successful plays in many ways unfortunate?
2 In which act of the play was the aristocrat given a letter to read?
3 Why did the gaoler decide to play a joke on the aristocrat?

Explain the meanings of the following words and phrases as they are used in the passage: run (I. I); on end
(I. I); are required (1.2); repeating (1.3); falter (1.4); role (1.7); hand (1.8); in full (1.9).
111
Unit 2 Lesson 22
Summary writing .:tili ~ ~ 11=
In not more than 80 words describe what happened after the curtain went up on the final act of the play. Use
your own words as far as possible. Do not include anything that is not in the last paragraph.
Composition 11= ;t
Write a composition of about 250 words using the ideas given below. Do not write more than four para-
graphs.
Title: Six short weeks.
Introduction: A new play called 'The world tomorrow' to be shown. Highly advertised public interest- cast of
famous actors.
Development: First night play not well received supposed to be funny nobody laughed- people walked
out - bad reviews.
Conclusion: The play ran for six weeks - last performance small audience - actors struggled through - the
audience found the last line of the play very funny: 'Our six short weeks have hastened to their end.' Even the actors
laughed.
Letter writing .:f; 1t ~ 11=

Write five sentences which could be used to begin a letter and five sentences which could be used to end one.
Key structures and Special difficulties =*. 4t. tiJ ~ ;:fl::r 'fi ,??,
Exercises ~- SJ
I Some plays are so successful that they run for years on end. (1.1) Write three sentences illustrating the use of so ...
that; such ... that; and such a ... that. (lSD 35) (~m~ 2 flit~ 35 ll~1t<!';i,)
2 In the last act, a gaoler would always come on to the stage. (11.7-8) Which verb could be used in place of would
here? Write two sentences illustrating the use of would and used to. (IKS 55b) (~m~ 2 M~ 55 tl7Hl1fJru' b)
3 The noble was expected to read the letter at each performance. He always insisted that it should be written out in
full. (11.8-9) Join these two sentences, then compare your answer with the sentence in the passage. (IKS 49) (~m
~ 2 flit~ 49 il:¥df1fJruJ)
4 He always insisted that it should be written out in full. (1.9) Write sentences using the following: He suggested that
... He insisted that ... He demanded that ... (IKS 63) (~m~ 2 M~ 63 il*if1r)ruJ)
5 He had managed to learn the contents of the letter by heart. (1.11) Write two sentences showing how managed to
canbeusedastheoppositeofcouldnot. (IKS67c) (~m~ 2 flit~ 67-ll*if1Dru'~:l-3 c)
6 He entered the cell. He presented the letter to the aristocrat. (1.1 3) Join these two sentences, then compare your
answer with the sentence in the passage. (IKS 25) ( ~ .W..~ 2 flit~ 25 i.li!*if1rJru')
7 The noble stared at the blank sheet of paper. (11.15-16) Write sentences using the verbs throw at and point at. (IKS
33e) (~ill~ 2 M~ 33 i**if'I'IJ'!fil1 e)
8 I must get my glasses. ( 1.18) Which verb can we use in place of must here? (IKS 17a) (~ill~ 2 flff~ 17 i**if
1r)'!fil1 a)
Multiple choice questions ~ ~ ~#-!/!

112
-------------------·····················~
Unit 2 Lesson 22
Comprehension J.!~
1 Which of the following proverbs suits the gist of the story best?
(a) He laughs best, who laughs last.
(b) Speech is silver, but silence is golden.
(c) Look before you leap.
(d) Don't count your chickens before they are hatched.
2 The play in which the two actors took part - - - -
(a) had had a highly successful run of twenty years
(b) was about the plight of a nobleman
(c) ended with the imprisonment of the aristocrat
(d) had been performed so often that audiences were bored by it
3 (a) he improvised the words which he had forgotten
(b) the gaoler was eagerly waiting to take the aristocrat's part
(c) he pretended that the light was not good enough for him to read by
(d) he asked the gaoler to fetch him some glasses
Structure ~t :#J
4 A gaoler would come on stage with a letter _ _ _ _ to the prisoner. (11.7-8)
(a) to be delivering (b) and delivered (c) to deliver (d) delivered
5 He always insisted in full. (1.9)
(a) on its being written out (b) on writing it out
(c) to have it written out (d) that it would have to be written out
6 - to find out if he _ _ _ _ the contents of the letter by heart. (11.1 0-11)
(a) had known (b) was knowing (c) knew (d) know
7 But he gave _ _ _ _ which had not been written out in full. (11.13-14)
(a) the copy to him (b) a copy him (c) him a copy (d) him the copy
8 remember a word of the letter, so he replied ... (11.17 -18)
(a) But neither could the gaoler (b) Nor the gaoler could
(c) Also the gaoler could not (d) Either the gaoler could not
Vocabulary i.il X
9 The gaoler decided to _ _ _ _ his colleague. (1.1 0)
(a) have a joke with (b) play the fool with (c) make fun of (d) play a trick on
10 He wanted to see if his fellow actor had _ _ _ _ learnt his lines. (11.1 0-11)
(a) lastly (b) in the end (c) conclusively (d) finally
11 Then, about him, he said, ... (l.l6)
(a) searching (b) peering (c) blinking (d) staring
12 Agreeing that the light was dim, the gaoler _ _ _ _ he would get his glasses. (1.18)
(a) spoke (b) informed (c) said (d) rejoined
113
Lesson 23 One man's meat is another man's poison ~:fip!f~
1§11 Usten to the tape then answer the question below.

v!f ~ -t ' r
M. !ii IEJ ~ ItA I'P) M 0
What was it about snails that made the writer collect them for
his friend on that day in particular?
People become quite illogical when they try to decide what can be
eaten and what cannot be eaten. If you lived in the Mediterranean,
for instance, you would consider octopus a great delicacy. You
would not be able to understand why some people find it repulsive.
5 On the other hand, your stomach would turn at the idea of frying . .. would consider octopus a
great delicacy
potatoes in animal fat-the normally accepted practice in many
northern countries. The sad truth is that most of us have been brought up to eat certain foods and we stick to
them all our lives.
No creature has received more praise and abuse than the common garden snail. Cooked in wine, snails
10 are a great luxury in various parts of the world. There are countless people who, ever since their early years,
have learned to associate snails with food. My friend, Robert, lives in a country where snails are despised.
As his flat is in a large town, he has no garden of his own. For years he has been asking me to collect snails
from my garden and take them to him. The idea never appealed to me very much, but one day, after a heavy
shower, I happened to be walking in my garden when I noticed a huge number of snails taking a stroll on
15 some of my prize plants. Acting on a sudden impulse, I collected several dozen, put them in a paper bag, and
took them to Robert. Robert was delighted to see me and equally pleased with my little gift. I left the bag in
the hall and Robert and I went into the living room where we talked for a couple of hours. I had forgotten all
about the snails when Robert suddenly said that I must stay to dinner. Snails would, of course, be the main
dish. I did not fancy the idea and I reluctantly followed Robert out of the room. To our dismay, we saw that
20 there were snails everywhere: they had escaped from the paper bag and had taken complete possession of
the hall! I have never been able to look at a snail since then.
New words and expressions 1.. iilJ ;ft7 4<3.. 1-l-

poison (title) /'p':>rz;m/ n. snail (1.9) /snerl/ n. !M\4
illogical (1.1) II'lod3Ik.:Jl/ adj. ~ifj!~B"J, JC~?!B"J luxury (1.10) l'lAkJ.:Jri/ n. ~fj; r:1"b, ~&'IT
octopus (1.3) /' okt;;lp~s/ n. ~18 associate (1.11) ;~·s~uJiert/ v.!l*f~iiJ
delicacy (1.3) /'dehk~si/ n. ~'*• 11~· despise (1.11) /dr'sparz/ v. lili5:tffi
repulsive (1.4) /n'pAlsrv/ adj. ~ A&®l¥1, ~ ,Aj:_£Jt8{] appeal (1.13) /;;l'pi:l! v. i] I~~3&
stomach (1.5) /'stAm~k! n. ~ shower (1.14) I'Jau~/ n. fl!f:ffi
turn (1.5) /t3:nl v. ~iU~·L', U ~ stroll (1.14) /str~ul/ n. 7~Ht, fti~
fry (1.5) /frar/ V. rliJ Yf: impulse (1.15) /'rmpAis/ n. i$iifl
fat (1.6) /fret/ n. (iif]~, ;j:j[~) rli! dozen (1.15) f'dAZ.:Jnf n. 12 1-, fT
abuse (1.9) /~'bju:z/ n. &'¥~, ~.'11; fancy (1.19) /'frensi/ v. %~,%~X
114
Unit 2 Lesson 23
Notes on the text i* :t ~i. ~

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2 would turn at the idea of. .. , turn Jlt~ft "~{/', "ft:PS:" fll!f. "at theidea of ... :*: "~J.iiJ······" B<J;f,,\l;L
3 to be brought up, iff'ff, .JXJl::, stick to 1f "I)Hif" B<J;t,~, o
4 Cooked in wine, snails ... , ffln'!i~iftlB<J~tf···· ···, ~J~d:1L-?t~ft~i:g., ~jf-~{lj: o
5 I happened to be walking in the garden. 'fl(>!i!lfl']{E:ftlm!I~$ a happen J§OO:!JU/GIE;J:\;~~ "li!lfl5{~ ...... "
6 take (v'f;ft have) possession of, , "1J!jf.f" B<J]f,,[l, o
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Comprehension J£M
each answer.
1 In what part of the world is octopus considered a great delicacy?
2 Why do we stick to certain foods all our lives?
3 Why did the writer's friend find it difficult to obtain snails?
Vocabulary ~1 ~c.
Explain the meanings of the following words and phrases as they are used in the passage: illogical (l.l );
instance (1.3); repulsive (1.4); stick (1.7); various (1.!0); associate (1.11); appealed to (l.I3).
Summary writing .tl'ii ~ ~ 11

In not more than 80 words describe what happened from the moment the writer collected snails from his
garden. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
115
Unit 2 Lesson 23
Composition 11 ~
In not more than 250 words write a continuation of the passage. Expand the ideas given below into a plan
and provide a suitable title. Your composition should be in three or four paragraphs.
Ideas: Snails - walls, ceiling - coat pockets -effort to collect them- ladders, etc. -marks everywhere - Robert
amused - cooked the snails - a meal for one.
Letter writing .:f; 1t ~ 11

In not more than 100 words write a letter of three paragraphs inviting a friend to spend a weekend with your
family at your home in the country.
Key structures and Special difficulties =*.it 6J "!. ~ ~ ,-/¥,
Exercises !~. >J
1 People become quite illogical when .... (1.1) Write two sentences illustrating the use of the words quite and quiet.
(lSD 53b) (~Ji!.~ 2 :lilt~ 53 i.!~L~1t#. b)
2 If you lived in the Mediterranean, you would consider octopus a great delicacy. (11.2-3) Write this sentence again
beginning 'If you had lived ... ' (IKS 64b) (~Ji!.~ 2 fJil- 64 il¥::il!1lJ~ b)
3 the nonnally accepted practice. (1.6) Write two sentences using the words practice and practise. (lSD 69a) ( ~ Ji!.
~ 2 ffl~ 69 ilx1t#. a)
4 The sad truth is that most of us .... (l. 7) Write two sentences using most and the most. (IKS 54d) ( ~ J,l!.~ 2 f]IJ-~
54 il*a!!1lJ~ d)
5 There are countless people who, ever since their earliest years .... (11.1 0-11) Write three sentences using the words
since.jorandago. (IKS29) (~ffi~ 2 ffl~ 29 il:!kil!{iJ~)
6 As his flat is in a large town .... (1.12) What does as mean in this sentence? Write three sentences illustrating the
other meaning of as. (lSD 17a) (~Ji!.~ 2 ffl~ 17 ilxft~ a)
7 For years he has been asking me to collect snails. (11.12-13) Write two sentences using has been asking and has
asked.(IKS52) (~!\!.~ 2 f]IJ-~ 52 il:!kii!'oJ~)
8 I happened to be walking in my garden. (1.14) Write sentences using the following: he happens, it happened that,
happened. (SD 3a) (~Ji!.~ 3 il~.#. a)
Multiple choice questions $ J:91 :1!-it:Jl!

Comprehension JJ?.fojlf.
In a country where snails are eaten, you would expect _ _ __
(a) to find a great many snails in people's gardens
(b) to find that people cooked them in wine
(c) snails to be so popular that they are a luxury only the rich can afford
(d) people to be amazed by anyone who refused to eat them
2 The idea of collecting snails never appealed to the writer very much until _ _ __
(a) the sight of the snails made him think of Robert
(b) a heavy shower of rain led him to look for them in his garden
116
Unit 2 Lesson 23
(c) a sudden impulse made him decide to visit the country where Robert lived
(d) he felt obliged to remove them from his prize plants
3 When the writer arrived at Robert's flat _ _ __
(a) Robert welcomed him warmly because of the snails he had brought
(b) Robert immediately invited him to dinner in order to eat the snails
(c) he forgot about giving Robert the snails until two hours later
(d) he gave Robert the snails, little thinking Robert would propose a dinner with snails as the main dish
Structure ~t :#:1
4 People are quite illogical when deciding what ... (11.1-2)
(a) it comes to (b) they come to (c) they come (d) coming to
5 Most of us have been brought up to eat certain kinds . (1. 7)
(a) food (b) of food (c) of the foods (d) foods
6 No creature abused more often than ... (1.9)
(a) is being praised and (b) is praised nor
(c) has been praised or (d) has been praised and
7 Having left the bag in the hall, _ _ _ _ into the living room. (11.16-17)
(a) I accompanied Robert (b) Robert took me
(c) we went (d) I and Robert went
8 We saw the snails _ _ _ _ from the paper bag ... (ll.19-20)
(a) escaping (b) escape (c) had escaped (d) to escape
Vocabulary ~ ~c
9 On the other hand, you would _ _ _ _ at the idea ... (ll.5-6)
(a) be sick (b) sick (c) sicken (d) feel sick
10 Snails would, of course, be the main _ _ _ _ . (11.18-19)
(a) meal (b) food (c) plate (d) course
11 - I went into the living room where we talked for . (1.17)
(a) round the clock (b) two hours or so (c) a second hour (d) some hours
12 There are people, who ... (11.10-11)
(a) numerable (b) numerous (c) numerical (d) numbered
117
Lesson 24 A skeleton in the cupboard "~R"
lt@JI Listen to the tape then answer the question below.

"if ~ -t. M; f€i lP1 $ )lA -r 1"'1 fla c
Who was Sebastian?
We often read in novels how a seemingly respectable person or

family has some terrible secret which has been concealed from
strangers for years. The English language possesses a vivid saying
to describe this sort of situation. The terrible secret is called 'a
5 skeleton in the cupboard'. At some dramatic moment in the story,
the terrible secret becomes known and a reputation is ruined. The
... some terrible secret
reader's hair stands on end when he reads in the final pages of the
novel that the heroine, a dear old lady who had always been so kind to everybody, had, in her youth, poisoned
every one of her five husbands.
10 It is all very well for such things to occur in fiction. To varying degrees, we all have secrets which we do
not want even our closest friends to learn, but few of us have skeletons in the cupboard. The only person I
know who has a skeleton in the cupboard is George Carlton, and he is very proud of the fact. George studied
medicine in his youth. Instead of becoming a doctor, however, he became a successful writer of detective
stories. I once spent an uncomfortable weekend which I shall never forget at his house. George showed me
15 to the guestroom which, he said, was rarely used. He told me to unpack my things and then come down to
dinner. After I had stacked my shirts and underclothes in two empty drawers, I decided to hang one of the
two suits I had brought with me in the cupboard. I opened the cupboard door and then stood in front of
it petrified. A skeleton was dangling before my eyes. The sudden movement of the door made it sway
slightly and it gave me the impression that it was about to leap out at me. Dropping my suit, I dashed
20 downstairs to tell George. This was worse than 'a terrible secret'; this was a real skeleton! But George was
unsympathetic. 'Oh, that,' he said with a smile as if he were talking about an old friend. 'That's Sebastian.
You forget that I was a medical student once upon a time.'
New words and expressions 1. ~ :;fp 4iit i%

skeleton (title) /'skehtan/ n. f#dl guestroom (1.15) /'gest-rum/ n. (;~M tp 1¥1) *~
seemingly (l.l) /'si:mrl]li/ adv. *00.1Jt!!. 1.1m
respectable (1.1) /n'spekt~baU adj.{;$:001¥1, ~~.W.i¥1 unpack 0.15) !An'prek/ vt. ( M.l§ q,) !&tb
conceal (1.2) fk;:m'si:l/ v. ~--, ~~ stack (1.16) /strek/ v. (~:tF:I't!!.l t{tl.iJ:, 14~1iJ:
vivid (1.3) /'vrvrd/ adj. 1'.l;f) i¥J underclothes (1.16) I'And;'lkl;moz/ n. r*1 :&
dramatic (1.5) /dr~'mretrk/ adj. ~ Ai~h9Ji¥J, 1DA'L' drawer (1.16) /drJ:/ n. Ml!t!!:
5U{] petrify (1.18) /'petnfar/ v. {9:! {jjUf1;;
ruin (1.6) /'ru:rn/ v. 1.1)!:.1:1> dangle (1.18) /'drel]gal/ v. ~fi
heroine (1.8) l'her;;Jurn/ n. :fl:.:EA.0 sway (1.18) /swer/ v. :J:if;l'l
fiction (1.10) /'frkJan/ n. 1]\i.l?, unsympathetic (1.21) IAn,simp~·eetJk/ adj. ::f~[E]·11f
varying (1.10) /'ve;'lriil]/ ad). ::f IE1 a"J akJ, Jt: t9J .:r ~ i¥1
medicine (1.13) l'medrsan/ n. ~ '#- medical (1.22) l'medrkal/ adj. ~ '#-1¥1
118
Unit 2 Lesson 24
Notes on the text i! X. )i. ~

I A skeleton in the cupboard, l[if);) "t§"f'l!tifl", Jlt* · ·ffiti./l-, fF "~Jl" fW. •
2 conceal sth, from sb. fF "X>f=lftA.~IJjljj)ltlJ" fW. o
3 The reader's hair stands on end, *:'jlf~~U'tfftl![M"
4 to varying degrees, f:E::fii'IJ:f!iij(J:'"
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6 the impression that it was about to leap out ... ,

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Comprehension J.!.Nf.
each answer.
I Explain the saying 'a skeleton in the cupboard'.
2 What was the terrible secret of the dear old lady who had always been so kind to everybody?
3 What does George Carlton do for a living?

Explain the meanings of the following words and phrases as they are used in the passage: seemingly (1.1);
concealed (1.2); vivid saying (1.3); reputation (1.6); ruined (1.6); fiction (1. \0); to varying degrees (1.10).
Summary writing ~~ ~ ~ 11=
In not more than 80 words describe the writer's experiences from the moment he was shown to the guestroom.
Use your own words as far as possible. Do not include anything that is not in the last paragraph.
11Q
Unit 2 Lesson 24
Composition 11 i:
In not more than 250 words write a continuation of the above passage in the first person. Use the ideas given
below. Do not write more than four paragraphs.
Title: A Week-end with Sebastian.
Introduction: George Carlton refused to remove skeleton- nowhere to put it.
Development: How I spent the night- very uncomfortable took Sebastian out of the cupboard- walked around the
house with him looking for somewhere to put him - maid just going to bed- saw Sebastian walking around
screamed Carlton appeared the scene.
Conclusion: Two years later I read about myself and Sebastian in one of Carlton's detective stories.
Letter writing .:f; 1-t ~ 11=

In not more than 100 words write a letter of three paragraphs to your family doctor (who is also a personal
friend) telling him that you have not been feeling well lately and asking him if you could make an
appointment.
Key structures and Special difficulties *1Jt 6J -11 ~~A
Exercises ~. >J
We often read in novels ... . (1.1) Note the position of often here. Write similar sentences using the words frequently,
rarely, always and never. (IKS 2b) (~m~ 2 :111t~ 2 il:X:Jl1l:J~~)j b)
2 we do not want even our closest friends to learn. (11.1 0-11) Note this pattern. Write two sentences in the same way
using the verbs teach and allow. (lSD lla) (~m~ 2 flit~ 11 i*~ft~ al
3 few of us have skeletons in the cupboard. (1.11) Write sentences illustrating the difference between: few and a few;
little and a little. (IKS 32b) (~m~ 2 :111t~ 32 i.lft~l!1l]~ b)
4 he is very proud of the fact. (1.12) Which words normally follow these words: aware, ready, patient, afraid,fortu-
nate, curious, dependent, different, skilful,familiar and close. (IKS 70) (~m~ 2 l!ff~ 70 illt1Hl1iJ ~)
5 The sudden movement of the door made it sway. (1.18) Note this use of make. Write two sentences using make and
let. (IKS 57) (~m~ 2 l!ff~ 57 il~ft~l
6 'Oh, that,' he said .... (1.21) Note this use of speech marks. (lSD 26) (~m~ 2 illt~ 26 il~ft~) Write this
piece of conversation again using speech marks:
You must see Arsenic and Old Lace again Tom said. It's a wonderful film. No thank you I answered. I don't think
I could stand it. I saw it years ago said Tom. I shall never forget those dear old ladies. And I shall never forget that
dreadful moment when Boris Karloff suddenly appeared at the window I said. I nearly jumped out of my seat.
Multiple choice questions § 19i ~tt~

Comprehension J£;'4lf-
In what respect does fact differ from fiction concerning the secrets that people keep to themselves?
(a) They are rarely so terrible as to ruin our reputations if revealed.
(b) People's closest friends do not even suspect them of having them.
(c) People who have 'skeletons in the cupboard' are rarely found out.
(d) People who have skeletons in their cupboards are very proud of the fact.
120
Unit 2 Lesson 24
2 Before opening the cupboard door, the writer had _ _ __
(a) unpacked and gone down for dinner
(b) changed into some new clothes
(c) put his shirts and his underwear in a couple of drawers
(d) hung one of the two suits he had brought with him
3 What was the most frightening thing about the writer's experience?
(a) The sight of a skeleton hanging in the cupboard.
(b) The sudden movement of the door when he opened the cupboard.
(c) To discover that it was the skeleton of an old friend of George's.
(d) To have found a real skeleton rather than finding out a terrible secret.
Structure ~t :fiJ
4 We often read in novels of a seemingly respectable person or family _ _ _ _ some terrible secret ...
(ll.l-2)
(a) having (b) has (c) whom has (d) that they have
5 The only person I have ever known _ _ _ _ a skeleton in the cupboard ... (11.11-12)
(a) he had (b) of having (c) that he has (d) to have
6 - George Carlton, and it is he is very proud of. (l.l2)
(a) the fact (b) something (c) that which (d) what
7 No sooner had I opened the cupboard door I stood ... (ll .. 17 -18)
~~ w~ ~~ ~~
8 ' that I was a medical student once upon a time?' (1.22)
(a) Why don't you remember (b) Have you forgotten
(c) Do you forget (d) Have you not remembered
Vocabulary iaJ ~c
9 The English language a vivid saying to ... (11.3-4)
(a) owes (b) contains (c) holds (d) has
10 -the guestroom, which, he said, was ____ used. (1.15)
(a) little (b) a little (c) uncommonly (d) preciously
11 He told me to unpack my and then.:. (ll.l5-l6)
(a) items (b) objects (c) trunks (d) belongings
12 - gave me the impression that it leaping out at me. (1.19)
(a) was on the point of (b) was concerned with (c) was thinking of (d) was almost
121
Lesson 25 The Cutty Sark "-F $if 5i " Jf5-lj!Jt ~{}
lr§ll Listen to the tape then answer the question below.

"Jf ~it, .~ J6" w.7 -if. v:A r
i'P) ~ a
What piece of bad luck prevented the Cutty Sark from
winning the race?
One of the most famous sailing ships of the nineteenth century, the
Cutty Sark, can still be seen at Greenwich. She stands on dry land
and is visited by thousands of people each year. She serves as an
impressive reminder of the great ships of the past. Before they were
5 replaced by steamships, sailing vessels like the Cutty Sark were
A temporary rudder was made
used to carry tea from China and wool from Australia. The Cutty
Sark was one of the fastest sailing ships that has ever been built. The only other ship to match her was the
Thermopylae. Both these ships set out from Shanghai on June 18th, 1872 on an exciting race to England.
This race, which went on for exactly four months, was the last of its kind. It marked the end of the great
1o tradition of ships with sails and the beginning of a new era.
The first of the two ships to reach Java after the race had begun was the Thermopylae, but on the Indian
Ocean, the Cutty Sark took the lead. It seemed certain that she would be the first ship home, but during the
race she had a lot of bad luck. In August, she was struck by a very heavy storm during which her rudder was
torn away. The Cutty Sark rolled from side to side and it became impossible to steer her. A temporary
15 rudder was made on board from spare planks and it was fitted with great difficulty. This greatly reduced the
speed of the ship, for there was a danger that if she travelled too quickly, this rudder would be torn away as
well. Because of this, the Cutty Sark lost her lead. After crossing the Equator, the captain called in at a port
to have a new rudder fitted, but by now the Thermopylae was over five hundred miles ahead. Though the
new rudder was fitted at tremendous speed, it was impossible for the Cutty Sark to win. She arrived in
20 England a week after the Thermopylae. Even this was remarkable, considering that she had had so many
delays. There is no doubt that if she had not lost her rudder she would have won the race easily.
New words and expressions .i. iiiJ ;fp 4<i. ~

impressi-ve (1.4) /rm'presrv/ adj. tfr A1~H~Ijfp~fn steer (l.l4) /str;:~/ v. 'J~1J[ii]
steamship (1.5) /'sti:m.Jrp/ n. 1i({i~~!m temporary (1.14) /'temp<Jr;:~ri/ ad}. II{Qll't!Y~
vessel (1.5) /'ves<Jl/ n. ~~{\", ::k*mi plank (l.l5) /plre!Jkl n. ::k:f:::R*t&
era (1.10) /'r:u;>/ n. lM"M, ll't1-t fit (1.15) /frt/ v. ~~
Java (1.11) /'d3o:v;:~/ n. Jl\P,i ( fp I~ lE l!!i :ill/..-.%) Equator (1.17) /r'kwert;:~/ n. ?ff:@:
rudder (1.13) I' r Ad;>/ n. f.re delay (1.21) /di'ler/ n. ltti~
roll (1.14). /r;:~ul/ v.1@'ii{it, m~
Notes on the text i~L:t ~.i~t
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122
Unit 2 Lesson 25
2 both these ships, ;ill: Mfil!M AA '
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4 take the lead, ®!Jt: "

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Comprehension J£.~
each answer.
1 Where can the Cutty Sark be seen?
2 What sort of cargo did ships like the Cutty Sark carry?
3 How long did the race between the Cutty Sark and the Thermopy/ae last?
Vocabulary iJJ )C.

Explain the meanings of the following words and phrases as they are used in the passage: reminder (1.4 );
match (1.7); era (1.10); struck (1.13); steer (1.14); temporary (1.14); on board (Ll5).
Summary writing 4~~ ~ 11
In not more than 80 words write an account of the race between the Cutty Sark and the Thermopylae after
they set out from Shanghai. Use your own words as far as possible. Do not include anything that is not in the
last paragraph.
123
Unit 2 Lesson 25
Composition fF 5:
In not more than 250 words write a composition entitled 'Ships of the past'. Expand the ideas given below
into a plan.
Ideas: Ancient ships- oars- galley slaves -Viking ships- Eric the Red- early sailing ships - Columbus-
galleons the Spanish Armada- warships- Nelson the coming of steam- the Great Eastern.
Letter writing .:# 1t E; fF

Imagine you are at present travelling on a ship. Write a letter in three paragraphs of about lOO words to your
parents describing your journey so far.
Key structures and Special difficulties :k ~G) ~ :ft:r ~ :?t,
Exercises i;t, SJ
1 vessels like the Cutty Sark were used to carry tea. (ll.5-6) Write three sentences using the following: I use. I am
used to , I used to. (lSD SSa) ( ~ J\!. ~ 2 f!Jf~ 55 illt~ft~ a)
2 The Cutty Sark was one of the fastest sailing ships. (11.6-7) Write sentences using the wordsfast and faster than.
(IKS 8) (~ill~ 2 f!Jf~ 8 1l!!.*ll"i1J~)
3 these ships set out from Shanghai. (1.8) Write two sentences using the verbs set off and set up. (lSD 12b) (*ill~
2 f!Jf~ 12 xtB. b)
4 This race ... was the last of its kind. (1.9) Write two sentences using its and it's. (lSD 20b) .(~ J\!.~ 2 Jllt~ 20 it
Xi,~ b)
S she had a lot of bad luck. (1.13) Write sentences using a lot of, a great many and a great deal of (IKS 56b) ($ill
~ 2 Jllt~ 56 i**li1D~ b)
6 A temporary rudder was made on board. (11.14-15) Which of the following words are preceded by on (lSD 80) ( ~
m~=Jllt~ 80 llxt£,~) and which by in ( ~ 2 i*xtt.o :fire, ink, common, tears,foot, purpose, love, a hurry.
7 if she travelled too quickly. (1.16) Write two sentences showing the difference between very and too. (lSD 29c)
(~m~ 2 !lit~ 29 'ltxt,~ cl
8 The captain called in at a port to have a new rudder fitted. (11.17-1 8) Note this use of have. (IKS 66) (~ J,\1.~ 2 )lit
~ 66 i**li1D~) Write these sentences again using have with the verbs in italics:
He is building a house.
She had cleaned his suit.
9 it was impossible for the Cutty Sark to win. (1.19) Write two sentences using the verbs win and beat. (lSD Slc) (~
m~ 2 Jllt~ 51 '\txt,~ cl
Multiple choice questions ~ ;Ji i! tt Mi

Comprehension J.!.Nf-
1 The fame of the Cutty Sark rests mainly upon _ _ __
(a) the number of tourists who come to visit her annually
(b) her likeness to other great sailing ships of the past
(c) her being one of the last and one of the fastest of a line of great sailing ships
(d) her victory in the race against the Thermopylae
124
Unit 2 Lesson 25
2 The race which took place between the Cutty Sark and the Thermopylae was----
(a) a landmark in the history of shipping
(b) held to celebrate the invention of the steamship
(c) held especially for sailing ships on the route from Shanghai to London
(d) unusually slow because the Cutty Sark lost her rudder en route
3 During the race, the most remarkable feat of the Cutty Sark was _ _ __
(a) although last to reach Java, to take the lead on the Indian Ocean
(b) the fact that she managed to sail into port without a rudder
(c) the speed at which she was sailing while having a new rudder fitted
(d) the speed at which she made up the gap between her and the Thermopylae
Structure ~t ~
4 The Cutty Sark _ _ _ _ at Greenwich. (ll.l-2)
(a) is still possible to see (b) is able still to be seen
(c) may still be seen (d) is still possibly seen
5 Before ____ , vessels like the Cutty Sark were used ... (11.4-6)
(a) steamships replaced sail (b) the steamship replaced the sailing ship
(c) steamships replaced sailing (d) the steam replaced the sail
6 It seemed certain that she _ _ _ _ the first ship home. (l.l2)
(a) would go to be (b) would be going to be
(c) went (d) was going to be
7 The Thermopylae arrived in England only a weak before . (ll.19-20)
(a) she did (b) she was (c) herself (d) she had arrived
8 her rudder, there is no doubt she would have won ... (1.21)
(a) That if she had not lost (b) Not having lost
(c) Were she not to lose (d) Had she not lost
Vocabulary i~ ~r.::.
9 on dry land and _ _ _ _ thousands of visitors each year. (11.2-3)
(a) appeals to (b) attracts (c) catches (d) pulls
10 On June 18th, 1872 both these ships an exciting race from Shanghai to England. (1.8)
(a) set out on (b) departed for (c) entered (d) went for
11 On the Indian Ocean, the Cutty Sark went the lead. (ll.l1-12)
(a) into (b) on (c) for (d) after
12 Even this was remarkable, the numerous delays. (11.20-21)
(a) in respect of (b) according to (c) in view of (d) accounting
125
Lesson 26 Wanted: a large biscuit tin fiE~7ctJFfifl
jl@j Listen to the tape then answer the question below.

~'Jf ~ -t. i~ fti IE7 $- rA T
:'"'1 Mi o
Who won the prize for the biggest biscuit?
No one can avoid being influenced by advertisements. Much as we

may pride ourselves on our good taste, we are no longer free to
choose the things we want, for advertising exerts a subtle influence
on us. In their efforts to persuade us to buy this or that product,
5 advertisers have made a close study of human nature and have
classified all our little weaknesses.
a biscuit on a wheelbarrow
Advertisers discovered years ago that all of us love to get
something for nothing. An advertisement which begins with the magic word FREE can rarely go wrong.
These days, advertisers not only offer free samples, but free cars, free houses, and free trips round the world
10 as welL They devise hundreds of competitions which will enable us to win huge sums of money. Radio and
television have made it possible for advertisers to capture the attention of millions of people in this way.
During a radio programme, a company of biscuit manufacturers once asked listeners to bake biscuits and
send them to their factory. They offered to pay $10 a pound for the biggest biscuit baked by a listener. The
response to this competition was tremendous. Befor~ long, biscuits of all shapes and sizes began arriving at
15 the factory. One lady brought in a biscuit on a wheelbarrow. It weighed nearly 500 pounds. A little later, a
man came along with a biscuit which occupied the whole boot of his car. All the biscuits that were sent were
carefully weighed. The largest was 713 pounds. It seemed certain that this would win the prize. But just
before the competition closed, a lorry arrived at the factory with a truly colossal biscuit which weighed
2,400 pounds. It had been baked by a college student who had used over I ,000 pounds of flour, 800 pounds
20 of sugar, 200 pounds of fat, and 400 pounds of various other ingredients. It was so heavy that a crane had to
be used to remove it from the lorry. The manufacturers had to pay more money than they had anticipated,
for they bought the biscuit from the student for $24,000.
New words and expressions 1. iiiJ :f!2 4<Jt i.fr

influence (1.1) f'mflu;:~ns/ V. ~ U(uj devise (1.10) /dr'varz/ v. 1'>!:1t, ~&ttl:l
pride (1.2) /prard/ v. .wf~ capture (1.11) /'kreptJ;:~/ v. P):t '5 I, A:1~
taste (1.2) /terst/ n. ~Jjt h manufacturer (1.12) /,mrenju'frektJar::l/ n. 1:1'-' 1*,
exert (1.3) !Ig 'z3:t/ v. niJm 1Miili: ffii
subtle (1.3)/'sAtl/ adj. ~t,dn~~. XltJ.tH~At wheelbarrow (l.l5) /'wi:l,brer::lu/ n. J!il.$t¥ftt$
n
advertiser (1.5) /'redv::ltarz;:~/ n. fij:) At A boot (1.16) /bu:t/ n. U~$~$8"1) h'$f§
classify (1.6) /'klresrfail v. 5}~ ingredient (1.20) /m'gri:di;:~nt/ n. Wc;¥4
magic (1.8) /'mred31kl adj. 1r~ ldifl' fflB"l crane (1.20) /krem/ n. ~:!t;f'Jl
sample (1.9) /'sa:mpal/ n. Hrl'h anticipate (1.21) /ren'trsrpe1t/ v. fill~, filj;j:.;j.
126
Unit 2 Lesson 26
Notes on the text i* ;t i i #

I No one can avoid being influenced by advertisements.
~;{ ;fj A frti Jli1 !t'. :'it r~ 1i tf.J Jll} UrPJ ,
avoid -ii!Jl'liH:i:i9J;gii!JfF~ifr, being influenced J.j1;)9,):giftj-j\JX:.J:\~~~i;!Jff;.:r\'
2 Much as we may pride ourselves ... , %1'ff~{f]PJPJ § · .... , !.il~:ftff]PJU 1g ..... rm~ilj fd~"
.13.~-1'11:$-tl\illMt:J, .i!filll much as PJU~¥:t:ilt "m?.~fR ...... ··
3 get something for nothing, ft'.~f;:J.l'IJ o
4 go wrong, t±l t±l

5 the response to this competition, X't.J3.-~~B~/7..UiaJ ,
~ff AfrtiJ!i!ft'.:t! 1ftf.J~U!PJ , !~ ~:ft1ilPJ k1 § i2 ~~ ~~ iJ ~nfOJflJH#., f_B_ ft{I'J E2 ~ JCild.'R ,j 0 f.iili.iiH'0

B
B C. JiJTJWi fr'J*W T , ~ £ IZ5l :'h! i!f1fl~fn ~ ..t Olii1Jn ~ -fltt1tf~~fU~ Ji!;u!PJ , fMt! i!fff.J A. tr: f; rm ~fJ i5t :ftf1LJ.; f .13.
fltt~H~e~~H~~.B~ff~~m~TA~$ft.*reA~~ti*HT*~'
iMt! i!fff.J .A 11l$1f.IWffJt~lJl!~11J:k *'lf~J:~!t'.~1UiJ*1fll , fL~ ffl "*.~" ~ 1-tt¥ -0 Fi9iliJ)f::k tf.J !' i!f1& Y
4.';LJ;c~ff.J , §l ~. iMt! 1i~ A::f{lZ tfl':itt!t'.~i'¥ &'it, ffi1 £U.ft"ldtt~Jt7~'t, *.~ft m, ~-t'!: IN] 1ft11J: W , ftMi 1nt it~
U sitff.J5[~. ft~<Pff .AiiJJH~E!.~~~ o , ft!.tW. fiJ!fMt! i!ftf.J A PT Uf!:l.i3.#1'~~,& '3 IhlR"JJ A8<.Ji.i!: JJ ,
1f-iJ\., ;(£ Ft1 ti 11 at tf.J ~ §l m, -1' "F ?' tJH· tf.J 'l~ Pl i~ Off :iJ:: Fl C. ·1;!!: ffitl tJf T .iZi 3i1HJP. {I J R''.l TT- ;t , ftl!. fi I!:r;!: U
1-i.H* 1o ~7Ctr.J ffr*~T E!l n.JT :JJ:::J;!:f;i!liJ a~:l!l7cff.JtJ+-T ~rxft~1fo!f:JJ:: <P g1~ T.&JU~?.~~s<.J &: uflil , ~; 7'- Jt5-'l* ~
0
, :jclj\::f- B~tJf-TMI~.iZil'IJT , -{j'z31; ± ffl 1'-:tl:ifill.*--1-t.Jt.::P, 500 ~11:11 o fflP® -1~ L, ·

/f'J;g-Ti:E'Iff-*-1-*t.#f, ~~tJf+rer~$ff.11i**ff11H~TIJ!ir,J.Ij~, FL-**~t)f+i$1HHJiili-ft~ c .~&rjin'J 1'-ji, 71:3
~, :f:l--*3!1'-t.Jt-T~~k.l\it r o f!l.!lJtf£:5't~~ lrfl'tlhl;J.11.~1Jz~~;J;, --WJi-F:tf~Jtt r . .ib* ·1't.'f J"Ji.:.lt,
it 2,400 ~~t.Jt.::p o 'f:~E!l-1'7c~f£:J;l:l;jff1J~~, ffl"* 1,000
%1i?l'ilii:f5:i. 800 ii?;'.ft#rlL 200 li?ft9J.'\ti)ij[1)!1j&, +OO /i1i
Jtftl!~#L'¥:*4 , t.#-T15rltxlt T, ffl i1 ~ltfJl::tret: M-F 7fJ:: iffJ f o tJf+~ RJ ~t~/f;f,t th lt ftl!. ffl f1)!1f$1~
$ tf.J~. Jz;J 1~ ){~~~ ;11~~1£.11!; i!J!J ff.JtJffftl!{ll Ji: 11 T 24,000
Comprehension J.1!Wf.
each answer.
I Why are we no longer free to choose the things we want?
2 Why have advertisers made a close study of human weaknesses?
3 How can advertisers capture the attention of millions of people?
Vocabulary iiiJ ~r:

Explain the meanings of the following words and phrases as they are used in the passage: no longer (1.2): in
their efforts to persuade us (1.4); classified (1.6); free (1.9); enable (1.10); capture (1.11 ).
Summary writing .:J~ ~ 15 11

In not more than 80 words write an account of the competition organized by a company of biscuit manufac-
turers. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
127
Unit 2 Lesson 26
Composition 11= 5t
In not more than 250 words describe a radio show organized by a firm of soap manufacturers. Use the ideas
given below and provide a suitable title. Do not write more than two paragraphs.
Introduction: A member of the audience will be asked a maximum of ten questions. Each time he answers a question
correctly, he may accept a money prize or ask for a more difficult question. The minimum prize is £2 for a correct
answer to the first question. This goes on doubling itself, reaching a maximum of £2,048 for ten correct answers.
Development and Conclusion: Man being questioned in front of audience- questions of all types (e.g. spelling
difficult words, general knowledge, etc.). Excitement mounts up as man answers question after question until he reaches
the last one.
Letter writing .:p; 1-t ~ 11

Write a letter of about 100 words in three paragraphs informing a friend of yours that you will be moving
into his neighbourhood. Ask him to help you to find accommodation.
Key structures and Special difficulties ~ 4:t 6J ~~*-A
Exercises i~. 5J
No one can avoid being influenced by advertisements. (1.1) Complete the following. (IKS 68) (#!A!.~ 2 !llt~ 68
iMt~ m! tu 1i'1 l
He enjoys _ _ __
Imagine _ _ __
It's no use.;_·- - - . -
It's not worth _ _ __
Would you mind _ _ __
2 can rarely go wrong. (1.8) Write sentences using the following: go bad; turn yellow; grow quiet. (lSD 75) (#!A!.~
2 jlft ~ 75 i*Jft#J
3 in this way. (I. I I) Write sentences to bring out the correct meaning of each of the following: in the way, on the way,
and by the way. (lSD Sa) (#JA!.~ 2 :llft~ 5 il~ftQ a)
4 ... and send them to their factory. (ll.l2-13) Note this pattern. Write similar sentences using the verbs lend and give.
(lSD 3) (#!A!.~ 2 :llft~ 3 il~-#.)
5 One lady brought in a biscuit. (1.15) Write two sentences showing the difference between one and a. (IKS 32) (#
m~ 2 :llft~ 32il~Al
6 It was heavy. A crane had to be used to remove it from the lorry. (Il.20-21) Join these two sentences then compare
your answer with the sentence in the passage. (lSD 35) (#JA!.~ 2 :llft~ 35 il~kJ
Multiple choice questions ~ ~ l! .tt :11!

Comprehension J.!.M
What among other things enables advertisers to sell a product more easily?
(a) Knowing that we will buy anything provided it tastes good.
(b) Giving every customer something free with each product he buys.
128
Unit 2 Lesson 26
(c) Having so many free things all over the world to tempt people with.
(d) Having radio and television at their disposal to promote their products.
2 The people who entered the competition did so because - - - -
(a) they wanted to get something for nothing
(b) they hoped by winning easily to cover the cost of the baking ingredients
(c) they hoped to receive the prize money of $24,000
(d) the manufacturers had offered free biscuits to anyone who entered
3 What had the manufacturers failed to anticipate?
(a) The number of people who would take an interest in the competition.
(b) The number of ingredients required to bake a large biscuit with.
(c) That it was possible to bake a biscuit as large as the student's.
(d) That there was time to bake a huge biscuit before the competition closed.
Structure it ;fiJ
4 _ _ _ _ of our good taste, we are no longer ... (ll.l-2)
(a) So proud may we be (b) Although we may pride ourselves a great deal
(c) Proud as we may be (d) Pride ourselves as we may
5 discovered years ago that all of us _ _ _ _ something for nothing. (11. 7-8)
(a) are loving to get (b) love getting (c) love to be getting (d) love when we get
6 An advertisement can rarely go wrong with the magic word FREE. (1.8)
(a) which begins (b) to begin (c) if it will begin (d) what begins
7 It was nearly 500 pounds . (1.15)
(a) weighed (b) weighing (c) in weight (d) of weight
8 It was so heavy that a crane _ _ _ _ from the lorry. (11.20-21)
(a) did they need remove it (b) they needed to remove it
(c) was needed to have removed it (d) was needed to have it removed
Vocabulary i.lJ X.
9 in their efforts to persuade us to buy _ _ _ _ ... (1.4)
(a) one or other product (b) that or this product
(c) some product or other (d) a product or two
10 The to this competition was tremendous. (11.13-14)
(a) answer (b) reply (c) attraction (d) reaction
11 - with a biscuit which the boot of his car. (1.16)
(a) took complete possession of (b) took up all the space in
(c) completely covered (d) on the whole filled
12 The manufacturers had to pay more money than they ... (11.21-22)
(a) expected (b) hoped (c) intended (d) wished
12Q
Lesson 27 Nothing to sell and nothing to buy 1'~tB1'~
1§'1 Listen to the tape then answer the question below.

-w.
"lf :?Jt -~~ ra- @.1 ~ YA -r
'"l ~ o
What is the most important thing for a tramp?
It has been said that everyone lives by selling something. In the

light of this statement, teachers live by selling knowledge,
philosophers by selling wisdom and priests by selling spiritual
comfort. Though it may be possible to measure the value of material
s goods in terms of money, it is extremely difficult to estimate the
true value of the services which people perform for us. There are
... freedom from care
times when we would willingly give everything we possess to save
our lives, yet we might grudge paying a surgeon a high fee for offering us precisely this service. The
conditions of society are such that skills have to be paid for in the same way that goods are paid for at a shop.
1o Everyone has something to sell.
Tramps seem to be the only exception to this general rule. Beggars almost sell themselves as human
beings to arouse the pity of passers-by. But real tramps are not beggars. They have nothing to sell and require
nothing from others. In seeking independence, they do not sacrifice their human dignity. A tramp may ask
you for money, but he will never ask you to feel sorry for him. He has deliberately chosen to lead the life he
15 leads and is fully aware of the consequences. He may never be sure where the next meal is coming from, but
he is free from the thousands of anxieties which afflict other people. His few material possessions make it
possible for him to move from place to place with ease. By having to sleep in the open, he gets far closer to
the world of nature than most of us ever do. He may hunt, beg, or steal occasionally to keep himself alive; he
may even, in times of real need, do a little work; but he will never sacrifice his freedom. We often speak of
::w tramps with contempt and put them in the same class as beggars, but how many of us can honestly say that
we have not felt a little envious of their simple way of life and their freedom from care?
New words and expressions 1. iiJ :3fT3 1<it '*

philosopher (11.2-3) lfi'los::lf::l/ n. t'T~~ dig·nity (1.13) /'drgnrti/ n . • F
wisdom (1.3) /'wrzdam/n. ~ deliberately (1.14) /dr'lrb;mtli/ adv. t!£]¥;111!.
priest (1.3) /pri:st/ n. !I'ZUili consequence (l.l5) /'konsrkw.:~ns/ n. Fo5F!:, ~fi5F!:
spiritual (1.3) /'spmtJu.:~l/ adj. #H~La9 afflict (1.16) /.:~'flrkt/ v.f!l!trffii, 1JTJI
grudge (1.8) /grAdy v. :f!-[l;tfr, ~/Gl!Hif ease (1.17) /i:z/ n. '@: ~
surgeon (1.8) /'s3:d3<m/ n. :>H4:k::k nature (1.18) /'nertJ.:~I n. 7::: § ~
passer-by (1.12) /,po:s::l'barl n. :cl~ A ( ;j[~ contempt (1.20) /bn'tempt/ n. llt.W.
passers-by) envious (1.21) /'envi.:~s/ adj. ~W"a9
Notes on the text -i*;;t )i.#

l in the light of, f&ff*, rtim~,
130
Unit 2 Lesson 27
2 in terms of, M.· .... 1J 00 (i..lt*) , & .~fl o
3 grudge paying tp, grudge fF "if 'lit", "/!'~ ,. f¥1., 18 00~1~~ Hi.Jff.X:iJJ~ iPJ o
J3: 'a) t"li "P i¥J this service frU: )C to save our lives o
4 The conditions of society are such that ...

such Jl:t)(tJ;Jf-tii>l, fF ":i.3::f~" ft!, that M'<Jiil§lf'~M.'aJ, r:iJfJ[j~ll'J{\i:i!fM.tJ o
j be free from ... , fF ";;f§::··· .. ·~O[ii]" ft!lt, 1800'1it1~ pain (~'!l, trouble ('iS'ffij), danger (JTI:il&l -·~i¥Jili]
ifr 0
6 By having to sleep in the open, FEr/F1~/FtElii.7i3:1~ . .J:3:-1rillJM1iHfmliN:tl\:1!f o
7 in times of real need, liffl Rif~ o

8 put them in the same class as beggars, re fJ.!l.fll 18}) z:. ilJ -~ 0 the same ... as ... , 1~." ... -w 0
•m•~Afi8iliW¥~*D*•M~m.mR:i.3:~m~.~~·~~mJ;J~.ti~*•~••~~.~%
8~fN;fti!Ji::ffit.:Jg o .ffi.~tmmt F ~ i¥Jffrffi nH:J ffl ~~BK~:!i:. f!:!~f?i~!iJtJ A1~ ~{[JM'mf:Jj;a{Jn!~~a~ ifrffitll :&H&
~~-i¥J.~fti,ft{[J:JgTaft~·,~·Milift{[JM'~~i¥J-W.illMt£*~*~~-mamT~~-~18.
ftiDtllr:iJ~~M'~Mi¥J~··ffl®~g.~~~i¥J-NM.~JJ:t.~*A~mM~*~i¥.l, •• t£~~ ~
~~~~-W,AAfi~*Dr:ii~t±JW,
t£:i.3:~~)1i!!'li89:Mli*i!iiRtr, 9ti~R;ffriiE¥f!~2-~i9~7~, Z:.L§iliWI¥JJl.>f.ft\1.7f\:A, ~'JI~HlftA.If'~'!tM,
fE!Jt.iE i¥J?iiE¥fi rY.#/f'•Z:: L§ , ftMfl tllt/F ili WfffOJ* D, tJ2. /Fl¥ti ~ IJ.JJtJ A.!l~J L1~ JiiJfffOJ* D • 1:E ili>Jt ~9t1z: g) FE If'~
ll'JRi,~hl#~ffitt:)gAI¥JWF.ft~&r:iJ~~~~M~,@~M*~~~r:iJ*~·~~~--~~U~~~
ffli¥J,#~~m•~~~JJ~~ffli¥Jffi*,~r:ii~M./f'm~~~~~~IM,f!:!~/F•#A~w•~+~n~
~$M' 1JT ®
•A••*eMm~~.~T~~.~r:iT•~*rrm. z:.w,•~•~-~~:~~-~~~~.~•~0•+
-J;'UL¥ili, fE!ft\l.tlc/F~!fiM'f: §FE
* *
• ft\1. 11-'f i5( ;ff 1t ~ Wt /" , i! f~ ft\1. ~~fiJHH~ §! ftn t£ 45- 'Jif 1&: • FE r.
• i5UBlimitHZ, ~fil'llt'llt#T1f!f.£Jll#tEfJ.!l.fn~Z::L§I8 ~~
if! t£ a 7.: l!j 11!:, ft\1. tt ft ill "P i'f
• fE!~. ~ffl"P#$
~A••w••m~m~m*tti¥1M#~m~~tt~•i¥.l~~:;r-•~;ff~••~?
Comprehension J.!..f¥f-
each answer.
I Which of the two is it easier to estimate in terms of money: the value of material goods or the value of services'l
2 How do beggars arouse the pity of passers-by?
3 How do tramps differ from beggars?
Vocabulary 1EJ ~r:

Explain the meanings of the following words and phrases as they are used in the passage: value (1.4): estimate
(1.5); perform (1.6); possess (1.7); grudge (1.8); precisely (1.8); skills (1.9).
Summary writing .:Jiii * 11:

In not more than 80 words give an account of a tramp's way of life. Use your own words as far as possible.
Do not include anything that is not in the last paragraph.
131
Unit 2 Lesson 27
Composition 11' :t
In not more than 250 words write an answer to the above passage criticizing a tramp's way of life. Expand
the ideas given below into a plan and provide a suitable title. Your composition should be in four para-
graphs.
Ideas: Tramps free, but freedom paid for by others selfish way of life unwillingness to assume responsibility
for others (home, children, work. etc.) lazy parasites on society if we all had the mentality of tramps, society
would not exist.
Letter writing -# 1t Jii 11'

Write a letter of about I 00 words in three paragraphs to a relation who lives abroad. Ask him whether it
would be possible for you to get a job abroad for a few months to help to pay for a holiday you intend to
have.
Key structures and Special difficulties *- iJt G) ~::fa-*,?!.

Exercises ~- 31
lt has been said that ... . (I. I) Write two sentences using the following: He is said ... , It is said that ... (IKS 58b) (~
mm 2 M~ 58 l!l:!kfl'riJ~ bl
2 teachers live by selling kn01·vledge. (1.2) Write sentences using the following words: information, news, work and
luggage. (IKS54a) (~_mm 2 M~ 54 ll:!kfft'oJ~ al
3 There are times .... (ll.6-7) Write sentences using the following: it will be; there was; there has been. (lSD 23) ( ~
mm 2 Mm 23 llxtE#.)
4 we would willingly give everything we possess to save our lives. (1.7) Note the use of to here. Write sentences using
the following: so as not to; in order that my mother; so that. (lSD 59) (~mm 2 M~ 59 i}l*;!;( l
5 skills have to be paid for. (1.9) Write two sentences using the following: to be found; to be sold. (IKS 34) (~ffim
2 Mm 34 i!HH.t'PJ~ l
6 He may never be sure where the next meal is coming from. (1.15) Write these sentences again changing the position
of the words in italics. Where possible omit the words whom and which. (SD 1) (~mm I il*k, l
By whom was this book written?
This is not the sort of book in which I am interested.
7 He has to sleep in the open. He gets far closer to the world of nature than most of us ever do. (11.17-18) Join these
two sentences then compare your answer with the sentence in the passage. (IKS 20) (~_mm 2 M~ 20 il:!kfftlaJ~)
Multiple choice questions ~ 191 :1! #- ~

Comprehension ~~
It is very difficult to estimate the true value of the services people perform for us because _ _ __
(a) people's needs vary so much according to their circumstances
(b) we refuse to admit that surgeons perform a very necessary service
(c) we seldom should give everything we possess for such services
(d) such services are paid for in the same way as material goods
132
Unit 2 Lesson 27
2 In choosing to lead the life he leads, the tramp has decided - - - -
(a) he will never need to ask people for anything
(b) to sleep in the open in order to be closer to the world of nature
(c) he would rather lead the life of a criminal than do any work
(d) his freedom more than compensates for the inconveniences of such a life
3 In moments of truth we feel envious of a tramp's way of life because - - - -
(a) we feel that our way of life is undignified compared to a tramp's
(b) his life is not burdened with the anxieties we are often troubled by
(c) of the freedom he has from the struggle to keep alive
(d) we realize that it is better than having to beg for a livelihood
Structure ~-; ;ft]

4 Yet we might grudge---- a surgeon for offering ... (1.8)
(a) a high fee we had paid (b) the high fee we would pay
(c) the high fee paying (d) to pay a high fee
5 They require anything from others. (11.12-13)
(a) do not have to sell anything or (b) have nothing to sell nor do they
(c) have to sell nothing nor they (d) have not sold anything and do not
6 With so few material possessions, he _ _ _ _ to move from ... (11.16-17)
(a) may be able (b) is able (c) can (d) is possible
7 We often speak contemptuously tramps and ... (11.19-20)
(a) for (b) on (c) to (d) of
8 But of us can honestly say ... (1.20)
(a) who (b) which ones (c) how many (d) what one
Vocabulary ?J ~r:.
9 A surgeon is a man who---- . (1.8)
(a) saves people's lives (b) gives people financial advice
(c) performs operations (d) insures people's lives against sickness or death
10 -make it possible for him to move _ _ _ _ with ease. (ll.16-17)
(a) here and there (b) one way or another
(c) from square to square (d) in every sense
11 He may hunt, beg or steal occasionally to _ _ _ _ ... (1.18}
(a) make a living (b) survive (c) be living (d) be alive
12 We often _ _ _ _ tramps and put them down as beggars. (11.20-21)
(a) convict (b) blame (c) look down on (d) condemn
133
Lesson 28 Five pounds too dear lit~ m*.~
lr§ll Listen to the tape then answer the question below.

Jf" ilt -t . t.t mIE1 $ YA r 101 M
17
o
Why was even five pounds 'too dear'?
Small boats loaded with wares sped to the great liner as she was
entering the harbour. Before she had anchored, the men from the
boats had climbed on board and the decks were soon covered with
colourful rugs from Persia, silks from India, copper coffee pots,
5 and beautiful handmade silverware. It was difficult not to be
tempted. Many of the tourists on board had begun bargaining with
colourful rugs from Persia
the tradesmen, but I decided not to buy anything until I had
disembarked.
I had no sooner got off the ship than I was assailed by a man who wanted to sell me a diamond ring. I had
1o no intention of buying one, but I could not conceal the fact that I was impressed by the size of the diamonds.
Some of them were as big as marbles. The man went to great lengths to prove that the diamonds were real.
As we were walking past a shop, he held a diamond firmly against the window and made a deep impression
in the glass. It took me over half an hour to get rid of him.
The next man to approach me was selling expensive pens and watches. I examined one of the pens
15 closely. It certainly looked genuine. At the base of the gold cap, the words 'made in the U.S.A.' had been
neatly inscribed. The man said that the pen was worth £50, but as a special favour, he would let me have it
for £30. I shook my head and held up five fingers indicating that I was willing to pay £5. Gesticulating
wildly, the man acted as if he found my offer outrageous, but he eventually reduced the price to £10. Shrug-
ging my shoulders, I began to walk away when, a moment later, he ran after me and thrust the pen into my
20 hands. Though he kept throwing up his arms in despair, he readily accepted the £5 I gave him. I felt espe-
cially pleased with my wonderful bargain- until I got back to the ship. No matter how hard I tried, it was
impossible to fill this beautiful pen with ink and to this day it has never written a single word!
New words and expressions 1. iiiJ *' 4<.ii ii
wares (l.l) /we';!Jz/ n. 11t ~, ~&it marble (1.11) /'mo:bal/ n. ;J,.flV~~

anchor (1.2) l'reiJk';!l/ v. ~M:rltt inscribe (1.16) /m'skraxb/ v. ~iJ'bf, M
deck (1.3) /dek/ n. fl3 t& favour (1.16) /'fexva/ n. :ff9.1.:, ttl!
silverware (1.5) /'silv';!lwe;?J/ n. f&:$ gesticulate (1.17) /d3e' stxkjulext/ V. tiJH2:i rr't)
tempt (1.6) /tempt/ v. 11& 51; 51 i~ !Jj
bargain (1.6) /'bo:gm/ v. t't 1fl'tf {f)- outrageous (1.18) /aut're1d3as/ ad}. tB AflJ.!*4SS; 4-
r
disembark (1.8) /,diSim'bo:k/ V. fflfLt A/Ft5ls(]
assail (1.9) /';!!'sed/ v. £4#! thrust (1.19) /9f!l.st/ v. ~!tl£~il'
134
Unit 2 Lesson 28
Notes on the text i*- 3: ii.. ;f..f

1 I had no sooner got off the ship than I was assailed,flUXJUfXJU-rf:lfl-)i(Jtflf······)d4#!f:ET 'no sooner ... than ...
fj::: '' ~jlj · · · · · · ffJt · · ·· " ]Jj: ,
2 go to great lengths to do sth., ~ :tJf~~$ ,
3 get rid of, 1! !ill. ,
4: as a special favour, ft:jg-f!P*fy)K(j{J{;t~ a
5 throw up his arms in despair, ~~~:lt!!.?¥:1§~'¥-,
'~ - *
Mtk ~'HiUfr i!t nf R"\1 Hi ffif, ilf $ 1j' AA~ lif f!P ~ tt ·~it r'uJ ~ ~ !Jll:* :*: f:lfl-:l2L~ r Wi, 1Hfr ..t (liJ .A. 8,H)H1}
o
~..t~~ o-%JLI1c, Eflf&..t8Jt~WJT@.~l<I~ti"J$Nf:lt!!fi&, fpJ3Uf'ffl;J, ifi!JII)]pn~~~12.t&f-IiiJIJf1:::f8~3'fS"J~

~ , ='?!UJl-/F jg :iX ®*lffi M' z;iJ ,c_,:J5HlH1il* f8 , f:lfl-..t S"J tlf$1»1 ~ff~tliPJ mf 911Ht ff'r:ii{f'rm;*, f!ffUJ!E 3:: Jt..t ~ .<:. lltr
ft ~ tE. ;;r;~ 0
ft~rf:lfl-.u•-~Aatt.~~ft~•-~~~~moftm*;;r;•~.mft;;r;~•~:JX~-~-~:~~
EZ:*:~ftMrT-~S"J~a.~S"J~E··~~B~*·UA.hm~~U~EmXtt.m~Nli-*•m
lli.~~--~E~~:lt!!tt•&..t-*.~·-..tMr-m•moft~T*~$~~~1IIill.T~ti"J~#!.
~ft~WS"JM=~A·~~--~~:f•S"J.ftffm••r-ttm~.u•..t~•~;;r;g,~~•r~•
if:it!!~'J.f! "~oort,Jm" r.y:~ 0 ~~.At.la~:t~-m so~~. fi::jg*fiJIJtt:m, fm!!itt:tl::fttl1 3o ~mmx o ~411Hl1Uk,,
~msm:fm•fflftQ~ilis~•.uA•z;iJ:it!!n5:f~,~MftS"Jili~~~;;r;ft3~.@~~~re~a
t-iJT 10 ~~, ft1rUI~$JIJ%1Jj!.*J!7fT, -~JL, ftf!~f'J.;h\f§~T ..t-*, re~~3'1J , .i~fiM~!'f!:lt!!*~
R~,@~-;;r;~·:lt!!~rJftM~~S"Js~ti.~~~f:lfl-~Zlltr,ft-·~ftS"J~~S"JM~~~~~~~-0
f'J.;®/FTft~Mm~.UttM:rfS"J···-~;;r;~B**··~~~.Btt~~-~<J:tE.~~U!
each answer.
1 What happened as the great liner was entering the harbour?
2 Why was the writer impressed by the size of the diamonds?
3 What did the diamond seller do to prove that his diamonds were real':!
Vocabulary ~iiJ ~r:.
Explain the meanings of the following words and phrases as they are used in the passage: loaded with wares
(l.l ); liner (!.I); rugs (1.4); bargaining (1.6); went to great lengths (1.11 ); impression (1. 12); to get rid of him (1.13 ).
Summary writing ~Jii-* 11:

In not more than 80 words describe the writer's experiences after he had got rid of the diamond seller. Use
Composition 1t ::t
In not more than 250 words write an imaginary account, mainly in dialogue form, of the scene that took
place between the writer and the man who sold him the pen. Use the ideas given below.
135
Unit 2 Lesson 28
Title: The bargain.
Introduction: Man approached with pens and watches -held them up- writer showed interest.
Development and Conclusion: Writer asked to see a pen - man handed him one - argument about the price -
gradually reduced to £I 0 writer walked away - man followed - made it clear that he was being robbed but
accepted £5. Writer pleased, but man disappeared quickly.
Letter writing .:p; 1-t ~ 11=

You have heard that a friend of yours wishes to sell his CD player. Write him a letter of about 100 words in
three paragraphs. Express interest in the machine and ask him to tell you about its condition and how much
he wants.
Key structures and Special difficulties *- 4t 5J ~:fa 5l1t ,?.,

Exercises t~, JJ
I had no sooner got off the ship than I ... . (1.9) Join these pairs of sentences with no sooner ... than. (lSD 38a) (#
.mm 2 Mm 38 iUit~, al
I opened the door. The telephone began to ring.
He finished his speech. Everyone began to clap.
2 Some of them were as big as marbles. (1.11) Write two sentences illustrating the use of as ... as and not as ... as.
(IKS 32a) ( ~ W.m 2 lilt~ 32 i**f.lt'ilJ~ al
3 As we were walking pasta shop .... (1.12) Complete the following sentences: (IKS 7) (~,mm 2 Mm 7 i**f.lt1i)~)
While I was working in the garden ...
I was just going into the shop when ...
4 It took me over half an hour to get rid of him. (1.13) Write two sentences using it takes and it has taken. (ISD 50c)
(~.mm 2 M~ so '1*~1t~, c)
5 'made in the U.S.A. '. (1.15) Write sentences using each of the following: made in, made by, made of and made from.
(lSD lOa) (~J\!.~ 2 M~ 10 1!lt<-ft<2, al
6 to this day it has never written a word. (1.22) Write two sentences using the phrases up till now and so far. (IKS 28)
(~J\!.~ 2 Mm 2s i*¥::ilt1Dlli!l
Multiple choice questions .~ :tin lt #: ~

Comprehension :!.!.M-
At what point did the tradesmen start trying to sell their merchandise?
(a) Once it had been brought to them by the small boats.
(b) While they were laying it out on the decks.
(c) As soon as the liner had anchored in the harbour.
(d) Once the tourists had arrived on board.
2 What happened once the writer got on shore?
(a) A man who had followed him off the ship tried to sell him a diamond.
(b) He was made to look at some diamonds against his will.
136
Unit 2 Lesson 28
(c) A man started pestering him to buy a diamond.
(d) On his way to a shop, he met a man who was selling diamonds.
3 What made the writer finally buy the pen?
(a) He had been unable to make the man understand he did not want it.
(b) The man eventually agreed to his original offer.
(c) He decided it was the only way to get rid of the man.
(d) He was afraid the man might otherwise become violent.
Structure ~t ~
4 But I decided to disembark _ _ _ anything. (11.7-8)
(a) before I would buy (b) until I was buying (c) until I had bought (d) before buying
5 I was assailed by a man who wanted _ _ _ _ a diamond ring. (1.9)
(a) that I bought (b) for me to buy (c) me to buy (d) my buying
6 -of buying one, but the man _ _ _ _ that I was impressed ... (1.10)
(a) must have noticed (b) had to notice (c) must notice (d) could notice
7 The man said that although the pen was worth £50, as a special favour, - - - - for £30. (11.16-17)
(a) he would let it to me (b) he could have let me have it
(c) it would have been mine (d) he might give me
Vocabulary 'iiJ ~r:.

8 It was difficult to _ _ _ _ temptation. (11.5-6)
(a) avoid (b) fight (c) resist (d) stand
9 _ _ _ _ I was approached by a man who was selling ... (1.14)
(a) The later (b) On the next time (c) Afterwards (d) After
10 -and held up five fingers indicating I to pay five pounds. (1.17)
(a) wished (b) was ready to (c) intended (d) expected
11 The man acted as if he found my offer ... (1.18)
(a) irritating (b) preposterous (c) hilarious (d) unspeakable
12 hard I tried, it was impossible to fill the pen. (11.21-22)
(a) However (b) Whatever (c) Whichever (d) So ever
137
Lesson 29 Funny or not? :J!eiiJ~?
1~@1 Listen to the tape then answer the question below.

11JT ~ -t. ,?.tua- ri!7 ~ YA -r 1PJ ~ o
What is the basis of 'sick' humour?
Whether we find a joke funny or not largely depends on where we

have been brought up. The sense of humour is mysteriously bound
up with national characteristics. A Frenchman, for instance, might
find it hard to laugh at a Russian joke. In the same way, a Russian
5 might fail to see anything amusing in a joke which would make an
Englishman laugh to tears. a Russian might fail to see
anything amusing
Most funny stories are based on comic situations. In spite of
national differences, certain funny situations have a universal appeal. No matter where you live, you would
find it difficult not to laugh at, say, Charlie Chaplin's early films. However, a new type of humour, which
1o stems largely from the U.S., has recently come into fashion. It is called 'sick humour'. Comedians base their
jokes on tragic situations like violent death or serious accidents. Many people find this sort of joke distasteful.
The following example of 'sick humour' will enable you to judge for yourself.
A man who had broken his right leg was taken to hospital a few weeks before Christmas. From the
moment he arrived there, he kept on pestering his doctor to tell him when he would be able to go home. He
1s dreaded having to spend Christmas in hospital. Though the doctor did his best, the patient's recovery was
slow. On Christmas Day, the man still had his right leg in plaster. He spent a miserable day in bed thinking
of all the fun he was missing. The following day, however, the doctor consoled him by telling him that his
chances of being able to leave hospital in time for New Year celebrations were good. The man took heart
and, sure enough, on New Year's Eve he was able to hobble along to a party. To compensate for his unpleas-
20 ant experiences in hospital, the man drank a little more than was good for him. In the process, he enjoyed
himself thoroughly and kept telling everybody how much he hated hospitals. He was still mumbling some-
thing about hospitals at the end of the party when he slipped on a piece of ice and broke his left leg.
New words and expressions 1.. iiiJ :fp4<ii if

largely (1.1) /'la:d3li/ adv. :f'fi&Jcf!j!_)JtJ::. recovery (1.15) /n'k,wari/ n. f;ft![
comic (1.7) /'komik/ ad}. %J.SiJI¥J, nJ§Jtl¥1 plaster (1.16) /'pla:sta/ n. ~~:fi lf
universal (1.8) /,ju:m'v3:s<Jl/ ad}. ~~1¥1 console (1.17) /k;m's;ml/ v. ~m:t, ffl.tf'r!J
comedian (1.10) lldmi:di;m/ n. ftUif~ Bt, IT.!. hobble (1.19) /'hobal/ v. ~~lliiHE:
distasteful (1.11) /dis'terstf.JU ad}. HBtl¥1 compensate (1.19) /'komp:msert/ v. Hftli
pester (1.14) /'pesta/ v. ~fiJ~.JJ<:, £~~ mumble (1.21) l'mAmbJll v. nft]nftlmHa
dread (1.15) /dredJ v. t!HA
Notes on the text i* :t. ~i. #

138
Unit 2 Lesson 29
2 be bound up with, ·~··· .. ·ll*~:ff-~ o
3 you would find it difficult not to laugh at, say, Charlie Chaplin's early films. tt~Oi.it, 1fl\lf T 1f~ · .!{! ~ 11*1¥1 .!f.
AAf{!.~f~~:f~~ 1l)1j:JI¥J say ;&:teJAi{f, PJwfF "ltROi.lt" J!f~ . .!jl~IJ*:f!:f{!,~~J:liHf;g8{]7.1i{[)LZ.-
0 0 0
ft!!.B: ~t~o O~i:: tcJ (1924) ;1:3:~ ftl.~ q:t tJ}l'J[ I¥JVit1l'HX ";J'A~" :ff 4Hfl:fifrJ I¥J ~JHLJ:r 1JJ~~1J T Ji.ltJ;IJ "
4 stem from, ~m\r ,
5 come into fashion, Jfftfrifrf.fr, ai7'{-~* o
6 judge for yourself,{~-;§ G**IJ!tiT o
7 take heart, ·I!IHI" ~fill o
8 the man drank a little more than was good for him. J! 1' AJM~t~ lit\\ l1Ji!!i •
Jltlrl] than J§Uij~~T::Ei!what, be good for sb. ;l;ll; "X'I~.A..fl"~" 1¥JE;!l\!. o
l~{fl·W: i~-- v1rJ~ti'i';l;ll;N~J-~, 1~:kfj!Jj[J:J&J}cf~1f];l;ll;;f:EIIB~JL K:ki¥J , Jml~~~ ~~ff~:f!jti\l'l~r~j I¥Jil* *"

V~.~OOA~~-~-~~~PJftW~~~.~~~m~.-~~~+~~A~ili~*I¥J~~.-OOA~TPJ
~~'00:11J¥9::ff ft ~' PJ~ZPlc o
*•~+A~~I¥J~••••••~m~•~t¥J.~w~•:f~.:ff~m•m~~-~~••I¥J~*·~
~~.:f•~~m:ff•~.~•T1fm·•m*I¥J.!f.AAf{!.•*~:f~~o~W.ili*-#~~-~mftT~*·
i!#Jmll!li\.1:~* § , 'B~Q4fp ''ffi;J~Jml~" " •m~~ m-~;!l;ll';J.il~·Nt~iHo!.IYE. llt:k$!'iX~J1H\lijift~tiS " it
%AU~~#~~;&*R•ilii¥JorW£1'"m~Jm~a"I¥J~~.~PJ~RJlt§BfF~~It!To
:¥:iM ~lliJJU'~l, ~A 1$ ~ T t1 l!ili ~** ~ ~ "h\ fmiit ~.lt'tJJ~- ~~1 ai, ft!rt~#l\f± ~ ~, tl ~~ 11r tfift!l fr ~ ai~
ft~*"~~%-~:ff~-tl:¥:•.~·~~-h~~.ilimA~··~.~-~U*.~I¥J~IIili~J:W~W.
~:ff~~UU:f%-MT-*.m~~rn~I¥J##~%.~W,M=*·~~~-~~.~~~~~~I¥JPJfttt
J±~1&:ki¥J, J:l~Anfr J§~fF T ~trjl o ~ ~. ~!9 aift!l PT ~J. ->J00·--~:11:1!-*~1Jof!t~ T • 1'1 T ~H'z'Hl:l!lt~ -Bi::f:ffl
~I¥J~m.~.A..~~ffl~$T-~.:fff!t~J:~~--~.-N*~**~;l;ll;%~M~~-.f!t~~-ai.~W
~~:ff···~i!iti¥J$,~~-~-~~J:mMT,J$~T~IIilio
Comprehension J!. Wf.

each answer.
I Why might a Frenchman find it hard to laugh at a Russian joke?
2 Why do people all over the world find Charlie Chaplin's early films amusing?
3 Where did 'sick humour' originate?
Vocabulary -iJJ ~r:.

Explain the meanings of the following words and phrases as they are used in the passage: brought up (1.2);
mysteriously bound up with (11.2-3); make (1.5); universal appeal (1.8); stems (1.10); come into fashion (1.10);
distasteful (1.11 ).
Summary writing ~tii ~ 15 11
Relate the story told in the passage in not more than 80 words. Use your own words as far as possible. Do not
Unit 2 Lesson 29
Composition 1'¥ :.t
In not more than 250 words tell a funny story you know well. Make out a full plan and provide a suitable
title. Your composition should be in three or four paragraphs.
Letter writing -# 1-t ~ 1'¥

You cannot find your overcoat and think you may have left it at the house of a friend whom you visited
recently. Write him a letter of about lOO words in three paragraphs asking him if you did in fact leave your
overcoat at his house.
Key structures and Special difficulties ~ ~ liJ ~ :ft:r ~ ,??.
Exercises iit. JJ
I depends on (1.1). Which words normally follow these verbs: operate, differ, smell. encourage, lean, approve,
delight, suffer, assure, escape, interested, concentrate, include. (IKS 22) (~J,l).~ 2 M~ 22 ifi!7Hl1iJ~)
2 A Frenchman ... might find it hard to laugh at a Russian joke. (11.3-4) Note this pattern. Write similar sentences
using the following: He found it ... ; She considered it ... ; He thought it ... (lSD 84) (#:J,l).~ 2 i!lt~ 84 i.!Ut#J
3 to laugh at a Russian joke (1.4). Write two sentences illustrating the difference between laugh and laugh at.
(lSD 82a) (~J\.!.m 2 Mm 82 i.li!X!E#-. al
4 fail to see anything amusing (1.5). Explain the meaning of amusing here. Write sentences using the following
words: amuse, enjoy. entertain. (ISD69b) (#:J\.!.m 2 ilitm 69 iJUt~ b)
5 A man had broken his right leg. He was taken to hospital a few weeks before Christmas. (1.13) Join these two
sentences then compare your answer with the sentence in the passage. (lSD 28) ( fi;. mm 2 M~ 28 i.li!Xf£,<!;1,)
6 he kept on pestering his doctor (1.14). Write sentences using the following: keep off, keep up with, keep out.
(ISD78) (~,W.m; 2 flit~ 78 i.li!X!EA\l
7 on New Year's Eve, he was able to hobble along to a party (1.19). Write two sentences using could and was able to.
(IKS43c) (~,mm 2 flltm 43 i*7Hl 1P'J~ c)
Multiple choice questions .? .t9i ~ Jt ~

Comprehension .i!.M-
1 Whether you find 'sick humour' funny or not will depend on _ _ __
(a) your having been brought up in America
(b) the joke being related to a fundamentally comic situation
(c) your ability to see the funny side of an unpleasant event
(d) your ability to laugh until you cry
2 The man spent Christmas Day feeling miserable because _ _ __
(a) the doctor had failed to attend to him
(b) he was not able to be with his friends
(c) being unable to walk, he did not enjoy the celebrations at the hospital
(d) he thought he might also miss the New Year's Eve celebrations
140
Unit 2 Lesson 29
3 The point of the joke taken to illustrate 'sick humour' is that----
(a) no sooner was the man out of hospital than he had to go back in again
(b) the man should not have said how much he hated hospitals
(c) the man would be unable to walk for the rest of his life
(d) the man had not got a leg to stand on
Structure ~t ~
4 , for instance, might find it hard to ... (11.3-4)
(a) The French (b) A French (c) A man in France (d) If you were French
5 amusing stories are based on comic situations. (1.7)
(a) Most (b) Most of (c) The majority (d) Mostly
6 A man broken was taken to hospital ... (1.13)
(a) whose right leg had been (b) who had the right leg
(c) with one right leg (d) to whom the right leg had been
7 He had no sooner arrived there pestering his doctor ... (11.13-14)
(a) and then he began (b) than he began (c) he began (d) to begin
8 The man compensated for his unpleasant experiences in hospital _ _ _ _ a little more than ...
(11.19-20)
(a) drinking (b) to drink (c) by drinking (d) and drunk
Vocabulary 1iJ ~r:.

9 Though the doctor _ _ _ ... (1.15)
(a) worked very well (b) could not have been better
(c) was extremely skilled (d) did all he could
10 The doctor him by ... (1.17)
(a) felt (b) advised (c) pleased (d) comforted
11 - and kept telling everyone _ _ _ he hated hospitals. (1.21)
(a) at great lengths that (b) to their cost {c) to what extent (d) why
12 He was still mumbling something at the end ... (11.21-22)
(a) in the same way (b) to the same effect (c) of common sense (d) of some sort
141
Lesson 30 The death of a ghost lil ~ z 9E
f(;=-.r'l Listen to the tape then answer the question below.

~>fi" -t. t.~ m1E7 $ 1-:A r 1"1 M o
Why did the two brothers keep the secret?
For years, villagers believed that Endley Farm was haunted. The
farm was owned by two brothers, Joe and Bob Cox. They employed
a few farmhands, but no one was willing to work there long. Every
time a worker gave up his job, he told the same story. Farm labourers
5 said that they always woke up to find that work had been done
overnight. Hay had been cut and cowsheds had been cleaned. A
the ghost of Endley
farn1 worker, who stayed up all night, claimed to have seen a figure
cutting corn in the moonlight. In time, it became an accepted fact that the Cox brothers employed a
conscientious ghost that did most of their work for them.
10 No one suspected that there might be someone else on the farm who had never been seen. This was
indeed the case. A short time ago, villagers were astonished to learn that the ghost of Endley had died.
Everyone went to the funeral, for the 'ghost' was none other than Eric Cox, a third brother who was
supposed to have died as a young man. After the funeral, Joe and Bob revealed a secret which they had kept
for over fifty years.
J5 Eric had been the eldest son of the family, very much older than his two brothers. He had been obliged to
join the anny during the Second World War. As he hated army life, he decided to desert his regiment. When
he learnt that he would be sent abroad, he returned to the farm and his father hid him until the end of the war.
Fearing the authorities, Eric remained in hiding after the war as well. His father told everybody that Eric had
been killed in action. The only other people who knew the secret were Joe and Bob. They did not even tell
20 their wives. When their father died, they thought it their duty to keep Eric in hiding. All these years, Eric had
lived as a recluse. He used to sleep during the day and work at night, quite unaware of the fact that he had
become the ghost of Endley. When he died, however, his brothers found it impossible to keep the secret any
longer.
New words and expressions iiiJ ~:J:Ji if

labourer (1.4) /'lerbar;:l/ n. 'JJ#J suspect (1.10) /s;:l'spekt/ v. •R\M:
overnight (1.6) /';,uv;:lnart/ adv. -T~M fsl desert (l.l6) /dr'z3:t/ v. ( ~ IR i=f) :!f ;j\~
hay (1.6) /her! n. regiment (1.16) /'red31m;:lnt/ n. (~!M_) []j
corn (1.8) /ko:n/ n. :fr!j?J) action (1.19) /'rekJan! n. ~4
moonlight (1.8) /'mu:nlart/ n. J1 it recluse (1.21) /n 'klu:s/ n. ~~ ±
conscientious (1.9) /,konJi'enJ;:ls/ adj. tA.~O"l
Notes on the text i3f .:t )i.. !ft

1 every time ("" whenever l f1o "4lf "c'3 · · .. · ·" flit, '31 ~ ffiHSJ tit tit Jk'r.iJ o
142
Unit 2 Lesson 30
'' stay up, ~~' :fij!Jtt o
3 In time, it became an accepted fact that ... , li:f8; ..... E.flX.)gi~iJ..tr]-·-1-$~ o
in time f1": "£t- 'f ". ":!rk fii" rtt o that iJ I.!if~ h\1i"J f1": fact trJ IP'l fi'L Hl o
4 none other than ... ,
t-;;ifitj:
~~*.M~m-~~~~~~~~~~-.~m~~~-~~·~M~~-~·~M~£~~~~.~
filii' T Jlf-::&T, it!itlli::f!!tf:~Jl~JLtE:WlTfl:l'"-'*, Hf~Ji'TEURffitff>*ZizJ!TIIEJ.f.'fa"rli~$, ~TfiH\t., 'ifr')jt
-·~*~~~A~~mrem~T, E~M.~U&fl~~~T.~-1-m~*-~li'Tli~·~·m-
1' AJ!l,;1:Efl7tr q:,c~·v r±t* 0 ~ ~ U118J a%1EHJi, o~Yf-tWT £~ • T -1- ~z.c.,,s_~~~ !l, f1!!.1n ~~;'ili* 1l-Fo5HHt- ~Jir
T, :i2kf'!=$J:tltT0LJ..~$~,
mt!!~~~::&$m~~~-1-M*BOO~Aoili$~~-~~Ao::f~Z~,MRID~~~m~~~~-
7ET o:*:~t~A-~tnT~HL, IZ§)gJJ~ "~" ::fJHJIJA, iE~;t($±tt'~5L5M3U1t~ · ~i'HJT o Jdll~U. 7q.tJUf!
~B"iJliJtYET, ~;fLZI§, ~~M¥JJ;®;lliTf1!!.IDW:;t'T+c:ils so *lfa"JM\tr o
*m~~:i2k~~+c:~,~-~~~1-~~:*:m~,M=~~~:*:~M~-~~~.~M~~~~ffl.~~~
•~1:E~~.~~TM~~a~•~•w~~,~-~::&~.~*re~•T~*· ••~•.~ ~
~.*m~~f8··~·::fRo~~~*~W:*:~,*m~1:E··~·fl7ETo-~Z*,g~~~~~~~:i2k
1-~l·W o {IlfJtl.~J!§ Bft'J~T-J!if>y!{'i!;-iJf, , 1tkfi15L~ff!IJ!A);)~OfffM~re:t~mR:~~* o :i!~4*, t-*
m~~•• ~m.~*•~.~mili*~m.-~::f~m§aE~T~~~::&~®ffi~.~~m.~~~~m
:t'%1~7CmWW:;t'i!1-~£,WT •
Comprehension ~~
each answer.
I Why did farm hands frequently give up their jobs at Endley fann'1
2 Who was the ghost of Endley'1
3 Why was everybody surprised to learn that Eric Cox had just died'?
Vocabulary -i$J X.
Explain the meanings of the following words and phrases as they are used in the passage: was willing (1.3);
labourers (1.4); claimed (1.7); an accepted fact (1.8); conscientious (1.9); astonished (1.11); revealed (1.13).
Summary writing -trli * ~ 11

In not more than 80 words write an account of the life of Eric Cox from the time he joined the army. Use
Composition 11 x
In not more than 250 words write an imaginary account of the night a farm worker saw a figure cutting corn.
Write in the first person. Use the ideas given below. Do not write more than four paragraphs.
Title: The ghost of Endley.
Introduction: I noticed that work had been done overnight. I decided to stay up all night sat in barn.
Development: I fell asleep - suddenly woke up -- went to cowshed - it had already been cleaned went out to
143
Unit 2 Lesson 30
fields - saw a figure working - rushed back to farmhouse - woke up others - we went out - no one there.
Conclusion: Sure it was a ghost decided not to work at Endley Farm any longer- told story to villagers.
Letter writing -# 1-t lif 11

You have already written several letters to a friend but he has failed to answer them. Write a letter of about
100 words in three paragraphs complaining that he has not written to you and asking him to give news of
himself.
Key structures and Special difficulties =*. ~ 6J ~ ~ 'fi .~,
Exercises i~, SJ
I Every time a worker gave up his job ... . (11.3-4) Explain the meaning of the verb gave up here. Write sentences
using the following: give in, give away and give oneself up. (lSD 18a) (#;JU.~ 2 M~ 18 i~Uft~ a)
2 he told the same story (1.4). Write sentences using say or tell with the following words: a lie, goodbye, the differ-
ence, so, the time. (lSD 67) ( ~ .W.~ 2 Jilt~ 67 i~Uftf;!;\)
3 that did most of their wo,rk (1.9). Write sentences using do or make with the following: a speech, his best, a favour,
a mistake. (lSD 40) (~J..\1.~ 2 JlJt~ 40 Wxft~J
4 The 'ghost' was none other than Eric Cox, a third brother who was supposed to have died as a young man. (11.12-
13) Write three sentences using the following: I suppose,- He is supposed; He was supposed. (SD 7) (~ .00.~ 7 ill!
~it~!,)
5 After the funeral. Joe and Bob revealed a secret. They had kept it for over fifty years. (11.13-14) Join these two
sentences then compare your answer with the sentence in the passage. (lSD 28) (~JU.~ 2 f.Iff~ 28 i.l!!:ijiL#J
6 He used to sleep during the day. (1.21) Write two sentences using: He used to work ... ; He was working ... (IKS 31)
(~J..\1.~ 2 JlJt~ 31 i.l!!~Ht'aJ~)
Multiple choice questions ~ ~ :!! #- ~
Comprehension Jt.M
I While farmhands stayed at Endley Farm _ _ __
(a) they woke up during the night to find their work had been done for them
(b) they often saw a figure working in the fields at night
(c) they did not have any work to do
(d) it never occurred to them that there was someone in hiding on the farm
2 Eric remained in hiding after the war because _ _ __
(a) he feared the penalty he might receive for his desertion
(b) his father had told everyone he had died
(c) he was afraid of being sent abroad by the authorities
(d) he was fond of the life of a recluse
3 When did the identity of the 'ghost' become known?
(a) When the villagers attended the funeral.
(b) Fifty years after the outbreak of the Second World War.
144
Unit 2 Lesson 30
(c) When the father of the three Cox brothers died.
(d) When Joe and Bob felt they would have to have their brother buried.
Structure ~t :#v
4 Farm labourers said that on waking up _ _ _ work had been done. (11.4-5)
(a) to find (b) they would find (c) and finding (d) they had found
5 -employed a conscientious ghost, most of their work for them. (11.8-9)
(a) doing (b) to have done (c) which did (d) so as to do
6 As he hated , he decided to desert ... (1.16)
(a) the life of army (b) life in the army (c) life of the army (d) the army for life
7 - Eric had been killed _ _ _ fighting with his regiment. (11.18-19)
(a) while (b) during (c) as if (d) because
8 Joe and Bob were the only other people who knew the secret _ _ _ their wives. (11. 19-20)
(a) and did not even tell (b) which they did not even tell
(c) who did not tell (d) yet did not tell it to
Vocabulary iiJ ~c.

9 , it became an accepted fact ... (1.8)
(a) At the time (b) On time (c) With time (d) At times
10 He was _ _ _ during the Second World War. (11.15-16)
(a) recruited (b) conscripted (c) armed (d) regimented
11 All these years, Eric had lived _ _ _ . (11.20-21)
(a) out of this world (b) a secret life
(c) without a companion (d) the life of a hermit
12 He used to work at night, that he had become the ghost of Endley. (11.21-22)
(a) never realizing (b) quite misunderstanding
(c) quite ignoring (d) never accounting for
145
Lesson 31 A lovable eccentric "6J ~ ~ ti A.
jt@l\ Listen to the tape then answer the question below.

"Jf ~ -t ' ~ 1.3 @] ~ VA T 1"1 ;;t[ 0
Why did the shop assistant refuse to serve Dickie?
True eccentrics never deliberately set out to draw attention to

themselves. They disregard social conventions without being
conscious that they are doing anything extraordinary. This invariably
wins them the love and respect of others, for they add colour to the
5 dull routine of everyday life.
Up to the time of his death, Richard Colson was one of the most
add colour to the dull routine
notable figures in our town. He was a shrewd and wealthy
businessman, but most people in the town hardly knew anything about this side of his life. He was known to
us all as Dickie and his eccentricity had become legendary long before he died.
10 Dickie disliked snobs intensely. Though he owned a large car, he hardly ever used it, preferring always
to go on foot. Even when it was raining heavily, he refused to carry an umbrella. One day, he walked into an
expensive shop after having been caught in a particularly heavy shower. He wanted to buy a £300 watch for
his wife, but he was in such a bedraggled condition that an assistant refused to serve him. Dickie left the
shop without a word and returned carrying a large cloth bag. As it was extremely heavy, he dumped it on the
15 counter. The assistant asked him to leave, but Dickie paid no attention to him and requested to see the
manager. Recognizing who the customer was, the manager was most apologetic and reprimanded the assis-
tant severely. When Dickie was given the watch, he presented the assistant with the cloth bag. It contained
£300 in pennies. He insisted on the assistant's counting the money before he left-30,000 pennies in all!
On another occasion, he invited a number of important critics to see his private collection of modern
20 paintings. This exhibition received a great deal of attention in the press, for though the pictures were
supposed to be the work of famous artists, they had in fact been painted by Dickie. It took him four years
to stage this elaborate joke simply to prove that critics do not always know what they are talking about.
New words and expressions 1- i.1l ~4<li 1~

lovable (title) /'IAv;~bal/ adj. ft:1 legendary (1.9) /'leqpndari/ adj. 1~~~89
eccentric (title) !Jk'sentnk/ n. ( ff};j) id& A snob (1.10) /snob/ n. ~*lj;J\A., 1iLtAAT I¥J A.
disregard (1.2) /,disn'go:d/ v. ::fJllY\, t~i!\1. intensely (1.10) /m'tensli/ adv. 5!H!~:lfu
convention (1.2) lk::Jn'venJan! n. 31 f~, Jxt ft: bedraggled (1.13) /bi'drregald/ ad}. MUJP3Wl}:.!'l~
conscious (1.3) /'knnJ;"ls/ adj. ~'lli;¥1J ft:1, :f;t.R¥1J ft:1 dump (Ll4) /dAmp/ v. 1E. ··· ··· f!ZIJ-.':J~:Pfl7tJIF
invariably (1.3) /rn've;)riabli/ adv. ,~Jik, ~£1lf.lt!!. apologetic (1.16) /a,pol;)'Q)etik/ ad}. J1Uxa~
routine (1.5) /ru: 'ti:nl n. 1lf ;i;!l1.; •l:ffl: fffiJ reprimand (1.16) /'reprrma:nd/ v. i.JII ff
shrewd (1.7) !Jru:d! adj. ~~a~ stage (1.22) /ste1d:;/ v. Bt\' r:f Jfi ~lj
eccentricity (1.9) /,eksen'triSiti/ n. ·tlfll¥ elaborate (1.22) lr'lrebant/ adj. ;m,L.,ft)}J!,fjf.j
146
Unit 2 Lesson 31
Notes on the text i* j"_ ~.i ;Jt

set out to do sth., n~, if::~{,J&;!jt:jJ 0
2 draw attention to ... , f1: "iJ I iJL

3 without being conscious that ... , i)( 1f ;~ tH 3i1J ··· ··· o
JZ::Iikfri<TH.il:i!ff~ift, be conscious that ... fP ":'@":UlJiiJ ······" fll1t. o
4 This invariably wins them the love and respect of others. :iZ:'/it1ifJ'(*Afi1Xifth1fla~~fttfl:l~~ •
win sb. sth., ff "f~JitA.$t{~;ljt:!J (~) "],# o
5 add ... to, -tE······~1J03i1J······ o
6 this side of his life, fth1=.1i59":iZ:::tfW~'trti5L'

;\3: mt~ a~ :Iik He was a shrewd and wealthy businessman.
7 be caught in, fP "~?.~i~Lt, li}L" }jj: o
8 Recognizing who the customer was, the manager was most apologetic ...
83 f~V!Jl tJd±H!.1-I~Pi~Jtit 7, ff!J.Ii!7 fJ flfHLitUk ··· ... o :13:1i:Jt'li Jtl #l\iE0-taJ mi!fP.~r§~1!, most i:E:iZ: m®
:1Jo~!il.i!9:~ffltl, tflllir very 0
9. insisted on the assistant's counting, ~:J'#t1Jr5 !JL#,

insist on ffit~i;IJi';trtl, the assistant's Z!::i;IJ;gtn)(l~~*1ttt! o
J!tiEtl·~E!'~ A.M,~;fj:¥:'71 A.¥12: , fthfln~r®tU% JJ ffi, :¥:tH~¥1J § c?JTff?.ff~:fftt ;t.,~~ztzt , 1m 11 Ji~, ~~

-~~A~-~~-~,r§~~111~~~·-~B1it1=.ffi~~7~~.
e§W·M~-1=.M:Iikft1flgL.;fj:gm~Az-,~:Iik1-M~nf. ;fj~~-A.,ffi.L*$ftA~~
rra~:ll-1-::tfOOJl:.f-7CJi.ff%l o :Jc~t~ffft!I.P4i!t!¥, ¥:f:Eft!l.-*tltM1&:7.., ft!1.130i1~1i::h8A:Jilt7f'€~~~~$7,
i!t!¥~·ttUk'f1J;J,A. , J:R "tfth;fj -iilif:*;N~'f:tf., f§.i;~:f&Yf~(!l, '/it'/it.:XXJ:Jfff-1:$ o E!Pf~*f:!Ufi;Vi~, fthffi,~,
:Iikm~*~·-*·~•L-~•~*rn.m~~m,~~*-*•••m.~~•T~-*~m3oo~ga-g
-FW, 1Elmmffifth~!H£;Jdf(J.fff, 5t~wHHHli.. i!t!£=.tilir)tt51.#A:~7. L, 11B1'lH~:--1-*;{f1r::l~rilllliJ
mm.$•mm.~••*re$~m:f:E@~L,~Mft~¥*~.~-z~m.#w*m~e.~m~ili7:iZ:m
J®i~, T~~~*X:¥:, J£FDJ'*iJilff:7 1ft. Fr5_!ft l±lT~~~'f--W, i!t!~-tE$n~lsHffftl!., r::l~mW
~~' 3oo g~f£±. fth~t#•~ .UL#,iU~.t!!=-~!:rnmfth;t~:t;. :i!~Htrn1Jo:f:E-®~1f 3o,ooo ~! J:I;fj--;x, 11!!.
;&1~-.1!!=-~1"; Ht~**$x.hl11B:fLA.45cil~JJIH-\:®1 o :iZ:ixr&ro:'JI®m.~r-r£?1:¥:, r§1g:JZ:lt~@j~ X. t:Iik;g ~8~{1:
~~ , !J ~ .1 :Iik i!t! ~ El C. UllJ ~ • fiE :tt 7 4 ~flit !'Bl Jll: :I(IJ :13: ill ~ 'L' i~ it a~ 11fi! 11111, 9. :Iik ~l'.iiE IJllVH~ * fil:ff aHf. ::f T fll1t.1tB
fiJJ'JfiJRi't~-'t~ 0
Comprehension ~M
each answer.
I Why do eccentrics add colour to the dull routine of everyday life?
2 Why was Richard Colson one of the most notable figures of our town?
3 What did Col son set out to prove when he held an exhibition of modern painting?
Vocabulary i~ ~c.
Explain the meanings of the following words and phrases as they are used in the passage: deliberately (1.1 );
disregard (1.2); conventions (1.2); conscious (1.3); notable figures (1.7); shrewd (1.7); elaborate (1.22).
147
Unit 2 Lesson 31
Summary writing 4ili ~ ~ 11

In not more than 80 words explain how Dickie bought a watch for his wife. Use your own words as far as
possible. Do not include anything that is not in the last paragraph.
Composition 11 ~
In not more than 250 words write an actual or imaginary description of an eccentric person. Expand the ideas
given below into a plan and provide a suitable title. Your composition should be in three or four paragraphs.
Ideas: Appearance- dress - behavio:~r- home- way he or she lives-· strange actions (e.g. puts up strange
notices to passers-by in his garden; stands for parliament- gives speeches saying what he would do if he were Prime
Minister - gets a few votes, etc.) The way other people behave towards him.
Letter writing ~ 11" ~ 11
An old friend of yours has just died. Write a letter of about 100 words in three paragraphs to his wife
expressing your sympathy and asking if you can help her in any way.
Key structures and Special difficulties :*. 4Jt 6J ~ ~ ~ ..~,
Exercises ~ SJ
I without being conscious (11.2-3). Write sentences using verbs after each of the following: instead of; apart from;
interested in. (IKS 20) (~J,I!.~ 2 flit~ 20 il:;'i(::i@1l)~)
2 He owned a large car. He hardly ever used it. He preferred always to go on foot. (11.10-11) Join these three sen-
tences then compare your answer with the sentence in the passage. (IKS 49) (:$; Jl!~ 2 JlfT~ 49 i.lft1Ht 15] ~ l
3 he walked into an expensive shop (11.11-12). Write two pairs of sentences illustrating the difference between: into
and out of; into and in. (IKS 33b) (~J,I!.~ 2 M~ 33 i,l:;'i(::i@ 1P)~ b)
4 Dickie paid no attention. (1.15) Write sentences using the following: pay attention, care and take care. (lSD 16b)
(:$; JA!. ~ 2 !lfT ~ I 6 U!! ~ftli'f, bl .
5 Recognizing who the customer was ... (1.16). Write sentences completing the following: I don't know who ... ; Ask
him why ... ; She asked if ... (IKS 39) (:$;ill~ 2 JlfT~ 39 il:;'i(:: tit 1l.J ~)
6 He insisted on the assistant's counting the money. (1.18) Complete the following: Would you mind my
... ; Imagine her ... (IKS 68b) (:$;),~!~ 2 !l;f}~ 68 il:*lt1l.J~ b)
7 30,000 pennies in all (1.18). Write sentences using the following phrases: in the end; in debt; in sight; in tears.
(SD 2) ($J,I!.~ 2 U!!x'ft~l
Multiple choice questions ~ .tJt :1!-tt~

Comprehension J£~
Most people in the town would have regarded Dickie's behaviour as eccentric on the day he visited the
shop because _ _ __
(a) when he set out into the rain he did not take an umbrella
(b) he went to such lengths to show his dislike of snobbery
148
Unit 2 Lesson 31
(c) he spent so much money on a watch
(d) he had not counted the pennies before giving them to the assistant
2 When Dickie went into an expensive shop _ _ __
(a) he wanted to shelter from the rain
(b) he did not look like a man who could afford a watch
(c) he had forgotten to bring his cloth bag with him
(d) he had been sent by his wife to buy a watch
3 The press paid a great deal of attention to Dickie's exhibition because _ _ __
(a) it had taken him so long to prepare the paintings
(b) the critics admired Dickie's ability to copy the work of famous artists
(c) no one had known that Dickie was a painter
(d) it became known that Dickie had succeeded in deceiving the critics
Structure ~t ¥-7
4 They disregard social conventions and are quite unaware _ _ _ _ they are doing anything extraordi-
nary. (11.2-3)
(a) that what (b) of the fact that (c) if (d) when
5 As it _ _ _ _ , he dumped it on the counter. (11.14-15)
(a) was weighing (b) weighed a lot (c) weighed much (d) had weighed much
6 £300 worth of pennies in the bag. (11.17 -18)
(a) There were (b) It was (c) They were (d) It had
7 He insisted the money before he left. (1.18)
(a) that the assistant should count (b) the assistant to count
(c) to count (d) to be counted
8 He asked a number of important critics to come his private ... (11.19-20)
(a) and see (b) seeing (c) see (d) so they saw
Vocabulary;:~ ~c
9 and returned carrying a large _ _ _ _ . (1.14)
(a) cloth case (b) clothes-basket (c) sack of clothing (d) bag made of cloth
I 0 But Dickie paid no attention to his ... (1.15)
(a) question (b) inquiry (c) query (d) demand
11 The pictures were supposed to have been _ _ _ _ by famous artists. (11.20-21)
(a) worked (b) made (c) done (d) designed
12 Critics do not always . (1.22)
(a) mean well (b) speak with understanding
(c) tell the truth (d) talk sense
14Q
Lesson 32 A lost ship -J115JL~i}
[§'[ Listen to the tape then answer the question below.

"if jjt {-. t..& mlE1 $-)lA -r IPJ :Jta o
..r···
Did the crew of the Elkor find what they were looking for? Why?
The salvage operation had been a complete failure. The small ship,
Elkor, which had been searching the Barents Sea for weeks, was
on its way home. A radio message from the mainland had been
received by the ship's captain instructing him to give up the search.
s The captain knew that another attempt would be made later, for the
sunken ship he was trying to find had been carrying a precious
tremendous excitement on board
cargo of gold bullion.
Despite the message, the captain of the Elkor decided to try once more. The sea bed was scoured with
powerful nets and there was tremendous excitement on board when a chest was raised from the bottom.
10 Though the crew were at first under the impression that the lost ship had been found, the contents of the
chest proved them wrong. What they had in fact found was a ship which had been sunk many years before.
The chest contained the personal belongings of a seaman, Alan Fielding. There were books, clothing and
photographs, together with letters which the seaman had once received from his wife. The captain of the
Elkor ordered his men to salvage as much as possible from the wreck. Nothing of value was found, but the
15 numerous items which were brought to the surface proved to be of great interest. From a heavy gun that was
raised, the captain realized that the ship must have been a cruiser. In another chest, which contained the
belongings of a ship's officer, there was an unfinished letter which had been written on March 14th, 1943.
The captain learnt from tht: letter that the name of the lost ship was the Karen. The most valuable find of all
was the ship's log book, parts of which it was still possible to read. From this the captain was able to piece
20 together all the information that had come to light. The Karen had been sailing in a convoy to Russia when
she was torpedoed by an enemy submarine. This was later confirmed by a naval official at the Ministry of
Defence after the Elkor had returned home. All the items that were found were sent to the War Museum.
New words and expressions :t i.lJ ~*it i~

salvage (1.1) /'srelvrqy v. ~WJ, ~1St; H:J93 cruiser (1.16) /'kru:z;)/ n. ~ ¥¥ J!fi
Barents (1.2)/'be~r;mtz/ n. EAt~ (¥fi1:) find (1.18) /famd/ n. .f:!Gi!JB>J1WJ~"b
sunken (1.6) /'SAI]k;m/ adj. fJi:~9;Etg log book (1.19) /'log-buk/ f.Dt#l} S ;G;
cargo (1.7) /'ka:g~o/ n. :11i'4m piece (1.19) /pi:s/ V. m$:,~{;$:
bullion (1.7) /'bulj~nl n. :31£*-';
~*-' convoy (1.20) /'konv::n/ n. .f.P M
scour (1.8) /'skau~/ v. Wfl'\;;tf~ torpedo (1.21) /t::J:'pi:d~u/ V. ffl ift 1ftJ1/: ttr
chest (1.9) /tfest/ n. ::k'fl!i T submarine (1.21) /' sAbm~ri:nl n. l'1 7.1<. fl1!
contents (1.10) /'kontents/ n. (~~) M~B-9-*W naval (1.21) /'nervJl! adj. #!):~89
belongings (1.12) /br'lo!JIIJz/ n. (~~) M1rllo/J ministry (1.21) /'mrmstri/ n. (If5l:Jffft9) $
item (1.15) /'art~m/ n. 1WJ{4
150
Unit 2 Lesson 32
Notes on the text ifk i.itt

on its way home, i!Rf.Dt~t:f "
2 for the sunken ship he was trying to find .... ,
for fF "!LJ)g" i.#, 'JI~Jt·7U'aJ; he was trying to find £5EHfh\1l}f~t{fi.=f.i.B ship •
3 under the impression that, 12) 1~, i,~);] "
4 be of great interest, 1& ;ff@ "
5 parts of which it was possible to read,
which mJ~c.fftilJ log book, JiJTCJI~fl{]£5EHfh.\'dJ, it to read , parts of which fF
read fl{]~l.:g.,
6 .
piece together ... (~
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.
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&7'1-11!!! •
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Comprehension J.! M-
each answer.
1 Why did the captain of Elkor know that another attempt would be made later to find the sunken ship?
2 What did the crew think when a chest was raised from the bottom?
3 Who was Alan Fielding?
Vocabulary -i~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: instrllcting (1.4);
give up the search (1.4); precious (1.6); tremendous (1.9); were at first under the impression (1.10); wrong (1.11).
151
Unit 2 Lesson 32
Summary writing .ttii ~ 10 11
in not more than 80 words describe how the items brought to the surface enabled the captain of Elkor to
identify the lost ship. Use your own words as far as possible. Do not include anything that is not in the last
paragraph.
Composition 11.:t
In not more than 250 words write the page of Karen's log book which was dated March 14th, 1943. Use the
ideas given below. Do not write more than four paragraphs.
Title: The last day.
Introduction: Journey has gone well so far- convoy successfully fought off an air attack early morning no ships
lost.
Development and Conclusion: 10 a. m. First attack by U-boat ship ahead, the Dauntless sunk men in sea Karen
picked up survivors- 720 men -50 Jives lost- crowded on board- attack on U-boat- puts it out of action with
depth charges. 3.15 p.m. (last entry) second U-boat attack ...
Letter writing :f; 1t 10 11

In about I 00 words write the unfinished letter referred to in the passage which was written on March 14th,
1943 by a ship· s officer.
Key structures and Special difficulties *- 1t 0 ~ :;fp ~A

Exercises ~;t. 5J
which had been searching the Barents Sea (1.2). Write sentences using the following: had been doing and had been
working. (IKS 62b) (~ffi~ 2 flft~ 62 1*¥:fir1D~ bl
2 received (1.4). Write two sentences illustrating the difference between receive and take. (lSD 4) ( ~ !.\!.~ 2 !fit~
4 i*~1f.i'J
3 The sea bed was scoured with powerful nets. There was tremendous excitement on board. A chest was raised from
the bottom. The crew 1-rere at first under the impression that the lost ship had been found. The contents of the chest
proved them wrong. (11.8-11) Express these ideas again in not more than two sentences. Compare your answer with
the sentences in the passage. (IKS 25, KS 49) (~ill~ 2 Jlft~ 25, 49 l**fir1fJ~)
4 the contents of the chest (11.1 0-11 ). How would the word contellts be stressed in this sentence? (lSD 93) ( ~ !.\!. ~
2 flft~ 93 Ui!:\ftso
5 clothing 0.12). Write three sentences using the following words: cloth, clothes, and clothing. (lSD 81a) l ~ W,~
2 flft~ 81 t**lt;;';i, a)
6 brought (1.15). Write three sentooces using the following words: bring, take, and fetch. (lSD 29b) ( ~ 1,\1.~ 2 JHt
~ 29 ~x1t~:z bJ
7 realized (1.16). Write two sentences illustrating the difference between realize and understand. (lSD 20c) ( ~ hl
~ 2 flft ~ 2o 1*~1lu~; cl
Multiple choice questions ~ 1Vi :i! .tt ~

152
Unit 2 Lesson 32
Comprehension J.!.f¥t-
l Why had the salvage operation been a complete failure?
(a) They had failed to locate the ship they had been sent to look for.
(b) They had not succeeded in finding the Barents Sea.
(c) They had found the wrong ship.
(d) The captain had not understood his instructions.
2 In ordering as much as possible to be salvaged from the wreck, the captain _ _ __
(a) expected to find some of the gold bullion
(b) hoped, among other things, to establish the identity of the ship
(c) thought he would find out that the ship had been a cruiser
(d) was looking for more information concerning the dead seaman
3 The log book was the most important find because it _ _ __
(a) helped to explain how the warship had come to be sunk in the Barents Sea
(b) contained a written account of how the Karen had been torpedoed
(c) provided vital information as to the ship's whereabouts
(d) gave the Ministry of Defence information it had known nothing about
Structure ~t ~
4 The captain knew that _ _ _ _ the only attempt. (1.5)
(a) it was not (b) his had not been (c) his would not be (d) it had not been
5 It was a ship which had been sunk many years before in fact found. (I. II)
(a) what they had (b) that they had (c) had been (d) which was
6 They did not find . (1.14)
(a) nothing of value (b) a valuable thing (c) any value (d) anything valuable
7 parts of which . (1.19)
(a) it could still be read (b) it could still read (c) could still be read (d) could still read
8 After the Elkor had returned home, a naval official . (11.21-22)
(a) had this later confirmed at the Ministry of Defence
(b) confirmed this at the Ministry of Defence
(c) at the Ministry of Defence confirmed this
(d) later at the Ministry of Defence confirmed this
Vocabulary ii!J ~c.

9 The ship's captain had received instructions to give up the search _ _ _ _ a radio message from the
mainland. (11.3-4)
(a) on (b) by (c) with (d) in
10 There were books, clothing and photographs, _ _ _ _ letters ... (11.12-13)
(a) including (b) along with (c) added to (d) beside
11 an unfinished letter which was _ _ _ _ March 14th, 1943. (1.17)
(a) inscribed (b) marked (c) dated (d) posted on
12 -all the information that had _ _ _ _ . (1.20)
(a) emerged (b) alighted (c) arisen (d) surfaced
153
Lesson 33 A day to remember -~~-;JC
1§1 Listen to the tape then answer the question below.

"Jf ~ -t. tJ; § 13!7 ~ YA T lP) :Ha 0
What incident began the series of traffic accidents?
We have all experienced days when everything goes wrong. A day

may begin well enough, but suddenly everything seems to get out
of control. What invariably happens is that a great number of things
choose to go wrong at precisely the same moment. It is as if a single
5 unimportant event set up a chain of reactions. Let us suppose that
you are preparing a meal and keeping an eye on the baby at the
just one of those days!
same time. The telephone rings and this marks the prelude to an
unforeseen series of catastrophes. While you are on the phone, the baby pulls the tablecloth off the table,
smashing half your best crockery and cutting himself in the process. You hang up hurriedly and attend to
1o baby, crockery, etc. Meanwhile, the meal gets burnt. As if this were not enough to reduce you to tears, your
husband arrives, unexpectedly bringing three guests to dinner.
Things can go wrong on a big scale, as a number of people recently discovered in Parramatta, a suburb of
Sydney. During the rush hour one evening two cars collided and both drivers began to argue. The woman
immediately behind the two cars Happened to be a learner. She suddenly got into a panic and stopped her car.
15 This made the driver following her brake hard. His wife was sitting beside him holding a large cake. As she
was thrown forward, the cake went right through the windscreen and landed on the road. Seeing a cake
flying through the air, a lorry driver who was drawing up alongside the car, pulled up all of a sudden. The
lorry was loaded with empty beer bottles and hundreds of them slid off the back of the vehicle and on to the
road. This led to yet another angry argument. Meanwhile, the traffic piled up behind. It took the police
20 nearly an hour to get the traffic on the move again. In the meantime, the lorry driver had to sweep up
hundreds of broken bottles. Only two stray dogs benefited from all this confusion, for they greedily
devoured what was left of the cake. It was just one of those days!
New words and expressions:£ iaJ~~"*

prelude (1.7) /'prelju:d/ n. rr;m;, lltr* windscreen (1.16) /'wmdskri:n/ n. (f\$ft~1) fflJXl.
unforeseen (1.8) /,Anf;:,: 'si:n/ adj. ;I; *4 z)'~ i¥J fBOi~
series (1.8) /'sr::Jri:zl n. c~UrJ alongside (1.17) /a,loiJ 'said/ prep. :(;£ .. · · · · 1¥1 %'ill. ,
catastrophe (1.8) /k::~'trestr:lfi/ n. ::k.ffi!J, !)<:~ ...... *f:tl~
crockery (1.9) /'krokari/ n. ~$, fl:~ slide (1.18) (slid /shd/, slid) v. m
suburb (1.12) /'sAb3:b/ n. ~!Z". stray (1.21) /streii adj. ~~1¥1, ~tlfi¥1
collide (1.13) lk:l'lard/ v. 5itl confusion (1.21) /k;;m'fju:3anl n. t~M.
learner (1.14) l'l3:n::~/ n. :W~~ greedily (1.21) /'gri:dili/ adv. jt~:lt!J,
panic (l.14) /'premk/ n. tJi(tift, ?S'I:ift devour (1.22) /d1'vaua/ v. S!ttf:dEPft!.flkpZ;
154
Unit 2 Lesson 33
Notes on the text 1*- ~ ii. #

I get out of control, ~1i;J!il!TU •
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3 keep an eye on, Jffitl", ,~\\~ o
4 you are on the phone, ffrt£ 1~ ft i:li o
5 reduce you to tears, 1!18\t'iU§ o
6 on a big scale, :km!t1;l;it!!. o
7 rush hour, _t-r.ljJis;J"fs1 o
8 draw up, :iJi! _t o
9 pull up,
10 get the traffic on the move, fl£:1f~#lml* o
~:tit~
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1lj! Y 'Jrff1m& • .JS:~.t~$$~JriDi,t:.,i¥JJJ~ :c. -7::'
Comprehension J.!.)ij_'f
each answer.
I What can mark the beginning of an unforeseen series of catastrophes while you are preparing a meal?
2 Why are your husband's guests not welcome?
3 What began all the trouble in Parramatta recently?
Vocabulary i"l ~c
Explain the meanings of the following words and phrases as they are used in the passage: happens (1.3);
precisely (1.4); preparing (1.6); catastrophes (1.8); smashing (1.9); in the process (1.9); reduce you to tears (1.10).
155
Unit 2 Lesson 33
Summary writing .:f~ ~ Ei 1-t
In not more than 80 words describe what happened from the time when the learner driver stopped her car.
Composition 1-t ::t

In not more than 250 words describe a similar 'chain of reactions'. Expand the ideas given below into a plan
and provide a suitable title. Your composition should be in three or four paragraphs.
Ideas: Man loaded with parcels- looking for his car- saw one exactly like it- mistook it for his own -found his
key with difficulty- tried to open the door key wouldn't turn forced the lock- broke the key- dropped the
parcels infuriated deliberately broke the window of the car the owner saw him- rushed towards him called
a policeman -the man arrested- tried to explain - was not believed.
Letter writing -# 1t Ei 1t
You have been trying to sell your car and an unknown person has written to you making an offer. Write a
reply in about 100 words in three paragraphs accepting the offer and making arrangements for the sale.
Key structures and Special difficulties #::. 4t 0 ?tl :ift:I ~ ,:t
Exercises ~. 5J
1 We have all experienced days ... (1.1 ). Write two sentences using the following: he experienced; a lot of experience.
(lSD 31a) (~J.\1~ 2 flll-~ 31 ili\Jt,~; al
2 A day may begin well enough (11.1-2). Write sentences using the following: good enough; enough money; fairly.
(lSD 86a) (~.J;i!.~ 2 fliJ-~ 86 iJI!X!t~f. al
3 You are on the phone. The baby pulls the tablecloth off the table. He smashes half your best crockery. He cuts
himself in the process. (11.8-9) Join these sentences together to make one sentence. Compare your answer with the
sentence in the passage. (IKS 49) ($;J.\1~ 2 Jlit~ 49 i'-::*;flt1l)~)
4 people recently discovered (1.12). Write two sentences illustrating the difference between discover and invent. (lSD
61a) (.~m~ 2 00~ 61 i!I!X!t~; al
5 His wife was sitting beside him. (1.15) Write two sentences illustrating the difference between beside and besides.
(lSD 18b) ($.!.[~ 2 Jlit~ 18 iJHft#, bl
6 a lorry driver who was drawing up alongside the car (1.17). Explain the meaning of drawing up in this sentence.
Write sentences using draw back and draw off. (lSD 64) (~.!.[~ 2 Jlltm 64 i>U!t?.U
7 the lorry driver had to sweep up hundreds of broken bottles (11.20-21 ). Write two sentences illustrating the differ-
ence between had to take and should have taken. (IKS 65) ( ~ hl~ 2 .Jlit~ 65 il'-1HJl1:iJ ~)
Multiple choice questions .~ :rJi i!-itM

Comprehension J.W.Wf-
What would have most upset the woman the day everything went wrong for her?
(a) She had not expected her husband to arrive so early.
(b) The meal she had cooked for the three guests had got burnt.
156
Unit 2 Lesson 33
(c) Her husband had not told her he was bringing anyone to dinner.
(d) She had not got enough crockery left to serve the meal with.
2 What might have prevented a chain reaction following the initial collision?
(a) If the two drivers who had collided had not begun to argue.
(b) Had there been a more experienced driver behind the two cars.
(c) If, instead of panicking, the woman had made no attempt to stop.
(d) Had the wife of the man who braked not thrown a cake through the window.
3 There was a second angry argument because _ _ __
(a) the lorry driver blamed the owner of the cake for his accident
(b) the traffic was extremely slow to get on the move again
(c) the lorry driver did not think he should be made to sweep up the glass
(d) two dogs had devoured what was left of the cake
Structure ~t :f±J
4 It is as if a single event that is _ _ _ _ a chain of reactions. (11.4-5)
(a) no importance set up (b) of no importance set up
(c) not any important sets up (d) not any importance sets up
5 -you are preparing a meal _ _ _ _ keeping an eye on the baby. (11.6-7)
(a) at the same time (b) as you are (c) as well (d) while
6 As if this you to tears ... (1.1 0)
(a) has not already reduced (b) were not already reducing
(c) did not already reduce (d) would not already reduce
7 Immediately behind the two cars _ _ _ _ happened to be a learner. (11.13-14)
(a) was a woman who (b) a woman
(c) the woman (d) there was the woman who
8 The police spent nearly an hour the traffic on the move again. (ll.l9-20)
(a) to get (b) until getting (c) getting (d) having got
Vocabulary iiiJ ~c
9 You are preparing a meal and _ _ _ _ the baby at the same time. (11.6-7)
(a) looking at (b) seeing (c) watching (d) seeing to
I 0 She stopped her car _ _ _ _ a sudden panic. (1.14)
(a) into (b) in (c) from (d) with
11 Hundreds of them the back of the vehicle ... (11.18-19)
(a) slipped off (b) slid down (c) slid over (d) slipped under
12 They greedily devoured the _ _ _ of the cake. (11.21-22)
(a) left (b) leave (c) leftover (d) remains
157
Lesson 34 A happy discovery ~ia~~J.!iJ
[§1j Listen to the tape then answer the question below.

*
JT -t. ~.m li!7 ~);A r 1PJ ~ o
11
What was the 'happy discovery' ?
Antique shops exert a peculiar fascination on a great many people.

The more expensive kind of antique shop where rare objects are
beautifully displayed in glass cases to keep them free from dust is
usually a forbidding place. But no one has to muster up courage to
5 enter a less pretentious antique shop. There is always hope that in
its labyrinth of musty, dark, disordered rooms a real rarity will be No one discovers a rarity
by chance
found amongst the piles of assorted junk that litter the floors.
No one discovers a rarity by chance. A truly dedicated bargain hunter must have patience. and above all,
the ability to recognize the worth of something when he sees it. To do this, he must be at least as knowledgeable
10 as the dealer. Like a scientist bent on making a discovery, he must cherish the hope that one day he will be
amply rewarded.
My old friend, Frank Halliday, is just such a person. He has often described to me how he picked up a
masterpiece for a mere £50. One Saturday morning, Frank visited an antique shop in my neighbourhood. As
he had never been there before, he found a great deal to interest him. The morning passed rapidly and Frank
15 was about to leave when he noticed a large packing case lying on the floor. The dealer told him that it had
just come in, but that he could not be bothered to open it. Frank begged him to do so and the dealer reluc-
tantly prised it open. The contents were disappointing. Apart from an interesting-looking carved dagger, the
box was full of crockery, much of it broken. Frank gently lifted the crockery out of the box and suddenly
noticed a miniature painting at the botto;n of the packing case. As its composition and line reminded him of
· 20 an Italian painting he knew well, he decided to buy it. Glancing at it briefly, the dealer told him that it was
worth £50 . Frank could hardly conceal his excitement, for he knew that he had made a real discovery. The
tiny painting proved to be an unknown masterpiece by Correggio and was worth hundreds of thousands of
pounds.
New words and expressions 1.. i~ ;fp1iii i.fr

antique (1.1) /ren'ti:k/ n. i!i- ;ijC litter (1. 7) /'lit;:)/ V. *!SiJ!!! ;{ff{ilJ
fascination (l.I) I, fresi'nerJan! n. ti iJ, J! ~ 1J dedicated (1.8) /'dedrkeitid/ ad}. 1t ,L_, J&iit a(]
forbidding (1.4) /f~'brdriJ/ adj. ~rm':t-I~:B9, ~mJ*!JtJ;;-a<J bargain hunter (1.8) /,bo:gm-'hAnt~/ !U!zl:1!(;fJ!1L
muster (1.4) !'mASt<!/ V. ~~ 11i' ~a~ A
pretentious (1.5) /pn'tenJ;:)s/ ad}. § frl' /G FL ~, m-tf!l 1¥1 dealer (1.1 0) /' di:l;}/ v. p,jj A
labyrinth (1.6) l'lreb;mne/ n, cherish (1.10) /'tfenJ/ v. M
musty (1.6) /'mAsti/ ad}. ~~~ 1¥1, ~.Jli¥1 amply (1.11) /'rempali/ adv. JE .fiJ$.tt!!
rarity (1.6) /'re;,nti/ ll. mttt~&h masterpiece (1.13) /'ma:st;:~pi:s/ n. ~11=
assorted (1.7) /;:)'s::~:trd/ ad}. *it4H¥1¥1 mere (1.13) /mr~/ adj. 1X1XI¥1
junk (1.7) /d3AI)kJ n. lilit~11i', ~&1 prise (1.17) /prarz/ v. t#tlf
158
Unit 2 Lesson 34
carve (1.17) !ka:v/ v. ~~rj miniature (l.l9) l'mmitf:;,/ adj. ;j\J'51¥J, ;j,~ 1¥1
dagger (1.17) /'dreg:;,/ n. m.&rJ) [:: composition (1.19) /,komp:;,'zxJ;m/ n. f'q ~
Notes on the text -if .:Z ~.i ~

l muster up courage, JttJ:I:SJ,j Et: ,
2 above all. Jil!:~fl"J o
3 be bent on, ~~L.·~ o
· up, U::.11-u:x.L'Fl
4 p1ck *~hl*"fm-~~"
F"JI'f.\!.X..t:J!\ , "~-~ft~"~WE
/L.OO:, TW\1'7 rn.u..•c.' o
5 apart from ... , ~ · .... ·12Hr •
6 Correggio, .j;i!Jij'i!J3'f: (1494~1534), ~:ki'IJ:i=-illll!i*, Jt.iJ~tEfr:'.~ · flPI*E!l. • {tBXi~~X'tl::t, :J'tfj]~fl"J5<1
~~~X'tl6~17ili~a:k~~lll!i~~T§:ke~.~-·~fl"J~~~~{E~:k~E~:k~~.
~~rnn~$A*~:A-#~~~-~.•~-tifl"J~~rn~T~~.re~••~~~~tr•~~~m.•
.tiH±tt<l>Aff[ ffii*ilti7 • ·mi»t:rt~n~~;t}fl"J~~m, xit:J!:tt~;rm:~±'i n.rFf::tittr±mnr Affl~1ii"Jti'fftiff[ 0
tr:&:•. ~q. *&x#. agafl"Jrn~m.~*&~m~tr~oo~fl"J. ~~~&~&~fl"J•~•mm~-#

fffl"tlt~~o
x tk&il~/f~- f r:!?Jt:&:JJl\ -ftJ:~~ • -1'¥1J*tt19!1i::.*fl"J A&:·~JnJ'!-i'fM·C.',
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Comprehension J£ ~
each answer.
1 What does a truly dedicated bargain hunter hope to find in the less pretentious kind of antique shop?
2 What qualities must a truly dedicated bargain hunter possess?
3 How much did Frank Halliday pay for his masterpiece?
Vocabulary iiiJ ~c.

Explain the meanings of the following words and phrases as they are used in the passage: rare objects (1.2);
displayed (1.3); piles (1.7); assorted junk (1.7); truly (1.8); bent on (1.10); amply (1.11).
Unit 2 Lesson 34
Summary writing -iili ~ Ei 11
In not more than 80 words describe how Frank Halliday came to discover an unknown masterpiece. Use
Composition 11 5t
In not more than 250 words write a description, real or imaginary, of an antique shop. Use the ideas given
Title: An antique shop.
Introduction: Appearance outside- window display -the sort of people it attracts.
Developmellt: Inside the dealer his appearance and character the shop itself- how objects are displayed a
typical scene during the day- description of customers.
Conclusion: The pleasure of searching for unusual things.
Letter writing 4'> 1t Ei 1t

You intend to spend your holidays in a country which has a very warm (or very cold) climate. Write a letter
of about 100 words in three paragraphs to a friend asking him to advise you about items of clothing you
should take with you.
Key structures and Special difficulties * ~ 6J ~ :;fl:1 ~ ,?!,
Exercises ~ 5J
when he sees it (1.9). Write sentences using the following; the moment he arrives; until he comes; and before you
leave. (IKS 60c) ($J\.1.~ 2 Mm 60 i}t~m!1iJ~ cl
2 Explain the difference in the use of must be in these two sentences:
To do this, he must be at least as knowledgeable as the dealer. (11.9-1 0)
Youmustbeverytiredafterdrivingsomanymiles.(IKS17) (:ft_hl~ 2 ffl~ l7ll!l¥::m!1iJ:!li'i)
3 Supply a(n) or the where necessary in the following. Do not refer to the passage until you finish the exercise:
One Saturday morning, Frank visited antique shop in my neighbourhood. As he had never
been there before, he found great deal to interest him. morning passed rapidly and _ _ __
Frank was about to leave when he noticed large packing case lying on floor. _ _ __
dealer told him that it had just come in, but that he could not be bothered to open it. Frank begged him
to do so and dealer reluctantly prised it open. contents were disappointing. Apart from
- - - - interesting-looking carved dagger, box was full of crockery, much of it
broken. (11.13-18) (IKS 6,30, 54) (:ftffi~ 2 M~ 6, 30, 54 Ul!¥::m!1lJ~tn
4 he noticed (1.15). Write two sentences illustrating the difference between notice and remark. (lSD 41) (:ftffi~ 2
!Ht ~ 4 I Ul! ~1t#J
Multiple choice questions §. .:t9l ~ .tt it!

160
Unit 2 Lesson 34
Comprehension .1.!.~
1 When Frank Halliday visited an antique shop in the writer's neighbourhood----
(a) it was by no means the first time he had picked up a masterpiece for £50
(b) he displayed the kind of perseverance needed to find a rarity
(c) he spent a short time searching in the morning before deciding to leave
(d) he found most of what he looked at rather boring
2 How did Frank come to discover the miniature by Correggio?
(a) He was shown it by the dealer who did not realize its worth.
(b) He persuaded the dealer to open the box in which it happened to be.
(c) By concealing his excitement on being told the price wanted for it.
(d) By lifting a box of crockery which had been concealing the painting.
3 Frank decided to buy the miniature because _ _ __
(a) it was an Italian painting he knew well
(b) it only cost £50
(c) he knew he had made a real discovery
(d) it was similar to a painting he knew well
Structure H; ~
4 Rare objects are beautifully displayed in glass cases _ _ _ _ them free from dust. (11.2-4)
(a) which are keeping (b) which keep (c) who keep (d) and kept
S But it is not necessary _ _ _ _ up courage to enter an ordinary shop. (11.4-5)
(a) for nobody to muster (b) to have mustered
(c) that one musters (d) for anyone to muster
6 A bargain hunter must have patience, and above all, _ _ _ _ recognize the worth of ... (1!.8-9)
(a) can (b) is able to (c) be able to (d) be capable of
7 there, he found a great deal to interest him. (ll.13-14)
(a) This being his first visit (b) Never having been before
(c) This being his first time to visit (d) Having never been before
8 The dealer told him it him £50. (11.20-21)
(a) cost (b) had cost (c) will cost (d) would cost
Vocabulary i~ ~c
9 Frank visited an antique shop . (1.13)
(a) next door (b) in my county (c) near my home (d) owned by my neighbour
10 Frank was leaving when ... (11.14-15)
(a) almost (b) just (c) only (d) hardly
11 A case which needs prising open has probably been _ _ _ _ ... (11.15-17)
(a) nailed down (b) roped (c) locked (d) unlocked
12 The dealer gave it a brief and told him ... (11.20-21)
(a) peer (b) eye (c) glance (d) regard
161
Lesson 35 Justice was done 1$~iESI..
l(sll Listen to the tape then answer the question below.

"Jf >Jt -t. t.~ A3 ~EJ $. y:J. r 101 ~ o
The word 'justice' is given two different meanings in the text.
What is the distinction between them?
The wordjustice is usually associated with courts of law. We might

say that justice has been done when a man's innocence or guilt has
been proved beyond doubt. Justice is part of the complex machinery
of the law. Those who seek it undertake an arduous journey and
5 can never be sure that they will find it. Judges, however wise or the cry was repeated
several times
eminent, are human and can make mistakes.
There are rare instances when justice almost ceases to be an abstract concept. Reward or punishment are
meted out quite independent of human interference. At such times, justice acts like a living force. When we
use a phrase like 'it serves him right', we are, in part, admitting that a certain set of circumstances has
1o enabled justice to act of its own accord.
When a thief was caught on the premises of a large jewellery store one morning, the shop assistants must
have found it impossible to resist the temptation to say 'it serves him right'. The shop was an old converted
house with many large, disused fireplaces and tall, narrow chimneys. Towards midday, a girl heard a muffled
cry coming from behind one of the walls. As the cry was repeated several times, she ran to tell the manager
15 who promptly rang up the fire brigade. The cry had certainly come from one of the chimneys, but as there
were so many of them, the fire fighters could not be certain which one it was. They located the right chimney
by tapping at the walls and listening for the man's cries. After chipping through a wall which was eighteen
inches thick, they found that a man had been trapped in the chimney. As it was extremely narrow, the man
was unable to move, but the fire fighters were eventually able to free him by cutting a huge hole in the wall.
20 The sorry-looking, blackened figure that emerged, admitted at once that he had tried to break into the shop
during the night but had got stuck in the chimney. He had been there for nearly ten hours. Justice had been
done even before the man was handed over to the police.
New words and expressions .1. iiiJ ~4<ii. 1~

justice (title) /'d3Astrs/ n. iEX, 0 iE; '§']it accord (1.10) /a'b:d/ n. -3&
court (1.1) /b:t/ n. it~ m
premises (1.11) /'premrsiz/ n. 1¥.
law (1.1) /b:/ n. 7*1* convert (1.12) /k;.m'v3:t/ v. ~~. B1~
innocence (1.2) /'m;}sans/ n. )[ *
undertake (1.4) I,And;)'terk/ v. *tB.; i'¥f~
disused (1.13) /dis'ju:zd/ ad}. ~Wff:l a<J, !:& Jf-a<J
fireplace (1.13) /'faiaplers/ n. ~1?
arduous (1.4) I' o:dju;}s/ adj. ~&. 'i!a<J, ~&_X{£ a<J muffle (l.13) /'m.<\fal! v. HH:E, Btt~P
abstract (1.7) /'rebstrrekt/ ad}. Ml~ff.J chip (1.17) /t.fxp/ v. fiX, J!fij, l!.tl
concept (1.7) /'konsept/ n. ;jgi;it, x!~ blacken (1.20) /'blrek:m/ v. 1t~~
mete out (1.8) /mi:t-aut/ ~il"T, ~it emerge (1.20) 1I'm3:dy' v. (M~~) t±l fJ,l!
interference (1.8) /,rnt;}'fm;}ns/ n. -T¥tV
162
Unit 2 Lesson 35
Notes on the text i)fU: ~£~

1 beyond doubt, lifii~:J[:~ o
2 however wise or eminent, .:f~11Bffl~$ z.fffaJJ, $ Z.~tf:l o
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they are o
3 quite independent of human interference, %.:£/f~)dt(]'FfVi , be independent of, .:f~ '

4 it serves him right, fiB~:fl ill:f~ ,
5 in part, $51-:1.1!!., :f£~,fiilf¥!3£..t ,
6 of its own accord, §f!'\:1.1!!., §1;!]:1.1!!.,
7 impossible to resist the temptation to say ... , 't~.:f §~:!ll!.i..5t"· ,, ,
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Comprehension ~M
each answer.
I What is the word justice usually associated with?
2 Why can those who seek justice never be sure that they will find it')
3 When does justice seem to act like a living force?
Vocabulary iiiJ ~c
Explain the meanings of the following words and phrases as they are used in the passage: seek (1.4); arduous
(1.4); eminent (1.6); instances (I. 7); ceases (1.7); independent of (1.8); of its own accord (L I 0).
Summary writing 4rii~ '.fi 11
in not more than 80 words describe how the thief came to be discovered up the chimney and how he was
freed. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
163
Unit 2 Lesson 35
Composition 11 :t
In not more than 250 words write an imaginary account of the thief's experiences up to the time he was freed
by fire fighters. Expand the ideas given below into a plan and provide a suitable title. Your composition
should be in three or four paragraphs.
ideas: Planning the theft kept close watch on shop - noticed chimneys - one night climbed on to roof- chimney
seemed wide- went down- stuck- climbed up again- went down another chimney- again got stuck- could
neither climb up nor down- shouted for help- everything dark and silent- frightened- shouted next morning-
freed by firefighters.
Letter writing t; 1-t ~ 11

You recently quarrelled with a friend. Write him a letter of about 100 words in three paragraphs apologizing
for the incident and suggesting that you should both meet soon.
Key structures and Special difficulties *it~ ~ :;ft7 ~A
Exercises ~If. SJ
We might say that justice has been done ... (11. 1-2).
Complete the following sentences: (IKS 15) (~m~ 2 flft~ 15 W.*fll!t)~ l
He says t h a t - - - -
He wants to know if _ _ __
He believes that _ _ __
2 when a man's innocence or guilt has been proved beyond doubt (11.2-3). Write sentences using the following: The
moment he has arrived ... ; Now that you have finished ... (IKS 61c) (~m~ 2 flft 61 i**fll!tD~ cl
3 They chipped through a wall. It was eighteen inches thick. They found a man. He had been trapped in the chimney.
(IL 17 -18) Join these sentences together to make a single sentence. Compare your answer with the sentence in the
passage. (IKS 49) (~J\1..~ 2 Mm 49 ill*il'rlJ~ J
4 they found that a man had been trapped in the chimney(!. 18). What is the plural of the following words: chimney,
valley, baby, day, hobby, army, money, victory, turkey and storey. (SD 18) (~!A!. m18 ilxitr:2. J
5 Give the correct form of the verbs in parentheses. Do not refer to the passage until you tinish the exercise:
The sorry-looking, blackened figure that emerged, (admit) at once that he (try) to break
into the shop during the night but (get) stuck in the chimney. He (be) there for nearly ten
hours. Justice (do) even before the man was handed over to the police. (11.20-22) (IKS 38) ($J.:I!.m 2
flft~ 38 ill*il"'J~)
Multiple choice questions ~ ~ ~ #- MI
Comprehension J:f;W
In what circumstances may justice take effect outside the courts of law?
(a) When a judge has proved neither eminent nor wise.
(b) When it has not been possible to prove a man's guilt beyond any doubt.
(c) When justice has been done without the interference of a human agent.
(d) When, for example, a man is caught and handed over to the police.
164 •
Unit 2 Lesson 35
2 Why did the manager ring up the fire brigade?
(a) He thought that one of the chimneys was on fire.
(b) He expected them to be of most help in the circumstances.
(c) He had not realized there was a criminal on the premises.
(d) He thought whoever was stuck might be a member of the fire brigade.
3 The fire fighters ascertained which chimney the man was in by - - - -
(a) deciding which of the many cries came from the right chimney
(b) listening for the man's response to their taps on the walls
(c) chipping through a wall which was eighteen inches thick
(d) cutting a huge hole in the wall
Structure it~
4 wise or eminent, judges are human and can make mistakes. (11.5-6)
(a) Whether (b) Either (c) How much (d) No matter how
5 In our use of a phrase like 'it serves him right' , in part, admitting ... (ll.8-10)
(a)is (b)itis (c)weare (d)andin
6 The staff must have found it impossible to say 'it serves him right'. (11.11-12)
(a) they were not tempted (b) for them not to be tempted
(c) to be tempted (d) not to be tempted
7 several times, she ran to tell the manager. (1.14)
(a) Repeating the cry (b) While the cry was repeated
(c) The cry being repeated (d) Having repeated the cry
8- admitted that _ _ _ _ to break into the shop during the night, he had got stuck in the chimney.
(11.20-21)
(a) although he had tried (b) while he has tried
(c) in trying (d) it was he who had tried
Vocabulary iiiJ ~c.

9 She _ _ _ _ the cry several times, so she ran ... (11.14-15)
(a) heard (b) listened to (c) listened for (d) earmarked
10 They located the chimney by tapping ... (11.16-17)
(a) on the right (b) well (c) right away (d) correctly
11 The blackened figure that emerged was sight. (1.20)
(a) an ugly (b) a sorry (c) an apologetic (d) a poor
12 The sorry-looking blackened figure that , admitted at once ... (1.20)
(a) came to light (b) came up (c) went out (d) got out
165
Lesson 36 A chance in o million 8 7J 51 ;Z- ~ *Jtil
!§\ Listen to the tape then answer the question below.

-r
"'Jf ~ -t. ~~;a- E1 $ VA 11 ~ o
What was the chance in a million?
We are less credulous than we used to be. In the nineteenth century,

a novelist would bring his story to a conclusion by presenting his
readers with a series of coincidences - most of them wildly
improbable. Readers happily accepted the fact that an obscure
5 maidservant was really the hero's mother. A long-lost brother, who
was presumed dead, was really alive all the time and wickedly
recently found a brother
plotting to bring about the hero's downfall. And so on. Modern
readers would find such naive solutions totally unacceptable. Yet, in real life, circumstances do sometimes
conspire to bring about coincidences which anyone but a nineteenth century novelist would find incredible.
10 When I was a boy, my grandfather told me how a German taxi driver, Franz Bussman, found a brother
who was thought to have been killed twenty years before. While on a walking tour with his wife, he stopped
to talk to a workman. After they had gone on, Mrs. Bussman commented on the workman's close
resemblance to her husband and even suggested that he might be his brother. Franz poured scorn on the
idea, pointing out that his brother had been killed in action during the war. Though Mrs. Bussman was fully
15 acquainted with this story, she thought that there was a chance in a million that she might be right. A few
days later, she sent a boy to the workman to ask him if his name was Hans Bussman. Needless to say, the
man's name was Hans Bussman and he really was Franz's long-lost brother. When the brothers were
reunited, Hans explained how it was that he was still alive. After having been wounded towards the end of
the war, he had been sent to hospital and was separated from his unit. The hospital had been bombed and
20 Hans had made his way back into Western Germany on foot. Meanwhile, his unit was lost and all records of
him had been destroyed. Hans returned to his family home, but the house had been bombed and no one in the
neighbourhood knew what h~d become of the inhabitants. Assuming that his family had been killed during
an air raid, Hans settled down in a village fifty miles away where he had remained ever since.
New words and expressions ± i;;l ;fp~ 1i

credulous (1.1) /'kredj ul::~s/ adj. ~f~ I¥J naive (1.8) /nax'i:v/ adj. :XJ{.I¥J
improbable (1.4) /rm'prob::~baV adj. ~}cPJ~~I¥J unacceptable (1.8) I,An;:,k'sept;:~baV adj. ~~M~sti¥J
obscure (1.4) /::~b'skju::~/ adj. ~)§HR~ conspire (1.9) /k::~n'spar::~/ v. (1J.f4) J"j iffJiU.&.
maidservant (1.5) /'merd,sa:vantl n. :f.c1~, ft:{rij incredible (1.9) IIn'kred;:~baV adj. Xi l2J, it{~ B"J
presume (1.6) /pn'zju:m/ v. f~l:E resemblance (1.13) /n'zembl;:,ns/ n. :f§{lll.
wickedly (1.6) /'wiiadli/ adv. 'L'HR:J;f:li!!, '*'L'lE: scorn (1.13) /sb:n! n. ~::FF,
¥YW:tili acquaint (1.15) /::~'kwemtl v. 151! T fllll-
plot (1.7) /plot/ v. Wi.tit reunite (1.18) /,ri:ju:'nartl v. 151!1£1~
downfall (1. 7) /' daunf::>:V n. {!fj EJ', ~El assume (1.22) /;:,'sju:m/ v. 1~7E)A~
166
Unit 2 Lesson 36
Notes on the text i*-3:::. )i.*t

I bring ... to a conclusion, ft "{!J:! · ·· ·· · ~:lR" i.jf o
2 bring about, mfi!i:, ~3& 0
3 and so on, ~~. it:!.lPJlt~ o

4 do sometimes conspire 1ft, do J;J1!1J$Ji.~, X'ttlhif79JiilJitS5ID.iftlfFffl o
5 while on a walking tour ... ,

while 1§001-!l~ T±i.l!ltfitiJ he was oif.:'&~lliiBJ, :1:1!1.,#, ~14', i.ltf7~f8:l*i.-lffr\1J)r:f, f>i/ilJEG±i.if:!.!Pl=J±1l"J
E8±~~~. •fr\~E8±m~•~·
6 pour scorn on ... , ft"i.JL~······" i.jf •
7 point out, lliili, mmi'±lt 0
8 be acquainted with, E9;1JJJ: o
9 needless to say, /F fillS?., ~~ o
I 0 become of, ttf #l: ftQ {i:iJ, T ··· ···'ti!f & •
ftfn/FfFi1~0-tHJ~tHUi);f§fl'fgiJ.A 7 o T:E 19 tlttc, ,H.51.#:'1ittUJ-l.lt~~fl.U~~~f!t~-~7'J:rsil--*

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Comprehension ~Jijlf-
each answer.
I How did many nineteenth century novels end?
2 Why was Mrs. Bussman struck by the workman's appearance?
3 How did Mrs. Bussman find out the identity of the workman?
Vocabulary i.1J ~r:.

Explain the meanings of the following words and phrases as they are used in the passage: credulous (I. I); a
conclusion (1.2); improbable (1.4); presumed (\.6); plotting (1.7); totally (1.8); bring about (1.9).
167
Unit 2 Lesson 36
Summary writing -iiii ~ 5i 11

In not more than 80 words write an account of what happened to Hans Bussman from the time he was
wounded to the time he was reunited with his brother. Use your own words as far as possible. Do not include
anything that is not in the last paragraph.
Composition 11 j:_
In not more than 250 words write an imaginary account of Franz Bussman' s life story up to the time he was
reunited with his brother. Use the ideas given below. Do not write more than four paragraphs.
Title: The past.
Introduction: Tried to get information about Hans none available gave up search.
Development: Found it hard to settle down - moved from place to place and from job to job -how he met Mrs.
Bussman marriage settled down at last became a cook disliked the work went into partnership with a
friend- became a taxi driver- once visited home town- block of flats where his house used to be- no one
remembered him.
Conclusion: Future plans now that Hans has been found.
Letter writing -# 1t 5i 1t
Write a letter of about 100 words in three paragraphs to your employer informing him that you will be absent
from work for a few days because you are ill. Point out anything important that should be attended to in your
absence and say when you hope to be back.
Key structures and Special difficulties ::k tt 6J ~ ~ ~ ,??,
Exercises t~. 5J
We are less credulous than we used to be. In the nineteenth century, a novelist would bring his story ... (11.1-2).
Supply used to and would in the following:
When I was young I have a lot more free time than I do now. I live near my work and ...
always get home early. Sometimes I do a bit of gardening or go for a long walk. (IKS 55b) ($: r;[ ~ 2
fliT~ 55 t~t~Tt11Jlli'l b)
2 Readers happily accepted the fact. (1.4) Write two sentences illustrating the difference between accept and agree.
(lSD 65b) (~ffi~ 2 fll}~ 65 W~tli, b)
3 the hero's mother (1.5). Supply apostrophes in the following: Georges umbrella; that womans handbag; Keats
poetry; the childrens clothes; the soldiers uniforms; in six hours time; a hundred pounds' worth. (lSD 13) ($:m
m2 mm 13 il!!JtL<!!',l
4 After having been wounded ... (1.18). Write two sentences beginning with After having been ... (IKS 69) ($:m~
2 flit~ 6 9 lJ!! :¥:JJ! la] lli'l )
Multiple choice questions J, tffi ~:It~

168
Unit 2 Lesson 36
Comprehension JJI.wt
What would a modem reader find totally unacceptable in a novel today?
(a) Having for a hero a man once presumed dead.
(b) The happiness a hero might feel on being reunited with his mother.
(c) Any character being so wicked as to plot against the hero.
(d) Two brothers, each presuming the other long since dead, meeting again by chance.
2 When Mrs. Bussman suggested that the workman might be Franz's brother _ _ __
(a) she was told for the first time that Hans had been killed
(b) Franz objected to the idea of being associated with a workman
(c) Franz was so sure his brother was dead he did not take her seriously
(d) they were both too shy to ask the workman if this was so themselves
3 What did Hans Bussman do immediately after the war was over?
(a) He went to hospital to have his wounds attended to.
(b) He deserted his unit and walked back to his home town.
(c) He inquired after his family's whereabouts but found no trace of them.
(d) He settled in a village near his home, hoping his family would find him.
Structure ~t ~
4 his readers with a series of coincidences _ _ _ _ wildly improbable. (ll.2-4)
(a) mostly being (b) most of which were
(c) most of them were (d) which would be most
5 A long-lost brother had not in fact died and to bring about the hero's downfall. (11.5-7)
(a) wickedly plotting (b) wickedly plotted
(c) been wickedly plotting (d) had been wickedly plotting
6 He stopped . (11.11-12)
(a) in order to talk to a workman (b) a workman for a talk
(c) talking to a workman (d) so that he talked to a workman
7 She sent a boy to ask the workman _ _ _ _ . (1.16)
(a) what was he called (b) what he was called
(c) how he was called (d) if he was called
8 Meanwhile his unit was lost and had been destroyed. (11.20-21)
(a) each of his records (b) all records of him (c) all records of his (d) every record of his
Vocabulary -i6J ~r::.

9 He found a brother who was thought to have been killed twenty years . (11.1 0-11)
(a) ago (b) back (c) before hand (d) previously
10 Mrs. Bussman told her husband that he and the workman ... (11.12-13)
(a) had a close look (b) had the same look
(c) looked very alike (d) looked the same way
11 there was the ____ chance she might be 'right. (1.15)
(a) remotest (b) scarcest (c) greatest (d) lightest
12 how it had ____ that he was still alive. (1.18)
(a) become (b) arrived (c) resulted (d) come about
16Q
Lesson 37 The Westhaven Express Jftt.IRJUT~-~~1*.$
1'§11 Listen to the tape then answer the question below.

vjf jjt {-. ~m- €1 ~ y). r
i<>l it[ 0
What was the mistake the author made?
We have learnt to expect that trains will be punctual. After years of

conditioning, most of us have developed an unshakable faith in
railway timetables. Ships may be delayed by storms; flights may
be cancelled because of bad weather; but trains must be on time.
5 Only an exceptionally heavy snowfall might temporarily dislocate
railway services. It is all too easy to blame the railway authorities an unshakable faith in
when something does go wrong. The truth is that when mistakes timetables
occur, they are more likely to be ours than theirs.
After consulting my railway timetable, I noted with satisfaction that there was an express train to
10 Westhaven. It went direct from my local station and the journey lasted a mere hour and seventeen minutes.
When I boarded the train, I could not help noticing that a great many local people got on as well. At the time,
this did not strike me as odd. I reflected that there must be a great many people besides myself who wished
to take advantage of this excellent service. Neither was I surprised when the train stopped at Widley, a tiny
station a few miles along the line. Even a mighty express train can be held up by signals. But when the train
15 dawdled at station after station, I began to wonder. It suddenly dawned on me that this express was not
roaring down the line at ninety miles an hour, but barely chugging along at thirty. One hour and seventeen
minutes passed and we had not even covered half the distance. I asked a passenger if this was the Westhaven
Express, but he had not even heard of it. I determined to lodge a complaint as soon as we arrived. Two hours
later, I was talking angrily to the station master at Westhaven. When he denied the train's existence, I
20 borrowed his copy of the timetable. There was a note of triumph in my voice when I told him that it was
there in black and white. Glancing at it briefly, he told me to look again. A tiny asterisk conducted me to a
footnote at the bottom of the page. It said: 'This service has been suspended.'
New words and expressions !.t iiiJ ~ 4ii. '*

express (title) IIks 'pres/ n. 'i:k:$; ad}. ~ :i!U't(] odd (1.12) /od/ adj. ~·t£1¥J, :ff11ti¥J
punctual (1.1) l'pAI)kifuaV adj. ift!Mfli,J reflect (1.12) /n'flekt/ v. £ffi~
condition (1.2) /kan'dxJan/ v. {1e:3J't8Ff advantage (1.13) /ad'va:ntxqy n. {;t!fi
unshakable (1.2) IAn'JexbbaV adj. /FrlT#I1!a9 mighty (1.14) /'maiti/ adj. 51l.l :k 8{], :fLfJ 8{]
faith (1.2) /feifJ/ n. {"~ ff dawdle (1.15) /'do:dl/ v. •[l:tf:tf:!l!!.i0~f!jl{
cancel (1.4) /'krensal/ v. I& m chug (1.16) /g'Ag/ v. Jlt~llf,~Jt!!.Ujli]
exceptionally (1.5) !Ik'sepJanali/ adv. 'Wtl>'~:!l!!. lodge (1.18) !lod3J' v. !Jtili
dislocate (1.5) /'dxslakext/ v. i'HL ( il~lj ~) complaint (1.18) /kam 'plernt/ n. 1@~
blame (1.6) /blexm/ v. triumph (1.20) /'traram1/ n. 1¥UU
consult (1.9) /kan'sAlt/ v. iH~,i!tiJtl asterisk (1.21) /'restansk/ n. £-~ (*)
direct (1.1 0) /dr'rekt/ adv. 1~11::!1!!. conduct (I. 21) lkan' dAkt/ v. iJ llol, iJ J..ij.
170
Unit 2 Lesson 37
Notes on the text if .:1:. ~£ ~

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they m mistakes; ours, theirs Jlt91ffl~~1*"¥*ffi;5.!ll:iJiJ, JSIIi~::i:~ 0
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3 strike me as odd, {if:ft!ll\UlUi~HI •
4 take advantage of, ;fljffl ,
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6 It suddenly dawned on me ... , :ft ~ ~ I3Jl El
7 a note of triumph, Jl1;flj :if 1¥J iJ\11 T .
8 in black and white, El ~E\:~"¥ o
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ilil!*f:=ltrl! Y ---B~, t.l:ftfl}#-i!J!I o -~;JvJ,~J'IB~~~re~a<J § ft;;JI¥U T~~Y.J:IE;lriHI<J-~UtflJJ • .t
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Comprehension .n:M
each answer.
I Why have we developed an unshakable faith in railway timetables?
2 How long was the journey from the writer's village to Westhaven supposed to take by express train?
3 How did the writer explain the fact that many local people boarded the train at the same time as he did?
Vocabulary i~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: punctual (1.1 );
unshakable faith (1.2); delayed (1.3); cancelled (1.4); temporarily dislocate (1.5); consulting (1.9); a mere (1.10).
Summary writing 4~ * EJ 1t
In not more than 80 words, write an account of the writer's experiences from the moment he boarded the
train. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
171
Unit 2 Lesson 37
Composition 11: :t
In not more than 250 words describe a journey by train. Though you wished to take a slow train, you
accidentally got on a fast one. Expand the ideas given below into a plan and provide a suitable title. Your
composition should not be more than four paragraphs.
Ideas: Got on train - expected it to stop - prepared to alight - it went straight on - very fast - you asked
passengers - learnt it was an express - ticket collector came along - you explained situation -had to pay full fare
-journey lasted two hours- arrived miles away from destination- no fast train back- had to board a slow one!
Letter writing .:f.7 1-t ~ 11'
A young couple you know have just had their first child: a baby girl. Write a letter of about 100 words in
three paragraphs congratulating them. Inquire about the health of mother and child and say that you hope to
be able to visit them soon.
Key structures and Special difficulties :kit 6J ~~~A
Exercises tn:, 3J
It is all too easy to blame the railway authorities. (11.6-7) Note this pattern. Join the following sentences using the
words in parentheses: (lSD 85) ($: hl~ 2 Mm 85 ili!XltA)
The wall is high. I cannot climb it. (too)
The wall is low. I can climb it. (enough)
2 I could not help noticing. (1.11) Complete the following sentences. (IKS 68) ($: J:i!.~ 2 Jllt~ 68 ili!Jt@11] ~)
I can't stand----
I don't mind _ _ __
3 Neither was I surprised ... (1.13). Write sentences beginning with the following words: Never ... ; Hardly ... ; Little ...
(SD 5) l~.ffi~ 5 ili!X#U!ci:l
4 seventeen minutes passed (11.16-17). Write two sentences illustrating the difference between passed and past. (lSD
33a) (~.l\1,~ 2 illt~ 33 'llXft;;';( a)
5 he denied the train's existence (1.19). Write two sentences illustrating the difference between refuse and deny. (ISD
29a) (~.ffi~ 2 illt~ 29 ilXftJ!;( a)
6 I borrowed his copy of the timetable. (ll.l9-20) Write two sentences illustrating the difference between borrow and
lend. (lSD llc) (~!X!.~ 2 Mm 11 ili!X#LB cl
Multiple choice questions ~ :0t l!tt~

Comprehension J.!.M-
When the writer consulted his railway timetable _ _ __
(a) he wanted to find out how long the express train to Westhaven took
(b) he wanted to know the quickest way of getting to Westhaven by rail
(c) he did not notice how many stations there were on the way to Westhaven
(d) he misread the information concerning the time the journey took
172
Unit 2 Lesson 37
2 At what point did the writer realize that the train was not travelling at the speed of an express train?
(a) When the train had reached the station after Widley.
(b) When the train had been held up by signals.
(c) After the train had stopped at several small stations.
(d) After the train had covered a distance of thirty miles.
3 When the writer went to the station master, he complained about _ _ __
(a) the train scheduled as an express train having in fact been a slow one
(b) the lack of colour in the timetable
(c) the lack of any express trains from his local station to Westhaven
(d) the fact that the Westhaven express had been suspended from service
Structure it~
4 We have learnt to expect punctual. (l.l)
(a) trains being (b) trains to be (c) of trains being (d) trains are going to be
5 exceptionally heavily might railway services be temporarily dislocated. (11.5-6)
(a) If only it snowed (b) Only in case it snows
(c) Only were it to snow (d) Only when snow
6 The express train went direct from my local station to Westhaven a mere hour and seventeen
minutes. (1.1 0)
(a) in (b) lasting (c) a journey which lasted (d) a journey of
7 One hour and seventeen minutes passed _ _ _ _ still to cover half the distance. (11.16-17)
(a) before we had (b) before having (c) when we had (d) and we had
8 When he denied the train's existence, I asked if I _ _ _ _ borrow his copy. (11.19-20)
(a) can (b) may (c) might (d) was able to
Vocabulary iiiJ ~c.

9 Even a mighty express train can be _ _ _ _ by signals. (1.14)
(a) halted (b) retarded (c) slowed up (d) delayed
10 I determined to lodge a complaint on arrival. (1.18)
(a) firstly (b) punctually (c) straight (d) immediately
11 , I told him that it was there in black and white. (11.20-21)
(a) Noting my triumph (b) Sounding triumphant
(c) On a triumphant note (ti) In my triumphant voice
12 Glancing at it briefly, he told me I should _ _ _ _ . (1.21)
(a) take another look (b) review it (c) overlook it (d) have second sight
173
Lesson 38 The first c·alender tl: .!f. 8'9 El ffi

'*
"lT -t, MJii ~ ~~A IPJ ~ a r
What is the importance of the dots, lines, and symbols
engraved on stone, bones and ivory?
Future historians will be in a unique position when they come to

record the history of our own times. They will hardly know which
facts to select from the great mass of evidence that steadily
accumulates. What is more, they will not have to rely solely on the
5 written word. Films, videos, CDs and CD-ROMs are just some of Future historians will be in a
unique position
the bewildering amount of information they will have. They will
be able, as it were, to see and hear us in action. But the historian attempting to reconstruct the distant past is
always faced with a difficult task. He has to deduce what he can from the few scanty clues available. Even
seemingly insignificant remains can shed interesting light on the history of early man.
10 Up to now, historians have assumed that calendars came into being with the advent of agriculture, for
then man was faced with a real need to understand something about the seasons. Recent scientific evidence
seems to indicate that this assumption is incorrect.
Historians have long been puzzled by dots, lines and symbols which have been engraved on walls,
bones, and the ivory tusks of mammoths. The nomads who made these markings lived by hunting and
15 fishing during the last Ice Age which began about 35,000 B.C. and ended about 10,000 B.C. By correlating
markings made in various parts of the world, historians have been able to read this difficult code. They have
found that it is connected with the passage of days and the phases of the moon. It is, in fact, a primitive type
of calendar. It has long been known that the hunting scenes depicted on walls were not simply a form of
artistic expression. They had a definite meaning, for they were as near as early man could get to writing. It
20 is possible that there is a definite relation between these paintings and the markings that sometimes
accompany them. It seems that man was making a real effort to understand the seasons 20,000 years
earlier than has been supposed.
New words and expressions ± iii! ;fa 4i.R. i!

calendar (title) /'krehnd~/ n. mitt;, m R clue (1.8) lklu:/ n. ~~~
m
historian (1.1) /hr'st::>:ri~nl n. :1:~* insignificant (1.9) /msrg'nrfrbnt/ adj. /fi:~At
unique (1.1) /ju'ni:k/ ad). JC!:jff:ttfttr shed (1.9) !Jed! v. -&! Vff.l±l }'%
steadily (1.3) /'stedili/ adv. :f~.±t!!. advent (1.10) /'redvent/ n. i±H!\1., iiJ*, *'lfli
solely (1.4) /'s~uli/ adv. Ill-.±!!!. agriculture (1.10) /'regn,kAltf~/ n . .:;&~
video (1.5) /'vrdi~u/ n. *ff assumption (1.12) /~'sAmpJ;m/ n. -ff!t.JE., i&t!'J;{
CD-ROM (1.5) /,si:-di:- 'rom/ n. ( .R ~) :J'ttrk~IR;z;!J:H dot (1.13) /dot/ n. 1N~L~
bewilder (1.6) /br'wrld~/ v. 1- A Htti'Hl~'L symbol (1.13) /'srmb.1l/ n. ;f;fli}
deduce (1.8) /dr'dju:s/ v. tfUJT, fftJlfl. engrave (l.l3) /m'grerv/ V. m~rj
scanty (1.8) /'skrenti/ ad}. :f:.@.at, :Pt.Z.At ivory (1.14) /'arv.1ri/ n. ~3fffltJ&1
174
Unit 2 Lesson 38
mammoth (1.14) /'ma:m<le/ n. (~) K=B~ phase (1.17) /fe1s/ n. 13 :f§ ,:X:f§
l*?f, *31\ ~;f·
tusk (1.14) /tAsk! n. primitive (1.17) /'prrmrtiv/ adj. JJiUin'8
nomad (1.14) /'n;}uma:d/ n. i'b1!& ~ depict (1.18) /di'pikt/ v. Wi @J, WiMt
correlate (1.15) /'konleit/ v. {i!!;fll1fltU~
Notes on the text i*3:. ii.*'t

I what is more, ft: "lfriH", "fl}:j!'f" M, ;!I!MiA o *
2 CD-ROM, ;!I! compact disc read-only memory (f)~lif'tf o
3 as it were, "PT bl. i.lf', :}i!Mj A i.'IL
4 be faced with, f'): "E!ijli{U", "UJ.j_x;f" fm o
j shed light on ... ,~··· ···i1f~~.ill'dll*, M~ o
6 come into being, 1"1:., m~ 0
7 Ice Age, i:1<Jilil'tWJ o
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Comprehension J£M
each answer.
1 Why will future historians not have to rely entirely on the written word when they come to record the history of our
own times?
2 Why do historians who write about the distant past have a difficult task?
3 When was it believed that calendars were first used?
Vocabulary i~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: record (1.2); select
(1.3); great mass of evidence (1.3); accumulates (1.4); solely (1.4); bewildering (1.6); insignificant (1.9).
175
Unit 2 Lesson 38
Summary writing ~~ ~ lifr·11
In not more than 80 words describe what historians have learnt from the strange markings made by early
man. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
Composition 1t :9:
In not more than 250 words describe some of the things future historians will be able to learn about us. Use
the ideas given below. Do not write more than four paragraphs.
Title: Studying the past.
Introduction: The future historian's sources: films, video, CDs, CD-ROMs.
Development: Social and political history: how we dressed
what we ate- what houses we lived in- what our cities
were like - the forms of entertainment we enjoyed- the news day by day -the way we fought our wars- great
moments in history leading figures of the time as well as ordinary people.
Conclusion: Study of history will provide interest and excitement- the past will be brought to life.
Letter writing .:fl1t J5 11

For several years you have been writing to a penfriend whom you have never met in person. Write him a
letter of about 100 words in three paragraphs telling him that you will be visiting his country soon and
expressing pleasure that you will be able to meet each other for the first time.
Key structures and Special difficulties *..it 6J ~ :f0 ~ ,?!.
Exercises i$ 5J
Give the correct form of the verbs in parentheses. Do not refer to the passage until you finish the exercise:
Up to now, historians (assume) that calendars (come) into being with the advent of agricul-
ture, for then man (face) with a real need to understand something about the seasons. Recent scientific
evidence (seem) to indicate that this assumption (be) incorrect. Historians long _ _ __
(puzzle) by dots, lines and symbols which (engrave) on walls, bones, and the ivory tusks of mammoths.
The nomads who (make) these markings _ _ _ _ (live) by hunting and fishing during the last Ice
Age which (begin) about 35,000 B.C. and (end) about 10,000 B.C. (ll.I0-15) (Mainly IKS
29) ( t:~~mm 2 flit~ 29 UHHJ!1JJID!J
2 it is connected with (1.17). Put with or for after the following verbs: agree, account, mistake, cape, correspond,
apologize, blame, reason, satisfied, quarrel, wait, search. (IKS 46) (~S\!.m 2 flit~ 46 i.llUkit 1r'iJID!l
3 between these paintings and the markings (1.20). Write two sentences illustrating the difference between between
and among. (lSD 76b) (~JA'J¥42 Mm 76 tll!x!t#: bl
Multiple choice questions ~ .t3i ~ tt *!

Comprehension J.lf.Wf
In assuming that calendars came into being with the advent of agriculture, historians made the mistake of
176
Unit 2 Lesson 38
(b) disregarding the markings that early man had been responsible for
(c) supposing that nomadic man had no reason to understand the seasons
(d) not connecting the passage of days with the phases of the moon
2 The scientific evidence that has recently come to light is that----
(a) nomads engraved the bones and tusks of the animals they killed
(b) nomads lived by hunting and fishing
(c) nomads travelled widely in various parts of the world
(d) the markings made by various nomadic groups all have a definite pattern
3 The paintings which have been found on the walls of nomadic dwelling places----
(a) have taught historians something about the nomadic way of life
(b) have no other content than their artistic merit
(c) are not thought to be connected with an ancient calendar system
(d) are invariably accompanied by odd dots, lines and symbols
Structure tt ¥1
4 It ____ as if they could see and hear us in action. (11.6-7)
(a) was (b) were (c) should be (d) will be
5 Even _ _ _ _ seem insignificant remains can shed interesting ... (11.8-9)
(a) they (b) which (c) what (d) those to
6 Historians are now able to read this difficult code markings made in ... (11.15-16)
(a) with correlating (b) having correlated (c) which correlates (d) for they correlate
7 be a definite relation between these paintings and the ... (11.19-21)
(a) It could (b) There can (c) There may (d) It might
Vocabulary -iiiJ ~r.

8 Historians have long tried to _ _ _ _ dots, lines and ... (l.J3)
(a) puzzle (b) puzzle out (c) riddle (d) detect
9 By correlating markings made in parts of the world ... (11.15-16)
(a) different (h) several (c) many (d) other
10 -historians have been able to read . (1.16)
(a) these puzzling signs (b) this hard law
(c) these difficult signals (d) this uneasy letter
11 Until recently historians assumed that calendars with the advent of agriculture. (1.10)
(a) came to existence (b) came to existing (c) came to exist (d) were existential
12 The people who lived by hunting and fishing during the last Ice Age . (Jl.l4-15)
(a) wandered from place to place (b) lived in villages
(c) first learnt to write (d) learnt how to farm the land
177
Lesson 39 Nothing to worry about 1'~i£!'t,'
\§'\ Listen to the tape then answer the question below.

"Jf ;,lt i}, ,~ fti m7 ~ YA r f"J :»! o
What was the difference between Bruce's behaviour and
that of other people?
The rough road across the plain soon became so bad that we tried
to get Bruce to drive back to the village we had come from. Even
though the road was littered with boulders and pitted with holes,
Bruce was not in the least perturbed. Glancing at his map, he
5 informed us that the next village was a mere twenty miles away. It Bruce was not in the
least perturbed
was not that Bruce always underestimated difficulties. He simply
had no sense of danger at all. No matter what the conditions were, he believed that a car should be driven as
fast as it could possibly go.
As we bumped over the dusty track, we swerved to avoid large boulders. The wheels scooped up stones
10 which hammered ominously under the car. We felt sure that sooner or later a stone would rip a hole in our
petrol tank or damage the engine. Because of this, we kept looking back, wondering if we were leaving a
trail of oil and petrol behind us.
What a relief it was when the boulders suddenly disappeared, giving way to a stretch of plain where the
only obstacles were clumps of bushes. But there was worse to come. Just ahead of us there was a huge
15 fissure. In response to renewed pleadings, Bruce stopped. Though we all got out to examine the fissure, he
remained in the car. We informed him that the fissure extended for fifty yards and was two feet wide and
four feet deep. Even this had no effect. Bruce went into a low gear and drove at a terrifying speed, keeping
the front wheels astride the crack as he followed its zigzag course. Before we had time to worry about what
might happen, we were back on the plain again. Bruce consulted the map once more and told us that the
20 village was now only fifteen miles away. Our next obstacle was a shallow pool of water about half a mile
across. Bruce charged at it, but in the middle, the car came to a grinding halt. A yellow light on the dash-
board flashed angrily and Bruce cheerfully announced that there was no oil in the engine!
New words and expressions 1. i~ :fp1ii "*

rough (Ll) /rAf/ adj. dfo1j JbJZ:;f.:>jl-[8 petrol (l.ll) /'petr;:)V n. 7~ riB
boulder (1.3) /'b;mlda/ n. :kfi'iR stretch (1.13) /stretf/ n. -:klt (Jf:t\l!£iX;7]<.)
pit (1.3) /pxtJ v. fJ!f~J:JL:f:Jtri¥i obstacle (l.l4) /' obstalwl/ n. ~~ ~~
perturb (1.4) /p;:'l't3:b/ v. f.t:::f~ clump (1.14) lklArnp/ n. £, ~~
underestimate (l.6) /,Alld;:'lr'estxmextl v. 1~1ti fissure(l.l5)/'fiJ:;)/n. (::fi, :tf!!Ef9) ~~it
swerve (1.9) /'sw3:v/ v. ;E,~1( renew (1.15) /n'nju:/ v. £~
scoop (1.9) /sku:p/ v. ffi ill pleading (1.15) /pli:dil)/ n. ,J&)j(
hammer (1.10) /'hrema/ V. UiH~) mfr, ~tr gear(l.l7)/gi;:'l/n. U~$) t4~t~
ominously (1.1 0) /' ommasli/ adv. if ft)i~!S E8, :::flf. E8 astride (1.18) /;:'l'straidJ prep. ~, ~
rip (1.1 0) /np/ v. ~~J~, :l1tT, tt1: crack (1.18) !krrek/ n. ~~;~
178
Unit 2 Lesson 39
zigzag (1.18) l'zrgzreg/ n. "Z" ~m halt (1.21) /h::>:ltJ n. ~
shallow (1.20) I'Jrel:m/ adj. a~ dashboard (11.21-22) !' dreSb:):d/ n. ( f\.:$ l.i¥J l iK
--
grind (1.21) /gramdl (ground /graundl, ground) v. ~it
Notes on the text -iJ 5t ~i. ~

I get sb. to do sth., i5tHii~A f.Yx:~¥ ,
2 in the least, -,Q)Ltl1-:f, l'G-i:-:f o
3 It was not that Bruce always underestimated difficulties.:i;8Jf-::f;l!i5t;fpjf-:Wf,~,jld!£{;:liffi].:$ o
4 sooner or later, f'P ":lfllj!", ",\!Vf'f-7(" i# o

5 giving way to a stretch of plain, tl:\ }j\1,
give way to ... , J.lt*.f'f- ":/g······Yf11:~" M •
6 charge at, {tp rtJ ,
~-~~~m·•~::f~.~$~T::fili,MOOS~--.fifnm~~~-Mre$~~~ftmtl:l~~$~
Hl±-t; ".f{."f:tjij-i:liJ1trml:G:'k, ±JL±Jti11!, f£:!~1tMW-J!UL-:ft11L\SL o ftti'T-HlHtti!fl, -a-iffftflltftJ00¥}~TiiJ 20
~!I!.ji:Jt,!!-·~H!l o J!JtT:lf::i5t~j}M,IlJ,;J~dl£filffil:$, Tiii;I!11Bffi~JL&1f- AUL:fit~~ "1tttA-1JT'l:tMi:liHt1JIJL
~OfiiJ, :!f.~·@U~J.:lll·i~JtlltrJtt: o
ftm~~±,~~mn~a&, ~-~U®*~:G.$~M~M:t:i~·ffi$*,~WT~M
.ili F' " ftffl~Bf~~Jil~ "1;g-~;qft(f'Erarf"ifli@~--~lifi, li,i(;~f'E~i;IJ;jjllilffi.Jif o l§Jlt, ft~1Tf!1Mt~J1:'k, •ff
~!f.~~~• Tm~~~~~••·
~~*:t:i~TffiT,1ltrOO~-~~M.·-~·qR~-···*£,J!~ftfi**M~TP
m~~$>tffif~tiftfn, ~ftfilTm~. tl:lJJ!lT-1-*~~, ftfil¥}{X::k:*~•Jl,lf;J•·t., 1tt3X;tte$~7r*.
ftf11£5H5ir :tf~r,flJ-JJ~~*~~. ftti;JJ:lil:if$.1: , ftfil1:!i·ifFfttJJ~~:k~U!* so ~. m2 ~R. ~ 4 ~R o 3XtE.Y9:
~~~?~ff~ID-o$•MaJ:~~.remRlltr~*~•~••~m~•·--~~~--~~-~-~
rtlfl!JJf-t;. ftfilB:**f~Rt!H,f§W:, $Bl!Ufr~ J: T:ifM o ~·WTX;tT-HIHii!OO, i§-i!fftfiU~filt.ttl±~ft
filR1fl5~!l!T.r-~--~-~~#-mm~~*M.$.WTrtl*M~*.f1=l.$~~*M~~.~~
~WttT.~-a~-a•ff~·~-~~~.~·Jl,lf~a~~~-~~i;IJm!I!Y9:~T!
Comprehension ~f¥t-
each answer.
I Why did the passengers try to get Bruce to drive back to the village they had come from?
2 Why was Bruce not perturbed by the bad state of the road?
3 Why did the passengers keep looking back as Bruce swerved to avoid boulders?
Vocabulary -i~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: boulders (1.3);
perturbed (1.4); underestimated (1.6); bumped (1.9); swerved (1.9); hammered (1.10); ominously (1.10).
17Q
Unit 2 Lesson 39
Summary writing ~Jii -l- Jii 11=
In not more than 80 words describe what happened from the time when the car got past the boulders to the
moment it stopped in the shallow pool. Use your own words as far as possible. Do not include anything that
is not in the last paragraph.
Composition 11= :t
In not more than 250 words write a continuation to the passage. Expand the ideas given below into a plan
and provide a suitable title. Your composition should be in four paragraphs.
ideas: Got out tried to push car- impossible walked to next village -tried to get a taxi no driver would take
us over rough road paid a large sum of money to rent a jeep -pulled car out of water - found engine badly
damaged - Bruce undismayed.
Letter writing -# 1t liS 11=

You are on holiday and are running out of money. Write an urgent letter to your father in about 100 words in
three paragraphs, asking him to help you out of your difficulties.
Key structures and Special difficulties *it 51 ~ ;fp ~A

Exercises ttf, 5J
we tried to get Bruce to drive back to the village (11.1-2). Write these sentences again using got in place of made.
(lSD 66) ($:ffi~ 2 Jll}~ 66 ~~J2J
I made him tell me the truth.
He made me translate the article into English.
2 he believed that a car should be driven (l.7). Write two sentences beginning: He suggested that ... ; He insisted that
... (IKS 63) ($:ill~ 2 ffft~ 63 i!;J!JHt'PJ~)
3 wondering if we were leaving (1.11). Complete the following sentences: (IKS 63d) (~ n:!.~ 2 Jll}~ 63 tl:1HJ!1f]
~~Jj d)
Can he wait a few minutes longer? I wonder if _ _ __
When will he arrive? I wonder when _ _ __
4 What a relief it was ... (1.13). Write these sentences again beginning each one with What: (lSD 2) ($:ffi~ 2 Jll}~
2 W.~;!i,)
This is a wonderful garden!
It is a terrible day!
5 we all got out (1.15). Write sentences using the following: get on; get over; and get through. (lSD 74a) I$ J;e ~ 2
Jll}~ 74 il.xil~J!;t~ a)
6 Bruce ... told us (1.19). Write two sentences illustrating the difference between say and tell. (IKS 15) ($. _1,\1.~ 2 M
~ I5'1*1Hl!1iJ~l
Multiple choice questions ~ .t9i: !! tf- it!

180
Unit 2 Lesson 39
Comprehension .i.!.M
1 Why were the passengers so relieved when the boulders disappeared?
(a) Bruce could now drive even faster.
(b) They had covered the greater part of the distance to the village.
(c) It seemed less likely that they would meet with disaster.
(d) They had seen the huge fissure that lay ahead of them.
2 When they reached the fissure, Bruce stopped the car because _ _ __
(a) the passengers had begged him to do so
(b) he wanted to know the exact dimensions of the fissure
(c) he thought it was safer to drive across it without the passengers
(d) he was not sure whether the car was wide enough to bridge it
3 Bruce's reaction to the final episode shows that _ _ __
(a) he was not the sort of person to be perturbed by anything
(b) he was extremely brave in face of danger
(c) he had underestimated the depth of the pool
(d) when it came to crossing water, his driving was not good enough
Structure ii ¥1
4 He believed a car· as fast as it could possibly go. (ll. 7 -8)
(a) driving in (b) he would drive (c) to drive (d) in driving
5 when the boulders suddenly disappeared. (1.13)
(a) How relieved we felt (b) What a relief we were feeling
(c) So relieved we felt (d) How we felt relieved
6 Bruce when the car came to a grinding halt. (1.21)
(a) had charged through it midway (b) charged through it to the middle
(c) charged midway through it (d) was in the middle of charging through it
7 Bruce cheerfully announced that the engine _ _ _ _ out of oil. (1.22)
(a) ran (b) had run (c) was running (d) has run
Vocabulary i~ ~c.
8 Glancing at his map, he informed us that the next village was _ _ _ _ twenty miles away. (ll.4-5)
(a) simply (b) boringly (c) only (d) in significantly
9 where nothing could but clumps of trees. (ll.l3-14)
(a) hinder our progress (b) spoil our course
(c) hold up our train (d) harm our way
10 When we pleaded _ _ _ _ , Bruce stopped. (1.15)
(a) afresh (b) aloud (c) repeatedly (d) forcibly
11 He said: 'It's fifteen miles ---~the village.' (11.19-20)
(a) until (b) to (c) from (d) before
12 obstacle was a shallow pool of water half a mile . (11.20-21)
(a) side by side (b) from top to bottom (c) from side to side (d) up and down
181
Lesson 40 Who's who Jl -l,;t~
!@! Listen to the tape then answer the question below.

"Jf ~ -t. ~ ~ lSJ ~ lt:A -r ~~ ~ o
How did the policeman discover that the whole thing was a
joke?
It has never been explained why university students seem to enjoy

practical jokes more than anyone else. Students specialize in a
particular type of practical joke: the hoax. Inviting the fire brigade
to put out a nonexistent fire is a crude form of deception which no
5 self-respecting student would ever indulge in. Students often create
amusing situations which are funny to everyone except the victims.
When a student recently saw two workmen using a pneumatic
drill outside his university, he immediately telephoned the police and informed them that two students
dressed up as workmen were tearing up the road with a pneumatic drill. As soon as he had hung up, he went
10 over to the workmen and told them that if a policeman ordered them to go away, they were not to take him
seriously. He added that a student had dressed up as a policeman and was playing all sorts of silly jokes on
people. Both the police and the workmen were grateful to the student for this piece of advance information.
The student hid in an archway nearby where he could watch and hear everything that went on. Sure
enough, a policeman arrived on the scene and politely asked the workmen to go away. When he received a
15 very rude reply from one of the workmen, he threatened to remove them by force. The workmen told him to
do as he pleased and the policeman telephoned for help. Shortly afterwards, four more policemen arrived
and remonstrated with the workmen. As the men refused to stop working, the police attempted to seize the
pneumatic drill. The workmen struggled fiercely and one of them lost his temper. He threatened to call the
police. At this, the police pointed out ironically that this would hardly be necessary as the men were already
20 under arrest. Pretending to speak seriously, one of the workmen asked if he might make a telephone call
before being taken to the station. Permission was granted and a policeman accompanied him to a pay phone.
Only when he saw that the man was actually telephoning the police did he realize that they had all been the
victims of a hoax.
New words and expressions 1. ill} :fo 4iit if

hoax (!.3) lh~uks/ n. !;]Sj, X:lt:rf advance (1.12) /;71d'va:ns/ ad}. ffi)ta~, 4J)t~1~a~
deception (1.4) /dr'sepfunl n. ~!i, ~fi?J archway (L 13) /'a:tfwei/ n. tt\mnt~
self-respecting (1.5) /,self 'nspektrtj/ adj. F:l :1!31J remonstrate (1.17) /'rem::lnstrert/ v. ~Jl1,x}J, 1§- ~
indulge (1.5) /rn'dAlcy' v. 1~m.J£ ironically (1.19) /ar'ronrkli/ adv. i~1)fitj :ft!!
pneumatic (1.7) /nju:'mretik/ ad}. 9:191Et9 permission (1.21) /p~'mtfJn/ n. ifij
drill (1.8) /drill n. f& grant (1.21) /gra:nt/ v. !El:l, lilif'
silly (l.ll) /'sdi/ adj. 1C:i3<.!31J, 1Cl!§Pft9
162
Unit 2 Lesson 40
Notes on the text i* X. ii. *

lIt has never been explained why ... , ff~-1'-1iJ-T~A:lE~±i.I:J!IV. why iJI~-~±ifrh\1lJ o
2 specialize in, 'fi"flh\$"
3 inviting ... fire, :J!l;l].t~J);ffil, ltt*ft:.±.i.l, put out f'F "trV<:", "~V{" i# o
4 dress up as, ~ID$; o
5 they were not to take him seriously, ( ftafil ) ~ 1~Hf!HtM\3 @] $ ,

take J.lt*f'F "xH'!f", "!~~, i#, ~:&X't A. X't$4ml¥l~Jt:filli.IW o
6 grateful to the student for this piece of advance information, X'f:iti.-1'-~1::$J'c;lifi:tJltrf1.5Vitij~~iM o be grateful
to sb. for sth., X'f~AIZ5!~$~ff;~iM o
7 as he pleased, 1::1f:t\::tkilhl·3lJ, f§iiii~~T to do, PJ'i.f:ft: "l!iftftl!.~f£",
8 be under arrest, ~:il~, ~~ o
9 Only when ... did he realize that ... o :(f:lt;.'rlJi.!~, only 1JO..t~ilh\1iJ:f&:(f'PJ1t, ~!lt.±:1l]if.J.±:Wlii~Y:fHf1J~
I¥J1l]Jt,
itil!#~ri1f)'lftZ.:k~1::ffff~ltfffDJA~~£fi)(X~fFjJ o :k~'£11*-f*~~~~fFkliJ- '1$.#A. o ii1I

1f!l llJJ llA* t~ V<-~ lti!*~ :AI¥l :k 1<~- 1* ft:HHiil fill, :A § ~·L' I¥J :k ~ 1:: tk: ~%1..:1/t( o:k ~I£ {il'ilt 1lt f/t(!f.J ~llitJ ~
-#~~if.JfilJOO,~:k~~_t-~,~M~~~~~~ili*l¥lo
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B:fflJx\~~.tf~iiii ofi..t~i'lif§, ftltll.~..t*JUIA.~~JL, 1lfififtl!.fil:e::A-t-V•*ll:ftl!.ffl:iE.Jf, ~~1Eft!!.~IIDiJ:;
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Jt~--t-IA.mft:~·M•.~•*ttW••zM,Ji!:§~IV.U-~~ffi.W*~~T,M~*~-~ftffi~
~-.~~-~-~IAKI¥J~~W·fi~-~~M*ffi,.*•medT-~~filJ~~--.
Comprehension J.!. ~
each answer.
I What sort of practical joke do students specialize in?
2 What did the student tell the police?
3 What did the student tell the workmen?
·Vocabulary i.lJ ~r:.

Explain the meanings of the following words and phrases as they are used in the passage: a particular type
(11.2-3); put out (1.4): deception (1.4); victims (1.6); hung up (1.9); silly (I. II ); grateful (1.12).
183
Unit 2 Lesson 40
Summary writing ~tli ~ ~ 11
In not more than 80 words describe what happened after the student hid in an archway. Use your own words
as far as possible. Do not include anything that is not in the last paragraph.
Composition 11 :9:.
Imagine that the policeman who accompanied the workman to the pay phone did not realize that they had all
been victims of a practical joke. In not more than 250 words, describe what happened. Use the ideas given
Title: Arrest the police!
Introduction: Policeman and worker returned- the other workman still quarrelling with police- resisting arrest.
Development: More police arrived - workmen told them that the first lot of policemen were students - the second lot
of police threatened to arrest the first lot asked for identity cards - the first lot said that the workmen were students
-workers had to prove their identity.
Conclusion: Realized they were victims of a hoax.
Letter writing .f; 1-t ~ 11

A friend has written to you offering you a place in his car on a long trip he intends to make, providing that
you are willing to share expenses. In not more than 100 words, write a letter accepting his offer. Do not write
more than three paragraphs.
Key structures and Special difficulties *- ~.t ,SJ ~ ~ ~ ,<!?,

Exercises ~it, 5J
I to put out a nonexistent fire (1.4 ). Write sentences using the following: (lSD 27) ( ~WJl'~ 2 :llft~ 27 illtA) put
up, put someone up, put up with and put off.
2 funny to everyone except the victims (1.6). Write three sentences illustrating the use of the following: (lSD 14b)
(~J\1.~ 2 :llft~ 14 i.J!!~{E,#, b) except, except for and apart from.
3 dressed up (1.11 ). Write two sentences illustrating the difference between dress and dress up. (lSD 65c) ( $ ffi~
2 :llft~ 65 ilX'l#, c)
4 he could watch (1.13). Write two sentences illustrating the difference between watch and follow. (lSD 36c) ($ ffi
~ 2 !litu;
36 i!fX'lJ~ c)
5 one of them lost his temper (1.18). Write sentences using the following: in a good temper, in a good mood, in a bad
temper and in the mood. (lSD 83) (~ J\1.~ 2 :llft~ 83 ilxt?-~)
Multiple choice questions ~ :01 :i!.JtMi

Comprehension~~
A good hoax is a joke which depends on _ _ __
(a) deceiving people into behaving in a way which amuses everyone but themselves
(b) doing something like calling the fire brigade to a nonexistent fire
184
Unit 2 Lesson 40
(c) at least two parties being led to believe the other is fraudulent
(d) people disguising themselves to look like other people
2 When the policeman first arrived outside the university - - - -
(a) the student hid in an archway to see what happened next
(b) he told the workmen if they disobeyed him he would call four policemen
(c) the workmen refused to take his request that they should move seriously
(d) he was polite to the workmen as he had expected them to be students
3 When did it become clear to the police that the workmen were not students?
(a) When one of the workmen angrily said he was going to call the police.
(b) Not until one of the workmen asked if he could telephone the police.
(c) When the policeman saw whom the workman was ringing from the pay phone.
(d) Only after they had arrested the workmen and taken them to the station.
Structure ft ~
4 -why students seem practical jokes than anyone else. (11.1-2)
(a) entertained by more (b) to have been entertained more by
(c) more to be entertained by (d) to be more entertained by
5 - and told them that order them to go away they were not to take them seriously. (ll.l 0-11)
(a) should the police (b) the police might
(c) if the policeman did (d) was a policeman to
6 -were grateful to the student for _ _ _ _ in advance. (1.12)
(a) they had been informed this (b) having informed them this
(c) being informed of this (d) informing them of this
7 The workmen told him to do ... (11.15-16)
(a) as it pleased him (b) how he pleased (c) as he pleased (d) that pleased him
8 Only then that it had been a trick. (11.22-23)
(a) he realized (b) he understood (c) did he realize (d) he did realize
Vocabulary iaJ ~r:.

9 -a student had dressed up as a policeman and was amusing himself . (11.11-12)
(a) by joking with people (b) at other people's expense
(c) by making fun of people (d) to other people's surprise
I 0 When he received a very from one of the workmen ... (11.14-15)
(a) impolite retort (b) harsh response (c) rough report (d) sharp return
11 Four more policemen arrived to protest _ _ _ _ the workmen's behaviour. (11.16-17)
(a) with (b) for (c) to (d) against
12 The police attempted to the pneumatic drill. (11.17 -18)
(a) get hold of (b) keep hold of (c) hold back (d) hold on to
185
Unit 3
Unit 3
No language exercises have been included in Unit 3. You should now be able to write continuous English
prose entirely on your own.
How to work
Carry out the detailed instructions given in the Introduction to Unit 2 (p.JOO). They are very important. Here
is a brief summary:
Comprehension
Write complete answers in your own words as far as possible.
Vocabulary
Explain each word or phrase as it is used in the passage.
Summary writing
Make out a list of Points, a Rough draft, and a Fair copy. Do not exceed the word limit. At the end of your
Fair copy, write the number of words you have used.
Composition
Make out a full plan which contains an Introduction, a Development and a Conclusion. Write essays of
about 300 words in three or four paragraphs.
Letter writing
Pay close attention to the Layout of each letter. Answer each question closely. Do not exceed the word limit.
Example
Work carefully through this past First Certificate paper. Note how the questions have been answered.
Read the following passage carefully and complete Comprehension, Vocabulary and Summary writing.
As I stepped out of the train I felt unusually solitary, since I was the only passenger to alight. I was accus-
tomed to arriving in the summer, when holiday makers throng coastal resorts, and this was my first visit
when the season was over. My destination was a little village eight miles distant by the road, but only four if
you took the cliff path over the moor. This I always did, unless it was raining: and I left my luggage at the
5 bus office beside the railway station, to be conveyed for me on the next bus, so that I could enjoy my walk
unhampered by a suitcase.
188
Unit 3 Instruction
It took me only a few minutes to come to the foot of the cliff path. Half way up I paused to enjoy the sight
of the purple hills stretching away to my right and to my left the open sea. When I reached the top I had left
all signs of habitation behind me. The moorland turf was springy under my feet, the air was like wine and I
10 felt rejuvenated and intoxicated with it. Glancing seaward a minute or two later, I was surprised to notice
that the sky was already aflame with the sunset. The air grew perceptibly cooler and I began to look forward
to the delectable hot meal I should have when I reached the inn. It seemed to be getting dark amazingly
quickly. I did not think that I had walked unduly slowly and I was at a loss to account for the exceptionally
early end of daylight, until I recollected that on previous visits I had walked in high summer and now it was
15 October and the nights were drawing in.
All at once it was night. The track was grassy and even in daylight showed up hardly at all against the
moor, so it was difficult to keep on it now. If only I had been a smoker with matches always to hand, or if my
torch had been in my pocket instead of in the suitcase, I could have walked with more assurance. As it was,
I was terrified of hurtling over the edge of the cliff to the rocks below. When I did stray, however, it was
20 towards the hills. I felt my feet squelching and sticking in something soggy. There was no bog to my knowl-
edge near the track, so I must have wandered a long way off my course. I extricated myself with difficulty
and very cautiously edged myself towards the sound of the sea. Then I bumped into a little clump of trees
that suddenly loomed up in front of me. This was providential rest and shelter until the moon rose. I climbed
up the nearest trunk and managed to find a tolerably comfortable fork in which to sit. The waiting seemed
25 interminable and was relieved only by my attempts to identify the little stirrings and noi3es of animal life
that I could hear. I grew colder and colder and managed to sleep only in uneasy, fitful starts, waking when
my position got cramped. At last, when the moon came up, I discovered that I was not more than fifty yards
from the track and I was soon on my way again.
Compn;)hension
Give short answers to each of the following questions, in your own words as far as possible, using only
material contained in the passage. Use one complete sentence for each answer.
1 How was the author's arrival at the station this time different from his arrival on other occasions'?
2 Why did the author leave his luggage in the bus office')
3 Why was the author surprised at the darkness coming so soon?
Vocabulary
Choose five of the following words and phrases and give for each another word or phrase of similar meaning
to that in which the word or phrase is used in the passage: coastal resorts (1.2); all signs of habitation !1.9);
rejuvenated (1.1 0); glancing seaward (1.10); perceptibly (1.11 ); unduly (1.13); account for (1.13); recollected (1.14 ).
Summary writing
Give an account in not more than 80 words of the author's experiences on the moor after it had become
completely dark. Use your own words as far as possible. Do not include anything that is not in the last
paragraph.
18Q
Unit 3 Instruction
Possible answers
Comprehension
The author's arrival at the station this time was different from his arrival on other occasions because this was the
first time he had ever visited the coastal resort after the holiday season had passed.
2 The author left his luggage in the bus office so that he could enjoy his walk without having to carry anything.
3 The author was surprised at the darkness coming so soon because at first he failed to realize that the days were now
shorter because summer had pa5sed.
Vocabulary
coastal resorts: places near the seashore where people spend their holidays.
rejuvenated: young again.
perceptibly: noticeably.
unduly: excessively.
recollected: remembered.
Summary writing
Points (The author's experiences)
1 Difficult to keep on track.
2 Strayed- hills.
3 Feet stuck - something soggy.
4 Off course.
5 Extricated himself.
6 Went sound of sea
7 Bumped- clump of trees.
8 Climbed nearest trunk.
9 Sat in fork.
10 Waited -long time.
11 Felt cold.
12 Slept- fitful starts.
13 Moon rose able to see track.
14 Continued on his way.
Rough draft (Joining the Points)

In the darkness, the author could not follow the track and wandered towards the hills. When he got stuck in soggy soil,
he knew he had lost his way. After extricating himself, he walked towards the sound of the sea. It was then that he
bumped into a clump of trees so he climbed up the nearest trunk and sat in a branch. He waited there for a long time, and
even though he felt very cold, he slept for short intervals. When the moon rose, he was able to see the track a short way
off and he continued on his way. ( 103 words)
1QO
Unit 3 Instruction
Fair copy (Corrected draft)
Unable to follow the track in the darkness, the author wandered off his course towards the hills where he got stuck in a
bog. After extricating himself, he walked towards the sea. When he bumped into a clump of trees, he climbed up the
nearest trunk, sat on a branch and waited there a long time. Though he felt cold, he managed to get a little sleep. Later,
when the moon rose, he saw the track and continued on his way. (81 words)

In this exercise you will be asked to rewrite a sentence taken from the passage without changing its meaning.
this exercise tests your ability to use your English to express yourself in a restricted way.

You will again find comprehension questions in which you are asked to choose the correct answer from a
number of suggested answers. This exercise tests your ability to understand the meaning of the passage you
have read and also to recognize grammatical and lexical errors in English.
1Q1
Lesson 41 Illusions of pastoral peace ?D El3 ~~~8'931~

*
llJT -t , i.t\ m@] ~ 11:A r f"J ~ o
What particular anxiety spoils the country dweller's visit to
the theatre?
The quiet life of the country has never appealed to me. City born
and city bred, I have always regarded the country as something you
look at through a train window, or something you occasionally visit
during the weekend. Most of my friends live in the city, yet they
5 always go into raptures at the mere mention of the country. Though
the gentle pace of /i·ving
they extol the virtues of the peaceful life, only one of them has ever
gone to live in the country and he was back in town within six months. Even he still lives under the illusion
that country life is somehow superior to town life. He is forever talking about the friendly people, the clean
atmosphere, the closeness to nature and the gentle pace of living. Nothing can be compared, he maintains,
1o with the first cockcrow, the twittering of birds at dawn, the sight of the rising sun glinting on the trees and
pastures. This idyllic pastoral scene is only part of the picture. My friend fails to mention the long and
friendless winter evenings in front of the TV- virtually the only form of entertainment. He says nothing
about the poor selection of goods in the shops, or about those unfortunate people who have to travel from the
country to the city every day to get to work. Why people are prepared to tolerate a four-hour journey each
15 day for the dubious privilege of living in the country is beyond me. They could be saved so much misery and
expense if they chose to live in the city where they rightly belong.
If you can do without the few pastoral pleasures of the country, you will find the city can provide you
with the best that life can offer. You never have to travel miles to see your friends. They invariably live
nearby and are always available for an informal chat or an evening's entertainment. Some of my
20 acquaintances in the country come up to town once or twice a year to visit the theatre as a special treat. For
them this is a major operation which involves considerable planning. As the play draws to its close, they
wonder whether they will ever catch that last train home. The city dweller never experiences anxieties of this
sort. The latest exhibitions, films, or plays are only a short bus ride away. Shopping, too, is always a plea-
sure. There is so much variety that you never have to make do with second best. Country people run wild
25 when they go shopping in the city and stagger home loaded with as many of the exotic items as they can
carry. Nor is the city without its moments of beauty. There is something comforting about the warm glow
shed by advertisements on cold wet winter nights. Few things could be more impressive than the peace that
descends on deserted city streets at weekends when the thousand1. that travel to work every day are tucked
away in their homes in the country. It has always been a mystery to me why city dwellers, who appreciate all
30 these things, obstinately pretend that they would prefer to live in the country.
Unit 3 Lesson 41
New words and expressions ± iaJ :;fp~ i%

illusion (title) II'lu:3;m/ n. :k1 ~~. rr!1tt dubious (1.15) /'dju:bi::~s/ adj. PI ~Frtl, '~~ 13-9
pastoral (title) /'pa:star::~l/ ad}. EB [g] ® privilege (1.15) /'prrvrhc::W n. M'~
breed (1.2) lbri:d/ (bred /bred/, bred) v. :!:~ 1f misery (1.15) /'mrz~ri/ n. 1!f~
rapture (1.5) /'rreptf::~/ n. fiX:J acquaintance (1.20) /:J'kwemt::~ns/ n. ~A
extol (1.6) IIk'st::~uiJ v. ~~. i:Jitfm treat (1.20) /tri:t/ n. ~1~S"J5F>¥, $~
superior (1.8) /su:'pmi~/ adj. tft~(f<J dweller (1.22) /'dwel::~/ n. JiHt1!f
cockcrow (1.10) /'kok-kr::~u/ n. ~!lb P4 Stagger (1.25) /'streg;;~/ V. m:5ib, JIJ!M
twitter(l.lO)/'twr~/v. (~) JJtlltP4, ~P~I!lfi!i:P4 exotic (1.25) !Jg 'zotrkl adj. ~-'f.ey-'lt Frtl, "~* Frtl
glint (1.10) /glint/ v. IAJ ~ glow (1.26) /gl;;~u/ n. S 1K:Jt
pasture (1.1 I) /'pa:stf:J/ n. !&:!:m descend (1.28) /dr'send/ v. r:ti, ~llfij
idyllic (1. I 1) /x'drlrk/ ad). EE [gj i~l¥7 tuck (1.28) ltAkl v. ~Tif:ltt, ~-
virtually (1.12) /'v3:tfu~li/ adv. JVf, ~::f~ obstinately (1.30) /'obstmrtli/ adv. tm i:A:l:t!1, mJi rm :l:t!1
Notes on the text -i*:.t ii:.ft

1 city born and city bred, lJil<!!.±, fl!X!!.-K: o
~~~ w~~+M~%~"~-~~-mW~.~~~~~~m.
2 go into raptures, ~1~AA:J::tr:£E~* ,
at the mere mention of, --1'Ji'J51J o
3 be under an illusion, f'P ":fi ...... ~t'f~j)t" ift, that iJI<EJft'~~raJ{\Liffh\117 o
4 beyond me, :fit~!T;t[J*..Elfi]!Ht~ o
.'l do without..., ~)!:ff"""mrr 0
6 draw to a close, ~tOR:, 1lf~~ ,

i you never have to make do with second best, ffj;J>\*:;f&'ffl~~lfb7IO~f.r o
make do with ... , Jtl ...... ,
<T~~ # n~¥15 »-*~9::ffPJtiJI:cttt • tt~tE.IfiXm, *tE.lfiXm, .~. V..J;J # .ft;Ji!;)2ti1*!fifi.i;{if3!rJ~.Il~1'#~.

d~~~*~~~-~~••·tt~~~M~BtttE~m.m~m #H,
~-~mB~o •• ?D~#M±ffl~##tt~.m~~R:fi~Aa*~MttM,OOH~~61'M~§*7"
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§ ~ ~~ffJi;fQf!ti*l~± 11fil1* o filiW?:-t~tA);J, l~lfttit~!!b~-jif~U4, ~a}j fl't%1J'~!li, otlliAXP4, fltfltfhi:SS~ t'l ~S !M:
IT~*· ~~.~-~-~~ffi~o@~#ffi~~-~~H~ft~~~~1'-00oft~M&~:ffm~tt~*m
lW Jt li ~¥Si!: 1': ~ ~ H~ ~ ~- rt:! till ~PI£~ a'~ ~::!\tSf- Jf; ;et fili 1:!1 ~ i.51. iffl liS 1t ~ 8b fit! 1(1. iftJ, kU. .&JJII J!:..~ &:R: ~ 1{4 /G f..\ ~
o
r iU3!tJ.IfiX!!.I ftE!"J:t:¥8~ AfiJ , A{IJJ;J ft ::-\tiT!¥- &xi±~ l:~l'Ei 4 i'!J'flit ~1#!:J+Jt -m1~·ff~~ ~ rSJ ~{t:~., ft~
kl'*~fi~.~~~m!¥-•fttE**~f~m~.lfiXrn,M~kU.u~m~~-~~~~11~*•*~·
~-~~~h~r~mw~~~~-~~.w~~~~~~m~kU.J;J~·~~m~•~~~*D·
M~t~ *:t: ffl J1lti'!Ptlt Jl ~!i!, [§);) fll!.f1Tt\Mt i'E ~ft.ili, ffl;IB&'flit~ kU. PJ fll!.fll!WP 9\:~i'E l!tl: ~®~~SF; • ft :tE ~ H J'if --
®MA,~m&~ill:l!!X*;'fif-~~Jl~~.#re~#ft-#~-~·~··~i'E~ffi~#:k$, ~~.
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~-.-~-~-~~-M.~~. ~ru"~*D&~ ~*@,~lfblfb#.$,M*~~ffl~·~~~fr,
~MA~-*~AA:W:trH,.~~*~B~~T**iffllfb,.~·~~~~~~,~~~---~~~.:!QXm~
*$&:ff~~~•·•~--~~~m.~~~-~ili~•ft.~~A¥#~mo~*~~-+~n~.lJJX~m~
1Q3
Unit 3 Lesson 41
A !ill riJ y 11Mn s~ ~ 1al~ rfiz!8, ~Bts"l1trrtJ'JVJtr-*P9~~~3R, &1f1t ~ rm ttJJtat~'Tjjl£ i> A:~tt;;;,y ,
mHH A MJ!- -!:JJ •L., ,fllJ~ aJl 8 , tn fl~ ~fA 4rJJ ±tM~ t:IHi!! fn ~%: f1 :f:E?; H ~ # ~, J! M;f.lO!d;t -1L~1' i.Jt ,
Comprehension J.!.fff-
each answer.
I How long did one of the author's city friends live in the country?
2 Why does the author find fault with his friend's description of the country?
3 Why does the author consider people who have to travel from the country to the city every day unfortunate?
Vocabulary 1;;1 ~c.

Explain the meanings of the following words and phrases as they are used in the passage: extol the virtues
(1.6 ); illusion (1.7); superior to (1.8); maintains (1.9); glinting (1.10); tolerate (1.14); beyond me (1.15).
Summary writing 4~ ~ 11
In not more than 80 words give an account of the advantages which the author attributes to living in the city.
Composition 11 ;t
Write a composition in about 300 words on one of the following:
a Write an answer to the above passage pointing out the advantages of living in the country and the disadvantages of
living in the city.
h Which part of your country would you prefer to live in and why?
Letter writing ~ 1t 11
A friend of yours who lives in the country intends to come to town for a few days and has written to you
asking if you could put him up. Write him a letter of about 100. words offering him the use of your guestroom.
Key structures and Special difficulties * ~ 6J 1!.! :fu ~ ,??,

Rewrite the following sentence without changing the meaning. Then refer to ll.l4-15.
I can't understand why people are prepared to tolerate a four-hour journey each day for the dubious privilege of
living in the country.
Why people ...
Multiple choice questions ~ ~ !! -it :1t!
Comprehension J.!.~
What is the main difference between the writer and most of his friends?
(a) They often visit the country but he has only spent one weekend there.
(h) Unlike them, being brought up in the city, he can appreciate its worth.
194
Unit 3 Lesson 41
(c) In contrast to them, he finds city people friendlier than country people.
(d) He thinks them hypocritical to maintain a preference for country life.
2 What advantage has the city dweller over the country dweller in terms of entertainment?
(a) He can entertain his country friends more often than they can him.
(b) His choice of entertainment is wide and within easy reach of him.
(c) As he travels by bus and not by train, he can see the latest plays.
(d) He does not need a major operation when planning a visit to the theatre.
3 When he speaks of the beauty to be found in the city, the writer _ _ __
(a) alludes to the comparative cheerlessness of winter nights in the country
(b) means that if more people settled in the city they would find peace
(c) advertises the faet that the city is a warmer place than the country
(d) implies that the country is less peaceful than the city at weekends
Structure ~t ;fi;
4 I and bred in the city and have always regarded ... (11.1-2)
(a) being born (b) had been born (c) was born (d) am born
5 He talking about the friendly people ... (11.8-9)
(a) never tires of (b) is never tiring of (c) is never tired (d) is never tiring when
6 The latest exhibitions, films or plays are only _ _ _ _ . (1.23)
(a) by bus a short distance away (b) a short distance by bus away
(c) a short distance away by bus (d) the distance of a short bus away
7 and stagger home loaded with exotic items as they can carry. (11.25-26)
(a) as many of the (b) as many (c) so many (d) the most
8 I have always been mystified city dwellers, who ... (ll.29-30)
(a) why (b) by the fact that (c) for what (d) with
Vocabulary i~ ~c.
9 the only form of entertainment (1.12)
(a) pretty well (b) altogether (c) certainly (d) in particular
I0 If you can _ _ _ _ without the few pastoral pleasures of the country ... (1.17)
(a) make (b) manage (c) succeed (d) pass
11 As the play ... (11.21-22)
(a) reaches its climax (b) nears its end (c) ends its run (d) draws the curtain
12 Few things can have such an as the peace ... (ll.27-28)
(a) impact (b) imposition (c) imprint (d) impression
1QS
Lesson 42 Modern cavemen !,!1;!1.1(;51511\A
jt§lJ Listen to the tape then answer the question below.

,n- =* -t. MAi w~ ~~ -r 1',;) Mr o
With what does the writer compare the Gouffre Berger?
Cave exploration, or pot-holing, as it has come to be known, is a

relatively new sport. Perhaps it is the desire for solitude or the chance
of making an unexpected discovery that lures people down to the
depths of the earth. It is impossible to give a satisfactory explanation
5 for a pot-holer's motives. For him. caves have the same peculiar
fascination which high mountains have for the climber. They arouse
... can only be dimly understood
instincts which can only be dimly understood.
Exploring really deep caves is not a task for the Sunday afternoon rambkr. Such undertakings require
the precise planning and foresight of military operations. It can take as long as eight days to rig up rope
1o ladders and to establish supply bases before a descent can be made into a very deep cave. Precautions of this
sort are necessary, for it is impossible to foretell the exact nature of the difficulties which will confront the
pot-holer. The deepest known cave in the world is the Gouffre Berger near Grenoble. It extends to a depth of
3,723 feet. This immense chasm has been formed by an underground stream which has tunnelled a course
through a flaw in the rocks. The entrance to the cave is on a plateau in the Dauphine Alps. As it is only six
15 feet across, it is barely noticeable. The cave might never have been discovered had not the entrance been
spotted by the distinguished French pot-holer, Berger. Since its discovery, it has become a sort of pot-
holers' Everest. Though a number of descents have been made, much of it still remains to be explored.
A team of pot-holers recently went down the Gouffre Berger. After entering the narrow gap on the pla-
teau, they climbed down the steep sides of the cave until they came to a narrow corridor. They had to edge
20 their way along this, sometimes wading across shallow streams, or swimming across deep pools. Suddenly
they came to a waterfall which dropped into an underground lake at the bottom of the cave. They plunged
into the lake, and after loading their gear on an inflatable rubber dinghy, let the current carry them to the
other side. To protect themselves from the icy water, they had to wear special rubber suits. At the far end of
the lake, they came to huge piles of rubble which had been washed up by the water. In this part of the cave,
25 they could hear an insistent booming sound which they found was caused by a small waterspout shooting
down into a pool from the roof of the cave. Squeezing through a cleft in the rocks, the pot-holers arrived at
an enormous cavern, the size of a huge concert hall. After switching on powerful arc lights, they saw great
stalagmites - some of them over forty feet high- rising up like tree-trunks to meet the stalactites suspended
from the roof. Round about, piles of limestone glistened in all the colours of the rainbow. In the eerie silence
30 of the cavern, the only sound that could be heard was made by water which dripped continuously from the
high dome above them.
1Q6
Unit 3 Lesson 42
New words and expressions .4:. i~ ;fo4:ii if

caveman (title) /'kervmrenl n. (;iif,(.=j) 71ii11cA wade (1.20) /werd/ v. ?!:V 7.)<., 1&.7]<
pot-holing (1.1) /'pot-,h:mlrl)/ n. 71iil1c~~' 71iil1C~~ waterfall (1.21) /'wo:taf'J:/ n. ~;{jj
;@.$,] t gear (1.22) /gra/ n. -~m~
solitude (1.2) /'solrtju:d/ n. ill!J!il., ~ inflatable (1.22) /rn'flertabaU adj. PJJE9'.Ef.J
lure (1.3) /lu~/ v. i] Ii~, i~~ rubble (1.24) /'rAbal/ n. li$-m:, Kl:~
pot-holer (1.5) !'pot-haul~/ n. 7Jill1cl*~~ insistent (1.25) /m'srstantl ad). :1!~8{], ~~8{}
rambler (1.8) /'rrembl::~/ n. ;:ttp.~, ti:zv~ boom (1.25) lbu:ml v. ~a~
undertaking (1.8) /,And~'terkrl)/ n. {f*, I{'t waterspout (1.25) /'w'J:taspautl n. 5$ ::k 8{] 7.)<. tE
foresight (1.9) /'f:l:sart/ n. BliJ.\!.; ~ i.J!tmm cleft (1.26) lkleft/ n. ~~~. Jf 1J
foretell (1.11) /fo:'tel/ (foretold /fo:'t~uldl, foretold) cavern (1.27) !'krevanl n. :::k71W/C
V. f_9i"§ stalagmite (1.28) /'strelagmart/ n. 1i1t
Grenoble (1.12) /gn'n~ubl/ n. m
Efl1f\'11J $ stalactite (1.28) /'strelaktartl n. #~L.E
chasm (1.13) l'krezam/ n. liE!T fil·, .~ P, ll5t}L limestone (1.29) /'larmst~mnl n. :fi1l<.E
tli!.W (1.14) /fb:/ n. ;j\~tii glisten (1.29) /'ghsan/ v. i'A]:~
distu1guished (1.16) /dr' strl)gwrJtl ad}. ~ l±ll't9, ~ ~ l't9 ·rs
eerie (1.29) /'r;"Jri/ ad). ~I ~~tf.l8{}, !1J 8{]
Everest (1.17) l'evanstl n. ~~W"ffi:Jilit dome (1.31) /d::~um/ n. ~li, @Jf!li
Notes on the text ~ .:t ~i. ~
1 as it has come to be known, .iEfrOE.~1~J~Am7M~~;Ij~f+, Jlt:S!iftM3Ai%t,

2 it is the desire ... or the chance ... that ...
:i!Ndli\i}liJioJs:\:, ~5!iliJliJft<J'$:5tf.ll;kiJf~:±Hf the desire ... or the chance ...
3 rig up, ~lEe, :J?f~ •
4 Grenoble, ~mit:ffi~J\, Jlkit.:IE-*i¥flff\fJ'tr~tMilJJ:s~~ffii:::k.!JlX~, 7t~1?:8~::k~¥:ffijlf*.IJ\.
5 The cave might never have been discovered had not the entrance been spotted hy ... ~Q*IG~ ··· ···{I;!IJ??.t&JoJ\l;i!
~~D~~.:l!~~~W~ili/G~~Am~.;i!J.ll;~~~U~$~/G~~~-~ill~~~,kiJ~~$K~~
fj:kiJ had not the entrance been spotted by ... EET~~7 if, !illft~ffl{jJ~..PJst,
6 edge one's way,Jlt:S!if'F "f~tj~~~(o)Jltrftl)J]" i.Jt,
7 which they found was caused ... of the cave.
whic-h was caused ... of the cave J.il;JE:i.J N./ii], f~t$ sound; they found lft)t ftffll A 11 , shooting down ... of the
cave :fi::.fJi\1±7}-UlJffi: 1JftJE'i.J, f~tlji waterspout o
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lit.R fi~11 ~f*:t~t:tmmw~~~m •

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1Q7
Unit 3 Lesson 42
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*
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Comprehension J.!. n
each answer.
I Why does the exploration of a deep cave require careful planning?
2 How has the Gouffre Berger been formed?
3 Why might the entrance to the Gouffre Berger never have been discovered?
Vocabularyi~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: relatively (1.2);
de:;ire for solitude (1.2); lures (1.3); arouse (1.6); precise (1.9); confront (1.11); is barely noticeable (L!5).
Summary writing ;f,ii -l- 11

Give an account in not more than 80 words of the pot-holers' experiences after they entered the Gouffre
Berger. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
Composition it~

a Describe a man's efforts to escape from a cave by the seashore in order to avoid the incoming tide.
b The most popu tar sport in your country.
Letter writing -=1'11-t 5i 11

You had a party at your home recently but unintentionally neglected to invite a close friend of yours. Write
him a letter of about 100 words apologizing for this and explaining how the mistake came about.
Key structures and Special difficulties *tt 4J ~ ~ ~ .~,

Rewrite the following sentence without changing the meaning. Then refer to ll.25-26.
The insistent booming sound they could hear was found to be caused by a small waterspout shooting down into a
pool from the roof of the cave.
They could hear ... which they ...
Unit 3 Lesson 42
Multiple choice questions ~ :0l ~#:M!

Comprehension JJ?.Wf-
In undertaking the descent of a really deep cave, a pot-holer _ _ __
(a) must be motivated by the desire to make an unexpected discovery
(b) is prepared to spend a whole weekend away from his home
(c) needs military co-operation in making preparations for the descent
(d) may have to spend as much as a week planning his descent
2 The cave discovered by the French potholer, Berger _ _ __
(a) represents the ultimate challenge to any pot-holer who is truly dedicated
(b) was recently explored for the first time since its discovery
(c) has to be approached by following a stream which leads underground
(d) consists of a large cavern, the size of a huge concert hall
3 On reaching the enormous cavern, the pot-holers _ _ __
(a) had to squeeze into a cleft in the rocks at the side
(b) lit it up by using the arc lights they had carried down with them
(c) saw a rainbow shedding its light on the limestone around them
(d) could still hear the waterspout falling into the pool behind them
Structure i;t ~
4 or the chance that they an unexpected discovery that ... (11.2-3)
(a) would make (b) can make (c) may make (d) might have made
5 It can take as long as eight days getting rope ladders rigged up and before ... (11.9- 10)
(a) to establish bases supplied (b) supplying bases established
(c) establishing supply bases (d) bases established and supplied
6 After the narrow gap, they climbed down the steep sides of the ea ve. (11.18-19)
(a) they were entering (b) entering (c) entered (d) they will enter
7 -let the current to the other side . (11.22-23)
(a) them be carried with (b) their being carried by
(c) themselves carry (d) themselves be carried by
8 No other sound could be heard _ _ _ _ made by water ... (11.30-31)
(a) except it was (b) than that (c) that was (d) but this was
Vocabulary i~ ~r:.
9 It can take _ _ _ _ eight days to rig up ... (1.9)
(a) around (b) more than (c) up to (d) at least
I0 has tunnelled a course through a _ _ _ _ in the rocks. (11.13-14)
(a) fault (b) gap (c) cleft (d) fissure
11 They had to _ _ _ along this ... (11.19-20)
(a) sidle nervously (b) file sideway;, (c) walk sharply (d) move cautiously
12 To protect themselves from the _ _ _ _ water, they wore special rubber suits. (1.23)
(a) frozen (b) freezing "(c) chilly (d) iced
1QQ
Lesson 43 Fully insured ~~~

"fr ~ -t. ~ m~ 1i.t ~A -r IPJ ~ o
Who owned the pie dish and why?
Insurance companies are normally willing to insure anything.

Insuring public or private property is a standard practice in most
countries in the world. If, however, you were holding an open air
garden party or a fete it would be equally possible to insure yourself
5 in the event of bad weather. ::"feedless to say, the bigger the risk an
insurance company takes, the higher the premium you will have to
pay. It is not uncommon to hear that a shipping company has made lt was an unusual pie dish
a claim for the cost of salvaging a sunken ship. But the claim made by a local authority to recover the cost of
salvaging a sunken pie dish must surely be unique.
10 Admittedly it was an unusual pie dish, for it was eighteen feet long and six feet wide. It had been pur-
chased by a local authority so that an enormous pie could be baked for an annual fair. The pie committee
decided that the best way to transport the dish would be by canal, so they insured it for the trip. Shortly after
it was launched, the pie committee went to a local inn to celebrate. At the same time, a number of teenagers
climbed on to the dish and held a little party of their own. Dancing proved to be more than the dish could
15 bear, for during the party it capsized and sank in seven feet of water.
The pie committee telephoned a local garage owner who arrived in a recovery truck to salvage the pie
dish. Shivering in their wet clothes, the teenagers looked on while three men dived repeatedly into the water
to locate the dish. They had little difficulty in finding it, but hauling it out of the water proved to be a serious
problem. The sides of the dish were so smooth that it was almost impossible to attach hawsers and chains to
20 the rim without damaging it. Eventually chains were fixed to one end of the dish and a powerful winch was
put into operation. The dish rose to the surface and was gently drawn towards the canal bank. For one
agonizing moment, the dish was perched precariously on the bank of the canal, but it suddenly overbalanced
and slid back into the water. The men were now obliged to try once more. This time they fixed heavy metal
clamps to both sides of the dish so that they could fasten the chains. The dish now had to ~e lifted vertically
25 because one edge was resting against the side of the canal. The winch was again put into operation and one
of the men started up the truck. Several minutes later, the dish was successfully hauled above the surface of
the water. Water streamed in torrents over its sides with such force that it set up a huge wave in the canal.
There was a danger that the wave would rebound off the other side of the bank and send the dish plunging
into the water again. By working at tremendous speed, the men managed to get the dish on to dry land before
30 the wave returned.
New words and expressions 1.. -i~ ~ -#i.ii 1!

insure (title) /m'Ju~/ v. {)(~ premium (1.6) /'pri:mi;:Jm/ n. ~~&~
fete (1.4) /fert/ n. i1if fZfJ-% recover (1.8) /rr'kA V;:J/ v. 151! · .... · 1-!HU 1H~, 5!);1~
200
Unrt 3 Lesson 43
admittedly (1.10) /~d'mrtrdli/ adv. 01A.±1!1. agonizing (1.22) /' reganarzrl)/ adj. ffi ffl! ~ ~ ~,
purchase (ll.l 0-11) /'p3:ifrs/ v. tJt -Ldl'Hfi 13-9
annual (1.11) /'renju:Jl/ adj. -'¥-fiB-9 perch (1.22) /p3:1f/ v. !Z!: f (~ !Z!:)
teenager (1.13) /'ti:nerc:l3~/ n. ( 13 3'i 19 ~ 13-9) 1!1''¥ precariously (1.22) /pn'ke~ri~sli/ adv. fGJ&Jli!,
capsize (1.15) /'krepsarz/ v. (AA) ill 71' ~' [ID Jt!!
shiver (1.17) /'Jrv:J/ v. fJ.ffti, :& 14 overbalance (1.22) /,~uv~'brel~ns/ v. ~-tf-~
dive(l.17)/darv/v. (~(ofF) Ji;JEJ}( clamp (1.24) /klremp/ n. ~W, ~{&
haul (1.18) /ho:l/ v. 11[~ vertically (1.24) /'v3:trkali/ adv. ¥1i±tl1.
hawser (1.19) /'ho:z~/ n. m~~!!!. torrent (1.27) /'tor~nt/ n. ~rfri., ?:Jtm
rim (1.20) /rrm/ n. ( lff.ll% ¥!J rib 8~ ) 5'~ tfr, Jil. rebound (1.28) /rr'baund/ v. ~@]
winch (1.20) /wrnif/ n. ~$
Notes on the text -i* ;t ~.i tf

1 in the event of, tF "fi'IM!r", ''Fi-", "!!0*~1:." i# o
2 the bigger the risk an insurance company takes, the higher the premium you will have to pay. ~1!@0~7fzj'g(l~
JXI.Ill[~:k, ft-Ns~~~&~~Jt~ilili. 3! "the+ m~ti!Jtl::~~l, the+ %~iiiJtl::!f\Hl" 8".Jf1V rX.t-fi
PJiothY: "~ ..... ...... '
~ 0
3 make a claim for ... , tF "~*1UiJ ...... " iJt "

4 put into operation, f\1'! ...... .!£~ ,
5 for one agonizing moment, :(:£~A.~:& /f::; 'tC ~ llfoHriJ o
G sd up, ~bal o
~1))[0m-M**~·*~-~*~·*~0~~~-~A~F~~~mWk:kB*~*~~~~*·~
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~~ilitlt€HJf(!'~ tl t-~ t±l ~Y$, fiu~ft#Ji~'f.· JL o
J!~row•~~~~m.~~s~R*,6•Rm.¥•~~~~~~m*M~-~§:k~rom~-~-N
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rp.
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201
Unit 3 Lesson 43
Comprehension £~
each answer.
How is a policy holder affected when an insurance company takes a big risk?
2 Why had the local authorities bought such a big pie dish?
3 Why did the pie dish capsize?
Vocabulary -iiiJ ~r:

Explain the meanings of the following words and phrases as they are used in the passage: a standard practice
(1.2); in the event of (1.5 ); premium (1.6); salvaging (I. 9); annual (1.11 ); launched (1.13); capsized (1.15 ).
Summary writing .tJii-* 11

Describe in nut more than 80 words how the pie dish was recovered after it had been located in the water.
Composition 1t ;t
a Write an imaginary account of how the pie dish capsized during the party held by the teenagers.
b Describe a day spent by the river or by the sea.
Letter writing .tz; 1t 1i 11

You have just heard that a friend of yours was recently involved in a car accident but was not hurt. Write a
letter of about I 00 words telling him how you came to hear of the accident and expressing the hope that he
has recovered from his unpleasant experience.
Key structures and Special difficulties *. 4Jt t5J ~~*A

Rewrite the following sentence without changing the meaning. Then refer to 11.23-24.
This time heavy metal clamps were fixed to both sides ofthe dish so that the chains could be fastened.
This time they ...
Multiple choice questions ~ .:r:9i ~ -tt ~

Comprehension £~q_
In the case of the pie dish, the insurance company concerned _ _ __
(a) demanded a high premium in view of the unusual size of the dish
(b) was asked to pay the costs of the salvaging operation
(c) agreed to pay the cost of transporting the dish by canal
(d) arranged for the dish to be recovered from the canal
202
Unit 3 Lesson 43
2 When the pie dish had capsized, the men who came to recover i t - - - -
(a) had some difficulty finding it as they had been drinking locally
(b) had little difficulty finding it as it had not sunk to the bottom
(c) found it difficult to devise a way of getting it out of the water
(d) damaged the dish when they attached hawsers and chains to the rim
3 The huge wave in the canal was caused by - - - -
(a) the sinking of the pie dish
(b) the dish sliding back into the water
(c) the great quantity of water which poured off the dish when they were getting it out
(d) the party of teenagers
4 Eventually the dish was successfully recovered by _ _ __
(a) resting one of its edges on the bank and attaching chains to the other
(b) securing the winch chains with metal clamps and lifting it vertically
(c) one of the men getting on to the truck so as to pull at the chains
(d) some men who hauled it to the surface of the water at tremendous speed
Structure it ftJ
5 The bigger the risk an insurance company takes, to pay as a premium. (11.5-7)
(a) the higher you will have (b) the more you will have
(c) more you will have (d) you will have higher
6 It is not uncommon to hear _ _ _ _ a claim for ... (11.7-8)
(a) of a shipping company making (b) a shipping company to have made
(c) the shipping company which has made (d) a shipping company making
7 The sides of the dish were so smooth that attaching hawsers and chains to the rim _ _ _ _ almost
certain to damage it. (ll.19-20)
(a) had (b) were (c) it was (d) was
8 There was a danger that when the wave _ _ _ _ off the other side, it would send the dish plunging into
the water again. (11.28-29)
(a) was rebounding (b) has rebounded (c) rebounded (d) would rebound
Vocabulary 1~ ~c
9 Three men dived _ _ _ _ into the water. (ll.l7 -18)
(a) now and again (b) one after another (c) time and again (d) many a time
10 A powerful winch was _ _ _ _ . (11.20-21)
(a) got going (b) made to work (c) taken to task (d) given a function
11 For one _ _ _ _ moment, the dish ... (ll.21-23)
(a) dangerous (b) frightening (c) exciting (d) painful
12 This time they put metal clamps _ __ both sides of the dish. (11.23-24)
(a) over (b) on to (c) astride (d) upon
203
Lesson 44 Speed and comfort ~ 1*1.1~ ~~
[§! Listen to the tape then answer the question below.

"Jf ~ -t . r.~ ;~n'!l ~ "~ -r i.>J Jta o
Which type of transport does the writer prefer, do you

think?
People travelling long distances frequently have to decide whether

they would prefer to go by land, sea, or air. Hardly anyone can
positively enjoy sitting in a train for more than a few hours. Train
compartments soon get cramped and stuffy. It is almost impossible
5 to take your mind off the journey. Reading is only a partial solution,
... meet interesting people
for the monotonous rhythm of the wheels clicking on the rails soon
lulls you to sleep. During the day, sleep comes in snatches. At night, when you really wish to go to sleep, you
rarely manage to do so. If you are lucky enough to get a sleeper, you spend half the night staring at the small
blue light in the ceiling, or fumbling to find your ticket for inspection. Inevitably you arrive at your destination
10 almost exhausted. Long car journeys are even less pleasant, for it is quite impossible even to read. On
motorways you can, at least, travel fairly safely at high speeds, but more often than not, the greater part of
the journey is spent on roads with few service stations and too much traffic. By comparison, ferry trips or
cruises offer a great variety of civilized comforts. You can stretch your legs on the spacious decks, play
games, meet interesting people and enjoy good food- always assuming, of course, that the sea is calm. If it
15 is not, and you are likely to get seasick, no form of transport could be worse. Even if you travel in ideal
weather, sea journeys take a long time. Relatively few people are prepared to sacrifice holiday time for the
pleasure of travelling by sea.
Aeroplanes have the reputation of being dangerous and even hardened travellers are intimidated by
them. They also have the disadvantage of being an expensive form of transport. But nothing can match them
20 for speed and comfort. Travelling at a height of 30,000 feet, far above the clouds, and at over 500 miles an
hour is an exhilarating experience. You do not have to devise ways of taking your mind off the journey, for
an aeroplane gets you to your destination rapidly. For a few hours, you settle back in a deep armchair to
enjoy the flight. The real escapist can watch a film and sip champagne on some services. But even when
such refinements are not available, there is plenty to keep you occupied. An aeroplane offers you an unusual
25 and breathtaking view of the world. You soar effortlessly over high mountains and deep valleys. You really
see the shape of the land. If the landscape is hidden from view, you can enjoy the extraordinary sight of
unbroken cloud plains that stretch out for miles before you, while the sun shines brilliantly in a clear sky.
The journey is so smooth that there is nothing to prevent you from reading or sleeping. However you decide
to spend your time, one thing is certain: you will arrive at your destination fresh and uncrumpled. You will
30 not have to spend the next few days recovering from a long and arduous journey.
204
Unit 3 Lesson 44
New words and expressions 1. i~ ~1i.i if

positively (1.3) /'pozrtivli/ adv. £!X1:li!!., Jc~:li!!. cruise (1.13) /'kru:z/ n. ~W¥f.m
compartment (1.4) /bm'pa:tm~nt/ n. .9U$'t$i#i i;I;J civilize (1.13) /'srval-arz/ v. {t)I::IV'J
i¥J 7t IWi fsJ 1~ -'f!. fsJ ) spacious (1.13) /'sperJ::~s/ ad}. ~lill'li¥1
cramped (1.4) /knempt/ adj. "¥ Jj\8~ seasick (1.15) /'si:,srk/ adj. ~f.mi¥J
stuffy (1.4) /'stAfi/ adj. ~9:1¥1, f;C~ 1¥1 intimidate (1.18) /m'trmrdert/ v. ~or, ·tiff] Of
monotonous (1.6) /m;,'not.m~s/ adj. i'i!l~i¥1, ;£1J;f:i¥J, disadvantage (1.19) /,dmd'vo:ntrdy' n. mf<i, Me,#_
-'f!. iJiiJ 8~ exhilarating (1.21) IIg'zrlarertrl)/ adj. f:Y!Ar~~i¥1,
rhythm (1.6) /'n6<~rnl n. :tr11*Ei(].i£i0 0-- A>~ifti¥1
click (1.6) /khk/ v. '1k ili ll-ffl);Sf!i. escapist (1.23) /I'skerprst/ n. Jli)i~·
lull (I. 7) /I AI/ v. itA ffkl!ili; sip (1.23) /srp/ v. U!fl, ~
snatch (1.7) /smetf/n. ~li ffiJ, flL $~ champagne (1.23) !Jrem'pern/ n. W~mi
sleeper (1.8) /'sli:p::~/ n. !:iHm refinement (1.24) /n'farnmant/ n. fff •L' BH2-!4~
fumble (1.9) /'fAmbal/ v. WU!it, 11it$ breathtaking (1.25) /'bree, terkrl)/ ad}. lf]il;~ }A.• 8(]:
inspection (1.9) /rn'spekJ<Jn! n. :#1.-i!t /1\~·~ff.J
inevitably (1.9) /r'nevrt::~bali/ adv. &·~:li!!., /f\PJ JJ.l!!k. soar (1.25) /s;:,:/ v. Is, *~~
:lit! effortlessly (1.25) /' efatlasli/ adv. /f\~ f.1 JtQ
destination (1.9) /destr'nerJan! n. '[] i¥J :li!!. landscape (1.26) /'lamdskerp/ n.
exhaust (1.1 0) !Jg 'z;:,:st/ v. ft'tUi f1 Q'- fresh (1.29) /freJ! ad}. #J:f!Jlt§trlifa~
motorway (1.11) /'mautawerl n. •\'R:$.:1!! uncrumpled (1.29) !An'knmpldl adj. ri:flf~T*
ferry (l.l2) /'feri/ n. i!Uff
Notes on the text if X. i.i *t

1 take your mind off the journey, tli!l#.f*;@is%El.f;lt o take one's mind offsth. :&1:: "re::ilt.A.!¥.Ji:t~)J/),~~_tft
a~ ;f!.l~. o
2 in snatches, llifrltJT~~lH{!l.,
3 more often than not, f} 'Rt o
4 But nothing can match them for speed and comfort.

f.§JYti! Jl 'fQ ffm mJ ti?:, ft 2. m/G ~~to IS ~MU 11 o 1r iiiJ for JIUJ: fF "Wt .. .. ·rm ti?:" i# ,
5 keep you occupied, {3;!1$1f$ i:iJ{i\t,
tl:l Jii;rl 69 A. '#t'ltm'~ikJE:!i:::lE.!f!.~, 7.)(1111-, i!:!:H~ 'fl'Jl o 1&Y:tf A.ti~$1UE:g.x.X~IUL1';Hpt IV. J: e~)C'f ,
if J.ffl1tH!i:~Jt1t: 1~iJ1HfL i;E·mt rlUil!ill.Jf!*~af.J ~.fftJi!o1Ut aiJ , .R ti~liJlHk: 1lfliti~<lll&i • :tf.~ l:J~!t'!LiuJ J¥1. ifol il'~ tlJ
~PI i&·~@t~:i! f$nr.A~ 5 , 8 ~:!:fd211$.~M, 3iiJ TW:I!t, t~'1HtUl T, to i&xt.Ailt , f!P f! f$~if:~~rJ --1-g;r
¥ili, W: fEi11f --~ ll'Jif§Jf$~ BT :i :if-TYUJ~ ~'hl~J:Tffil llt /G li 'l1f:; ~ /G?'~;¥Jt1H~: :~H1f~ 1$1¥J$ ~ lH!bt 0 o~ .ft!1. {If
o -
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205
Unit 3 Lesson 44
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Comprehension 11 j:
each answer.
l Why is it difficult to read on a train?
2 What makes long car journeys unpleasant?
3 What are the two disadvantages of travelling by sea?
Vocabulary i~ ~c.
Explain the meanings of the following words and phrases as they are used in the passage: cramped and stuffy
(1.4); monotonous (1.6); lulls (1.7); in snatches (1.7); destination (1.9); stretch your legs (1.13); sacrifice (LI6).
Summary writing ~~-* ~ 11

In not more than 80 words give an account of the advantages of travelling by air. Use your own words as far
as possible. Do not include anything that is not in the last paragraph.
Composition 11 :1:
a Which form of transport do you prefer for long distance journeys: train, car, or ship?
b The disadvantages of travelling by air.
Letter writing ~ 1t 11
You had bought a ticket to the theatre but now find that you will be unable to go. Write a letter of about I 00
words to a friend enclosing the ticket and explaining why you are sending it to him.
Key structures and Special difficulties *it 0 ~ ~ ~ ,<!?,

Rewrite the following sentence without changing the meaning. Then refer to 1.28.
You travel so smoothly that there is nothing to prevent you from reading or sleeping.
The journey ...
Multiple choice questions §/!Yi: it#~

206
Unit 3 Lesson 44
Comprehension J£!W-
The great disadvantage shared by train and car travel alike is _ _ __
(a) the fact that one cannot get to sleep on either form of transport
(b) the fact that one cannot concentrate on what one is reading
(c) the monotony of travelling at fast speeds along railway lines or roads
(d) the tedium and discomfort of the journey
2 An aeroplane journey invariably provides such distractions as------
(a) the thought that one has not long to wait before arriving
(b) the exhilarating quality of the air one breathes at 30,000 feet
(c) being able to watch a film or drink champagne
(d) the marvellous views of land or clouds you can see from the plane
3 Having arrived at your destination by air, you will - - - -
(a) not fee.J exhausted as you will have had plenty of sleep
(b) feel the expense was worth the comfort and speed of the 500-mile flight
(c) have the satisfaction of knowing you could not have got there any faster
(d) at least feel fresh though your clothes might be a mess
Structure it :¥J
4 People travelling long distances frequently have to decide---- they would prefer to go by land,
sea or air. (11.1-2)
(a) which (b) how (c) what (d) if
5 If you are _ _ _ a sleeper ... (11.8-9)
(a) luckily getting (b) lucky and get (c) to get luckily (d) so lucky to get
6 - and enjoy good food , of course, that the sea is calm. (ll.l3- J4)
(a) provided (b) in the event (c) in case (d) if only
7 In addition. it their being the most expensive form of transport (1.19)
(a) has been a grave disadvantage (b) is the great disadvantage that
(c) is a great disadvantage (d) has been the great disadvantage of
Vocabulary i~ ~c
8 If it is not and you are _ _ _ _ , no form oftransport could be worse. (11.14-15)
(a) probably seasick (b) bad at sailing (c) sick of the sea (d) prone to seasickness
9 Nothing can aeroplanes for speed and comfort. (ll.19-20)
(a) match with (b) equal (c) equal with (d) equal to
10 For a few hours, you---- a deep annchair to enjoy the flight. (11.22-23)
(a) relax in (b) sit up in (c) sit on (d) install
ll You can enjoy the extraordinary _ _ _ _ of unbroken cloud plains ... (11.26-27)
(a) scene (b) vision (c) spectacle (d) scenery
12 You won't spend the next few days getting---- a long and arduous journey. (1.30)
(a) above (b) over (c) up from (d) away from
207
Lesson 45 The power of the press lfi lllJ 11Bi ~ Jl;tJ

r
Jf :i}t it , f~ Jf1 T5'i7 $ YA f.i) Ji! o
11
Does the writer think the parents were lucky or unlucky to

gain prosperity in this way? Why?
In democratic countries any efforts to restrict the freedom of the

press are rightly condemned. However, this freedom can easily be
abused. Stories about people often attract far more public attention
than political events. Though we may enjoy reading about the lives
s of others, it is extremely doubtful whether we would equally enjoy
The rise to fame was swift
reading about ourselves. Acting on the contention that facts are
sacred, reporters can cause untold suffering to individuals by publishing details about their private lives.
Newspapers exert such tremendous influence that they can not only bring about major changes to the lives
of ordinary people but can even overthrow a government.
10 The story of a poor family that acquired fame and fortune overnight, dramatically illustrates the power of
the press. The family lived in Aberdeen, a small town of 23,000 inhabitants in South Dakota. As the parents
had five children, life was a perpetual struggle against poverty. They were expecting their sixth child and
were faced with even more pressing economic problems. If they had only had one more child, the fact would
have passed unnoticed. They would have continued to struggle against economic odds and would have lived
15 in obscurity. But they suddenly became the parents of quintuplets, four girls and a boy, an event which
radically changed their lives. The day after the birth of the five children, an aeroplane arrived in Aberdeen
bringing sixty reporters and photographers.
The rise to fame was swift. Television cameras and newspapers carried the news to everyone in the
country. Newspapers and magazines offered the family huge sums for the exclusive rights to publish stories
20 and photographs. Gifts poured in not only from unknown people, but from baby food and soap manufactur-
ers who wished to advertise their products. The old farmhouse the family lived in was to be replaced by a
new $500,000 home. Reporters kept pressing for interviews so lawyers had to be employed to act as spokes-
men for the family at press conferences. While the five babies were still quietly sleeping in oxygen tents in a
hospital nursery, their parents were paying the price for fame. It would never again be possible for them to
25 lead normal lives. They had become the victims of commercialization, for their names had acquired a market
value. Instead of being five new family members, these children had immediately become a commodity.
New words and expressions 1.. iiiJ ~4<ii i%

democratic (l.l) /,dema'krretrk/ adj. ~.:EB"l untold (1.7) /An'tauld/ adj. ~/F~a(], ::J[J~i¥1
restrict (1.1) /rr' stnkt/ v. ~[U~ South Dakota (1.11) /,sau6-da'kauta/ ~:i:M41tE.j·H
abuse (!.3) /a'bju:z/ v. Ylffl (!R~)
contention (1.6) lk.an'tenJ<m/ n. t12:J!K perpetual (1.12) /p;:'l'petfual! adj. 7kRB9
208
-------~------~-···················--
Unit 3 Lesson 45
quintuplet (1.15) /'kwmtjuplrt/ n. :li!ffirMl Z- nursery (1.24) /'m:s::lri! n. ~~j[, {§f~'j[
obscurity (1.15) /;;)b'skju;;)rrti/ n. JICJ!t:?C liB commercialization (1.25) /k~,m3:f;;)lai'zeiJim/ n.
radically (1.16) /'rredikali/ adv. 1tJJ ~:it!!., :Jt:i::lt!!. ~®1t
exclusive (1.19) !Ik'sklu:siv/ adj. ~!b.~ (:f), ~!b.~ (:f) commodity (1.26) /k;:l'moditi/ n. ~ r:~'lt
Notes on the text i*~ ~_i;ft
l readabout(==of) ... ,fP "~3ilj ...... " i#,

2 it is extremely doubtful whether ... ourselves.
it ~Jlclr±l.f, tH\':IJ. whether '31~s<J±ifh\'i'i) o
3 act on ... , t!Hf.il .. ···1l'#J

**
o
4 bring about, o
5 South Dakota, i¥iJ:tif4ftB, ~['¥l'fl~tff!IB':J~-1-j·i'l o OO;f~ 77,047 .3JL1:f~!l! WJ 200,000 :if-1:f0.1tJ.) o :i!1-1+1kJ.
ffl1tj:,f'='ffliitf"=if$ 0
6 struggle against ... odds, J:§'~~ffi.j.. o
7 If they had only had one more child, the fact would have passed unnoticed.:fHHfUtB{il.R~~ T I 1-~T, Jtftf
$<$:*~,t::f%'31i§fffoJ Aittl o :l!~Llii.:ffA ilf~, ffl *~ffi.Eif:tt~ s<J$~f§ & s"Jff!H5!: o unnoticed ~;i1 ~7tWJ
fP 1:f JOt~ if, f~tf!i passed o
8 The rise to fame was swift. tl:l.i'i 7dR T o
to fame fP rise l¥J JE if ,

9 the exclusive rights to publish, Ml.~:J'JHm: (till\&) fX o
10 pour in, fP ":;kjtrJitA", "Wj(~ffiD!~" ffl1f. o
11 press for ... , fP "!§ t)]~;.JZ .. · ·· ·" i.# o
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20Q
Unit 3 Lesson 45
Comprehension J.!./ff-
each answer.
I How can newspapennen cause untold suffering to ordinary people?
2 What event made the poor family in South Dakota famous?
3 What happened the day after the birth of the children?
Vocabulary iiiJ ~c
Explain the meanings of the following words and phrases as they are used in the passage: restrict (1.1); equally
(1.5); contention (1.6); untold (1.7); acquired (1.10); perpetual struggle (1.12); in obscurity (1.15).
Summary writing 4iii ~ 11

Describe in not more than 80 -.rords how the birth of the five children affected the family and the town. Use
Composition 11.:9::.
a Write a 'human interest' story about a person who suddenly acquired fame because he won a Jot of money from
football pools.
h Describe the newspaper you most enjoy reading.
Letter writing .fl 1t ~ 1¥
Write a letter of about 100 words to the Editor of a newspaper complaining about an article that was
published recently. Begin 'Dear Sir' and end 'Yours faithfully'.
Key structures and Special difficulties *-it JJ 1! ~ 5Ift ,?t,

The family were offered huge sums by newspapers and magazines.
Newspapers and magazines ...
Multiple choice questions ~ :0l it tt ~

Comprehension J.!./ff-
The Press will argue that they have the right to publish a story, although it may seriously affect the
individual concerned, because _ _ __
(a) in a democracy, the individual deserves more attention than politics
(b) facts in themselves, however unpleasant they may be, must be respected
(c) people not only enjoy reading about others but about themselves as well
(d) they only use their power to influence events of national importance
210
Unit 3 Lesson 45
2 News editors and reporters wanted to publish the story because _ _ __
(a) they always defend the freedom of the Press
(b) they know that stories about people sell a lot of newspapers
(c) they wanted to change the lives of these poor people
(d) they believed it was the right thing to do
3 The interest that was taken in the family was _ _ __
(a) of national importance because of the rise in the birth rate
(b) charitable, for people of all kinds were concerned about their poverty
(c) so overwhelming that even lawyers attended their press conferences
(d) mainly from commercial organizations who wanted to promote their sales
Structure ~t ¥1
4 The public are often far more interested _ _ _ _ political events. (11.3-4)
(a) in people's stories than (b) in stories about people than in
(c) with stories about people than (tf) by people's stories than by
5 The influence of newspapers is bring about major changes in the lives of ordinary people but
they can even overthrow a government. (11.8-9)
(a) such that not only can they (b) so that not only they can
(c) such that they cannot only (tf) so that not only can they
6 A sixth child expected so they were faced ... (11.12-13)
(a) was (b) being (c) having (d) had been
7 While the five babies---- in oxygen tents ... (1123-24)
(a) were remaining quietly sleeping (b) remained quietly sleeping
(c) remained to sleep quietly (tf) remaining were quietly sleeping
Vocabulary 1iJ ~r::.

8 Stories about people are often _ _ _ _ . (1.3)
(a) of great interest to everyone (b) in the public interest
(c) a matter of publicity (tf) publicly attended
9 Newspapers - - - - tremendous influence over the lives of ordinary people. (1.8)
(a) press (b) invoke (c) impose (d) wield
10 Reporters interviews ... (1.22)
(a) went on strike for (b) went on printing
(c) made repeated requests for (tf) were continually hurrying to
11 Lawyers were employed to act as spokesmen the family. (11.22-23)
(a) on account of (b) instead of (c) on behalf of (d) for the sake of
12 Instead of being five new family members, these children had become . (1.26)
(a) victims of commercialization (b) something to be bought and sold
(c) a public convenience (d) a product of the market
2ii
Lesson 46 Do it yourself

11JT if< -t , ~ ra- U?J ~ ~:;. -r ~'PJ ~ o
Did the writer repair his lawn mower in the end? Why/Why
not?
So great is our passion for doing things for ourselves, that we are
becoming increasingly less dependent on specialized labour. No
one can plead ignorance of a subject any longer, for there are
countless do-it-yourself publications. Armed with the right tools
5 and materials, newlyweds gaily embark on the task of decorating wives assume their husbands
their own homes. Men, particularly, spend hours of their leisure will
time installing their own fireplaces, laying out their own gardens; building garages and making furniture.
Some really keen enthusiasts go so far as to build their own computers. Shops cater for the do-it-yourself
craze not only by running special advisory services for novices, but by offering consumers bits and pieces
10 which they can assemble at home. Such things provide an excellent outlet for pent up creative energy, but
unfortunately not all of us are born handymen.
Some wives tend to believe that their husbands are infinitely resourceful and can fix anything. Even men
who can hardly drive a nail in straight are supposed to be born electricians, carpenters, plumbers and me-
chanics. When lights fuse, furniture gets rickety, pipes get clogged, or vacuum cleaners fail to operate, some
15 women assume that their husbands will somehow put things right. The worst thing about the do-it-yourself
game is that sometimes even men live under the delusion that they can do anything, even when they have
repeatedly been proved wrong. It is a question of pride as much as anything else.
Last spring my wife suggested that I call in a man to look at our lawn mower. It had broken down the
previous summer, and though I promised to repair it, I had never got round to it. I would not hear of the
20 suggestion and said that I would fix it myself. One Saturday afternoon, I hauled the machine into the garden
and had a close look at it. As far as I could see, it needed only a minor adjustment: a turn of a screw here, a
little tightening up there, a drop of oil and it would be as good as new. Inevitably the repair job was not quite
so simple. The mower firmly refused to mow, so I decided to dismantle it. The garden was soon littered with
chunks of metal which had once made up a lawn mower. But I was extremely pleased with myself. I had
25 traced the cause of the trouble. One of the links in the chain that drives the wheels had snapped. After buying
a new chain I was faced with the insurmountable task of putting the confusing jigsaw puzzle together again.
I was not surprised to find that the machine still refused to work after I had reassembled it, for the simple
reason that I was left with several curiously shaped bits of metal which did not seem to fit anywhere. I gave
up in despair. The weeks passed and the grass grew. When my wife nagged me to do something about it, I
30 told her that either I would have to buy a new mower or let the grass grow. Needless to say our house is now
surrounded by a jungle. Buried somewhere in deep grass there is a rusting lawn mower which I have prom-
ised to repair one day.
212
Unit 3 Lesson 46
New words and expressions !l -i~ ~ ~i. if

plead (1.3) fpli:d/ V. t~ (fri q ) ' mM fuse (1.14) /fju:z/ v. lil -'f~tfJTU~r.fffiJmllil
ignorance (1.3) /'rgn;;,rnns/ n. :m,
/Ffi rickety (1.14) /'nkrti/ adj. Jf~~l19, Jl!;i0119
publication (1.4) /,pAbh'kerJan! n. ili 11&~ clog (l.14) /klog/ v. ttf~
newlyweds (1.5) /'nju:liwedzf n. ~~~~~3 delusion (1.16) /di'lu:3.1nl n. f!J:ij;
gaily (1.5) f' geili/ adv. ffii'tR:!!!!., ~ )\(!!!!. lawn mower (1.18) /'l::J:n-'m:m~/ 'if!JJ;ttJl
leisure (1.6) /'le3:1/ n. '21*1 adjustment (1.21) /;, 'd3Astm;,nt/ n. OOJ!f
keen (1.8) /ki:n/ adj. ~·L' B'~, liHtH8 screw (1.21) /skru:/ n. YJi'~fT
advisory (1.9) /~d'varzari/ adj. 1$iil]~ dismantle (1.23) /dis'mrentl/ v. t.iffW
novice (1.9) l'novrs/ n. ~"¥- chunk (1.24) /tfAIJkf n. (}J) tR;
consumer (1.9) /k::m'sju:m;;,/ n. if!l '!tt11f, I®'!~ snap (1.25) /snrep/ v. tJ!JJWT
assemble (1.10) /:J'sembaU v. ~r!ic, ~li~ insurmountable (1.26) /,ms:J'maunt~baU adj. /Gtf~ :R:
outlet (1.1 0) /'autletf n. ili llil B!f 119, ~ k'.H1 H 119
creative (1.10) /kn'ertrv/ adj. &Jm·l1eg jigsaw (1.26) l'cf3rgs::J:/ n. ~~'i/
handyman (1.11) /'hrendimren/ n. 'fJ5!19 A,ff~I nag (1.29) /nreg/ v. l11)j IJlJ /F f*
JljiJ.i rust (1.31) /r Ast/ v. 1:. ~
resourceful (1.12) /n'z::J:sfal/ adj. JE ~ $ t)fta"J
.
Notes on the text -iJfC~ ~.i. #:
I So ·great is our passion for doing ... , Jli.'P1Li!ifl"J~:;t1l}:1~!!:l'B so ... that ... ':71~1¥.J~~*l!*t!i-M1iJ, Jg 7iJ!!!iftil great
:1!1-rill, re so great m¥1J1lna, (;§J.tt=tifH!i-~1'fiJ~ o
2 embark on, Jf!tflT- o
3 lay out, ;{fJ '.1: o
4 go so far as to (do), Jti'il 7...... S"Jf!j!_)Jt o
5 cater for, @-fr •

6 get round to, tiJ tB a;J- f81, !fl ~ o
7 I would not hear, 1':\::;r-!ll?\;!Dfi o
8 jigsaw puzzle, mt&.f..itJ:l- 0
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213
Unit 3 Lesson 46
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;?~~:f!i;~~f.\IZ¥ s ·1~Jj~~~-;fJl 0
Comprehension JJ?.~
each answer.
1 Why do we not rely on specialized labour so much nowadays?
2 How do shops encourage people to do things for themselves?
3 What do some women tend to believe about their husbands?

Explain the meanings of the following words and phrases as they are used in the passage: increasingly (1.2);
plead ignorance (1.3); gaily embark on the task (1.5); installing (1.7); novices (1.9); repeatedly (1.17).
Summary writing 4ril -l- ~ 11

Describe in not more than 80 words the author's efforts to repair his lawn mower. Use your own words as far
as possible. Do not include anything that is not in the last paragraph.
Composition 11 .:t
a Describe a similar 'do-it-yourself experience of your own.
b Your favourite hobby.
Letter writing -'# 1-t 1fr 1t

Write a letter of about 100 words to an uncle who gave you some good advice two years ago which you
acted on. This enabled you to do very well in your work. Thank him and give news of yourself.
Key structures and Special difficulties #::.it fiJ ~-fa :;qt ,.J¥,
Rewrite the following sentence without changing the meaning. Then refer to 1.20.
'!shall fix it myself,' I said:
I said that ...
Multiple choice questions ~ .J9i :tt.tt!J!

214
Unit 3 Lesson 46
Comprehension J:lwt
Why did the writer's wife suggest calling in a man to look at the mower?
(a) To get her husband to mend it, believing him to be a born carpenter.
(b) She had forgotten that her husband had promised to mend it.
(c) She suspected it would otherwise remain unrepaired and the grass uncut.
(d) Her husband had repeatedly tried mending it already without success.
2 The writer decided to dismantle the mower because _ _ __
(a) it was a Saturday and he had the time to spare
(b) he had discovered the cause of the trouble
(c) he thought it was a sure way of proving it would not work
(d) what repairs he had already carried out had not proved adequate
3 The writer's house is now surrounded by a jungle because _ _ __
(a) he lost several pieces of the mower in the process of dismantling it
(b) by now the lawn mower is too rusty to cut the grass with
(c) besides not having cut the grass, he has failed to cut down the trees
(d) his wife was not prepared to let him buy a new lawn mower
Structure #~ ~
4 -that we are ----dependent on specialized labour as we used to be. (ll.l-2)
(a) increasingly less (b) becoming not so (c) not nearly as (d) becoming less
5 Whatever it is, a fused light, _ _ _ _ furniture, a clogged pipe, a broken-down vacuum cleaner, wives
automatically assume ... (11.14-15)
(a) shaked (b) a shaken (c) a shaky (d) shaky
6 -my wife said to me: 'Darling, call someone in to look at the lawn mower?' (1.18)
(a) why don't you (b) why you don't (c) would you be kind to (d) do you kindly
7 -which I have promised to get round one day. (1.19)
(a) to repair it (b) to repairing (c) repairing (d) to repairing it
Vocabulary 1JJ ~r:

8 To plead ignorance of a subject is no longer a , for there are ... (11.2-4)
(a) wise precaution (b) literary discussion (c) legitimate excuse (d) reasonable allowance
9 Men, spend hours of their leisure time on do-it-yourself. (11.6-7)
(a) mostly (b) especially (c) rather (d) specially
10 Some women assume that their husbands will somehow put things . (ll.l4-15)
(a) in order (b) well (c) in straight (d) correctly
11 I was left with bits of metal which did not seem to anywhere. (1.28)
(a) fasten (b) suit (c) go (d) fix
12 , our house is now surrounded by a jungle. (ll.29-30)
(a) As a matter of fact (b) As you can imagine
(c) As a result (d) As a last resort
215
Lesson 47 Too high a price? 1~11t:t::•?
Jt;-pJ Listen to the tape then answer the question below.

JT $
11
1-A r lP) ~ o
if . ?,~ Jf:; 1:§7 $
What does the writer describe as an 'amusing old-fashioned
source of noise'?
Pollution is the price we pay for an overpopulated, over-

industrialized planet. When you come to think about it, there are
only four ways you can deal with rubbish: dump it, bum it, turn it
into something you can use again, attempt to produce less of it. We
5 keep trying all four methods, but the sheer volume of rubbish we
an insidious kind of pollution
produce worldwide threatens to overwhelm us.
Rubbish. however, is only part of the problem of polluting our planet. The need to produce ever-
increasing quantities of cheap food leads to a different kind of pollution. Industrialized farming methods
produce cheap meat products: beef, pork and chicken. The use of pesticides and fertilizers produces cheap
10 grain and vegetables. The price we pay for cheap food may be already too high: Mad Cow Disease (BSE) in
cattle, salmonella in chicken and eggs, and listeria in dairy products. And if you think you'll abandon meat
and become a vegetarian, you have the choice of very expensive organically-grown vegetables or a steady
diet of pesticides every time you think you're eating fresh salads and vegetables, or just having an innocent
glass of water!
15 However, there is an even more insidious kind of pollution that particularly affects urban areas and invades
our daily lives, and that is noise. Burglar alarms going off at any time of the day or night serve only to annoy
passers-by and actually assist burglars to burgle. Car alarms constantly scream at us in the street and are a
source of profound irritation. A recent survey of the effects of noise revealed (surprisingly?) that dogs barking
incessantly in the night rated the highest form of noise pollution on a scale ranging from I to 7. The survey
20 revealed a large number of sources of noise that we really dislike. Lawn mowers whining on a summer's day,
late-night parties in apartment blocks, noisy neighbours, vehicles of all kinds, especially large container
trucks thundering through quiet villages, planes and helicopters flying overhead, large radios carried round in
public places and played at maximum volume. New technology has also made its own contribution to noise.
A lot of people object to mobile phones, especially when they are used in public places like restaurants or on
25 public transport. Loud conversations on mobile phones invade our thoughts or interrupt the pleasure of meeting
friends for a quiet chat. The noise pollution survey revealed a rather surprising and possibly amusing old-
fashioned source of noise. It turned out to be snoring! Men were found to be the worst offenders. It was
revealed that 20% of men in their mid-thirties snore. This figure rises to a staggering 60% of men in their
sixties. Against these figures, it was found that only 5% of women snore regularly, while the rest are constantly
30 woken or kept awake by their trumpeting partners. Whatever the source of noise, one thing is certain: silence,
it seems, has become a golden memory.
216
Unit 3 Lesson 47
New words and expressions 1.. iaJ ~4:.ff. -i~

pollution (1.1) /p:J'lu:J;m/ n. i"JW! burglar (1.16) /'b3:gl;;~/ n. m~
overpopulated (1.1) /,:JUV:l'popjulert:Id/ adj. AD~ a~ burgle (1.17) /'b3:gal/ v. A'¥: ftitrrE
over-industrialized (11.1-2) I, :Juv;;~m' dAstri:Jlarzd/ adj. scream (1.17) /skri:rn/ v. ~ ~4
li!iiildtfl"J profound (1.18) /pra'faund/ ad}. :ftklt fl"J
sheer (1.5) !Jr;;~/ adj. M!*¥fl"J, /F~*I'n irritation (1.18) /,m'terJan! n. :J:lJlN
worldwide (1.6) /,wa:ld'ward/ adv. ::(:E~tlt!fi!. incessantly (1.19) /m'sesantli/ adv. Jit~7GltlfJ:fu
overwhelm (1.6) /,~uv:J'welrn/ v. l!iiJijlt, {51!/FffiMflt whine (1.20) /warn! v. 1t oi!J Pi!J Fi
pollute (1.7) /p;;~'lu:t/ v. 15~ helicopter (1.22) /'hehkopt;;~/ n. !.i:ft- ~ffl
pesticide (1.9) /'pestrsard/ n. *.ffi}fij maximum (1.23) /'mreksrm;;~rn/ adj. ii*S'-1
fertilizer (1.9) /'f3:tdarz;;~/ n. ~E*-4 technology (1.23) /tek'nol;;~c5i/ n. ttit
salmonella (1.11) /,srelm;;~'nel;;~/ n. Y:Yil f\:; if contribution (1.24) /,kontrr'bju:Jan! n. :DUi~;
listeria (1.11) /h'straria/ n. ;fiJ:llJi*¥Hif mobile (1.24) /'m;;~ubarl/ ad}. PT fl#J l'n
vegetarian (1.12) /,vec5r'tearianl n. Jtz;~ l'n A snore (1.27) /sn::>:/ v. fJJf
organically-grown (1.12) /::>:'gremkli-gr;mn/ adj. offender (1.28) /a'fend:l/ n. ~ 3l!.~
~mmml'n <:t:~~~~~~~*~~mm1 staggering (1.28) /'streganiJ/ ad}. 9 A 'i;jH!ijl'n
insidious (1.15) /rn'srdi:Js/ ad}. ~4t)~~l'n trumpet (1.30) /'trAmprt/ V. OX-\}
urban (1.15) /'a:banl ad}. ~m 1'n partner (1.30) /'po:tn;;~/ n. {:kif.
Notes on the text i:f .:t ii... #-

l pay for, 1>t tf:H-tffi', 1-ll¥1J1~@ o
2 Mad Cow Disease (BSE), ~Cif:'fr:iil o
~•4m~-~'fr:iil~~~~~~-~.~~~4•m~mm~.~~~~-~~oo•«*~~~~oo.m
~fHtJJ m: iii:@: o JJt wH~Ht "iRe 4 'fr:i l ", 7C
13J1g -~ W<J a~ l9J 1tJJ tt; ~ iJ11J !:':! ~ ~ 1i);] 0
3 .you have the choice of very expensive organically -grown vegetables or a steady diet of pesticides every time
you think you're eating fresh salads and vegetables ... {f];OJ 1:1 M if~-: .i!li;.;Q\;ffl fft#H~ ~, 1HJl:!:t:ltA~Mi:~,
••~~~);]~•m••~~~~•••~~-.~~~-~-~~~~~*~~.
z fsl mf¥ "
the choice of ... or ... , {£ ..... ;fn ......
4 burglar alarm, llJi ~ 'WtU~; go off, O(ri] it£, o
5 car alarm, f\:tf.llJj~!£Hit1m ,

6 large container truck, ill!fo"tk:@~*<;f[l~f:- 1f a
7 mobile phone,:§l9J;J:\:Ft!.iJii, ffH:!f; ":k1lf:k",

8 against these figures, Eif :1.3:@ ~ "¥ tn lt .
15W=Y'Jt•:ftffl);] :1.3: 1' An :i.cHfi, l:tlti~JHU~ J'i'!J!](JiJTH ili !'l(]ftffi' • '11'fQfllfH€1:3\j L~:l:.i!..J».i'nl @.lfl'L 'fQfiJ H :ff
4 ~XiH:ti.l&~J.r~: fljljffL t>t:iit. 'IE:!:.i!.:f.&3t!VI:fl}~H~4llX:i:r\:00Yf' ~@:1:\L.\& o :JJ<:ffl 4 ~Ji.J:t,
m•. :JJ<:fil {Etl:f: W- {[ l'liJ r;f;J 1:-Zr" ~ a"J :1:\L.J». a~:l:ff'Jt1HE~11l-ll il'fHr~ fttl~ ,
*
~ fffi, ±V::!.&. fUll: ft 11 J~ 1- ~ JJj( a~ ¥5 W= rr~J@1 a~ --1' :Jnm o s M::lt1 ~ X't il ffi' tt 1tJJ iJ<J ~ >"R ~fer 51 - f!P ~ .J:t ~
lfl. .
¥iJW= • T~ft!'l~:.{:{f'F:tf.J:\::~?' ili Tit 1ft 8(] f~ ~m~ ~-if:~, 111 ~~X-~~ • f~ffl* :i!tflj ;fn fUE~?:.: ili T it:ffi'~
u1tJJ ;fn )g 7 Jl ffi' 1,t 1tJJ ~ {11 {;t t.H 8~ ft ffi'
~~~~ff•.~•~m~#~~fffi3t~-m•'l§t•.•~~OJ~~~--:••~m~•~~- :ffm~M~
:i: ~i ~ 9" si.J ~fu 1=- m, ~ ~ ;fn ~ 11 9" !'!{] tt· n Ef: ~, !i.THM rfit er
••.dAlli~~~{E*ffl~M~~~-•••dttffl-~k*~*iJ<J~-.~~~-~-~~~~*~Mo
217
Unit 3 Lesson 47
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~.~$a<JIW~·*~~~ft111~~.~~A111·~~~a<J-~~~o·ili-~~*~ifa<J~ffla<J-~ I+A
nttiJlJ&l frHf:l, ~frll.14~~1tfiff.J~n4fl5, T:E--t-M. 1 £:&~ 7 £:&a<.J~u~~~EiZ9~:1;J•FmFr.Jiltif7'5~. :l!-t-VHr
•~r~m~~•~a<J*ta<J~ifa<J*•:•~~~~~a<JM¥m,%••m~~·~a<J~~~.*~~~a<J~
15, ~:l:\AH~A<.J$fiJJi,4'#131J~~it!!\&\t$a<JH I± a<JJU~tl'i -F:tf':,M~ Im~~a<J ~;fJl;f!l li:fttJl, ~·#HlJ%~:1;&iPJf, if:fi
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~~•*•0~:1;&i~~m•~~~-m•~~~*F~•~tt~ma<J••·•*~hl5fPM~~-fi@~~~~
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o
~JtJIJ+AW:~A<.J 60%. ~3!~~'¥t§l:t, R1f 5% A<.J:td1~1ltHM, ®Jt*a<JJi!IJ~1lt~~ti!Mil[i'i]lll, 1~~"3-

ru:I1Bfl8~·a<J!f.!A~M-#·Ill~S.~W•fo*~M1J, tl<.J:.*&8B~--~··a<J~
tz:.
Comprehension J.!.fil!f
each answer.
1 What is meant by the clause 'the sheer volume of rubbish we produce worldwide threatens to overwhelm us'?
2 What do farmers do to produce meat products cheaply?
3 Why wouldn't you necessarily avoid pollution if you became a vegetarian?
Vocabulary ~~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: dump ( 1.3); sheer
volume (1.5); rubbish (1.5); leads to (1.8); dairy (1.11); abandon (1.11); organically-grown (1.12);
Summary writing ~tij J} ~ 11=
In not more than 80 words give an account of noise pollution. Do not include anything that is not in the last
paragraph.
Composition 11= .:9.:.

a 'You are what you eat.' What do you think this means and how does it apply to you or the people you know'l
b Write about any serious pollution problems in this country.
LeHer writing -# 1t ~ 1t
In not more than 100 words write a letter which you would very much like to receive.
Key structure and Special difficulties !k 4Jt 5J ~ ;f1:? ~ ,~,

Rewrite the following sentence without changing the meaning. Then refer to 11. 15-16.
Noise is an even more insidious kind of pollution which affects urban areas and invades our daily lives.
There is ...
218
Unit 3 Lesson 47
Multiple choice questions ~ .lJi it-it:*!

1 - the sheer volume of rubbish we produce worldwide _ _ __
(a) is heaped up like a great mountain (b) is spread over the world like a blanket
(c) is already beyond our control (d) is like a tide that will rise and drown us
2 The root cause of pollution in agriculture is _ _.........__
(a) the intensive use of pesticides and fertilizers
(b) the twin pressures to produce more food and at lower cost
(c) the conflict between good hygiene and cheap meat production
(d) the unrealistic price of organically-grown vegetables
3 For most people, the most distressing form of noise pollution is _ _ __
(a) dogs barking all night (b) people using mobile phones
(c) heavy trucks in quiet villages (d) noisy neighbours having parties
4 Snoring causes a severe noise problem for _ _ __
(a) young males in particular (b) a majority of middle-aged men
(c) women of all ages (d) young women especially
Structure ~t :#J
5 there are only four ways rubbish. (11.2-3)
(a) of dealing with (b) which to deal with (c) can be dealt with (d) to be dealing with
6 We keep trying methods. (1.5)
(a) these all four (b) of these all four (c) all of these four (d) all these of four
7 Burglar alarms ____ at any time of the day or night serve only to annoy. (11.16-17)
(a) that go off (b) that are going off (c) go off (d) which going off
8 A recent survey revealed that _ _ _ _ dogs barking incessantly in the night that we dislike most.
(11.18-19)
(a) it is (b) is (c) there be (d) there are
Vocabulary i~ ~r:.
9 New technology has also in noise pollution. (1.23)
(a) done its bit (b) done a share (c) played a role (d) given its all
lO A lot of people _ _ _ _ to mobile phones, especially in public places. (1.24)
(a) except (b) offend (c) take exception (d) take offence
11 The noise pollution survey a rather surprising source of noise. (ll.26-27)
(a) brought to light (b) gave birth to (c) came to be (d) took the lid off
12 these figures, it was found that only 5% of women snore. (1.29)
(a) Comparing with (b) By comparison with (c) In comparing (d) In comparing with
21Q
Lesson 48 The silent village 5JL~~*-l'J.±
l§ll Listen to the tape then answer the question below.

"fr ~ -t. .~-iui'i t!!7 $ ~r~ -r rPJ ~ o
Why was the village silent?
In this much-travelled world, there are still thousands of places

which are inaccessible to tourists. We always assume that villagers
in remote places are friendly and hospitable. But people who are
cut off not only from foreign tourists, but even from their own
s countrymen can be hostile to travellers. Visits to really remote
villages are seldom enjoyable- as my wife and I discovered during
hostile to travellers
a tour through the Balkans.
We had spent several days in a small town and visited a number of old churches in the vicinity. These
attracted many visitors, for they were not only of great architectural interest, but contained a large number of
10 beautifully preserved frescoes as well. On the day before our departure, several bus loads of tourists de-
scended on the town. This was more than we could bear, so we decided to spend our last day exploring the
countryside. Taking a path which led out of the town, we crossed a few fields until we came to a dense wood.
We expected the path to end abruptly, but we found that it traced its way through the trees. We tramped
through the wood for over two hours until we arrived at a deep stream. We could see that the path continued
15 on the other side, but we had no idea how we could get across the stream. Suddenly my wife spotted a boat
moored to the bank. In it there was a boatman fast asleep. We gently woke him up and asked him to ferry us
to the other side. Though he was reluctant to do so at first, we eventually persuaded him to take us.
The path led to a tiny village perched on the steep sides of a mountain. The place consisted of a strag-
gling unmade road which was lined on either side by small houses. Even under a clear blue sky, the village
20 !ooked forbidding, as all the houses were built of grey mud bricks. The village seemed deserted, the only
sign of life being an ugly-looking black goat on a short length of rope tied to a tree in a field nearby. Sitting
down on a dilapidated wooden fence near the field, we opened a couple of tins of sardines and had a picnic
lunch. All at once, I noticed that my wife seemed to be filled with alarm. Looking up I saw that we were
surrounded by children in rags who were looking at us silently as we ate. We offered them food and spoke to
25 them kindly, but they remained motionless. I concluded that they were simply shy of strangers. When we
later walked down the main street of the village, we were followed by a silent procession of children. The
village which had seemed deserted, immediately came to life. Faces appeared at windows. Men in shirt
sleeves stood outside their houses and glared at us. Old women in black shawls peered at us from doorways.
The most frightening thing of all was that not a sound could be heard. There was no doubt that we were
30 unwelcome visitors. We .needed no further warning. Turning back down the main street, we quickened our
pace and made our way rapidly towards the stream where we hoped the boatman was waiting.
220
Unit 3 Lesson 48
New words and expressions !i i~ ~~-.:g.

inaccessible (1.2) /,m::lk'ses;>bal/ adj. ~f!JJ.:i!II¥J, straggle (11.18-19) /'strregal/ v. ~_m;, ~ISL0-1JJ
:it~ :fiJ (f.] dilapidated (1.22) /dr'lreprdertid/ adj. I* IB~~t8, ffij
hospitable (1.3) /'hospit::lbaV adj. ~f~!¥) :t..l\1~
hostile (1.5) /'hostarV adj. ~:&tlti¥J, ~ISXi': I¥J sardine (1.22) /so:'di:n/ n. rY T 1E, 1'_!;- T fijJtfEI-;;
vicinity (1.8) /vr'smrtil n. Jilal'fll, i!:i:~5 rag (1.24) /rreg/ n. ~~::&Hii
architectural (1.9) /,o:kr'tektfar;))/ adj. ~:tJ[i¥] motionless (1.25) /'m::luJanl::ls/ adj. ~ #1 89
fresco (1.10) /'fresk::lu/ n. ~[11l] procession (1.26) /pr;;!'seJan! n. 1i:?iJ, J$i:~.Afl'~ AM
abruptly (1.13) /::l'brAptlil adv. Jtft.;t!l?., i':>'~;t!l?. shawl (1.28) !Jo:V n. :tJ1l rjJ, ~ rjJ
tramp (1.13) /trremp/ v. itzv::fi:ltt peer (1.28) /pr;>/ v. lt!::f!ll., llT W
moor (1.16) /mu<'l/ v. UfHitl., f!.i, f:11i)
ferry (l.l6) /'feri/ v. ( ffl Wt!ill) JE
(!ill)* quicken (1.30) /'kwrkan/ v. bwtR:
Notes on the text 1~L9: ii. #:-
1 much-travelled world, t£11t:ffitll'~tt-*A\ltltJrf. o
2 be inaccessible to ... ,~ ... ···Xf£!;J.f1J:iti¥J o
3 be cut off from ... , ~ .. · "· f!M~fg o

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l'9: r+tl $7HU1lU l¥J AA 1ft*~ ~+I o
5 descend on, ~~3iV-* o
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7 (be) fast asleep, ~lit, Jit:tl.fFJ:Eiif, f~tffi boatman o
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9 by shy of ... , fF "xt· .... ·{~:trli'', "~·tEJ ...... " M.

10 come to life, !)i:Mil-*, f.S,W(~* o
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221
Unit 3 Lesson 48
*~~.ft$~-•.~•ft~•-w«v•~~~•rnrnmttr.~m~•~~~·••ftm~~.ftm~
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Comprehension J.!. ~
each answer.
I Why are visits to really remote villages seldom enjoyable?
2 Why did the author and his wife decide to spend their last day exploring the countryside?
3 How did the author and his wife get across the stream?
Vocabulary iJJ ~c.

Explain the meanings of the following words and phrases as they are used in the passage: inaccessible (1.2);
hospitable (1.3); hostile (\.5); vicinity (1.8); end abruptly (1.13); traced (1.13); eventually (1.17).
Summary writing ~Jil ~ ~ fF
Describe in not more than 80 words the experiences of the author and his wife when they visited a remote
village in the Balkans. Use your own words as far as possible. Do not include anything that is not in the last
paragraph.
Composition 1t 3:.
a Describe any village you know well.
b Continue the above passage. Imagine the boatman was not waiting for the author and his wife. Describe what
happened.
Letter writing ;f; 1t ~ 1t

Write a letter in not more than 100 words to a very old man congratulating him on the occasion of his eighty-
fifth birthday.
Key structures and Special difficulties lk tJt 5J ~ iP ~A

Though the village had seemed desened, it immediately came to life.
The village w...
Multiple choice questions~~ it#-~

222
Unit 3 Lesson 48
Comprehension J.Efli?
On the last day of their visit to a Balkan town, the writer and his wife----
(a) followed a path which they found to their surprise led them into a wood
(b) went exploring for churches further afield, having seen those nearby
(c) decided to visit a small village some distance away from the town
(d) discovered their own countrymen to be hostile when they are cut off
2 The village looked forbidding in that - - - -
(a) the road leading up to it was so steep and rough
(b) it had a deserted and gloomy appearance
(c) the mountain threw its shadow over the small brick houses
(d) there was nobody in the village
3 What made the writer and his wife feel they were unwelcome visitors?
(a) Apart from the children, no one had come out to greet them.
(b) When they had first gone through the village, the people had hidden.
(c) Nobody said a single word as they watched them walk down the street.
(d) The men were too shy to speak to them and the women too shy to come out.
Structure ~t ~
4 that the path continued on the other side, we wondered how we could get across the stream.
(11.14-15)
(a) Being able to see (b) It could be seen (c) At the sight of (d) Seeing
5 Though he was reluctant to _ _ _ _ at first, we ... (1.17)
(a) ferry us across (b) ferry (c) take to the other side (d) do that
6 -unmade road _ _ _ _ small houses lining it on either side. (11.18-19)
(a) with (b) which (c) by (d) and
7 - - - - of all was that not a sound could be heard. (1.29)
(a) It frightened us most (b) The thing that most frightened us
(c) What frightened us most (d) We were most frightened by
8 -where we hoped the boatman was waiting and· us back. (11.30-31)
(a) was ferrying (b) ferrying (c) ferried (d) would ferry
Vocabulary i~ ~r:.
9 In it there was a boatman _ _ _ _ asleep. (1.16)
(a) dead (b) sound (c) quickly (d) hard
10 The fence the writer and his wife sat down on was ... (1.22)
(a) no longer in use (b) sheltered by trees
(c) in a state of disrepair (d) made of very hard timber
11 All at once, I noticed that my wife _ _ _ _ to be filled with alarm. (1.23)
(a) came (b) appeared (c) turned (d) looked
12 Men stood outside their houses and angrily at us. (11.27-28)
(a) stared (b) frowned (c) grimaced (d) winked
223
Lesson 49 The ideal servant ll~lt~1}.A
j§ll Listen to the tape then answer the question below.

,Jf jJc -t, ~ J€; t§7 ~ 1-:l. r lP) Ja a
What was Bessie's 'little weakness'?
It is a good thing my aunt Harriet died years ago. If she were alive
today she would not be able to air her views on her favourite topic
of conversation:-domestic servants. Aunt Harriet lived in that
leisurely age when servants were employed to do housework. She
5 had a huge, rambling country house called 'The Gables'. She was
sentimentally attached to this house, for even though it was far too this occasioned great mirth
big for her needs, she persisted in living there long after her the
husband's death. Before she grew old, Aunt Harriet used to entertain lavishly. I often visited The Gables
when I was a boy. No matter how many guests were present, the great house was always immaculate. The
10 parquet floors shone like mirrors; highly polished silver was displayed in gleaming glass cabinets; even my
uncle's huge collection of books was kept miraculously free from dust. Aunt Harriet presided over an invisible
army of servants that continuously scrubbed, cleaned, and polished. She always referred to them as 'the
shifting population', for they came and went with such frequency that I never even got a chance to learn their
names. Though my aunt pursued what was, in those days, an enlightened policy, in that she never allowed her
15 domestic staff to work more than eight hours a day, she was extremely difficult to please. While she always
criticized the fickleness of human nature, she carried on an unrelenting search for the ideal servant to the end
of her days, even after she had been sadly disillusioned by Bessie.
Bessie worked for Aunt Harriet for three years. During that time she so gained my aunt's confidence,
that she was put in charge of the domestic staff. Aunt Harriet could not find words to praise Bessie' s indus-
20 triousness and efficiency. In addition to all her other qualifications, Bessie was an expert cook. She acted the
role of the perfect servant for three years before Aunt Harriet discovered her 'little weakness'. After being
absent from The Gables for a week, my aunt unexpectedly returned one afternoon with a party of guests and
instructed Bessie to prepare dinner. Not only was the meal well below the usual standard, but Bessie seemed
unable to walk steadily. She bumped into the furniture and kept mumbling about the guests. When she came
25 in with the last course a huge pudding- she tripped on the carpet and the pudding went flying through
the air, narrowly missed my aunt, and crashed on the dining table with considerable force. Though this
caused great mirth among the guests, Aunt Harriet was horrified. She reluctantly came to the conclusion that
Bessie was drunk. The guests had, of course, realized this from the moment Bessie opened the door for them
and, long before the final catastrophe, had had a difficult time trying to conceal their amusement. The poor
30 girl was dismissed instantly. After her departure, Aunt Harriet discovered that there were piles of empty
wine bottles of all shapes and sizes neatly stacked in what had once been Bessie's wardrobe. They had
mysteriously found their way there from the wine cellar!
224
Unit 3 Lesson 49
New words and expressions 1.. i~ ~*-H.*

rambling (1.5) /'rremblrrJ/ adj. =*5LJC!iti¥J fickleness (1.16) /' frkalms/ n. 3t ft 7C 'lit
sentimentally (1.6) /,sentr'mentli/ adv. !~tit _t, ;¥·1'lt:tt!!. unrelenting (1.16) I,Anrr'lentiiJ/ adj. :f}ffi:f~i¥J,
lavishly (1.8) /'lrevrJiil adv. ·tf·I~Jt!!., :kn:it!?. :f¥tM.i¥J
immaculate (1.9) IJ'mrekjulrt/ adj. 11HEi89, JCY5EB9 disillusion (1.17) /,diSI'lu:yn/ v. fi1!KJM}. ~X
parquet (I. J 0) /'po:kerl n. •*:it!?.i'li industriousness (11.19-20) /m'dAstri;)sms/ n. JIJ:af
gleam (1.10) /gli:m/ v. ~1f, IAJ:Yt qualification (1.20) /,kwolrfi'kerJ.ml n. 1'6'H~, fllijJ
preside (1.11) /pn'zard/ v. 1§'~ mirth (1.27) /m3:9/ n. 'JlX.~, ~~
invisible (1.11) /m'viZJbal/ adj. tf:f.W.i¥J, 7Clf3.i¥J stack (1.31) /strek/ v. ~:Jf:i'IJl;l;{tff~
scrub (!.12) /skrAb/ v. ~1.!\, .llltli5t cellar (1.32) /'se!;)/ n. :it!?.g
enlightened (1.14) /m'lartand/ ad}. Jf!!f3i¥J
Notes on the text i* ~ ii. ~

l air one's views on ... , fi: "x1 ......
2 be attached to, J: ~, l't XX "
3 persist in doing sth., llf?:t#fltt.llt. o
4 free from dust, ---1~/f~ o

· brhAI • Fl "ft::tYlr" ""*'~" M""'-00
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n: -J.E~rt l: tl2JX1t:11'tx% r 0
6 refer to th<'m as, re ftMIJ :f~; 11: ······ ,

7 what was, ... , an enlightened policy,.11'tl:~-:r:p!)fa)J®:m o in that ~:t)tififflt!, 11: "rz;J;8", "li!!Cf.K' iJj: o
8 While she always criticized ... ,

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225
Unit 3 Lesson 49
llfr AH*fif~w1 j,t:fJl\:(±Jn l'Y !;( Tltr ffl :U a~ :t(ffi II!.llltf~i'fff:ltl!.n!<:~ -:lit:lit*lJ:k-*~. :;k;J\/f>-Et-J?WJfli r o :l!~iil!llfft>fi¥/G
lfjl ~/G:W::Iti!.MJW~*3iiJ T :l!!! o
Comprehension ffWf.
each answer.
I What did Aunt Harriet most like to talk about?
2 Why did Aunt Harriet continue to live in The Gables after her husband's death?
3 Why did Aunt Harriet always refer to her servants as 'the shifting population'?
Vocabulary ~ x:.
Explain the meanings of the following words and phrases as they are used in the passage: air her views (1.2);
favourite (1.2); persisted in (1.7); immaculate (1.9); invisible (1.11); enlightened (1.14); domestic staff (1.15).
Summary writing 4iii ~ ~ 11=

ln not more than 80 words describe what happened after Aunt Harriet unexpectedly returned to The Gables
with a party of guests. Use your own words as far as possible. Do not include anything that is not in the last
paragraph.
Composition 11= ;t
a Write an imaginary account of how Bessie's 'little weakness' went undetected for three years.
b 'It is a good thing that domestic servants have become a great rarity.' What is your opinion?
Letter writing .:p; 1-t ~ 11

Write a letter of thanks to an aunt who has sent you a generous amount of money for your twenty-first
birthday. Say what you intend to do with the money. Do not write more than 100 words.
Key structures and Special difficulties *iJt 0 ~ :fp Jfi ,??.

My aunt had been absent from The Gables for a week when she unexpectedly returned one afternoon with a
party of guests.
After ... my aunt ...
Multiple choice questions~~ ~.ttll!

Comprehension ffWf.
In the days when the writer used to visit 'The Gables' _ _ __
(a) his aunt would employ a great many servants whenever she invited guests
(b) he always found the house spotlessly clean
226
Unit 3 Lesson 49
(c) he never stayed long enough to learn the names of the servants •
(d) his aunt was hard to please if her staff only worked an eight-hour day
2 Bessie was made responsible for the domestic staff _ _ __
(a) as a result of her hard work
(b) because she was loyal to my aunt
(c) because she had such good qualifications
(d) because my aunt trusted her
3 When the pudding crashed on the table, Aunt Harriet was horrified _ _ __
(a) to see how weak Bessie had become during her absence
(b) because the guests all found the incident very amusing
(c) because the pudding was not up to Bessie's usual standard of cooking
(d) because it was only then that she realized how drunk Bessie was
4 After Bessie's dismissal, Aunt Harriet _ _ __
(a) still hoped to find a servant who would please her in every respect
(b) was so disillusioned by Bessie that she gave up entertaining lavishly
(c) found a great many bottles of wine in Bessie' s wardrobe
(d) could not understand how so many bottles had disappeared from her cellar
Structure it .¥:J
5 guests were present, the great house ... (1.9)
(a) No matter the number of (b) Whatever many
(c) Whoever the many (cl) However many
6 Though my aunt pursued a policy, _ _ _ _ , in those days, enlightened, in that she never allowed her
domestic staff ... (11.14-15)
(a) that it was (b) what was (c) which was (d) being
7 Bessie seemed _ _ _ _ steadily. (11.23-24)
(a) impossible to walk (b) incapable to walk
(c) incapable of walking (cl) not possible for walking
8 -came to the conclusion that Bessie had _ _ _ _ . (11.27-28)
(a) been drinking (b) drunk (c) drank (d) some drinks
Vocabulary i;;l ~c.

9 Aunt Harriet in her praise of Bessie's industriousness ... (11.19-20)
(a) Not a word was said by (b) Words were lost on
(c) Words failed (cl) Word did not come to
I 0 - could not find words to praise Bessie' s and efficiency. (11.19-20)
(a) factory (b) hard work (c) dusting (cl) business
ll She the carpet and the pudding went ... (1.25)
(a) fell over (b) slipped on (c) trespassed (d) stumbled on
12 -and, the final catastrophe, the guests had had a difficult time ... (ll.28-29)
(a) far in front of (b) much behind (c) well before (d) long ahead of
227
•
Lesson 50 New Year resolutions ffi ~ ~ l.i~:Ji~,,
1§11 Listen to the tape then answer the question below.

~JT- ~ ~. ?A m~ ~ ~:~. r l"l ~ o
What marked the end of the writer's New Year resolutions?
The New Year is a time for resolutions. Mentally, at least, most of

us could compile formidable lists of 'dos' and 'don'ts'. The same
old favourites recur year in year out with monotonous regularity.
We resolve to get up earlier each morning, eat less, find more time
s to play with the children, do a thousand and one jobs about the
house, be nice to people we don't like, drive carefully, and take the
my enthusiasm waned
dog for a walk every day. Past experience has taught us that certain
accomplishments are beyond attainment. If we remain inveterate smokers, it is only because we have so
often experienced the frustration that results from failure. Most of us fail in our efforts at self-improvement
10 because our schemes are too ambitious and we never have time to carry them out. We also make the
fundamental error of announcing our resolutions to everybody so that we look even more foolish when we
slip back into our bad old ways. Aware of these pitfalls, this year I attempted to keep my resolutions to
myself. I limited myself to two modest ambitions: to. do physical exercises every morning and to read more
of an evening. An all-night party on New Year's Eve provided me with a good excuse for not carrying out
15 either of these new resolutions on the first day of the year, but on the second, I applied myself assiduously to
the task.
The daily exercises lasted only eleven minutes and I proposed to do them early in the morning before
anyone had got up. The self-discipline required to drag myself out of bed eleven minutes earlier than usual
was considerable. Nevertheless, I managed to creep down into the living room for two days before anyone
20 found me out. After jumping about on the carpet and twisting the human frame into uncomfortable posi-
tions, I sat down at the breakfast table in an exhausted condition. It was this that betrayed me. The next
morning the whole family trooped in to watch the performance. That was really unsettling, but I fended off
the taunts and jibes of the family good-humouredly and soon everybody got used to the idea. However, my
enthusiasm waned. The time I spent at exercises gradually diminished. Little by little the eleven minutes fell
25 to zero. By January I Oth, I was back to where I had started from. I argued that if I spent less time exhaustin"~;
myself at exercises in the morning, I would keep my mind fresh for reading when I got home from work.
Resisting the hypnotizing effect of television, I sat in my room for a few evenings with my eyes glued to a
book. One night, however, feeling cold and lonely, I went downstairs and sat in front of the television
pretending to read. That proved to be my undoing, for I soon got back to my old bad habit of dozing off in
30 front of the screen. I still haven't given up my resolution to do more reading. In fact, I have just bought a
book entitled How to Read a Thousand Words a Minute. Perhaps it will solve my problem, but I just haven't
had time to read it!
228
Unit 3 Lesson 50
New words and expressions 1.. i~ ;fr:z~ii -ii

resolution (title) /,rez;::~'lu:JJnl n. ?.:k:.C..' assiduously (1.15) /a'srdju;::~sli/ adv. ;M-5':l1!!.
mentally (1.1) /'mentali/ adv. rAJ{,'"'- self-discipline (1.18) /,self-'drsrphn/ n. § flt~~*
compile (1.2) /k;:)m'parl/ v. ;~$ii:, ~lllili#U frame (1.20) /frem!l n. ~K 1-*
formidable (1.2) /'b:mrd;::~bJI! adj. 4' A. i!!·t§l~~ betray (1.21) /br'trerl v. £ill, liTt.§t
recur (1.3) /rr'k3:/ v. ¥}.~!£, X.WJJE troop (1.22) /tru:p/ v. hX:M~~IlA:l1!!.:iEliiJ
regularity (1.3) /,regju'lrenti/ n. ~~f'¥·11 unsettle (1.22) !An'setll v. 1t/F~
accomplishment (1.8) /;::~'komphJm;::~nt/ n. nX:ff'Ji: taunt (1.23) /t:J:nt/ n. PI~, ~~A.B~i~
attainment (1.8) /;:)'ternm;}nt/ n. :iKfij jibe (1.23) /d;)arb/ n. Pl!f, f£-5'
inveterate (1.8) /rn'vetJrrt/ adj. i'&~'r)ff!!Ht~ good-humouredly (1.23) /,gud'hju:madli/ adv. :ffi ~
self-improvement (1.9) /,sclf-rm'pru:vmant/ n. ~ :l1!!., ·C.,·ht~J:l1!!.
'lli~'iJi':
'1-.J<. 71.: r:-'1 wane (1.24) /wernl v. ~¥!8f~;J\ 3H~
scheme (1.10) /ski:rnl n. ?a'lif'l-~"Jit~IJ, }J~ diminish (1.24) /di'mrmJ/ v. flriX: Y, tni Jj\
ambitious (1.1 0) /rem'brJ;::~s/ adj. :li.1lA.-~~(J{J hypnotize (1.27) /'hrpnatarz/ v. ft fV\I!j, ft~ i.te
pitfall (1.12) /'prtf:l:!/ n. -~ :7~ (t~ l£l ~ ..~ SB (f.; HH~ undoing (1.29) I An 'du:Il)/ n. mi'&, 5N )( ~ J~ 11]
modest (1.13) I' m odrst/ a<fi. ~ .>,K -1~ cl 5H9 screen (1.30) /skri:n/ n. 41-fJI).;fJlJ#:jJ
Notes on the text ·i* 3: ii. tt

l dos and don'ts, ~ii{Ht~'Jl>fl1::fWJNz(l~.$ o
2 year in year out, if

3 a thoUSillld ilnd OIH', j'fii[-~37 o
+ beyond attainment, fl& /f~}'lj (J(_), J15 /j~}ilj i'l~ ,

5 carry out, J~ff·, ~fUJ, :f)Lff,
G slip back into our had old \lavs, i1~1wJfiJJJI)~~fH'Jt):J•f1JLt.l;,
7 keep ... to oneself. f1c "~~ .... ·fJHfti ", "U\~f' 1.!-\ "
8 of an evening = in the even! ngs ,
9 apply onrsclf to. 1:: fJ kX;t±ft!l. T ,
l 0 It was this that betrayed me.
!.X -h!J!J\U~J 'ii] ffJ, tit 5!!l iJlil (J{Jiffl)-} this icr sat down ... in an exhausted condition ,
I I ft.~nd ofi -/' 1l'iJ.
1
I 2 do"c off, 1H£t!!ftf ,
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Comprehension JJL~
each answer.
1 What has past experience of New Year resolutions taught us?
2 Why is it a basic mistake to announce our resolutions to everybody?
3 Why did the writer not carry out his resolutions on New Year's Day?
Vocabulary ~ ~r::.
Explain the meanings of the following words and phrases as they are used in the passage: mentally (Ll );
formidable (1.2); recur year in year out (1.3); beyond attainment (1.8); inveterate (1.8); frustration (1.9); carrying out
(1.14).
Summary writing ~lii * ~.11

In not more than 80 words describe the efforts the writer made to carry out his resolutions after New Year's
Day. Use your own words as far as possible. Do not include anything that is not in the last paragraph.
Composition 11 ::1:.
a Write an account of resolutions you have made in the past and failed to keep.
b Describe New Year celebrations in your country.
Letter writing * 1-t ~ 11

Before you went abroad, you promised your parents that you would write once a week. Since then, you have
failed to keep your promise. Write a letter to them explaining why it has been impossible for you to write
more often. Do not write more than 100 words.
Key structures and Special difficulties *- ~ 6J ~ iP 5Ift A

It may solve my problem, but I just haven't had time to read it!
Perhaps ...
230
----···············-~
Unit 3 Lesson 50
Multiple choice questions ~ .lJl it. :It~
Comprehension JJ:~
In making his New Year resolutions, the writer _ _ __
(a) decided against choosing any of his old favourites
(b) did not tell his family of them in case they announced them in public
(c) was careful to choose two which he thought were within his scope
(d) underestimated the time it would take him to get up in the mornings
2 The family realized what one of his resolutions was when they _ _ __
(a) noticed how tired he looked when he came to breakfast
(b) heard him jumping about on the carpet in the living room
(c) came down earlier than usual and saw him doing his exercises
(d) saw him reading instead of looking at television
3 The writer's efforts to read more have so far failed because----·
(a) he is not able to read quickly enough in the time he has available
(b) he enjoys watching television more than he does reading
(c) his room is too cold for comfort and he misses his family
(d) he has not been able to resist the hypnotic effects of television
Structure ~~ ;Jg
4 Past experiences has taught us that we _ _ _ _ certain accomplishments. (11.7-8)
(a) never attain (b) would never attain (c) are never attaining (d) will never attain
5 -we look even more foobsh than we _ _ _ _ when we slip back into our old ways. (11.11-12)
(a) would (b) should (c) need (d) ought
6 I jumped about on the carpet and _ _ _ _ uncomfortable positions that I sat down exhausted.
(11.20-21)
(a) so twisted me into (b) so twisted myself into
(c) twisted myself into such (d) twisted me into such
7 I argued that less time exhausting myself, I would ... (11.25-26)
(a) to spend (b) by spending (c) my spending (d) to have spent
Vocabulary -i~ ~c
8 This year I attempted to keep my resolutions . (1.12)
(a) private (b) personal (c) intimate (d) solitary
9 , I managed to creep down into the living room ,.. (1.19)
(a) Meanwhile (b) Little by little (c) Just the same (d) By all means
10 The whole family to watch the performance. (11.21-22)
(a) gathered round (b) marched by (c) flocked in (d) joined in
11 My enthusiasm for my new resolutions soon . (11.23-24)
(a) faded (b) evaporated (c) ran out (d) fell out
12 I soon into my old habit of dozing off.,. (11.29-30)
(a) returned (b) slipped back (c) went back (d) took again
231
Lesson 51 Predicting the future ffil!l **
lt;:slj Listen to the tape then answer the question below.
"if :?il it . .~ mD?7 $. YA -r f.>J 11! o
What was the 'future' electronic development that Leon

Bagrit wasn't able to foresee?
Predicting the future is notoriously difficult. Who could have

imagined, in the mid 1970s, for example, that by the end of the
20th century, computers would be as common in people's homes
as TV sets? In the 1970s, computers were common enough, but
5 only in big business, government departments, and large providing injomation
about traffic jam
organizations. These were the so-called mainframe machines.
Mainframe computers were very large indeed, often occupying whole air-conditioned rooms, employing
full-time technicians and run on specially-written software. Though these large machines still exist, many of
their functions have been taken over by small powerful personal computers, commonly known as PCs.
10 In 1975, a primitive machine called the Altair, was launched in the USA. It can properly be described as
the first 'home computer' and it pointed the way to the future. This was followed, at the end of the 1970s, by
a machine called an Apple. In the early 1980s, the computer giant, IBM produced the world's first Personal
Computer. This ran on an 'operating system' called DOS, produced by a then small company named Microsoft.
The IBM Personal Computer was widely copied. From those humble beginnings, we have seen the develop-
IS ment of the user-friendly home computers and multimedia machines which are in common use today.
Considering how recent these developments are, it is even mdre remarkable that as long ago as the
1960s, an Englishman, Leon Bagrit, was able to predict some of the uses of computers which we know
today. Bagrit dismissed the idea that computers would learn to 'think' for themselves and would 'rule the
world', which people liked to believe in those days. Bagrit foresaw a time when computers would be small
20 enough to hold in the hand, when they would be capable of providing information about traffic jams and
suggesting alternative routes, when they would be used in hospitals to help doctors to diagnose illnesses,
when they would relieve office workers and accountants of dull, repetitive clerical work. All these computer
uses have become commonplace. Of course, Leon Bagrit could not possibly have foreseen the development
of the Internet the worldwide system that enables us to communicate instantly with anyone in any part of
25 the world by using computers linked to telephone networks. Nor could he have foreseen how we could use
the Internet to obtain information on every known subject, so we can read it on a screen in our homes and
even print it as well if we want to. Computers have become smaller and smaller, more and more powerful
and cheaper and cheaper. This is what makes Leon Bagrit's predictions particularly remarkable. If he , or
someone like him, were alive today, he might be able to tell us what to expect in the next fifty years.
New words and expressions 1.. -i"J :fo:fJi "*

notoriously (1.1) /n~o 't;:,:ri;Jsli/ adv. ( :.fttlff I& .tf~) mainframe (1.6) /'memfrenn! n. .1.tJl, 'fl*
f:A lW ~J J:u j:fu :9-tHWl
232
Unit 3 Lesson 51
full-time (1.8) /,ful 'tarm/ adj. 1t li'JHB multimedia (1.15) /,mAlti 'mi:di;}/ adj. $ m;{t ft~
technician (1.8) /tek'nrJan! n. ii~Tfi alternative (1.21) /::J:l't3:n;}trv/ adj. ).2\;ff.i¥)
software (1.8) /'softwe;}/ n. ~k1!f diagnose (1.21) /'daJ;}Qll;}OZ/ v. it~
IBM (1.12) /'ar bi: em/ ( ) ~U~JtHJlff0Hl relieve (1.22) /n'li:v/ v. {..:_X~
(International Business Machines) accountant (1.22) /;}'kauntant/ n. ~it
DOS (1.13) /dos/ 7ifl:&itft: JiUJc (Disk Operating repetitive (1.22) /n'petrtrv/ adj. ll~ M.l
System) clerical (1.22) /'klenkal/ adj. 11'0:¥: T'rt i¥J
Microsoft (1.13) /'markr;}usoft/ n. (~g<j) 1i1HJ\:0ffi Internet (1.24) /'rnt;}net/ n. OO~i~!LIM]
user-friendly (1.1 5) I ju:z;}-'frendli/ adj. ~~itfi:i¥], network (1.25) /'netw3:k/ n. IXXJ Mt
HJHs1
Notes on the text ;:*::t ~±:tf

I in the mid 1970s, 20 tlHC. 70 c¥f\::~Ot,
2 'o-called, -'%~~~, JiJT'IW (f.] o
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&H:t;;5hllJ~Iiiif run .l::\J1l: mainframe computers n~f~ti!JJJX;51,
{ take over, 1~4:1(, 1~~ o
j home computer, ft!.E~ ,

6 a then small company, JJ~rfif~J;.i\l,f5);['1;)1j'(J!,J·-·1'0iclJ o
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233
Unit 3 Lesson 51
m~*~'J'. :r}Jfi~~*~_$, ffr~~*~f~, ;i:kj)t~~l'i\ · B~lllij~i¥Jtvlr~j1PL8"Jitl!./J oftu*ft!!~~f~ft!!i¥Jft
~A~~~~-i¥J~,~*•m~~~am~-~so~~~~~ft~••o
Comprehension J£.i4lf.
each answer.
1 How have PCs affected the use of mainframe computers?
2 What was the first home computer called and when was it-produced?
3 What did the first Personal Computer need to make it run?
Vocabulary ~ ~c
Explain the meanings of the following words and phrases as they are used in the passage: predicting ( 1.1 );
imagined ( 1.2); whole (1. 7); functions ( 1.9); primitive (1.10); humble ( 1.14); in common use ( 1.15)
Summary writing ~tij ~ ~ 11
In not more than 80 words describe what computer developments Leon Bagrit was able to predict and what
he failed to predict. Do not include anything that is not in the last paragraph.
Composition 11 i:
a Predict the next 20 years in computer development.
b Describe your attitude to computers and give reasons for it.
LeHer writing .of; 1-t ~ 1t

You have arranged to place your house at the disposal of a friend of yours while you are away on holiday.
You are now about to leave: Write him or her a letter in about 100 words telling him or her what final
arrangements you have made.
Key structures and Special difficulties *- {Jt 6J ~ :ft:r ~ ,?#,

Indeed, very large were those mainframe computers which often occupied whole air-conditioned rooms, were
required to employ full-time technicians and ran on specially-written software.
Mainframe computers ...
Multiple choice questions ~ ;:]Jt :i!cttJ'1!i
234
Unit 3 Lesson 51
Comprehension J:ffiW.
In the mid 1970s, computers were _ _ __
(a) notoriously unreliable (b) rather rare
(c) in widespread use (d) not at all common
2 The importance of the Altair was that i t - - - -
(a) did not need specially-written software to run it
(b) put computing power within the reach of ordinary people
(c) helped to establish Microsoft DOS as the standard system
(d) was widely copied by IBM and other big manufacturers
3 Leon Bagrit foresaw that before long, _ _ __
(a) we would be able to teach computers to think like human beings
(b) computers would bring about the development of the Internet
(c) computers in hospitals would diagnose illnesses and prescribe treatments
(d) computers in commerce would take over many repetitive tasks
4 Leon Bagrit's most important insight into the future development of computers was in terms of their
(a) ability to relieve people of boring tasks (b) size, power and cost
(c) use in traffic management (d) commonplace use in offices and hospitals
Structure ~t tf:J
5 It is notoriously difficult the future. (l.l)
(a) when predicting (b) the prediction of (c) to predict (d) that we predict
6 Who could have imagined that as many computers as TV sets? (11.1-4)
(a) there would be (b) there to be (c) their being (d) there were
7 People in those days liked to believe in computers the world. (11.18-19)
(a) taking over and ruling (b) that took over and ruled
(c) take over and rule (d) to take over and rule
8 Bagrit's predictions so remarkable is their accuracy. (1.28)
(a) What makes (b) Why are (c) How many are (d) They make
Vocabulary iiiJ x:.

9 Bagrit _ _ _ _ the idea that computers would rule the world. (11.18-19)
(a) refuted (b) refused (c) rejected (d) discharged
10 Bagrit foresaw that computers would become _ _ _ _ small to hold in the hand. (ll.l9-20)
(a) adequately (b) sufficiently (c) capably (d) possibly
11 All these computer uses have become . (11.22-23)
(a) relatively normal (b) more or less frequent
(c) taken for granted (d) unexceptionable
12 The Internet enables us to _ _ _ _ instantly with anyone in any part of the world. (11.24-25)
(a) get in touch (b) contact (c) send a message (d) convey an idea
235
Lesson 52 Mud is mud ~-)j(~
l[el Listen to the tape then answer the question below.

l>Jf ~ if , f~ J€i Uf1 ·~ v:l. r ~~ Jfffi o
Why did Harry decide to give up his little game?
My cousin, Harry, keeps a large curiously-shaped bottle on

permanent display in his study. Despite the fact that the bottle is
tinted a delicate shade of green, an observant visitor would soon
notice that it is filled with what looks like a thick, greyish substance.
5 If you were to ask Harry what was in the bottle, he would tell you
that it contained perfumed mud. If you expressed doubt or surprise,
he would immediately invite you to smell it and then to rub some
into your skin. This brief experiment would dispel any further doubts you might have. The bottle really does
contain perfumed mud. How Harry came into the possession of this outlandish stuff makes an interesting
Io story which he is fond of relating. Furthermore, the acquisition of this bottle cured him of a bad habit he had
been developing for years.
Harry used to consider it a great joke to go into expensive cosmetic shops and make outrageous requests
for goods that do not exist. He would invent fanciful names on the spot. On entering a shop, he would ask for
a new perfume called 'Scented Shadow' or for 'insoluble bath cubes'.lf a shop assistant told him she had
15 not heard of it, he would pretend to be considerably put out. He loved to be told that one of his imaginary
products was temporarily out of stock and he would faithfully promise to call again at some future date, but
of course he never did. How Harry managed to keep a straight face during these performances is quite
beyond me.
Harry does not need to be prompted to explain how he bought his precious bottle of mud. One day, he
20 went to an exclusive shop in London and asked for 'Myrolite'. The shop assistant looked puzzled and Harry
repeated the word, slowly stressing each syllable. When the woman shook her head in bewilderment, Harry
went on to explain that 'myrolite' was a hard, amber-like substance which could be used to remove freckles.
This explanation evidently conveyed something to the woman who searched shelf after shelf. She produced
all sorts of weird concoctions, but none of them met with Harry's requirements. When Harry put on his act
25 of being mildly annoyed, the assistant promised to order some for him. Intoxicated by his success, Harry
then asked for perfumed mud. He expected the assistant to look at him in blank astonishment. However, it
was his turn to be surprised, for the woman's eyes immediately lit up and she fetched several bottles which
she placed on the counter for Harry to inspect. For once, Harry had to admit defeat. He picked up what
seemed to be the smallest bottle and discreetly asked the price. He was glad to get away with a mere twenty
30 pounds and he beat a hasty retreat, clutching the precious bottle under his arm. From then on. Harry decided
that this little game he had invented might prove to be expensive. The curious bottle, which now adorns the
bookcase in his study, was his first and last purchase of rare cosmetics.
236
Unit 3 Lesson 52
New words and expressions .1.. i;i] ~ ~ii 1*
permunent (1.2) /'p3:m~n~nt/ adj. 7K7-E8 prompt (1.19) /prompt/ v. ~HE., ~flj)J
tint (1.3) /trntl v. t{t · · · · · · t4l: ~ exclusive (1.20) !rk'sklu:srv/ adj. f\IHYi rf~ rlh ll0
delicate (1.3) /' delrkert/ adj. iik ~ E8 syllable (1.21) /'srl~bal/ n. et 1j·
shade (1.3) !Jerdln. ~jf bewilderment (1.21) /br'wrlddm~nt/ n. J£Pc:..~, WH*
observant (1.3) /~b'z3:vant1 adJ. x]~JJflfH#.E8 freckle (1.22) /'frekal/ li. ~£\"I
greyish (1.4) /' grer-rj/ adj. ~::tk ~a~ evidently (1.23) /'evrdantli/ adv. ,~~.illi, l:lJj Jnl:.tll!.
dispel (1.8) /drs'pel/ v. ~IR~, ifil~ weird (1.24) /wr;>d/ adj. \¥), rti" ·ff: B~
outlandish (1.9) /aut'lrendrf/ adj. ~~tl·tf~ concoction (1.24) /k~n 'kokJan/ n. if~ 11JrJ rW1
acquisition (l.l0) /rekwi'zrfan/ n. ~1# intoxicate (1.25) /,rn'tnksrkert/ v. ~JM, 1~~\?f:.SM
cosmetic (1.12) /knz'metrk/ n. frAY:~ blank (1.26) /blrel)k/ adj. x*'rlfi09, ttf7:!\B'~
outrageous (1.12) /aut'rerct~s/ adJ. xf!l!a~, <> A/G discreetly (1.29) /drs 'kri:tli/ adv. ilHti:±ll!.
tm~B-~~ clutch (1.30) /klAtf/ v. 111Ht
fanciful (1.13) /'frensrfal/ adj. ;tg{~i±HI~a"J adorn (1.31) /;:J'd;:,:n/ ~·. ~tffi. :fJJ)j
insoluble (1.14) /rn'snljubal/ adj. /GPJI$fm(!(]
Notes on the text i*- X. )i.. ;Jt

l a delicate shade of green. iiR.i:it~ ,
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3 come into the pos:.ession of, 61J, i~flj o
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.'i on the spot, -''1 t?iJ ,
6 put om, ·J:!Jl·hxi, T~S:C. {'1'~7~,
7 out of >tock, M!H~ ,
B keep a straight face, t&~ lli11L, ·-*lE~.? ,
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237
Unit 3 Lesson 52
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Comprehension .J£Wf-
each answer.
1 What does the curiously-shaped bottle which Harry keeps in his study contain?
2 Why did Harry often visit cosmetic shops?
3 What would he do when he was told that one of his imaginary products was temporarily out of stock?
Vocabulary iiiJ ~r.

Explain the meanings of the following words and phrases as they are used in the passage: delicate (1.3);
observant (1.3): came into the possession (1.9); stuff (1.9); insoluble (1.14); to keep a straight face (1.17); is quite beyond
me (11.17 -18).
Summary writing .tiii ~ ~ 11

In not more than 80 words describe Harry's experiences on the day he bought a bottle of perfumed mud. Use
Composition 11 X.
a A day's shopping.
b The strangest person I have ever met.
Letter writing -"# 1-t 11

Your house was damaged during a recent thunderstorm. Write a letter of about 100 words to a friend telling
him what happened.
Key structures and Special difficulties :X:~ 6J ~ ;fl2 ~ .?!,
Rewrite the following sentence without changing the meaning. Then refer to II. 22-23.
'''Myrolite" is a hard, amber-like substance and you can use it to remove freckles,' Harry went on to explain.
Harry went on to explain that 'myrolite' ... which ...
Multiple choice questions ~ :rJi i!#:ML

238
Unit 3 Lesson 52
Comprehension J.tl¥?
1 The essence of the joke, from Harry's point of view, was that - - - -
(a) he would take up the shop assistants' time without having to buy anything
(b) he enjoyed inventing fanciful names for outlandish products
(c) the shop assistants usually tried very hard not to disappoint him
(d) he was amused at the idea that he knew something the shop assistants didn't
2 On Harry's visits to expensive cosmetics shops, he _ _ __
(a) always thought up a name for some nonexistent item before going into the shop
(b) would walk out angrily if the assistant did not entertain his request
(c) was delighted if the shop assistant believed the product actually existed
(d) seldom bought the products he asked for as they were out of stock
3 When Harry was presented with several bottles of perfumed mud, he _ _ __
(a) was surprised, as he had only expected one such bottle to be produced
(b) told the shop assistant he was defeated
(c) felt obliged to offer twenty pounds for the smallest bottle
(d) picked up the smallest bottle, hoping it wouldn't be too expensive
Structure #; -#J
4 The bottle is filled with what a thick, greyish substance. (1.4)
(a) must be (b) seems to be (c) would be (d) would appear
5 He thought _ _ _ _ funny to ask for goods that do not exist. (11.12-13)
(a) that was (b) it being (c) it (d) they were
6 He requested goods that do not exist, _ _ _ _ he would invent names on the spot. (1.13)
(a) when (b) to which (c) for what (d) for which
7 He loved _ _ _ _ that the product was out of stock. (11.15-16)
(a) when he was told (b) it when he was told (c) it to be told (d) that he was told
8 It was then that Harry decided the game he had invented might prove expensive and _ _ _ _ since
(11.30-31)
(a) he has not played it (b) had not played it (c) he does not play it (d) did not play it
Vocabulary -iiiJ ~c.

9 He likes to relate how he came into possession of this _ _ _ _ stuff. (11.9-10)
(a) foreign (b) rural (c) weird (d) unlikely
10 This explanation evidently something to the woman ... (1.23)
(a) sensed (b) reminded (c) informed (d) meant
11 Harry put on his act of being annoyed ... (11.24-25)
(a) slightly (b) little (c) barely (d) grossly
12 He felt that for a mere twenty pounds, he had . (11.29-30)
(a) got a real bargain (b) made a fortunate choice
(c) little to lose (d) had a lucky escape
Lesson 53 In the public interest 19 7 ~~~~U~
1'§'1 Listen to the tape then answer the question below.

"lf'i!t if. t;\ Ji% 1E1 f$:. YA r IPJ ~ o
What could not be reported in the official files?
The Scandinavian countries are much admired all over the world
for their enlightened social policies. Sweden has evolved an
excellent system for protecting the individual citizen from high-
handed or incompetent public officers. The system has worked so
5 well, that it has been adopted in other countries too.
The Swedes were the first to recognize that public officials like refer to him as the 'J. 0.'
civil servants, police officers, health inspectors or tax-collectors
can make mistakes or act over-zealously in the belief that they are serving the public. As long ago as 1809,
the Swedish Parliament introduced a scheme to safeguard the interest of the individuaL A parliamentary
10 committee representing all political parties appoints a person who is suitably qualified to investigate private
grievances against the State. The official title of the person is 'Justiteombudsman ', but the Swedes commonly
refer to him as the 'J.O.' or 'Ombudsman'. The Ombudsman is not subject to political pressure. He investigates
complaints large and small that come to him from all levels of society. As complaints must be made in
writing, the Ombudsman receives an average of 1,200 letters a year. He has eight lawyer assistants to help
15 him and he examines every single letter in detail. There is nothing secretive about the Ombudsman's work,
for his correspondence is open to public inspection. If a citizen's complaint is justified, the Ombudsman will
act on his behalf. The action he takes varies according to the nature of the complaint He maY. gently reprimand
an official or even suggest to parliament that a law be altered. The following case is a typical example of the
Ombudsman's work.
20 A foreigner living in a Swedish village wrote to the Ombudsman complaining that he had been ill-treated
hy the police, simply because he was a foreigner. The Ombudsman immediately wrote to the Chief of Police
in the district asking him to send a record of the case. There was nothing in the record to show that the
foreigner's complaint was justified and the Chief of Police strongly denied the accusation. It was impossible
for the Ombudsman to take action, but when h.!: received a similar complaint from another foreigner in the
25 same village, he immediately sent one of his lawyers to investigate the matter. The lawyer ascertained that a
policeman had indeed dealt roughly with foreigners on several occasions. The fact that the policeman was
prejudiced against foreigners could not be recorded in the official files. It was only possible for the Ombudsman
to find this out by sending one of his representatives to check the facts. The policeman in question was
severely reprimanded and was informed that if any further complaints were lodged against him, he would be
:lo prosecuted. The Ombudsman's prompt action at once put an end to an unpleasant practice which might have
gone unnoticed.
240
Unit 3 Lesson 53
New words and expressions 1- iaJ :fo·M. i*

evolve (1.2) II'volv/ v. ~~ffj!JX ombudsman (1.12) /'ombudzm:ln! n. (f/fflfi:l!.;fn
high-handed (11.3-4) /,hai'hrendid/ adj. f.liJ±a{], ~M a~ ~ffila<JJ iiJ~t#fihl
incompetent (1.4) /m'komprtant/ ad}. :;f~~a{], :;f secretive (1.15) /'si:krrtrv/ ad}. {*~(!{]
;f-8\J+Mt~ correspondence (1.16) /,korr'spond.:ms/ n. *B.:
over-zealously (1.8) f,:mv;;)'zel:Jsii/ adv. i17}~'fW:ffi.! ffi14
safeguard (!.9) /'seifgo:d/ v. ~1P alter (1.18) /'o:lt;}/ v. ~.X3't
parliamentary (1.9) /,pa:l;:~'mentari/ adj. 004;;1'l';J accusation (1.23) /,rekju'zeiJ;:!n/ n. iilm, mr£
qualified (1.10) /'kwohfard/ adj. -%-Mta9 ascertain (1.25) /,res:l'teinl v. 11f ili, 11f lljj
grievance (1.11) /'gri:v;ms/ n. /G:IJ!-, W!tll prejudiced (1.27)/'pre<tudist/ ad}. :fffliiilme9,
Justiteombudsman (1.11) /'<tAStart'ombudzm:ln/ n. /G0f-A9
(fifflJ.ll!.(J'9) ~~1?*"!f#VJR hl prompt (1.30) /prompt/ adj. liP ll'J 1¥1
Notes on the text i~t :.t ~i.. *'f:
I in the interest of; 1'11} ··.. · !YJ ftJ ihl. o
2 in the belief that ... , § ~). }J · .. · · · a
3 be qualified to do sth., Jl'J:1ff&t;lft~ '

4 be subject to ... , :lt .. · (l{]tiifftJ, Ji:ZE~.h\ ...... ,
5 complaints large and small,f!f.}jt:.:r;f~J~~1f, large and small ff.;gi'OJ complaint il{J;@H}' Jl5.;f'f.f#§1';¥:K.fllli(iJ{_)
m~~#m~••f••~~~zm.
6 in writing, !;.\ 4~ liiJ.ff;J.:t o
7 in detail, if §DUll!. o
8 on one's behalf, ft~;lftA o
9 in question, ·~ '~ll~, ?fri!J; l:Z fJ~ "

10 put an end to, ;fiiJll::, !i*f}k: o
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241
Unit 3 Lesson 53
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Comprehension J!l ~
each answer.
1 Why did Sweden introduce the institution of Ombudsman?
2 How is an Ombudsman chosen in Sweden?
3 How can the public find out about the Ombudsman's work?
Vocabulary -i~ ~r:.
Explain the meanings of the following words and phrases as they are used in the passage: evolved an excellent
system (11.2-3); safeguard (1.9); grievances (1.11); investigates (1.12); correspondence (1.16); altered (1.18).
Summary writing 4r¥i-* 1t

In not more than 80 words write an account of the action the Ombudsman took when he received a com-
plaint from a foreigner in a Swedish village. Use your own words as far as possible. Do not include anything
that is not in the last paragraph.
Composition 1t .::t
a Explain whether the Ombudsman institution is or would be useful in your country.
b Describe the work of any one of the following: a policeman, a civil servant, a health officer, a social worker.
Letter writing -# 1-t 11

Write an imaginary letter of about 100 words to an Ombudsman complaining about postal services in your
. district. Begin 'Dear Sir' and end 'Yours faithfully'.
Key structures and Special difficulties *-it 5J ~ ~ Jkfi ,?.,

The policeman's prejudice against foreigners could not be recorded in the official files.
The fact that ...
Multiple choice questions ~ .tVi :itft:R!

Comprehension J!f~
In what respect does the institution of Ombudsman reflect enlightened social policy?
(a) Other countries have followed the Swedish example.
(b) Each party appoints its own Ombudsman to ensure equal representation.
242
Unit 3 Lesson 53
(c) It admits the possibility of official oppression and guards against it.
(d) It aims to eliminate prejudice against foreigners living in Sweden.
2 The authority exercised by the Ombudsman is impartial in that - - - -
(a) the complaints he deals with come from all levels of society
(b) he will only take action if written evidence justifies a complaint
(c) every letter of complaint receives legal attention
(d) his decisions are not influenced by any one political party
3 What happened to the policeman in the case?
(a) He was sent to prison.
(b) He was prosecuted.
(c) He was officially rebuked.
(d) He was dismissed from the police force.
4 The case taken as an example of the Ombudsman's work shows that _ _ __
(a) an official may not be prosecuted until a law is altered by parliament
(b) the Ombudsman cannot take action if he lacks supporting evidence
(c) it needs two similar complaints before the Ombudsman can take action
(d) the Swedish police are corrupt and prejudiced against foreigners
Structure ~t ~
5 recognized that public officials like civil servants can make mistakes. (11.6-8)
(a) It was the Swedes who first (b) They were Swedes who had first
(c) The Swedes were the first who have (d) First it was the Swedes that
6 If a citizen has , the Ombudsman will act on his behalf. (11.16-17)
(a) the complaint justifiably (b) the justified complaint
(c) a justified complaint (d) justified his complaint
7 The policeman was informed that complaints were lodged against him, he ... (11.28-30)
(a) the next time any (b) after any further (c) unless no further (d) furthermore
8 If the Ombudsman hadn't acted promptly, this unpleasant practice . (11.30-31)
(a) might have continued (b) might continue
(c) will continue (d) would continue
Vocabulary ~.1l 5C.

9 protecting the individual citizen from _ _ _ _ and incompetent ... (11.3-4)
(a) efficient (b) quick-tempered (c) officious (d) handy
10 The action he takes _ _ _ _ the nature of the complaint. (1.17)
(a) depends on (b) alternates with (c) differs from (d) agrees with
11 The Chief of Police in the district _ _ _ _ denied the accusation. (1.23)
(a) bitterly (b) firmly (c) mildly (d) roughly
12 The policeman _ _ _ _ was severely reprimanded ... (11.28-29)
(a) questioned (b) concerned (c) described (d) interrogated
243
Lesson 54 Instinct or cleverness? ~~~~~*11~?

"Jf ~ -t I ~ J€; ~ ~ )':1, T lP) ~ c
.~
Was the writer successful in protecting his peach tree? Why ~))
not?
We have been brought up to fear insects. We regard them as

unnecessary creatures that do more harm than good. We continually
wage war on them, for they contaminate our food, carry diseases,
or devour our crops. They sting or bite without provocation; they
5 fly uninvited into our rooms on summer nights, or beat against our
We enjoy staring at them
lighted windows. We live in dread not only of unpleasant insects
like spiders or wasps, but of quite harmless ones like moths. Reading
about them increases our understanding without dispelling our fears. Knowing that the industrious ant lives
in a highly organized society does nothing to prevent us from being filled with revulsion when we find
10 hordes of them crawling over a carefully prepared picnic lunch. No matter how much we like honey, or how
much we have read about the uncanny sense of direction which bees possess, we have a horror of being
stung. Most of our fears are unreasonable; but they are impossible to erase. At the same time, however,
insects are strangely fascinating. We enjoy reading about them, especially when we find that, like the praying
mantis, they lead perfectly horrible lives. We enjoy staring at them, entranced as they go about their business,
15 unaware (we hope) of our presence. Who has not stood in awe at the sight of a spider pouncing on a fly, or
a column of ants triumphantly bearing home an enormous dead beetle?
Last summer I spent days in the garden watching thousands of ants crawling up the trunk of my prize
peach tree. The tree has grown against a warm wall on a sheltered side of the house. I am especially proud of
it, not only because it has survived several severe winters, but because it occasionally produces luscious
20 peaches. During the summer, I noticed that the leaves of the tree were beginning to wither. Clusters of tiny
insects called aphids were to be found on the underside of the leaves. They were visited by a large colony of
ants which obtained a sort of honey from them. I immediately embarked on an experiment which, even
though it failed to get rid of the ants, kept me fascinated for twenty-four hours. I bound the base of the tree
, with sticky tape, making it impossible for the ants to reach the aphids. The tape was so sticky that they did
25 not dare to cross it. For a long time, I watched them scurrying around the base of the tree in bewilderment.
I even went out at midnight with a torch and noted with satisfaction (and surprise) that the ants were still
swarming around the sticky tape without being able to do anything about it. 1 got up early next morning
hoping to find that the ants had given up in despair. Instead, I saw that they had discovered a new route.
They were climbing up the wall of the house and then on to the leaves of the tree. I realized sadly that I had
30 been completely defeated by their ingenuity. The ants had been quick to find an answer to my thoroughly
unscientific methods!
244
Unit 3 Lesson 54
New words and expressions 1- -i~ 'fo.f,i i%

insect (1.1) /'msekt/ n. ~ER entranced (1.14) /m'tro:nst/ adj. ili1'JIE8
wage (1.3) /werdy' v. .itHi (4~) beetle (l.l6) /'bi:tl/ n. Ef3 !B
contaminate (1.3) /k;m'tremmert/ v. :H JlJ± sheltered (1.18) !'Jelt~d/ adj. {11 :iG 1ff E8, :7CfG:~(f{J
provocation (1.4) /,prov~'kerJan! n. ~~ luscious (1.19) I'IAJ~s/ adj. i=t~a9
spider (l. 7) /' sparda/ n. !ijQ U cluster (1.20) /'k!Asta/ n. -~
wasp (1.7) /wosp/ n. :lit~ aphid (1.21) /'erfrd/ n. ~ER
moth (1.7) /moO/ n. ts~ underside (1.21) f'And;)Sa!df n. }}1;00, rmU
ant (1.8) /rent/ n. ~!fl)( colony (1.21) /'kolani/ n. -If
revulsion (1.9) /n'vA!Jan/ n. }Jt;{E; sticky (1.24) /'strki/ adj. :MB"J
horde (1.9) /h;:,:d/ n. fff scurry (1.25) /'skAri/ v. 1]\ZV.Mfll
uncanny (1.11) /,\ll'kreni/ adj. f~.fi:Ht~, :.fBJ.\!!JX.B"J swarm (1.27) /sw'J:rnf v. ~~
erase (1.12) II'rerz/ v. ~. t?K* ingenuity (1.30) /,mQ)~'nju:rti/ n. fAiYl:.
praying mantis (11.13-14) /,prenlJ 'mrentrs/ ttl!!!~
Notes on the text if- j;:_ ii. it

I do more harm than good, ~ ~ :fuE 'Y .,
2 wage war on, M··· ··· JF /&; o
3 does nothing to prevent, /f~llEiill Jl-. · · ···

4 go about ... , fi\i .. · ·.. ,
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245
Unit 3 Lesson 54
Comprehension Jcf. M-
each answer.
1 What is our attitude to insects?
2 Why does man try to exterminate insects?
3 What do we enjoy most when reading about insects?
Vocabulary iiiJ ~c.

Explain the meanings of the following words as they are used in the passage: contaminate (1.3); devour (1.4);
provocation (1.4); dispelling (1.8); industrious (1.8); revulsion (1.9); pouncing (1.15).
Summary writing ;}~ ~ 11

Describe in not more than 80 words what the writer saw and did when he tried to prevent the ants from
climbing up his peach tree. Use your own words as far as possible. Do not include anything that is not in the
last paragraph.
Composition 11 :st
a Write an account of any insect you have read about or observed.
b Describe man's efforts to control pests.
Letter writtng ~ 1t 11=

A friend took some amusing photographs of you when you were on holiday together some time ago. Write
him a letter of about 100 words asking him what he has been doing since then and requesting that he send
you copies of the photographs he took.
Key structures and Special difficulties !k 4t {i) ~ :fp J.fi ,?.,
The tape was sticJ..)• and they did not dare to cross it.
The tape was so ...
Multiple choice questions ~ :rgr :i!.Jt~

Comprehension .:t!.M-
1 We may learn more about the behaviour of insects _ _ __
(a) and become so fascinated by them that we are no longer moved by them
(b) but we are no less likely to lose our irrational fear of them
(c) provided they remain unaware of our presence while we observe them
(d) as long as they only harm each other and not us
246
Unit 3 Lesson 54
2 The ant is an insect which _ _ __
(a) will eat its way through anything from picnic lunches to aphids
(b) lives in a highly organized society which we find disgusting
(c) once it has killed its prey, will bear it home in a triumphal column
(d) shows great ingenuity at finding its way round any obstacle in its path
3 Had the peach tree been planted on the opposite side of the house----
(a) it might not have survived the severe winters
(b) the writer would not have spent days looking at it
(c) the ants would have had further to go before reaching it
(d) the ants would not have found another route of access to the leaves
4 The reason for the ants' swarming up and down the tree was that _ _ __
(a) they collected a kind of honey from the leaves
(b) they fed on a kind of honey contained in the sap of the tree
(c) they were milking a kind of honey from the aphids on the leaves
(d) they needed to go back to their nest in the branches of the tree
Structure it~
5 By reading about them, we may increase our understanding but _ _ _ _ dispel our fears. (11.7-8)
(a) we will not (b) it does not (c) this will not (d) not
6 Most of our fears are unreasonable, but we find . (1.12)
(a) it impossible to erase them (b) that they cannot erase
(c) them to erase impossible (d) erasing them impossible
7 -an experiment which, failure to get rid of the ants, kept me fascinated. (11.22-23)
(a) even though it was (b) in spite of the (c) despite its (d) was a
8 long to find an answer to ... (11.30-31)
(a) The ants had not been (b) The ants had not been
(c) The ants had not spent (d) It had not taken the ants
Vocabulary ~ ~r.
9 Even when we know that the ant is an industrious creature which leads a highly organized life, we cannot
_ _ _ being filled with ... (11.8-10)
(a) refuse (b) help (c) prevent (d) lose
10 we have read about the sense of direction which bee possess ... (1.11)
(a) unknown (b) mysterious (c) infinite (d) disabled
11 The tree occasionally produces fruit (ll.l9-20)
(a) deliciously fresh (b) sweet and juicy (c) tender (d) exotic
12 I had been completely defeated by the--~. (11.29-30)
(a) speedy swarms (b) hungry hordes (c) inventive creatures (d) ingenuous insects
247
Lesson 55 From the earth: Greetings *~ ±tBJ$~ fC]{~
"ff ~ -t, ~ mti1 .;. YA -r
~~ *! o
Which life forms are most likely to develop on a distant planet?
Recent developments in astronomy have made it possible to detect

planets in our own Milky Way and in other galaxies. This is a major
achievement because, in relative terms, planets are very small and
do not emit light. Finding planets is proving hard enough, but finding
5 life on them will prove infinitely more difficult. The first question
to answer is whether a planet can actually support life. In our own 'little green men·
solar system, for example, Venus is far too hot and Mars is far too
cold to support life. Only the Earth provides ideal conditions, and even here it has taken more than four
billion years for plant and animal life to evolve.
1o Whether a planet can support life depends on the size and brightness of its star, that is its 'sun'. Imagine
a star up to twenty times larger, brighter and hotter than our own sun. A planet would have to be a very long
way from it to be capable of supporting life. Alternatively, if the star were small, the life-supporting planet
would have to have a close orbit round it and also provide the perfect conditions for life forms to develop.
But how would we find such a planet? At present, there is no telescope in existence that is capable of
15 detecting the presence of life. The development of such a telescope wi1l be one of the great astronomical
projects of the twenty-first century.
It is impossible to look for life on another planet using earth-based telescopes. Our own warm atmosphere
and the heat generated by the telescope would make it impossible to detect objects as small as planets. Even
a telescope in orbit round the earth, like the very successful Hubble telescope, would not be suitable because
20 of the dust particles in our solar system. A telescope would have to be as far away as the planet Jupiter to
look for life in outer space, because the dust becomes thinner the further we travel towards the outer edges
of our own solar system. Once we detected a planet, we would have to find a way of blotting out the light
from its star, so that we would be able to 'see' the planet properly and analyse its atmosphere. In the first
instance, we would be looking for plant life, rather than 'little green men'. The life forms most likely to
25 develop on a planet would be bacteria. It is bacteria that have generated the oxygen we breathe on earth. For
most of the earth's history they have been the only form of life on our planet. As Earth-dwellers, we always
cherish the hope that we will be visited by little green men and that we will be able to communicate with
them. But this hope is always in the realms of science fiction. If we were able to discover lowly forms of life
like bacteria on another planet, it would completely change our view of ourselves. As Daniel Goldin of
30 NASA observed, 'Finding life elsewhere would change everything. No human endeavour or thought would
be unchanged by it.'
248
Unit 3 Lesson 55
New words and expressions .1. 1~ ~4<.i 1:g.

astronomy (1.1) /;'J'stron;'lmi/ n. ::.R)C~ particle (1.20) /'po:trk<1l/ n. ~t'L, *-liT
relative (1.3) f'reJ<ltiV/ adj. f§ X'f S~ Jupiter (1.20) l'<tu:prt;'l/ n. *£
infinitely (1.5) /'mfmrtli/ adv. 7C ~&:ft!!., 7C '51 :ft!!. blot (1.22) /blot/ v. j!gpff
solar (1.7) /'so::~ul;'l/ ad}. :k~B*~ analyse (1.23) /'ren;'llarz/ v. 71-fJT
Venus (1.7) /'vi:n;;Js/ n. bacteria (1.25) /brek'tmi.::lf n. ~IHli
Mars (1.7) /mo:z/ n. )(£ oxygen (1.25) /'oksr<:E<1nl n. l't9:
orbit (1.13) /'o:brt/ n. J:E 1ith.J1! realm (1.28) /relrnl n. ®i:h.it
astronomical (1.15) /,restr.::~'nomrk<Jl! adj. ::.R)C~~ endeavour (1.30) /m'dev;'l/ n. ~fJ
generate (1.18) l'<ten;'lrert/ v. 7"1:
Notes on the text i*- :1:. ~i.. :#:

l Milky Way, ff!M o
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24Q
Unit 3 Lesson 55
Comprehension J!f.~
each answer.
1 Why is it a major achievement to be able to find new planets in space?
2 Why can't all planets support life?
3 What will be one of the great astronomical projects of the twenty-first century?
Vocabulary i,iJ ~r:.

Explain the meanings of the following words and phrases as they are used in the passage: detect (I. 1); in
relative terms ( 1.3); emit (1.4 ); ideal conditions (1 .8); capable of ( 1.12); alternatively ( 1.12); presence ( 1.15).
Summary writing ~Jii ~ 11

In not more than 80 words describe what would have to be done to find life on a distant planet and what kind
of life this might be. Do not include anything that is not in the last paragraph.
Composition 11:5::.
a Extra terrestrials.
b Supposing the time came when we could send pictures oflife on earth to intelligent creatures on other planets. What
sorts of pictures do you think would be most interesting to them?
Letter writing ~ 1-t 1ii 1t
You borrow from a friend a travel guide which you are now returning. Write him or her a letter of about 100
words thanking him or her for having lent it to you and saying how useful you found it.
Key structures and Special difficulties *- 4Jt 6J ~ :ift:r :*fl ,-!?,

A telescope would have to be far away -for instance round the planet Jupiter- to look for life in outer space.
A telescope would ... as the planet Jupiter ...
Multiple choice questions $ .J:§l :i!.Jt~
Comprehension J!f.~
1 Why are planets in other solar systems so much more difficult to detect than stars?
(a) Because of the dust particles in our own solar system.
(b) Because of the limitations of earth-based telescopes.
(c) Because even the Hubble is not powerful enough to see beyond the Milky Way.
(d) Because planets are small and dark, and stars are large and radiant.
250
Unit 3 Lesson 55
2 What do we know about the kind of planet, other than our own, that might be able to support life?
(a) It will orbit closely round its star.
(b) It will be at least four billion years old.
(c) Its distance from its star will be such that it has a moderate temperature.
(d) It will have an atmosphere capable of supporting bacteria.
3 A telescope capable of finding life on other planets would have to b e - - - -
(a) far enough from the centre of our solar system not to be affected by dust
(b) infinitely more powerful than even the very successful Hubble
(c) orbiting in a different solar system a long way away from our own
(d) on the planet Jupiter. on the edge of our solar system
Structure it~
4 It has become possible recent developments in astronomy to ... (1.1)
(a) caused by (b) through (c) as regards (d) for
5 Venus is far too hot and Mars is too cold there to be any life. (11.7-8)
(a) than (b) whether (c) for (d) nor
6 A planet would have to be a very long way from . (ll.ll-12)
(a) so big a star (b) such big star (c) a like star (d) a star as this
7 At present, the telescope that is capable of detecting life. (11.14-15)
(a) does not exist (b) no exist (c) cannot exist (d) won't exist
8 in human endeavour or thought would be unchanged. (11.30-31)
(a) All things (b) Everything (c) Nothing (d) None
Vocabulary i~ ~r::.
9 Imagine a star twenty times larger than our own sun. (ll.l0-11)
(a) as much as (b) as well as (c) such as (d) as if
10 The oxygen we breathe on earth has been by bacteria. (ll.25-26)
(a) manufactured (b) fabricated (c) produced (d) given being
11 As Earth-dwellers, we that we will be visited by little green men. (11.26-27)
(a) like to know (b) fondly dream (c) love to expect (d) profoundly believe
12 No human endeavour or thought would be by it. (11.30-31)
(a) unaltered (b) ineffective (c) unchallenged (d) unchecked
251
Lesson 56 Our neighbour, the river 5iiJ5ftt, ~111~~~
1[§11 Listen to the tape then answer the question below.

11Jf,~ if, .~ ;§ Ti?J $ rA r (P) ~ o
Why had the neighbours left their farm?
The river which fonns the eastern boundary of our fann has always
played an important part in our lives. Without it we could not make
a living. There is only enough spring water to supply the needs of
the house, so we have to pump from the river for farm use. We tell
5 the river all our secrets. We know instinctively, just as beekeepers
with their bees, that misfortune might overtake us if the important just as beekeepers with their bees
events of our lives were not related to it.
We have special river birthday parties in the summer. Sometimes we go upstream to a favourite backwater,
sometimes we have our party at the boathouse, which a predecessor of ours at the fann built in the meadow
10 hard by the deepest pool for swimming and diving. In a heat wave we choose a midnight birthday party and
that is the most exciting of all. We welcome the seasons by the riverside, crowning the youngest girl with
flowers in the spring, holding a summer festival on Midsummer Eve, giving thanks for the harvest in the
autumn, and throwing a holly wreath into the current in the winter.
After a long period of rain the river may overflow its banks. This is a rare occurrence as our climate
IS seldom goes to extremes. We are lucky in that only the lower fields, which make up a very small proportion
of our fann, are affected by flooding, but other farms are less favourably sited, and flooding can sometimes
spell disaster for their owners.
One bad winter we watched the river creep up the lower meadows. All the cattle had been moved into
stalls and we stood to Jose little. We were, however. worried about our nearest neighbours, whose farm was
20 low lying and who were newcomers to the district. As the floods had put the telephone out of order, we could
not find out how they were managing. From an attic window we could get a sweeping view of the river
where their land joined ours, and at the most critical juncture we took turns in watching that point. The first
sign of disaster was a dead sheep floating down. Next came a horse, swimming bravely, but we were afraid
that the strength of the current would prevent its landing anywhere before it became exhausted. Suddenly a
25 raft appeared, looking rather like Noah's ark, carrying the whole family, a few hens, the dogs, a cat, and a
bird in a cage. We realized that they must have become unduly frightened by the rising flood, for their house,
which had sound foundations, would have stood stoutly even if it had been almost submerged. The men of
our family waded down through our flooded meadows with boathooks, in the hope of being able to grapple
a corner of the raft and pull it out of the current towards our bank. We still think it a miracle that they were
30 able to do so.
252
Unit 3 Lesson 56
New words and expressions 1. -i~ ;fo~li. i%

boundary (1.1) /'baundari/ n. W.~~;
pump (1.4) /pAmp/ v. ffl 1ltl '*
iilW. spell (1.17) /spell v. ;j'in&,
stall (1.19) /st::>:l/ n. ~If. D 1J
**
overtake (1.6) /,;.luv;~'teik/ v. ?f.!f-~~~1161 attic (1.21) /'retik/ n. TI!i~
backwater (1.8) /'brekw::>:t;~/ n. @J lkTPJi~ sweeping (1.21) /'swi:pn]/ adj. re~)jcf!<J
predecessor (1.9) /'pri:dises;.l/ n. ff' mr~ mr critical (1.22) /'kntikal/ ad}. nt~u39
meadow (1.9) /'med;Ju/ n. :&tllli, .J1¥Um juncture (1.22) l'<t5AIJkt.fa/ n. ff>t~IJ, :ft'k
crown (1.11) /kraunl v. ~it ······ :ffJf tz raft (1.25) /ro:ft/ n. *1:lt
holly (1.13) /'holi/ n. ·#!fwti~ unduly (1.26) !An'dju:li/ adv. J1J!Vlli.
wreath (1.1 3) /ri:e/ n. ro+ foundations (1.27) /faun'deiJanz/ n. :llli¥
occurrence (1.14) /;J'kAr::ms/ n. f~2st.!Jf4 stoutly (1.27) /'stautli/ adv. II!I:Itl!., m~J:rt-J
proportion (1.15) /pr;J'p;:,:Jan! n. 'ffl57t" submerge (1.27) /s;Jb'm3:<t5f v. ~~¥9:
site (1.16) /salt/ v. 1~ ill. T grapple (1.28) /'grrepal/ v. 111H:t
Notes on the text i*.:Z ii.:tt
I Without it we could not make a living. ?9Af't~ffJJl'Jt7Ci£'£f¥r ;to without it ®~~~·3~1/'dtf:PJEl~ff:ffl. make
a living, &; .1'. o
2 hard by .... ·· · .. · .ifi~ o
3 in a heat wave, {E:k;f!.\x o
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253
Unit 3 Lesson 56
Comprehension :t!M
I Why were the family so dependent on the river for their livelihood?
2 For what occasions did they hold festivities by the river?
3 In what was the position of their farm fortunate"
Vocabulary i6J ~c.

Choose five of the following words or phrases and give for each another word or phrase of similar meaning
to that in which the word or phrase is used in the passage: instinctively (1.5); overtake (1.6); predecessor (1.9); hard
by (1.10); in a heat wave (1.10); a rare occurrence (1.14); goes to extremes (1.15); favourably (1.16).
Summary writing .:trli ~ ~ 1t

Give an account in not more than 80 words of the author's description of events during the bad flood, as
narrated in the last paragraph. Do not include anything that is not in the passage, and use your own words as
far as possible.
Composition 1t :t.
Write a composition on one of the following subjects; the length should be between 250 and 350 words.
a What the world would be like without newspapers, radio, films and television.
b 'It was a dark and gloomy street.' Continue the story of an adventure you had in this street.
Letter writing ~ 1-t ~ 1t
Write a letter of between 80 and 100 words in length on one of the following subjects. You should make the
beginning and ending like those of an ordinary letter, but the address is not to be counted in the total number
of words.
a You have accidentally broken a window of the house (or flat) next door. As your neighbour is not in when you call,
write a letter of apology, offering to make good the damage.
b Write a letter inviting a friend to go with you to a theatre, opera or ballet performance.
Key structures and Special difficulties 3k ~Ji 0 ?tJ :fr:r ~ ,?!,

There was no way offinding out how they were managing, for the floods had put the telephone out of order.
As the floods ... we could ..
Multiple choice questions ~ .r:Yi :i!.tt~
254
Unit 3 Lesson 56
Comprehension J-'Ejijlf
People whose property was less favourably situated than the writer's----
(a) had no means of pumping water away from the river
(b) farmed land which for the most part lay on a level with the river banks
(c) lived where the climate was more variable and the rainfall heavier
(d) had land which lay upstream where the river current was stronger
2 The writer's family suspected that their nearest neighbours might have trouble managing _ _ __
(a) as their farm was liable to flooding and they had not lived there long
(b) because the floods had put the telephone out of order
(c) when they saw the river sweep over the boundary between the two farms
(d) as soon as they saw a dead sheep floating down the river
3 When the writer's family saw a raft appear along the river, they _ _ __
(a) thought their neighbour's house must have been submerged
(b) rowed their boats down to the bank and pulled the raft in with the oars
(c) managed to get down to the river in time to save their neighbours
(d) were surprised that their neighbours had been able to save themselves
Structure it ¥J
4 _ _ _ _ is only enough to supply the needs of the house. (11.3-4)
(a) Water of the spring (b) The water in spring
(c) The water from the spring (d) Spring water
5 We have parties at the boathouse, built in the meadow . (11.9-10)
(a) at the farm by a predecessor of ours (b) for us at the farm by a predecessor
(c) by our predecessor at the farm (d) by one of our predecessors at the farm
6 After it for a long time, the river may overflow its banks. (1.14)
(a) is raining (b) rained (c) has rained (d) had rained
7 The strength of the current would prevent _ _ _ _ anywhere before it ... (1.24)
(a) that it landed (b) it from landing (c) it to land (d) the landing of it
Vocabulary -iiiJ ~r:.

8 We ____ the seasons by the riverside ... (1.11)
(a) greet (b) go out to greet
(c) celebrate the arrival of (d) invoke the start of
9 We were, however, our nearest neighbours ... (1.19)
(a) concerned for (b) occupied with (c) agitated by (d) distressed about
10 - and we took turns in watching that point. (1.22) ·
(a) in the peak of condition (b) in place of the most severe critic
(c) at the most dangerous boundary (d) when the flood was at its height
11 and pull it towards our bank before the current carried it ... (11.28-29)
(a) out (b) in (c) off (d) under
12 we think it a miracle that they were able to do so. (11.29-30)
(a) To this day (b) Up till now (c) As yet (d) Even so
255
Lesson 57 Back in the old country 11~ i!&]!
j§j Listen to the tape then answer the question below.

~'JT :lit . ft~ mua :g:. ~A T ~'4 ~ o
Did the narrator find his mother's grave?
I stopped to let the car cool off and to study the map. I had expected
to be near my objective by now, but everything still seemed alien
to me. I was only five when my father had taken me abroad, and
that was eighteen years ago. When my mother had died after a tragic
5 accident, he did not quickly recover from the shock and loneliness.
Everything around him was full of her presence, continually everything seemed alien
reopening the wound. So he decided to emigrate. In the new country
he became absorbed in making a new life for the two of us, so that he gradually ceased to grieve. He did not
marry again and I was brought up without a woman's care; but I lacked for nothing, for he was both father
10 and mother to me. He always meant to go back one day, but not to stay. His roots and mine had become too
firmly embedded in the new land. But he wanted to see the old folk again and to visit my mother's grave. He
became mortally ill a few months before we had planned to go and, when he knew that he was dying, he
made me promise to go on my own.
I hired a car the day after landing and bought a comprehensive book of maps, which I found most helpful
15 on the cross-country journey, but which I did not think I should need on the last stage. It was not that I
actually remembered anything at all. But my father had described over and over again what we should see at
every milestone, after leaving the nearest town, so that I was positive I should recognize it as familiar
territory. Well, I had been wrong, for I was now lost.
I looked at the map and then at the milometer. I had come ten miles since leaving the town, and at this
20 point, according to my father, I should be looking at farms and cottages in a valley, with the spire of the
church of our village showing in the far distance. I could see no valley, no farms, no cottages and no church
spire only a lake. I decided that I must have taken a wrong turning somewhere. So I drove back to the
town and began to retrace the route, taking frequent glances at the map. I landed up at the same corner. The
curious thing was that the lake was not marked on the map. I felt as if I had stumbled into a nightmare
25 country, as you sometimes do in dreams. And, as in a nightmare, there was nobody in sight to help me.
Fortunately for me, as I was wondering what to do next, there appeared on the horizon a man on horseback,
riding in my direction. I waited till he came near, then I asked him the way to our old viilage. He said that
there was now no village. I thought he must have misunderstood me, so I repeated its name. This time he
pointed to the lake. The village no longer existed because it had been submerged, and all the valley too. The
30 lake was not a natural one, but a man-made reservoir.
256
Unit 3 Lesson 57
New words and expressions 1. iJJ :tP *ii. i~

alien (1.2) /'erli;:m/ adj. :ff.l:lll i¥1, YH!il 8~ territory (1.18). /'tentari/ n. ®!:!m; :fm!2<.:
emigrate (1.7) /'emigreit/ v. ~)\'i} ( 00)7~) milometer (1.19) /mai'lomit:>/ n. 1t'f!jL~
absorb (1.8) /;)b's;:,:b/ v. ~ttjr!)3j£'f spire (1.20) /'spai;)/ n. (~1lf8~) P.:f92
embedded (1.11) IIm'bedid/ adj. :fL$8~ retrace (1.23) /rr'trers/ v. i23@], ll:J:E
mortally (1.12) /'m:::>:tal-i/ adv. 3&$Jm stumble (1.24) /'stAmbal/ v. ffljjjj!:fm):E
comprehensive (1.14) /,kompn'hensrv/ adj. !i£8~; horizon (1.26) !ha'rarzanl n. :fmf-~j;
reservoir (1.30) /'rezavwa:/ n. 71<..1¥
milestone (1.17) /'mailst:>unl n. ID.~~*
Notes on the text if X. i.i *

l I had expected to be near my objective by now, ~ 7-fs: U)g J! EPt E. ~H:t€ J.1i § i'l~ :ltf1 J o
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2 become (be) absorbedin ... ,tf "~·C..•J&ii!;('f ····", "~1~1Jtii'f---- "i.#o

3 lack for nothing, ft ~ lli.JGM:: o
..J: he made me promise to go on my ovm, ftl!.~~~J.&~Jif~~!l\§1~~--lfj o

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257
Unit 3 Lesson 57
Comprehension J£ M-
Give short answers to each of the following questions in your own words as far as possible, using only
1 Why did the author's father emigrate?
2 Why had the author come back to the land of his birth?
3 What made the author think that he would not need a map for the last part of his journey?
Vocabulary 'iiiJ ~c.

to that in which the word or phrase is used in the passage: objective (1.2); seemed alien (1.2); lacked for nothing
(1.9); embedded (1.11); mortally (1.12); comprehensive (1.14); positive (1.17); familiar territory (11.17-18).
Summary writing 4/ij ~ 1ii 11=

Give an account in not more than 80 words of the author's search for the village, as narrated in the last
paragraph. Use your own words as far as possible. Do not include anything that is not in the paragraph.
Composition 1t i::.
a The house you wish to own.
b A day spent by the sea or by a lake or river.
Letter writing ~ 11=

Write a letter between 80 and 100 words in length on one of the following subjects. You should make the
beginning and ending like those of an ordinary letter. Write the postal address in full at the head of your
letter, but do not count this address in the total number of words.
a You are ill and cannot go to work for a few days. Write explaining your absence and making arrangements for your
work while you are absent.
b You have received a gift from an old friend abroad. Write a letter of thanks, say how you will make use of the gift
and briefly give news of yourself.
Key structures and Special difficulties =*. ~Jt .13 ~ :i¥P ~ ,>?.,
It wasn't possible for me to see any valley, any farms, any cottages and any church spire- only a lake.
I could see ...
Multiple choice questions ~ :lJl 3! tt ~

258
Unit 3 Lesson 57
Comprehension JY. .~
l When the author thought he was near his objective, he stopped because - - - -
(a) it was too hot for him to concentrate on where he was going
(b) he wanted to find his way back to the nearest town
(c) he realized that he must have taken a wrong turning
(d) he did not recognize any familiar landmarks
2 Why did the author's father want his son to go back on his own?
(a) He feared that his wound would reopen if he were to return himself.
(b) He wanted to hear what had happened to his village before dying.
(c) He was too ill to accompany his son on the cross-country journey.
(d) He had always intended that his son should see the land of their birth.
3 What made the author feel he had stumbled into a nightmare country?
(a) According to his father, he should already have reached the village.
(b) Nothing he saw corresponded to what he had expected to see.
(c) He did not know how he could get to the other side of the lake.
(d) He was curious to know more about the lake but there was no one to ask.
Structure it f.;;
4 I was only five when I , and that was eighteen years ago. (11.3-4)
(a) had been taken abroad by my father (b) took abroad with my father
(c) had taken with my father abroad (d) was taken by my father abroad
5 and I was brought up . (1.9)
(a) without a care of women (b) without care by a woman
(c) wjthout a woman to care for me (d) careless of a woman
6 leaving the town. It was here that my father had told me I farms and cottages ... (11.19-20)
(a) could see (b) would see (c) would be seeing (d) should have seen
7 I waited for his approach I asked him ... (1.27)
(a) until (b) when (c) before (d) so that
8 I asked him _ _ _ _ to our old village. (1.27)
(a) what way it was (b) if he knows the way (c) which way to go (d) how to get
Vocabulary ifiJ X.
9 Everything around him _ _ _ _ , continually reopening ... (11.6-7)
(a) reminded him of her (b) presented her to him
(c) recalled him to her (d) remembered her for him
10 But my father had described what we should see ... (11.16-18)
(a) incessantly (b) overmuch (c) repeatedly (d) extensively
11 the lake was not on the map. (1.24)
(a) signed (b) written (c) shown (d) spotted
12 The lake was not a natural one. It was one. (11.29-30)
(a) an unnatural (b) a man-made (c) an unreal (d) a manufactured
25Q
Lesson 58 A spot of bother - ..~)L'J'.~i.U!
[§~\ Listen to the tape then answer the question below.

Plf jf(. ?,{;; fa 1§1 $ ltA T ,'PJ ~ 0
What did the old lady find when she got home?
The old lady was glad to be back at the block of flats where she
lived. Her shopping had tired her and her basket had grown heavier
with every step of the way home. In the )ift her thoughts were on
lunch and a good rest; but when she got out at her own floor, both
5 were forgotten in her sudden discovery that her front door was open.
She was thinking that she must reprimand her home help the next what she described as a little
morning for such a monstrous piece of negligence, when she
bother
remembered that she had gone shopping after the home help had left and she knew that she had turned both
keys in their locks. She w.alked slowly into the hall and at once noticed that all the room doors were open, yet
10 following her regular practice she had shut them before going out. Looking into the drawing room, she saw
a scene of confusion over by her writing desk. It was as clear as daylight then that burglars had forced an
entry during her absence. Her first impulse was to go round all the rooms looking for the thieves, but then
she decided that at her age it might be more prudent to have someone with her, so she went to fetch the porter
from his basement. By this time her legs were beginning to tremble, so she sat down and accepted a cup of
15 very strong tea, while he telephoned the police. Then, her composure regained, she was ready to set off with
the porter's assistance to search for any intruders who might still be lurking in her flat.
They went through the rooms, being careful to touch nothing, as they did not want to h'inder the police in
their search for fingerprints. The chaos was inconceivable. She had lived in the flat for thirty years and was
a veritable magpie at hoarding; and it seemed as though everything she possessed had been tossed out and
20 turned over and over. At least sorting out the things she should have discarded years ago was now being
made easier for her. Then a police inspector arrived with a constable and she told them of her discovery of
the ransacked flat. The inspector began to look for fingerprints, while the constable checked that the front
door locks had not been forced, thereby proving that the burglars had either used skeleton keys or entered
over the balcony. There was no trace of fingerprints, but the inspector found a dirty red bundle that con-
25 tained jewellery which the old lady said ·was not hers. So their entry into this flat was apparently not the
burglars' first job that day and they must have been disturbed. The inspector then asked the old lady to try to
check what was missing by the next day and advised her not to stay alone in the flat for a few nights. The old
lady thought he was a fussy creature, but since the porter agreed with him, she rang up her daughter and
asked for her help in what she described as a little spot of bother.
New words and expressions .:t -i~ ;fl3 4=&.. -if

lift (1.3) /lrft/ /l. 111~ prudent (L 13) /'pru:dant/ adj. ii ti:\ A'~
monstrous (1.7) /'monstr~s/ adj. :f&::kir!i, 15H8fl':i composure (Ll5) /k~m·p~U3~/ n. TA~. m~
negligence (1.7) /'neghd3<ms/ n. *_§_.C,,.k:f: intruder (1.16) /m'tru:d~/ n. A fi'~ (:Jtt1Hik1i~~-)
260
Unit 3 Lesson 58
Jurk (1.)6) /J3:k/ V. mill tOSS (1.19) /tos/ V.:j')]
hinder (1.17) /'hmda/ v. MM} discard (1.20) /drs'ka:d/ v. *A
fingerprint (1.18) /'frl)ga,prrnt/ n. 1~tt constable (1.21) /'konstabiJI/ n. ~~
chaos (1.18) /'ke1-os/ n. 1~;til, :f!tl¥ ransack (1.22) /'rrensrek/ v. ?;t;!;l)
inconceivable (1.1 8) /,rnkm'si:vabal/ adj. ~~ riJ }~, l)(sg balcony (1.24) /'brelkJni/ n. ~fl tl
veritable (1.19) /'ventabiJl/ adj. J'il.:j:£1¥), :f:il!:l'l!!.Jl!:i1l:S~ fussy (1.28) /'f'>.si/ adj. :k•l:iiVJvt£ B~, ;J..,!Wi:k tF i¥J
magpie (1.19) /'mregpar/ n. ::;x'A:4:1!:1!l~ &1 A~ A
Notes on the text if :t. ii. #

I with every step of the way home, ~ID. frii'i] with iJim\J]j~\IHi-ft=.V\i!, ~;if, "Jijfi ...... (•lfi.ltbt':E~#~ftl "'
~ her thoughts \Vtre on lunch and a good rest~ _Qtg~ tfttliJ~f~fft\}~. G
3 reprimand sb. for ... , 12:;1)~ .. · .. · jj'ij 1Jiil'f ~A ,

4 yet following her regular practice, 7~ TITi 19: P.~ !1t!i rr<J't!lH91J ,
~:f:?:JJ\!(:E?Hrtl~lftf'f:}j.:c\A'ki!. i~tffi had shut,
5 as clear as daylight, ·r%if1'~ o
6 it might be more prudent to have someone with her, :fj' Afflf'f~illfm

it fl:ft';jt=t.HL /fi£:rtJ\il! to have someone with her Jf:::A:J:EJ](]-=J::lft,
7 being careful to touch nothing :llc\:lJI! 1'E :!tilll~ i!ft:/.1 J-0\A'k m, 1~ tffi went through ,
8 skeleton key, })fl~iiJJ)tl;; ,
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261
Unit 3 Lesson 58
Comprehension JJ. f4l?
I Why was the old lady surprised to find her front door open?
2 What made her realize that burglars had entered the flat?
3 Why did she go down to the basement?
Vocabulary iilJ ~c.

to that in which the word or phrase is used in the passage: reprimand (1.6); piece of negligence (1.7); regular
practice (1.10); as clear as daylight (1.11); prudent (1.13); her composure regained (1.15); intruders (1.16); lurking (1.16).
Summary writing 4/ij ~ ~ 1t

Give an account in not more than 80 words of what took place in the flat after the old lady had returned to it
with the porter. Use your own words as far as possible. Do not include anything that is not in the last
paragraph.
Composition 11= ::t

a Public festivals in your own country.
b Your adventures when you first visited a foreign country.
Letter writing ~ 1t ~ 11=
Write a letter of between 80 and lOO words in length on one of the following subjects. You should make the
of words.
a You are ill and cannot meet a friend (who has no telephone) as arranged. Write explaining why you cannot meet,
and invite him or her to visit you.
b An English friend has written asking you to help in finding, for a seventeen-year-old English student, a school or
place for training or study in your country. Answer the letter giving any helpful information.
Key structures and Special difficulties =*. 4Jt 6J ~ :fp 3Ift A,

'Try to check what's missing by tomorrow and don't stay alone in the fiat for a few nights,' the irzspector said.
The inspector asked the old lady ... and advised her ...
Multiple choice questions J ;:Jt it tt Jla

262
Unit 3 Lesson 58
Comprehension J£M
The old lady's thoughts were on lunch and a good rest _ _ __
(a) because she had done so much shopping on her way home
(b) as she climbed the steps to the floor her flat was on
(c) but the sight of the open front door put them both out of her mind
(d) until she remembered she had gone shopping after the home help had left
2 When the old lady and the porter got back to the scene of the crime _ _ __
(a) he made her a cup of strong tea and then telephoned the police
(b) they searched the rooms for any burglars who might not have escaped
(c) they took care not to touch anything the burglars had touched
(d) they waited for the police before going into every room in the flat
3 What made the police think the burglars had been disturbed?
(a) They had been forced to leave the front door open.
(b) There was no trace of their fingerprints.
(c) They had made no attempt to disguise the fact they had been there.
(d) They had left behind some jewellery which did not belong to the lady.
Structure tt :¥J
4 She was thinking that she reprimand her home help ... (1.6)
(a) would have to (b) had to (c) was having to (d) has to
5 - the room doors were open, yet she never went out ... (11. 9-1 0)
(a) without shutting them (b) before she shut them
(c) except to have shut them (d) in case they were not shut
6 - so she went to fetch the porter. (11.13-14)
(a) down to the basement (b) below to his basement
(c) from his basement (d) along to the basement
7 At least it was now being made easier _ _ _ _ out the things she should have discarded years ago.
(11.20-21)
(a) than she sorted (b) that she sorted (c) for her to sort (d) sorting
8 -locks had not been forced, that the burglars ... (11.23-24)
(a) which proved (b) by this proving (c) so that he proved (d) in that it proved
Vocabulary iaJ ~r:

9 - for thirty years and had hoarded _ _ _ _ ... (11.18-19)
(a) anything of value (b) every conceivable article
(c) quite a few items of interest (d) odd bits and pieces
lO -and advised her not to stay in the flat ... (11.26-27)
(a) single (b) on her own (c) lonely (d) selfish
11 The old lady thought he was concerned. (ll.27 -28)
(a) rather (b) quite (c) hardly (d) unduly
12 In describing the burglary as 'a little spot of bother', the old lady was _ _ _ _ . (1.29 J
(a) underestimating her losses (b) undercharging the burglars
(c) underlining the evidence (d) understating the case
263
Lesson 59 Collecting l&B

~>Jf ~ -'ff' ~{\ ra lE1 $ ~-~ r /al ~ 0
What in particular does a person gain when he or she

becomes a serious collector?
People tend to amass possessions, sometimes without being aware

of doing so. Indeed they can have a delightful surprise when they
find something useful which they did not know they owned. Those
who never have to move house become indiscriminate collectors
5 of what can only be described as clutter. They leave unwanted
associations with the past
objects in drawers, cupboards and attics for years, in the belief that
they may one day need just those very things. As they grow old, people also accumulate belongings for two
other reasons, lack of physical and mental energy, both of which are essential in turning out and throwing
away, and sentiment. Things owned for a long time are full of associations with the past. perhaps with
1o relatives who are dead, and so they gradually acquire a value beyond their true worth.
Some things are collected deliberately in the home in an attempt to avoid waste. Among these I would
list string and brown paper, kept by thrifty people when a parcel has been opened, to save buying these two
requisites. Collecting small items can easily become a mania. I know someone who always cuts sketches out
from newspapers of model clothes that she would like to buy if she had the money. As she is not rich. the
15 chances that she will ever be able to afford such purchases are remote; but she is never sufficiently strong-
minded to be able to stop the practice. It is a harmless habit, but it litters up her desk to such an extent that
every time she opens it, loose bits of paper fall out in every direction.
Collecting as a serious hobby is quite different and has many advantages. It provides relaxation for
leisure hours, as just looking at one's treasures is always a joy. One does not have to go outside for amuse-
20 ment, since the collection is housed at home. Whatever it consists of, stamps, records, first editions of books,
china, glass, antique furniture, pictures, model cars, stuffed birds, toy animals, there is always something to
do in connection with it, from finding the right place for the latest addition, to verifying facts in reference
books. This hobby educates one not only in the chosen subject, but also in general matters which have some
bearing on it. There are also other benefits. One wants to meet like-minded collectors, to get advice, to
25 compare notes, to exchange articles, to show off the latest find. So one's circle of friends grows. Soon the
hobby leads to travel, perhaps to a meeting in another town, possibly a trip abroad in search of a rare
specimen, for collectors are not confined to any one country. Over the years, one may well become an
authority on one's hobby and will very probably be asked to give informal talks to little gatherings and then,
if successful, to larger audiences. In this way self-confidence grows, first from mastering a subject, then
30 from being able to talk about it. Collecting, by occupying spare time so constructively, makes a person
contented, with no time for boredom.
264
Unit 3 Lesson 59
New words and expressions :t i~ ;fp.f<ii 1#

amass (1.1) /::J'mres/ v. f,R~ relaxation (1.18) /,ri:lrek'serJani n. {~\,\~,, ;}!5f;
indiscriminate ().4) /mdi'sknmrmt/ ad}. /G:IJo:!Jii;ffl¥1 verify (1.22) /'venfar/ v. 1fliE, ~~
clutter (1.5) /'klAt;:.l/ n. ~.tt*~ bearing (1.24) /'be;:.lrilJ/ 11. 1t*, li;U~
string (1.12) /stnl)/ 11. ~lli~Jt like-minded (1.24) /,lark'mamdrd/ adj. ~~
requisite (1.13) /'rekwiZit/ n. &:;,~ &11 iffltil¥1
mania (1.13) /'memi;;J/ n. ~.lfr specimen (1.27) /'spesrm;:.ln/ n. ;fj[,1js:
sketch (1.13) /sketf/ n. ~, 00 f¥ constructively (1.30) /bn'strAktrvJi/ adv. S~,
remote (1.15) /n'm;mtl adj. (fJl4t, PJfi~·t1J j,-'13".1, fR11H".l
!J\ 13".1 contented (1.31) /k;:.ln'tentrd/ adj. 'L'~:i:JEB~
strong-minded (11.15-16) /,slrolJ'marndrd/ adj. boredom (1.31) /'b;,:d;:.lm/ n. ~]iH~, !jljp
I'£ ~!ll 89
Notes on the text iJtL:t ~i.. #:

1 in th~ helid. that, )3:1'1l-iiilmiJj-:f:E1i:J.:Y.~f'F~Hti01ilJ leave fi"Jt'Cil't o
2 those very things, i/Jt:Jl!:Jj[IJli21KW, very :(:EJ.k~lbt~s!iliffllftffl, PJwft "lE:Zl::'ll~l'- (Jf~) ", "lE:fi'::Jiff~i'Jj""
~>, for two other reasons, lack of physical and mental energy, ... and sentiment, :f:EJ! 1';15] ~, lack of ... fil
scntiuwnt 1l'::rflii'ff:§tJ(l'~h~5t, ft reasons fi"J[jj]fizi!, jjjj both ofwhich ... physical and mental energy ri<;cjf=jl[i!
1E ·t':U:E 1a JA '"J o
4 beyond their true worth, !fii:iJ:'t{fJS'g~ll,f{f)-(fi o

5 to such an extent that, .Jt¥rJjj!.ffjj{]ij!,!i, that FuJHii'J(J},\11Jft extent fi"JfP]{.ll:i!,
6 as just looking atone's treasures is always ajoy,lt!J9Jl*1Jlt§C:~j:IJ!i'Jj~>~'k.~.~JC7fWT~~ ., as :lfr.J11iiJ, 51 ':f.JJJ(
[1g ~*m ~A tf] 0
7 have some bearing on it, EJ't:ff']t o
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265
Unit 3 Lesson 59
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1
Comprehension fffijlf-
I Why do some people tend to hoard things which they never use?
2 What special reasons cause old people to keep possessions which they no longer need?
3 Why was it not very sensible of the author's friend to collect sketches of model clothes?
Vocabulary 1$J ~c
Choose five of the following v:ords and phrases and give for each another word or phrase of similar meaning
to that in which the word or phrase is used in the passage: amass (1.1 ); being aware (1.1 ); move house (1.4 ); attics
(1.6); gradually acquire (1.1 0); thrifty (1.12); in every direction (1.17).
Summary writing .:Itij-* ~ 11=

Give an account in not more than 80 words of the advantages which the author attributes to having collect-
ing as a hobby. Use your own words as far as possible. Do not include anything that is not in the last
paragraph.
Composition 11= .:t

a If you could choose, in which country would you like to live and why')
b Write a short story beginning 'There was a knock on the window .. .'
LeHer writing ~ 1-t ~ 11
Write a letter of between 80 and I 00 words in length on one of the following subjects. You should make the
of words.
a A friend is coming to visit you. Write a short letter giving him (or her) directions for finding your house.
b Write a letter to a friend explaining that, through illness, you will be unable to go to stay with him (or her) as
previously arranged. Say how you are progressing and suggest alternative arrangements.
Key structures and Special difficulties *4;.t ~ 1!.! 1P ;;qt ,<2,

Over the years, it is quite likely that one will become an authority on one's hobby.
Over the years one ...
266
Unit 3 Lesson 59
Multiple choice questions %5Yi it it~

Comprehension ~ftilf
1 What differentiates the indiscriminate collector from the serious one?
(a) What he collects is only of personal rather than communal interest.
(b) He lacks the physical and mental energy to go out and about.
(c) His possessions are varied but over the years they gain in value.
(d) He confines his collection to the home and therefore does not travel.
2 The author's friend is typical of the indiscriminate collector in that _ _ __
(a) she keeps newspapers in the hope that one day they may come in useful
(b) she collects sketches of clothes to save herself the cost of buying them
(c) she is too narrow-minded to be able to stop a sentimental practice
(d) she never gets round to sorting out the clutter she has accumulated
3 The serious collector can spend his leisure time ~---
(a) at home, as his collection is sufficient entertainment in itself
(b) at the same time as looking joyfully at his treasures
(c) educating himself and others by verifying facts in reference books
(d) occupying himself by constructing a house for his collection
Structure ~?i t±J

4 belongings people accumulate. There are two reasons for this ... (ll. 7 -9)
(a) As they get older more (b) In getting older there are more
(c) Only when they get older, do more (d) The older they get the more
5 in the home in an attempt to avoid waste. (1.11)
(a) People deliberately collect (b) People deliberately collect some things
(c) People collect deliberately (d) People collect deliberately some things
6 but it litters up her desk that every time she opens it ... (11.16-17)
(a) so far (b) as long as (c) in as much (d) so much
7 Something to do, from finding the right place the latest addition to ... (11.21-22)
(a) where he puts (b) in order to put (c) for to put (d) to put
8 -and then, if _ _ _ _ successful, to larger audiences. (11.28-29)
(a) they will be (b) one is (c) it has been (d) they were
Vocabulary ~ ~r:
9 Some things are collected in the home so as to avoid waste. (1.11)
(a) systematically (b) intentionally (c) purposefully (d) organizationally
10 Collecting as a serious hobby is and has many advantages. (l.l8)
(a) altogether separate (b) rather unlike (c) fairly diverse (d) very distinguished
11 -the right place for the latest addition to _ _ _ _ facts in reference books. (11.22-23)
(a) insuring (b) certifying (c) identifying (d) checking
12 -but also in general matters which . (11.23-24)
(a) stand up to it (b) relate to it (c) bear it out (d) carry it off
267
Lesson 60 Too early and too late *~~*Ill
it§j Listen to the tape then answer the question below.

l1JT ~ -t. .~ m§] :~ --~ r i"1 ~ o
Why did the young girl miss the train?
Punctuality is a necessary habit in all public affairs in civilized

society. Without it, nothing could ever be brought to a conclusion;
everything would be in a state of chaos. Only in a sparsely-populated
rural community is it possible to disregard it. In ordinary living,
5 there can be some tolerance of unpunctuality. The intellectual, who
is working on some abstruse problem, has everything coordinated half an hour too soon
and organized for the matter in hand. He is therefore forgiven if
late for a dinner party. But people are often reproached for unpunctuality when their only fault is cutting
things fine. It is hard for energetic, quick-minded people to waste time, so they are often tempted to finish a
1o job before setting out to keep an appointment. If no accidents occur on the way, like punctured tyres, diversions
of traffic, sudden descent of fog, they will be on time. They are often more industrious, useful citizens than
those who are never late. The over-punctual can be as much a trial to others as the unpunctual. The guest
15
who arrives half an hour too soon is the greatest nuisance. Some friends of my family had this irritating
habit. The only thing to do was ask them to come half an hour later than the other guests. Then they arrived
just when we wanted them.
If you are catching a train, it is always better to be comfortably early than even a fraction of a minute too
'
late. Although being early may mean wasting a little time, this will be less than if you miss the train and have
to wait an hour or more for the next one; and you avoid the frustration of arriving at the very moment when
the train is drawing out of the station and being unable to get on it. An even harder situation is to be on the
20 platform in good time for a train and still to see it go off without you. Such an experience befell a certain
young girl the first time she was travelling alone.
She entered the station twenty minutes before the train was due, since her parents had impressed upon
her that it would be unforgivable to miss it and cause the friends with whom she was going to stay to make
two journeys to meet her. She gave her luggage to a porter and showed him her ticket. To her horror he said
25 that she was two hours too soon. She felt in her handbag for the piece of paper on which her father had
written down all the details of the journey and gave it to the porter. He agreed that a train did come into the
station at the time on the paper and that it did stop, but only to take on mail, not passengers. The girl asked
to see a timetable, feeling sure that her father could not have made such a mistake. The porter went to fetch
one and arrived back with the. station master, who produced it with a flourish and pointed out a microscopic
30 'o' beside the time of the arrival of the train at his station; this little 'o' indicated that the train only stopped
for mail. Just as that moment the train came into the station. The girl, tears streaming down her face, begged
to be allowed to slip into the guard's van. But the station master was adamant: rules could not be broken.
And she had to watch that train disappear towards her destination while she was left behind.
268
Unit 3 Lesson 60
New words and expressions 1. i~ ~4<ii i~

punctuality (1.1) /,pAIJktfu' rehti/ n. if£ 18 puncture (1.10) !'pAIJktf:.:~/ V. JfiU~ ( mna)
rural (1.4) /'ru'dr<.~l/ adv. :;&t>fa<J diversion (l.lO) /dar'va:Jan! n. am,
~m
disregard (1.4) /,drsn'go:d/ v. .IFJ®i, xiW. it
trial (1.12) /'trar;;)U n. Jlta<J$, A
intellectual (1.5) /,mtr'lektfu:.:~U n. ~tR?tr fraction (1.16) /'frrekJanl n. 1£VJ>-AUL
abstruse (1.6) /<.~b'stru:s/ adj. f*~a<J flourish (1.29) /'flAnJ/ n. !¥~ (1T.f.~)
coordinate (1.6) /k:m'::~:dmen/ v. tJ;iffl] microscopic (1.29) /,markr:.:~'skoprk/ adj. ~Jj\(19
reproach (1.8) /n'pr::mtf/ v. jjt'li- adamant (1.32) /'red:.:~m:.:~nt/ adj. _!lg);E(I9, :/f~z;i]-·a<J
Notes on the text i*-;;:. ~i. *

1 Only in a.sparsely-populated ... is it possible ... , 5!Ji1::-1'1JIJ~1iJ, (2;1~ only ~.f±1iJtt o
2 for the matter in hand, ~-¥ 9=' ff.J. o
3 if late for a dinner party,
1± ~ if, when, though ~.Ji i.PJ '71 ~ ff.J h\ 'rlJ 9=', § :Jtilliff ~ be IN, ffil ±.ii :Z...':;J .± 'rlJfj{J ±. iffffifiij, h\ 1iJ rF 1±.f:t PT
~M±.ill~W*•*·~1D~~-W~T~~o
4 cut things fine, te!lf·tfa]3C~F1·lH~t¥i~.l'm.
5 The over-punctual can be as much a trial to others as the unpunctual.
~IJ1~lilf!.ff.JA;f!JJl5.¥tlff.JA.[I:lJ.f¥fY!A.7Cit;;!g,~. as much as,~ ··· ··· -;ff •
6 half an hour too soon ( = half an hour earlier), If!. ~IJ.*-1' tj\ IN o
7 in good time, f'F "iS >1J :i1ll.", "ffiJI\f:i1ll." i.JI: •
~:;f-Jtj;:_
~IN~~~tl~"P*fi-Wtl~ffi~~~~~-ff.J~-.~~~~--7Cd,.$fi~~AR~~·ff.Jm
:it!!. o H1f;(:£A.o~yff.J~H, :tllT~~:fll.ltlf'l"(!{JJ:l1!l!: o T:EA11t(:£ffirp.Ailli'lJ~~tg,-J£fiJ.t~~?ll.nt-t o -1'1t
~~~¥1'•*~•ff.J•m*~.~TM~¥~ff.l~~. •re-m•~•-•· mm~•.~~,~••~•
Jl5.RT~~--M.ffi1f~A~~If'l"iltilt·®~M~~~-.~ID11tilt~~-···~h~--~~-~~A
•~~•••~~.~~•m•••~-#-~N~~~o•li1::•~m1f~~~••· am.•••~••*
-~,~m·~~~~-~o~m~S®M~mR~.A~~,ilt11t&~~-1ffflff.J0~.1f.Rff.JA.FiijJl5.Mff.JA
-t¥+AW~o3A.m~*~INR~~-+AW~ff.JoRa1fn1'M~a«~~+A.M*ff.J~M •• -ff.J~it;;
:!itAUf~{il~~ljff.J$A.1Lt*'*'J\~. 3!:-f¥, fiB{fli'iJ~ffl-~.f±f.\l{il.>Jtff.J~Il31~tl~ o
5!U*iE:*$, lf!.~IL~.tt!Ltf!J~. I!IJH81f.~tl-~JL-tl!.~ o!ilM.!f.~iJPT~~~l-Uf··-,?,l,~ll31, i§.5!tti9: T *tF,
~~-1'S~If'l"*~-m$m•ff.JIN~-~,WHi'iJ~~~-~~~f±*$•iliM~HM$M,I2il~~~$m
oJ!~mff.J·tl'f{RJikfii.M&If'l"H~J~ti~_t, !PD~~~:i1ll.ttl"~~l8*$.~~.re-ftj\t!ll!~. --t-,J\tnll!im-
!i!\t~IJff.Jifl.~
<XlltM! ili flitii~tl T ;i!~·tl'f i5t o
f±***M2o%~ft-M*T$Mo~~-ff.J~-N~m•m,~•WT~m$,M~*·~M~-~
--~@1,J!:~~$~ff.loMrefi*~~-mi#~~-T$m.$miWMlf.RT~-t-~~,Mfim*~
.o.!Aft8MaW-*~~-~m«•~*~~<X-fiff.J~-W~,Mre5!•~·~MT~~Iommi
W,~~~·~~-,~1if-~*$.f±m1'~MRM,@~HWM••#.~··$.Mll!iW*W~Ma,l2il~
•mm~*~~re5!~*ff.J•~~•.m~I~oo*•INMa,Fiij~•*™*·M**'If'l"Ma-w-¥,m
~-~~$.RM~M'~~-1'm~ff.J~~fihlo5!1'5hl·~~$·~·-#ffil~$o~T:E5!~,***AA
7.~am•·~~*ft·~~~~8R~$1$00M*•7oiliM*~~~~-·~~~~·a.M•H
~-·•um*$MB~-¥~(!<J~~W-~T~.
26Q
Unit 3 Lesson 60
Comprehension J£!4if
1 What are the dangers of leaving the bare minimum of time for appointments?
2 Why did the author's family ask some guests to come half an hour later than others invited for the same day~
3 Why, according to the author, is it better to choose to wait on the platform before the train arrives than to be
forced to wait after it has gone?
Vocabulary iiiJ ~c.

to that in which the word or phrase is used in the passage: a state of chaos (1.3); sparsely-populated (1.3); disregard
(1.4 ); reproached (1.8); setting out (1.10); diversions (1.10); industrious (1.11); destination (1.33).
Summary writing .;Jiij~ 11

Give an account in not more than 80 words of the girl's experience on-the railway station, when she was not
allowed to get.on the train. Do not include anything that is not in the last paragraph. Use your own words as
far as possible.
Compostition 11.:1::.
a Write a short story beginning 'A piece of paper was blowing in the wind ... '
b What science has done to make our lives easier and more comfortable.
LeHer writing -# 1t 1i6 11

Write a letter of between 80 and 100 words in length on one of the following subjects. You should make the
of words.
a Write a letter informing your employer (or the Principal of your school) that you have to be absent for a few days
and explaining why this is necessary.
b A friend with several young children has fallen ill. Write offering help or suggesting a way in which help can be
obtained.
Key structures and Special difficulties !k tt 6J ~ ;ft:r ~ ,?.,

'May I see the timetable, please?' the girt asked.
The girl asked ...
Multiple choice questions ~ .J:fli :i!&.ttML

Choose the correct answers to the following questions:
270
·······---··········---
Unit 3 Lesson 60
Comprehension J.!.Nf-
1 The only people who can afford to neglect the exercise of punctuality a r e - - - -
(a) ordinary citizens who have nothing to do with publicity
(b) people who live in remote places where there are few people
(c) intellectuals who have to deal with unexpected problems
(d) people who are forced to work overtime in order to finish a job
2 People who cut things fine are usually _ _ __
(a) delayed by accidents on the roads
(b) energetic, quick-minded people
(c) no more irritating than the over-punctual
(d) reproached for being late for appointments
3 The girl was very upset when the train came into the station because - - - -
(a) her parents would not forgive her for missing it
(b) she had two hours to wait before the next train arrived
(c) she was going to have to make a second journey to reach her destination
(d) the station master insisted that passengers were not allowed on to it
Structure ~~ :f±J
4 Without it, it would be j:npt>sSible' to a conclusion. (1.2)
(a) to have ever br_c;-:, ght anything (b) ever to bring anything
(c) to bring nothing ever (d) nothing to be brought ever
5 The time you waste through being early will be less than ... (1.17)
(a) must (b) might (c) should (d) can
6 If you are catching a train, you comfortably early than ... (11.16-17)
(a) are better being (b) would be better (c) had better be (d) will be better to be
7 - the frustration of arriving the train is drawing out ... (11.18-19)
(a) just as (b) immediately that (c) in a while (d) as soon as
8 And she had to watch that train disappear towards her destination . (1.33)
(a) and left her behind (b) and leave behind her
(c) leaving her behind (d) while it left behind her
Vocabulary itiJ X.
9 In ordinary living, unpunctuality can be tolerated _ _ _ _ ... (11.4-5)
(a) out of kindness (b) on occasion (c) to a certain extent (d) in varying degrees
10 The over-punctual can be just as _ _ _ _ to others as the unpunctual. (l.l2)
(a) detestable (b) trying (c) provident (d) inconsiderate
11 -since her parents had that it would be unforgivable ... (11.22-23)
(a) stressed the point (b) given the impression (c) marked it down (d) given notice
12 the train came into the station. (1.31)
(a) Only then (b) Instantly (c) At that very moment(d) Precisely
271
Appendix 1 :Personal names 15ft~ 1 Ail 4t~::>cX'tmt~
Aleko (16) Jfi'f91]# Hans Bussman (3 6) )X.. JfJf • e. ~ :l.

Alfred Bloggs (4) ~ ;t .JI7 it {,t · .1\l i~#P!~ Harriet (49) <!f;.ifi#
A! an Fielding (32) :t.*:·#t-r Harry (52) <!f;.£
Alf !4) ~-t.Jt> Hubert Latham (20) #.1~# . -!,[,~
Bessie (49) gl,df} Jackson (21) ,::f:;; >t :i1:
Bill Wilkins (2 ) Jt. ;); . i(. t ~ fl.fr Jane Butlin ( 7) {.;]·e.##.
Bob (30) ~4» Joe (30) if.
Bruce (39) .1\l-t-JJr John (7) f!J .fa
Byron (21) H*: (*!.) John Hawkwood (14) ~'J.f:tt . t' >t 1Ji. .f.t
Charlie Chaplin (29) ~J.!. . *~']*f. Leon Bagrit (51) Jft~·e.;f!~#
Correggio ( 34) tor ~IJ 4j:. ( -H. ) Louis Bleriot (;1.:-J) _ JS.~$Jr . .1)1 ;J£..,
Daniel Goldin (55) ftlt.t·~t-r Mary (16) 1.~~
Daniel Mendoza (21) ftJt.t·n~f Noah (56)

Dickie (31) it~ Northcliffe (20) i~~>t£~ ("*'1)
Dimitri (16) l!J~t~t.!. Othmar Arnmann ( 17) .jt~~·Jfi'f:l.
Eleanor Ramsay (19)
Eric Cox (30)
'*
'*
f,j it . -ii iliJ:
£ Jt.. . ~#$.~
* Richard Colson (31)
Richard Humphries (21)
Jl.! :i: it . # t •
J!. :i: it . )X.. **- $.~
Frank Halliday (34) ""' '= Jt.. . 1!f;. ;fij iX. Richards (13) ~:i:it (-k£.)
Franz Bussman (3 6) *~~~·e.~J: Robert (23) r1a#
George (15) fF. ){; Robinson Crusoe (12) -t ;;; -11· • A.* *'
George Carlton (24) fr;'f; • -t t. ~ Sabrina (9) iY'Ht~~
Giovanni Acuto (14) fr. ?f /(;. . Jfi'f ,if~'€:. Sebastian (24) e.~*~
Giovanni Haukodue (14) Taylor (6) i;...fn (-:it)
Gouffre Berger (42) Verrazano (17) !)t-ti, it (-kt.)
272
Appendix 2: Geographical names [Sf;f~ 2 : :ttl.z~ ~*JtX"fP.~~
Aberdeen (45) fir/fT Italy (8) t: :k-ftJ

Aleko (16) fij"-ftJ # Java (25) ~·!
America (1) k~ Kea (3) £3!.~
Angouleme ( 1 7) ~ t!t ~.i -11ll: ( m~9 {11; 1a >f.t:) London (1) ~a
Asia (8) jE ;11! Mediterranean, the (2 3) Jt 'f i*
Australia (2 5) ~., :k -ftJ 3E Miami (12) ~Jif~
Ayia Irini ( 3) fir#'"3E·#t.'l.~~fti New York (city) (9) ~1! t? ( rfi )
Balkans, the (48) ~;T--f.f£1; Newcastle (7) ~1!f$~ ;t
Barents Sea. the (32) ~~i..ift North Atlantic, the (10) .-H:. :k ~if
Bastille. the (22) ~± ffi.1i.k Parramatta (33) +~.t.i~~
Britain (7) ~ @.
1
Perachora (16) ikA.i ::t .t.i
Brooklyn (17) :f t->U~ Persia (28) ):t~
Calais (20) h* Piccadilly (6) J.t i" i!! *'l

Caribbean. the (12) h~ J:l:.i/t Russia (32) 1~00
Chicago (14) ~:ho~ Shanghai (2 5) J:_~
China (25) 9'00 South Dakota (45) ~it:.#ftl:..
Dauphine Alps, the (42) 1l- ~ Jl;f fr. if.~ JJ Southampton (10) ~~-t~
Dover (20) ~ 14!; St. Bernard Monastery. 1::-1~ M i:t {!} itfJt
Endley Farm (30) ,!_.{.!f:ftJ ~:I$) the (8)
England (21) ~:M- ..'t St. Bernard Pass (8) 1::-1~ Mtt J.i a
English Channel. the (20) ~ ~ -ft] ~'*. Stilton (21 ) $.~ ;f fr. t9[
Europe (8) W:. ;1!i Staten Island (17) .Jef~fil(£1;
Everest, Mount (42) ~f.J!lA:t!;* Sweden (53) ~,11!.
Florence (14) 14f;?~i/J Switzerland (8) ~±

Gouffre Berger. the (42) i\l3 rJl; • 1a .~ ~ Sydney (33) £~
Greece (16) ~J!If U.S.A .. the (29) kOO
Greenwich (25) {!#.Jil..)f2 Virgin Islands, the (12 ) t(t/f-itf~
Grenoble (42) {! .'l. i$ A\1 t Western Germany (36) ~ft
India (28) ~rlt Westhaven (3 7) m.~#)Sj:i~
Indian Ocean. the (25) ~p Ji.if Widley (37) Jittt£
273

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CONTENTS §13f<:

To the teacher and student

How to use this course vi

~lU.tifJlh#. Bjj xvi

UNIT THREE: Instructions to the students 188

A :g J:P 9;t XX't ~~

c What will happen?

e What happened? What had happened? What had been happening?

f Give the correct form of the verbs in parentheses:

g Give the correct form of the verbs in parentheses:

h Write a report of this conversation as it might appear in a newspaper:

j Give the correct form of the verbs in parentheses:

F Supply the missing words in the following:

B Write sentences using each of the following:

C Write sentences using the following:

INSTRUCTIONS TO THE STUDENT

How to work - Summary writing

Key structures and Special difficulties

Multiple choice questions

l!ffll Listen to the tape then answer the question below.

New words and expressions ± -i~ ;ft:t 4i.ii i~

Notes on the text if j:_ ii. ~

3 feel obliged to do sth. "~?j;IJ/G~\'Pr>ftfOitlJ" l¥.1~.~. o

~~•:l'l!::-~~m~•~*~~. ~~~~-~m•~~~~~*ftm. tE&ft~m~•m~~~-R

Summary writing 4rii ~ ~ +t

Letter writing ;f.; 1-t ~ fF

Key structures =*. 1t JJ ~

Special difficulties ~ ,.?..

·~-~ffl·~-~. ~~-~~~~ft~~~~M~.~~. ~~MM~·~·~-~.~-~-m

Multiple choice questions ~ JJi :It 4t if!

Vocabulary -ii1J ~r:.

New words and expressions 1. i~ ~*.it i~

Notes on the text i* x ~.i #:

2 recognize as, lA t!J Jll; o

3 Whatever are you doing up here? 1Jt'Jl:Jt:f:Ei!J:lii-T1t~?

4 You certainly did give me a surprise! {f]\lifii~1!~~¥1J:l7H

"ft:t!.li'Ei3.n#ftHf," tt$lill~i£. "Hfl~JjiWJT, ft7C:JCf{.!J::!J~IJ~~J:*. P!, ft:!l&mtJ:f$\:ki!Z;-~."

"I"J~¥ft:(:E:JK!J!., !f:ll:Ulfi," f:UJ'iOJ~iS?. o "::;r-l~L ~:!i&fiMRIHT, f.!lds#f3iiJ I?.;~, 't.~,~~ 13 ~. X1Jlt

":k~'tt·itJ?JPHffl: l:t~J'," !fj:~ifiiS?.. "13 ~:!l&::;r-~o 1 ~~. f£L~J:t 1 ~m;r-~~. *· P~HrJT~~~*f

Summary writing 4tti-* 1ii 11=:

Composition 11=: .:t

Key structures *tt tJ ~

Sp~cial difficulties ~ :#.

Multiple choice questions ~ J.Ji. i1.tt il!

Vocabulary iilJ ~c.

J§1\ Listen to the tape then answer the question below.

How did the archaeologists know that the statue was a

Some time ago, an interesting discovery was made by archaeologists

New words and expressions 1. i~ :fp 1ii ~

Notes on the text if ::t ).i ~

Summary writing ~m~~+¥

Letter writing .:f; 1-t ~ 11

Key structures :#.: 4Jt 6J ~

Special difficulties ~ ,?!,

Words often misused and confused

Exercises #i; J:J

A Complete the following making a sentence out of each:

Multiple choice questions .~ .t9l ~.ttJf!f

j@lj Listen to the tape then answer the question below.

New words end expressions 1. i.iJ :'fo 4i.i '*

Notes on the text il :st ~i.. ft::

Summary writing 4r¥i ~ ~ 11

Special difficulties J1t ~~-

•:l'l!::-m~•~. ~~-~m•~~~~~ftm. tE&ft~m~•m~~~-R

·~-~ffl·~-~. -ft~~M~.. MM~·~·~-~.~-~-m

":k~'tt·itJ?JPHffl: l:t~J'," !fj:~ifiiS?.. "13 ~:!l&::;r-~o 1 ~~. f£L~J:t 1 ~m;r-~~. · P~HrJT~~~f

8$G' "~±.!:!~51':" 1912 4 Jl 10 El M~1Z:ilHJ:mHi!tf(ri]~1H'0, JIID..t~lf 1,316 ~* 891 a