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Pobierz
UNIT 9
SPEAKING
Choose sculptures to suit
clients’ needs
Ask creative questions
Rant or rave
Recommend a cultural
place
LISTENING
Listen to people talking about
where they get their ideas
Listen to rants and raves
Watch a BBC documentary
about an art gallery
9
UNIT
READING
Read about living statues
Read a review of a
television programme
WRITING
Write a review
Write a recommendation
BBC CONTENT
Video podcast: Do you do
anything creative in your life?
DVD: The Culture Show:
Tate Modern is 10!
inspiration
Living art
p104
Feeling inspired
p107
Love it or hate it
p110
Tate Modern is 10!
p112
9.1
9.1
LIVINg ART
HOW TO
| describe unreal situations
GRAMMAR
| tenses for unreal situations
VOCABULARY
| the arts
Sixty minutes of fame: living statues
I
n London’s Trafalgar Square stand three statues. These depict
gRAmmAR
verb tenses for unreal situations
A
6
A
1
Read some comments on the ‘One and Other’
project. Which ones do you agree with?
1 This is great.
It’s about time people realised
that art is
for everyone.
2 These are normal people acting
as if they wer
e artists,
but what they’re doing isn’t art.
3 I
wish I was
brave enough to do something like that in
front of everyone. I admire them for their courage.
4
Imagine you had
sixty minutes to perform in public. I
think it would be hard.
5
I’d rather nobody noticed
me in public. I’d hate to be
up there.
6
What if I had been
on the plinth? I’d have done
something about world peace.
VOCABULARY
adjectives: the arts
1
A
old soldiers – British heroes who helped build its empire.
The fourth plinth (the base on which a statue stands) stood
empty for years, engendering a national debate about what
should go on it. Should it be a statue of another British hero
– Winston Churchill, for example, or John Lennon? Should it
be a striking piece of modern art or something representative
of modern multicultural Britain? While the debate went on,
Antony Gormley, one of Britain’s best-known sculptors, was
asked to orchestrate a project to fill the plinth for 100 days.
Gormley decided to offer the plinth to members of the
public, who would stand, sit or lie on it in their own piece
of performance art. While there, they could speak of their
preoccupations, stand up (literally) for their beliefs, reveal
their fantasies, or simply enact their everyday lives in front of
onlookers. It was an unconventional project, bringing the world
of reality TV onto the street. It was called ‘One and Other’ and
would have a different person occupying the plinth every hour
for twenty-four hours. The plan was to develop a compelling
portrait of the UK in the twenty-first century. Gormley also
seemed to be challenging the idea that only famous old soldiers
or politicians should be depicted in statues.
Gormley invited the public to submit their names for a spot
on the plinth. They didn’t need to say what they were planning
to do once they were there. Rather than select from the 14,500
entries according to artistic skill or ambition, participants
were chosen at random by a computer. They ranged in age
from sixteen to eighty-three and their professions covered the
full spectrum of British life, from professors to blacksmiths to
rubbish collectors.
The first ‘living statue’ was housewife Rachel Wardell, who
took her place on the plinth on Monday 6 July, 2009. She did it
‘to show my kids that you can do and be part of anything’. The
last was a medical photographer, Emma Burns, who read out a
moving short story about the ninety-six victims of a disaster at
a British football stadium in the 1980s. She overran her hour,
but as there was no one to take her place, she was allowed to
finish.
In between Wardell and Burns, there were 2,398 others. They
came up with wildly different ways to spend their sixty minutes
of fame, some thought-provoking, some poignant, some
amusing. Darren Cooper performed a silent disco for an hour,
while fifty of his friends stood below, listening to the same
music at the same time on their headphones. Jane Clyne dressed
up as a bee to highlight the decline in the numbers of bees due
to environmental damage. Heather Pringle, a student, marked
her twentieth birthday on the plinth, and celebrated with a solo
birthday party. David Rosenberg, a forty-one-year-old designer
from London, used a folding pink bicycle to generate electricity
to light up his suit.
And what was it like up on the fourth plinth? Did the
performers have to put up with nerves and noisy onlookers?
Cooper said, ‘I was quite nervous at first, but once I started
dancing, the nerves went away and I had the best time.’ Rachel
Lockwood said, ‘It felt very peaceful and serene on the plinth
looking down at everyone living their lives. All I could hear was
the noise of the fountains and the traffic below. I felt like I was
isolated and in a bubble.’ Martin Douglas said, ‘It was strangely
voyeuristic watching people go about their daily lives. Not
many people look up, you know!’
Look at three works of art that have been displayed
in Trafalgar Square, London. What do you think of each
‘statue’?
B
Work in two groups. Group A: look at box A. Group B:
look at box B. Answer questions 1–4 below.
A
2
unconventional
thought-provoking moving bleak
impressive compelling charming well-received
poignant
B
overrated offbeat stylish amusing striking
dramatic stunning heart-breaking subtle
B
B
Look at the underlined clauses in the comments
above and answer the questions.
1 Which tense are the final verbs in each underlined
clause? One of the verbs is a different tense. Which
one?
2 Do these situations refer to a) the past, or b) an
imaginary/hypothetical situation?
➠
page 144
LANGUAGE
BANK
1 Which words do you know? Use a dictionary to check the
meaning of unknown words.
2 Which art forms do you think these words usually
describe?
3 Which words can be used about people?
4 Can you use any of the words to describe the art in the
photos?
3
PRACTICe
7
C
Work with a student from the other group. Teach them
your words. Think of ilms, books, music or works of art
that it the adjectives in Exercise 1B. Think of as many as
you can in two minutes.
The film Avatar was stunning.
Complete the sentences with the words in the box.
time rather would imagine if had
was hadn’t
4
1 He walked in here as though he ______ a hero.
2 If only I ______ lost my lottery ticket, I’d be rich!
3 It’s ______ you stopped complaining and did
something!
4 Supposing you ______ seen her! What would you
have said?
5 I’d ______ nobody knew about my plans.
6 Hey, ______ you could speak twenty languages!
Wouldn’t that be amazing?
7 What ______ you could retire right now? Would you?
8 I ______ sooner do a research paper than take the
exam.
D
Say the words in Exercise 1B aloud. Which three
words are spelt differently from their pronunciation?
Listen and repeat.
thought-provoking …
9.1
5
speak
out
TIP
In English, many words look different from the way they
sound. Sometimes, combinations of letters in the middle of
words aren’t pronounced in the way we expect. What are
the silent letters in the following words:
whistling, cupboard,
foreigner, mosquito
?
Now say the whole word.
C
4
Find words/expressions in the article with the
following meanings.
1 show (paragraph 1)
2 leading to (paragraph 1)
3 organise (paragraph 1)
4 worries or concerns (paragraph 2)
5 people who are watching (paragraph 2)
6 unsystematically (paragraph 3)
7 range (paragraph 3)
8 went on longer than (paragraph 4)
9 calming (paragraph 6)
10 as if someone enjoys watching other people’s private lives
(paragraph 6)
8
Answer the questions. Then compare your answers
with other students.
1 Would you rather somebody took you to a film or to
the theatre? A rock concert or a ballet?
2 Imagine you could own any painting or sculpture in
the world. Which would you choose?
3 Supposing you were asked to act in a soap opera.
Under what conditions would you accept?
4 If someone from your home town said, ‘It’s time we
did something cultural,’ what would you suggest?
ReAdINg
2
A
Read the title of the article. What do you think it is
about?
B
6
Read the article to check your ideas.
3
Match paragraphs 1–6 with headings a)–f).
a) The first and the last
b) Amusing or thought-provoking? What the ‘artists’ did
c) Up on the plinth – the artists’ viewpoint
d) Antony Gormley’s ‘One and Other’
e) What to do with the fourth plinth
f ) The computer’s choice: art for everyone by everyone
5
Discuss. What do you think of the project? Have there
been any similar projects in your country?
104
105
9.1
FeeLINg INsPIRed
9.2
VOCABULARY
|
ideas
GRAMMAR
|
adverbials
HOW TO
|
give a review
sPeAKINg
9
A
You are an art dealer. Read about your
clients 1–3 and look at the sculptures on
this page and on page 162. Decide which
sculpture to recommend to each company.
1 Icontech.com is an internet start-up run by
twenty-one-year-old twins. There is no one
over thirty in the company and everyone
wears jeans and shorts. The company
recently relocated to a stylish
one-storey office. The owners want a
dramatic sculpture for the roof. It must fit their
company motto: Live for Now.
2 Daniels and Stone is a conservative, traditional law firm. The new
boss wants a more exciting image for the firm, but doesn’t want
to offend old clients. He is looking for a sculpture to go outside
the main entrance of the building.
3 Green Tuesdays Ltd is a company that sells organic food. It is
run by fifteen ex-hippies who live in a multi-coloured bus. In two
years, the company has expanded by 180 percent and now has
a stunning new office building surrounded by trees and hills. The
owners want a striking sculpture to go in reception.
VOCABULARY
ideas
3
A
Write a list of all the phrases you can think of which
use the words id o id . You have two minutes.
have an idea, think of an idea …
B
Look at the list of common collocations below. Does it
include any of the phrases on your list? Can you think of
other ways to express the phrases in bold?
1 He’s always
11
Choose the correct multi-word verb to
complete each sentence.
1 You stole the money, but you’ll never
get away
with/get round to
it!
2 I’ve been meaning to write to Sally but I never
get away with/get round to
it.
3 I don’t really
go along with/go in for
dangerous
sports; I prefer golf.
4 I’m happy to
go along with/go in for
your plans.
5 Because of the price, I don’t know if we’ll
buy the flat; it’ll all
come up with/come down to
money.
6 We have twenty-four hours to
come up with/
come down to
a plan to save this company!
7 I’m not going to
put down to/put up with
this
noise for one minute longer!
8 He had problems reading, which he
put down
to/put up with
his poor education.
9 You have to
stand up for/stand up to
that bully,
or he’ll walk all over you.
10 My father taught me to
stand up for/stand up to
my beliefs.
11 I hope to
catch up with/catch on to
you at the
party next month.
12 The police will never
catch up with/catch on to
this little scam!
.
coming up with novel ideas
2 I’m
going back to college.
toying with the idea of
3 What
gave you the idea for
the book?
4
while I was having a bath.
The idea came to me
5 We had a meeting
the new
to brainstorm ideas for
advertising campaign.
6 We
renting a cottage.
hit on the idea of
7
to leave the washing out in the
Whose bright idea was it
rain?
8 The company is looking for people who can
come up with
.
original ideas
B
Work in groups and discuss your choices.
at the time.
10 Camping in the middle of winter was
9
It seemed like a good idea
.
a ridiculous idea
VOCABULARY
PLUS
three-part multi-word verbs
10
A
C
Answer the questions.
a) Which phrase is often used ironically (to mean the
opposite of what you say)?
b) Which phrases talk about having new ideas?
c) Which phrase is used when you’re considering something?
d) Which phrases refer to bad ideas?
Read three extracts from the article on page 105 and
answer the questions below.
a) While there [on the plinth], they could stand up for their beliefs.
b) They came up with wildly different ways to spend their sixty
minutes of fame.
c) Did the performers have to put up with nerves and noisy
onlookers?
1 Underline the multi-word verbs. What do they mean?
2 Is it possible to split three-part multi-word verbs? (Can we say:
he came up with an idea
and
he came up an idea with
?)
3 Where is the main stress on three-part multi-word verbs?
LIsTeNINg
1
A
4
A
Which phrases in Exercise 3B could you use to talk
about the following situations?
1 Your younger brother is thinking about going to university,
but isn’t sure if he wants to.
2 Your business has a new product and is looking for some
new ideas for ways to sell it.
3 You’ve been wondering what to do for your birthday, and
when you were out today you suddenly had an idea.
4 You convinced your family to go out for a walk, but the
weather turned bad and now everyone’s in a bad mood.
Work in pairs and discuss the questions.
1 Where do you think people in different jobs might find
inspiration, e.g. musicians, artists, writers, designers, chefs,
architects?
2 Write a list of six ways to find inspiration.
12
Choose three questions to answer.
Compare your answers in pairs.
1 Is there anything you’ve wanted to do for a long
time but haven’t
B
Read the advice for learning multi-word verbs. Which pieces
of advice do you agree with?
1 Write full examples of multi-word verbs in your notebook
because they are best understood in context.
2 Learn all the meanings of the most common phrasal verbs by
heart. The top ten are
go on, carry out, set up, pick up, go back,
come back, go out, point out, find out, come up
.
3 Never use phrasal verbs in formal English.
4 Don’t learn long lists of multi-word verbs because there are too
many and they have different meanings. Instead, ‘discover’ them
in texts.
5 Learn the general meanings of some particles (see page 61)
because you can sometimes guess the meaning of the multi-word
verb from the particle.
6 Group the multi-word verbs either by topic (e.g. friendship:
get
on, fall out
), main verb (e.g.
get up, get over
), or particle (e.g.
come
up, eat up
) in your notebook.
B
Listen to four people talking about where they
get their ideas. Make notes about what their job is and
where they get their inspiration.
C
9.2
?
2 When you need ideas desperately, how do you
come up with
got round to
them?
3 What irritations of modern life do you find
difficult to
Did the speakers mention any of the ideas from your
list in Exercise 1A?
2
A
B
Choose two or three phrases in Exercise 3B. Write
sentences to describe situations in which you might use
the phrase. Read your sentences to a partner. Try to guess
the phrase.
?
4 Is there anyone from your past you’d love to
catch up with
put up with
Answer the questions.
1 Why does the writer like to do the washing up?
2 Why does the artist like photos? What does she do with
them?
3 Why does the chef enjoy using old recipe books that he
has had for a while?
4 What kinds of things does the fashion designer put on her
inspiration board? How does it work?
?
5 Do you
any dangerous sports or do
you prefer a quiet life?
6 Can you think of a time when you
go in for
speak
out
TIP
The collocations in Exercise 3 were taken from the
Longman Advanced Dictionary of Contemporary English
. Most
good dictionaries will show lists of common collocations.
Use a good dictionary and find some common collocations
for the word
creativity
. Write them in your notebook.
stood up for
your beliefs?
➠
page 156
vocABULAry
BANK
B
Listen again to check your answers.
➠
page 156
vocABULAry
BANK
C
Discuss. What do you think of the ideas suggested?
What kinds of things do you do when you’re looking for
new ideas/inspiration?
106
106
107
9.2
9.2
gRAmmAR
adverbials
5
A
WRITINg
a review
9
A
Read the six suggestions for inding inspiration. Tick
any ideas you like.
B
Read the review of a television programme
and answer the questions.
1 What kind of programme is this?
2 Who is it suitable for?
3 Is the review positive or negative?
4 Would you watch this based on the review?
Work in pairs. Cover the text and try to remember the
six ideas.
6
A
Look at the underlined adverbials in the text.
Replace them with the words/phrases in the box.
B
Read the guidelines for writing a review.
Which ones does the Wallace and Gromit review
follow? How could it be improved?
1 Try to be both informative and entertaining.
2 Give an account of the subject in question (the
book, film, play or event) and offer a reasoned
opinion about its qualities. Report on the
content, the approach and the scope of the
work.
3 Your audience may or may not have heard
about the work in detail. Make sure your review
caters for those who have and those who
haven’t.
4 Even with a short review, try to follow a clear
structure. Include:
• a brief introduction.
• a description of contents.
• an assessment of value.
• a comparison with others.
• a conclusion.
most probably alone at the same time
to keep track of his observations willingly annually
Wallace & Gromit’s World Of Invention
Wallace and Gromit hit the world stage in 1993 when
their short film
The Wrong Trousers
won an Academy
Award. Since then, the animated duo – an eccentric
cheese-loving inventor Wallace, and his quiet but highly
intelligent dog, Gromit – have become some of the best
known and best loved stars to come out of the UK. I was
absolutely delighted to discover they are back on our
screens with a new BBC series,
Wallace & Gromit’s World
of Invention
.
In the series, Wallace and Gromit explore the wonders
of the natural world and look at inventions inspired by
Mother Nature. They travel to various locations around
the world to meet inventors working on some really
fascinating projects. Among them are a robot that takes
its inspiration from a Venus fly trap and an artificial gill
which allows a person to breathe under water.
I had initially expected the whole show to be animated.
Much though I am a fan of this comic duo and their
extraordinary escapades, I was pleasantly surprised
to find that Wallace, in his animated form, just plays
host to the show, introducing the inventors and their
ideas. The rest of the filming is live, on location, and it
is this combination of humorous animation mixed with
stunning action segments that gives the show its appeal,
both entertaining and truly educational for adults and
children alike. Don’t miss it.
B
Read the rule and answer the questions.
Rule:
An adverbial gives us additional information about a verb,
an adjective or another adverb. It can be a single word
(
frequently, eventually
) or a group of words (
on your own,
for his ideas
) which act together to give detail.
1
Cultivate your imagination.
Write everything down.
Charles Darwin kept a rigorous system of notebooks
for his
ideas
and he reread them frequently. These days, we have
Google Docs. Use a ‘spark file’ to keep track of interesting
ideas and websites you come across.
2
Create a ‘coffee house’ culture in your brain
by
extending your sphere of interest with hobbies. Many great
inventors worked on several projects
simultaneously
. Darwin
had no fewer than sixteen hobbies.
3
Take a reading sabbatical.
Bill Gates takes two weeks off
a year
just to read. This isn’t practical for most people, but you
can adopt the principle. Save up everything you want to read
around a topic and then take a long weekend to do nothing
but read.
4
Learn to share.
George Bernard Shaw said, ‘If you have an
apple and I have an apple and we exchange these apples then
you and I will still each have one apple. But if you have an idea
and I have an idea and we exchange these ideas, then each of
us will have two ideas.’ Share your ideas
readily
, both online
and offline.
5
Spend time
on your own
.
Every once in a while, find
space and time to just relax and be by yourself. Solitude bears
surprising fruit.
6
Try new things.
Doing the same thing every day does little
to spark your creative genius. Put yourself in new situations
and try new experiences. This will
almost certainly
allow your
brain to make new and interesting connections.
Which adverbials in the text describe:
1 how something happens/should happen? (adverbial of
manner)
2 when something happens? (adverbial of time)
3 how often something happens? (adverbial of frequency)
4 the probability of something happening? (adverbial of
probability)
5 why something happened? (adverbial of purpose)
C
Find at least three other examples of adverbials in the
text.
➠
page 144
LANGUAGE
BANK
LeARN TO
use a range of vocabulary
10
A
Work in pairs. Think of synonyms for the
words/phrases below.
1 unusual/peculiar
2 very clever
3 very pleased
4 extremely interesting
5 at first
6 unusual adventures
7 happily
8 funny and enjoyable
9 extremely attractive or beautiful
PRACTICe
7
A
Expand sentences 1–6 using the adverbials in a)–f).
Make sure you put each adverbial in the correct position.
1 I
1
totally
forgot to call you
2
yesterday
3
to tell you about
this great idea I’ve had
.
2 We
1
______ go walking
2
______
3
______.
3 I can
1
______ change the appointment
2
______
3
______.
4 I
1
______ like to facebook friends
2
______
3
______.
5 I
1
______ like to take things easy
2
______.
6 I’ll
1
______ try to visit my family
2
______.
a) to make it more convenient / easily / for you
b) to find out what they’ve been doing / generally / in the
evenings when I’m at home
c) next time I’m in the area / probably
d) totally / to tell you about this great idea I’ve had /
yesterday
e) at the weekends / usually
f ) in the mountains near our house / regularly / during the
holidays
11
You have been asked to write an exhibition review for a
magazine. Read the exhibition description below. Then turn to page
163 and read some notes about it. Write a review based on the
notes (200–250 words).
Exhibition:
Inventing the 21st Century
Folio Society Gallery, The British Library
Price: FrEE
B
Find synonyms for words/phrases 1–9 in the
review. Compare them with your own ideas.
sPeAKINg
8
A
In a celebration of British ingenuity, this exhibition explores
the stories behind some of the most iconic inventions of the
century’s first decade. Whether they are changing the world of
sport, fighting climate change, or just making life a bit easier,
each inventor has challenged the established way of doing things.
From Dyson’s revolutionary bladeless fan to President Obama’s
favourite dog bowl, trace the journey of an idea from that first
spark of inspiration to the development of a business. See original
drawings, patent specifications and the finished products.
Work in groups. Write a list of ‘creative’ questions
you could ask a stranger in order to get to know them. Try
to think of questions you have never been asked before.
If you were a colour, what colour would you be?
If you could change the world, where would you start?
speak
out
TIP
Make your review interesting by using a
variety of adjectives, e.g.
good
=
excellent,
superb, top quality, terrific, exceptional,
etc. Qualify the adjectives you use in
a review with adverbs, e.g.
absolutely
gripping
,
completely credible
,
quite heavy-
going
. Find examples of adverb + adjective
combinations in the review in Exercise 9A.
B
Work with a different group. Ask and answer your
questions, making your answers as interesting as
possible.
C
B
Choose two sentences from Exercise 7A. Expand them
in a different way to make them true for you. Compare
your sentences in pairs.
Use your answers to tell the class two things they
didn’t know about you.
108
109
9.3
9.3
LOVe IT OR HATe IT
VOCABULARY
| express yourself
LEARN TO
| use comment adverbials
FUNCTION
| ranting/raving
LeARN TO
use comment adverbials
5
A
9.5
Listen to extracts from the rants/raves in
Exercise 2B and complete the sentences.
1 ________, it drives me up the wall.
2 I have, in the past, ________ raised my voice at tourists.
3 I’d ________ go back there again.
4 She was ________ good, honestly.
5 The restaurant was ________ overpriced.
6 ________ it’s hard to cook for a lot of people.
VOCABULARY
express yourself
1
A
Read the website extract and discuss the questions.
1 What kind of website does it talk about?
2 What kinds of things can you read about on this site?
3 Do you know of any other websites like this?
4 Do you think they are a good/bad idea? Why/Why not?
L
ove
it
or
hate
it
?
Do you ever find yourself hating something which
everyone else raves about? For me, it’s football and Coca
Cola. For my husband, it’s Marmite. Now you have the
chance to celebrate your individuality on rantrave.com.
This website claims to have a community of independent
thinkers who crave a fresh perspective and are always willing
to speak their mind. You can find more than just reviews here
– this is a place for people to rant and rave about anything
that’s on their mind, whether it’s paying for an overpriced
ticket, raving about a new album you’ve bought, or simply
complaining about football results. Sign up to rantrave.com
and start to let your feelings fly. Why not give the world a
piece of your mind, whether they like it or not?
speak
out
TIP
Listen out for comment adverbials (
absolutely, definitely,
obviously, totally, simply, undoubtedly, completely, surprisingly
,
incredibly
, etc.) to help you understand someone’s
viewpoint. Also, when you are talking, comment adverbials
which come at the beginning of the sentence can give you
thinking time (
Honestly, Basically, Seriously
, etc.).
B
Choose the correct alternatives.
1
Honestly/Undoubtedly
, I have no idea where you could
possibly find more delicious chocolates!
2
Incredibly/Basically
, he’s just lazy.
3
Clearly/Completely
, this was one of the more luxurious
hotels.
4 Not
clearly/surprisingly
, with high unemployment young
people are struggling to find jobs.
5 It’s quite
basically/simply
the most ridiculous idea I’ve ever
heard.
6
Undoubtedly/Completely
, this is one of the top bands of
the moment.
B
What do you think the following words/phrases from the
extract mean?
1 rave (v, n)
2 rant (v, n)
3 crave a fresh perspective
4 speak their mind
5 let your feelings fly
6 a piece of your mind
C
Complete the sentences with words/phrases in Exercise 1B.
1 Everything I read in the newspapers is the same. I really ______.
2 He went on a ______ about the evils of modern society.
3 That’s not acceptable. You should give the manager _____.
4 Don’t tell them they are wrong all the time. Let them _______.
5 I’ve never seen you so animated before. You really _______.
6 Rick loves to _______ about how wonderful life is in Australia.
C
Work in pairs. Are the sentences in Exercise 5B rants
or raves? Choose one of the sentences and develop it
into a short conversation. Include two more comment
adverbials.
3
A
4
Listen again and complete the phrases below.
Raving
It was the most wonderful/amazing/awesome …
It was absolutely
1
________ /incredible.
It’s really the best (show)
2
________.
There’s (absolutely) nothing
3
________ than …
(It was) one of the most
4
________ (sunsets) I’ve ever
seen.
I couldn’t believe my
5
________ when …
It was idyllic.
It’s an all-time
6
________.
Ranting
If there’s one thing I can’t
7
________, it’s …
It drives me up the
8
________.
It was absolutely
9
________.
It was a total
10
________ of money.
It’s not my style/kind of thing/cup of tea at all.
Match the sentence halves.
1 If there is one thing I can’t
2 We went to an exhibition at the Tate Modern, but I’m
afraid
3 The hotel had great reviews, but the service was
4 It was most definitely one of the funniest films
5 There’s nothing better than
6 It’s one of the most
sPeAKINg
6
A
Choose two or three topics from the list below.
Prepare to rant or rave about each topic. Make notes and
try to use comment adverbials.
• a restaurant you’ve enjoyed/been disappointed by
• a spectacular/ugly place you have visited
• an item of clothing you love/hate
• an actor or film you love/hate
• a piece of music/album you love/hate
•
FUNCTION
ranting/raving
2
A
Choose three of the topics below. What do you think
people would rant or rave about for each one?
• arts and entertainment
• culture and lifestyle
• economy
• food
• news and politics
a) absolutely horrendous.
b) a really well-made coffee, in a friendly and welcoming
café.
c) stand, it’s having to read a boring book.
d) spectacular shows ever. That’s why it’s been such a raving
success.
e) I’ve ever seen. I was on the floor with laughter.
f ) it wasn’t my cup of tea.
➠
page 144
LANGUAGE
BANK
• people
• products
• science and technology
• sports
• travel
speaker
1
something you bought recently which was a success/
disaster
B
B
Work in groups. Take turns to talk about your topics.
Listen to people ranting and raving about different
things. Match each rant/rave with a topic in Exercise 2A.
C
9.3
What did each person say about their topic?
B
Listen to the phrases. Notice how the
intonation changes for the positive and the negative
comments. Repeat the phrases.
9.4
110
111
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