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Inventions1P R E S E N T A T I O N A N D P R A C T I C E 1

VOCABULARY

Inventors and inventions

Watch the Vocabularypre-lesson video

1 1.1 LOOK at the list ofimportant inventions.Write each one under thename of the correctinventor. Listen and checkyour answers. Then listenand repeat.

He had a brilliant idea

2 1.2 IN PAIRS match a date to each invention and anationality to each inventor in exercise 1. Listen andcheck your answers. Then listen and repeat.

Dates

1886 • 1903

1879 • 1928

1876 • 1609

1989 • 1439

Nationalities

German • American

Scottish • Italian

English

3 DISCUSS. Which do you think is the most importantof the inventions in exercise 1?

PRESENTATION

4 READ the texts on the right quickly and say whichinventions were related to food.

The televisionJohn Logie Baird was a Scottishscientist, and inventor of theworld’s frst television. In early1923 he was living in Englandand was experimenting withthe transmission of pictures.Baird built the world’s frsttelevision set with everydaythings, including scissors and glue.In February 1924 he demonstrated thata semi-mechanical analogue television system was possibleby transmitting moving silhouette images. He gave the frstpublic demonstration in London on 25th March 1925. Today,there are televisions in almost every home, and inventors areconstantly updating and improving on Baird’s invention, likefat-screen, touchscreen and 3D TVs!

The microwave ovenOne day in 1945 scientist Percy Spencer was standing infront of a radar machine, or magnetron, when he noticedthat the chocolate bar in his pocket was melting. He wasn’t

the frst scientist to notice this heating effect,but he was the frst to investigate it. He

experimented with food, includingpopcorn and eggs. Spencer thenattached an electromagnetic feldgenerator to a metal box. Thebox blocked the microwavesfrom escaping: this was the frstmicrowave oven. Today people use

microwave ovens every day whenthey are cooking, and there is an entire

industry for microwaveable products.

Inventions

penicillin

airplane

light bulb

telephone

World Wide Web

telescope

motorcar

printing press

Inventors

Alexander Graham Bell

Galileo Galilei

Thomas Edison

Johannes Gutenberg

The Wright Brothers

Tim Berners-Lee

Alexander Fleming

Karl Benz

3

Which sentence describes:

A an action that happened at a specific time in the past?

B an activity in progress in the past that wasinterrupted by a sudden past action?

C parallel actions happening simultaneously in the past?

D a habitual activity?

E an action that is happening now?

Can you point out which sentences are in the presentand which are in the past?

Can you explain how these tenses are formed?

We use the present simple for facts and routine/habitual actions. Time expressions: never, sometimes,usually, always, every day/month/year.

We use the present continuous for things happeningnow, temporary situations and to indicate changingsituations or developments. Time expressions: at themoment, now, currently, these days, this week/month/year.

Grammar reference page 134

7 CHOOSE the correct alternative.

1 They cook / are cooking with a microwave oven every day.

2 Don’t phone Jane! She works / is working out in the gym.

3 Peter never reads / is reading the newspaper.

4 Right now Sean talks / is talking to his classmates.

We use the past simple for completed actions in thepast. Time expressions: yesterday, in 2010, (two days)ago, last night/week/month/year.

We use the past continuous for actions in progressat a specific moment in the past (often when they areinterrupted by another action in the past simple), parallelpast actions and temporary situations in the past.

Grammar reference page 134

8 COMPLETE the sentences with the correct past formof the verbs in brackets.

1 My coach (to work) at London Universitywhen he (to decide) to move to Aberdeen.

2 My friends (not to eat) waffles forbreakfast this morning.

3 I (to watch) a film while my sister (to read) a novel.

4 What (you / to do) when yourschoolmates (to run) in the park?

Your turn

9 IN PAIRS think of 3 important inventions in your life.

1 How often do you use them? When and where?

2 Are you using them now?

3 If not, when was the last time you used them?

4 What do you think the inventor was doing when he/she thought of the idea?

The waffe-solerunning shoeIn 1971 Bill Bowerman was

working as a running coachat the University of Oregon.

He decided his athletes needed alighter shoe in order to improve their

performance. One day while his wifewas making waffes, he had a brilliant idea. Why couldn’t hemake shoes with ‘waffe soles’? He poured rubber into hiswife’s waffe machine and made the frst lightweight solesfor his runners. Three years later, Bowerman’s company,Nike, was making‘Waffe Trainers’commercially. TodayNike is a multinationalcorporation, andthey are currentlysponsoring famoussports clubs andassociations aroundthe world.

5 READ the texts again and answer the questions.

1 Where was John Logie Baird living when he madehis first television set?

2 When and where did he give the first publicdemonstration of television?

3 What kind of televisions are inventors producingat the moment?

4 Where was Percy Spencer when he decided toinvestigate cooking with microwaves?

5 How did he stop microwaves from escaping?

6 What was Bill Bowerman doing when he had hisgreat idea?

7 What company did he found?

8 What is this company doing today?

GRAMMAR

Tense revision: present and past

6 READ the sentences (1–5) from the texts. Then answerthe following questions to revise your knowledge ofthe simple and the continuous tenses.

1 He was living in England and was experimentingwith the transmission of pictures.

2 They are currently sponsoring famous sports clubsand associations around the world.

3 He gave the first public demonstration in London on25th March 1925.

4 One day while his wife was making waffles, he had abrilliant idea.

5 People use microwave ovens every day.

GLOSSARYscissors forbiciglue collawaffle cialdasole suolato pour versarerubber gomma

4

P R E S E N T A T I O N A N D P R A C T I C E 21 Inventions

PRESENTATION

3 LOOK at the pictures and decide if housework is easier or moredifficult than it was in the past.

4 DISCUSS in small groups which household chores you dislikedoing most. Is there an invention that could help you?

5 MATCH each paragraph to the correct picture.

VOCABULARY Appliances andhousehold chores

Watch the Vocabulary pre-lesson video

1 1.3 MATCH the household appliances tothe correct picture and then to their functionbelow. Listen and check your answers. Thenlisten and repeat.

dishwasher • electric kettle • steam iron

vacuum cleaner • washing machine

How did people use to do the washing?

A doing the washing (clothes)

B doing the ironing

C preparing tea

D cleaning (carpets)

E doing the washing-up (plates and cutlery)

2 DISCUSS in pairs. Which of the appliances inyour home do you use the most? Are there anyyou don’t have or you think you don’t need?

GLOSSARYcutleryposate

bucket and mopsecchio e scopa di cotone

to rinserisciacquare

to hang outstendere (all’aperto)

1

2

3

4

5

We used to wash allour plates, cutlery andpans by hand! Can youimagine? Then, themodern dishwasherarrived in 1924, andnow we can relaxafter a meal and themachine does thewashing-up for us.

At one time, we used to washall the floors with a bucket andmop. Then, an Englishman calledHubert Cecil Booth invented thefirst motorised vacuum cleaner in1901, and now cleaning floors iseasier and quicker.

Washing clothes used to take all day. First, you had toget the water. Then, you had to heat it. After that, youhad to wash the clothes and rinse them. Finally, you hadto hang them out to dry. The electric washing machinearrived in the 20th century. Now, we can relax and watchthe clothes going round and round or do other things.

An American called HenryW. Seeley invented anelectric iron in 1882, whichthen became a steam iron.Ironing used to be a long,hot job that took all day, butnow modern steam ironsmake it quick and easy.

HOUSEWORK: THEN AND NOW

1

5

7 REWRITE the sentences in the form indicated.

1 Washing clothes used to take all day.

2 Did you use to wash your clothes by hand?

3 When they were young, they used to watch cartoons.

4 Ironing didn’t use to be a long, hot job.

5 She didn’t use to spend the holidays in France.

6 Tom and I used to play football together.

7 He didn’t use to go to the cinema on Sundays.

8 Jo didn’t use to speak English well.

PRONUNCIATION

The pronunciation of used to

The pronunciation of used to is generally /justə/.However, before vowels and at the end of sentences,it is pronounced /justu/.

8 1.4 LISTEN and repeat the sentences.

1 We used to wash the floors with a mop.

2 Washing clothes used to take all day.

3 They didn’t use to eat waffles.

4 Did you use to do the cooking?

5 Yes, I used to, but now my husband does it.

9 1.5 LISTEN to the talk. Then identify how thelifestyles of the women have changed over the years,and make notes in the table below.

Granddaughter Grandmother

Cleaning of the house

Washing

Cleaning of floors

Ironing

Your turn

10 IN PAIRS discuss how habits have changed. Think ofhow free time and study activities used to be in yourparents’ or grandparents’ time and how they are now.

GRAMMAR

Used to

6 READ the sentences and answer the questions.

1 At one time, we used to wash all the floors with abucket and mop.

Is this a present habit or a past habit?

2 Ironing used to be a long, hot job, but now modernsteam irons make it quick and easy.

What do we want to contrast in this sentence?

Affirmativesubject + used to + base form

Negativesubject + did not (didn’t) + use to + base form

Interrogativedid + subject + use to + base form?

Short answersYes, subject + did. No, subject + didn’t.

We use used to:• for actions that happened regularly in the past but

no longer happen.• to contrast a habitual action in the past with a

present action.

Grammar reference page 135

FREQUENT MISTAKES

We use the base form of the verb use in questions.Which cartoons did you use to watch? NOTWhich cartoons did you used to watch?

2

3

4

6

1 InventionsC O M M U N I C A T I O N

3 ANSWER the questions about the dialogue.

1 What documentary have Dave and Phil just seen?

2 What was there a lot of in the documentary?

3 How did people use to communicate before theinvention of mobile phones?

4 Who did Phil speak to when he first got a mobile phone?

5 How did he feel about his smartphone?

6 What different phones has Dave had?

4 ROLE-PLAY the dialogue in pairs.

KEY LANGUAGE

Asking about a past experienceDo you remember when ... ?When did you first ... ?What did you use to ... ?

Telling about a past experienceI was still (studying) in school when …I was (living in Pavia) when …It was (fascinating/amazing/wonderful/dreadful)because …I felt (happy/sad/proud) when …

Sequencersfirst, firstly, at first, in/at the beginning, at the startthen, after that, next, second, followed bylastly, in the end, finally

5 REWRITE the dialogue giving information aboutexperiences you have had with mobile phones.Then practise your dialogue in pairs.

Dictation

6 1.7 LISTEN and write down the paragraph.

Your turn

7 WRITE a short paragraph about which of yourpossessions has/have changed your way of doing things.Describe what you used to do before you had it/them.

Warm-up

1 DISCUSS in pairs.

1 How did you use to go to school when you were little?

2 What programmes did you use to watch on TV?

3 What kind of music did you use to listen to?

Talking about a past experience

Dave Thanks, Phil, for telling me about thatdocumentary on mobile phones. It wasfascinating.

Phil Yes, there was a lot I didn’t know about theengineers and technicians who invented anddeveloped the mobile phone.

Dave How did people use to communicate before themobile phone?

Phil Well, I suppose that first there were signs andsignals, then writing and letters, followed byspeaking on telephones, and finally emails andtexts.

Dave When did you first get a mobile? Do youremember when you first had a smartphone?

Phil I got my first mobile phone when I was ten.At first, it was just for phoning my mum. Then,I began to phone friends. Finally, when I gota smartphone, I could access the Internet. Iremember in the beginning I was embarrassed,but then I felt really grown-up.

Dave I used to have a simple mobile, too. First, I hada basic model, next I had my dad’s old one, andlastly this touchscreen smartphone.

Dave and Phil are talkingabout mobile phones.

2 1.6 LISTEN AND READ the dialogue. When did Philget his first mobile phone?

THENNOW

7

T U T O RPET

PET Reading – Part 4

3 FOUR-OPTION MULTIPLE CHOICE. Read the text andquestions below. For each question, mark the correctletter A, B, C or D.

1 What is the writer trying to do in the text?A Discourage people from becoming inventors.B Describe her working life.C Explain her dreams.D Encourage people to do her job.

2 What does the writer say about her life?A It is exciting and varied.B She gets bored easily.C She finds it difficult to sleep.D She goes to bed early.

3 How has her working life changed since she becamean inventor?A She works in an office.B She works much less.C She works longer hours.D She works with other young inventors.

4 What does the writer think about young inventors?A They must work for multinational corporations.B They might violate copyright.C They might lose profits.D They may invest in a license to protect their rights.

5 Which of the following did the writer post on herblog?A If you want to be an inventor, keep calm and find

the money to protect your invention.

B If you find it hard to sleep, become an inventor.

C People don’t always understand that being aninventor requires routine work.

D Remember that being an inventor is a full-timejob, so find a person to help you in the house.

Your turn

4 IN PAIRS invent a way to improve this pencil. Then drawyour pencil and present it to the rest of the class.

EXAM DESCRIPTION

What is there in Reading Part 4? One long text that expresses opinions or attitudes. There arefive multiple-choice questions with four options (A, B, C or D).

What do I have to focus on? Finding out the general topic and meaning of the text.Understanding the writer’s purpose, attitude or opinion, or anopinion quoted by the writer.

How many questions are there? There are five four-option multiple-choice questions. Theseare given after the text and follow the same order as theinformation given in the text.

How many marks do I get? One mark for each correct answer. (Total: five marks)

Warm-up

1 DISCUSS the questions.

1 Do you think that the life of an inventor is easy?

2 How do you think an inventor spends his/her day?Where does he/she work?

3 Do you know what a ‘copyright’ is?

2 READ the text quickly and answer the questions.

1 What is the writer’s job?

2 Does she like her job?

3 Where does she work?

4 Does she see any disadvantages?

Watch the PET video

Being an inventor

My name is Mindy Haverford and I’m a successfulBritish inventor. I started as a graphic designer, butwhen my daughter Angie was little, I invented the ‘No

Oops Cup’, which does not spill liquid.Life as an inventor is never boring. Ideas come and go

inside my head continuously. I really enjoy thinking aboutthem. It’s also very fexible. With my laptop and my mobilephone, I can work in any place I like. The other day I wasworking while I was walking the dog and looking around theshops, for example. Also, I do my best thinking at night. Thatmeans I’m up half the night, but this is the life of an inventor!

People often ask me if I work full time. I answer that Iused to work fewer hours. Now I am busy twenty-four hours aday, seven days a week. Luckily, I’m also good at doing lots ofthings at the same time, like a full-time job and the housework.I can’t imagine my life without modern household appliances,like the dishwasher, the washing machine or the vacuumcleaner!

Last year I decided to help and encourage other younginventors. I think independent inventors need to get more helpfrom the State against the violation of their copyright. I thinkthe biggest problem is the lack of fnancial support available.Defending an invention can cost the same if you are anindependent inventor or a multinational corporation. It is veryunfair that the individual inventor has to risk personal fnancialruin while the big corporation might simply suffer a small lossin profts. New inventors have to be determined and strong,but there is always a chance of getting a license to sell yourinvention and maybe even becoming rich and famous!

8

1C U L T U R E A N D S K I L L S

Inventions

READ the facts aboutScotland. Then use thefacts to describe the mapand the pictures.

READING

2 SCAN the text and underline:

• Scottish inventors;• the inventions mentioned;• the year of each invention.

Discover Scotland

IRISH

SEA NORTH

SEA

ENGLISH CHANNEL

SCOTLAND

EDINBURGH

England

Scotland’s mostsurprising inventionsIt is common knowledge that the Scotswere responsible for lots of inventions anddiscoveries: the telephone by AlexanderGraham Bell (1876), penicillin by AlexanderFleming (1928) and the television by JohnLogie Baird (1925), but did you know the faxmachine, waterproof clothing, the moderntyre and radar also came from Scotsmen?Alexander Bain (1810–77) created a primitiveversion of the fax machine, a complicatedmechanism able to reproduce graphic signs, in laboratoryexperiments in 1843.

Charles Macintosh (1766–1843)was born in Glasgow and wasa chemist. While he was tryingto fnd uses for waste productsgenerated by gas, he developeda technique of putting a layerof rubber between two piecesof cloth, making it waterproof.Its frst use was for an Arcticexpedition in 1824. Nowadays,we use his name when werefer to a raincoat, or ‘mac’ or‘mackintosh’.John Boyd Dunlop (1840–1921)

patented his pneumatic tyre in 1888. He was a vet, but hisinterest in inventions led him to develop tyres for his son’s

• The Gaelic word clann means

‘extended family’.

• Each clan in Scotland has their

own tartan.

• A lot of Scottish family names

start with Mac or Mc, which

means ‘son of’ in Gaelic.

• The name Scotland comes from

the Scoti, a tribe who migrated to

Scotland from Ireland in the 5th

and 6th centuries.

• There are over 600 square miles

of freshwater lochs (lakes); one

of the most famous is Loch Ness.

• The capital, Edinburgh, was built

on seven hills like Rome.

• Famous Scots include the writers

Walter Scott, R.L. Stevenson and

Arthur Conan Doyle, and the

inventor Alexander Graham Bell.

Fun facts

about

Scotland

FACTFILE

SCOTLAND

Area 78,387 km2, with 790islands (130 inhabited)

Population ca 5.3 million

Capital Edinburgh

Language English, Scottish Gaelic

Patron saint St Andrew (30thNovember)

Currency pound sterling

9

LISTENING

6 BEFORE YOU LISTEN, match the words to theirdefinitions.

disease • antibiotics • bacteria • infection • drugs

1 invasion of the body by microorganisms

2 chemical substances used to cure or preventillnesses

3 chemical substances, such as penicillin, capable ofdestroying bacteria

4 a very large group of microorganisms

5 illness or sickness in general

7 1.8 LISTEN to a lectureabout the discovery ofpenicillin and complete thesentences below.

1 Doctors use to treat

different diseases and tocure .

2 The first practicalantibiotic was

.

3 It became available tothe public in the early

.

4 Thebiologist AlexanderFleming penicillin by chance in 1928.

5 Fleming with a bacteriumthat throat infection when he discoveredpenicillin.

6 He noticed that where fungus grew near bacteria, the were inhibited.

7 Penicillin was called a ‘wonder drug’ because it millions of lives from bacterial

infections during World War II.

WRITING ACROSS CULTURES

8 WRITE two paragraphs about a famous Italian inventionof the 20th century. Specify:

• the name of the invention;• who invented it;• what it made easier/faster/more efficient;• when and how the inventor got the idea.

Use the past simple, past continuous and used to. Thenread your paragraphs to the rest of the class.

3 MATCH the highlighted words in the text to their Italiantranslation.

1 sorprendente,incredibile

2 prodotti di scarto

3 di dominio pubblico

4 rilevare

5 brevettò

6 gonfiato

7 strato

8 dettagliato

9 pneumatico

4 READ the text again and say what each of these datesrefers to.

1 1843

2 1824

3 1888

4 1889

5 1926

6 1980

SPEAKING INTERNET LAB

5 IN GROUPS OF THREE carry out a research project aboutincredible inventions by teenagers. Take notes about:

• the invention and its teenage inventor;• the materials and the technologies used;• what it is/was used for.

Then make a poster with pictures, drawings and keysentences about the invention. Hang your poster on aclassroom wall and present your findings to the rest ofthe class.

STUDY SKILLS

Note-taking

When you are taking notes from a reading text or whilestudying on the Internet, do the following:

• Read the whole text first.• Read it again and underline key words/events.• Do not write complete sentences, only key points.• Use contractions and abbreviations.• Put things under headings.• Make your notes into outlines.• Review and compare your notes with the text.

Watch the Culture video about Scotland

bicycle. He had the idea of using an infated rubber tube.In 1889 he established what became the Dunlop RubberCompany.Sir Robert Watson-Watt (in the photo, 1892–1973)developed radar. He began work as a meteorologist,using a radio to detect thunderstorms for airplanes. Hethen presented a detailed plan of a big defence systembased on radiolocation (later renamed radar) in 1926. Afew years later, a series of radar stations on the Englishcoast helped the Royal Air Force win the Battle of Britainduring World War II.New inventions emerge from Scotland’s scientists andengineers with an amazing rapidity. Recent examplesinclude the frst MRI (magnetic resonance imaging) scan,invented at the University of Aberdeen in 1980.

10

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1 InventionsA P P R O A C H I N G L I T E R A T U R E

3 BEFORE YOU READ the extract from The Strange Caseof Dr Jekyll and Mr Hyde, look at these statements. Tick(✔) the ones you agree with and then explain why orwhy not.

It is always a good thing to have ambitions.

Appearance and respectability are more importantthan your desires.

Man is more inclined to do good.

Man is more inclined to do evil.

4 1.9 LISTEN AND READ the extract from the novelThe Strange Case of Dr Jekyll and Mr Hyde by theScottish author R.L. Stevenson.

Warm-up

1 DISCUSS. Do you know any famousScottish writers? Match the namesof these Scottish authors to theirworks. How much do you knowabout these texts?

Walter Scott • R.L. Stevenson

Arthur Conan Doyle

Robert Burns • J.M. Barrie

2 READ the text below about one of the authors fromexercise 1 and find out:

1 what kind of story he wrote;

2 what the relationship between Utterson and Jekyll is;

3 who Henry Jekyll is and what he has done;

4 who Edward Hyde is;

5 what the phrase ‘Jekyll and Hyde character’ means.

Prose: interpreting the theme

I prepared my solution in my lab. I bought a large

quantity of a particular salt which I knew, from my

experiments, to be the fnal ingredient required1; and

late one terrible night, I mixed the elements, watched

them boil and smoke together in the glass, and when the

mixture cooled a little, with a certain courage, drank the

potion.

Te most awful2 pain succeeded: a grinding in the

bones3, strong nausea and a sensation of horror. Ten

these agonies began quickly to diminish, and I felt the same

relief4 you feel recovering from a serious illness5. Tere

was something strange in my sensations. I felt younger,

lighter, happier in my body; I was conscious of a joyful

recklessness6, a release7 from all obligation, an unknown

but not an innocent freedom of the soul. I knew myself, at

the frst breath8 of this new life, to be more wicked9. I was

suddenly aware10 that I was physically smaller.

5

10

15

⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄Scottish author RobertLouis Stevenson (1850–94)wrote The Strange Case ofDr Jekyll and Mr Hyde in1885. It is the story of aninvestigation by the Londonlawyer John Utterson. Theinvestigation reveals thatUtterson’s friend Dr HenryJekyll, a respectableman of science, has discovered a drug.This drug liberates Jekyll’s evil inner self,transforming him into the violent and immoralEdward Hyde. Today people often use the phrase‘Jekyll and Hyde character’ to describe aperson who shows radically different behaviourfrom one situation to the next.⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄

11

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Analysis

6 ANSWER the questions.

1 What is the setting of the extract?

2 Who are the characters?

3 Who do you think is the narrator of the story?

7 MATCH the adjectives to the corresponding character,Jekyll or Hyde.

strong • happier • older • lighter • heavier

more wicked • younger • weak • smaller

more miserable • slighter • good • taller • evil

more virtuous • larger

Jekyll Hyde

LITERARY LANGUAGE

Interpreting the themeWorks of literature often deal with universal themes likelove and hate, good and evil, life and death.It is easy to say that the general subject of a story islove, but interpreting the theme means explaining whatthe work says about love. Themes can be revealedthrough the actions or personalities of characters, andsometimes a character’s main function is to symbolisean abstract quality, such as virtue or immorality.

8 STATE the theme of the extract. How do the characterssymbolise it?

Your turn

9 SUM UP the features of Hyde and those of Jekyll. Thendecide what Stevenson was trying to say about humannature.

10 MAKE a list of some real-life examples of people whoyou associate with good and evil, either in history or inpresent times. Then explain why you chose them.

11 WRITE a story about the following topic.

P hysical transformation has always been afavourite literary theme, from ancient myths to

Stevenson’s book, to contemporary examples like theTwilight saga. Create your own story of transformationin which a character turns from a teenager intosomething strange and unnatural. Use these questionsas guidelines:

• Who is the main character?• What caused his/her transformation?• How did the character change?• Did he/she get back to his/her original state?

Comprehension

5 READ the extract again and number the pictures in thecorrect order. Why did Jekyll produce the drug?

I walked silently through the corridors and coming

to my room, I saw for the frst time the appearance of

Edward Hyde.

Te evil side of my nature was not as strong or

developed as the good one which I had just eliminated.

My life was a life of efort11, virtue and control, this side

was much less exercised and much less exhausted. And

this was why Edward Hyde was so much smaller, slighter12

and younger than Henry Jekyll. Even as good shone13 on

the face of the one, evil was written clearly and plainly

on the face of the other. Evil had lef on that body an

imprint14 of deformity.

Tis, as I understand it, was because all human beings

are a mixture of good and evil: and Edward Hyde, alone

in the whole of mankind, was pure evil.

Hurrying back to my laboratory, I once more prepared

and drank the cup, once more sufered the pain of

dissolution, and came back to myself once more with the

character, the stature and the face of Henry Jekyll.

(Adapted from chapter 10 of The Strange Case of Dr Jekyll and Mr Hyde

by R.L. Stevenson, 1886)

1 required. Richiesto, necessario.2 awful. Terribile.3 grinding in the bones. Stridore

di ossa.4 relief. Sollievo.5 serious illness. Malattia grave.6 recklessness. Sventatezza,

temerarietà.7 release. Liberazione.

8 breath. Respiro.9 wicked. Malvagio.10 suddenly aware.

Improvvisamente consapevole.11 effort. Sforzo.12 slighter. Più esile.13 Even É shone. Proprio come

il bene splendeva.14 imprint. Segno, impronta.

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25

30

35

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Town and country2P R E S E N T A T I O N A N D P R A C T I C E 1

VOCABULARY Town and city

Watch the Vocabulary pre-lesson video

1 1.10 MATCH the words (1–8) to theirdefinitions (A–H). Listen and check youranswers. Then listen and repeat.

1 bus stop

2 car park

3 petrol station

4 motorway

5 pavement

6 roundabout

7 signpost

8 tunnel

A a place where you can leave your car

B an underground passage, especially onewhich is under a building, road or river

C a place where people catch a bus

D the side of a road where people can walkalong the street

E a roadside notice which givesinformation such as the direction anddistance to places

F a major road which is designed for veryfast traffic

G an interchange area in the road wheredifferent roads come together in a circle

H a place where cars stop to refill with fuel

2 IN PAIRS ask and answer questions aboutthe places/things in exercise 1 in your area.

Where is the nearest… ?Are there any… ? How many?

Cities which put a smile on your face

PRESENTATION

3 LOOK at the pictures of Melbourne and Dublin and say which of thefollowing adjectives describe them.

cool • friendly • crowded • modern • historic • green

expensive • noisy • cosmopolitan • unpolluted

cultural • stressful • dangerous • walkable

4 READ the text quickly and give a positive characteristic for each city.

Are you looking for a place to visit?Melbourne and Dublin have comeout on top as cities which put a smileon your face.

According to a recent newspaper survey, Melbourne is considered thefriendliest city for visitors. It has an international population whoseorigins are from all over the world. Tourists who stayed there foundthat Melbournians are ‘extremely friendly’, with a ‘wonderful sense ofhumour’. It is also a city where you can see lots of natural, cultural andcosmopolitan attractions. The many parks, museums and art galleries aredefinitely factors which put Melbourne in the first position, as well as thedelicious cuisine! The food that you can get there is as cosmopolitan asthe population!

It is easy to get around in Melbourne with public transport. There aretrams and buses which can take you all over the centre, with clearsignposts for bus stops. Do you prefer driving? There are also motorwaysthat bring you right into the central area and tunnels under the YarraRiver. It is easy to find a car park where you can leave the car for an houror all day. Remember, however, when you are driving, to stay on the left.Be especially careful at roundabouts. They are where tourists have themost difficulty, and it can be dangerous!

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7 READ sentences 1 and 5 in exercise 6 again. Are thehighlighted words a subject or an object?

Defining relative clauses are used to add essentialinformation to a phrase.The relative pronouns andadverb which introduce defining relative clauses are:• who for people;• which for things;• that for people and things;• whose for possession;• where for places.When two successive phrases have an element incommon, these words can be used insteadof repeating that element.Melbourne is a city. My sister lives in Melbourne. Melbourne is the city where my sister lives.

Grammar reference page 142

FREQUENT MISTAKES

We can omit the relative pronoun when it refersto the object of the relative clause.That is the bus stop (that/which) I told you about.

8 COMPLETE the sentences with who, which, whose orwhere. Then decide which can be omitted.

1 Tourists visit the city can admire a lotof skyscrapers and cultural attractions.

2 The town you live is beautiful.

3 The guidebook I am reading now isabout Australia.

4 The bag contained the money was red.

5 The gentleman mobile was ringing didnot answer.

6 The woman was waiting at the busstop was nervous.

7 The boy sister lives in Hong Kong canspeak Chinese.

8 The film we saw was horrible!

9 JOIN the two sentences by using a defining relativeclause.

1 That is a bus. It goes to the centre of the city.That is the bus that/which goes to thecentre of the city.

2 Dublin is a city. I was born in Dublin.

3 Do you know the girl? She danced with me.

4 That is the boy. His sister visited the museum withme yesterday.

5 That is the road. It leads to Melbourne airport.

6 The car crashed against a tree. It was going overthe speed limit.

Your turn

10 IN PAIRS talk about the place where you live usingdefining relative clauses. Discuss whether it is afriendly or unfriendly place and why.

The city where I live is a very friendly placebecause the people who live here…

5 READ the text again and say if the following sentences aretrue or false . Correct the false ones.

1 Melbourne is not a very welcoming city for visitors.

2 The local population in Melbourne are famous for theirsense of humour.

3 There is a limited choice of public transport inMelbourne.

4 You need to be careful on the motorways and inroundabouts because cars drive on the left in Melbourne.

5 Dublin is considered the friendliest city in the world.

6 Dubliners enjoy chatting to tourists and visitors.

7 The typical Irish rhythm of life is frenetic.

8 It is difficult to walk around Dublin.

GRAMMAR

Defining relative clauses

6 READ the sentences (1–5) from the text and answer thequestions (A–D) below.

1 The many parks, museums and art galleries aredefinitely factors which put Melbourne in the firstposition.

2 It is also a city where you can see lots of natural,cultural and cosmopolitan attractions.

3 It has an international population whose origins arefrom all over the world.

4 Tourists who/that stayed there found that Melbourniansare ‘extremely friendly’.

5 The food that you can get there is as cosmopolitan asthe population!

Which highlighted word/s refer/s to:A things? and

B people? and

C possession?

D places?

GLOSSARYsurveysondaggio

vibrantvivace, attiva

countlessinnumerevoli

Melbourne is Australia’s ‘capital of cool’ for its friendly people andculture, but it was Dublin that came first as the friendliest Europeancity. Dublin is a ‘vibrant city’ that is ‘green, unpolluted, verywalkable’ and full of young people. According to the survey, touristswho stop for a quick drink at a Dublin pub can end up ‘chatting withthe locals for the next five hours’.

Dublin is a city which has a lot to offer.It has countless historic monuments andbeautiful parks. It is a place where life hasa gentle Irish rhythm. The traffic, petrolstations and motorways which are there inthe background seem less important thanthe friendly smiles, generous pavementsand street entertainment.

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P R E S E N T A T I O N A N D P R A C T I C E 22 Town and country

PRESENTATION

3 READ the text below quickly and say whether youthink Seamus will go to university in Dublin or not.

4 READ the text again and answer the questions.

1 What does Seamus see and hear when he openshis window at home?

2 What happens when he opens a window in Dublin?

3 Which famous places has he seen in Dublin?

4 What will he do unless he is too tired?

5 What will he miss if he stays in Dublin?

6 What will he gain if he goes to Trinity College?

VOCABULARY Countryside

Watch the Vocabulary pre-lesson video

1 1.11 MATCH the words (1–10) to their Italian translation(A–J). Listen and check your answers. Then listen and repeat.

2 COMPLETE the sentence with words from exercise 1.

In the country I like/dislike the sight/smell/sound of...

If I go to university, I will leave the countryside

Seamus O’Leary grew up ona farm. He has the possibilityof going to university at TrinityCollege, Dublin. He is spendinga few days there to decide if hewants to move to the city.

Day1Well, here I am in Dublin. It’s along way from my home in CountySligo. Our family farm is near thevillage of Drumcliff, where thepoet William Butler Yeats is buried.At home, if I open a window, I seegreen fields and hear birds singing.This is quite a contrast to the rowsof houses and the noisy traffic herein the city!

Day2I went to see the universitytoday. Trinity Collegeis very central; it is onCollege Green, oppositethe former Irish Housesof Parliament. Thecollege is huge, withbuildings around largequadrangles, or squares,with green grass and trees. So yes, if I want, I can seegreen fields here – but not the kind I normally see.Although Dublin is on the sea, walking down the shores

of the river or alongDublin Bay is not atall like walking alongthe shores of the lakewhere I grew up.

Day 3Decision time! OK, so if I accept the place at Trinity,I will have to find a place to stay. So far I have spenttime getting to know the city, visiting the mostimportant monuments, like Dublin Castle, andshopping in Grafton Street and O’Connell Street.Unless I’m too tired, I’ll walk over the Ha’penny Bridgeon the River Liffey on my way back to the hostel thisevening. As soon as I have time, I’ll also go for a walkthrough St Stephen’s Green. If I stay, I will probablychange my lifestyle dramatically but I will also becomea richer person culturally. I know that if I come here,

I will miss the scenery from home but I willalso gain new friends and experiences. Also, ifI decide to stay, it won’t be forever – just three orfour years. Then I can go home… if I want to!

GLOSSARYcounty provincia, conteaburied sepoltoformer ex-, precedenteto get to know fare conoscenzaon my way back tornando

1 bay2 village3 cliff4 wood5 stream

6 shore7 farm8 field9 scenery10 soil/earth

A ruscelloB paesaggioC baiaD fattoriaE terra

F paesino, borgoG riva, battigiaH scoglieraI campoJ bosco

My Dublin diary: will I leave the countryside for the city?

The village of Drumcliff

Trinity College, Dublin

Ha’penny Bridge