going extremes - Pearson

Vocabulary Success and achievements

1 Complete the tables. A

Verb Noun

inspire 1 _____________

satisfy 2 _____________

achieve 3 _____________ respect 4 _____________

compete 5 _____________

pressurise 6 _____________

sacri� ce 7 _____________ B

Adjective Noun

m otivated 8 _____________ dedicated 9 _____________ disciplined 10 _____________ challenging 11 _____________

2 Complete the sentences with words from exercise 1. 1 My cousin goes to an alternative school because he can’t stand any form of d iscipline . 2 We’re under a lot of p_________ at school these days because of the exams. 3 Jessica often takes up new activities, but she doesn’t have the m_________ to keep practising. 4 My own s_________ with what I do is more important to me than gaining the r_________ of others. 5 If you want to be a champion, you have to make s_________ – you can’t party every night! 6 My greatest a_________ so far has been learning to keep my room tidy! 7 I like sports, but I don’t like the atmosphere of c_________ . I feel no need to show I’m better than others.

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* revision

** average di� culty

*** extra challenge11 Grammar Present tenses

3 Underline the correct verb form. 1 Is he tired already? He obviously doesn’t go/ isn’t going running often enough! 2 I take/am taking a self-defence course these days. I need it, especially as I live/ have been living in a dangerous part of the city. 3 Please don’t disturb me, I do/am doing my piano practice. 4 More and more people are passing/ have passed the school-leaving exam early these days. 5 We are training/have been training for the race for months now – we feel con� dent we can win. 6 I have done/have been doing all my exercises for today and now I can relax.

4 ** Complete the text with the phrases below.

almost every day already at the moment for the last two years generally ✓ more and more

inspiration

going to extremes

I“m a Business Studies student at Sydney University, but the real passion in my life is surfi ng . I 1 generally spend all my free time out on the waves, so it is sometimes diffi cult to fi nish all my course work. My parents are worried that I don“t study enough . 2 I“m training hard for the national surfi ng championships in Manly. I“ve been competing in the junior competitions 3 , ever since I turned sixteen . This is the fi rst year I“ll be old enough for an adult competition. I“ve 4 won three junior competitions, but I can“t wait to compete at a higher level! I practise for four or fi ve hours 5 during the week and the whole of theweekend . I“m getting 6 confi dent that I have a real chance of succeeding.

23FEBRUARY

M01A_REAL_UPPERINT_WB4 PL_U01.indd 4 8-08-11 11:51

* revision

** average di� culty

*** extra challenge

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5 ** Complete the dialogues with the sentences below. a I do it every day. b I don’t normally do it. c I’m doing it right now. ✓ d I’ve already done it. e I’ve been doing it for the last half an hour.

1 A: Let’s look for adventure holidays on the internet today, like we said.

B: Actually, c Come and have a look with me. 2 A: Could you get our swimming things ready? B: ___ They’re waiting by the door. We can go. 3 A: Will you clear the table, please? B: Oh, please. ___ I think it’s Jack’s turn now. 4 A: Could you please repair my bike? B: ___ That’s why I’m so dirty. 5 A: Could you lend me your guitar? B: ___ But I’ll make an exception if you

promise to be careful with it.

6 *** Complete the text with the correct form of the verb in brackets (present simple, present continuous, present perfect or present perfect continuous). If more than one form is possible, use the continuous form. Millie 1 goes (go) to tango lessons in her free time. The lessons 2 _________ (take) place on Thursday afternoons. She 3 _________ (learn) Argentine tango for � ve months. She 4 _________ (already/learn) the basic elements and now she and her partner 5 _________ (begin) to improvise. Right now they 6 _________ (prepare) for the carnival. Millie’s friend Katie 7 _________ (not understand) why she 8 _________ (want) to learn such an old-fashioned dance. But Millie just loves it!

7 *** Complete each pair of sentences with the forms of the verb in CAPITALS. 1 I know Chris well. After all, we have known each other for � fteen years. KNOW 2 This book is di� cult. I _________ it for two hours and I _________ only seven pages. READ 3 I ( negative ) _________ these exercises every day. I _________ them today because I’ve got a competition tomorrow. DO 4 Ann _________ the cello. She _________ since she was seven. PLAY 5 I _________ of running a marathon. I _________ it’ll be a great adventure. THINK

Grammar referencePresent simpleCzasu present simple używamy:

• mówiąc o czynnościach, które regularnie się powtarzają,

I often go to bed at 11p.m.

Owen plays football every Sunday.

• opisując stany lub okoliczności, które się nie zmieniają.

It snows here every winter.

Adult insects have six legs.

Present continuous Czasu present continuous używamy, mówiąc o:

• czynnościach i zdarzeniach, które mają miejsce dokładnie w chwili, gdy o nich mówimy,

She’s talking on the phone now.

• czynnościach i zdarzeniach powtarzających się w okresie obejmującym chwilę, w której o nich mówimy,

They’re studying algebra this semester.

• zachodzących zmianach.

Her English is getting better.

Z czasownikami wyrażającymi emocje/uczucia (hate, like, love), stany umysłu (believe, know, need, remember, seem, think, understand, want) lub postrzeganie zmysłowe (feel, hear, see) używamy czasu present simple, nawet jeśli odnoszą się one do zdarzeń lub stanów, które mają miejsce w chwili, gdy o nich mówimy.

He doesn’t believe me.

I hate getting up early.

Czasowniki tego typu to czasowniki statyczne.

Present perfect simple and present perfect continuous Czasów present perfect używamy, opisując czynności i sytuacje, które:

• miały miejsce w przeszłości, a ich skutek jest widoczny obecnie,

She has eaten all the crisps. (konsekwencja – nic nie zostało)

• rozpoczęły się w przeszłości i trwają do chwili obecnej. I have always hated Mondays. (nadal ich nienawidzę)I have been working here since 2005. (w dalszym ciągu tu pracuję)

Czasu present perfect continuous często używamy,opisując czynności nadal trwające lub powtarzające siędo chwili obecnej.

Z czasownikami statycznymi (np. like, believe) używamytylko czasu present perfect simple.

going to extremes


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11 Vocabulary Extreme adjectives and intensi� ers

1 Complete the sentences with the adjectives below.

exhausted freezing hilarious ✓ huge outstanding starving terrifying

1 We couldn’t stop laughing – it was hilarious . It’s the funniest � lm I’ve seen for ages. 2 Kate forgot our sandwiches and all the shops were closed so we couldn’t buy anything to eat. We were _________ by the time we arrived. 3 All the performances were good, but his was _________ . I’ve never seen such a talented actor. 4 We were all absolutely _________ because the central heating had stopped working. 5 Being lost in the jungle was a _________ experience. I’ve never been so frightened in all my life! 6 It was a simply _________ building. We walked around for hours before we found the right department. 7 I got up at six and we’ve been rehearsing non-stop all day – I’m _________ !

2 Complete the dialogues with extreme adjectives. 1 A: So, were you surprised? B: Surprised? We were absolutely amazed ! 2 A: So, was it hot there? B: Hot? It was absolutely _________ ! 3 A: Did you get wet? B: You can say that again. We were absolutely _________ . 4 A: Do you think she’s intelligent? B: Oh yes, she’s absolutely _________ . 5 A: Were the exam results bad? B: Bad? They were absolutely _________ . 6 A: Did he get angry? B: You can say that again. He was absolutely _________ . 7 A: Were they worried? B: Worried? They were absolutely _________ !

Grammar Past tenses

3 Underline the correct verb form. 1 Meryl Streep has received /received sixteen Oscar nominations, which is more than any other actress, but she has only won/ only won twice. 2 As a boy, the director Martin Scorsese watched/was watching several � lms a week. 3 Harrison Ford was working/worked as a carpenter for George Lucas, the director of Star Wars , when Lucas had o� ered/o� ered him a role in the � lm. 4 While he was preparing/had prepared for the � lm Fight Club, Edward Norton lost thirteen kilograms, which he put on/had put on before for American History X. 5 When Johnny Depp met Vanessa Paradis, it was love at � rst sight, even though he was dating/had been dating the British model Kate Moss for almost four years. 6 Quentin Tarantino became interested in � lm after he had dropped/had been dropping out of college because of bad grades.

4 ** Match the sentence beginnings 1–6 with the endings a–f. 1 He was a rich man 2 He was sent to jail 3 She trusted Adam 4 He � nally became an actor 5 She stopped working for six months 6 She got the role in the musical

a after he’d tried many di� erent jobs. b because she had impressed everyone with

her singing. c after her son had been born. d because his father had made a fortune in oil. e because she’d known him since childhood. f for something that he hadn’t done.


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5 *** Complete the text with the correct past tense forms.

Grammar Plus: Question tags

6 *** Add question tags. 1 He’s made about thirty � lms, hasn’t he ? 2 You haven’t been here before, _________ ? 3 They talk too much, _________ ? 4 There are some good ideas in this book, _________ ? 5 Help me get dressed for the concert, _________ ? 6 Let’s go to the cinema tonight,

_________ ? 7 I’m getting better at singing, _________ ?

In 1968, the actor Dustin Ho� man wanted to get the part of Ratso Rizzo, a homeless New York con man, in the � lm Midnight Cowboy . He 1 made (make) an appointment to meet the � lm executive in charge of the casting on a street corner in Manhattan. Before he 2 _________ (go) to the meeting, he 3 _________ (put on) some dirty old clothes. When the � lm executive 4 _________ (arrive) on the corner, a poor beggar 5 _________ (stand) there and 6 _________ (ask) people for money. The executive 7 _________ (pay) no attention to him. After he 8 _________ (wait) for a long while, the beggar 9 _________ (walk) up to him and 10 _________ (introduce) himself as Dustin Ho� man. He 11 _________ (get) the part, and the � lm 12 _________ (win) Academy Awards for Best Picture, Best Director and Best Screenplay.

Grammar referencePast simple and past continuous Czasu past simple używamy, mówiąc o zdarzeniach lub sytuacjach, które miały miejsce i zakończyły się w przeszłości.

They bought a house two years ago.

Czasu past continuous używamy, opisując czynności,które trwały w określonym momencie w przeszłości.

At midnight yesterday we were still � nishing o� the project.

Past perfect simple and past perfect continuousCzasów past perfect używamy, opisując zdarzenia, które miały miejsce przed określonym momentem lub wydarzeniem w przeszłości. Czasy te występują zwykle przy opisie zdarzeń z przeszłości w kolejności niechronologicznej – wtedy czas past perfect wskazuje, że dana czynność poprzedzała inne czynności (wyrażone w czasie past simple).

Suddenly I realised that I had lost all my documents. (drugie zdarzenie nastąpiło wcześniej niż pierwsze = najpierw zgubiłem dokumenty, a potem zdałem sobie z tego sprawę)

Forma (past perfect continuous)+ –

I/You/He/She/ It/ We/They

had (‘d) been waiting.

had not (hadn’t) been waiting.

? Krótkie odpowiedzi

Had I/you/ he/she/it/ we/they

been waiting

Yes, No,

I/you/he/she/it/ we/they

had.hadn’t.

Pytania szczegółoweHow long had you been waiting when she � nally turned up?

Zastosowanie czasów past perfectCzasu past perfect continuous używamy, gdy chcemy podkreślić, że czynność poprzedzająca inne zdarzenia w przeszłości trwała przez jakiś czas lub powtarzała się.When I met him, he had been working for our company for ten years.

Odpowiadając na pytanie How long?, zwykle używamy czasu past perfect continuous.I felt tired because I had been writing my essay for four hours.

Odpowiadając na pytanie How much/many?, zwykle używamy czasu past perfect simple.I felt tired because I had written six pages of my essay.

Z czasownikami statycznymi używamy tylko czasu past perfect simple.Before I met John, I had known his wife for over a year.

Question tagsPytania rozłączne (question tags), które dodaje się na końcu zdania, służą do potwierdzenia tego, co nam się wydaje. Tworzymy je za pomocą czasowników posiłkowych (be, have, do, will) lub modalnych (can, should) oraz właściwego zaimka osobowego, przy czym po zdaniu twierdzącym pytania te mają formę przeczącą, a po zdaniu przeczącym – twierdzącą.Mark worked with you, didn’t he?

W zdaniach rozkazujących i prośbach pytaniem rozłącznym jest „will you?”Open the window, will you?

W prośbach i propozycjach pytanie rozłączne nie ma formy przeczącej.


confi dence

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11 Vocabulary Reaching the top

1 Complete the text with the words below.

determination luck natural talent ✓ self-con� dence skills social network support

2 Complete the table.

Verb Noun Adjective

con� de 1 ___________ con� dent determine 2 ___________ 3 ___________– luck 4 ___________– 5 ___________ talentedsupport 6 ___________ 7 ___________– 8 ___________ exceptional network 9 ___________ – succeed success 10 ___________

Listening

3 2 Listen to an extract from a radio programme about Warren Bu� ett. Choose the correct answers. 1 Warren Bu� ett is now a the richest man in the world. b a millionaire. c a billionaire. 2 Warren Bu� ett a has given some money to charity. b has given most of his money to charity. c is not well-known for giving money to charity. 3 Who is organising the $600 Billion Challenge? a Just Warren Bu� ett. b Bu� ett and Bill Gates. c Bu� ett and Bill and Melinda Gates. 4 Who is being asked to contribute to raise

the money? a Ordinary Americans. b Rich people all over the world. c The 400 richest Americans. 5 People who contribute a can choose how their money is used. b can’t choose how their money is used. c don’t usually choose how their money is used.

4 2 Listen again and answer the questions. 1 How old was Bu� ett when he became

a millionaire? ________________________________________ 2 What percentage of his money is Bu� ett

giving away? ________________________________________ 3 Why did Bu� ett decide to give his money

away now? ________________________________________ 4 How many charities will the money go to? ________________________________________ 5 What percentage of their money do people

promise to donate? ________________________________________

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determination luck natural talent ✓ self-con� dence skills social network support

2 Complete the table.

Verb Noun Adjective Verb Noun Adjective Verb Noun Adjective

3 2

programme about Warren Bu� ett. Choose the correct answers. 1 Warren Bu� ett is now

abc

2 Warren Bu� ett abc

3 Who is organising the $600 Billion Challenge? ab

c 4 Who is being asked to contribute to raise

the money? abc

5 People who contribute a b

c

4 2

1 How old was Bu� ett when he became a millionaire? ________

2 What percentage of his money is Bu� ett giving away?

★

Are you good at acting? Have you got a 1 natural talent for performing? Then Norton School of Performing Arts is the perfect place for you!

At Norton, we:

★ give you all the 2 _________ you need to help you develop your 3 _________ as an actor.

★ help you improve your 4 _________ so you don’t feel nervous or frightened when you perform.

★ help you prepare for auditions for professional work – auditions are all about preparation, they’re not just a matter of 5 _________ and being in the right place at the right time!

★ help you develop your 6 _________ to succeed – you can’t give up at the fi rst obstacle!

★ show you how building a 7 _________ of contacts through the internet and acting agencies can help you succeed.

★ and on top of all this, you’ll get a fi rst-class, all-round education too!

So what’s stopping you? Come to Norton School – you won’t regret it!

Norton School of Performing Arts


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Reading

5 Look at the photo and read the text title and list of paragraph headings a–g in exercise 6. Choose the best answer. The text is about 1 how you can improve your football skills. 2 a football school that has been very successful. 3 the places where football is most popular.

6 Read the text and check your answer to exercise 5. Match the headings a–g with the correct paragraphs 1–6. There is one extra heading.a Great facilities b Small country, big success c A di� erent way of thinking d Top players all over the world e Life skills, not just coaching f Everybody loves football! g Founding a football training centre

7 Read the text again. Tick ( ✓ ) true, cross ( ✗) false or write (?) if there is no information. 1 □ The Ivory Coast has always produced a lot

of good footballers. 2 □ Guillou and Ouégnin started the academy

because there weren’t any good players in the ASEC Mimosa Football Club.

3 □ The academy students train for longer per day than students in many other countries.

4 □ The former manager of the England football team admires the ASEC Mimosa Academy.

5 □ The coaches and teachers at the school are all men.

6 □ Charles Silue doesn’t have a clear idea of what he wants to do in the future.

‘Football is my passion’

1 ___

Until recently, the Ivory Coast, a small country in West Africa, did not have a high pro� le in

international sport. It’s a poor country – of the population of twenty million, 25 percent live below the international poverty line of US $1.25 a day – but over the last ten to � fteen years it has produced so many world-class football players that the world has started to notice. So what’s the secret? How does the tiny Ivory Coast produce so many football giants? 2 ___ In 1993, Jean-Marc Guillou, a former French national footballer, became the new manager of ASEC Mimosa Football Club in Abidjan*. Guillou decided to start a training academy where talented young players would receive football coaching, as well as a more general education. So, he set up the ASEC Mimosa Academy with Roger Ouégnin, the club’s chairperson, to train the players of the future.

3 ___ In addition to well-equipped classrooms, the school has two excellent football pitches and gardens. The boys live at the academy and learn maths, history, geography, physics, French, English and Spanish as well as training for at least four hours every day – something which is just not possible in many European countries because of the weather. They also get free healthcare. 4 ___ Now, nearly twenty years later, graduates of the ASEC Mimosa Academy play in professional football teams across the globe: Kolo Touré, Emmanuel Eboue, Salomon Kalou, Didier Zokora, Yaya Touré – the list of international stars who were trained in the school is astonishing. The talented young boys who enter the academy are transformed into the kind of skilled professionals every club wants. Sven-Goran Eriksson, the former manager of the England team, recently called it the ‘most successful football academy in the world’.

5 ___ The academy director Walter Amman believes its success is because the football coaches and teachers try to help the boys develop as people, not just as footballers. ‘We try to protect them, and to teach them responsibility, to help them become men,’ he explains. 6 ___ For one of the students, fi fteen-year-old Charles Silue, success – both his own and that of the other students in the school – is all about attitude. Silue is determined, focused and self-confi dent, and he is also extremely talented. After he leaves the academy he wants to play for Barcelona, then for Manchester United. ‘Many young African players just think about money,’ he says. ‘They focus on that. But here we’re taught to think differently – to be responsible and concentrate on our objectives. Football is my passion. The money will follow.’

*Abidjan – the Ivory Coast’s biggest city


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11 Matura writing A narrative (1)

Useful language

Getting the reader’s attention Little did I know that it was going to be the best/worst/most frightening/most amazing day of my life.

Linking words all of a sudden … slowly … immediately … in the end … meanwhile …

Describing feelings I was absolutely/really/totally … amazed/terri� ed/delighted.

D escribing the main event To my horror/surprise/relief/amazement/despair …

Finishing the narrative It was the best/worst/most exciting/most frightening day/night of my life!

1 Read the narrative and answer the questions. 1 Why didn’t the snake bite her immediately? 2 How did she get to hospital?

2 Read the narrative again and underline the expressions the writer uses to: 1 hint to the reader that something unexpected

is going to happen. (paragraph 1) 2 hint to the reader that something bad is going

to happen. (paragraph 2) 3 introduce the main event in a dramatic way.

(paragraph 3) 4 describe how she felt when saw the snake.

(paragraph 3) 5 describe how she felt when she was going

down the mountain. (paragraph 4) 6 comment on the story at the end.

(paragraph 4)

Disaster on Kilimanjaro! Three months ago I went on an expedition to climb Mount Kilimanjaro in Africa. I love climbing and for years my dream had been to get to the top of Kilimanjaro. I had been training for six months and I was sure I could do it. Little did I know that disaster was about to strike.

The fi rst day passed without any incidents, but then my problems started. As we got higher, I found it more and more diffi cult to concentrate because there was less oxygen. I stopped looking at the ground, I could only think of reaching the summit.

All of a sudden, I heard a strange sound! I looked down – to my horror I was standing on a puff adder. I was absolutely terrifi ed. These snakes kill many people each year and I had my foot on one! Fortunately, my foot was near its head so it couldn’t bite me. I managed to jump onto a rock, thankfully, just out of reach. The snake tried several times to bite me, but then it disappeared. As I was climbing off the rock, I slipped and fell and shattered my ankle.

The other climbers managed to carry me down the mountain because they knew it would take rescuers a long time to arrive. I was in pain all the time and feeling sick and exhausted. At the bottom, a helicopter was waiting to take me to hospital. Thankfully, my leg was not permanently damaged and I am hoping to climb Kilimanjaro next year! My brother, who is an experienced climber, laughed at the story – once he stopped being worried about me. ‘You forgot the second rule of climbing, Sarah,’ he said, shaking his head. ‘The fi rst rule is “always fi nd a good hold for your hands” but the second is “watch your feet!”’

Sarah

1 W pierwszym akapicie określ kontekst opowiadania: przedstaw bohaterów oraz czas i miejsce opisywanych wydarzeń. Aby przykuć uwagę czytelnika, możesz zasugerować, że wydarzy się coś ekscytującego lub przerażającego.

2 W drugim akapicie opisz

zdarzenia, które prowadzą do najważniejszego wydarzenia w opowiadaniu. Upewnij się, że czytelnik zrozumie, jak do niego doszło.

3 W trzecim akapicie szczegółowo opisz najważniejsze wydarzenie. Zdania wykrzyknikowe dodadzą dramatyzmu. Pamiętaj, by opisać również konsekwencje przedstawionej sytuacji oraz uczucia bohaterów. Praca będzie ciekawsza, jeśli użyjesz różnorodnych przymiotników.

4 W czwartym akapicie przedstaw zakończenie. Aby było ciekawe, zacytuj słowa jednego z bohaterów lub dodaj swój komentarz.


5 Read the beginning of the narrative about the canoeing expedition. Put the sentences a–f from exercise 4 in the correct order 1–6 to tell the main events of the story.Last month I went canoeing with two friends, Jane and Simon. It was a beautiful day and the river was calm. We had no idea of the terrible adventure that was about to happen.1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 ___

6 Write the last paragraph of the story about the canoeing expedition. Include the information below. Use adverbials and expressions from the Useful language section. 1 what the people at the rescue centre did to

help (helicopter → hospital)2 what happened to Jane3 how the writer and Simon felt4 what happened afterwards/how the story ended

7 Read the strategies and use them to do the exam task given below. Choose one of the topics.

1 Opisz wydarzenia z opowiadania „Disaster on Kilimanjaro!” z punktu widzenia innego uczestnika wyprawy.

2 Przydarzyło ci się coś niezwykłego. Napisz opowiadanie o tym wydarzeniu i jego konsekwencjach.

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3 Complete the adverbials table below. One of the adverbials can go in two groups.

eventually gradually sadly ✓ strangely suddenly surprisingly ✓ thankfully to my horror unfortunately fortunately ✓ all of a sudden ✓

4 Rewrite the sentences using adverbials from the table in exercise 3. Pay attention to punctuation.a Jane hit her head on the rock.

(negative adverbial) To my horror, Jane hit her head on

the rock. b She was unconscious. (negative adverbial) ________________________________________ ________________________________________c We heard a terrible noise – Jane’s canoe had

hit a rock in the river! (time adverbial) ________________________________________ ________________________________________d There happened to be a rescue station close

by, so we carried Jane there. (feeling adverbial) ________________________________________ ________________________________________e Jane disappeared under the water, but she

appeared again. (time adverbial) ________________________________________ ________________________________________f We pulled Jane out of the water. She was still

breathing. (positive adverbial) ________________________________________ ________________________________________

cDescribing something Describing something positive negative1 ____________________ 3 ____________________2 ____________________ 4 ____________________ 5 ____________________

Talking about time Saying how you feel 6 ____________________ 10 ____________________7 ____________________ 11 ____________________8 ____________________ 12 ____________________9 ____________________

fortunately

all of a sudden

sadly

surprisingly

Opowiadanie• Przeczytaj uważnie temat wypowiedzi.

Spisz najważniejsze informacje, które chcesz uwzględnić (kto? co? gdzie? kiedy? dlaczego? jak?).

• Podziel notatki na cztery akapity.

• Przygotuj listę przydatnych słów i wyrażeń oraz zastanów się, gdzie ich możesz użyć.

• Przeczytaj swoje opowiadanie. Zastanów się, czy możesz je poprawić, stosując bogatsze słownictwo lub więcej struktur gramatycznych (np. czasów przeszłych).

• Policz wyrazy w opowiadaniu, a następnie sprawdź tekst pod względem gramatycznym, ortogra�cznym i interpunkcyjnym.


SpeakingTalking about photographs (1)

1 Look at the photo and complete the text with the words and phrases below.

look makes me is related to ✓looks as though shows how seem

This photo 1 _is related to_ the topic of happiness and having fun with other people. It shows a group of teenagers. I’m not sure where they are – perhaps at school. They might be students from the same school or university.It 2 __________ they are having a good time. They’re standing close together and they’ve got their right hands all piled together. They 3 __________ like they are friends and they 4 __________ very happy. The photo 5 __________ think of my friends from school. We spend a lot of time together at school and in our free time. For me, the photo 6 __________ important having friends is for being happy.

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Expressing an opinion (1)

2 Look at the survey results and complete the dialogue. Put the words in order to make sentences which express opinions. A: How would you de� ne success in life? What do you

think makes a person successful? B: being happy./my mind/is/To/thing/ the most important 1 ___________________________________________ ___________________________________________ A: Why is that? B: successful/unhappy./I see it/The way/

not really/is that you’re/if you’re 2 ___________________________________________ ___________________________________________ A: I don’t think anyone disagrees with that! C : a good relationship/If you/with your family/

is most/important./ask me 3 ___________________________________________ ___________________________________________ A : Do you think so? C : the most./the people who/Don’t/they are/ can

support you/forget that 4 ___________________________________________ ___________________________________________ A: Do you agree? D: important./opinion/education/In my/is more/ a good 5 ___________________________________________ ___________________________________________ C : Why do you think that? D : without a good education./get a good job/ bear in

mind that/You have to/it’s di� cult to 6 ___________________________________________ ___________________________________________

To my mind, being happy is the most important thing.

How would you defi ne success in life?

Asked of US teens aged 13–17

Happiness/Content ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ 15%

Having goals ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ 10%

Good job/Having a job ★ ★ ★ ★ ★ ★ ★ ★ ★ 9%

Having a good relationship ★ ★ ★ ★ ★ ★ 6% with family

Rich/making good money/ ★ ★ ★ ★ ★ ★ 6% having enough money

Hard work/trying your best ★ ★ ★ ★ ★ 5% Being educated ★ ★ ★ ★ ★ 5%

matura real time


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