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ENTERTAINMENT
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 IN THIS UNIT YOU LEARN HOW TO:
• talk about habits
• describe films, books and music
• politely disagree with opinions
• talk about pictures and art
• tell stories and discuss plots

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SPEAKING

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1 Work in pairs. Look at the photo and discuss
the questions.
• Where do you think the place is? Would you want

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to read in a place like this? Why? / Why not?
• Do you usually take a book with you when you’re

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travelling or do you prefer e-book readers?
• What’s the nicest or most unusual place you’ve
spent time reading?

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2 Change partners. Tell each other about your
other interests and how you spend your free
time. Think about TV, music, films, sport and
hobbies. Find five things that you have in
common.

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Unit 1  Entertainment  7

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A QUESTION OF TASTE
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LISTENING 3 In Exercise 2, find:
1 Listen to the answers to eight questions
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H 1 two ways we talk about a past habit.
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such as Do you read much? or Do you watch TV 2 one verb that describes a current habit – it means
much? Listen and decide which Do you … much? usually or generally.
questions were asked. 3 two other structures we use to talk about current
habits.
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GRAMMAR 4 phrases that mean always, (not) normally, sometimes

and almost never.
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 Check your ideas on page 166 and do Exercise 1.

Habits
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We use the present and past simple and a number of 4 Complete the sentences about your own leisure
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different structures such as tend to and used to to talk interests. Then find out about your partner. How
about habits. We use words and phrases such as rarely, all much do you have in common?
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the time and not as much as I’d like to to show how often. 1 I … all the time.
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2 I don’t … as much as I used to because …

2 Listen and complete the sentences with the
2
3 I tend to … at the weekends and now and again I …
expressions and structures used to talk about
habits. 4 As a rule, I don’t … , but I will if …
1 I don’t during the week, though. 5 I used to … a lot. I’d …
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2 Yeah ! My headphones are glued to  For further practice, see page 166 and do Exercise 2.
my ears.
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3 Not as much , because I really love 5 Write five Do you … much? questions about other
it. areas.
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4 , to be honest. I guess I might in the Think about:

summer.
• work
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5 I don’t pay much attention to it most of the time.

a big game, if there’s one on. • study
6 Yeah, I guess so. I usually play football on a • holiday
Wednesday and I go running . • eating
7 No, . I tend to watch films on • family
demand through my TV at home.
Then find out about your partner. Use some of
8 Not as much as I  . I was addicted to
this online game, until my parents banned me. the structures from Exercise 2 in your answer.
I sometimes play for five hours a day!

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 VOCABULARY Describing films, music DEVELOPING CONVERSATIONS
and books
Disagreeing politely
When we describe things, we often use pairs of adjectives You heard the speakers disagree with viewpoints like this:
that have similar meanings to emphasise what we mean.
We sometimes repeat the same adverb with each adjective. Yeah, I guess, but, to be honest, I’m not that keen on action
movies.
It’s very moving – just very, very sad.
It was all a bit too weird for my liking.
It’s great, absolutely amazing.
As I say, it’s not really my kind of thing.

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The Hunger Games was well-made / not bad, I suppose,
6 Complete the sentences with these words. but …

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awful disturbing hilarious uplifting When disagreeing with someone’s tastes, instead of saying
catchy dull over-the-top weird directly I don’t like it or it’s really weird, we often soften our
commercial gripping responses by using phrases such as I’m not that keen on,
I guess, I suppose, to be honest, for my liking, etc. We also

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1 It does nothing for me. It’s quite boring, quite use a bit to soften negative adjectives.

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.
2 It’s one of those tunes that’s very easy to remember 12
Look at three short conversations. Soften B’s
– very . responses using some of the ideas above.
3 It’s – just really, really funny. 1 A: I’m really into 60s music. The Beatles, The

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Stones, stuff like that.
4 It didn’t do much for me. It’s typical big-budget
Hollywood – very . B: Yeah? I don’t like it. It’s the kind of stuff my
dad listens to.
5 I can’t explain it. It’s really strange – really .
2 A: Do you like Tarantino? I love his films.
6 It’s just too much for my liking – really .

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B: He’s all right, but I’m not keen on his films.
7 You can’t stop reading. It’s so exciting, so !
They’re very over-the-top.
8 It’s good, but it’s quite upsetting – quite .
3 A: Have you ever read any Paulo Coelho? His
9 It’s a really inspiring story, really
10 Don’t go and see it! It’s dreadful, absolutely
. H books are fantastic.
B: I’ve read one. It was OK, but it didn’t do much
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. for me.

PRONUNCIATION PRONUNCIATION
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7 3 Listen to the sentences from Exercise 6. 13

5Listen to the example conversations.
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Notice when you stress the adverb. Repeat Notice the stress and intonation. Repeat them.
the sentences.
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Write some responses to these sentences,
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disagreeing politely. Practise them in pairs.

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8 Write at least two words or phrases that you

1 I love Harry Potter and stuff like that.
associate with each adjective in the box in
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Exercise 6. 2 I’m really into opera. It’s fantastic.

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awful – leave before the end / hate / waste of money 3 I love any reality TV show.
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9 Tell a partner the words you thought of. Your

partner should guess the adjective.
CONVERSATION PRACTICE
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Work in pairs. Have conversations about your
LISTENING
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habits using the guide below. Then swap roles.

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4 Listen to two people talking about films and
Ask question: Do you
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decide which statement is true. read / listen to music /

1 They agree on everything. go to the cinema /
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2 They agree on most things. watch TV much? Answer, giving as full an

3 They don’t agree on very much. answer as possible.
Ask follow-up question:
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4 They don’t agree on anything. What kind of stuff are

you into? What other things do you
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4Take notes about the two speakers to read / watch? etc.
answer these questions. Listen again to check. Have you ever seen /
1 Do they go to the cinema much? read …?
Don’t you find it a bit …?
2 What kind of films are they mainly into? etc.
3 Have they seen any films recently?
  1 To watch the video and do the activities, see the DVD-ROM.
4 What did they think of them?

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 IN THE PICTURE
SPEAKING 4 Which of these sentences about the painting do
you agree with?
1 Read the quotations about art. Then discuss in
1 The main character has his back to the viewer, which
pairs what you think each quotation means. How creates a feeling of mystery.
far do you agree with each one? Explain why.
2 He looks as if he’s thinking about killing himself.
Art is the lie that enables us to realise the truth.

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3 He’s obviously a sad and lonely man.
Modern art = I could do that + Yeah, but you didn’t.
4 He seems to be the most important thing in the
 dvertising is the greatest art form of the 20th
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painting.
century.
5 He appears to be looking for something better than
Art is what you can get away with. what he has.

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The urge to destroy is also a creative urge. 6 He looks very proud. I get the impression he feels
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explanation. 7 He looks like a very wealthy man.
 rt never responds to the wish to make it democratic; it
A 8 It must be somewhere in Europe. It could well be
is not for everybody; it is only for those who are willing France.
to undergo the effort needed to understand it.

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5 Cover Exercise 4. Complete the sentences about
other paintings using words and phrases from
VOCABULARY Talking about pictures Exercise 4.
2 Look at the painting below. With a partner, 1 I think it could be Spain or Italy in
discuss who the character might be and what

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this picture.
you think is happening.
2 Everyone looks they’re having a
really good time in this picture.
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really upset.
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4 They’ve just moved in and are
redecorating the whole flat, from the look of it.
5 They all be students. That looks
a university canteen to me.
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6 Everyone in this picture to be

queuing or waiting for something.
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LISTENING
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6 Work in pairs. Use language from Exercises 3

and 4 to discuss the following questions.
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• What do you think the portraits on page 11 show?

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• Who do you think the people in the two paintings

might be?
3 Read the definitions. Discuss which adjectives • How do you think they’re feeling – and why?
could describe the painting above.
• What might the connection between the two works
1 Bold colours are very bright, strong and clear, be?
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whereas subtle colours are not strong or bright.

They’re softer and more delicate. 7 6 Listen to a guide in a gallery telling visitors
about the two paintings on page 11. Which five
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2 If a painting is conventional, it’s traditional and not

new or different in any way. adjectives from Exercise 3 does the guide use?
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3 If a painting is dramatic, it contains a lot of exciting 8 6 Listen again. Answer the questions.
action.
1 Where was the artist from?
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4 If it’s atmospheric, a painting creates a special mood

– such as a feeling of romance or mystery. 2 Was he well known when he was alive?

5 Abstract paintings show an artist’s feelings or 3 In what way are the two paintings connected?
thoughts, whereas realistic paintings show real 4 In what way might the viewer’s first impression of the
objects or events. paintings be wrong?
6 If it’s ambiguous, the meaning of the work isn’t clear 5 Why did the painter include the globe and the
– it’s open to interpretation. Turkish rug?
7 An intimate painting shows private moments in 6 Why did the painter include the two paintings within
someone’s life. these paintings?

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GRAMMAR 4
but
, some people will just think it’s
some will like it and it may even
,

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9 Look at these examples from the talk in change the way they think. (obvious / hopeful / weird)
Exercise 7. Then work in pairs to complete 5 , Picasso’s work was quite realistic, but
the rules below.
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more
became more and
. (experimental / gradual / initial)
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6 There is a debate about these
Adjectives and adverbs Chinese prints, because, well, , they were
Adjectives stolen before they were donated to the museum.
(frank / heated / amazing)
a symbol of the difficult, stormy nature of love
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she looks calm and content

Adverbs PRONUNCIATION
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Look carefully and you’ll notice that …

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Listen and notice the stress on the
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These may look like fairly conventional, fairly realistic
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adverbs and the slight pause that follows.

pieces,
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Repeat the sentences.

Sadly, though, he died at the age of 37.
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 For further practice, see Exercises 2–4 on page 167.

1 Adjectives are often used before / after nouns.
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Adjectives are also often used before / after the

verbs be, look, become, seem, get, taste, etc. to
describe the subject of the verb.
SPEAKING
2 Most adverbs are formed by adding to 12
Work in pairs.
the adjective, but some have the same form as the Student A: look at the painting in File 1 on
adjective: fast, hard and later. Adverbs can be used page 184.
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to modify verbs, , other adverbs and

whole clauses or sentences. Student B: look at the painting in File 17 on
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page 192.
 Check your ideas on page 166 and do Exercise 1. Make notes on the following:
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Complete the sentences using the adjectives in • what’s happening in the painting
brackets. Change the adjectives into adverbs • the impression and feelings you have about it
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where necessary. • information about the painter and/or people in the

1 , van Gogh sliced his ear off picture (you can invent this if you want)
while suffering from depression. • additional comments you want to make about the
(severe / famous) painter and/or the painting. Start some comments
2 The painting was damaged in a with adverbs such as Interestingly, Sadly, Actually,
fire and, , it couldn’t be restored. etc.
(severe / unfortunate)
Now present the picture to your partner.
3 This landscape is by the British artist,
Kieron Williamson. , he was only nine
when he painted this. (amazing / lovely)
Unit 1  Entertainment  11

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 TELLING TALES
READING
1 Work in pairs. Discuss the questions.
• Have you read a book or seen a film recently where
the ending was quite predictable? What happens in
the story?

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• How did you know what was going to happen?
• Did you still enjoy the story? Why? / Why not?

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2 Read the first part of a review of a book about
why we tell stories. Answer the questions.

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1 Why does the writer claim we often find films
predictable?

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2 Does the author think this is a problem or not? Why?
3 For one of the ‘overcoming the monster’ stories
mentioned, think about:
a what or who is the monster or baddie?

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b what community is threatened?
c what challenge does the monster present?
d what special weapon does the hero have?
e does the monster have a fatal flaw?

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f how or where is the hero trapped and how does
he escape?
g what is the final reward?
3 Look at the names of four of the other plots.
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Check the words in bold in a dictionary.
Then discuss which sentences might go with
which plot.
• Comedy • Voyage and Return
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• Rags to riches • Tragedy

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1 The central character is destroyed by committing

suicide or by a relative of the victim seeking
revenge.
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2 People disguise themselves (including men as 5 Explain each plot you read without looking at
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women and vice versa) or pretend to be someone the texts. Your partner should say the name of a
story with that plot.
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different.
3 The hero is living in poverty or being bullied by a
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6 Work in pairs. Discuss the questions.

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baddie.
1 The two other plots Christopher Booker describes
4 The hero encounters a problem which reveals a are called Quest and Rebirth. What do you think they
dark side to the new world. might involve?
5 The couple are bound to get together but can’t 2 Do you agree with Booker that the best stories follow
see it. the basic plots? Why? / Why not?
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6 The baddie asserts their power or society presents 3 Can you think of any stories that don’t follow these
an obstacle preventing the hero becoming plots? What do you think of those stories?
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successful.
7 Back in the normal world, the hero has gained a new
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insight that makes them a better person. LISTENING

8 The hero gets away with the bad deed and enjoys 7 8 Listen to someone explaining a story. Try
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the rewards. to decide what plot it fits.

4 Work in pairs. You will each read 8 Think of a book, film or other story you like
about two plots. Check your ideas from which might fit one of the plots. Explain the
Exercise 3 and tell your partner. story. Your partner should ask questions to
Student A: read the text in File 2 on page 185. help you. When you have finished, your partner
Student B: read the text in File 7 on page 186. should guess the name of the story and/or the
kind of plot.

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 HEARD IT ALL BEFORE
Ever been watching a film or reading a book and
had the feeling you’ve heard it all before? You
know the boy’s going to get the girl, the baddie
– the bad guy – is going to lose or be killed, or
the team will win their last game. What’s really
surprising is that we don’t have this feeling more
often, because, according to Christopher Booker’s

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brilliant book Why We Tell Stories, nearly all
stories are based around just seven basic plots and

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in each plot we see the same character types and
the same typical events over and over again.
Take the first plot, which Booker calls Overcoming

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the Monster. Stories of this kind all have several
common features.

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1 A community is threatened by a monster or
‘baddie’ and a hero is called to save it. The
hero prepares to meet the monster and is

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either given a special weapon or learns about
a particular weakness that the monster has –
its fatal flaw.
2 The hero approaches the monster and initially

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everything goes according to plan.
3 The hero confronts the monster for the first
time and is frustrated. They realise the huge
challenge that the monster presents.
4 There is a nightmare stage. The hero is
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trapped and faces death.
5 Finally, the hero makes an amazing escape,
succeeds in destroying the monster usually
with the help of their special weapon or by
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exploiting the monster’s only weakness. They

are rewarded and order is restored.
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You can see these features in ancient myths like Perseus these plots because they fulfil a deep psychological need for
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killing Medusa or George and the Dragon, religious stories love and moral order. Indeed, where stories don’t follow these
like David defeating the giant Goliath, modern tales like plots, we may find them unsatisfying or they may reveal issues
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Dracula or Harry Potter, and films such as Jaws, Star Wars in the author and society that produced them.
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or in James Bond movies. Booker argues that we don’t tire of

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Unit 1  Entertainment  13

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