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ETHAN MANSUR
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Author’s acknowledgements
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Ethan would like to express his deep gratitude to his wife, Antonia,
et al., An Evaluation of the Left-Brain vs. Right-Brain Hypothesis
and his two children, Lola and Dylan, for their continued support and
with Resting State Functional Connectivity Magnetic Resonance
inspiration. And he would also like to thank Amanda French and Roy
Imaging (14 Aug, 2013), PLOS ONE © 2020 PLOS, DOI: 10.1371/
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CONTENTS
Student’s Book Contents IV
Introduction VI
1 Aiming high TB1
2 Times change TB15
Ready for Use of English TB29
3 Gathering information TB33
4 All in a day’s work TB47
Ready for Reading TB61
5 Getting on TB69
6 All in the mind? TB83
Ready for Listening TB97
7 Feeling good TB101
8 This is the modern world TB115
9 Going places TB129
Ready for Speaking TB143
10 Home is where the heart is TB147
11 Cultural values TB161
12 The world about us TB175
Collocation Revision Units 1–12 189
Ready for Writing Key TB190

STUDENT’S BOOK CONTENTS
Language focus Vocabulary Word formation Pronunciation
1 AIMING HIGH Modal verbs: Might, could, Challenge and achievement Nouns Word stress: nouns
page 1 may and can Spelling
Adverbs of degree
2 TIMES CHANGE Talking about the past Changes Consonant sounds:
page 15 Nouns in formal English /ʧ/, /ʤ/, /ʃ/ and /ʒ/
READY FOR USE OF ENGLISH page 29

3 GATHERING Present and future Information and research Adjectives Sentence stress
INFORMATION conditionals
page 33 Hypothetical situations
4 ALL IN A DAY’S Gerunds and infinitives Point, use, purpose and Intonation: rising
WORK Comparisons advantage and falling tone
page 47 Body and movement idioms
Phrasal verbs
READY FOR READING page 61

5 GETTING ON Reference, substitution and Verb + noun collocations Contrastive stress
page 69 ellipsis Relationships
Relative clauses
6 ALL IN THE Passives 1 Intelligence and ability augh and ough

MIND? Passives 2 Phrases with thought
page 83
READY FOR LISTENING page 97
7 FEELING GOOD Reported speech Risk and health Verbs Connected speech:
page 101 intrusive /w/, /j/
and /r/
8 THIS IS THE Determiners and pronouns Cost and amount Connected speech:
MODERN WORLD Future forms Verbs formed with up, down, catenation
page 115 over and under
9 GOING PLACES Creating emphasis Describing an adventure Alternatives from Chunking

page 129 Anger the same prompt
word
READY FOR SPEAKING page 143

10 HOME IS WHERE Participle clauses Noun Describing places Connected speech:
THE HEART IS phrases Expressions with house and elision
page 147 home
11 CULTURAL Inversion Sight Nouns formed with Connected speech:

VALUES in, out, up, down assimilation
page 161 and back
12 THE WORLD Conjunctions and linking Expressions and phrases with Consonant clusters
ABOUT US adverbials work
page 175 Modal verbs: must, need, Adverbs expressing attitude
should and ought to or opinion
READY FOR WRITING page 190

Collocations page 189 Additional materials page 200 Ready for Grammar page 212
iv
Reading and Use of English Writing Listening Speaking
Part 5 Multiple choice Part 1 Essay Part 1 Multiple choice Part 1 Interview
Part 3 Word formation Part 2 Informal email Part 2 Long turn
Part 8 Multiple matching Part 2 Review Part 2 Sentence completion Part 1 Interview
Part 2 Open cloze Part 2 Proposal Part 4 Multiple matching Part 3 Collaborative task
Part 1 Multiple-choice cloze Part 4 Further discussion
Part 7 Gapped text Part 2 Report Part 3 Multiple choice Part 1 Interview
Part 3 Word formation Part 1 Essay Part 1 Multiple choice Part 2 Long turn
Part 2 Open cloze
Part 4 Key word transformation
Part 6 Cross-text multiple matching Part 2 Formal email or letter Part 4 Multiple matching Part 1 Interview
Part 4 Key word transformation Part 1 Essay Part 2 Sentence completion Part 3 Collaborative task
Part 4 Further discussion
Part 2 Long turn
Part 8 Multiple matching Part 2 Proposal Part 3 Multiple choice Part 1 Interview
Part 1 Multiple-choice cloze Part 2 Report Part 1 Multiple choice Part 2 Long turn
Part 2 Open cloze Part 3 Collaborative task
Part 4 Further discussion
Part 5 Multiple choice Part 1 Essay Part 4 Multiple matching Part 1 Interview
Part 3 Word formation Part 2 Review Part 2 Sentence completion Part 3 Collaborative task
Part 4 Key word transformation Part 4 Further discussion
Part 5 Multiple choice Part 2 Review Part 3 Multiple choice Part 1 Interview
Part 1 Multiple-choice cloze Part 2 Informal email Part 3 Collaborative task
Part 6 Cross-text multiple matching Part 4 Further discussion
Part 3 Word formation
Part 7 Gapped text Part 2 Report Part 2 Sentence completion Part 1 Interview
Part 2 Open cloze Part 2 Proposal Part 4 Multiple matching Part 3 Collaborative task
Part 1 Multiple-choice cloze Part 4 Further discussion
Part 4 Key word transformation Part 2 Long turn
Part 8 Multiple matching Part 1 Essay Part 2 Sentence completion Part 1 Interview
Part 3 Word formation Part 2 Review Part 3 Multiple choice Part 2 Long turn
Part 2 Open cloze
Part 6 Cross-text multiple matching Part 2 Informal email Part 4 Multiple matching Part 1 Interview
Part 1 Multiple-choice cloze Part 2 Report Part 3 Collaborative task
Part 3 Word formation Part 4 Further discussion
Part 4 Key word transformation Part 2 Long turn
Part 7 Gapped text Part 2 Proposal Part 1 Multiple choice Part 1 Interview
Part 3 Word formation Part 2 Review Part 3 Multiple choice Part 3 Collaborative task
Part 2 Open cloze Part 4 Further discussion
Part 5 Multiple choice Part 1 Essay Part 2 Sentence completion Part 1 Interview
Part 1 Multiple-choice cloze Part 2 Formal letter Part 4 Multiple matching Part 2 Long turn
Part 2 Open cloze
Audioscripts page 240 Answer key page 252
v
INTRODUCTION
Welcome to Ready for C1 Advanced, a course 12 THE WORlD ABOuT uS
Reading and Use of English Part 5 Multiple choice

THE WORlD ABOuT uS
12
consisting of both print and digital components 1 SPEAK What conservation projects have you heard of that are happening in your
country? What are the aims of these projects?
2 You are going to read a magazine article about an approach to conservation called
rewilding. For questions 1–6, choose the answer (A, B, C or D) which you think fits
designed to help students prepare for Cambridge

best according to the text.
1 What does the writer say about the term ‘rewilding’?
A It may be understood differently by people helping ecosystems to recover.
B It is often used inaccurately by opponents hoping to spread misinformation.
English Qualifications: C1 Advanced.

C It has been rejected by people who depend on agriculture for a living.
D It fails to describe the range of activities environmentalists are engaged in.
REWILDING
2 What is the writer doing in the second paragraph?
A explaining why habitat restoration is important
B describing some of his childhood experiences
C prioritising species that should be protected
D dismissing a view about habitat restoration
3 What does the writer suggest about the benefits of rewilding in the third paragraph?
A They will become more obvious as environmental problems worsen.
O N E ST E P AT A T I M E
B They are hardly worth the investment regional authorities must make. Rewilding, in essence, is a simple concept: areas of The notion of rewilding has certainly caught the public eye in Britain,
Student’s Book/Digital Student’s Book

C They are clearly evident in some groups in society. wilderness are identified for restoration, native animals and journalists have played their part in this. Some have warned
and plants are re-introduced, and natural processes about the potential dire consequences, and accused rewilders of
D They are not what some people might imagine them to be.
take over. The term itself was coined in the 1990s by being naïve at best, and extremists at worst. Others have written
4 The writer is concerned that some British journalists American conservationist Dave Foreman, a founding with more enthusiasm, heaping praise on such schemes as releasing
A overlook the achievements of rewilders doing work in other countries.
member of The Rewilding Institute. But language, much beavers back into English streams and voles into Scottish rivers.
like nature, undergoes continuous transformation, Devoting attention to efforts like these is no bad thing, yet rewilding
B cannot distinguish rewilding from other kinds of conservation project.
reshaping and refining. To some, rewilding now is something different altogether: an entire ecosystem becoming
C do not focus sufficiently on rewilding ventures that are small-scale. incorporates the idea of building ‘corridors’ so that self-regulatory and self-sustaining. Furthermore, if the public and
Each of the 12 units in the Student’s Book provides

D produce articles on rewilders that are sometimes disrespectful in tone. species can cross from one area of wilderness to another, policymakers are to be persuaded of the merits of rewilding, they
as they would have done in pre-human times. To others, must be confident that journalists are providing the full picture. In
5 The writer uses the example of Oostvaardersplassen to it is about letting ‘natural chaos’ take over; meaning any Spain’s Guadarrama hills, for example, wolves appear to be breeding,
A stress the importance of consulting different experts. human interference is prohibited. Certainly it provokes to the joy of conservationists, and to the consternation of shepherds,
B criticise a policy that led to a decline in certain species. alarm amongst farmers and landowners, so much so some of whom have already lost sheep and cattle to these predators.
a balance and variety of activity types aimed at

C highlight a challenge that rewilding advocates are facing.
that some committees overseeing restoration projects Honest discussion about this kind of issue is required.
are reportedly avoiding the word altogether. Rewilding projects, it has to be said, do not always go as planned.
D question the emotional response of people opposed to rewilding.
Why might the average person be drawn to the idea of Even when they do, the results are controversial. Oostvaardersplassen
6 In the final paragraph, what point does the writer make about rewilding? rewilding? The reason is not, as some critics have implied, is a case in point. Once a vast industrial zone, it is now a nature
A It requires strong-minded people to lead others. nostalgia. Most of us can’t say, ‘Ah yes, where did all those reserve east of Amsterdam in Holland, where red deer, horses
improving students’ general English level. The exam

Adonis Blue and Red Admiral butterflies go, that were and cattle roam free, and a variety of small mammals and insect
B It may one day be considered as a normal activity.
once so common in my back garden?’ or ‘How I miss the species thrive. Not so long ago Oostvaardersplassen was held up
C It is more complex than other environmental issues. nightingale song I used to hear in my local woods.’ We as a rewilding success story, internationally renowned amongst
D It requires more research in order to be widely accepted. cannot recall things that are beyond living memory, let ecologists. Then, following a particularly harsh winter, numbers
alone a time when wild pigs and deer ran rampant through of the larger animals plummeted. While those in charge of
sections include a variety of tip boxes which

3 SPEAK Take part in a discussion about rewilding. Listen to the instructions your
forests. Indeed, we need not be remotely sentimental to see Oostvaardersplassen simply saw evidence of natural processes, many
teacher gives you.
why biodiversity is desirable. ordinary Dutch citizens were appalled at the losses. How to make the
There are numerous benefits to rewilding. At the most ‘circle of life’ more acceptable to wider society will be no easy task for
pragmatic level, without healthy ecosystems, our crops will pioneers in the rewilding movement.
fail and obviously we will not survive. A viable food chain
develop the language and skills students need to be

The idea that we should allow nature to reclaim parts of our
must start with pollinators, such as bees and hoverflies. landscape is, at the moment, far more divisive than say, any
Intensive farming, however, has largely eliminated the proposal for reducing plastic waste or tackling the illegal ivory trade.
wildflowers they feed on and turned much of our landscape Few people would be blind to the advantages of limiting plastic
into lifeless soil. Only by reintroducing missing insects, consumption or argue against protecting elephants from poachers.
plants and animals can we reverse this trend. And if hard-
successful in the exam.

Yet not so long ago, no-one gave a second thought to these
nosed sceptics are worried that rewilding comes at a cost things. It took the incredible efforts of a few passionate, principled
to the taxpayer, they should note the income derived from individuals to educate the majority of us through long campaigning
wildlife tourism for struggling rural communities, as is and evidence-based argument. Hopefully, fifty years from now,
apparent in parts of Scotland, Finland and France, where with ecosystems flourishing again, people will question why our
ospreys, bears and vultures have been returned respectively. generation ever saw rewilding as controversial.
178 179
9781380018076 Ready For Advance_SB_withAKBLEED.indb 178 05/03/2021 16:26 9781380018076 Ready For Advance_SB_withAKBLEED.indb 179 05/03/2021 16:26
READY fOR GRAMMAR

READY FOR GRAMMAR 4 Gerunds and infinitives
1 There is a mistake in one sentence in each pair. Find the mistake and correct it.
4 Gerunds and infinitives feeling
The Language focus sections contain a referral to

A The infinitive with to is used: • after the following verbs + the preposition to: 0 a You can’t help to feel sorry for John, losing his job like that.
• to express purpose. to adapt/adjust to, admit to, confess to, get round to, b The company says it’ll help him to find another job. 5 a As soon as I get to work all the phones start ringing.
I went out to get some fresh air. get used to, look forward to, object to 1 a I’ve been made to feel welcome in my new job. b They don’t stop to ring all day.
• after some adjectives. She confessed to being surprised by her success. b They let me to leave early so I can pick up my son. 6 a I don’t mind to go to the office meal tonight, …
the Ready for Grammar section with notes and

It’s not easy to find work these days. If the subject of the main verb and the gerund is different, 2 a It’s taken me time to adjust to share a desk. b … but I really don’t feel like making a speech.
an object (pronoun) or possessive adjective is used. b I still can’t get used to sharing a desk. 7 a I advised him to buy a new suit for his interview.
• after to be, to give orders or express arrangements.
I couldn’t imagine him eating something like this. 3 a It’s not worth to make an effort in a poorly paid job. b I also recommended to have a haircut.
You’re to stay here until I get back.
We appreciate your coming to tell us so quickly. b And there’s certainly no point taking work home. 8 a We were to have received a pay rise this year.
• after would hate/like/love/prefer.
extra activities at the back of the book.

D The following verbs can be followed by the gerund or 4 a We appreciate your agreeing to give a talk. b Management have admitted to have broken their
Would you like me to do it now?
the infinitive with to with no change in meaning: promise to increase salaries.
• after agree, appear, arrange, ask, attempt, choose, b We would like you are our guest for dinner.
begin, can’t bear, continue, hate, intend, like, love,
decide, demand, deserve, expect, help, hesitate, hope, 2 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given.
prefer, start
learn, manage, offer, prepare, pretend, refuse, seem, Use between three and six words, including the word given.
threaten She suddenly started singing/to sing.
0 She will often panic if there is a problem.
If you need any help, don’t hesitate to contact me. E The following verbs can be followed by the gerund or
the infinitive with to, but with a change in meaning: TENDENCY
• after the following verbs + object: advise, allow, ask,
forget, mean, regret, remember, stop, try She has a tendency to panic if there is a problem.
challenge, enable, encourage, expect, force, help,
intend, invite, order, persuade, recommend, remind, • The infinitive is used with remember, forget, regret 1 I was surprised when he said he wouldn’t work overtime.
teach, tell, urge, warn and stop when the act of remembering, etc comes REFUSAL
My family encouraged me to go to university. first. The gerund is used when it comes second. His as a surprise to me.
If advise and recommend are used without an object, I must remember to post this letter later. 2 Don’t bother to read that book.
the gerund is used. I distinctly remember posting the letter yesterday. WORTH
I recommended applying to King’s College. Her car broke down and no one stopped to help her. It that book.
• after ability, attempt, capacity, chance, decision, I’ve stopped eating chocolate. 3 Vicky’s not interested in applying for the leadership position.
desire, determination, effort, failure, intention, need, When regret is followed by the infinitive with to, it is
11
DESIRE
opportunity, permission, plan, proposal, refusal,
11
normally used with verbs such as say, tell and inform.
right, tendency, way, willingness. Vicky for the leadership position.
This use is formal.
4 He tried very hard to stop eating junk food.
REVIEW
Her refusal to accept his ideas led to his decision to We regret to inform you that your application has been
resign. unsuccessful. EFFORT
B The bare infinitive (without to) is used:
• after modal verbs.
• try + infinitive with to means attempt. try + gerund
means experiment with.
He
5 I’m very grateful that you came at such short notice.
up eating junk food. REVIEW Reading and Use of English Part 2 Open cloze
For questions 1–8, read the text below and think of the word which best fits each gap.
I shouldn’t eat this really, but I can’t resist it. Please be quiet – I’m trying to sleep. APPRECIATE Use only one word in each gap. There is an example at the beginning (0).
• after had better, help, let, make, would rather/sooner. If you can’t sleep, try using earplugs. I really at such short notice.
We’d better go home now – it’s very late. • mean + infinitive with to means intend. mean + 6 I found it impossible not to laugh when he said that.
Reading and Use of English Part 3 Word formation
In the passive, make is followed by the infinitive with to. gerund means involve.
I’ve been meaning to write to you for ages.
HELP For questions 1–8, read the text below. Use the word given in capitals at the end of some PHOTOGRAPHIC PORTRAITS
We were made to do all the dirty jobs. I when he said that. of the lines to form a word that fits in the gap in the same line. There is an example at the
Changing jobs also meant changing house. beginning (0). The most famous portraits are now created by photographers
C The gerund is used: 7 If you don’t leave now, you’ll miss the bus.
• as the subject, object or complement of a clause or • need + gerund expresses a passive meaning, while BETTER rather (0) THAN painters, and the people
need + infinitive with to has an active meaning. (1) the lens are as celebrated as the sitters in
sentence. You don’t miss the bus. Frida Kahlo 1907–1954
The plant needs watering. / I need to water the plant. front. But are the images they produce of celebrities worthy of
Playing golf is fun, but I find watching it rather boring. 8 I find it difficult to remember names.
• require + gerund expresses a passive meaning. Frida Kahlo is now (0) WIDELY regarded as one of Mexico’s greatest WIDE serious art exhibitions? Will they (2) looked back
• after prepositions. DIFFICULTY on as a true record of the age?
require + a direct object is followed by the infinitive artists. Drawing (1) from Mexican folk culture and also INSPIRE
We thought about going to France this year. I names.
with to. A passive form is also commonly used. her German ancestry, Kahlo produced a body of work celebrated for its Critics say fashion photographers lack artistic depth and
• after have difficulty/problems, there’s no/little point, 9 My parents made us apologise to our neighbours for breaking their window. brilliant colours, deeply personal and (2) elements, and use BIOGRAPHY integrity, (3) of which are necessary to be a
The document requires formatting.
it’s no good/use, it’s (not) worth … of symbolism. true artist. Their defenders say their approach is little different
We were required to fill in a form. MADE
It’s no use asking him – he won’t know the answer. While growing up, Kahlo was more interested in (3) matters SCIENCE from (4) of respected portrait artists throughout
We sorry to our neighbours for breaking their window.
• after admit, adore, advise, anticipate, appreciate, Nouns followed by the infinitive than art, but in 1925, her life took a sudden and (4) direction. FORESEE the ages, from the German Hans Holbein to English painter Sir
10 She complained about the bad treatment her brother had received.
avoid, can’t help, can’t stand, consider, delay, deny, Some abstract nouns can be followed by a to-infinitive. After being injured in a bus accident, she had to (5) numerous GO Joshua Reynolds. Just (5) court artists in the past,
detest, dislike, enjoy, feel like, give up, imagine, BEING operations and was confined to bed. During her slow recovery, she began photographers in modern times work to a tight timetable and
She has a tendency to put herself down during interviews.
involve, keep, mind, miss, postpone, practise, prevent, She objected treated so badly. painting self-portraits, using a specially made easel and a mirror placed above rarely have time to get to know their sitter.
propose, put off, recommend, resent, resist, risk, The decision to move overseas was a difficult one.
it so she could see herself. From this point onwards, Kahlo used art to explore For a painter like Reynolds, this was (6) much
Simon showed little willingness to assist us. Go back to page 50.
suggest. the themes of identity, (6) and the human body. EXIST the case. It is known that he (7) hold up to eight
I resent having to do all the housework myself. While Kahlo’s work was admired during her lifetime, it was not until the 1970s, sittings in a day to finish a work on time. Not (8)
when her work was rediscovered by art (7) , that it began to HISTORY the 19th century did the idea emerge that art should not be
receive international attention. Now Kahlo is an icon to many people facing commercially based.
220 221
and attempting to (8) personal difficulties. COME
Writing Part 2 Review
You see the following announcement on a website, Events 360.
Send us a review of an exhibition you have recently visited. What was the
focus of the exhibition? How well informed were you by the end of your visit?
Who do you think this exhibition would appeal to?
Write your review in 220–260 words.
For more information on writing reviews, see page 198.
At the end of every unit, there is a two-page Review Vocabulary

Complete the sentences with the correct form of a verb from the box.
containing revision activities and exam style tasks.

break catch come keep look suffer take turn
1 On tonight’s programme we’ll be a critical look at education.

2 out for a present for Luke when you go shopping tomorrow.
3 Their hopes of winning the championship a serious setback on Saturday,
when they lost at home to United.
4 She peered out into the audience, hoping to sight of her mother.
5 A cheer went up on deck as the harbour into view.
6 Toys should be out of sight all the time a child is eating.
7 Thousands of people out to catch a glimpse of the president as he toured
the region.
8 Tensions grew between the two nations until finally war out in March.
172 173
3 REVIEW
Pronunciation Sentence stress

7 REVIEW
Pronunciation Connected speech: intrusive /w/, /j/ and /r/

1 3.3 Only some of the words in a sentence are stressed, as shown in 1–8. Listen and 1 7.2 In connected speech, an extra, ‘intrusive’ sound is sometimes added to link vowel
repeat the sentences, taking care to stress only those words marked with a square (▪). sounds in two consecutive words. Look at these examples, then listen and repeat.
1 My energy levels are always higher in the morning.
1 If you’d lent me your bike, I would have got there sooner.
/j/ /r/ /r/
2 If you will keep talking, it’s no wonder you can’t concentrate. 2 I’m usually too exhausted to go out in the evening; I tend to stay at home.
3 How am I supposed to help you, if you won’t answer your phone? /w/ /w/ /j/ /j/
3 Checking social media is the first and last thing I do each day. We all have
4 If you would just let me explain, I’m sure you would change your mind.
our addictions. /r/ /w/ /j/
5 If it weren’t for my savings, I wouldn’t be able to survive. /r/
Every unit also has a Pronunciation lesson with

6 If only it would rain; the grass in my garden is completely dry. 4 If I were on a diet and I saw a piece of chocolate, I’d probably eat it; I have no
willpower.
7 Had you been paying attention, you might have understood my instructions.
/r/ /r/ /j/
8 I wish I could’ve gone to the concert with you. 5 Although I do exercise regularly, I don’t enjoy it very much.
/w/ /w/ /j/
listening and practice exercises, and games

2 In 1–4, decide whether each sentence is True or False. Use examples from Exercise 1
to justify your answers. 2 SPEAK Work in pairs. How true are the statements in Exercise 1 for you?
1 Content words, such as nouns, main verbs, adjectives and adverbs, are
usually stressed. 3 Read the information about connected speech and intrusive sounds in the box.
2 Positive forms of auxiliary verbs are never stressed.
Connected speech: intrusive /w/, /j/ and /r/
designed to help avoid common C1-level

3 Negative forms of auxiliary verbs are never stressed.
In connected speech, when one word ends with a vowel sound and the next word
4 Other grammar words (prepositions, articles, pronouns) are not usually stressed.
starts with another, we often insert a /w/, /j/ or /r/ sound to link them.
3 SPEAK Work in pairs. Complete the sentences with a word or short phrase and • /w/ is inserted when a word ends with these sounds:
practise saying them with the correct pronunciation.
/uː/ you are /әu/ go on
pronunciation errors.
1 If people will follow the news all day long, it’s no wonder they feel . • /j/ is inserted when a word ends with these sounds:
2 If smartphones had been invented a hundred years earlier, . /iː/ the end /ei/ pay it /ai/ high enough /oi/ boy and girl
3 I wish people would stop . If they did, the climate might improve. • /r/ is inserted when a word ends in the letter r or re, or the vowel sounds /ә/ or /oː/.
4 If only we had more information about ; we might be able to more eggs four apples /ә/ media and news /oː/ law and order
.
5 If it weren’t for the internet, we .
4 In 1–5, draw ( ) between the words where you think there will be an intrusive sound
4 SPEAK Compare your sentences with those of another pair of students. Do you agree and write the sound.
or disagree with each other’s sentences?
1 The only exercise you ever get is when you go into the kitchen for something to eat.
5 SPEAK Chain game. Work in large groups. Take turns to say the first clause of a 2 We shared a tray of tea and cakes and talked through our ideas for a new office.
conditional. The other students in the group have to take turns adding second 3 I want to draw a picture of the sky at night, but I have no idea at all how to go about it.
clauses to the sentence for as many times as possible. The person who cannot think
of a second clause must come up with a new first clause. Remember to stress the 4 If the expression ‘we are what we eat’ is true, then I’m not sure I like who I am!
correct words. 5 We were on our way to our dance class when we saw a deer in the park.
Student A: If we hadn’t forgotten the map … 5 7.3 Listen to check your answers to Exercise 4.
Student B: … we wouldn’t have got lost …
Student C: … and we wouldn’t have run out of petrol … 6 SPEAK Work in pairs. Take turns to read the sentences in Exercise 4 aloud.
Student D: If I were president … 7 SPEAK Find your way through the maze by finding words linked by /j/.
THE READY fOR WRITING READY fOR WRITING

ENTRANCE pay up three each you all throw out
Writing Part 2 Formal email or letter Writing Part 2 Informal email or letter
go in lie in no other glue it
You are the social secretary at a language school for international students. The local newspaper has recently made You recently took part in an activity which you enjoyed very much. A friend of yours has written to you expressing an
several negative comments on relations between international students and local people which you consider to be unfair. interest in the activity and asking how it went. Write a letter telling your friend about the positive and negative aspects of
the actor buy apples draw it too easy You decide to send an email to the editor of the newspaper. Your email should explain why the comments were unfair and your experience, encouraging him/her to take part in a similar event.
invite local people to an event at the school.
Model answer
lay out high up he ate we are Write your email.
Model answer
too often you own go on fry eggs Dear Gerard
relevant opening
reference to a previous Thanks for the letter. What a coincidence that we’ve both taken up bird-watching! It paragraph, providing
formal register To the Editor letter
THE EXIT lead-in to rest of
46 114 was fascinating to read about how you got into it.
letter
I am writing with regard to your article ‘Poor International Relations’, which appeared in
After my week in Spain watching migrating birds, I’ve become completely hooked – so
last Saturday’s edition of your newspaper. I should like to make it clear to readers that Reason for writing
much so, in fact, that I’ve already signed up for next year’s trip. It’d be great if you came
the comments made do not apply to all language schools in Easton.
along, too, as I know you’d get just as much out of it as I did.
appropriate use of Firstly, the impression your writer gave of poor relations between students and their encouraging friend to
linking devices Apart from one leader who was a bit unhelpful, everyone was so friendly, and really keen
host families is certainly not true of Lambert College, where I am social secretary. take part throughout the
to share their knowledge. There must have been about 15 different nationalities in our letter
In fact, the reason why our students are rarely at home is that they are kept
campsite, with everyone giving out open invitations to go bird-watching with them in
extremely busy during the day. In addition to the normal timetable of classes, the
reasons why the their countries. English was the main language of communication, so if you did decide
college offers students a full programme of social and cultural events throughout their
comments were unfair to go next year, it’d be a wonderful opportunity for you to practise the language.
stay. Seldom does a day go by without a trip to a sporting event, a theatre or a place use of phrasal verbs
of historical interest. The extremely positive feedback we receive from students on You’d also be able to show off your cooking skills, and pick up a few tips from others. I’ve
negative aspects offset
their host family experience is further evidence of excellent relations. never eaten such a huge variety of international dishes in such a short space of time! by positive aspects
The food more than made up for the rotten weather we had on some days. As did the
I must also disagree with the suggestion that schools do nothing to promote
number of new birds I saw – far too many for me to mention. There would have been even
The book also contains five Ready for sections,

understanding between students and the community. Indeed, I would like to take this
the invitation to more if I’d had a more powerful pair of binoculars!
opportunity to invite all Eastoners to attend Lambert College’s annual Open Day on
an event – with
Saturday, 25th August from midday onwards. This event includes the chance to expansion and detail Still, I know for next year. And so do you! I’ve enclosed an application form and, as you can
observe an English class in progress, an international buffet with dishes prepared by see, it’s in Turkey, which I know you’ve been dying to visit … Let me know what you decide!
students and a number of team competitions. appropriate ending
All the best
which provide students with information, advice

desired outcome I very much hope you will print this email in your newspaper and we look forward to
seeing a high turnout at the Open Day. Alex
Yours faithfully
and practice on each of the four papers in the

Przemyslaw Sokolowski Task
You recently went on holiday to a place which you enjoyed very much. A friend of yours has written to you
expressing an interest in the place and asking what it was like there. Write a letter in 220–260 words, telling
Task your friend about the positive and negative aspects of the place, encouraging him/her to go there next year.
examination.
You recently stayed at a hostel with a group of teenage students from the college where you work as Events
Organiser. The hostel manager has emailed you complaining about the students’ behaviour and saying that
students from your college will no longer be able to stay there. Useful language for informal letters
You decide to send an email back to the hostel manager. Your email should explain what happened during your Beginning the letter Advising
stay and say why the manager should change his decision. Great/Lovely to hear from you (after so long). Whatever you do, make sure you …
Write your email in 220–260 words. Thanks (a lot) for the letter. It’s (not) worth / There’s no/little point + gerund
Useful language for formal letters/emails Sorry to hear about your … I’d / I wouldn’t … if I were you.
Sorry I haven’t written / been in touch for so long. You’d be much better off + gerund
Reason for writing Introducing points
Persuading Ending the letter
I am writing with regard/reference to … (I feel) I must also (dis)agree with …
You’d get so much out of it. Write back soon and let me know how it goes.
I am writing to express (my concern about / I should also like to point out that …
It’d be a wonderful/marvellous opportunity for you to … Looking forward to hearing from you.
disappointment with / disapproval of / apologies for) … Your (article) states that … However, …
Just think of (all the people you’d meet). Can’t wait to see you again.
I would like to draw your attention to / point out that … Request for action
Just imagine how it would (improve your CV), not to (Give my) love/regards to …
I would appreciate it / be grateful if you would … mention (the money you could earn). Signing off
I look forward to receiving/seeing …
Friends: All the best / Best wishes / Bye for now
I trust / very much hope you will …
Close friends or relatives: Lots of love / All my love / Love
194 195
vi
INTRODUCTION
10 10
HOME IS WHERE THE HEART IS
HOME IS WHERE THE HEART IS A Just as importantly, there’s plenty of space. There’s a gym, yoga room, a library and a
large communal kitchen on every floor. The arts-and-crafts studio is stuffed with creative
paraphernalia, while the residents themselves turned one space into a workshop,
complete with tools and equipment. Don’t forget!
B ‘We hope that people see that youngsters from other countries are not to be feared and
Reading and Use of English Part 7 Gapped text that you can have totally normal relationships between youngsters, the elderly and other It’s a good idea to
people,’ says Curovic of Sällbo’s ultimate goal. ‘We want that to spread to society in underline linking
You are going to read a newspaper article. Six paragraphs have been removed from the words and phrases
article. Choose from the paragraphs A–G the one which fits each gap (1–6). There is one general and increase the willingness to integrate. And it’s starting to happen.’
at the beginnings
extra paragraph which you do not need to use. C The project is administered by Helsingsborgshem, a not-for-profit housing company,
and ends of
and stems from an idea they had in 2016 amid concern about loneliness among older
paragraphs, which
groups. Swedes are fiercely independent – young people start living alone earlier than
Workbook/Digital Workbook
seem to show
‘IT’S LIKE FAMILY’: the Swedish housing experiment

anywhere in Europe – a trait that continues into old age, with many elderly people opting
connections with
to remain in their own homes.
other paragraphs.
D The two are referring to their new home, Sällbo, a radical experiment in
designed to cure loneliness multigenerational living in Helsingborg, a small port city in southern Sweden. Its name
combines the Swedish words for companionship (sällskap) and living (bo), and neatly
If you find a
paragraph that
seems to fit in a
Erik Ahlsten is unequivocal. ‘This is the best community,’ says Ahlsten, ‘and the mix of people works encapsulates the project’s goals – to combat loneliness and promote social cohesion by
gap, make sure it
accommodation I’ve ever had.’ His friend very well.’ Bacharach agrees. Since moving in, he’s joined the giving residents incentives, and the spaces, for productive interaction.
works with both
E Of course, intergenerational living carries the risk of some tensions breaking out but,
The Workbook has 12 units which provide

and neighbour Manfred Bacharach is equally gardening group, the Sunday night movie club and learnt to the paragraph
enthusiastic. ‘I really like this way of living,’ he says. play canasta. so far, they have been minimal. Helsingsborgshem appointed a full-time ‘host’ to ‘feel before and after it in
‘It’s very much my cup of tea.’ the atmosphere and deflate tension,’ says Curovic – but they’ve had precious little to do. the text.
4
Indeed, mutual respect and understanding have flourished.
1 Even the main lounge on the ground floor is a When you’ve
F As a result, Sällbo has attracted attention both within Sweden and internationally. Three finished, look
multifunctional space, with hi-fi equipment, table football
consolidation of the language presented in the

Sällbo consists of 51 apartments spread over four floors of municipalities are working on directly implementing the concept, and many more are
a refurbished retirement home. More than half of the 72 and a piano, donated by one of the residents so that ‘everyone carefully at the extra
can experience its joy’. considering similar ideas. A delegation from Canada visited in February, while others paragraph to make
residents are in their 70s, like Ahlsten and Bacharach; the rest
Ali Soroush, 21, an Afghan refugee, arrived in 2015. from Italy, Germany and South Korea have been in touch regarding study missions. sure it won’t fit in
are aged 18–25. All were selected after an extensive interview
process to ensure a mix of personalities, backgrounds and He says Sällbo reminds him of his own culture, with G So a plan was hatched to mix the two, with younger Swedish people acting ‘as a bridge’. any of the gaps.
values, and all had to sign a contract promising to spend at people – particularly different generations – living and ‘They are closer in age to the refugees, but closer in terms of culture and language to
corresponding unit in the Student’s Book. Each unit

least two hours a week socialising with their neighbours. socialising together and helping each other out. ‘The whole the older people,’ says Curovic. ‘We hoped they would bring them together.’
building is like a family,’ he says.
2
Yet a sense of isolation poses a real danger to health and 5 Language focus Participle clauses
remains prevalent among retirees. ‘Our research showed But while all Sällbo residents feel the responsibility to
also contains further exam practice and skills work.

that elderly people were feeling isolated from society and moderate their behaviour and be more tolerant of others, 1 Rewrite the sentences using participle clauses. There is an example at the
were very lonely in their everyday life,’ says Dragana Curovic, Isabel Tomak-Eriksson, a young Swedish resident, says it’s far beginning (0).
the project manager at Sällbo. ‘They were only mixing with from boring. There are parties all the time – every weekend
others of the same age.’ it’s someone’s birthday or some celebration. 0 She didn’t want to hurt his feeling, so she avoided the question.
At the same time, the 2015 refugee crisis meant organisations With loneliness on the rise and considered a genuine health Not wanting to hurt his feelings , she avoided the question.
There are useful Phrasal verb and Word formation

like Helsingsborgshem were under pressure to house risk, projects such as Sällbo are seen increasingly as a holistic 1 They bought the house for £200,000 and sold it five years later for £1,000,000.
growing numbers of people who were struggling to integrate solution to isolation – including the isolation of entire
They bought the house for £200,000, .
with – and win acceptance from – Swedish society. groups, such as refugees, from the rest of society.
2 I came home last night and found someone who was trying to break into my house.
3 6 I came home last night and found .
Soroush has seen this change first-hand. ‘In my old
Lists at the back of the book.

Although less than a year old, the arrangement seems to 3 Because I’m quite a lazy person, I pay somebody to clean my flat.
be working for young and old. Ahlsten and Bacharach have apartment building, even after one and half years, I didn’t
been cooking communal dinners, doing repairs and odd jobs, know any of my neighbours,’ he says. ‘But here, from day one, , I pay somebody to clean my flat.
and driving people around. In return, the younger residents you know everyone. It feels like home.’ 4 The bank has agreed to lend us the money, so we can go ahead with our purchase.
help with modern technology and social media. ‘It’s a real
, we can go ahead with our purchase.
5 If you treat this garden furniture regularly with wood preserver, it should last
a lifetime.
, this garden furniture should last a lifetime
6 Because most of my income is going on my flat, I have very little to live on.
With , I have very little to live on.
7 I don’t know the first thing about gardening because I’ve never lived in a house with
a garden.
Never , I don’t know the first thing
about gardening.
76 77
6 All IN THE MIND?
Listening
ALL IN THE MIND?
time to think of ideas with a classmate. In open

6 9781380052490_Unit10.indd 76 20/05/21 4:18 AM 9781380052490_Unit10.indd 77 20/05/21 4:18 AM
class, elicit their ideas to the board. Make sure

1 Books closed. Lead into the topic of the listening by they have mentioned important task information,
telling students that you have been having trouble like the fact that it’s always a monologue, as well
sleeping recently and you’d like some advice. Put as exam strategies like trying to predict the type of
students into pairs and give them a couple of minutes information that is missing. Play the recording twice.
to come up with ideas. Books open. Students discuss For any answers they get wrong, refer students to the
the questions in pairs. Note that students could Audioscript on page 244 (see below). Ask them to
also talk about friends or family members who have determine the exact source of the problem – was it a
distractor, mishearing a word, unfamiliar vocabulary?
Teacher’s Book
experienced this type of problem.
In open class, lead a discussion about how this type
2 6.2 After students read the task instructions, of mistake might possibly be avoided in the future.
focus them on the Don’t forget! box. Then ask them
to imagine they are giving advice to a student who 3 Students carry out the SPEAK exercise in pairs.
has never done this type of listening task before. Conduct brief open class feedback.
What suggestions would they give? Allow students
Teaching tip
The Teacher’s Book is interleaved with pages of the

To help students develop the skill of listening for detail, and again until they are able to identify the correct
you may want to try the following micro-listening answer. Another option is to isolate the sentences
Listening Part 2 Sentence completion activity. After students have finished a Listening Part containing the answer and carry out a short dictation
2 task and you are eliciting the answers to the board, activity, where you play the recording (or simply read it
1 SPEAK Work in pairs. Discuss the following questions. instead of correcting a wrong answer and moving on, yourself) and students have to copy down exactly what
Student’s Book. The answers to all of the Student’s

Don’t forget!
stop and return to the recording. Have students listen they hear.
Write the actual words 1 Have you ever suffered from any sleep disorders such as insomnia or sleepwalking?
to the one short section containing the answer again
which you hear in 2 What might cause some people to have difficulty sleeping?
the recording.
2 6.2 You will hear a student called Belinda Cooke talking about her involvement in a
AUDIOSCRIPT normal routine that had to be recorded. There’s a
Book activities are annotated on the exercises,

sleep study. For questions 1–8, complete the sentences with a word or short phrase.
school of thought that links insomnia to a lack of
physical activity, so I had to wear a fitness tracker –
Listening Part 2 Sentence completion something I often do anyway. The thing was, I was
Ex 2 expected to note down my food intake, and it would
6.2
Belinda Cooke
Q4 often slip my mind to do that.
reading texts and audioscripts.

Hello everyone. I’m Belinda Cooke. I recently
took part in a sleep study and I’m here to tell Finally, I got to spend a night at the sleep centre.
When I was shown my room, I was struck by the
Sleep Study
you about my experience. I volunteered for the
Ex 2 absence of natural light. There’s just a lamp by
study because I suffer from insomnia – a sleep
Q5 the bed. Then there’s the noise – the hum of the
disorder that’s thought to affect about 10 per
cent of the population. For sufferers like myself, it equipment – but I’d been warned about that.
The procedural notes offer support to teachers on

means you have real problems falling asleep, and After I’d got into bed, a medical student attached
Belinda believes that (1) [extreme] stress first caused her to suffer sleep staying asleep. lots of electrodes to my legs, my arms, and my
problems. Well, my insomnia began when I was working for head, and an oxygen monitor to my finger, which
Ex 2 I barely noticed. The next thing was a face mask.
When Belinda used to wake up at night, she relied on (2) breathing exercises to an airline, and it’s true that international flights do Q6 It was horribly tight and I couldn’t imagine how I’d
help her relax. trigger the problem for some cabin crew. In my
how to deliver the lesson. There are also Teaching

Ex 2 case, it was extreme stress, a reaction to something ever doze off with it on. I was thinking, hang on, on
Belinda explains that (3) gender is rarely an important factor when Q1 unrelated to my working conditions. I just couldn’t second thoughts, do I really want to spend the night
applying for a sleep study. like this? But I went through with it, that night, and
switch off at night.
Belinda admits it was difficult to keep a proper record of her (4) food intake two more. When the study results came through,
After a few months, the problem hadn’t gone away.
for an entire month. it turned out that I was getting more sleep than
tips and ideas for Extra activities.

I know that audiobooks are considered to be quite Ex 2 I’d estimated. The news came as a relief, frankly.
The fact that there was no (5) natural light in her sleep centre room good at getting people off to sleep, but I was Q7 It meant I didn’t have to worry so much. The only
surprised Belinda. worried they’d disturb my flatmates. Instead I’d do
disappointing thing was that I couldn’t go back for
Belinda was concerned that the (6) face mask the medical student put Ex 2 some breathing exercises, and while I wouldn’t say
further observation.
Q2 they got me back to sleep, at least they reduced
on her would prevent her from falling asleep. So how can insomniacs improve the quality of their
my anxiety.
Belinda says it was a (7) relief to hear the results of her sleep study sleep? The researchers recommended no blue
Then I heard about a local sleep study. When you
from the centre’s researchers. light from screens before bedtime. And it goes
apply to be a volunteer, you have to fulfil certain
Belinda remains curious about the effect of (8) bacteria on the quality without saying that caffeine products will keep you
Ex 2 criteria. Gender is by and large irrelevant. It’s
of her sleep. Q3 personal details such as your weight researchers
buzzing into the small hours. But I already avoid
those things. Currently I’m looking into the scientific
are interested in, and what age range you fit into. Ex 2 theory that bacteria is a factor – the kind that usually
Any family history of disorders would be significant Q8 live happily inside the human body. It’s yet to be
too. For the first month of the study I was just
3 SPEAK Work in pairs. Would you consider taking part in a sleep or bed rest study? proven, though.
based at home, but there were aspects of my
Why/Why not?
90 TB90
9781380018076 Ready
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On-the-go practice
The Student’s App allows learners to practise
and perfect the language and exam skills in the
Student’s Book.
It also features 60 quick-fire Are you ready?
questions to help students with practical tips to
prepare for their exam day.
10 10
HOME IS WHERE THE HEART IS
HOME IS WHERE THE HEART IS 3 Some adjectives for describing rooms and buildings often form part of a pair with
others with a similar or related meaning. Match each adjective (1–8) with another
(a–h) to form pairs. The first one has been done for you.
1 bright and a cheerful
Classroom Presentation Kit

2 light and b dingy
Vocabulary Describing places 3 neat and c cheerful
1 Work in pairs. Read the query about moving to London and the two responses below. Use the context to work out 4 dark and d cosy
the meaning of the words in bold. 5 warm and e airy
6 cramped and f stuffy
Profile New posts Most popular Trending 7 cheap and g tidy
8 hot and h cluttered
4 SPEAK Use the pairs of adjectives in Exercise 2 to describe the following: The Classroom Presentation Kit,
your bedroom a hotel room a local café your place of work/study
When I first left home, I rented a house with a friend of mine. The bedrooms were bright
and cheerful, but the kitchen was very …
accessible through the Teacher’s
Speaking Part 3 Collaborative task
Here are some things that might affect a person’s decision to move to another city.
App, is designed to be displayed
on an interactive whiteboard (IWB)
Talk to each other about how these things might affect a person’s decision to move to
another city.
employment/study Things that might affect a cultural activities
or projected onto a wall. It enables

opportunities
person’s decision about whether
I’m moving from Madrid to London. Should I stay in Angel
or not to move to another city
Islington or Shoreditch?
Ana Maria Lopez
14 September 12.09 pm family and
friends
cost of living
safety and security teachers to play audio or show
interactive Student’s Book and
It all depends on your preferences. Angel Islington is charming, leafy and there are some amazing pubs,
theatres and canal walks. It’s definitely more upmarket than Shoreditch – meaning rent can be steep, so it’s
mainly middle-aged professionals that live there. Shoreditch is a bit run-down in places, but it’s a lot more Now decide which of these things might have the least influence on a person’s decision
edgy than Islington and has more going on. Out of the two, I’d say Angel Islington – if you can afford it. It’s to move to another city.
Workbook activities in class.

really only a stone’s throw away from Shoreditch – so you can easily walk to the parties and restaurants in
Shoreditch. Useful language
Ben Adams Phrases for referring to experience

14 September 02.44 pm In my experience/case, I’ve always found that (living in a city) is …
Shoreditch is one of my favourite neighbourhoods. It’s got real character, and the whole vibe is young and
laid-back – with people just hanging out in coffee shops and socialising. Excellent bus connections mean it’s
Personally speaking, I would say that (living in a city) can be …
To be honest, I think that …
I’ve heard other people say that …
It is user-friendly and presents the
lesson clearly to the whole class.
handy for travelling into the city. That said, if you have children, maybe this isn’t the place for you because I’ve read some articles on this subject, and it seems that …
things can get a bit rowdy with the nightlife. That’s not to say it has any dodgy streets – it’s all relatively safe.
Not having much experience myself, I’d guess/imagine that …
But if you want a more family-friendly area, Angel Islington might be better – with more green spaces, and
modern chains rather than trendy retro shops.
Francesca Smith
14 September 06.31 pm
Speaking Part 4 Further discussion
SPEAK Discuss the following questions.
The Answer-by-answer reveal enables
1 What might be the benefits of moving to a city you don’t know well?
2 Some people think living in a city can be a lonely, stressful experience. What do you think?
3 How far do you agree that you need a lot of money to enjoy living in a city?
teachers to elicit student responses
2 SPEAK Work in pairs. Discuss the following questions.
and check answers one by one.

4 What does a city need in order to be regarded as a good place to live and work?
1 Would you rather stay in Angel Islington or Shoreditch? Why?
2 Compare two neighbourhoods that you know well. How would you describe them?
148 149
vii
INTRODUCTION
INTRODUCTION
Resource Centres
Welcome to Ready for C1 Advanced, a course designed to Test
Each Generator
unit includes one or more Language focus sections,
help you prepare for Cambridge English Qualifications: which revise the main grammar areas, together with
The Resource Centres contain Wordlists with definitions,
C1 Advanced. Teachers can
Vocabulary slotscreate
whichtests or use
will help youthe prebuiltyour
increase tests to
word
IPA and example sentences. They also include Speaking assign
store. to students. There are unit tests, and mid- and
This book contains a wide range of activities aimed at
exam videos and accompanying Worksheets, all course end-of-course tests for each level, testing vocabulary,
improving your English and developing the language and Amanda French
Audio, Answer keys and Audioscripts. grammar, word formation and each part of the exam.
skills you need to pass the examination. Roy Norris
Overview of the Examination

Reading and Use of English 1 hour 30 minutes Listening about 40 minutes
Part Task Type Number of Task Format Part Task Type Number of Task Format
Questions Questions
1 Multiple-choice 8 A text with 8 gaps; there is 1 Multiple 6 Three short unrelated
cloze a choice of 4 answers for choice extracts from exchanges
each gap. between interacting speakers.
For each extract there are two
2 Open cloze 8 A text with 8 gaps, each of
multiple-choice questions,
which must be completed
each with three options.
with one word.
2 Sentence 8 A monologue lasting around
3 Word formation 8 A text with 8 gaps, each
completion 3 minutes. Candidates write
of which must be
a word or short phrase to
completed with the
complete sentences.
correct form of a given
word. 3 Multiple 6 A conversation between two
choice or more speakers, lasting
4 Key word 6 Gapped sentences that
approximately 4 minutes.
transformation must be completed using
Multiple-choice questions
a given word.
have four options.
5 Multiple choice 6 A text followed by
4 Multiple 10 Five short monologues on
multiple-choice questions
matching the same theme, each lasting
with four options.
approximately 30 seconds.
6 Cross-text 4 Four short texts followed There are two tasks. For each
multiple by multiple-matching task candidates select the
matching questions. These require correct option from a choice
candidates to compare of eight.
opinions and attitudes
expressed in the texts.
Speaking 15 minutes
7 Gapped text 6 A text from which
paragraphs have been Part Task Type Time Task Format
removed. Candidates
1 Interview 2 minutes Candidates give personal
decide which paragraph
information in response
best fits each gap.
to questions from the
8 Multiple 10 A text preceded by interviewer.
matching multiple-matching
2 Long turn 4 minutes Each candidate compares
questions, which require
two pictures for about
candidates to find specific
1 minute, and comments
information.
on the other candidate’s
pictures for about
Writing 1 hour 30 minutes 30 seconds.
3 Collaborative 4 minutes Candidates are given
Part Task Number of Task Format
task instructions with written
Type Tasks
prompts, which they use for
1 Essay 1 Candidates write an essay discussion (2 minutes), and
(compulsory) based on two points from a then a decision-making task
choice of three. They explain (1 minute).
which of the two points is more
4 Further 5 minutes The interviewer leads a
important, giving reasons for
discussion discussion which is related
their opinions.
to the topic of Part 3.
2 3 (candidates A task with a clear context,
choose one) purpose for writing and target
reader. Possible tasks are an
email/letter, proposal, report, or
review.
IV
viii
1 AIMING HIGH
AIMING HIGH
1
This first unit deals with the
themes of ambition, challenge
and achievement. This, and
every other unit of Ready
for C1 Advanced, gives the
students the opportunity to
improve their reading, writing,
listening and speaking skills.
All the tasks are thematically
connected. The grammar and
vocabulary are taken from
the reading and listening
exercises, and students have
the chance to consolidate
this new language through
controlled and freer practice.
AIMING HIGH
Read the unit objectives to
the class.
KEY LANGUAGE Speaking Part 1 Interview

Modal verbs: Might, could, may and can Work with a partner. Discuss the questions.
Adverbs of degree
1 How long have you been studying English?
Challenge and achievement
2 What is the most challenging aspect of
Nouns learning English?
Spelling 3 What do you hope to achieve by the end of
this English course?
PRONUNCIATION 4 How important is it to you to do well in your
work or study?
Word stress: nouns 5 Talk about a different kind of challenge you
have faced. How did it make you feel?
EXAM PRACTICE How to go about it
Reading and Use of English Parts 3 & 5
• Develop your answers by giving reasons
Writing Parts 1 & 2 or examples.
Listening Part 1 • Do not learn long pre-prepared answers.
Speaking Parts 1 & 2 You are likely to sound unnatural and
you may not answer the questions
appropriately.
9781380018076 Ready For Advance_SB_withAKBLEED.indb 1 05/03/2021 16:22
SPEAKING Part 1 Interview your students this sort of question at the beginning
of the course, because it provides you with useful
First, have students look at the picture and ask them information about your students. This can inform
to consider how the boy feels and what emotions where to focus your attention during your lessons.
this picture is supposed to inspire in the viewer.
Then refer students to the How to go about it box. ONLINE MATERIALS
Model question 1 by giving an example of an answer
that is too short, such as Three years, and one with Random topic collocations (Teacher’s Resource
a full answer: I studied English at school but I was Centre)
getting a little rusty, so I started taking lessons again Get to know your exam (Teacher’s Resource Centre)
three years ago. Elicit a too short answer and a full Unit 1 Test (Test Generator)
one for question 2. Then have students discuss the Unit 1 Wordlist (Student’s/Teacher’s Resource
remaining questions in pairs. Monitor and assist as Centre)
necessary. Note that questions 2–3 include an element Unit 1 On-the-go-practice (App)
of needs analysis. In general, it’s a good idea to ask
TB1
1 AIMING HIGH
Speaking Part 2 Long turn
1 Look at the six pictures. They show people facing challenges or taking part in
competitive events. Before you do the speaking task, read the information in the
boxes below.
Student A: Look at pictures 1–3. Compare two of them and say what challenges the
people might be facing, and how they might be feeling.
Student B: When your partner has finished, say which person is facing the most difficult
set of challenges.
2 Now change roles.

Student A: Look at pictures 4–6. Compare two of them and say why the people might
have entered this event, and how they might be feeling now.
Student B: When your partner has finished, say which event might provide the greatest
sense of achievement.
How to go about it
• Talk about the similarities and differences between your photos.
Both pictures show …, but this one …, whereas the other one …
• Speculate about the pictures as indicated in the instructions, rather than simply
describing what is happening.
I imagine/expect that timing might (well) be important in a challenge like this.
• Use a wide range of vocabulary. For example, when speculating about people’s
feelings, go beyond the use of simple words such as happy, determined or nervous.
Useful language
Useful language 1 Decide which of the words in the box can be used instead of happy, determined
1 happy: delighted, in good or nervous.
spirits, thrilled, overjoyed
determined: committed committed to +ing anxious (about) intent on +ing
to, intent on, focused on, apprehensive (about) delighted (about) in good spirits on edge (about)
set on overjoyed focused (on) tense (about) thrilled (about) set on +ing
nervous or worried:
anxious, apprehensive, 2 Decide with your partner which of the words and phrases might apply to
tense, on edge
photographs 1–6.
What challenges might the people be facing?

1 2 How might they be feeling? 3
2
Lead-in
AIMING HIGH
lower-level skill, and not enough time answering

1
the questions. The questions are designed to push
On the board write: Moon landing, winning a gold medal, students to express opinions about more abstract
inventing the internet. Ask the students what these are ideas and to speculate, both of which are the type
examples of and elicit or provide achievements. Put this of higher-level skills tested on the C1 Advanced
word at the centre of the board to form a mind map. exam. Before doing the task, in order to make sure
Elicit other examples. Then organise the students into they have time to properly discuss the questions,
pairs or small groups. Ask them to choose one of the you could give students some practice comparing
achievements on the board and discuss what would different combinations of the pictures in one or two
have been needed to achieve the goals. After a few sentences, i.e. In pictures one and three they are both
minutes, nominate a student from each group to share indoors. However, in picture one the girl is working
their ideas with the class. You could round off the task but in picture three the woman is exercising. You
by asking students which achievement they find most could also elicit some description using language of
impressive and why. speculation, for example, I imagine both women are
very focussed on what they’re doing (pictures one
Speaking Part 2 Long turn and three). Note that ability to speculate is something
students must demonstrate at this level and official
1 Tell students they will continue the discussion of examiners will be listening out for it.
challenges and achievements with another task 2 Once both Students A and B have had a go at the
from the C1 Advanced exam, Speaking Part 2, also task, focus their attention on the Useful language
known as the Long Turn. In this exam task, they will box. Put the answers in three columns on the board.
talk on their own for a minute about two questions Check the pronunciation of anxious /ˈæŋkʃəs/. You
and two pictures. However, since this is the first time may also want to elicit the -ed endings of committed
they are doing this task, you won’t be timing them. /Id/, focused /t/, overjoyed /d/ and thrilled /d/. Then
Refer students to the How to go about it box. Note challenge students to repeat the task and use at least
that one typical problem with this task is spending two of the words from the board. They could describe
too much time describing the pictures, which is a different pictures or work with different partners.
Teaching tip
Unlike the other three parts of the speaking exam, specific set of images. Ask them to record themselves
Part 2 does not involve interaction and can therefore doing the task using their mobile phones and then
be practised individually at home. Students can use send you the recording by email. Students generally
images from Ready for C1 Advanced, or simply do find the act of recording themselves quite motivating.
an image search online for C1 Advanced Speaking They’ll often do it again and again until they are
Part 2, and practise speaking about them for a minute. satisfied – which is great speaking practice!
You can even assign students homework with a
Extra activity
To give your students more practice speculating, Note that this task will also give you an idea of how
ask them to look at the other pictures in Unit 1 and successfully students can use modal verbs might,
speculate about who the people are, where they are, could, may and can to express possibility, one aspect
what they are doing, etc. Board the following useful of modal verbs covered in the Ready for Grammar
language for them to use if they wish: section of this unit.
Maybe/perhaps …, I imagine …, I bet …, My guess is
that …, He/she might be …, They can’t/couldn’t be …
AIMING HIGH
TB2
1 AIMING HIGH
Vocabulary a problem whereas face the fact means accepting

a bad situation. Note that one difference between a
1 Word stress is the feature that is focused on in the B2 level and a C1 level of English is knowledge and
pronunciation section on page 14. So you could start awareness of collocation. Particularly in the writing
raising the students’ awareness of it here by eliciting and speaking sections, official examiners will be
the word stress of each of the words in the box. Once looking for students to demonstrate this awareness,
students have done the exercise, ask them which which is one reason why there is a strong focus on
collocations they are less familiar with and clarify collocations in Ready for C1 Advanced.
their meaning. Note that collocations don’t usually 5 With this type of collocation exercise, where there
translate as well as individual words. This could be are two columns, you can easily give your students
illustrated by asking students to translate a few of the a bit of extra practice with this no-prep activity: ask
collocations into their first language(s). them to cover one of the columns with their notebook
2 Model the exercise by boarding an example sentence. (or their hand) and try to remember the words that
Then invite students to come up with their own are covered.
sentences. Monitor as necessary. 6 Have students look at the adjectives in Exercise 5.
3 Ask a few students to share their answers with the Ask them to note neutral ones (new, fair, second,
class. Then put students in pairs and have them secret, main, strong, poor) and then the stronger
complete the exercise. Ask students which of their ones (major, daunting, lifelong, slight, costly, dismal,
partner's sentences they found interesting and have huge, great, resounding, primary). Explain that some
them explain why. Alternatively, students could write of these can make a negative word stronger: major
at least one sentence that is intentionally humorous. disappointment, or positive one stronger: major
Or they could write three sentences that were true achievement. Some, though, are negative as they
and one that was false. They read their sentences to a are: dismal, daunting, poor. Then model the exercise
classmate, who has to guess which one is false. by coming up with one question in open class. As
the students work in their pairs, monitor and assist
4 Explain to the class that nouns can collocate with as necessary.
many verbs and that they have to be careful with
how the meaning might change. For example, face You may wish to use Random topic collocations on
the problem means you come across or deal with the Teacher’s Resource Centre at this point.
Teaching tip
For easy reference when studying, tell students to set they progress through Unit 1, and then make similar
up a part of their notebook as a vocabulary section pages for future units. They could also look up new
with subsections. Alternatively, they could set up collocations for these themes at home to add to their
a separate ‘vocabulary notebook’. There they can lists. If they use this system when studying or revising,
create pages for different themes, in this case one for students have quicker access to lexis and study it
challenge and achievement. Tell students to collect more effectively.
new words and collocations related to this theme as
Extra activity
Collocations lend themselves well to gamification. For on the board. Students stand in two lines. Say the
example, to consolidate or review this vocabulary, you other half of the collocation, i.e. achieve, and the two
could create an online quiz where the students have students at the front of the line have to touch the
to choose the correct collocate to fill gaps in example correct word on the board: success. The first to do so
sentences. Another fun game with collocations is to gets a point for their team. Both students move to the
put one half of the collocations, in this case, ambition, back of their respective lines and the game continues
challenge, chance, failure, motivation and success with two new students.
TB3
Vocabulary Challenge and achievement
AIMING HIGH
1
1 Complete the expressions with a noun from the box.
ambition challenge chance failure motivation success
1 The film was an overnight success , despite its low budget. Note that an overnight success means it is
sudden and unexpected.
2 I have a burning ambition to travel to Australia.
3 When pupils tire of studying, a system of rewards can help increase student
motivation .
4 Sadly, my attempts to learn Japanese met with complete failure .
5 The government faces the formidable challenge of reducing unemployment.
6 He leaves nothing to chance and plans everything before a trip.
2 In Exercise 1, the words in bold are ‘collocates’ of the nouns you wrote. This means
that they are often used together with those nouns. Write a new sentence for each
noun, using the collocates in bold. The sentences must be true.
3 SPEAK Work in pairs. Compare and discuss your sentences with your partner.
4 In sentence 5 in Exercise 1, the verb face collocates with challenge. Which of the six
nouns from Exercise 1 do each of the following pairs of verbs collocate with?
1 fulfil a/an 4 improve
ambition motivation
realise lack
2 end in 5 stand a
failure chance
result in jump at the
3 achieve 6 take up a/an
success challenge
enjoy rise to the
5 The adjective formidable also collocates with challenge. All three words in the groups
below can combine with a noun from Exercise 1. Add the noun for each group.
1 major/new/daunting challenge 4 total/costly/dismal failure
2 slight/fair/second chance 5 huge/great/resounding success
3 secret/lifelong/main ambition 6 primary/strong/poor motivation
6 SPEAK Work in pairs. Prepare two questions for your partner using the collocations in
Exercises 1, 4 and 5 above. Take turns to ask and answer the questions.
What has been your most daunting challenge ever?
Why might the people have entered this event?

4 How might they be feeling now? 5 6
3
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no related content on Scribd:
CAPÍTULO IX
QUINTA RELACIÓN.—RELACIÓN DE DEBER
Aunque los deberes se derivan de las relaciones que nos ligan, ya con
la naturaleza física, ya con la naturaleza moral, ya con la naturaleza
social, y, por lo tanto, parece que no puede haber una relación
particular de deberes, la establecemos para patentizar la íntima
unión que hay entre los derechos y deberes de los individuos en la
vida de la sociedad.
La relación de deber es evidente en cada uno de los grupos
sociales.
En el grupo de la familia se presenta por sí mismo á completar el
vínculo biológico con el sociológico; á hacer más fuerte con el lazo
moral el lazo jurídico; á perfeccionar, por medio del afecto meditado
de la paternidad instituída, por medio de la obediencia reflexiva, la
dependencia natural y legal de los inferiores á los superiores del
hogar; á hacer del trabajo no sólo un recurso, sino una devoción; no
sólo un esfuerzo, sino un estímulo placentero; no sólo un modo de
conservación, sino un holocausto de cada día.
La relación de deber liga á los vecinos entre sí, no ya tan sólo como
secreta sugestión del egoísmo para hacer más segura la vida del
individuo y la familia en un hogar más extenso, y para hacer más
fáciles las satisfacciones en una mayor esfera de necesidades, en una
más completa división del trabajo común y en un mayor aliciente
para la vida por una mayor necesidad de esfuerzos y por el desarrollo
de una más varia actividad, sino también porque la fuerza fisiológica
de la sociedad de la familia empieza á convertirse, dentro de la
sociedad municipal, en fuerza más reflexiva que instintiva, en ente
más de razón que de naturaleza, en obra de voluntad más reflexiva.
El conjunto de deberes que relaciona y armoniza la vida regional
continúa de una manera más activa el movimiento ascendente, la
verdadera evolución del principio de sociabilidad, puesto que, á
medida que la masa se dilata, la fuerza de cohesión se debilita, y ya
empezaría en la región á ser nula ó negativa si el vínculo del deber,
estrechando con la fuerza eficaz de la cooperación los elementos
sociales que concurren á la personalidad de la región, no afianzara el
vínculo físico que de consuno constituyeron las causas naturales que
dan origen á la región.
Con efecto: ni los caracteres físicos ni los históricos bastarían en
cada sociedad nacional para la subsistencia del grupo regional si la
relación de deber no funcionara en él. En cada territorio poseído por
una familia étnica ó histórica la peculiaridad misma de los caracteres
físicos de la comarca sería un motivo de especialización que haría de
cada comarca una sociedad particular, un grupo definitivo, un estado
de derecho, y en él acabaría la evolución social. Si en la historia
antigua más puntualmente conocida y en los siglos medios de
Europa, cada peculiaridad física del territorio, corroborando el
esfuerzo de cada peculiaridad étnica é histórica, hizo definitiva la
evolución social en cada grupo comarcano, produciendo estados
regionales, no nacionales, en el Atica, en el Peloponeso, en la Fenicia,
en el Asia Menor, en el Egipto, en la Media, en la Persia, en la India,
en la misma China, y después del despedazamiento de Roma, que
nunca fué un Estado nacional, sino la suma incongruente de cien
estados regionales, en las sociedades comunales de Italia y en las
sociedades feudales de toda Europa, sólo por la acción cada vez más
poderosa del deber que, vigorizando la fuerza del derecho, construyó
con las autonomías divergentes de cada sociedad regional el Estado
nacional, pudo llegarse á la nación.
Cuando se hubo llegado, sólo esta poderosa relación de deber pudo
dar á la relación de derecho la potencia orgánica con que ha
conservado unidas en una sola sociedad general los grupos y los
elementos sociales que en ella se unen y funcionan.
Por lo que respecta á la sociedad internacional, el vínculo artificial
con que las liga el imperfectísimo derecho de gentes que la rige se
rompería definitivamente en cada uno de los conflictos que de
continuo lo violentan, si no fuera por la superior relación de deber
que, infundiéndose en las necesidades, egoísmos, instintos, pasiones
y comunidad específica de los pueblos, maneja secretamente las
fuerzas comerciales, industriales, económicas, políticas, científicas,
artísticas, y las dirige hacia el fin común de la asociación universal.
Del individuo para la Humanidad no habría relación suficiente, á
pesar de ser tan estrecha la establecida por la relación natural de la
parte con el todo, si el deber, moralizando de continuo el individuo,
no fortaleciera de continuo el lazo específico que cada día hace
conocer mejor á la razón, sentir más á la sensibilidad, estimular con
más energía á la voluntad y enfrenar á la conciencia individual.
CAPÍTULO X
DEL DEBER Y SU FUNCIÓN EN LA ECONOMÍA MORAL DEL MUNDO
El deber es el freno de la conciencia. Sin él la conciencia se desboca.

Ya la estimule el instinto capitaneando la legión de necesidades que
él concita y que lo excitan, ya la espolee el egoísmo con el aguijón de
la utilidad y la pasión, ya la persuadan ó la engañen la sensibilidad y
la imaginación, aunque el generoso derecho la impulse, la conciencia
individual estaría desenfrenada sin descanso y desviada sin remisión,
si el deber no pudiera dirigirla.
Pero la función del deber en el organismo espiritual del hombre y
en la economía moral del mundo es tan ordenadora como
necesariamente había de ser para hacer del orden social un orden
complementario del de la Naturaleza; ó con mucha mayor exactitud,
para hacer de la sociedad humana uno de los órdenes parciales de la
Naturaleza.
Sin moral no hay orden y sin deber no hay moral. Todos los
preceptos de los moralistas, todos los dogmas morales de las
religiones positivas y filosóficas, todas las persuasiones del ejemplo
del bien, todas las virtudes, nada son si no son expresiones concretas
de deberes cumplidos concienzudamente; de nada sirven en la guía
de la conciencia individual y colectiva si no tienen la virtualidad
ordenadora, si, por lo tanto, no tienen la potencia moralizadora del
deber. Cuando él se apodera de una conciencia, la hace buena;
cuando la domina, vence con ella todo mal; cuando la encamina, crea
un poder incontrastable; cuando la posee, posee el imperio de la
vida. Otros imperarán sobre intereses y egoísmos, ella imperará
sobre sí misma. La vida, para ella, será el cumplimiento de un deber,
y cumplirá imperturbablemente con el deber de subordinar los
medios á los fines de la vida racional para dar hombres completos.
Aunque todavía no ha llegado el deber á apoderarse
definitivamente de ninguna conciencia social, cuando por un
momento domina una, la vigoriza con tan enérgica salud que la
rejuvenece.
La causa de esa potencia esencial del deber es obvia: es una fuerza
natural que, operando sin obstáculos en un momento de conciencia
individual ó colectiva, produce lo llamado por su propia naturaleza á
producir: la armonía de las fuerzas en la actividad del individuo y la
espontánea conciliación del propósito característico de cada vida
individual con el propósito ideal de la existencia colectiva.
Esta función refrenadora, ordenadora y armonizadora del deber no
actúa intermitentemente ni en razón de una actividad anormal del
órgano del deber, que es la conciencia, sino de una manera continua
y en virtud del desarrollo natural del órgano. Cuando la conciencia
crece, crece con ella la impulsión del deber. Entonces, la idea de la
responsabilidad se hace más clara, porque la concepción de los fines
de la vida se hace más alta; y como á medida que se eleva nuestro
concepto de los fines se eleva con ellos la idea de los medios, poco á
poco vamos desentendiéndonos primero de los inapropiados,
rechazando firmemente después los contrarios á nuestra dignidad,
cada vez más concienzuda, y llega un momento de completo dominio
de todas nuestras fuerzas por la conciencia, que es el momento de
predominio del deber. Así, del modo más natural, sin ninguna
intervención de elementos que no podamos dirigir ni manejar, se
verifica en cada existencia racional y consciente la función del deber.
Así es también, aunque de un modo un poco más complejo, como
funciona el deber en la economía moral del mundo. Como á medida
que se desarrolla la razón se desarrolla también la conciencia
individual, cuando motivos de vida práctica inducen al individuo á
torcer la dirección y á contener el desarrollo del núcleo de nuestra
actividad moral, se establece una lucha del individuo consigo mismo,
que da por resultado el malogro de su felicidad. El espectáculo de esa
lucha y de sus penosas consecuencias tiene siempre algún testigo,
sobre el cual opera como un ejemplo compulsivo. Por evitar el dolor
secreto que presencia, evita la lucha que lo produjo. Siendo muchos
los que combaten en sí mismos el progreso de la conciencia hacia el
deber, muchos también son los secretamente amonestados por esas
vidas malogradas. La observación y la experiencia de ese daño
causado por la violenta desviación de nuestras fuerzas interiores va
poco á poco formando y fortaleciendo la conciencia colectiva, á cuyo
desarrollo va á la par favoreciendo el crecimiento de la razón común,
estimulada por la educación cada vez más racional del individuo y
por las pruebas cada vez más eficaces de poder que da la razón
humana en su busca é indagación de la verdad y en su victoriosa
aplicación al mejoramiento de las condiciones materiales y morales
de la vida. Aunque lentísimamente, así se va formando la idea de la
transcendencia del deber en el perfeccionamiento de los medios y los
fines de la existencia humana, y así es como él, enlazando de
continuo entendimientos, voluntades y conciencias, va
imperceptiblemente fortaleciendo los vínculos sociales, haciendo
cada vez más uno al sér social, cada vez más ordenada la relación de
los elementos con la masa, cada vez más armónica la vida de
sociedades é individuos, cada vez más moral el mundo de los seres de
conciencia.
CAPÍTULO XI
EN QUÉ SE FUNDAN LOS DEBERES SOCIALES
Si el deber rige el mundo moral, es porque rige á la conciencia

humana. Rige á la conciencia, porque es su ley. Es su ley, porque es
la expresión lógica de su naturaleza, propiedades, caracteres,
dignidad y fines. Es expresión lógica de la naturaleza racional y
consciente, porque es la única condición infalible de su desarrollo.
Sólo efectivamente por la acción del deber sobre la íntima esencia
de la naturaleza humana en cada sér es como se consigue de ella la
manifestación de toda su fuerza, de toda su dignidad, de toda su
superioridad, de toda su alteza. Ningún hombre más fuerte que el
hombre que cumple con su deber; ningún hombre más grande que el
hombre que se vence á sí mismo por cumplir con su deber; ningún
hombre sublime, sino el hombre que ha doblegado tan eficazmente
sus inclinaciones desordenadas, que jamás falta á sus deberes.
Testimonio viviente de la virtud de la ley á que obedece, con su
propia vida muestra que, si á un cumplimiento excelso del deber
corresponde un excelso desarrollo de conciencia, es porque el
régimen de ella está fundado en la satisfacción de su naturaleza.
Conciencia es conocimiento íntimo del sér por el sér mismo. Nada
que no corresponda exactamente á ese íntimo conocimiento puede
satisfacerla, y nada que no sea una condición necesaria del aumento
de esa noción de sí misma puede ser para ella una necesidad
satisfecha ni un medio para satisfacerla. La virtud, lo que consagran
con ese nombre los idiomas, aquella exaltación de la personalidad ó
la impersonalidad que lleva hasta el heroísmo ó el martirio, no es un
bien sino en el caso de ser un deber, ni es deber sino cuando es un
bien. En otros términos: la conciencia no obedece á la virtud, ni la
virtud es una condición de la conciencia, sino en los casos en que la
virtud sea tal forma del deber, que sea deber.
Los insensatos sacrificios de los religionarios en todos los
momentos de exaltación de su creencia no podrán jamás ser
aprobados por la conciencia, porque jamás ha sido ni será virtud el
faltar al deber de sér racional que tiene el hombre. Las heroicidades
atroces que á veces ha llevado á cabo el desvarío jurídico en las
grandes convulsiones políticas, no serán jamás actos meritorios para
la conciencia, porque jamás ha sido para ella un mérito el faltar al
deber de confraternidad que impone á todo hombre. Ninguna suma
de motivos, por exacta la suma y por altos que sean los motivos,
justificará jamás al estadista de buena fe que sacrifica la libertad á la
seguridad, porque jamás será justificable el faltar al deber de
conservar y salvar la dignidad humana. Ningún pueblo logrará jamás
persuadir ni convencer de que el abandono de sus derechos en un
hombre ó en un grupo fué un sacrificio virtuoso de los pacíficos en
aras de la paz, de los justos en aras de lo justo, porque jamás será un
deber el sacrificio del derecho colectivo. Ninguna historia, ninguna
crítica, ninguna filosofía política podrá jamás justificar á Pisístrato, á
Pericles, á Mario, Sila, Pompeyo, César, Augusto, Cromwell,
Napoleón, porque jamás podrá justificarse la falta de cumplimiento
del deber de hacer bien, que sobre nadie pesa con tan fuerte
gravedad como sobre aquellos que logran resumir el poder de todos
en el que ejercen discrecionalmente. Ningún grande hombre podrá
justificarse de no haber sido bueno, porque no se puede ser grande
ante la Historia sin haber sido consciente, y el que tiene conciencia
de sus méritos intelectuales y morales tiene el deber de cultivarlos
por y en la práctica del bien.
Por el contrario, ningún deber, por obscura, por humildemente
que se cumpla, deja de ser jamás norma de conciencia. La esposa que
en el último rincón de un dormitorio paga al esposo valetudinario los
esfuerzos sobre sí mismo que él hiciera por sostener su hogar á la
altura de su deber; el esposo que, desentendiéndose de las torpezas
de su tiempo y de la iniquidad inmortal que hasta en el
cumplimiento del deber ha designado á los dos sexos, cumple con el
deber que exige de ser fiel; el hijo que sacrifica sus triunfos en la vida
á sus obligaciones en el hogar; la familia que desdeña apariencias
incitantes por realizar fines constitutivos de su vida; el hombre que
trabaja con cuerpo y alma por aumentar cada día sus bienes de
fortuna y su honradez; el ciudadano que ejercita de continuo sus
derechos; el patriota que siempre está pronto al llamamiento de la
patria; el nacional que no sacrifica el bien de los otros pueblos al
egoísmo de su nación; el vecino que ajusta su conducta á la pauta de
la conveniencia y la ordenanza de su comunidad; el provinciano que
no antepone el fomento de su región al de todas, pero se esfuerza de
continuo por cooperar al desarrollo de fuerzas y bienes regionales; el
hombre que en todo momento cumple con el deber de representar en
acto, pensamiento y sentimiento á la especie de que es individuo,
cuanto más en silencio, con más desinterés y con olvido más
completo de sus méritos, cumple con sus deberes generales ó
excepcionales, tanto más ejemplares, tanto más contribuye al
desarrollo de conciencia colectiva, tanto mejor prueba viviente es de
que el deber es la ley de la conciencia humana.
Que es así, y por qué es así, ya lo hemos visto. Pero cómo, qué es el
deber, y cómo todos los deberes sociales se originan en las relaciones
del hombre con la sociedad, no lo sabemos. Pero no es difícil saberlo.
Ya hemos visto que hay una relación de deber, y que es la más
elevada entre todas las que ligan al individuo con la sociedad, porque
también es la más alta propiedad de la naturaleza humana el
someterse como á supremo guía, y único poder capaz de gobernarla,
á la noción de sí misma, de su dignidad, de su responsabilidad y de
su destino. Esa sumisión es el deber.
Claro es que si nuestra conciencia está nativamente sometida á la
ley de sí misma, porque sólo esa ley es condición del desarrollo suyo,
la ley la compelerá en todo caso, en cualesquiera casos, y será su
estímulo y motivo en cada uno de los casos en que ella haya de
concurrir á la efectividad y eficacia de la ley de asociación en que se
funda el desenvolvimiento mejor de la existencia humana, y por cuyo
medio se resuelven mejor los conflictos entre los egoísmos
personales y los propósitos sociales. Por consiguiente, si cada
relación del individuo con la sociedad es un caso de conciencia,
puesto que cada una de esas relaciones es una condición de vida y
bien, cada una de ellas será el origen de uno ó varios deberes
concretos, y los deberes sociales se fundarán natural y
necesariamente en el conjunto de relaciones establecidas por la
Naturaleza entre todos los asociados de una sociedad particular, y
entre todos los humanos de los tiempos actuales, pasados y futuros.
Siempre que sea verdad que, por ejemplo, la necesidad ligue á los
hombres, verdad es que es caso de conciencia individual el anteponer
ó el posponer la satisfacción completa de necesidades colectivas á la
incompleta de necesidades personales, y también será verdad que en
esa contienda del egoísmo con el altruísmo hay una lucha y un deber.
Si escogemos, para argüir, la relación del derecho, los deberes que
de ella se derivan son tan obvios como obvio es el caso de conciencia
que ofrece cada uno de ellos al individuo.
Y como en todas las relaciones del hombre con la sociedad se
generan deberes sociales, podemos concluir que los deberes
concretos que nos impone la sociabilidad se derivan inmediatamente
de las relaciones que tenga el hombre con el hombre.
CAPÍTULO XII
DEBERES DERIVADOS DE NUESTRAS RELACIONES CON LA

SOCIEDAD
La moral, en toda su extensión, es un exponente de relaciones

naturales, cuyo conocimiento es infalible auxiliar de
perfeccionamiento individual y colectivo, porque, haciendo más
claros y patentes los deberes que de ellos se derivan, los hace más
amables.
Por eso tiene tanta más importancia el análisis y clasificación de
esas relaciones cuanto más complejas son ellas y más difíciles de
cumplir, y aun percibir, los deberes que originan. En la última y más
alta división de la moral hay, como hemos visto, relaciones y deberes
tan íntimamente ligados al desenvolvimiento de la conciencia en
individuos y en sociedades, que hay innumerable cantidad de
aquéllos y desconsoladora mayoría de éstas, que todavía no se han
elevado al grado de razón y de conciencia en que se manifiestan las
relaciones más excelsas y los deberes más augustos. De ahí la
necesidad de hacer un análisis minucioso de los deberes sociales,
refiriéndolos con metódica puntualidad á las relaciones de donde
doctrinalmente se derivan. Así establecida la filiación de los deberes,
se harán cada día más orgánicas y más coherentes las relaciones
establecidas por la naturaleza de la sociedad y por la del sér
consciente entre una y otra; y así serán cada vez más amables y más
cumplidos los deberes, porque, lejos de esclavizar la conciencia
humana á facultades, potestades y destino que están fuera de su
mundo, la hacen más libre cuanto más á su opción y elección libre
dejan el cumplimiento del deber.
Los que inmediatamente se derivan de nuestras relaciones con la
sociedad se agrupan con la mayor espontaneidad en dos grupos: el
de los deberes genéricos y el de los deberes secundarios.
Los deberes genéricos se deducen inmediatamente de cada una de
las relaciones sociales. La relación de necesidad induce al deber de
trabajo; la relación de gratitud, al de obediencia; la de utilidad, al
deber de sacrificio; la relación de derecho funda el deber de
educación.
Una clasificación tan precisa no sería completa: su misma
precisión obstaría á la modificación de esos deberes genéricos por el
grupo social en que han de funcionar, y lo que más urge á la moral
social es definir con tal puntualidad los deberes referentes á la vida
de relación en cada grupo, que la generalidad del deber y la vaguedad
de sus límites no obscurezcan la relación ni debiliten el deber. De ahí
que al grupo de los deberes genéricos se subordine el de los deberes
secundarios, porque, efectivamente, los primeros generan los
segundos. Cada deber genérico se modifica por la influencia del
medio social en que actúa: el trabajo es un deber en toda la serie
social; pero no actúa directamente como trabajo, ni con el fin propio
del trabajo en toda ella: la gratitud es un deber para el hombre con
respecto á la Humanidad, como lo es para el hijo con respecto al
padre; pero no funciona del mismo modo en esos dos términos
extremos de la serie social.
Lo mismo sucede en todo otro caso de deber: el genérico se
modifica por un deber concreto, que es generado por aquél.
No sea, sin embargo, tan fatigosa la clasificación de los deberes
que los haga ingratos, y óptese por una como la que seguimos, en que
exponemos los deberes según las relaciones que los modifican.
Examinemos el primer grupo de deberes deducidos de la primera
relación social:
Como la primera de nuestras relaciones con la sociedad es la
necesidad, y como necesidad es obligación impuesta por la
Naturaleza, ó medio coactivo de que ella se vale para compulsarnos á
realizar nuestros fines individuales en el seno de la sociedad, bastará
reflexionar un poco para encontrar que el trabajo es el primero de
nuestros deberes sociales, porque es el modo único, á la vez que
universal, de satisfacer todas y cualesquiera necesidades, ya físicas,
ya morales, ya intelectuales.
Siendo el trabajo el medio necesario de satisfacer necesidades y
encontrándonos relacionados por la necesidad á todos y cada uno de
los grupos sociales, el trabajo es un deber que se nos impone de un
modo natural en nuestras relaciones con la familia, con el municipio,
con la provincia, con la nación, con la sociedad internacional, con la
Humanidad.
Mas como el trabajo no es meramente la aplicación de nuestros
músculos á una industria material, sino que es también la aplicación
de cualquiera fuerza de nuestra mente, de nuestra voluntad y de
nuestro ánimo á la producción de un objeto de vida, ya para nosotros
mismos, ya para cualquiera de los grupos sociales, el trabajo toma
distintos nombres y el deber del trabajo recibe tantas
denominaciones cuantas modificaciones experimenta.
Así, si llamamos deber de trabajo al modo único de cumplir las
obligaciones que la relación de necesidad nos impone en la familia,
tenemos que buscar y dar un nombre más adecuado á ese deber en
cada una de las relaciones restantes.
Por eso llamamos deber de contribución al trabajo ó esfuerzo que
hacemos en pro de la sociedad municipal; deber de fomento, al
trabajo que hacemos para contribuir al desarrollo de la sociedad
provincial; deber de patriotismo, á la serie de esfuerzos que hacemos
para conservar íntegra la cuarta relación; deber de subordinación, á
los esfuerzos que intentamos en pro de la concordia en la familia de
las naciones, trabajando por subordinar el bien de nuestra propia
patria al bien de la civilización universal. El deber de trabajar por el
progreso de la Humanidad se llama con el mismo nombre que se da á
la suma de esfuerzos por desarrollarla.
El segundo grupo de deberes deducidos de la segunda relación es
tan natural como el primero.
Ya sabemos que la gratitud es la segunda de las relaciones que nos
ligan á la sociedad, y debemos saber que gratitud es el
reconocimiento del beneficio recibido. Si, pues, estamos ligados por
gratitud á todos y cada uno de los grupos sociales en que
funcionamos, es evidente que de esa relación se derivará un deber
correspondiente á ella.
El deber correspondiente á la gratitud es la obediencia, y ese es el
deber general que esta relación nos impone en nuestra vida de
familia, de vecinos, de provincianos, de nacionales y de hombres.
Pero también este deber tiene distintas denominaciones, porque es
distinto su modo de actuar en cada grupo social. Con efecto: si como
hijos ó miembros de una familia obedecemos al superior, como
miembros del municipio, de la provincia, de la nación, de la sociedad
internacional y de la Humanidad, nuestra obediencia á la ley y
régimen de cada uno de esos grupos no es la misma ni tiene el mismo
carácter que la obediencia á que estamos sujetos dentro del hogar.
De aquí que, dejando el nombre de obediencia al deber que nace de
esta segunda relación del individuo en la familia, tengamos el
nombre de deber de sumisión para el segundo grupo social; el deber
de adhesión, para el tercer grupo; el de acatamiento á la ley, para el
cuarto grupo; el de acatamiento á la civilización, para el quinto
grupo; el de acatamiento á la razón y la conciencia humana, en el
grupo más extenso.
El tercer grupo de deberes derivados de la tercera relación es tan
natural como necesario. Todo lo que sirve para un uso es útil, y todo
lo que tiene la propiedad de ser útil contribuye al mejoramiento de
las condiciones de la vida. La utilidad, por lo tanto, es la propiedad
que los objetos físicos, morales ó mentales tienen de ser aplicados á
mejorar las condiciones de la vida. En la capacidad de lo útil para
producir tal resultado se funda la relación innegable y positiva que
nos liga con todos y cada uno de los grupos sociales. En esto también
se funda la realidad del deber que se deriva de esta fecunda relación.
Cuando pensamos atentamente en lo que es la utilidad, tal como
acabamos de definirla, y vemos la variedad de fines de asociación y
reconocemos que ninguna cosa material é inmaterial puede servirnos
para el mejoramiento de nuestra vida, si no relacionamos lo que es
útil para cada cual con lo que es útil para todos, veremos que los
deberes que se derivan de la relación de utilidad son de los más
elevados y austeros que se nos presentan, por más que, según
concebimos generalmente esa noción, de lo que tenemos por egoísta
utilidad no se pueda derivar ningún noble deber.
Á la verdad, si por útil no tenemos sino lo que sirve para nuestro
uso y redunda exclusivamente en nuestro bien individual, de la
utilidad no saldría más deber que el de sacrificarlo todo á nuestro
bien individual. Pero siendo la utilidad una propiedad natural de los
objetos físicos y morales para servir los fines todos, y no habiendo
ningún fin individual que se pueda cumplir fuera de la sociedad,
claro se ve que para que una cosa nos sea útil, es necesario que nos
lleve naturalmente al cumplimiento de nuestros fines sociales.
He aquí por qué, en esta relación de utilidad, se fundan deberes
tan elevados como el de sacrificio, en el primer grupo social; el de
cooperación, en el segundo grupo; el de unión, en el tercero; el de
abnegación, en el cuarto; el de conciliación, en el quinto; el de
coordinación, en el último.
Por distintos que sean los nombres, el deber, en el fondo, es uno
mismo, y consiste en utilizar cuantos bienes hallamos á mano,
siempre que concurran al bien de la familia, del municipio, de la
provincia, de la nación y de la Humanidad.
El cuarto grupo de deberes derivados de la cuarta relación es más
evidente que cualquiera otro, pero también es más complejo que otro
alguno. La relación de derecho, que sólo á la de deber es superior, y
ni aun á la relación de deber, porque, en realidad, el derecho y el
deber son inseparables complementos lógicos é ideológicos, se ha de
entender con perfecta claridad, con más perfecta claridad que
cualquiera otro, porque es más transcendental.
Para que entendamos bien el carácter de esta relación, sepamos
bien lo que es derecho.
Podemos considerar el derecho desde tres puntos de vista:
1.º Como acto con el cual reconocemos ó damos á cada cual lo que
es suyo.
2.º Como expresión estricta de la justicia estricta.
3.º Como conjunto de condiciones necesarias y naturales que ligan
al hombre individual con el hombre colectivo, ó, lo que es lo mismo,
al individuo con la sociedad.
Desde el primer punto de vista, el derecho sirve para relacionar los
hombres con los hombres, porque manifestando por medio de él la
fuerza de la justicia natural, facilita la unión y armonía de los
hombres. Con efecto: no hay nada que facilite más la concordia y que
disipe el furor de las discordias, como aquella disposición benévola
en favor de la justicia que muestran, intuitiva ó reflexivamente,
aquellos hombres que cumplen y aman el deber de ejercitar en todo
caso sus derechos y de atenerse en todo al principio de equidad y de
justicia.
Desde el segundo punto de vista, el derecho tiene también virtud y
eficacia para ligar á los hombres con los hombres, porque expresa, no
ya el sentimiento de justicia individual de que hablamos poco ha,
sino aquel sentimiento de justicia colectiva, y, mejor se dirá, aquella
noción y conciencia colectiva de la justicia que se manifiesta
organizada en funcionarios públicos y en corporaciones instituídas
por la ley. Como que al juez y á los tribunales toca el interpretar el
sentimiento público y la conciencia colectiva de lo justo, no se puede
dar ni hay una institución que más sirva para la alianza, armonía y
corporación de todos los elementos y grupos sociales.
Desde el tercer punto de vista, el derecho se reconoce como una
condición para un objeto ó como un medio necesario para un fin
humano, porque, en efecto, de ningún modo pueden hacerse en la
vida social una porción de actos necesarios si el derecho no los
legitima. De aquí su fuerza orgánica, ó, lo que es lo mismo, la fuerza
natural para organizar que tiene el derecho; pues si, efectivamente, él
es lo que da legitimidad á actos que sin él no la tendrían, es claro que
la sociedad no sería el conjunto orgánico que es, si el derecho no
relacionara, en relación de sus medios y sus fines, los componentes
todos de la sociedad.
Desde cualquiera de estos puntos de vista que consideremos la
relación del derecho, veremos que viene á corroborar y confirmar la
realidad y la eficacia de las relaciones anteriores. Y así es; la
necesidad se confirma y corrobora por el derecho que la limita y por
la fuerza que da á los que la satisfacen conforme á su derecho; la
gratitud se confirma y corrobora con el derecho, porque eleva el
sentimiento, que puede ser inconsciente é irreflexivo, á la categoría
de virtud y reflexión; la utilidad se confirma y corrobora por el
derecho, porque éste es quien más efectivamente quita al instinto
utilitario su tendencia egoísta y da á la relación de utilidad toda la
fuerza que necesita para ligar lo que el egoísmo desligaría.
Por lo demás, si el derecho es un conjunto de condiciones que
ligan á los asociados en cualquier medio social, clara es la
transcendencia de esta relación, puesto que, en definitiva, el derecho
es lo que, por su propia virtud y por la del deber que lo estimula,
mantiene los vínculos sociales.
En la relación de derecho, como en todas las demás, el nombre
genérico del deber que corresponde en todos los grupos sociales es el
nombre mismo de la relación. Así podemos decir: deberes de
derecho. Pero como esta locución es un poco alambicada, la
renunciamos, y diremos que el derecho del individuo, como miembro
de la familia, y en su relación con ella, es deber de educación.
El derecho del individuo, como miembro del municipio y en su
relación con él, se llama deber de instrucción fundamental; el
derecho del individuo, como miembro de la provincia, se llama deber
de educación profesional; el derecho del individuo y su relación con
la sociedad nacional, se rige y denomina por los deberes
constitucionales; el deber de ejercitar el derecho en las relaciones
internacionales se rige por el respeto al derecho de gentes. El deber
de ejercitar el derecho en todo caso humano lucha por el derecho.
CAPÍTULO XIII
EL DEBER DEL TRABAJO.—SUS MODIFICACIONES EN LOS

DIVERSOS GRUPOS SOCIALES
La idea del trabajo ha sido tan exclusivamente recluída en la de

esfuerzo muscular ó mecánico, y con tan exclusiva limitación al fin
legal de la familia y al propósito social de la industria, que apenas, y
como simple concesión al lenguaje figurado, se admite la realidad del
trabajo intelectual y del trabajo moral, no obstante la energía
fisiológica y la psicológica que se emplea en ambos, y á pesar de que
ambos, como el trabajo material, tienen por contraprueba y
testimonio un producto ó resultado.
Presentarlo, por tanto, como un deber positivo, escrupulosamente
deducido de relaciones evidentes, es, en apariencia, sacar de sus
límites racionales al trabajo. Aún más lejos de ellos parecerá cuando
lo presentamos como deber genérico, capaz de generar otros deberes,
modificándose en forma y fondo, en nombre y en objeto, según los
diferentes grupos sociales en que opera. Y sin embargo,
puntualmente exacto es, como ya hemos intentado demostrarlo, que
el trabajo es un deber fundado en la necesidad, y que, como esta
relación se extiende desde el individuo hasta la Humanidad, el deber
del trabajo funciona en toda la serie de relaciones y se modifica
sucesivamente en cada una de ellas, sin dejar nunca de ser el mismo
esfuerzo con la misma capacidad de dar un resultado. Mas para que
la moral social sea completamente positiva y en los deberes que
preceptúe nos muestre la correlación de todos ellos y su íntima
relación con la naturaleza del individuo y de la sociedad, vamos á
insistir en exponer minuciosamente las ideas que hayan podido
parecer confusas.
Ante todo se ha de recordar que de cada relación que se descubre
entre el individuo y la sociedad se deduce un deber ó un grupo de
deberes, y que la razón de que este deber ó grupo de deberes se
deduzca está en que la relación no es más que el medio ó recurso, ó
lazo natural para llegar al doble fin individual y social; y que al
mostrársenos ese medio de llegar á un fin se nos muestra la
obligación moral de emplear ese tal medio para llegar á ese tal fin.
Valga un ejemplo: la primera relación que descubrimos entre
individuos y sociedad es la de necesidad; relación tan positiva que es
indiscutible. No hay, pues, que discutir el principio que podemos
tomar como punto de partida, á saber: que la necesidad, ya sea del
orden fisiológico ó del moral ó del intelectual, liga indisolublemente
al hombre con la sociedad. Por lo tanto, todo lo que sea una
necesidad real ha de ser un medio para satisfacer el fin que el
individuo tiene que realizar de vivir dentro de la sociedad con una
vida más completa de la que tendría fuera de ella.
Ahora bien: si el medio común de satisfacer necesidades es el
trabajo, es obvio que el trabajo es un verdadero deber genérico que
abarca, en esa primera relación, toda la actividad del individuo en
cada uno de los grupos sociales en que funciona.
Mas como ni el objeto del trabajo es idéntico en todos los grupos,
ni el resultado del trabajo es el mismo, hay que dar á este deber el
nombre, ya sea de su resultado, que toma naturalmente por su
mismo modo de actuar.
Con efecto: cuando tratamos de satisfacer las necesidades de la
familia en el seno de la familia, el esfuerzo muscular que hacemos
para cumplir nuestro propósito es efectivamente un trabajo directo
en vista de un objeto directo y de un resultado directo. Mas cuando
para cumplir con los deberes que nos ligan al municipio hacemos
cuantos esfuerzos voluntarios y legales están á nuestro alcance, lo
que hacemos en realidad es contribuir á la obra y beneficio general
del municipio; ya directamente, cuando tomamos una porción de
nuestro peculio para pagar cuotas ó impuestos municipales; ya
indirectamente, cuando produciendo mucho, consumiendo mucho,
circulando mucho nuestro capital, pensando mucho en el bien del
municipio, dando ejemplo en el ejercicio de nuestro derecho y en el
cumplimiento de nuestro deber municipal, coadyuvamos
activamente al cumplimiento de los fines de la vida municipal en sí
mismos, y á los de la vida individual dentro del municipio.
Por razones idénticas llamamos deber de fomento el que tenemos
de trabajar en favor del desarrollo provincial, pues es claro que si el
trabajo individual de todos los comprovincianos es tan ordenado que
dé por fruto el mayor desarrollo de la provincia, como el resultado
del trabajo indirecto ha sido el fomento, y como fomentando nuestra
provincia es como cumplimos con el deber de atenernos á la relación
de necesidad que con ella nos liga, claro es también que el nombre de
ese deber es el mismo de ese resultado. Por eso lo llamamos deber de
fomento. Es lo mismo que si dijéramos que la necesidad que nos
relaciona á la provincia nos obliga á favorecer ó fomentar del modo
más activo su desarrollo, porque ese es el único ó mejor medio de
satisfacer dentro de ella nuestras propias necesidades.
Al llegar al tercer grupo social, el deber genérico del trabajo se nos
ha convertido en deber de patriotismo. Á primera vista, esta
modificación del deber del trabajo es incongruente é incomprensible;
pero á segunda vista nada es más congruente y comprensible. Porque
si el patriotismo es puro sentimiento, sentir mucho por la Patria es
trabajar mucho con el corazón por ella; esto es tan real, que los
verdaderos patriotas sufren enfermedades físicas ó morales que se
derivan inmediatamente del constante anhelo en que el amor á su
patria, y la inquietud por ella, mantiene los nervios, los pulmones y
la sensibilidad moral de esas víctimas de sus propios esfuerzos.
Si el patriotismo es pura acción de una voluntad que se consagra al
bien de una patria, continuo esfuerzo de la voluntad, es decir, trabajo
continuo de ella, es esa uniforme actividad. Si el patriotismo es pura
idealidad empeñada en producir un tipo superior de patria, trabajo
de la mente es ese.
Si el patriotismo es un esfuerzo combinado de esas actividades en
dirección al bien de la Patria, tanto más trabajo es cuanto mayor el
esfuerzo combinado.
Pero aún es más clara y más perfecta la correlación entre trabajo y
patriotismo, cuando concebimos el patriotismo como es en realidad.
Antes que todo, y por encima de todo, el patriotismo es un deber.
Y es un deber porque es el único ó mejor medio de llegar el
individuo, en la relación de necesidad, á la satisfacción de todas las
que tiene el hombre en la sociedad nacional. Con efecto: el deber de
patriotismo no es, en definitiva, más que el deber de trabajar asidua
y concienzudamente, en cuerpo y alma, con músculos y nervios, con
razón y sentimiento, y con toda la fuerza de la conciencia, por el más
alto desarrollo posible de la patria nacional.
Y ese deber está exclusivamente fundado en la necesidad de
mejorar la Patria, porque su mejoramiento es el mejoramiento de las
condiciones generales de la vida social. De modo que este deber
positivo de amar á la Patria, trabajando por ella y por nosotros, para
ella y para nosotros, no tiene nada de fantástico, ni de lírico, ni de
épico, ni de falaz, ni de ilusorio, ni sirve para halagar pasiones
populares, ni para explotar en beneficio propio las alegrías ó las
tristezas, ó los dolores ó los placeres, ó los triunfos ó las derrotas de
la Patria.
Uno de los esfuerzos más grandes, ó más bien la serie de esfuerzos
más poderosos que se ve precisado á hacer el ánimo, son los que
reclaman la necesidad de conciliar nuestros deberes como patriotas
con nuestros deberes como hombres. De aquí nace la común
incapacidad que se tiene de ser á la vez un buen hijo de la Patria y un
buen hijo de la Humanidad.
Pero si se piensa que el conjunto de naciones en cuyo seno vive la
nuestra es una verdadera familia de pueblos en la que, como en la
familia de individuos, cada miembro depende de la mayor
prosperidad de todos; si se piensa en esto, se comprenderá que no es
incompatible el patriotismo con aquella subordinación lógica y
conveniente de los afectos y deberes que nos ligan con la Patria, á los
afectos y deberes que nos ligan con la Humanidad; debemos, por
tanto, subordinar los unos á los otros, considerar como un verdadero
deber el de subordinación y cultivar cada vez con más esmero
nuestro deber de patriotismo, no ya sólo por la Patria, sino porque
cuanto más firme sea nuestro patriotismo, tanto más concienzuda
será nuestra subordinación al más vasto interés de la Humanidad.
CAPÍTULO XIV
DEBER DE OBEDIENCIA Y SUS MODIFICACIONES
Ya sabemos que el deber genérico del individuo para con cada uno de
los grupos sociales en la segunda relación ó relación de gratitud, es la
obediencia; pero sabemos también que este deber toma diferentes
nombres, y ahora vamos á saber por qué.
Á no dudarlo, acto de obediencia es el que rinde el individuo al
municipio, á la provincia, á la nación, á la familia de naciones y á la
Humanidad, cuando cede á las disposiciones de la ley, ya sea una
ordenanza municipal, ya un precepto del gobierno provincial, ya una
ley nacional, ya una suprema ley de la civilización. Tanto da obedecer
en cada uno de estos casos á la ley de cada uno de esos grupos, como
obedecer en el hogar á la ley de la familia. Mas como no es
precisamente el sentimiento de sumisión del hijo á los padres lo que
hace que la voluntad del individuo ceda á la ley de los demás grupos
sociales, es conveniente buscar y encontrar un nombre más
apropiado para cada uno de los deberes que, derivados de esta
segunda relación, tiene el individuo con cada uno de los grupos.
Por eso, como el obedecer á una ordenanza municipal es someterse
voluntaria y concienzudamente á una imposición legítima del
gobierno del municipio, con el fin de establecer, mejorar y completar
el orden vecinal, llamamos deber de sumisión al de gratitud que
tenemos para con la sociedad municipal, dentro de la cual
obtenemos beneficios que sin ella no tendríamos, y á la cual nos es
obligatorio recompensar con nuestro reconocimiento,
sometiéndonos de buen grado á sus mandatos.
También es acto de obediencia el cumplir los preceptos que la
sociedad provincial nos dé por medio de su legítimo gobierno; mas
para caracterizar mejor el deber que tenemos de adherirnos á
nuestro gobierno provincial, denominamos deber de adhesión al
conjunto de actos de obediencia que hacemos para cumplir con la
sociedad provincial, con su gobierno y con nuestros
comprovincianos.
Actos de obediencia son también los que hacemos de continuo en
la vida nacional cada vez que sus poderes legítimos nos imponen
legislativa, ejecutiva y judicialmente alguna ley, algún decreto,
alguna sentencia. Como todos esos actos de obediencia son actos de
acatamiento á la ley, que es la expresión de la voluntad nacional, es
perfectamente natural que el deber de obediencia tome en este grupo
el nombre de acatamiento á la ley.
Como además de las mencionadas, hay leyes naturales ó no
escritas, y entre éstas la que se impone con más fuerza es la que
podemos llamar ley de civilización, acatar esta ley no escrita es un
estricto deber de moral social, porque el acatamiento á esa ley es el
modo mejor de concurrir á la concordia y armonía de los pueblos
entre sí.
Ahora bien: acatar esta ley de civilización no es más, en resumidas
cuentas, que obedecer al precepto de la Naturaleza que ha dado por
destino á cada hombre el cumplimiento de sus fines individuales y
que ha hecho estribar ese destino individual en el mismo destino
impuesto á la sociedad general y á la especie humana.
CAPÍTULO XV
POR QUÉ NO SE DA SU NOMBRE Á LOS DEBERES DERIVADOS DE LA

RELACIÓN DE UTILIDAD
En la relación de utilidad prescindimos del nombre del deber

genérico que de ella hemos derivado, para denominar con nombres
particulares todos y cada uno de los deberes especiales que
corresponden á cada grupo social.
La razón que tenemos para proceder así y no dar el nombre de
deber de utilidad al que según esta relación compele al individuo en
el grupo de la familia, es más una concesión que una razón.
Como que, á primera vista, el elevar la utilidad á la categoría de
deber es una cosa tan fuera del uso, por más racional y positiva que
sea, tenemos que apresurarnos á demostrar que los deberes
relacionados con la noción de utilidad no sólo son reales y positivos,
sino también austeros y eminentemente morales. Por eso, aunque
pudiéramos llamar deber de utilidad al que cumplimos en el seno de
nuestra familia viviendo para serle útil, y utilizando á la vez los
beneficios que nos vienen de ella, hemos preferido, analizando del
modo más profundo los caracteres de este deber de utilidad, darle el
nombre que resulta efectivamente del análisis. Ese nombre es
sacrificio, y por eso llamamos deber de sacrificio al que en esta
relación de utilidad se nos presenta en el primer grupo social.
Para que tengamos una firme convicción de la realidad y
efectividad de este deber de sacrificio, vamos á hacer expresamente
el análisis de la noción de utilidad, en cuanto aplicada á conservar y
consolidar los vínculos de la familia.
Ya hemos dicho que la relación de utilidad, por nacer de las
condiciones reales de la naturaleza humana, es tan positiva como la
que más positiva nos parece. Por lo tanto, el instinto, el sentimiento y
la noción de utilidad han de guiarnos por fuerza, queramos ó no
queramos, en nuestras relaciones con la familia, como nos guían en
nuestras relaciones con los demás grupos sociales. Si, pues, es
evidente que existe esa relación, necesario será también que ella por
sí misma sea un deber genérico, y que de ella se deriven deberes
especiales.
Dada esta noble evidencia, sólo queda por fijar y esclarecer esa
misma noción de utilidad, con el objeto de saber si el concepto vulgar
que de ella se tiene corresponde de algún modo á los deberes que de
ella derivamos, y si basta corregir lo que haya de incorrecto en la
noción vulgar, ó si es necesario sustituir por completo á la noción
errónea la idea verdadera de utilidad.
Útil, para el vulgo, es todo aquello de que el egoísmo deriva algún
provecho: utilidad, en consecuencia, es la propiedad que las cosas
tienen de ser aprovechables por los hombres. Fácil es comprender
que el uso de lo provechoso para el egoísmo individual hará de esa
propiedad de hacer útil las cosas, no por cierto una fuente de
deberes, sino un manantial inagotable de instintos egoístas. Pero eso
no resulta de que la noción de utilidad sea inexacta, ni de que lo útil
sea malo por sí mismo; eso resulta de que la noción vulgar de
utilidad es incompleta y de que la idea de lo útil es exclusiva.
La noción vulgar de utilidad es incompleta porque no nos presenta
más que una faz ó aspecto de la idea; pues si utilidad es la propiedad
de lo que podemos aprovechar para nuestro egoísmo, es también la
propiedad de lo que no debe aprovechar sino cuando beneficia por
igual al individuo y á la sociedad de que forma parte, ó al grupo
social en que funciona. Dicho de otra manera: la noción vulgar de
utilidad es incompleta porque nos presenta lo útil como si nosotros
fuéramos los únicos que debiéramos aprovecharlo, cuando la
realidad es que no hay egoísmo tan exclusivo que pueda por sí solo
aprovechar para sí solo aquello que anhela por ser útil.
La idea de lo útil es exclusiva, en el concepto vulgar, porque
excluye todo motivo social que se oponga al personal, todo instinto
genérico que se oponga al instinto grosero, todo altruísmo que se
oponga á nuestro egoísmo, todo derecho que se oponga á nuestro
provecho.
Esa idea vulgar de lo útil no es tan inexacta cuanto exclusiva. Si ha
de ser completamente exacta ha de incluir lo que no incluye el vulgo.
Para el vulgo, lo útil es lo que conviene á cada cual, y ese es un error.
La verdad es la que nos suministran las ciencias económicas cuando
nos hacen ver la correlación que hay entre lo provechoso para el
individuo y lo provechoso para la sociedad. Según las ciencias
económicas, las cosas más útiles son aquellas que empiezan por
aprovechar á la sociedad para, por medio de ella, aprovechar al
individuo. De tal modo es así que, en resumen, no hay verdadera
utilidad sino en la combinación inteligente de los intereses públicos
con los privados, de los intereses generales con los particulares.
Pues bien: si la noción de utilidad, que sólo es completa cuando
combina el concepto del vulgo con el de la lógica, y el del egoísmo
con el de las ciencias económicas; si la noción de utilidad nos da, por
una parte, la idea de un provecho personal, y por otra parte la de un
provecho social del que es inseparable el otro, es evidente que todo lo
que sea útil para el individuo habrá por fuerza de ser antes útil á la
sociedad general y á cada uno de los grupos sociales en particular.
Sea un ejemplo para esclarecer por completo lo dicho y lo por
decir. De las dos obras notables por su transcendencia que se hacen
actualmente en nuestra América, la una es de utilidad
exclusivamente privada, y es mala, perniciosa, abominable, y menos
productiva de lo que pudiera, si el que la utiliza tuviera una noción
un poco menos torpe de lo útil. La otra obra, por el contrario, es
buena, benéfica, laudable, porque es de utilidad principalmente
social y universal.
En la una empresa, el empresario es un explotador que ni siquiera
saca de su empresa infame todo el partido que pudiera. En la otra
obra, junto con los beneficios universales que la Humanidad
obtendrá de ella, los empresarios y millares y centenares de millares
de individuos obtienen un beneficio cien y mil veces mayor del que
hubieran obtenido si la utilidad de la empresa hubiera sido menos
extensa y menos social.
La obra mala es la que realiza en Venezuela el usurpador de los
derechos de esa sociedad, el consumador de la inmoralidad pública
en su patria, el aprovechador del despotismo en beneficio propio. Allí
un déspota y unos cuantos cómplices del déspota obtienen la utilidad
negativa, en tanto que la sociedad sufre los perjuicios económicos,
morales ó intelectuales, políticos y sociales, que resultan de la brutal
explotación de todos por un hombre.
La obra buena es el canal de Panamá. Es una empresa económica
que no tiene pretensiones de otra cosa, y que no se ha intentado con
otro objeto inmediato que el de favorecer la utilidad del comercio
universal. Y sin embargo, el simple hecho de beneficiar al mundo
entero ha hecho de ella, para hoy y principalmente para lo futuro, la
más útil de cuantas empresas hubiera podido intentar y conseguir el
egoísmo. Y como útil no es sólo aquello que redunda en provecho de
uno ó muchos, sino todo lo que sirve para fines humanos, ya sean
materiales ó morales, ya sociales ó educacionales, la empresa del
Canal está produciendo, cada vez producirá más beneficios, y más
inapreciables, al presente y al porvenir de la civilización humana. En
cierto modo se puede asegurar que esa empresa es necesaria para la
civilización universal, porque la ha provisto del medio más pronto y
más seguro para comunicar los pueblos de Occidente con los pueblos
de Oriente, los intereses, las ideas, las instituciones, los progresos
materiales y morales de los occidentales con la vieja sabiduría de los
orientales.
El ejemplo que acabamos de presentar patentiza lo que es la
verdadera utilidad, y cómo, de la reciprocidad del provecho
particular sobre el general, y viceversa, es de donde se obtiene la
mayor utilidad posible. Pero como todavía no hemos visto cómo esa
misma utilidad así entendida se convierte para el individuo en uno
de los deberes sociales más austeros, vamos á presentarla
funcionando en la familia y determinando el deber de sacrificio.
Sacrificio es la consagración de una idea ó un sentimiento con un
acto de suprema utilidad para otro, aunque sea un esfuerzo supremo
para quien lo hace. Sacrificarse es hacer sagrado (sacri fácere) un
acto concienzudo que tiene por móvil un interés ilimitadamente
superior á nuestro egoísmo.
Entre todos los grupos sociales el que más continuamente impone
al individuo mayor cantidad de sacrificio, hasta el punto de que
puede asegurarse que la verdadera vida de familia es vida de
comunes y continuos sacrificios, es el primer grupo social.
Ya hemos visto que la familia, lejos de excluir, incluye de una
manera perentoria el instinto, el sentimiento, la idea y aun la
necesidad de la utilidad. Hasta tal punto, que á no ser por ella
probablemente no podría subsistir la noble institución del
matrimonio monogámico. Si éste es posible como institución
conservadora y ordenadora del primer grupo social, se debe en
mucha parte á la recíproca utilidad que de ella reportan de continuo
todos y cada uno de los miembros de ese grupo social. Pues bien:
precisamente por ser la utilidad uno de los medios de conservación y
subsistencia de la familia es por lo que el sacrificio se convierte allí
en deber. He aquí cómo:
Para ningún miembro de la familia que tenga de ella y de la noción
de utilidad un concepto exacto y positivo, puede haber provecho en
nada que aproveche aisladamente á su egoísmo solo y que no
redunde en bien de los otros.
Ahora, como que éste realiza su propósito, que es principalmente
el de dar entidades virtuosas, y tan cultas como sea posible, á la
sociedad general y á todos los grupos superiores á la familia, cada
uno de los miembros de ésta, principalmente los miembros
directivos, encamina toda su actividad á realizar el fin del grupo.
Para esto hay frecuente necesidad de sacrificar objetos de vida de
algún miembro del grupo. Esto se hace exclusivamente por
convencimiento de la mayor utilidad que á la sociedad familiar
reporta el sacrificio; pero se hace tan comúnmente, que hasta en las
familias más vulgares se presentan todos los días ejemplos de
admirables sacrificios. Una vez es una esposa que sacrifica el peculio
paterno á necesidades que de otra manera no pueden satisfacerse en
el hogar; otras veces es una madre que sacrifica tiempo, solaz, salud,
reposo y vida á un hijo excluído del mundo por una dolencia mortal ó
por un crimen tenebroso; otras veces es una hija que sacrifica
juventud, esperanzas, ilusiones, al padre ó á la madre desamparados
ó solitarios; otras veces es una hermana que, en la edad de los
ensueños juveniles, se consagra á sustituir á los directores difuntos
de su hogar, dirigiendo ella á los menores; otras veces es un hijo que
sacrifica creencias, educación, ambiciones, porvenir, al bien de la
familia.
En casi ninguno de estos casos aparece la utilidad como el móvil
de esos sacrificios, y, sin embargo, ningún otro caso produce más el
convencimiento de la suprema utilidad que hay para la familia en
sacrificios de esa especie, ninguna otra idea mueve á los que así se
sacrifican.
Por otra parte, en la vida de familia, vida de intimidades y de
incesante correlación de los individuos que la componen, todos los
días y todas las horas y todos los momentos son momentos y horas y
días de sacrificio, de propósitos ó deseos, ó afectos ó caprichos en
bien del reposo de todos ó algunos de los componentes de la familia.
Y ese reposo del hogar, ¿qué es sino la expresión de lo
eminentemente útil en el seno de la familia? De tal manera
concluyen por confundirse la idea de sacrificio y la de utilidad en la
familia, que bien puede decirse que lo más útil en ella es el estar
siempre pronto al sacrificio. Esa disposición, convertida por
razonamiento en reflexiva, es lo que constituye el deber de sacrificio.
Así visto, se presenta tal cual es: vale decir, como un medio
infalible de llegar al fin social de la familia.
Y en ese sentido no sólo es un deber moral, encargado de producir
las mejores costumbres posibles en la vida de familia, sino que es un
deber positivo en todas y cada una de las acepciones del deber.
CAPÍTULO XVI
(Continuación del anterior.)
COOPERACIÓN.—UNIÓN.—ABNEGACIÓN.—CONCILIACIÓN
Expliquemos ahora cómo es que el deber de ser útil á la sociedad

municipal y el de utilizar los beneficios de la vida vecinal en su
propio bien se convierte en deber de cooperación.
Cooperación, en la ciencia económica, quiere decir el esfuerzo
industrial hecho por muchos y de común acuerdo para repartirse en
proporción los beneficios que de sus industrias hayan obtenido.
Como la sociedad municipal, lo mismo que cualquiera otra, no es
más, desde el punto de vista fisiológico, que una asociación industrial
cuyo régimen son las necesidades físicas y cuyo fin es la utilidad ó
usufructo de los productos según la capacidad de consumir, es
notorio que todos y cada uno de los asociados municipales coopera
espontáneamente, y debe cooperar por reflexión, á la mayor
prosperidad de los asociados comunales, no sólo porque así obtiene
mayor utilidad, en el sentido vulgar de esta palabra, sino porque, en
el sentido que de su análisis hemos obtenido, la utilidad privada será
tanto mayor cuanto mayor sea la utilidad pública.
Deber de unión es el nombre y la modificación que sufre en el
segundo grupo. Por muy distintas que parezcan la noción de utilidad
y la de unión, á los ojos de la moral social se presentan como
correlativas, y es muy fácil de explicar cómo el deber de ser útil á la
provincia y de utilizarla en su pro se convierte en deber de unirse y
ligarse reflexivamente los comprovincianos entre sí.
Ser útil á la provincia es darle, en su persona, un instrumento
eficaz de fomento, progreso, moralidad, cultura y civilización.
Utilizar para sí el beneficio de la asociación provincial es lo mismo

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Student’s Book Contents IV

1 Aiming high TB1

2 Times change TB15

Ready for Use of English TB29

3 Gathering information TB33

4 All in a day’s work TB47

Ready for Reading TB61

5 Getting on TB69

6 All in the mind? TB83

Ready for Listening TB97

7 Feeling good TB101

8 This is the modern world TB115

9 Going places TB129

Ready for Speaking TB143

10 Home is where the heart is TB147

11 Cultural values TB161

12 The world about us TB175

Collocation Revision Units 1–12 189

Ready for Writing Key TB190

READY FOR USE OF ENGLISH page 29

READY FOR READING page 61

6 ALL IN THE Passives 1 Intelligence and ability augh and ough

9 GOING PLACES Creating emphasis Describing an adventure Alternatives from Chunking

READY FOR SPEAKING page 143

11 CULTURAL Inversion Sight Nouns formed with Connected speech:

READY FOR WRITING page 190

Audioscripts page 240 Answer key page 252

Reading and Use of English Part 5 Multiple choice

designed to help students prepare for Cambridge

English Qualifications: C1 Advanced.

Student’s Book/Digital Student’s Book

Each of the 12 units in the Student’s Book provides

a balance and variety of activity types aimed at

improving students’ general English level. The exam

sections include a variety of tip boxes which

develop the language and skills students need to be

successful in the exam.

READY fOR GRAMMAR

The Language focus sections contain a referral to

the Ready for Grammar section with notes and

extra activities at the back of the book.

Write your review in 220–260 words.

For more information on writing reviews, see page 198.

At the end of every unit, there is a two-page Review Vocabulary

containing revision activities and exam style tasks.

1 On tonight’s programme we’ll be a critical look at education.

Pronunciation Sentence stress

Student’s Book Contents IV

1 Aiming high TB1

2 Times change TB15

Ready for Use of English TB29

3 Gathering information TB33

4 All in a day’s work TB47

Ready for Reading TB61

5 Getting on TB69

6 All in the mind? TB83

Ready for Listening TB97

7 Feeling good TB101

8 This is the modern world TB115

9 Going places TB129

Ready for Speaking TB143

10 Home is where the heart is TB147

11 Cultural values TB161

12 The world about us TB175

Collocation Revision Units 1–12 189

Ready for Writing Key TB190