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Proficiency Masterclass - TB PDF
Proficiency Masterclass - TB PDF
,,
3 conlh wt ...tt:tl 8 come 'n lor flthletlCS: !radl
come to the polnl 9 come round to football : pitch
coaMlC up Wf'Ih
tennis. ewrt
~ skatlns; rink
canocln(: mplds
Photocopiable activity 1.1 TB page ISO 1011: course
- '--------'-'''----
Extra vocabulary welghthftlng: gym
4 i!l11ey: skittlef>
See piIgtt 176 lUI ideas on how to oxploit thIS 'o'OClIbvlary. lIit\;k: rnotorofltCin&.
monal (ad~ivc) a mnol h"" fnr ~T, must d;"
primary (adjectM' ) Ih~ mOSI in' POI """l ur buic
-'.-.poIo.
coun: SQUIlS/'I. btIcImtnlOrt.
1part-l. (nnlln ) ~ ~nwl ll,.~h urIiglll from a shinywrbce rink: ICMlOCkey
devoid ( adi«tiY~ ) wll1plet~ly ia(:king In somtlh ing IlIPI(ls: rafting
$0" (Y~r") 10 ri ~ quickly and smoothly cOUJSti: horlie--faclna
d" .... lnto (verb ) 10 Iry hl rd to find mnrr InlorJll.;ltion ~I.oou l gYIll: Il)'mnastics. aerobics
somet hing
Oxhort.llon (nnlln ) ~ "roog (O,m ur ~:uion
dehIM,"'e (onb) 10 tI,i,,"
';<u~(ully be(orr l~kingaCiion
to sl.nd by SOIll"..." {vtrbl 10 suppon fOm('Onc ,n I d'~1111 II ETfra Activity
~i lwalion Round uff the activity by asking .~ I\ldents which of
The spo rting acti ... ities you either dv, p~y or go.
K<y
Language in use 56 pages 13-15 do athletics, ~ighl-Ir.illing
,0 bowling, ice-skilling, canoeing
The sporting life play footbaU, tellllis, gulf
The ${>ilrtjl/1i lift is an expression u.)Cd tu describe a life
of a..:ti ... ity and outdoor pursuil~. lt i~ al50 the name o f a
Briti.~ h sports newspaper.
14 K9127pr
a Alttrnativt activity
With;a l;arge class YOII could conduct a survey by
1 whether (connector)
inviting students to IIHU out a1llhl;: sporlS &Iudenls 2 'III\i:lU / nlVdl (adYertl/ part of a connector)
either enjoy watching or playing. Students Ih('n 3 not (adVerb) / nothinl (pronoun)
report back to you u~illg the phrast-s below. 4 on (preposition)
the majority about half 5 me (verb)
most of u~ a few 6 forms I examples (nouns)
quiTe a few hardly anyone 7 to (plepo!Oilion)
8 buU, (determiner)
9 greater (adjective)
Cloze Paper 3 Part 1 10 Oily (determiner)
11 ul'\ (preposition)
A Allnw ~tudenls 2 minutes to skim rud Ih(' text.
12 their (pronoun)
i{l;:llIillu thl;:lIl nut to fill in Ihe gaps yet.
13 talo.e (WIU)
Discuss ans~rs as a cI .. u. 14 which (pronoun)
15 maKCO (vem)
ElfplAin IhAt it's important for students 3t this ~tagl;: to
I:\ct into thl! habit of reading through the whole telft
quickly to gtl a gentr,li Idea of what it is ;,Iooul ""forI!
they fill in the gaps. The missing word may cI~pend on Structure
I~ conttxt or ovuallllleaolllg of the text.
Defining and non-defining relative clauses
D
Doing tmrrcil>l;l ur ,parts tralnl", to muole
15
Ask thttr11 what type of reilltrve cilluse is used 11'1 7 Skllrlg and snOYAXlardlne. both of whiCh .rll
the explanations. They Itlll ilil <lElfiniog reillti¥e exciting sportS. can new be Pfl)CtiSCd all year
elnuscs. round on dry-siu slopes.
2 The rel8hW! pronoun con be omtned WI the second See E4.
sentence. ThiS IS boecau5e it is the object of the 8 The new stadium won't be fi11ls1'1ed tOt lII'oOther two
VEtfb in the relative eilluse. In this case the suhJect years, by which time it will btl out of date.
Is SpectlftfXlS. Thtl r8tallVe pronoun cannot be s« r. 4.
omitted In the l1rst S8f11tmCtI btit;ClUs.:l it II; the
'utJjecr of the vert> In the retatlve clau68. TIli," rullt
only lIpp1ifJ!. to deftnll'lg relotlve douses. In non G
Oefinin« reilltrve cilluses ~ r-e .... trve pronoun con
I _ I IHtt omitted.
3 11lar cannot bs used in U"18 iEIC011d sentence. ThIS The relative pronoon can only he omitted In SCMcncc 3.
Is because that Is never used W1 It I~linina
reilltrve clause. In thiS cosc whICh should bs ulitKJ.
The first sentef"lCe IS 8 defining rclotlve elousc. Note: A wmnlOll mistake students make with this type
4 That cannot be used at\ef" a prepoMIOO In a rclot/Yc of $("ntt'nce is 10 WIt object pronouns in the relative
clwlI8. In Ulili case which should be used. Whom is clause as if it w~;a se..,arate sentence, e.g. 'We dC'Cided
used after a prepotoiWn wlltIO referring to people. to engagt Ibe two young dancers (who ) we bad seen
Also h Is., nondetlnlne relative Cktu68. them perfurm un td~vision.'
5 1he re ....'rve pronoun Is whose and It refers to the
Point oullh:H the relative clause defines ' the two young
boxer. h Is a possessive relMM! pronoun mconlne
dancers'. The rdative ..,rolloun wile can be ustd in the
bftIoIYCing to.
relative clauSC'. However, an ohject pronoun like them
6 The rtllativtl IJronOUrl which refel5 back to the
whOle Of the previous clClutoV 'IKI IE/signed as cannot be used in Engli~h to refer ;again to 'the two
manoccr of the club: young dancers' within the relative clause.
...
Check answers as a claS/;.
H Ask studclllb Iv \.Umpare the two stntencts in the
exampk. Point Olltthat the verb in the mative clause i~
passive so the past participle or oed form IS used in the
1 I he Americon jourMlist whO / that Interviewtld Ultl
reduced clau$(". If the verb i~ active the irlg form is used
tennis chamPIon reminded me of my brother.
in the reduced clause.
Sed I.
2 Thll liver, which isllbout 30 centimetres long. /'Ielps Remind ~lud("nts to c005ider whether the verb in the
In the dl/i!estiOil uf fWIJ. relative clallqc i~ Active or passive when rewriting tlu:
SccF.JandE3. sentences.
3 we decided 10 entaec the two youn& dancers who I
that I whom we twt.!'oeen perform on television.
Sa: £2.
" TIre new coocert hllU, whiCh holds two thoosand
people. was operred )'Ejliterdily.
SccFlandE3.
...
Check answers u if. class.
,.
4 The !lllIdlUm belflg built for the eventl!l lliready an Comprehension and summary
lIrchiteetural liIlkifli point. The vert! 15 passiw but
refers to !;omethlne, not completed yet. S8 pages 16-17
Ask studO::H~ to read the introduction and example. Under the weather
ur
Point o ut how th e position the subject t~,. ftrik(r Ask ~tlld('nts what tllt:y imagine when they visualise the
changes in o::a ...h sentence. phr;l~~ under the weatht1'. Explaill tlilll il can be a
mClllphor for he;llth lind ask students what thr:y think it
Remind students asain to consider whether the verb is
implies. The phrase mcans thllt wmebody is nnt fuling
active or passive hefore they rewrite the sent enCd.
in good health.
Ch«k answers 35 a cla'l.~.
1 Students work in p;lin: to rearrange thc words ;llId
find Ihe dght complainls.
Koy
a Alternative activity
t ThinkiOj{ of hoW their live! would be log",lhur. the Write thc'IC four litl~ Oil the board:
cou~u were pronounced man and wife (by the A doc/or 's view ofpatitnu'txp«I<ItioflS
""n. What d() patitllts (tully think of their d()('foN?
2 \.ookJn& through the binoculars, I SIlW thel the A Iwspitlll doctor's rout;"t
dllllMt eagle wttfllud to be prepanng to swoop on Thc doctorlpatitllt rduliunship secn from both $ldN
its~.
3 I began to rUall5C she W8S no Iooger my bab¥ &In Ask student!lto read both texts quick1y and choose
whun I saw her dressed in her new school uniform onc title for each {ext. Ask Ihem to Justify their
choice.
2._
The writer mcnliom , hulthnJt ~W«ll uiuiu;, the
op<nlms tM.ltr(, the W,IlIJ5, el(.. in lines IS- 18
the nuna:16 your fir$l lillt (If dtfruu agAlmt lhem.' Check an~wc" a5 a clau,
(line 22)
'8
'e, well-prepared or III -prepa rC'd for the exam IllI1Itr-h I
race I competition
1 Ten 2 line 7 '5Offie iUus.ory sense of conllor and a well-written essay I book! oomvositioll l ~Iory ell'.
line 15 'nleY ""dill nursus and doctors dash If'll In a well malcht-d couple o r IWO well- or ill-ma tched
aoo out'
teams
2 TciCt 111nc 5 'motu! pilllenl-dl)ctor communiCation
a well mannered or i1J-mannert'd ~rson
V1rtlll'llly Impo!J!Uble ' 8nd Text 2 lines 25 and 27
'Just clam up on me' lind ' stopped takirlA nw a wdl-attenJeJ "ollr-nt / meetill!; / mat ch I party I
seriously' conference elc.
4 TtI~t llintl 20 'and you resent anything thOt an ill-wlI..eiveJ or well· f.;onceiwd plan I schemel
distracts you from this task ' propo.'\Il1
S Text Il1nc 30 'n questi on wtllCh tails on deaf ellrs' a well-titlleJ ur iII·timed comment I action
7 Tf!1rt 1 line :,16 'the OOCtors are hiding from rou all a well-informed o r ill-informed p<"rson I arlicle I
"'"
G Point out that their summanes should lIo t ju~t Ix: a
ar....oun!
be well· or ill- informed about somethlllg
yon ClI n
well-worn ~hOt$/ trainers I clothes I tyres
lilt of poi",!. Their sentences should he fluentl y linkN.l.
&ofon:' they begm the luk, dicit some ~~jbl~ linking Extra vocabulary
phra5('S they could use, e.g. firstly, furthermore. and, See p&ge 116 tor Ideas on how 10 expiott thl!> vocal/ulillY
bllt, besides IhIS, In addition, finally. I"',,,-wptivv (adjecln-t) havinSlhe abililY 10 unde~tand thlnes
quickly
Sample summa,)' per:;pOCliyo (noun) an altitude nr wdyof !O"l"g Things
Firstly, both Iii/xlII munUun that doctors and P'!tlCnts bolst~r (...,rh ) In m~kt ~n'elhing stronger or i",,,rov~ il
haw difficulty communicating with Coch other. AIM) rlemenled (adj«l;ve ) lot:lo .. viu)I ill ~ ~ruy way due 10 an Up~1
doctors :;omctlmcs rclllrd potlent!!. as lin Intrusion Into belliyenmt ( ~<ljlXCli~ ) un(riendly or h~lile
hospItlll efficiency. while pallents feel that doctors woo', ;nlruiion (noun) somelhing unwdcome thaI comes inlO
Il5ten to what they say and often seem to I.Mf ifYUidlng people's livn
them. Besides this. Ocxtors f~ttllhat patients expect
U~m tv giw In IlI1presslon of control whICh may be
fal&e. (61 words) listening 58 page 18
Divide Ihe class mlo paJr~ 01 SIJJaU grouVll. A~k them St11dents work in pairs to match Ihe names to tile
to add ill or wcllto th e word~ and find a noun thaI pictures. Discuss What the trea lments inmlvc.
malcht"5 them. Uk th il> example: u well-writren essay Disc u.\.S illl~wen as a class.
"tlldent! ma~ as many similar phfaSC'~ as they \.0111.
Puint out that both ill and well can be used with Key
'Orne words. 1 Hypnorhcrnpy Is 0 kind of Irealment Ihllt creates &
state of rel8XflIion &rid concentr&tiOn ~ using
Each pai r read Ollt their phrases. This can be done
hypnosis
competitively with the pair or group with the mOM
COrT('(t phraS('~ winning.
2 AcupuncfIJre is I Chine",~ IIKlthud of \I~<lting paIn
Of iltnaliloi by uslnll iptlClat thin needles Which arc
Possible answers: pushed into the skIn In particular ports of the body
a well -kept s«ret / gardell I rovul or lUI iU-kept 3 AcU{JfCSSUfC. or Shlolsu,ls tt\f>; 8f'lP11C8t1on ot
"
DiKuss what conditinns the\e mMhods might be used TapeKrlpt _ __ _ _ _ _ _ _ _ __
to In'at.
Extract 1
WOMAN WCII.I wn~ hAVIng trouble sleeping. 1'0 00n9 a
a Alternative activity treat dcal Of research into hypnosis, and. urn, althOUih
Refer Slu<l~nl$lo th~ list of coUlplaints in Under the there's no doubt that it can be iocrealbly etrect/Yc I IWS
wt:"lltheron page 16 and ask which of the aJlernatiYe vel)' apprehensive, I Ci:ln tell you. I'd been prescribed ...•
wel l, given !>Orne mild sleepl", pills &nO I ... went to a
methocls might best be use..! to lIeat these
hypnolheraplst bcc:Iusc I honestly lett thet I _s becomlrC
colllplaints.
addicted to them. Althouth I never felt that I _nt under.
the insomnl8 sort of cleared up. Ana afler the session. I
Multiple-choice questions Paper 4 Part 1 had the best night's sleep I'd had fOf years. SO. perhaps I
welt, learned something subconsciously.
Identifying the context MAN nlal's Intelestlne. I actually hAd hypnosis fOf about
two )'tiars. Atter thO session. my mind seemed f&lOf £/uUp
A () Ikmind students to listen for kt'y words a nd and I had this fet'1lmt 01 UN! power. tt only took a minute
phn..sn that will give them dues ~bout the conlext. Of so TO put me to sleep. Then. wlltfn I woke uP. I felt that I
could fight King Kong! Built also helped me to concentrate
Play the rccordiJlI!- on my gillme ana block out the Crowd. t have 10 SI!lt thet I' m
C:heck anlwt'n as a dass. fascinated by the fact that apparenTly we only use ten pel
cent of our brains. !''1C rell!1lhl1t the creative potlsiI.Jilities
of our sub-consc lous ere enormousl
...
TO compare answers ill pairs. Check answers u a cI~ss.
generation improvement: a docror who ctln monitor a
pciUttnt's condJr1onl'rom r~ ground ~ satellite
transmiSSion. The ·telemedicine'link shows vital stens
1 C 2 B 3 C 4 C 5 B nC 7 B B a sueh 8S blood pressure. tem~rilture Bnd oxyecn In The
blood. To check on iI pc!t;t>t!n61er. "I&ht ,mendon'" - Who
h_ undelgontl basic medlCtlI trnlnina - first rltl8ch
Note: Sections of the tapescript in italics high.l.iKhl senSOfli. A monltOOng unit then plugs into the plane'5
parts of the text relev'l.Ilt 11,1 the key. satellite communication system which allow5 continuous
two-wAy communiCation between UIV plane ana the ol rport,
Tile doctor on the ground rllWiYes the sl&rnlls through 1'1 PossIbk! answers
computer and utteides 'Nhethcr the potiont could SlIfe/y be relaXing. public heililth, SOOUllllg, protection,
hated by the crew, or If £I n emertel'lCY Il'Inding is therillpeutic / Ultllapy, prwentJon, trcatment , dlse8!!1e~,
necessary, senli8 uf _ Il-belne, injeCtion, conte ntment, hypodermic
needles, bcncnciol,lnnoculauon, good for your skin,
Extract 4
apprehensive /!M:Med / tearful, alternative m6(Jicin~,
WOMAN It 011 storted dUring 1'1 perty in the cellctr of a
health !!!Cherne /policy, health club,
friend's hou.'Ie In london, I could feellffl chvlOt tiihtenln&
conventlOl'ltlI medicine
anti beflIn to lind it hard to breaUIV. Every time I tried to
inhale, my lungs becanltl irritated and WIthin minute!!! I
was coughil. unwotrollably. I was Dfrald I_!!! going to Speculating
pal>l> out so I ran out.sIdc. gulped In!!lOfl'le fresh alf, and R Students d lscun the pillllrn in pairs, Encou rage
evefllually 1 rc&ained control but I wasn't able to go back to
Ihe use of language fnr giving impressions and
the P!1~. Then. aoout two months latel, I liuffered identical
s~cu lating,
symptoms while on hohday wiUI my husband in Cornwall,
We'd rented ill cottage WId the only WOJt I .....os nble to Ask s l uclcnt, to oompilrt IdeilS with lIJ10thn pair.
breathti comfortably Indoors .....os b)' inhAling through II
<larnp tissue WIth the wI~ open and an electric lire to Speculating
dry the air. We hod to cut our holiday short in U-.e Imd. We , .. ' Quid / ",lIf / might be ...
were blnerly dl!!l-llppolnted. Wherll got back home, I decided / WQuld assume ...
10 h8Ye some tests done. /I tUflHKi out that I'm strongly
... IlpfKlIr / J«m to IN ,
~rgic to 'Aspelgillus', a slmln Of ord;nory hoIl!JeMld
I gt't thi' rmprrJS/oII .. ,
-~. . .. look as t!lQugll / if ...
Taposcrlpt
Extra voeabulary
IHTDtLOCUTOfI Nuw I'd like you to look at pICtures A and 0
See p!lge 17(; lor ideas on hvw to explOit this VOClIbulllry
and lalk toeether GbOUt 'Nhot you think tile people are
Cf1vi"ll (noun) .. \lfry strong desire for somtlllltlB oolna ana why they might be doing these things.
rllilln (verb) 10 keep or to conhnUf In h.ve wmelhinll FEMALE CANDIOATE Yes. SO, I think the picture number one,
prudent (adjcrti-,,:) xn . . hlf ~n<1 C<lfeful ill llI.oong decis:iolU or thiS eon.sumer is choosing , •• vitarmn tablets. I assume
judscmml. that he needs some may\.Jtl some encliY because he'!!!
untlf!rlln (v.:-rb) 10 ulX'ri(ncc wmelhing. often unp1caSjlnt feeling a bit strtlSsed or he needs sort'Ie vitAmin teblets
monitor (V( fU) 10 walch and check something for changt'i because he's &olna 10 take an exam, l or eJQImple, or
somcthin&.
MALE CANOIDATE Well ... I woulon't say that. It saems to
Speaking 5 8 page 19 rne that, m&ybe he's ... working in a shop like Boors .. ,
some ... you know, l>omtI klocl of .. ,
Themed discussion PaPtir 5 Part 2 RMALE 011 nO,1 don't aarcc with you.
Divide the cla~~ into pairs for all the a.::tivitin. MALE ... ana he's In ctmrge of providlOg the medicines to
the customers. you know
A AUvw ~tudenl$ 2 3 mi nut e,<; to mmpile their itsts, F£MAl£ No I think he could be - I think to fTl8 - From my
fXllnt 01 VIew I think he's a CUl>tOlllllf. He doesn't seem to
Compare: li~tb as a class. work for - for BooIs at all.
MALE Ooo't think he's In a dnes ffill- d~ stall
FEMALE Yes he Is. But not wooing for the company
MALE WCII. on to the seconct photo. The little glrllooks III.
She look.! III. (Yes) I think
ffi8)be she's treated tOf a dllitlase. The - the the other
woman seems tu be a nurse .
FEMALf It mtIy have been. Ytlli, maybe you ore nght. you
are n£tlt, she could bv a nu rse nurse. Yes.
INTERLOCUTOR Than k you. 1 Thv proposal Is for the .!IeniOr manager. The style
should be fonTll'll , professional.nd Impersonal.
Evaluating 2 The reader will expect to find suuestlons I
recommendation", fOl' ways in which the health and
D Ask stuM nls what health l:ampaigns currently ('xist fitness of sUlff at the company could be Imjlfoved.
in their co un tries, what hcall h issues the c;,.mVaigns are
about, and how they are pr~nted . 3 U",ine the re"~1ts of the questionnaire ali the basis
for the SucgCSlions I recommendations III'OUIcI eive
Draw students' attenti on to the Will l ip and use one of the propoS31 8 sense of auUltmtk:lty.
the pict ures as all oam ple. Ask what message they 4 There ......11 be II baJanctt of both. The irwestlg8tlon
think it is intenrled to convey. T hen a!Jt them whet her of existIng facHities will be with refereroce to the
they th ink it is wc~ssful and give reasons. resutlli of the QUCstJor\rIalre. The new Kleas WIll be
lhe s U£iestcd plan of fICtIOn Of recotnrTlendalJons
Paulble .,..wer: based 0f1 these results.
Writing .kllls
F Students report their deciiiuns to the class. Take !'I
vote on th e t wu iJ.est suggestio ns. Making recommendatio ns
C U rlW "tu den ts' an cnl ion to the Exam lip an d write
Writing S8 pages 20-21 this sen tence on the boaru: J would 5trOllgly rr.mmmtlld
rtluJ..JI1K Plotes before you !tart writi"g as tIm will mabie
A proposal Paper 2 Pe rt 1 you 1(1 (lr~(III;J(' your 1(leas fmll write mort! fluff/lly.
Ask st udents wh ich part o f the sentence gives a pct'Iitivc
Understanding the task
proposal an d whi,"h part gives a clarification.
A The que~tions arc designed to check th;,it ~tuucnts
have u nderstood what is required in th is type of Stude nts look thruugh the sa mple propoul again and
wri tiuH la5k. fin d ot her exam ples o f th ese fU III.tions an d make li~l s in
the Ciltegorit:1. p ruYid ed.
Check answen;,is;" class.
Ke, Unit 1 Overview key
!>Mltl'll! ptoposllls
I 5uggest that we Investigate ways
56 pages 22-23
Constderation should bti giVi;tn to .,'
I woold stronGly recommend provld1ne lexical cloze Paper 1 Part 1
The restaumnt menu could be revised
A
ClnrtT1cl'lUons 1C 2C 3B 4A 5C 6C
. as this would result in . 7e 8e 9D 10 C 118 120
sincv this would result in •..
on the grounds that ...
Cloze Paper 3 Part 1
... this would have the additional ru:t'o'rmtagc of . B
... as this would help. 1 Whell"" 9 under
Net"t"'e propot.lll5
It woold be inadvisable to provide .•.
,
2 "P
make
10 sur.h
11 both
4 by
23
2 Written in the stars
solar system Nicolaus Copernicus (1.473-1.543) Polish
astronomer who proposed that the Earth and other
planets orbit the Sun.
Key Key
a pendulum Galileo Galilei (1.564-1.642) discovered 1. D 2C 3 B 4 C 5 C 6 C
~at the swing of a simple pendulum depends only on
its length.
an apple Sir Isaac Newton (1.642-1.727). It is said that
an apple falling on his head lead to his formulation of Vocabulary
the idea of gravity. C Deducing the meaning of unknown words from
a light bulb Michael Faraday (1. 791.-1.867) was the first context is an essential skill at this leveL Use the word
scientist to produce an electric current from a magnetic chimera as an example.
field.
radioactive warning sign Marie Curie (1.867-1.934) was Ask students to look at the first paragraph and find the
a Nobel Prize-winning physicist who discovered the word chimera. It occurs twice. Then ask the following
radioactive element radium. Radioactivity itself was questions: What does it refer to? (The Great Unified
discovered by Henri Becquerel. Theory); What type of word is it e.g. noun, verb,
24
adjective, adverb, etc.? (noun); What other words does
Key
it connect with? (chasing, no chirnera, but a real beast)
tudents can use the questions as a general checklist for 1 The great Question of Life, the Universe and
deducing meaning from context in future. Everything.
Remind students to look at each of the words as they 2 The answer is 42.
3 That the two men have never really known what t
are used in the text before they match them to a
question is.
definition.
heck answers as a class.
F Spend a few minut di u ing tudent' reactior
to the extract.
Key
1.f 2i 3e 4g 5h 6a 7b
8c 9d Tapescrlpt
NARRATOR Inside the building, the room was much as
Slartibartfast had described it. In seven and a half millio
Expressions with time years it had been well looked after and cleaned regularly
every century or so. The ultra mahogany desk was worn at
D A k tudents to explain to you any expressions with the edges, the carpet a little faded now, but the large
time they have in their own languages. computer terminal sat in sparkling glory on the desk's
A k students which expression they think is illustrated leather top, as bright as if it had been constructed
in the cartoon (killing time). yesterday. Two severely-dressed men sat respectfully
before the terminal and waited.
Remind tudents to replace the whole phrase with one LOONQUAWL The time is nearly upon us, Phouchg.
f the expressions. PHOUCHG Seventy thousand generations ago, our
ancestors set this program in motion, and in all that time
heck an wers as a class. we will be the first to hear the computer speak.
LOONQUAWL An awesome prospect, Phouchg.
Key PHOUCHG We, Loonquawl, are the ones who will hear the
1. just in the nick of time 6 be / leave / come on answer to the great question of Life . .. 1
LOONQUAWL The Universe ... 1
2 a bit pressed for time time
PHOUCHG And Everything ... 1
3 at the best of times 7 buy time
LOONQUAWL Ssh, I think Deep Thought is preparing to
4 Now's a fine time 8 for the time being
5 kill time 9 time and time again speak!
NARRATOR There was a moment's expectant pause whilst
10 time will tell
panels slowly came to life on the front of the console.
Lights flashed on and off experimentally and settled down
R und off the activity by asking students whether they into a business-like pattern. A soft low hum came from the
were on time or in time for the lesson. (on time is at the communication channel.
rrect time; in time is early, with time to spare) DEEP THOUGHT Good morning.
LOONQUAWL Er ... Good morning, 0 Deep Thought, do you
have ... er, that is ...
o Extra activity DEEP THOUGHT An answer for you? Yes, I have.
Ask tudents to recount something that happened to NARRATOR The two men shivered with expectancy. Their
them recently using as many of the expressions with waiting had not been in vain.
tim a po ible. PHOUCHG There really is one?
DEEP THOUGHT There really is one.
E The recording is an example of how explaining LOONQUAWL To Everything? To the Great Question of Life,
the univer e ha become part of popular science. the Universe and Everything?
tud nt read the question before they listen. DEEP THOUGHT Yes.
NARRATOR Both of the men had been trained for this
Play the recording.
moment, their lives had been a preparation for it, they had
h k an wer as a class. been selected at birth as those who would witness the
answer, but even so they found themselves gasping and
squirming like excited children.
PHOUCHG And you're ready to give it to us?
DEEP THOUGHT
LOONQUAWL
I am.
Now?
DEEP THOUGHT Now.
micage (noun ) an illusion that cannot be <e~1
detrimental (adjective) harmful or acting against something
capacity ( noun) the amount that something can hold; the
NARRATOR They both licked their dry lips. ability to understand or do something
DEEP THOUGHT Though I don't think you're going to like it. deterioration ( noun) process of something getting worse
PHOUCHG It doesn't matter! We must know it! Now!
DEEP THOUGHT Now?
LOONQUAWL Yes! Now ... Language in use S8 pages 27-29
DEEP THOUGHT Alright.
NARRATOR The two men fidgeted. The tension was
Word formation Paper 3 Part 2
unbearable .
DEEP THOUGHT You're really not going to like it.
A This part of the section focuses on affixation in
PHOUCHG Tell us! English. Prefixes are added to the beginning of the root
DEEP THOUGHT Alright. The answer to the Great Question ... word and suffixes to the end.
LOONQUAWL Yes ... !
Students work in pairs to discuss the changes to the
DEEP THOUGHT Of Life, the Universe and Everything ...
words.
LOONQUAWL Yes . . . !
DEEP THOUGHT Is .. . Discuss answers as a class.
PHOUCHG Yes . . . !
DEEP THOUGHT Is .. . Key
PHOUCHG Yes ... I!I ... ?
DEEP THOUGHT Forty-two. strike - meaning to hit someone or something; to stop
NARRATOR It was a long time before anyone spoke. Out of working as a protest; to come into one's mind suddenly
the corner of his eye, Phouchg could see the sea of tense striking - adjective used to describe something or
expectant faces down in the square outside. someone that is unusual or interesting enough to attract
PHOUCHG We're going to get lynched aren't we? attention
DEEP THOUGHT It was a tough assignment. strikingly - adverb used with the same meaning as the
PHOUCHG Forty-two! Is that all you've got to show for seven adjective
and a half million years' work? able - adjective which describes ability to do something
DEEP THOUGHT I checked it very thoroughly, and that quite enable - verb meaning making it possible for somebody
definitely is the answer. I think the problem, to be quite to do something
honest with you, is that you 've never actually known what enabled - past participle of the verb
the question is. help - verb and noun
PHOUCHG Look, alright, alright, can you just please tell us helpful- adjective used to describe something which or
the question? someone who helps in a situation
DEEP THOUGHT The Ultimate Question? unhelpful- negative adjective
PHOUCHG Yes! unhelpfully - negative adverb
DEEP THOUGHT Of Life, the Universe and Everything?
LOONQUAWL Yes!
B
NARRATOR Deep Thought pondered for a moment.
DEEP THOUGHT Tricky.
PHOUCHG Yeah, but can you do it?
Key
NARRATOR Deep Thought pondered this for another long Real Madrid is the name of a football team. Real is
moment. Finally. Spanish for royal.
DEEP THOUGHT No. realign comes from the root word align. It means to
change the position or direction of something slightly.
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
C Brainstorm other words as a class.
emit (verb ) to end out something such as sound, heat, light
specify (verb) to state something by giving exact requirements Key
disconcertingly (adverb) causing surprise, confusion or
embarra sment realising, realism, realisable, realisably
immense (adje tive) extremely large
26
D Students prepare their diagranIs in pairs and then
Key
compare them with another pair.
1 unavoidably 6 abundant
Check an wer as a class. 2 catastrophic 7 extraordinary
3 alarmingly 8 destruction
ble answer. 4 disappeared 9 realisation
Legal illegal, legalise, legalisation, legalised, 5 insignificant 10 unfortunately
legalising, legally, illegally
Care careful, carefully, careless, carelessly, carer, a Alternative activity
cared
Ask students to cover the word with a piece of paper.
Appear disappear, disappearing, appearing,
In pairs they read through the text and decid what
appearance, disappearance, appeared,
disappeared, apparent, apparently type of word e.g. noun, verb, adjective, adverb g e
in the space by looking at the other word in the
sentence.
E Check answers as a class, asking students to give a
definiti n of the words or to use thenl in a sentence. Then ask theln to uncover the word and put thenI
• in the right fonn .
,
- -~ucom'uml'iL)f, -coll VIllI t C Q ..... ,;.~..,.- "-:z.~j.~ ::. -: _ : = "':"_
on or ut con or ...... '""~.& .... •
Stative verbs
Ask tudent to read through the text quickly to find
out what in general it is about (the possibility of Introduce this activity by asking
asteroids hitting Earth). possible to use the continuous fonn of the verb in the
example sentences (no).
Discu s an wer as a class.
Then ask thenl to work in pairs to Blake entence
Students read through the text carefu11y and decide on using the verbs in the continuous £ rm but with a
the right torm o t the word~ . dltten:nt ll"leaJll ng .
Check an wer as a class. Ask SOIne pairs to read their sentence out and t
explain the Ineaning of the verb.
Students then classify the verb and COlnpare their list
lLll d pdJ. \.u J..
C h e ck answe r s a s a class.
27
Key J
Verbs related to the senses hear, smell, sound, taste Key
Verbs related to thinking believe, doubt, guess,
imagine, know, realise, regard, remember, suppose, 1c 2e 3c 4d 5e 6c 7a
understand Bb 9b 10a
Verbs related to possession belong to, have, own
Verbs related to emotional states dislike, hate, like,
love, mind, prefer, want Photocopiable activity 2 TB page 151
Verbs related to appearance appear, seem
Others contain, depend on, involve, mean Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
H abundant (adjective) existing in large quantities
celestial (adjective) relating to the sky or universe
Key compromise (noun) an agreement reached by making
concessions
1 a I think think is used to express an opinion
deprivation (noun) the fact of not having something you need
b I'm thinking think expresses the possibility of
intervene (verb) to become involved in a situation in order to
a course of action
help it
2 a Is be Is used for a general state or condition
b are being be is used to talk about someone's
behaviour or attitude at that particular moment
3 a I'm not Imagining Imagine indicates the action
Comprehension and summary
of using one's imagination at that particular
moment S8 pages 30-31-
b I don't Imagine Imagine expresses the
speaker's opinion of what is likely to happen The theory of inequality
4 a is appearing appear means performing in a
play, film or TV show for a limited period Students discuss the questions in small groups.
b appears appear means seem
Suggest that they should corne up with some examples
to support their views.
Continuous aspect Ask one student from each group to summarise the
I discussion for the rest of the class.
Round off the activity by asking students whether they
Key think women are better suited to certain jobs than men.
1 a The simple past is used to indicate a repeated,
regular action in the past which doesn't happen
now. Comprehension Paper 3 Part 5
b The past continuous indicates a single activity Background notes
that was interrupted by another action. Thomas Vaughan (1622-1665) was a British alchemist
2 a The present continuous indicates a temporary and philosopher of nature. His writings deal with
situation. magic and mysticism.
b The present simple is used to show it is a Sir Isaac Newton (1642-1727) is famous for his
permanent situation.
universal law of gravitation and laws of motion.
3 a The present perfect simple indicates that the
Robert Boyle (1627-1691) was a British philosopher
action is completed.
b The present perfect continuous indicates that and scientist who carried out a series of experiments on
the action isn't completed yet. the properties of air.
4 a The past simple is used to show the action had Charles Babbage (1792-1871) was a British
finished when the teacher Intervened. mathematician and engineer who developed the
b The past continuous is used to show the action <difference engine' as a calculating machine. but it was
was still going on when the teacher intervened. never completed in his lifetime.
18
The R yal ociety was founded in 1645 as a national D Remind tudent that th y h uld keep th ir
academy of science and election as a 'fellow' or answers to the qu ri f nd imple p ible.
member was considered a .great hononr
.JIl vv J • • rn ersc e t 7 jtl 822} as a erman orn 4 ~ 1, ,~ •• -1__ _ ..
..lc;...tr{.... nn..",~ r 'u.,..... ,...,. ;:I~,..~ ______ ...~
J ...
Ask student to ompare their an w r in pair
astronomer who dIscovered the planet Uranus.
the father of Caroline Herschel who also Check answer a a cla .
became an astronomer.
_ l __ T .;;"~ ... p l ...-:~-- -L .. crt.~.,...". ,;I~"-':#'~ _r ~ .:;f_':_~-.; ::_ ey
mathematician. Her portrait appears on SB page 30. 1. to suggest that science had made ideas of magic
The Fawcett ociety was established by Dame Millicent and witchcrrift nlrl f:::>c:hin"""rI
awcett, a well kno'-Vn frTT'lin!"-t- -t-" ~-~-- .. - - -~ : and witchcraft old fashioned
1 <iWl..cll, a we known temlnIst, to promote women i l l 2 the Royal Society
cience. 3 to emphasise the exclusive nature of science as a
men's club
A tudents read through the article quickly and 4 scientific discovery as demonstrated by Boyle's air
ch e an option. Ask them to justify their choice. pump
5 the reasons for women's inadequacy in science
heck an wers as a class. 6 that he believed she was physically incapable of
doing mathematics
Key
Women failed to become scientists because of male E Remind student t h w th adv rb are u ed in
prejudice. the text before they mat m aning.
Check answers as a la .
B Ask students to read through the article carefully to
ch e a heading for each paragraph.
Key
he k an wers a a class. 1. d 2 e 3 h 4 b 5 g 6 a 7 c 8 f
Key
Paragraph
Paragraph
1.
2
Fear of the unknown
Women's understanding
o Extra activity
Write the e prompt n the bard.
Paragraph 3 A male preserve
Paragraph 4 A one-off visit
1 the law / enforced
Paragraph 5 Forgotten talents 2 the greate t team / th w rid
Paragraph 6 Lacking in strength? 3 what you aid / ridi ul u
4 offered / lend / ar
5 exam result / bad
Referencing 6 one point of view / valid / n th r
7 world / clo e / de tru ti n
C r a w tudents' attention to the Exam tip before
they d the exercise. Ask student to work in p ir nd mak mplete
sentences from the ue u ing uit bl adv rb fr m
Remind tudents to look back at the article and read the list in E.
th sentence around the extract to find the answer.
Each pair read out th ir mpari on
he k an wer a a class. as a class.
Key Possible answers
1 The law mu t be rigorously en£' r d,
1 a rebel .... ..., "';-'_J·uL~"unal ..'r,·r"" ~l.e ' . ~ n
III
wor
3 r t 'ou-;a
A T...J,.. 1 ..!_.. ..)7 ___ rr .....
4 He kindly offer d t lend m hi ar.
6 the 19th century
29
h~ nO~heCo.TUe~n;:Jc c~pted_phr .~P:tfi. M~rc ri1:v> . ny..
5 Our exam results were disastrously / staggeringly / new and exciting venture.
catastrophically bad.
6 One point of view is as equally valid as another. Key
7 The world is alarmingly / disastrously close to
1 The two photographs show scenes from Star Trek
destruction.
and The X-files.
F Again, remind students to check how the
expression are used in the text before they choose a Brainstorm ideas for questions 2 and 3 (students' own
meaning. orne of the expressions are metaphorical. answers).
C heck an wers as a class.
.... ....,ulTy (v .... J.u) l.v CI..l. .LC:U-'5 ull.l.l5.3 l1JlV C1 ;:)y;::t\'~.l .1J. 1 feminist
subside (verb) to becoITle calITler or quieter ? J;!:rrute .
Inolcunenl: ~noun) an ma.J.cauon mat sOITlemmg IS Daa or 3 sixteen I 16
..:J ~l"U::_CII / -LoU
VV..lVJ.llS 4 storm
o !!,llv::.L
6 (waking) nightmare I dream
7 student
Listening S8 page 32 8 female
9 The Great Exhibition
To boldly go
Tapescript
phrase u d in the television series Star Trek and which explains, the genre goes back even further. _.
30
Extended speaking Paper 5 Part 3 Key
A Allow a few minutes for the pairs to discuss their
id a with each other. 1 protagonist
2 opening
tudent work on their own to make their notes. 3 climax
4 denouement
B While tudent are speaking, go round and 5 pace
m nit r. Check on their fluency in presenting their 6 hero / heroine
id a and note any errors you would like to deal with. 7 style
8 events
Responding 9 theme
10 suspense
C Remind tudents that they don't have to agree with
what their partner has said but if they disagree they
h uld do 0 politely. See Unit 1 Speaking, exercise D. Writing your set book composition
When they have finished, do a quick feedback session D Students may be asked to write about the set text
nBand within anyone of the five formats in the example exam
questions in this section. Each of the formats has been
Exploring the topic practised in previous units. This activity aims to focus
on how these formats can be applied to the set text
D Intr duce the activity by brainstorming as a class writing task.
any rec nt controversial technological advances they
kn w about e.g. cloning or genetic engineering. Deal with each exam question in turn and discuss
answers to the questions as a clas
Divid th cla into small groups. Allow them 2-3
minut to di cu s the statement. Key
one tudent from each group to report their 1 a The balance should be fairly even as the review
into the cla asks for an illustration of society through the
characters.
b The article is for readers of all ages in the local
Writing S8 pages 34-35 area. They will expect to gain information about
attitudes in society at a particular time in history
A set book composition Paper 2 Part 2 as represented in the book.
c The style should be informal but also
Preparing for the tasks informative.
A Thi checklist aim to help students prepare for 2 a The main focus is on the relationship between
writing n the t book by organising their study the two characters and their different
appropriately. In small groups, students discuss how personalities, although some mention must be
they will approach the text that they have chosen. They made of the external influences on their
relationship.
hould b prepare to give practical examples of how
b An introduction giving details of the beginning of
and when th y will prepare.
the relationship.
ach gr up pre ents its plan to the class. A paragraph explaining why the relationship
could be considered doomed by referring to the
B Make a Ii t on the board of any other study characters' personalities and other factors that
ugg ti n given by the tudents. affected their relationship.
A paragraph explaining why the relationship
C Thi
wasn't necessarily doomed by making reference
to how the relationship might have worked in
h ck an wer a a cla s. different circumstances.
A conclusion giving the writer's own
interpretation of the nature of the relationship.
c A formal style appropriate to an essay for a tutor.
32
3 a The editor of the magazine. You wish your Unit 2 Overview key
suggestion to be taken up.
b Details of the personality of the female S8 pages 36 37
protagonist and how she resolves the problem.
Reasons why this particular book and its
Lexical cloze Paper 1 Part 1
protagonist would be of interest to the readers of
the magazine. A
c Formal and persuasive. 18 2A 3D 40 5A 68
4 a The younger readers of the magazine. 7A 8A 9A 108 11C 128
b To explain how the characters, their relationships
and the themes of the book would be relevant to Cloze Paper 3 Part 1
younger readers of the review.
c An informal, personalised style. B
5 a The head of English at your college 1 such 9 least
b The report should have a formal, impersonal 2 with 10 rather
style and be organised into clear sections, 3 ahead 11 of
possibly with headings. 4 on 12 result / consequence
c The main focus should be on how the content of 5 where 13 those
the book has provided you with an insight into 6 over 14 whose
the place where events take place and into how 7 I 15 doing
•
you think a teacher could make the book more 8 without
relevant to students, perhaps by using video and Word formation Paper 3 Part 2
drama.
C
1 passionately 6 intellectual
E Retuind students of the ituportance of planning 2 consuming 7 irrespective
their compositi n before they write by referring to the 3 remainder 8 unsuccessful
five tages u ed in previous units. Use the notes in the 4 characteristics 9 declining
key for part D as a guideline for you and your students. 5 unfortunately 10 embittered
33
3 Safety and danger
A Students skim read the text and decide on the
period.
Check answers as a class, asking students to justify their
choices.
ee unit umnzary on page 4.
Key
First World War. Russia entered the war in August
Exam training in this unit 1.91.4. The mood and atmosphere created in the extract
Reading Gapped text: looking for clues in the also serve to give a strong impression of the period.
surrounding paragraphs
Use of English Gapped sentences: thinking about
multiple meaning B This is a simplified version of the task in the exam,
Comprehension and summary: using five gaps instead of eight. Draw student '
shortening sentences, reducing the attention to the Exam tip.
number of words in a summary
Listening Multiple-choice questions on one text:
Check students have understood the ta k by a king
preparing to answer the questions them to explain to you what they have to do.
Speaking Extended speaking: giving views and Check answers as a class, asking students to ju tify why
opinions, responding they have chosen a particular place for each paragraph.
Writing A letter: writing a response to an article,
expressing opinions
Key
Th m f thi unit is dangers and risks and 1. C 'In my elation' links with 'glad to enlist' in the next
n our liv . paragraph and describes his feelings about joining
the army.
2 F 'By the time 1 reached the Cafe Museum' link with
Reading SB pages 38-40 'Inside the place was busy' in the next paragraph.
3 A 'he was already fairly drunk.' refers to the soldier in
Wa r and peace uniform mentioned in the previous paragraph and
links with 'his voice sounding slightly s lurred' in
Introdu th tivity by a king students whether the next.
military rvi in th ir country is compulsory or 4 B 'He offered me a Trabuco' refers to the cigar in the
voluntary. previous paragraph. 'When the wine arrived' links
with 'he filled our glasses' in the next paragraph.
tudent brain rm an w r to the questions in small
5 E '''God preserve me from sanity'" links with 'I ...
group
asked God to preserve me from anity as we1l' in
Di cu an w r a la . the next paragraph.
34
Key
Vocabulary
1 He wasn't making any progress with his work so he The right meaning
wanted to do something different. 'divert me from E Remind students to read the whole sentence fir t
my intellectual work', 'I had reached an impasse' before making their choice.
2 The uniformed soldier 'students ... casually and Check answers as a class and clarify why the other
unaffectedly dressed. So 1 was a little surprised to words do not fit.
catch a glimpse in one corner of a uniform'
3 The way he was sitting and his expression were so
Key
stern and unfriendly that no one wanted to join him.
'His posture and the ferocious concentration of his 1 a recovered suggests getting back something which
gaze clearly put people off as the three other seats was lost
around his table remained unoccupied: salvaged is only used with objects
'+ \.IICll II~ WClt1l~" lV lovlCll... hln.oolf' ' I _ . . . . . . ~ 'b .. <:n1'pn <;110Qf"c;tc; tht" vict·m!ol wt"rt" ~ti11 alive
lonely', 'All I do is pollute my mind talking to peopie;,
2 c declared means to state something with emphasis
'Onto m'ln ~rml"
...v ..fi ........l ..... ~r.,.,. ..l1y &'.... 11 ..._ ..... h,· ,.J.",. ("' <;("
35
mil Extra activity Extra vocabulary
Write these adverbs on the board See page 176 for ideas on how to exploit this vocabulary_
briefly steadily quickly secretively abolish (verb) to officially end laws or system$
continuously intently hardly knowingly to subject someone to something (verb) to force someone to
experience something unpleasant
longingly furtively
harsh (adjective) very difficult, unkind or even cruel
Ask tudents to work in pairs to m~~ sent~nc~~ mersis (adjtEti~e) expressing strong intert>.,i in d or
U : e' e ch of ...hp h..... ~..-b.o u,. r: ~.i ~ .,. bWl-.,.1.;h... unpleasant thmgs
adverb above. elation (noun) feeling of great happiness or excitement
ferocious (adjective) very fierce or aggressive
When they have finished, ask them to read out their candidly (adverb) openly and hone tly
entence to the class. Check correct word order, resentment (noun) feeling of anger about something
specially with glimpse, glance and hardly. considered unfair
preserve (verb) to protect or keep something in good condition
Alternatively, divide the class into teams to write
their entences and award a point for each correct
entence they produce. Language in use S8 pages 41-43
Possible answers
I briefly glimpsed him leaving. Dizzy heights
I gazed longingly out of the window. Introduce the activity by asking students how the title
I tared intently at the page. Dizzy heights is related to the picture.
I quickly glanced at the picture.
he p eped furtively around the corner. Ask them to think of other adjectives they could use to
He p ered intently at the contract. describe how they might feel in this situation. (Possible
De pite the shock, he hardly blinked. answers: daunted, exhilarated, nervous, excited, scared,
We could hardly make out the ships on the horizon. horrified, unsafe)
They wept continuously for their departed loved Students work in groups to discuss the questions.
one.
He winked knowin ly at me. Di c s answers as n c '"''''' .
L'IM... USS answers as a c ass.
___ __ - - - - ........... 0 .... ' c:.&L ... .1..1."-.
~I"I._-
I="xpr-oooiono ith do
The picture shows a construction worker on a crane
G A k tudents which expression with do is illustrated high above the ground.
(doing the donkey work). 1 physical strength and fitness, fearlessness. manual
dexterity. calmness
Remind tudents that they need to be careful with the 2 risk of falling, exposure to all weather conditions
form of the verb do and that they may need to change 3 students' own answers
the order of the words.
Ch ck answers as a class.
Structure
Key
Dackground. notes
1 I'm fed up with doing the donkey work in the Sydney Harbour Bridge was opened in March 1932
barracks. after 6 years of co tr ctio _Ir j~ tb ... _~-rl,d~.:d ... a"'~lc - -
WP! hRf't t ... #'IA_H ...". steel arch bridge and the top of the arch is 134 metres
3 I can do it with my eyes closed. above sea level. It is a well-known symbol of Australia.
4 I think too much army-type discipline does more
harm than good. A Allow students a minute to read the text quickly.
S Could you do me a favoul?
6 Some people say that military service does
Check answers as a class.
wonders for character building.
7 He did time for being a conscientious objector. Key
S A life of hardship will do you no good. a guided tour to the top of Sydney Harbour Bridge
36
Modal verbs Draw students' attention to th ampl and
explanation.
B This exercise serves a a quick revision of the
different functions of modal verbs. Remind them to find two ending [. r ea h nt n e tern.
37
'" "' L1i2 r IH~~..-:tv\ll"'l'i\ a4'tc. \r _,,;t ...wqn~A .+n -;.,,;hpn~_ "hW .• ,,_;.
I two sentences using fall as a verb but not changing its
forITl.
Key
Possible answers
2 needn't have booked If you're not careful, you'll fall and break your arITl.
3 should have / ought to have booked We're expecting snow to fall this weekend.
4 didn't need to have, aet, buy D ......;,..oEli.1!' _ _ .. C",,-11': +-t..."... _ _ ..... _ c..._ ..... __ .....
..L ..L ..L ..... ~.;J'-... .A.":&.Q.l ..LCLLI..LI. ... l..1..J.'- .1..1"--0..1. .LLl.LU..I.\;;.
"5 shouidn'th8w,/oughtn'tto have taken, borrowed,
driven Extra vocabulary
6 needed to get
8 shouldn't have been driving dizzy (adjective) a feeling as if everything is spinning round
daunting (adjective) a lack of confidence or fear about
§8ffietffiRg
to embark on something (verb) to b egin somethinp; new or
~. ~ .~~ c.,,:.-.i-c.y--~ - UllIlCW{ -
Ask tudent to ITlatch the sentences in I with the reckless (adjective) showing a lack of care about danger
ITleaning a-e in H. exhilarating (adjective) very exciting and enjoyable
vast (adjective) extremely large in area
Key
1 d 2 a 3 b 4 d 5 c 6 e 7 a 8 c
Comprehension and summary
Photocopiable activity 3.1 TB page 151
S8 pages 44-45
Gapped sentences Paper 3 Part 3
Mind over matter
jJJ..a.vv '::~lu,-,,-i.liJ ~ ai.t .l.l(.iV.l.l. =lv l.lie ..bJ\..uri~ - "J..f' -Uc;I..Ul.C U.lcy
necessary to use mind over matter.
begin th exercise.
Students work in sITlall groups to discuss the risks as a
Check an wers a a class.
group and note down their decisions. Encourage theITl
to give justifications.
Key
1 task 2 break 3 summit 4 drained 5 pool Each group presents its decision. COITlpare theITl as a
6 driven class.
38
A cardiologist is a doctor who specialises in heart
Key
disea es.
Personnel is a synonym for staff, the people who work 1 We work better when we think creatively.
somewhere. 2 Not having the determination to succeed shouldn't
stop you trying.
A tudent read through the texts quickly. 3 After completing the course, their health improved.
4 Ignore demoralising negative sentences.
heck an wers as a class. Ask students to justify their
5 Taking a few risks will help you to become more
an wers.
responsible.
6 People who are apparently confident often turn out
Key to be just as nervous as you.
Both articles describe the negative effects of stress
and anxiety and mention ways of dealing with them. D Remind students of the imp rtan e f underlining
parts of the text.
B Remind tudents to look closely at the text to find
Key
uitable or correct answers.
Text 1
'learning to relax ' (line 7); 'think poSitively· (line 8);
'~~~nt tg Whlgh th~¥ fe~! !n ggntre! gf their gWn
Key emotions' (line 25)
Text 1 Text 2
1 powerful, important and emotional are wrong 'People need to understand that they really are better
because they are not used in the article to describe than they believe' (line 17); 'taking risks' (line 21);
the results of the research. The correct answer is: 'learn how to deal with it' [fearfulness] (line 25)
incredible, dramatic, overwhelming
2 The answer is unsuitable because staggering refers
to the results not the management programme. The E Ask students to read thr ugh th wh I urn mary
correct answer is: to reinforce the idea of how first.
surprising the results were.
Discuss as a class why the phra have been d 1 ted.
Text 2
3 negative and worst are insufficiently dramatic. The Students go through the re t f the ummary and d lete
correct answer is: doom and disaster similar unnecessary phra e .
4 The answer misinterprets the final paragraph -
Ask them to compare their deletion in pair
confident people aren't prevented from feeling
frightened. The correct answer is: that they are just Check answers as a cla
as afraid as you below the surface.
Key
1 he first sentence IS unnecessary as there IS no
Summary writing Paper 3 Part 5 need to introduce the subject of the summary. It's
obvious that if you are healthy you may avoid
§hort@ning a §ummary sutg@fy §8 it's URR@c@ssafY t8 state ttli§ wittl ttle
Check tudents have understood the instructions phrase and 'perhaps even of avoiding surgery'.
by a king them to explain the techniques for shortening There is no need to qualify calm with 'quite'.
? T,",p i'nllnwin" wom~ p!orl n,",l'"P!~p~ f"p!n ,",p rlplptPfi·
1I l {Y
generally, Nevertheless, in staying healthy, own, In
39
Remind th m t c n ider how they can use the Tapescrlpt
te hniqu in xerci e C to rewrite the remainder.
PRESENTER Hello, and welcome to our programme 'Young
A k th m t write their final summary then compare hero or heroine of the week'. The subject this week is
ummarie in pair . Cindy Talbot, a final year college student, who was on the
third day of her five-day solo-hiking trip through a forested
Sample summary wilderness when she was struck by lightning. Lightning
kills nearly a hundred Americans each year, more than
Staying calm and remaining positive gives you a better hurricanes or tornadoes, and to survive a direct hit is
chance of being healthy. How well you succeed depends almost a miracle. Luckily, Cindy was rescued and we are
on taking control of your emotions. Try to convince fortunate to have her with us in the studio today.
yourself that you can achieve more than you expect, CINDY Hi!
even though others may have little faith in you. Come to PRESENTER Tell me, Cindy, what were you actually doing
terms with your deepest fears and meet each challenge when the lightning struck?
positively. Thus you can learn from your mistakes. CINDY Well, I'd noticed the thunderclouds gathering and I
(63 words) was, well, resting on a rocky peak people call Eagle Peak,
when I heard the thunder rumbling in the distance, and I
was rather unnerved. Fortunately for me, Rod and Mark,
Photocopiable activity 3.2 TB page 152 the two guys who came to my rescue were driving back
home in their pickup ... they'd been cruising around in the
forest checking their traps, I think. I must admit I thought
the thunder sounded kinda ominous. So I said to myself:
Listening S8 page 46 'Cindy, time to get a move on' ... you see I didn't want to
get caught in a storm like that. But, I was too late, I guess.
Stormy weather I remember when the downpour started ... and it must
have lasted for about an hour, ... at least an hour ... I
1 nt w rk in mall groups to discuss the
knew it wasn't going to stop just like that, so I sheltered
under some trees.
Wh n th y have fini hed, discuss ideas as a class. PRESENTER Not a very wise thing to do considering it was
an electric storm, or so I'm told!
Possible answers CINDY I didn't have much option, to tell the truth.
Everything happened so quickly and there didn't seem to
1 heavy rain / snow, flooding be anywhere else around where I might find shelter. But
2 drought, hot weather eventually the sun came out and the rain started to move
3 hurricanes, storms, a tidal wave away, so I came out from under the trees to dry off a little
4 hurricanes, storms, tornadoes bit. And then, well, I'd just put my backpack on - it has a
metal frame, by the wayi - when the whole world exploded,
2 In th ir gr up , tudents brainstorm ideas based on and I felt an electrical charge surging through my body. It
was literally 'a bolt out of the blue'l I realised that by some
th pi tur and mak a Ii t.
miracle I was still alive and had to get help. But I couldn't
mpare Ii t a a cla s. move my legs, so I had to crawl. It sure was heavy going,
but after about an hour I reached a wet, muddy kind of
track in a clearing in the forest, and was found by Rod and
Multiple choice questions Paper 4 Part 3 Mark, the two guys with the fur business. When they found
A me, I don't think they thought there was a grain of truth in
my story at first! Rod told me later that he thought what I'd
told him was a bit far-fetched, to say the leastl They said
they'd seen this weird-looking object - seemed to be kind of
he k n wer a a cla s. §I?r~~!!ns ~SrQ§§ 1h~ rg~g ... ng! mg¥in~; 9b1t it Wa§n't a
fallen tree - it looked human. I thought: Gee, thanks!
Key Anyway, they'd jumped out of the truck to get a closer look,
emu lney Touna me. I ney managea to get me to the nearest
1 C 2 0 3 B 4 A 5 C
hospital in record time, and, er, in a few days, I was on my
feet again. Thanks to the guys. But I've still got the scars
on my back, ... on my hips and foot, too. And I'm scared to
,..
dea
40
PRESENTER I suppose lightning's not normally something Students xnake notes. This is a practice activity n t a
to be terrified about. But you've just got to know what test so you can allow them a little tixne to prepare in
you're doing, haven't youl So do you feel the experience order for them to develop good habits. In the exaxn,
has had any long term effect on you? students are expected to give fluent and coherently
CINDY Hmn, I think it's made me realise that I'm a lot
linked responses to the prompts.
more resilient than I thought. I'm not really a quitter and
I'm determined, really determined to go on hiking.
PRESENTER But perhaps not in electric storms? Speaking and responding
CINDY I can't promise that, I'm afraid! C Draw students' attention to the Exam tip.
PRESENTER Cindy, thanks for talking to us today.
Check that they have understood what they have to do
by asking one or two individual students to explain th
Your views instructions to you.
B Students discuss the questions in sxnall groups. Ask
While they are speaking, go round and xnonitor. Note
them to try and coxne to an agreexnent as a group.
down any errors you would like to deal with or any
Each group presents their decisions to the class for ways they could ixnprove their fluency.
compari on.
When the students have finished the activity, write any
Extra vocabulary errors on the board and discuss correction a a whole
See page 176 for ideas on how to exploit this vocabulary. class. Also discuss any points about the fluency f their
presentations that you want to deal with.
relieved (adjective) feeling happy because something
unpleasant stopped or didn't happen
initial (adjective) fir t, at the beginning Exploring the topic
outcome (noun) the re ult of an action D See TB page 22 Suggesting and disagreeing for the
vow (verb) to make a seriou promise to do something language of disagreeing politely.
unnerved (adjective) a feeling of fear or loss of confidence
ominous (adjective) suggesting that something bad will Encourage students to discuss each of the que tion
happen
fcii-: i"~~i:'''''{ ~.1\.l; · ltv ) - iltrl~ y-tttm~LI1rl.
Groups report their conclusions to the cla s.
out of the blue unexpectedly, without warning
Writing SB pages 48-49
Speaking SB page 47
A letter Paper 2 Part 1
Extended speaking Paper 5 Part 3 Understanding the task
Understanding the task A
A Students decide who is Student A and who is
Student B.
1 The writer thinks that our personal freedom is
Key being taken away.
2 the newspaper's readers
Student A risks, modem world 3 The style is quite formal and appropriate to a
Student B fewer dangers than previous generations newspaper article. The writer uses a non-tinite
clause in the second sentence, 'Not content to'
Planning and a rhetorical question in the 1Inal sentence
B This stage is to help students prepare for their 'How far'. The writer's opinions are expressed
quite strongly.
presentation. Draw their attention to the exaxnple and
4 The newspaper would be interested in hearing '
how the topic could be explored froxn the three
strong opinions, both for and against the points
different viewpoints. the writer of the article makes.
Now ask thexn to look at their own proxnpt card and
consider how they can use the three viewpoints with
their topics.
41
Analysing the sample
Key
B tudent an wer the questions, ask them to
r thr ugh the ample and find out whether the 1. It would be infinitely preferable to ban dangerous
sports.
writ r a r r di agr e with the 0 Inlons e ressed
wrllcr -( ' rce~ ur ul~a g ree~ WllIl lIle u lIllUIlS ex resseu Z. III~ vi r2 1 i.l ll u h ,... . . tl ._t ~ 1P""':::"';' t '-t ,., 1 , _ • • • , 11_ ' .1
I ~.-hJ:;;= -. n r l~_
res~ric~-I-rialvIBu~:uTreeaorri: - . - _._- ---- ... _-- --
3 Trying to ban sports would be a complete waste of
Key time.
1. Paragraph 1 purpose of letter and brief summary 4 It serves no purpose whatsoever to introduce yet
of main opinion more regulations.
Paragraph 2 positive aspects of government 5 There is no evidence that watching dangerous
control sports encourages young people to take risks.
Paragraph 3 negative effects of government (illustrated)
controls 6 What we need is the elimination of unnecessary
Paragraph 4 why some attempts at control don't risks.
work
RflrB raoh 5 Gntlr.h~"'ion ~es min G>Jemli gginign
ana mal<ing a suggestion rOt-ins y IIr IA-t-t~r
D Go through each of the stages in turn and discuss
ue tion and brain torm idea a a c1
_ _ ..... '- ..... _ _ ......... _ ..... _ _ ... _ ......... " " ' ' - _ a a . . . . _ _ _ ..... _..., -. _ .. _ .
, ......
Paper 1 Part 1.
A
1.C 2C 3C 4B 50 6A
'it serves no purpose whatsoever' 7B 80 9A 10 C 1.1. C 1.2 B
'it will never be possible to'
'To sum up, ! think' GIOI@ Pap~r a f?art 1
'There is no evidence that'
'What we do need is' B
1 further 9 down
~~
\IV..-. :III!; ~k.III~ --- ::s
-~;.
100
-----
11
~·-'- ·T i -J~-
Insteaa / untortunately
C [, r tud nt b gin the exercise, ask them to look 4 By 12 as
they noted down in B 4. 5 through! o\Jer 1.3 ago
6 if / though 14 for
a a la , a king students to read out 7 well / badly 1.5 earth
Ih if nI flEe fSf ESffi~ni:>8H. 8 8,:,~r
42
4 Small world 2 Ask stm1rnlS which of tilt: ... Iug.uu "bow th cy
foun d mOM d lnt lvC".
DiSCll» th e question .l~ a dass. BrJ in ~lot 111 ideJs ,Is to
why thc ~rog:lns may ~ dkctlV(' ,md I~~ihl c rcaoo n ~
~ Str IInii Hm"'lfIry 0" page 4. why tlwy I1 100 Ybe UlcffC"ctivc.
Ruund off the Ktivity by asking l>lu JCllh wh.lt t1()lid:IY
:ui\'crt isi ng is lI!>Cd ill th eir cou nTrics.
Exam training In this unit
Readu~ Mulhplf!<hoicc Questioll~ on 4 tel:ts'
IdentJlylng '11y1f! and purposl:! olll:!"ls DExtra nctivity
~ of English K4:Iv word translormAtlon::;; inserting Ask sllldcllI~ 10 wnte.1 holirlay ndvcrli5ing ~ Iugan for
eletre! wt)rds, idiomatIC f!JJ"!res:;lons. verb thClr own country in Ellgli~h .
changes
ComprchCflsion <lrlll !oummary' us,nt
hnlune f1hrosc::; Multiple-choice questions Pal)tlr 1 Part 2
Ustcnlng Matching slalp.mcnts 10 Spe<lKlm.
Speaking TI'tlmed d,scuss,nn' suggestinG Background not~5
altemallvt:lS " pith helm et is a lightwe ighT h.lt worn in Irop k al
An article; d!;!!:>(.;riptlve languae" coulllries for protection !lg~inst the ~IJll.
Paul Theroux is a \1'3\·0:1 "liter famous for his books
It') II $111,,1/ world i~ uo;ed as an C)(VU:~SiOll of surrri<;c such a~ Till' Old HIII1>;(lJ1ill P.xprrS5.
...111'0 mC'Cting W I I I~"'n e rou know in a n unlikely UI A s.II1<llorium is a kind 0 1 huspltoll where people go to
ulj(:c~,tcd rl~("{'. A~k stud('nt~ huw it CJn also oc recover fn.)l ulong-Ierm illnesses.
applied 10 the idea 01 tIJVell1llod:ly'~ world. [\ rerl'r~ 10 t-orCt mtljr'Ir!' is J. kgal H.'TIII, O' I!;lIlolJlv from French.
Ih~ laCllhat, as tOllrism opens up mure and more used in cOlllr.K\S lu rder 10 Ilno::xpected Ci flUlllslolnce~
lk,rimllions, the .... UI IJ scC'ms sm,rlkT. The overall such.ls W;H
Ihc!ll~ of the unit i~ travel and tOlJri~lll. A >;irris.a Freudl word for 1I ~mall cottage illtltc
~ountry which i.~ ren to::d out fur hohda)'s.
family). C heck all~",CIS J.~.I dJss. Di:.cu~~ the rea ~()m ~I\'cn for
took.lt th c ("nllllple with thc d.l~s first, strc-ssin g theIr choicc\.
thc sound link bc\wo;l'll v'lIIef and \fruict'. Th[,11 it\k studrnt~ lu le~J the lex" :lr,~il1 nnd underlille
Small grUlI!') work Qut Ihc w<lTd plays in tht: ) Iogans. the WI/Ids whICh the writers lise 10 u\'alc thc 1l1()(}(\
Ask !h('mln note' down 1111: 1t:,A1 phrJses
Key
Chrck answers:\) a ddSS.
1 Text 1 i:I newspaper lIrtlClf! The writer is I!,ivinp;
their Opinion!> Ull the subject (It tnNcl and
Key cnmparcs the past with the presenl.
Genoa " 00 yoo know a (betl~f way?) Text. '1 An autolJloaraphy It is ..... ritten IIllhc fir:;t
Pis" pie-ce 01 (cJlkc)
IE person lind OP.scribCG the wllter's personlll
Canntls "can (do) !;I~~r1ence 01 viSiting 0 placo,
Rome ,. fWIll (around Europe) Text 3 an insurance document The text mentions
PA riS _ Pa IS (happy. so is Ma) offc rlng attemi:ll!ve holid~ or A refund of monuy ir
Illf:rtl is 0 cancellation. It also mentions promIses
on the fVlrt of the COffipi;lllY and reads like"
contract.
Then ~~k them to work in p~il~ and uS<' 1I~ munyof
Text 4 a holiday brochure I(gives dellllls of the
them ~~ they cun tu J"'SCT1~ ~n ideal hulid .. ),
facilitlet> wailable and presentl> Utam in en
&ttractlce Yrd'j to the reaoer, as In a bruchure, e,g,
loc3t ion.
'M&ny of our properties are supet1)', 'be plQasantly Alluw student ~" minUlel> lUI th is , th ... n ask thrill lu
surprised' . rt'an out their Je~~rrplion~ In the class.
2 Ttlxt! disPliraging The Wfiter uses r"mscs such
as 'look down 00 mP.fC tOlKisllO', 'get a perversc}ely K"
tram spernJlr~ all day sqlJllttlni (MIr a sordid li:xt 2 'ca pl ivaled ilhlaHtly', 'lookNl tidy and
cesspit', hcckoning', ' illipossibk green lu~h lJt'ss'
Text 2 IInccootal The writer gNes a PQfsonal Tut 4 'pl('a~a ntly surl'ril>ed','are sllperb', 'justly
accoont WIth phrases lOuch as 'I h&!1 spent the proud: 'SOpllil>tlca ted '
SUlIIlflt'r' .
Toxt 3 Ill'galistic rhe text contains a numtlf!r of
words and phrases fOllnr! In Ictal (jocul1'lerlts. e,g. ExpreSSIons with nm, look and catch
'toree majeure', 'hereinafter' , 'materially ..Iter', 'full lJ
refund of monies', 'undertake to'. A~k s tud en t~
tu looka l how the verlJ~ an: u~d in
Text 4 explltODtOfY Thv text tells the reader what the te"IS before Ih cy explain Ihc meaning~. Rrm oj) w.1I1
to exPttCI with phmscs such as '00 not ~xpcet ,md J(1ok dow1/ Oil ~r C III texl I, clUch ),011 IUJ<lW.lrt'J i~ in
luxury', 'Ramember, howcvcr. that these are text 1.
holiOoy ho~',
Cht"l.K Jnsw,'r~ as a c1a~.
R ReminJ ~tudcnlS 10 lUJderlim.' tl.(' p,ul ofthC' text
tlo .. , helped rhem mak~ tlot'lf choic.... Key
Lhcck rms..... ers a~ a dass ,lnd di'iCUSS stUJl'llt$' run offwith metln!! to stcal &oI1wthing ot tllke It awi1'f
just ifi(aliolls for th('ir choice~, /001( doWn 01' means to think you alii bette.. or superior
to someone
catch you UflDW3fl1l:i means to be surprised 0 1
Koy
1 C 2 0 3 0 4 B 5 B 6 C 7 A 8 C unprepared tor something
"
sVl/if {If youthful adYfHlture amnng them, But the IIi' of NOLe; A common eflU! madr hy StudculS!S the
gcnClemimly lJl1lIItcuflshll~SS could he decel)tlV(!: mo~t confusion betwe.:-n a wi~h or n,'!;lrl't abol!! a prl'!>cllt
"gnlt\cantly, and In r:onU(lst tu Scott'''1 e~pcdltion to the situation and II wish fo r .I ch.lnr,c in the ~il uation . I'o int
South Pole, th~ learnt hOW to 111>e doe,!; tor slcdl~II III., OUI tha t Iht uwof wi$h / if 011/)' with 11'01&1 / 1-1-'011/1/" '/
refen. Lo Mlmclhing or wmconr rise nOl yuurself, S(] the
Structure pronounl can'l be uscd with would / would,,'t to
cxp re~~ d regno't or wish, e.g. f wi.1t , WOIII.I,,', 11ll~~ In do
Wishes and regrets w mrrrh lIomrwrnJ. IS Incorrect, but / .vislr I llidu', hllVe
A 10 do SCI mild! Irtllllcwork i~ co rrt"CI .
J\~k ,hClll to writ e down Ilu!lr thrrC' wish t'~ on.l p iC'«
~i lUdlion,a preSl.'lI1 sltu'ltion or a dl.jllge in Ihc 0 1 p aper; Ih ey shuuldn 't br 100 perwlldl as the rest o!
~i luatioll ~~ dlSCIl ..."Cd in B aooVt"_ the da~~ Will Tt"M[ them.
Cht'tk dnSWtr~ liS ~ cl~~~, Colhl III thc piecrs ul papC' r and di stribute' thrm
1 COIJltl 4 wooltWt smolo.e E.llh slullent read~ out IhC' Ihrrr wi~lles and thc rest
2 hod 5 would lell of tht' dJ~ guess who wrotc it,
3 hadn 't left
• hadn't told
Conditionals
o lkmind students th~t if OI1[y kllds 10 h e SITOII!;lt'r
E
Ihan lI'i)II, s.o Ih r y ~houlJ d100s(" whi ch i~ d 1ll0Tt"
~u lt,\blr imrr prclat lon of th e prolllpi sen tr nce,
Key
Chl'Ck :In,wc[s ,IS ,I d3SS, 1e 2d 3ft 4b 5c
Key F
1 I WIsh I was n', a CN"'" smoker,
2 I wiMl you werll leaching our ClaSIi rleJl;I yeflr. Key
3 If only II would rain soon, everythl",,'l0 $0 dry. Ic 2b 3ft 4d
4 I wllih Pat wouldn't always phone me at work wtwffi
I'm buli'f'
G
5 • wish / if (lilly our ne1lhbour$ had let us know \t1ey
Thi~ cKcrcise lvcuscs on lI(lrialiuJls to thr hasic
were movlngltouse.
6 Dave and Sue wish they'd boucht" ~ elIf.
cOIIJitlOnal forms.
7 I wish O&vid wouldn't eat wi th his mouth open. Discu_~s ;ln~wers tu each of Ihe queM Ions In turn as a
S If only I NId taken UP his offer of n Job, d3.~ ~.
46 111M"
.ey Key word transformations PtJper 3 Par t "
J (,0 Ih rough the exa mple witilihe d a5S and draw
iI sentences 1, 2/Uld 3
students' at lcliliOiI to the '::'mm rip
b IOtmtences 4. 5, 6 aod 7
c If It had nut been for. But lor, Were it nOI for R...'mi uJ l>lu de nts to think ahOU I the meaning ;IIUJ
II sentences 1, 4, 7.8 and 9. This can sound more ~tmC!IIH' o r the whole sentell"", 1.llhe r !hJn just whrrr
lormaL goes ill til e gJP.
e ~tence 2 Should )'DU see Fred, gM! him my
Hilli:cuds. Che~k Ih.11 s tud('nt s h:lv(' understood what to UO IIllil e'
senll:lrl(.'tI 3 ~re I to go mrS-.'Ilng. wtl.3t would you n ;n r i"C oy asking one ur two studenls 10 u plain the
do? in ~lrud Jons to you.
,y .ntencc 5 Had It I!(}t /.ItIen for the tratttc, I
Ch e~k .1Ilswtr~ as 3 class by as king ~l uueJlI S to read o ut
wouldn't haVe bCcn lale.
f Pforvided the whok Sltll tem.. e.
g unlt/sii
'ey
H R~'JIllll d students IhM Ih ey will lli.'cd to comiUl'1 all 1 Almost run out of
Ihl' diffcrcnll Ypcs of (OnJiliUlldl senlenc ... Ih.~y have 2 WlI.! more 10 the Cl(pedlt/oo than
3 would h_ bef!n subjected
louked :lIm u er.;ises [ , F and C when rewr iting tILl'
'I ~:ouldn't wait to be With
stntl'nccs. Reft'rt'lIcc is maul' lo thi s III the key
5 weddillg 10010;. pllICe
c'ht'ck answe rs d~ a dJ ss. 6 how he had btt\tIl affected by
7 gnvc Its los\ aasp
Key 8 oever regnrdc<l his Inca~ritli(Jfl as
A mil(ed blessing?
Rou nd offby :t~killg students if thq' ra n rewrite
~Ie'nc~ I in two othe r ways ( Had it uulUcc n for the Studen h ..... u , /.. III Sill.!]] groups tn nHike a list of thc
had wcather ... ,But for the bad w{';lth('r .. ,). Jrg ulllC'nts for :md aga inst tou ri~1Il u.. s~-d on th('
newspaper heaul ine) ,md .!ddinp, .h!'iT own ideas.
PhOiocopiablc act ivity 4.2 TH page 152 T hey ~ulllpa re liSts aS:l d:l s~.
-
Key
traveler
~haYiOf
"',,"
minimIZe
1Jritl!J/I
traveller
behaviour
rubbish
mlnlml5C
Key
1 both
2 FurthannOfe
3 BeslOes
4 also
5
"".
6 M""""",,
7 as we ll as
mtlXlmile mn~lmlsc
'"
MIME Thilt'S oJ good way uf pullmg II. actually IIASICIllly, we
G Ask s t uden l ~ III descril>e to you the procedures th.,y
_ntlnlo Ihl'! centre of OKfOfd and viSited a permar.ent
h~\'e follow('d for t l lL~ .Iud previo us ~Ilmmar ii.'$. &.--e G IldublllOn called!hI" Odord St ory and It !:iOlt 01 bnngs to
onS BpageJI. life thll hl~tory of the City
DIANE ThaI's n~hl . In fCltt in the et'lrle boot<. I bought the
Sampte summary olher dily.lt says tl1<lt Ulit extllblllOn actually sPAns over
Tourlsll> c..n cause traffiC congest ion In narrow loads 800 yeIU!';. But the really unusIM I thing about it IS thAt you
and TOOke It diffICult for IoccII people 10 do their work . can expenence Ihf! !lIghts, tile sound!:i, ,1I1\J eyen the
WMt \~ more, toorlsts can also caouse helm Tn the slTltllli> uf the past Mind )'i"MJ, we could have dOfltl w,!ll\)ut
ttl'li~ment not only tl'i wearing oown f ootpaths btll hy some of 1I1t1 mu'!} /{rlJesome smell.'1!
I'/iIndering from trllll!! nnd disturbing lhe wildlife. Finally. MIK[ Oh. come 0111 Th8\' cerl ainly had Ihe r1l'!sired effect
ITI<IIl)' tourists leaove the ir fubblsrJ behind, wh ich makes m8f1e the whole thing seulllillore realistic_
Qrcas of na tural beaouty lOOk " ely· (60 word S) DIANE [lut, It you're thinking of go"~ ywr!ioelf. well, It'S not
a ~Iace you can IIntt'r Inr ony length of limit. You can
probably l>~nd about Just (;Nt' r An hour or SO - Oel)ltrll.lil·1t
on rJOW Iofll! yuu want to spend In Ih"" Il)fI shop. 01 course.
Listening SB page 60 you sec, you travel ..1 d failly slow speed 'Ilth ng Dt D sort
0 1 elecl0C8lly powered scholal'b desk - and It eOf''1
through three olffercnt levels.
Time traveller MIKE Wish I'd had OM o( those wncn I was at ::.<.'110011
1 Students dISCUSS thdr ideas in small gruups and DIANE COffill to think at it, .t would certainly have IivtlfillU
then prcscnllheir ideJ~ lUI (omp.mson ~~ fI cla~~, up some oft/1tJ IUbSOIlS I used to h1fllP._ An~. rou travel
Into trJis world of accll.it:!llIics, eccentrics. -
Key MIKE _ find scie!'ltlst s and gltJ<:I1 writers Irom th l:
univerSlly's hist ory. It's cert ainty vury informative and
PictlJre 1 AnciMI Ei)'Pt I;IdlJCatiOl)(lI. if thal'~ the kind of thing you'rlt louklllj( for as
PiclUfe 2 The [urOI'f!M diSCO'YCf}' of Ulit Arnefk:as
a tourist. U.al lSI But II also otters a glimpse of whclt
PIcllJrl:l 3 The USA in the Fflngster era
student lIfe musiliave been like 10 those day5. 1\ really Is Id
PIcture 4 Ancitlllt Greece and Rome lasclOaUne Insight Into how educatlOn's chanted since
th~
2 Ask Si udelll~ 10 d ISCUSS Ihl' qllcslion in th eir DIANE Or pertll'lf'lS Jus t the opoosil e. <:I!> Ule case may bel I
mUb[ bay thaI I was I!IS/Onl.<;/1Cd to see thaI 50 lIIally rhlflgs
&rou !».
were fJQ( idS uiffereo{ as I'd IfflIll!Inea.
Inv;t ... one ~tudi'nl fro11l t ~l- h group to IIiVI' il ,ummary MIKE And we 00111 tlilioved the short l'Iur1l<Wisual
of Iht Ji~lUSSlon. presl'!ntfltion ofwn at Sluutlllllife is l ike t001'l)'. In Iflet, I'd
certa ln l ~ rl'!r,ommend the visit. Bul j)erhaps not It you''''''
Ille ph;sical ty~ whn IJkes to travel untltil /liS own steam!
Three-way matching Paper 4 ParI 4 Still. iI's one of the CI!)" S mAin tourist attractiQlls - dnd.t
A :J I)I"Wstudent)' allcnl10n 10 the full/II/ IP' certainly glvtlS YOIJ a fee l lor the dllYS gone by. In any ca!>tI.
Ask Ihrlll 10 read Ihe six ~ Ia ltlllent s befo re Ihry 1i5Icn. AS the whole trip only lasts for about an hour. you con
alwHy.'l go punting on thO IIVItI afterwards_
Play the Tt'cordil1!; IWICI:. OlAillE Yt-'I, Wfl did tnol. too. Mlklt III!>isled t hat If we _If!
going to spend SOO'II'\ time in Oxford, thell WIt would never
Oleck aml'.'t: Is as a class.
fOfglvtl oulselves II we dldn·t go punting. But to lltll the
truth,lt's 001 Cli l tI~pe(lence I'd like to repeaL I can't S<IY II
K.y Wi'!!1 the most rela~ll1!,llllil1j( I've ever done_
1 B 2 0 3 B 40 SM 6 M MIKE ~;rlll, you h<wC to admit. il wa s greaot fun, e'lfll'\f:lfll l ~
when we 10M 1M po lel But hone!:illy, il wasn't my f ault It
/(J()ks so easy wilen 'lOll sec 5{)mcone elsl1 UI) i( - but try ,t
YOlJfslJIf Id/Jc! i t 's a completely dIfferent story, 1 CIdI! [1111 you!
Tapescript A~, fort ullaltlly some people In another punt stopped
"flICA" HI! Old you both have a good dI'r(~
t o help us OUI. othefWlbtJ we'd be there now
OIANE It WII~ greot. Really inll;lllll>linp,! We IfIwellM1 IhrOUih AMERICAN WCII. tMnks fOl tl1oI:IIi~s. but I guess I'll et Vfl1he
ti$lory _ I suPPO!'ol'!: you could say thaI we weot in a ((ItMr puntmg 8 ml'l~'
"
Your views Suggesting alternatives
R U~: th e three qucst io lls as th l! U J~ i~ lor J d :a~s D Draw slUden t~' allc ntin n tn the- o din II/, and
J iM. ussion. Allow stude nts a sho rt timr In rn nside r remmd th em th attll cy Jon 't ha l'e to confine the m selves
Ihrir n"SllOnses to th e q ucstion.!>. to select ing m ean~ of tran ~ porl - o lh er im ages o f travel
Invite one ~tu(lrnlt n bt-gin the d iscuSSlO1l by p! csen tm g ca n ~ used , e.g. !,,-'OI'II: w.liting at a ra ilwa y Slat io n, a n
the i!' VI<:W.!>. Eli ... it rl'!>'ponses from other studc n t.~ li nd airpo rt d eparture ]oun p.r. a pC't rol stJ tion mlhe n ud dle
o pen up Ih r (li 'W' uss ion to th e who le dJss. of nowhere.
50
U Ext ra activity Writ ing your article
ltsk ~I l1rle ",s 10 go bac k 10 Ih e ~.l1l1l'k .lnJ 10 add E Go th roug h colch of the stase~ in tu . n and dISCUSS
st'ntellU'l> ,II1J phrases 10 desc ribe how irritali ng points and lIr .. i" ~IOfm .deas as a class
Emma's voke was.
Extra vocabula ry
Po~~i ble answe rs
At the end of PJragraph 2, rt'pi.Jce the final sentel l"", Soo p~yl::l 1761()( ideas on how to p.~ rr l n lt Ihi:> vOColbu larv.
with : No sooner haJ we 100llJ all C'lllpty sC'a l a nd hllul (noun) a di stan ce to be (O'·~r~J
~cllJo:J III thJn Lmma b ej\,11l ch~tting. cIe""lI.tp. ~ adJttt l'"l.') I.'mply and wilhout 1'"0[.'1,,
In r~ragraph 4: The !rain dJllk",u un up to an empt y "Iateau (no" n ) ~n Mea offlat land thai is high up
pJall'au ... but m)' enjor m('nt of the view was spoikd \;avoo r (n~ "' ) t (. ( IiJOr Ih ... f"n la.~lcof something
by Fmm a'~ pe rsisten t que~ l io ll~.
undoqjrowth (nuulI ) ~ II."" of br l"' ~' and pll nu under !rea;
in fOl"f"Sb
In pal a!:\IJ.l'h 6: I hIred one oflh(' horse drawn
carri .1p,r~:11 Ihe station, and ure<!llteu in the sweet
Slllrll o lll"c~lt ram. At I.. ~t J W,IS frrr of Emmn's voi ce Unit 4 Overview key
JS she hild go ne to
58 pages 64-65
Writing skills
lexical cloze P"dpal 1 Part 1
DeSCriptive language
C Ask stud C' nts to con~ider what they have di ."HI~~cJ A
aoout the su mple anidc a~ they read throl\~h thr lC 20 36 4 A 5 B 60
76809C 100110 12'
pa' !>Jge.
Ched. a nswer<! il.~ a class. Word formatkKl Paper 3 Part :2
8
"Y
The verb went is repeate(! too mo~ times which makllii , 1 monu'rlI::II,tal
cMbline
6
7
disillusioned
non-payment
the d41iClilJUoo less vivid end inte re~tmg to rend. 3 mAximise 8 illlIalliurish
4 unforeseen 9 hoteliers
D /uk st udC'nts tn rewr ile the passage in pair~ . 5 uninspiring '0 disastrOUS
.uk them 10 compare th ei r wo rk w ilh .lIIother p.m. Use Key word transfonnatk»mi Paper 3 Part 4
tht' key to ... lInk their work.
C
1 IS beyond our control
'"
We drove (lown the rou",1 tlack towards the jungle untl'
we reftCheCI the river that cut ilcr01i1i U"" road. We
2 ......ere I'IOI'lf'i The worse
3 teoollncy to look (I(lWIl on
" lWil""ooe/5OIl1eboc!y Il&d run off with
parKed in the ~Me of some rubber trees and got out. 5 looked 011 Ulfl bright side
We wad«I across the n~r, whiCh fortunately was not 6 w.lS caulI.hl red-h<trtdOO
too dwp, and then, <!IS we were In no hurry. walked 7 never look 0 11ft horse in
throu&h the r~ (11I1d,. on the other side toward.'\ the 8 makes II d lfticun for 10C31 tratlers to go
fOfest. The path that led through the trees was entirety
ovtrgrown. so we hacked our W"dYUlIoogh it with
COI"I$iderllble difficulty. It wos ncorly mld-aftllr rlQOrl when
Vocab ul a r y Tes l Unit 4 TR p:lgc 129
WI;l finally emergiM from the thick undcrgrO'NUl and
reached tllII bottom of the mounttun. Althoogtl we were
illl by now f941li~ exhausted. we clambered up the Progrr:!osTr:st U nit s 1- 4 TO pages 138-119
st!f!P slope nna arrtved ill UM:I .endezvous point just 8!-
the son W!Io!- gmng oown.
5 Back to nature
Picture 3 disposable. landfill sites. recyclable
di~pou<blt ~ oft",n uied 10 dQCri~ nonyWy objecll wbich
can bt thrown 3wayonCt thty havt b«n used.
landfiU sito.re .reu where ord.inary domdtic ruhhi.,h i.~
<k~iIM .
... See IIllir s"mmary un puge 4.
~Iablt rden to types of waste that <;;iln be re·u~ e.g
pap""I
Ted 3
Key 1 TIIti VO!l)Olitl iii to ~ytt a W"dming about tJw potllfltial
dan&ers Of elotlal warmlni.
Picture 1 endongered. nature reserves. poaching
2 The thrCO! of glOl)a1 WArming
t:I1d,lfjgtrt't1 ~f~,., 10 JIXCI("S whICh H(, undcT Ihn:M of
utmction.
IJUI,,,I"no·....,: ~ r'" pl;,oQ:f ... h",re 11", .."lIor..1"'JI~i 'OILII1t'ut i~ B Rcmind studcrus thallhe correct ~nswer may
pbccd unOler ,pecioal protection by la .... depend o n colloc.lllon, set phrasn or compltmenlalion.
poachittfis tilt ilJtg;U killing of animals, mOliI of whkh art and they should read aro und the gap before mak ing
prol«k'd. thelf chOICe.
Piet~ 2 biodroetSity. defofest8tion. medicine
b,odiwrfllyrele'l to the "1118'= and Yilriety of OiUefOml Key
~~ or Iypn. Somt' ~in an: d isil"p"'ilriug t},IU
Ttlllt 1
~udng the range :and variety.
deforesTation rtfcrs to the cutring down of large areu of
forf'_~I~ which 0I 1I~ ~ ~ reduction in tht ~mOllnt of orrgtn
"
Text L
2B 3A 40 5C
••
produced and olhcT problems luch as flood.t0K. 7. 80 9A iDA 11e 120
me,licirtn \lin: often Iu$ed on rare pbuts t.h~t alt' louud 10
Te~t 3
IliIVl' ho:-..lth.g.ivinll propl'rtin. ,.8
138 14A 15C 178 18C
Vocabulary ExpreSSions with light and dark
G A$k st udents to mll ke gui"SSe'$ if they arc fluL ~ ule of
Collocation
the meaning of sollie t::\ P Jl'~~iOllS.
C
Check amWl'n a~ ~ cI .. ~).
Key
re&Ch the !U7.f!verb + noun
itage a protest verb + noun 192f3d 4 c5e6 7 •
'"hotl the ala'm verb + noon 8 h 9 b
cootrollttd tliMloomeot adjective + noun
vast amounts adjttctiw + noun
H Chrrk answe rs as a class.
gl'8Ve danger Gdjective + noun
Key
n 1 a dark hofse
2 camtl to liitht
Key 3 makes light Qr
4 tremendOus 4 went out like a l18:hl
1 "".
2 call 5 harsh 5 (lIMp In tM dark (Illustrated)
3 drastic 6 kept Itlem ,n the dark
• '00 7 the light at the end Of the tunnel
8 to " eft the light
E III pa i r~, stu de nt s m~t ch th{' Ildverh ~ and the 9 the bright liltht..
ailjN'tive gro ups.
Chll'Ck o. n~wers .. ~ a da~~. I I n th eir pair~, "lud'::nIS !fivent the i, 'lCnICn«('l;, then
rtad thel T ideas ou t to the dass (or com pari wu.
Key
1 bon"" 5 deeply Phot o(opiablc a cti v h y 5 TBpa g~ 153
,
2 ",.o",
seriously
• moot
7
highly
4 ptlrftlCtly
• fu lly
Extra vocabulary
StU:llJdl.Wl76 tor Iden on how tn p.~J)lol! this vocabulary.
,odi~n(lol (adj("Ctivt"j ~ho ..... intl anll'" t.>«~u!o(' .... f "nfa, r
f Rl'lIIi ....1 stu.:knts 10 uS(" coach ofth{' eighl adverbs trealment
OIlCC only 10 cnmpll.'te the scoteon"!>. m"'n........ (~.IJ«livr ) soft. rich (lnd plusanl
lIuuk and e •..,nny <m.,Il'naC(cssib1c pldees
Check answers as ~ cla~.
~lilrinQ (~ Jjcdi,c ) e..,tlen,~lr hTlghl or obvious
pCI'I911aUI (verb) to g~1 inlu u' Ihron&h ...... mtthmg
Key accciclOIO (wrbl 10 g.1lher ~ptttI, 10 KO I.~l .. r
1 seoou:'\1y wounded 5 most kind / genelous !lw",n (verb) 10 grow in siu or bKomf roum,kl
2 perfectly slmp~ 6 fUlly conscloos plioht (nolln) • d,tlicult or su d situ alion
3 greatly mistaken 7 deeply moved !rolllu,@ (.odiecti...,) ... rl ~nrl ~riou~ in mood
4 bitterly cola 8 highly ql.ltlhlied
A)k tiKh pair to reold out th eir '«'n t cncc~ to the class.
C This ex('rcise foc uses ~ttention on the !;rammatilJI
C All e rnalive8clivity
explanJllOnS for Ih~ dllswers in B.
This activity ,l i11l~ to CIlLUura~e ~tuJcnts to fead
through the whole text to f,t'l a f,t'nt'ra l idea of what Check the an$wrrs a~ 11 c111~~
it is about before they attempt to lill ill tho: s,J l's.
Key
SlUdenb ~p<'ulato: about the pu rpo.se of the
bUlldlllg. Pu t their ideas on Ih..- boarel. 1 sentence 1 3b t>.mt~M.:" 3
2 sentence 4 4a sentence 2
Dirt'rl ~lHd('nT~ 10 read the text quickly ;lnd find out 311 SIlntel'lCe 5 4b sentence 6
ilt ho:ir "l1~WCl~ "ClO: dose to the rea l purpose ;lnd
l()r~ l inn nf the lmilding. The picture shows the
expcri111l'ntallJUiIJi l l~ BIU~phere 2 that the text n This ('xcrci.'iC focllses on both the form, meaning
describes. ami UM~ oj 1I1UI( ~oml-'kx Wdy~ of refernng 10 futl1r~
timc:-.
Cloze Paper 3 Part 1 Ask slUdelllS to read through the five SClllenct.'l> anJ
match Ol1e of the forms from the li$t to ... aeh scntc:-n('('
Backgro und notes
fil"5l_
"ecfarcs a re unit s of measurement oflanJ.
nmy.lelll5 Me the .:omplete systems of rela tionships J)i!;Cuo;.~ each sen tence in turn as a class, analysing thc
}wlwccn ph11ll~, animals and humans living in the &;tIllO: u~e 0 1 e'l(h 1'01 m.
O:llVir0l1UII:'11 t.
Key
A I{cmlIld students that the wmel which 1.l0('~ inlO the
space may depend on the context. Ask tlwllI IU lhcLk 1 future continuous
tllat Ille WOld th ey hJve chosen fits In with th(' meaninr, Tnt!; I!; U!;(ld to refer to on oetion In proeress at a
of the whole sentence and possibly the other ~ntl'I1Ll'~ particul!lr flCHnt In l he future, or to imply tlult
~ loll11d It.
somethlrlg IS part o t the 00fm&1 course of P.YefI'S.
2 pail cootinuous
Thit; is ust/d to lefer to a plan or intention that was
n\3Oc previously but has changed du" to II,,,
Key circumstol'lCes.
:1 be + InfinITIVe
,"
1 9 until/
10
unle~
This Is used &5 &formfll (k!cIBI'I'IIIOIl to refer to on
3
insiUe
'00 11 "'"
1.1tllttl
event that is scheduled to happen.
., rulultt p(llfli/Ct
•, ,,,
with in /In 12 forward This Is used to fttfttr t1.1 a slaltt or ,Ill action before
6 ",' ,. ''''''
13
Unlike
nowhere
or Icoolnl UP to a IIV(ln time In the futu re.
S future perfect continUOtJs
7 by
8 moch " ThiS is used I" refer to e stale or Dn action before
or leadiog up to fI given time In the Mure, and
implies either repetition or incompleteness.
;;;4
Pro\·icle thelll w ith t h ~ followi ng prom ptS if neces.sary; K In pa ir~. ~l ull<.'l1ts w rite their pa r"r.r:lph.~ . Remind
~nvi ronm c ntal problems. pollutiun, crune .I. nd them to IISC 1I ~ ma ny phrases from parl~ I anti J .IS they
vio len ce, tr,l\'O:1 1O other planet~, r; loh~1 warming. can.
\'Irtua l re~ljt y lind th e internet. art ificial illtdhgence ,
Studentb n:~u uullhcJI paragraphs for mmpad!\orl as a
new types ofbuilllillgS, deforesldtion
dass.
Eat h g wup leads oul th~jr par:lgra ph for co mparison
as" cI:l<"~.
[] Al tc rnativeactiv it y
Al.k , 1114"iCntS to moke predictiom about th eir Qwn
Tenses in future time clauses liVe!> u~i Jl g two of the phrases.
G Ask slUdcl\ l~ Iv n'ad th roUKh the rhr('(' examples.
..,
Di~\. u ~~ 'luestJons 1 a nd 2 as a clas,~.
2 The pre$Cnt perfect iii UIiW in a f!Ilure time cleuSf) Born 10 be w ild
to emphasise that the 8V9flt has 1J8€I" completed Sl uu <.'1I15 works in grollps to niSC"II 'lS qucstions I 1.
before the event In the tTl{Iln cause taki:tli I-llare.
D ISCU SS a nsw~ rs a, a das.~.
3 TII6 pre5ent continUOO!l I!I used in (] Mure time
claU5610 vmphasise that the event is on ongolne
or Incompitl,v situation. Key
1
H Remind )t ullell b to conSider t h~ m rani ng of the PIcture 1 a fox, which can be forXId both In urbAn Dod
1'I"hok ~nten((' hrfnre th ey decide on Ihe appropnate rural envi rom)9fJ\.5 in most regions 01 the WOOd
Pldure 2 Q giant panda, wtlich Ofigjnates in moonlllinous
verb form.
forests in Asia but Is also fourMJ in many zoos
..,
Ch.-..k dIlSWC-rs d S d d ass.
1 om 4 have read
Picture:3 a pair ot IMIe caribou. a sPCCles of dettr found
in the arctic regioM 01 North America
PIcture <1 rot hvrd 01 wildebeest migratln£ acmss the
plains of Afrk:cl
? Is leovlna 5 want
3 hlM'l bl!en sWlmmine 6 anJ wailing Comprehen sion Pnpcr 3 Part 5
A Discuss answers 10 th<.' 4ucstlons ,IS a dan, focusing
Ull rclcwnt parts of lh(' l('xIS.
ruture phrases
1 Discuss the q uestiuns J ~ J da$s. Ke,
1 BoUI auU)Qr5 think t hat zoos play fill rmportant role
'0, in conoorvatJon and tKJucatiorr. The second text III~
Kor feld 2
'Zoos, at the ir best , provide an example 01 how to
will happan - certain to, bound to. sure 10, set to
Icoo5et'le species] nth! on 0Uf doorsteps: (line 6)
may happen - lil«:lly to
' ... tnt/)' algo have the opportunity to enllcete us:
Ilfobabl)' won't happen - unlil«:lly to
(line2\)
"
2 TIII;II:IuUlOr of tht! first (!:Ixl OISJlHSIitIS O "~lItmtlj IJy Key
Implylna that they have a false. unthinking
o 5t:ltcment!l 2, 5, 7, and 8
impre!l."lCln of whAt hfe IS like in the wrld.
b Sllllement, 1 And 3
'AI moment's reflection sh~ that this attitude is a
c statements 4 lind 6
ludicrous perversion.' (lu1<: 13)
TI11;I iIIUUKII 01 Ult! sttroOd II;lAI ,eltllli 10 "0010 facing
';)n onsl;)ueht of ctltJclsm from some qu.lrtcrs· o Ask students to underhne th e: key words In th e
(1m," 'I ) hut emphASises the heneflTS of 700110 (/lther exam queSTi on firM (rCIl5005 elvcn ... fO( whY lOOS
than attecking the criticism. should be maintamed).
3 The lIuthor of the first text uses forceful language.
'sh"""l .mUlu,IlJQlulo!ical romanticism Clno we all know Ikmind th em thllt they (nliid ~pproaeh the t;l.'i k hy
it' (line J) elimi nat ing th e irn.'lcva nt ~1:llcn1l'nt~ to leavc lhe
· ...th is Attitude is 8 ludicrous perversion: (Hne lJ) rele\ Jnt ones.
The author 01 the second text wntes in a more
I1"iOderitte tone. emphltsising the need to protect
Che:d. answfu.ls ,} elllss.
lOOS. TIle stykt is more likB a waming.
' If we want the human laCe to survive too, ... · Key
(linc'1I Stattrll1tlf1ts 3. 4, 6, 7 and 8
· ...1005 are lin endllngered species: ( hn~ 8)
• ... they would do well to emphasise their other
tlttil!:llit1>: (line (4)
Editing
E J hISue:rcISe ,11111) to focus stud ents' dll entlon on
D l{cIIIIIIJ ~llJ dcll( ) IhJIIII~y ~J luulJ keep tlll:i!"
the need for their ~ummu ri es to be accurately us well as
~l1sw,' r~
to th c qu('stiom as brief as poss ibk A short
Jju~lItly WI ilkH.
vh ra~ o r wlIletiml'S cvell one wo rd is enough.
~tuden ls comp.lre th ei r correctio ns w ith ,I p"rtn ~r
Check ,Ulswen as a dJss.
C.hcd c()rrccti nn~ ;1~ a c1a ....~.
K.y
Key
TeKt 1
1 to suggest thot the view thot 'man is bOrn froo' Is 0 1 provide - providing
f AntAsy ClCt&d - act
L th&t they are bned on mlsinformetion 8nd r.ot the 2 In addiUun tu -In atloitioll
reltlity of the wild the better GClcntlnc understandln~ - better
3 ",rlill !\Crenlific um1erSlAnding
3 aspect - role
TCI(\ 2
;eopardised - endel1gered
1 8 fmglle weh wrth speCies dependent on eAch other
lika - as
7 10 show how clos.e 8nd &CCes,ible zoo, sre
" opor lunilittli - UIJPOf luni titts
3 the difficult,es that zoos fCllCe: Criticism. costly
were where,
conservation prowammes, lower visi tor numbers
5 zoo's - zoos
There s/'IOUlc11Je II lull stop At lhe end of The
paragreptl .
Summary writing Pnper::l Pm! fi
C Tlli) ,IlId (he lIexl eXl'[liH'l'ruviJe J guided F Ask ~tll elel1ts to ell-sc ribe 10 rOll the proeedllr('~ they
approa ch In ~e kC! i nr, rekv~ nl i nfmmil t in n tnr I he have followed for previous summaries.
~ u l llilla l"y.
56
3 1he sabretouUitId tiRer and the mAmmoth bC(.ame
Sample summery
extinct due to chmat", and habitat change .
FirstlY. zoos fllCtt cliticism from theIr opponents. sorntI The reasons 10r brOntosaurus ",...tinction are
of whom have a false image of how ,,"i!'M1s 1M'l in the unknown, bUt mtf)/ htWe bCcn due to a nM;Jleorite
wild Of misunderstand their objectives. FYrthermote. strilUl.
zoos face flnaflCUll diffiCulties. partly dutl to expensive The dodO W<lS 8 nigtltless bird wtIict"l was cosily
;:wo;ocU;, but worsened by the fact that few8f ptIQI)Ie hunted 101'" fOOd by SiJI\Qrii.
\'1s1t, Flrwlly, not enough IRIs been done to promote tt18
educational value of I.OOS. (57 W'Ofds)
57
tMI mny pinpoint this 0011111>'" more prec lSPIy The tllNlfonment for tM errtlnctlons of the mti~fauna to have
controversy OOS remained malJlly oc-cause studies of haPPttlloo at the same tim,., . Fortunately. sclljlltists now
00111;15 become less ACCUml C the turthl:!r udell you go have a new Inr;ighl lnt o the rellson!'! hehind this event.
HOW6V\lr, 01 r""ow dlscOllery M!'! !'!tortcd to shed lIIurtl hl!ht
on the QoostioJl, Preserved euS/leU5 from fllihtless uirus
,tI<'! !lurprislngly commUJI, and th is bre...kthrough came Your views
when specimens from two s~ies of birds werf! found in B Refe r ~tud"'Jlts baek 10 the t i~"'ning t ask to m:!.k",
UlI:Il>ame place.These were the cmu and UI6 two-mctre ta ll I.UIIII''' ri50ns.
GenyQrnis Nllwtuni, Finding them Togelher Suggested
these species CQ-tIxil;\t!d and nested r.lo~ to one anotOOr. 11l~I\C one or two ~\llden t s from e;rdl HI\)UP to
ThAt I!I uOl it SO,(K)() yean. dAo, give or take Irw! Ihoo!)and summarise thei r d l~cussron for c(lmp arison w i th the
years rrom Thnt point 00. thllltl'S an abrupt lack 0 1 da5~.
gl:llr;ornrs egg shells, Though the eml.llJl leS remain.! hiS
has providlld the besl evidenc<'! yet of an cJrtlncliofl dale
for this giant animill alrd the Olher mpeflfnunn. There Is a Vocabulary
suU<'!5lion th3llt may hiIVllUeen due to cMnges in
Anim<ll expresSions
climate wh lr.h the emus. for whatever reason. \lllere nblc to
survi~e. oot whK:h the genyornls clJultl,,·\. Sut the mo"!t C Introduce the (xnciS(' hy asking student~ to e:"tpiarn
complu\1;t information for this period comes frulU New any ,lOim~1 (')(pressions they h<lve III their own
SOuth wa les, and sut/S(ests a laodsclIPf! ch;)ractcrlsed by languages,
lush vegeti"llJon, an enviloflJlll;lnt in which e"rl)'ornis wOuld
Remind Il le" l to hJ\'e a gIH·\.~ if they're not sure .. buul
have sul"VlVf!(j. Could humans have killed o ft tilt"
SQllH' o f th c exprf'Ssio n~ by tJIIII\...lIlg abou t th r 1l1caning
Illel!aflluna" II"!'! t ruc thot humans altl known to hi"IVP. Met
qU111I a severe Imp.-.ct on flightless blrd6 ill l)artieular The
of tli", whole sentence.
dodo Is Uti:! classIC e)(arnple, lind , In New Zealand, the Clrt'l k answers br a~k i ng siudents 10 rc.td oul lhe whok
eranK:fltlon Of the moCi l idS been well document ed. In that
s.en\{'ncc. The expre~ i ull III IIII' dog-hOWl' i~ illustrated.
case, II WR!> due to people horrlulP; the birds 8nd slnrting
fires. WhethP.r human!) COIJld hCM:I kllk;.d oft the
Koy
IIItl,l(afauf\a by huntrng them for focO Utll)tlltdS on the dllt",
modttm humans first ...mvenln Australia. WId 00 hav~
C\Iiclcnce to su~st that their trrrnvAI coincldcs exactly With
the f1.P.mISC of the ~6nYVlllis, Howe...er, then,: is not .. great
datrrl or <'!VIdence to suggest Uldt the~ early ~oplcs
1
2 ...."'"
3 cnx..vdi le
4 ~If
• """
6 ft'h
7 h",..
8 snail
hunted tM hrrds to cxtlnctlOll, nldt Isn't t o say tht'iy hod no
impact. but It rnA)' have been by (;hallll:inp; the land'V'.IIpe,
larglliv as a resoh ot hres which oestroym! Ule birds' lood,
rnt her than tllluu,l(h hunting. If"! possible to examirlll the Speaking 58 page 75
I"ft 3hclls of tenyol'llis and the emo, 8nr1. by CheCkinG Ihl:!
type"! nf carbon In them, WII 'W!' been able tn recoos lrlJCl NOlt:: M OOil o r all ! he acti vities and gi w leedb.lck..JI
the dret otthese nnlmals, Orlt! cOllcl usion I rom t hiS is th <lt tlw en d focusing 0 11 <lily )lQl nts of flilency or acctr ra,y
,l(enyQrols I'I1'II1 A more IImlled rangot of food . A l urther clue thai )"ou wan t 10 rleal w it h.
has I.Jeen found In II j'ltrysioloa1cal stuUy of the gel1)lornl3.
The shil~ of the bellk show3 that It was hiWlly dependt"Ot Stndents complete Il lc questronnairr hy tkking the
on plants, and. uf l."Ourse, the hre'! would h<JVC resulltKJ in appropri" tt' boxes.
!'I nrnmmic dccreastl ill !r ..",s and shruh:o;, whICh put an
2 III therr ~rollp~, each student ill lUI II presen ts their
t"OormOlJs Slle!)s on the glll lVQlIlis. ThiS str"'5, together
opini ons based Ull tire questionnaire.
With posslbl.. climate chanGes. ltiu 10 the" extlnctllYl Rnd
Ci lsu to t hat 01 other ~peclcs of me~afaulld, Twenty·two Ollt Comparc opillions as a cI:1~.~.
of Ihlrty.tlil!:ht species 01 megn faUf\il died ouL The nlaJonty
of thOSe rehtttJ UTI plant maner lor fOOd. A!:. that weill,
prp.<:iAtors wcre also ulldble to survl~e . In andltiOO,
genyornl"i hI'lncs <lrc found wiUI other- megtrrl!'llinfl bones.
such as the elAnt knngaroo and UllIl1IarSUplal hon, ntten
cralllllled into the SlIme sites, so It Is hkllly that these
creatures uiII<I out at Ihe SAme time. There lIIu61 have
Ilecn extraordiJlilry demands on thl'! f!-Co log,y of this
58
D Exira activit y Ask each group tu plesen t th eir ideas 10 Ih("' re~T o f th e
Rt:ad OUI the followin~ II'XT and ask Mu den ts to no te class lo r compari'\()n.
down phra;;es wh ic h are u~cJ to liuk the differe nt
aSIX-.. tl>. Tho<: .lft' III Ita lic III the Tcxt.
Writing SB pages 76-77
Read the text tw k~ if nr'T~s.1rY.
As ((lr (II lillrr iI (ol/ccrlled, Ill)' area i~ good m Th e An essay Paper 2 Part 1
streets arc deall ed Il1\u larly and the rubbj ~h i~
collected t'veryrl~y. Hnwevrf, II! is is 1101 Imc Jor ti lt:
Underst anding t he task
noise levels and ai r 4udlity whICh are both poor (lilt"
10 tilt' [oct tha I it i~ in The CenTfl' of th e city and Ihnt:
A
is a great deal oftraHiL at " Jj tuues.l" Il'rllIJ ofmllrl
safety and public tran sport , mine is a good arc~ to Key
live in 0 11 aCfOll1It of IIII' JIIt/tl,at the council has 1 The \f$ljay is fOf" a college, school or university
U1vested money on imprm' in g the system. tutOI and the reason for writing it is that it could he
Unforlllltllldy Ilror/gll, then: Jl"e not enough green pt"irt or your studies or a courlOU requirement.
SVa(t'S owmg to it being a hlli1l up areil. 011 /he olhIT 2 The: es-'IIt)' should be more academic ill tone and
hand the st reet lighting i~ Iluud Im:mlSo.' o[thls. contain retl!lOiled Arguments In support of a
particular point of view.
Key
Possible answ~rs
"
Writing skills Unit 5 Overview Key
Organisation and cohesion 58 page 78-79
C SlUdl:I1L ~ WOI k IIldlvldually, Ihco compare Iheir
hsb Wllh.t p;lrII1Cr. Paper 1 Pal t 1
le"leal eloze
Chl'CK answers as a d a)~. A
1A 2A 3. 4. 5C 60
Key H'
Introducmg lin Oppo.~lng view
7C SO 90 10C
'"
It wold be argued the! ... Cloze Paper 3 P'drt 1
Lt Is Qft",n liuggested .
B
Some people would argue
Discrediflflt,he appos//1i view
Thrs is partly true hut ...
1
2 ""M'
3 conlfery
9 to
10
11 ff
......
To a certain limited extent, ft1cfC Is some truth in this
,
4 ;"
sillCEl
12
13
wou~
'"
but ...
... is an over-slmptirtcation.
Thl-' Argument has a certain wperficiallogic to it, hut.
on closer e_amlnotion ...
6
7
8
",owth
",.,
14 by
15 ~ .
Pruposlng yovr own VIeW
""""
Gapped •• ntence. Paper 3 Part 3
It Is clear Ural ...
n Is therofore Quitl! wrong .. - C
1 he reBI situation ... 1 tasteless 4 put
o
Ultimately, ...
60
2 Students discuss the questions in groups.
One student from each group presents a summary of
the group's discussion to the class.
Speaking the same language? A Remind students that some answers to the
multiple-choice questions may seem correct in
Explain that the phrase speak the same language can
themselves but may not fit with the stem of the
also mean to be able to communicate easily with
question. Students work individually.
another person since you share a similar outlook on
life.
1 Pause recording after each passage and ask
1 D 2 B 3 D 4 B 5 A 6 B 7 C 8 C
students to choose the period from the list they think it
is from. Encourage them to speculate.
Discuss answers as a class. Ask students if there are any Alternative activity
words or phrases they recognised in passages from Ask students to underline key words in the question
early English. stems before they look at the choices.
U::':HVU;; answers
1 the origins of
Extract A taken from the Authorised or
2 as an example of
James Bible.
3 the author's main intention is
Extract B 8th century, taken from the Old English text
Beowulfby an unknown author. 4 What does the writer imply about
Extract C 1726, taken from Gulliver's Travels by 5 stories that minstrels related
Jonathan Swift. 6 Scholars ... disagree principally on
Extract D 1999, taken from Lock, Stock and Barrel. 7 with a sense of exaggeration
Extract E 14th century, taken from The Prologue to The 8 the implied
Canterbury Tales by Chaucer.
answers as a class. students to give
reasons choices.
61
Identifying style Text 3 comes from The Cambridge Encyclopedia of the
The following two activities aim to develop students' English Language by David Crystal.
awareness of aspects of language used in the texts. Text 4 comes from an encyclopedia text on early
medieval literature.
Draw students' attention to the Exam Tip.
C Ask students what they think the difference is
B Deal with each text in turn and discuss answers as a between these two texts and the other two texts.
class. These two texts are less serious or academic in tone
than the other two. There is an element of humour or
Key irony in both these two texts.
Text:1 Discuss answers as a class
:1 TogfVe arrexplanati'on oTthe origili and
devel6pmentoTdifferentianguages fro/'Q.a common
source;
2 A university teCjcl1er, anexpert.in liflguisticsora Text 2
journalist from.8speclalfst ~ri{)di~at :1
Peopleinterestetl inthe .ntstoryof Janguagesor
students oflingu[stics. . .. . .
4 In abook on tl1(':1 historyoflanguagesqrina
specialist journal qr magazine.
5 Formal/neutral.· . 2
Text 2
:1 . To give .a de~cription oftneu~esand\effec:t~ofl!)e
Babel·fisl1, whi.cl1lsimaginary.
A noveli~t or shortstory writer,
S Peoplewbo like (eadingfietion,P8rtfCUlarlysdence
fiction;
4 In a sciencefiction·nmiel or short sto~.
3
5 Neutral/.informaL
Text.3
TextS
1 ingeniol.l.$
:1 To give examp1esQf a. recent trend tocreat/;)..f)e~
2 juvenile would suggest that the wrlt.erfou.od ItslHy
words. .
and immature
:2 A journalist orlfnguist.
S Peopte<interested in language and words.
4 Ina~enera[interest magqlineor Qookabotlt
language. Vocabulary
5 Neutrall informal.
This activity focuses on connotation; the positive
Text 4 or negative associations of words with similar
:1 rogive information aboutaspe.cts oT.French meanings.
literature before 1200.
2 A universitY teacher or research student of . Students read the sentences and find any words they
literature. think might have negative associations. Ask them to
3 Students orpeopleJnterestedlhlit~ratUfe~ think about possible differences in meaning between
4 A book on medieval literature or a speciaifstjourrtal the other words.
or magazine.
5 formal. Discuss each sentence in turn as a class.
Background notes
Text 1 comes from a specialist journal (Scientific
American).
Text 2 comes from The Hitchhiker's Guide to the Galaxy
by Douglas Adams, a humorous science fiction novel.
62
Possible answers
Students' report
1 Childlike suggests his interest was innocent in a A crowd of angry students occupied college
positive way. buildings today in a demonstration, making
Childish suggests his interest was silly.and has
legitimate requests for better library facilities.
negative associations.
College authorities' report
Infantile is the similar to childish, only more
derogatory. A mob of violent students invaded college buildings
2 Ingenious suggests approvingly that the decision today in a riot, making unreasonable demands for
was both clever and original. better library facilities.
Intelligent also suggests something clever: and ha.s
positive associations. Expressions connected with reading and
Crafty suggests disapproval of something £10M in a
cunning or devious way.
speaking
3 Witty suggests humourous use of words ina clever E
way and has positive associations.
Comical suggests something amusing because it is·
odd or absurd and has negative associations ..
1 word perfect
Amusing suggests something entertainingbl.ltnot ..
2 read between the lines
necessarily funny and has positive associations ..
3 lost for words
4 Stubborn suggests anunwillihgness to change .an
4 wordforword
opinion and has negative associations.
5 take it.as read .. ...
Determined suggests a firm decision to. do
6 not to mincewords {illustratedl
something and haspositiveassoeiatjons~
7 in a word
Pluckysuggests,inaninformal tone, shrave
willingness to try something and has positive
associations. Ask students which expression they think the cartoon
5 Cute suggests something attractive, but also illustrates (mince words).
suggested a young speaker.
Likeable suggests someone who is easy to like and F Remind students they may need to change the form
has positive associations. of the verb in some expressions.
Charming suggests someone who is well-mannered
and friendly and has positive associations.
Check answers as a class by asking students to read out
the whole sentence.
Extra activity
Read out or write on the board the following local
1 word for word 5 word perreQt
news item: 'A large number of students entered the 2 in a word 6 losdorwords
college buildings today in protest. They are asking 3 mince words 7 take it as read.
for better library facilities.' 4 Reading between the lines
Write these words on the board:
unreasonable invaded angry demonstration
mob riot occupied legitimate violent Extra activity
crowd demands requests Ask students to tell each other about an occasion in
Divide the class into Ask students to write a their lives or something they have done which can be
brief report of the local news item using six of the best described using one or two of the expressions.
words on the board. Student A writes a report
supporting college authorities. Student B writes
a report supporting the students.
When they have finished, ask students to read out
their reports comparison as a class.
63
Extra activity
Ask students to work in pairs and find as many
words as they can with the negative prefixes dis-,
non- and mis-. Encourage them to use dictionaries
Paper 3 Part 2 to do this but remind them to choose words which
they think will be useful, not obscure words.
Compare answers as a class.
Alternatively, this could be set as a homework task.
1a 2d 30 4h 5f 6j 7g 8e
ge 10 i
1 relentless 6 illiterate
2 unconnected 7 non"alcohOJic
3 disproportionate 8 incoherent
4 ungrateful 9 careless
5 inauspicious 10 implausible
1 disproved 6 dispossesed
2 disappear 7 injustice
3 undeniably 8 incapable
4 innumerable 9 invariably
5 unauthorised 10 unlike
64
it Check answers as a class, paying attention to accuracy
F Students work in pairs to discuss the differences form and word order in their sentences.
then discuss their answers as a class.
Sentences 1b and 2b focus on tile information·in italics ~v,_v~'-'- .. U'...;; activity TB page 153
more strongly than 1a and 2a. .
1 all means the only thing that.
2 Great expectations was all I bought.
65
Alternative activity
Introduce the activity by eliciting from students
b is the best answer to the question.
what different types of books there are. It is correct because it explains how the use of the word
Possible answers dubious shows the writer's opinion, not what it means or
fiction / non fiction what it refers to.
coursebooks / textbooks For this reason, the phrase 'to give the impression .. .' is
useful for answering this type of question.
thrillers / detective stories / crime fiction
romance
social drama D This activity focuses students' attention on how the
humour writer's choice of words relates to the point he or she is
science fiction trying to make.
war / action stories / adventure stories
Remind students to consider the context in which the
biography / autobiography
words or expressions are used.
historical novels
travel books Discuss answers as a class.
Key
Paper 3 Part 5
Text 1
1 reading for entertainment E Students underline the key words in the exam
2 it is intellectually challenging question first 'why students reading difficult'.
Tex:t2
to parts the texts which
1 higher level skills or schemata that the reader
are relevant to the summary task. Then ask them to
brings
compare what they have underlined with a partner.
2 the reader cannot understand the text
Check answers as a class.
Connotation
C Remind students that the writer's choice of words
reflects his or her attitude and an understanding of this
is sometimes tested in the comprehension questions.
Discuss answers to the question as a class.
66
Tapescript
Key
TEACHER Now, let's move along to the next gallery ...
Text 1
whose turn is it to tell us about the next painting?
'it was shown that the more lead, aluminium or zinc ...
Amanda, is it you?
the lower the reading scores'
AMANDA Yes, this is the one I've prepared.
'It is because we stop developing reading skills except
TEACHER Good ... now I've got one or two questions for
in the teaching of literature:
Amanda to guide us through this painting, so if you could
Text 2
all pay attention, we can get started ... Brian ... thank you.
'if the reader's schemata are inadequate ... , then
Now, as you can see it's a pre-Raphaelite painting, so
comprehension breaks down:
we're talking 1880, 1890 ... and what can you tell us
'and some of these differences [in the way readers
about this - and other pre-Raphaelite paintings for that
process text] may account for the fact that there are
matter - compared to what came before?
good and bad readers:
AMANDA Well, there was very definitely a reaction against
some of the earlier concerns - for example the pre-
F Raphaelites didn't believe in the idea that it was important
to be true to nature or realistic ... This is a good example
Sample summary - it's by the painter Burne Jones, completed in 1884, and
it shows a lot about his philosophy of painting ...
Firstly, a high level of metals in the body can negatively TEACHER OK. And what was it exactly?
affect reading skills. Furthermore, too much attention is AMANDA Well in his own words, ... is it OK if I use my
paid to teaching reading through literature rather than notes?
for learning in the early stages. Also, the lack of higher TEACHER Yes of course.
level skills or schemata can cause a failure to AMANDA He said that a painting should be 'a beautiful
understand texts properly, and differences in how romantic dream of something that never was, never will
readers process texts must be taken into account. (62 be, in a land that no-one can define or remember, only
words) desire:
TEACHER SO in other words the very opposite of realism-
no practical lessons for modern industrial societies or
whatever.
Listening S8 page 88 AMANDA Yes, exactly, and this painting is in many ways
very typical of Burne Jones - in fact his wife later said it
Getting the picture was his most distinctive work, the one that really summed
up what he thought.
Students discuss the questions in groups and note TEACHER OK, tell us about the story it tells.
down their answers. AMANDA It's called King Cophetua and the Beggar Maid,
Discuss students' opinions as a class. and it's based on an old legend from early medieval times
about a king who falls in love with a beggar girl, and finds
that his love for her is greater than all his wealth and
Multiple-choice questions Paper 4 Part 3 power.
TEACHER Was it a well known story?
A Students read through the multiple-choice
AMANDA Yes - most people knew it well, but only through
questions before they listen and make guesses about
reading Tennyson's poetry, in which he wrote about it,
any of the answers based on the notes they made in rather than from the original story.
their discussions in the introduction above. TEACHER SO it's another example of what we were talking
After playing the recording the first time, allow about earlier - the link between the romantic movement in
students some time to think about their answers. literature and the movements in art ... do go on.
AMANDA In the painting, the artist imagines the King
Continue to play the recording a second time.
sitting at the girl's feet, gazing at her in adoration. Burne
Check answers as a class and discuss why the other Jones said he was determined that the King should look
options are not correct by referring to the tapescript. like a king and the beggar should look like a Queen, and
he had certain details such as the crown and the maid's
Key dress specially made for him so that he could capture the
detail. The setting has echoes of 15th century Italian art,
1 D 2 B 3 C 4 B 5 C particularly Mantegna and Crivelli, and it's all elaborately
decorated with highly wrought textures and jewel-like
67
colours. If you look at the clothing you can see what I words in their language. Ask them also to
mean. The two characters in the background have got consider 'false friends' - English words that are used in
these rich flowing clothes, and there's the same richness their own languages but with different meanings.
in the King's flowing cloak.
TEACHER SO what is he trying to tell us about here ... what Students discuss questions in groups and then
about these anemones ... do they have any particular as a class.
significance do you think?
AMANDA Yes, the maid is holding a bunch of anemones,
and if you look closely you can see that some of them
have fallen on the steps by the King. The flowers are a The first writer is discussing the advantages of having a
symbol of unrequited love, and there's a lot of personal global language.
feeling in this painting, as there is in much of his work. At The second writer is discussing the bad effects that can
the time he was doing this, Burne Jones had met and happen when a language dies out.
fallen in love with a girl called Frances Graham, but she The first writer considers a single language for
then married someone else. So it's likely that the King international communication to be a good thing,
represents Burne Jones and the Queen represents whereas the second writer thinks the consequences
Frances Graham, and the painting shows his feelings would be negative.
about losing the woman he loved.
TEACHER Are there any other themes that the audience in
1884 would have recognised apart from on this personal B
level?
AMANDA Yes, to the general public it would have had a
completely different meaning, which they would have
1 opportunities for business, access to information,
recognised quite easily- they would interpret the painting
improvements in international relations
as being about the rejection of worldly wealth and the
2 loss of cultural identity, loss of history, people's
elevation of love above everything else.
influence on the world
TEACHER Yes, absolutely ... and that was a message that
was very close to Burne Jones's heart and was very
relevant for late Victorian Britain ... Well thank you C Draw students' attention to the Exam tip.
Amanda, and now we'll move on to the next artist ...
Remind students that they can present their responses
to questions more fluently by linking their ideas
together rather than just reciting a list.
B Students discuss the questions in groups. Monitor and give feedback at the end on any aspects of
Round off the activity by comparing opinions as a fluency or accuracy you want to deal with.
class.
Draw to
someone might use the phrase mind your language. The
is normally as a someone 2 Part 2
has used foul or abusive language. The mind here
has the meaning 'be careful with'.
the exam task and underline
Students discuss the questions in groups. four questions.
Ask them to check their answers to question 2 answers to questions as a class.
key on Student's Book page 180.
the answers as a class. For question 3
students to consider in pronunciation of
68
POlssi!ble answer
1 The report is for the school principal. Blenheim Palace and its grounds were a gift from
2 The reader will find out details about the trip and Queen Anne to the Duke of Marlborough, who was the
the festival and the writer's opinions. commander of the British army when it defeated the
3 A description of the festival itself and some of the French at Blenheim in 1704. The gardens, which are a
events, including the writer's impressions of them. particular feature of the palace and comprise such
4 An assessment ofthe personal benefits of the trip. features as lakes, woods and sweeping were
designed by Capability Brown. The main building, which
took nearly 20 years to complete, is a neo-classical
Analysing the structure designed John Vanburgh.
1 It is divided into sections with suitable headings. Go through each stages in turn, discuss points
2 The language is formal but not impersonaL brainstorm ideas as a class. Draw students'
3 Narrative tenses, mostly past simple, are used to attention to the Exam tip and ask students to look back
describe the festival, the events and the benefits at sample report and comment on which details
the writer gained. Present simple and will are used they think are likely to be made up.
in the introduction.
4 The report is mainly based on opinions. Some 6.2 TB page 154
factual details of the festival are given.
5 The report includes all the details and opinions
requested and is written in an appropriate style.
Paper 3 Part 2
'"
lC 20 3 ... 40 5C t;C 78
reading lat and r<latt<! words. EnC(lu ....v Ihe ust o(
dKtiona .....
"
10 A di~ is tile Wile Of process offaflina inW
1 C "'".tIMe mc~1Il< MtI>out Ioocl, """"'l' and _ <leeIII'. at beOlg m <.!l""'ll"Jr
_$~ie$ of hfe (fjomtogr;otion;g tbe """"'s. of oomirJ!110 pi<>ooes
r1ejt>CUJ<t ...... ns <.>nI\am' aM rJ;a.appoimjld devastation is the stat<! or process of be ...
","solaM- deoqtbes an .. mpt:y ~ I\OltI>out de.~ or ruine<I
people, 0(" feeling of !onelioes~ ""'" 1.1 A consolation Is iIWn to ~ to rnal<e IIlem
uOOuppi.neSs reel better when tI\eOf "'" <llsaP\Xli<1te<!
2 A discern . . ~ able to sI1.,... gOO<!]LIdgemenI com_t"", is money g\'.'oo to someone
_ the QUI>Ii\)' ofsomeli1lnt becaose of darnBie.1njury or ",ss
_ I ""'3"" to bft qui<k al OO1k:iI1g th<ngs ""'""~8t"", is 1t1e "'" 01 ~ two 0\lI>CISiJlC
!1islinguiShing " - ' " _Inti: u-., <lIi'ler<l'riOe >Ide. togeIher in ~nt
....
a PM""" ~ the means of e will
E, wilh Ihose on {!>t right.
hMtate is the history, ""lueS and ~ion:o of"
coontry that are PIIsse<! oo..n \III'O<Iih Allow .tudents • few minutes {o write as m.ny
~ sen{en,« OS th~ can u.<ing the words thty matched .
an irl/>,.,;!anco can be pOo,..,silons '" money loft
to )QU aftM!he """\1'1
of ~ wtten thty h .... fini>hed. a,k .tu<knts {o read out
6 A Ioomt""''''''l'IrI$ pr<><Iucl", "''ll'
~ts of t!>tit senten",. for comp.rison .. a cl .....
"'"'"
acq,,,$!(Ne , , -.....ntIng to get "'""'"
J)QS£aSsion.
Possible an'Wttl
He had an a«pliorlai "'len! for mu,;c.
amiJem """"". wea~tI1. welk>tj The ornoll village in the m<>untains .... , • very
1 B <Je{lO!Jed"-lStobe,,",cit>ly~fr<>m. dt","". pkl«.
pooerftJl P<"~ioo I don'{ think th~ re.lIsed the grav;lyof the situation.
di~ _ to be g.pt rid of a be ..iIIillll or A1rdrnllT«uum are Ihe htrilage<>f ..... tty n.tion.
prepare<! to do ~ The po~«: d;'/N'~d 'he crowd foU<>wing {h.
disper><nJ me..",; to be movood _~ _ t e d dcmonSlrotion.
<Uldsem,~"", The large d<>mc is the building', main disl.ng~j$hi"g
B A uptNaIJM means beil1f; ""'" o:<trenle!)' fM'u~_
int_slOO in 01 81tra<:1od W sorneIIlfnc
Nowad.y; we Ii ... in a much mo .... "ffI"'''' socitty
~1WfUIWd """an , to taI<e Into 0I\e's 1lO"SM5IQO ~
control '" for<;e
th.n w,
used {<>.
en.18>'e<J means to """'" somaon& a _ . '" to
"""... """"""'" to lose \lleir t-., of choice
.~M
9 B ~ledmeM'ma<letosl>eml>ltgef(bet\ef
0( 'O/Offle)!han ~ reaIf)o ;.
Ch«k aruw... osa<\u$. 2 Eli<il from students a po$lihle lin of ' ....on' for the
.,.
di.~ of (_b) to A<' rid of <om<lhing WIWlllt«i
orominont (odj.wi",) important OJ wdHm""", ;n' p.o"i<"l.o,
.•-
newspaper
2 8 an inI<><miII """",<n\IOrl 1 decision lias been n"IOI<I&
I> 8 """'" I~ eono:"", SUCh 80 II new\! "'port 0< 2 ~ Ms bee!1 I$$uOO I gl\Ien
3 agreernenIl\a$'OOen.l'Melled "" .. $~
3 a an Irlr«maI ~'* __ 54 __of _iA.ooo
gM!n""" been fl'IIlode
-.
b ~ n'I<I«> ft>rmol fMlIiCo of tfle ,..,..Ilt
The aeefllls necessary""'" _ ... ~ Is
\rnj>orta!1t that"" know tile """""", will bo! I!II'I
-
Wrilr Ih. following ""rl>< and noun ph, ..... on Ihe
~- oo.ro.
b "" iml>efsonaI ""scription of 1~ e:/j>erh"nentln •
••
enforce
noun phriUt:S
our "<tuiroments
mill theb",
D This =rcisc fixU>eO 011 the appropriate <hoi"" of
activt or passivt aaording '() the wnta.
m., .n official "airmen!
voIce .n effort
Remind stud.nts to considt! the = ..
of th. v",b as rai", a prolrsl
weU as whether it should bot active Or pas,;",. Thor hold "rong opinion,
<lIauld pay .n<n,;on 10 accuracy with ...,rb form. ,..ue an ob;'ction
especially tht auxiliary lui"" in the pr... nt and past mO' an important m~ing
perfect len>e< and word arM, with (he adverb. n~r, Ask "udents to work in pairs ond matcb each of the
o/w, wrongly. verb> with one .uitable noun ph, ... ,
Cbed atlSW<1". as. chss. Allow .tudem, • few minute, 10 make ... many
...,tenees .. they can using the mauhed verb. and
""--
~.
,• -- ---
-.....,- "
,, -~
j>u ........ ,~
...
both the prom pt and the ,espon ...
..,,
-
4 ecmmon~
- ..
PoM ......... .
restricted Of Ilr'IiIIe<II)y
_...-
---
In 8 ~0II8r Ioc$JoIl i"I , oertaIn pIaoo
Comprehension and summary
S8 pages 100-101
...... M
.......
M_m
_/1flIO(\e ~
-
_k:ted/~_
-~
it_toaIfJ it_ e~
A sense of community Mel """ """'" to J ...-.....
Mk "ud""t. what Ihq understlnd by n ...... 4
community. Ask them to deK,ibe whal typeS of D Ask <ludenl> 10 licl ..!evaol poinl> in the ll<l.
community they feel part of. Remind Ihem to refer back '" Ihe tal< to confi,m Ihri,
Dis<u .. the diff<'n'nt type' of cornm~nily rr-present«l choi=.
Inthe picluresa, I d ... and ask if 5ludent. hov< had Students compare Iheir an<""" wilh a pann...
,unil., experienc ...
...
Q,eclc: answe ..... cl.ar.s.
"
E Remind .tudent. to US< appropriate hnking phn",' Tapescript
to c~at. a w.ll-expre. .. d .nd nuent summary. ~,
"'~E So,tIOw<UdtlleU;PIIO?
Sample IIIImma,y 11M KoneSlI)'. ~ was the moot amazIl"\II e'perienoo.
Fust~. a CMO&e In our _1<1i ,..... $ t"Ias led to pooi>/e
wwldn'l ""'" missed ~ fOf tile ""OfId.
oo.,.,g more lik&ly '0 """'" 00 1<>" _rent job III A_ I just can·t bel~ that JO<J actually SJ.lCCH(/fj<I in
"""the< area. So u...,.lrequemly tIYe _ /rom famtty flljSiI"\ll M"'JiI! """"'Y.
""" M!8tM>S """ COUld pr<Mde S\jppo<1 ..... OOditlon. 11M Well. w& ' .... (1)' <3i~ puo.h lhe boat out try;nll to <lrum UP
supPort", oor"pare ~me.
the c!\aniI<I in '/)'''00 e>.perien<:to """ to imprtM'>d
_.,
~tIons tec/"inologO!s hils resultoo Itt ......
~""1 coota<t with /fiend. and <"Iei(l:ll;loo1"$. (59
ANN£ Eve-n 50. ~'" ornazlni that)"OO manage<l to fill twO
iorne. with IOI'S and c!oth;I"\II. i.rn ~?
~ .. OIl yes . 000 b1anl<ets. 100 - all sons ofthingo. lluI
remember that we had to drive U>em OO~lVes _ CIfIe
ttlousaoo fNe hundre<l mllesl ll>e 'Save the Ct>ilcI,cn'
cM~ty '""" us a 1010f pracl"",1 helP . too. thou&h.
Listening 56 page 102 .... NE Yoo must h!We bee<1 reall)' 1"00<1 of yooxsetve. wilen
)"00 got tlN!re.
JIM PrIde "'. '1)' clOdn' come InlO il. iU5t seein/llhe flJces
Every little helps of U_O CIIiidren """n .... gava !!>em Som<I 01 \he ~ -
Introduce the section by .,king what ide .. the pictures tIN! """'paSsim )00 f~ - )"OO ",a ll)' want to load up \I1e
.nd headline: .uggest. lorry ".i1l1 &II tIN! kkls and bring t'""" back he,o! SUI 0\
Ioost they '""" being care<llor 01 that state. So we left
Divide the d ... into pair, or small groups to di>CIIM the 1~lil"\ll 1M! ",,'d <!One a reall)' worth"oofltile joIl aOO thol ....
th.ee que,,;on •. Ad 'hem to P"P'" . li<l of could 3~ ""''''''' 0tJ' steps _ """" _'d refinanced
,ullS"lions and ideas for questions 2 and 3. .""lher .emure . 01 cour ....
A_ Hmmn .. I might"""" come wItI\)"OO <"Ie>! time
Allowa few miIlul~' for the dlK@onandthenall
JIM ~. tile .... '" a thooihli
each pair or group 10 pre..nt their ideas to th. re,t of
theda ...
-"
MUSIC ...... GootI.......,,;I"\II•• OO welcome. TOrtIJltl. \"m
aweallr\ll 10 """'YOfl'!I 0tJ\ tile", - not jU.1 ~ of_
Multiple-choice questions Paper 4 Pa rt 1 wIIo have come to hear uS perrorrnl This 1M! Helpllr>e
A 0 Ad stud."" 10 read through th.'1 .... tionHnd RC>IInd-the-<:Iok Special Is in tl<1 of tile I"mi_stricken
options for ulnct l. Play at.act I and p.u .. the pr"'"""" .........beM he3~1"\11 50 mU<:h about recently - and
.<co.ding. Allow "ud.m. 5-10 .. coru:b to think .oout seeil"\ll on OtJrTV ""rHn' rliiht ~r n(&hl . .o.no. bftl""'"
Iheir an, ...... me. I>Oweve1' little )'00 pIe<Ige - ..... ",II make sme ttl3I ~
",,,,,,," rts <lesunation. l llSt )'"'' (in between 11""1"\11
Continue 10 play the reco.ding for s!\ldem, to confi.m "",""em 10 raise """""'I'l. I ffi)"se" went out 10 "";:>eM""
th.ir ans ...". the delive,ies of aId 10 ",,",ken oreu. and I """'" I,om ffi)"
""'" ft,.t"'"OO e ,perle<>ce 1M! ""'01_ we do Is a mere
Rep'at Ihe proadun' for each utrocl in lurn. At the drop Itt the ooean - we can .......... """'"" send enoygh to
end (If all four ntr.ct., allow 'IUdeOt> a minute 1(1 he lp these ~. Btl! >01>a! we "" send wIIJ bd 6'H!1)'
comp'''' .o~. in pair •. aPf"'i'O/a!ed. 50 rt all depond s on )QU. PIck up tile phone.
Check .nswers as a em,. ll>e """""" "'; 11 be aPll"ar\rli on your TV ween, $~.
-"
FDUd..I! R£PORTlI'1 In-depth S»ecial RePOrt this eftemoo<,
looks at tile World Banks roie In leooil"\ll to \lie M~OOS of
thO world. More than a thir(l 01 the World So"" pr~ts
"""'poled last yea' .....'" judged unsuocessful tl')' ~s """
SIMI. accotdini to a leaked inMm811'obrld Bani< report
0I>!",Be<j IIIst _k. The report Ie""'s cons"*- we'ih\ Vocabulary
10 ~..... nninj CharteS r>t c~tlcs 1M! bank loans haw
conllir>uled I<> """"orvnenlal and socllll destn.o;\lQn in Expressions with help
some countriu_ C Ask ",udcnu 10 rcad through aU five scnttJIces fim
The WotId BIIn~ "nl b<lliorls of 001""" 1.01 yea, to and thtJI choose an appropriale uple ..ion fOf .ach
countries in _ 0'
nnancllll alii, ~ 1M !aile"""'" on •. ~mind them to consiMr the moaning and
_ e SQenI "" _ioI>mt'nt Pfote<:t. like GIl""', road •• "", OI,w;turc of the whol. senton", .. they may nerd 10 add
\,,,,,,,,,,,,,,,_" .. ,1.
word, or <ban~ the form of Ibe w-rb.
Critic. hft',oe""" selll tMI P<QI<ICIS SUCh.Slhe Bank's
''''''stf)' manage-menl plan. " - done ~ bill " ' _ Q,«k .n,WCT$'" a duo by asking ilud.nu 10 read out
me "",''''''SIS.
in II><t (l<!S!ruCbOtl of ......""""""" sL>Oh .s Iho whol. scnlOnce.
Tl>ey .Iso clllim that irription Pf<lI"C\S ""'" deslro)'ed
_ . of _ boocau5e fauIIy de~s ""'" a l _ tile
inlru$ion of ..... ""I~r. ond II>ey aile", thai pie"" 10< major
dam PfOIe«a lllreat~ 10 cfisp/Jl<;e _ . of /tIooSNld:s 1 fet><la ""1I>ine MrId 10. MSrot _ _ ~i)'
of~. So on today"s Il0'0&''''''''''' ....... mlM tile
issue. 'ClffOUroll", \he ~ ... &n<I as'< )'OU. \he
'1 she """lllefp 1!er5eIt. can'
3 fle/pyoutMW.lo1al<eWhat)'IIU-"-
help ~ SOft'Io01hLnC
11.leoo<" 101 )'OUf ...... S. " n "'""t be 1Jejptxj, that no one con <:!'IrIfIIe tile
~, -~"'" out. eosin wrneone In 8 difficuJt
5 II8Iped
tHTVMlWlJI So. I '-"'Oe,Stand )'>U 8Od)'OUf"";!e sponsor
situalion
' '-ye.;I,-<>Id ......
lrom MrIc8. wt.t did )'OU (IO)(:k1e to \.like on
a SPO'U'OIShjp like 1Il<, ?
M.... Basically. we tIa<I "",n(eollo <10 O<)metnln& to nelp
~ in me pOoftI' relli"", of me world 10< some time.
wt..-n we __ an &<Iverto.emem in a fTIII&ILlJne we """'" cop
Speaking 56 page 103
our mind, Ie de $OI'I'WlIhlI'C POSi\iVe. Oppo'lOOlly
Themed discussion Paper 5 Part 2
Inl..OIMioMI_1i1<.e a good """""'". "'" ... 51
tleCau"," 0<11 don.tion Is ""'" Slrai&1't \(l ....... he, famiI)'. Speculating
aoo "'" "';II/lge .mere _ I","" - rool too """" middle-
men .• sa ......., A Divide lb. claM inlO pairs and ..k thorn to consider
IHnIMIWUI So you kfIOw _'a 'fW' OOnation enos uP whal faciO ... the imag.. in the posit, r.p~nt.
r..-.d """,'s iet\11'C tile benellts? Allow 2-3 minutes for sludenu I<> talk in thnf pain_
...... Ab!.Olutety. Bur _ I /O<m<J moll W~IIII)'
about Opponunily IrtI......!1OfWI ..... 'I'l10 _1ft """'" rh<!y Discuss Ihnr idn.. IS • cia ...
""'" with Ill<> locals; you see, tile pe<)pIe tllem ........
oeck1e _ the rnor><!)' c.on best be speIll In me COII'IIYKII1lly Pon ...... , ..
_ ... me children I.....
tHfDI'MWPI NIII hOw ...-...:;h (\O)'OU 'flOW abO<II ......1 ....1CiM I _ f l / tra<foti<>n~ / CU!\UtO!
.....,. Quite a bit. a.ctualty. ~ .... senl reguter ,e_lS on ..... l1li """ ~ I ditferenoe betwem """ and POOl' I
me cornrnunIty"s ",O&"'s........ "'" S""leod P<')'in&. and ~ """ .ocial1«\(W'$
we ..... _ 0<fI QU~" • lOt aboullhe c:harI!y"s IK:IMtoes _ and oItl<ness / medicine 1-.t>eirC
.I_,e 100. We dOf1ale monthly. lin(! ~ 's not """" o lOt
10 ~n<I, in all hOneSIy. n"5 ""'" if .... c.onl """'"'"
";\IIoullt. or ~ hili [/YI. !lilt n', ,,"110 _ 11>6! so [\laluating
lI...:tl.ood ClIn be ~ ..;m [/y 1!We [/YI .... ."..,
B Ask SludtJI\$ to think about wb.al tho J'O$tcr lack$
in Ibnr vKw. What, in Ihoir opinion, ore the mO&t
Your views signifian\ facto ... which influence Our li_1
D DiKU" the queslion ... a class and tJlcour.~ All"", "udom. 2-3 minules for ,h. discu .. ion.
studenl$ to ..-.IlLl.t< and junify Ihnr an.""....
Discuss their ide-.. .... daM.
"
l
suggesting alternatives
C Draw studemf an .."ion 10 tho cumpl~ Ii.... Ask
thom to aplo« om..-
&.no" tMy fed I .. important
and to maU not" about tMm Wnw 10 tht onmple.
Tb~ can _ thnr ideas from the d.Is<;uwon in B~.
1 n._uses"55_or __ ~
...., In<:lIcIes per--' upec\eloce - ".. \OIUtIII
_ , .... In', 'e:qlIanS M,.". foa_ one Ilf thO I
kmind thnn \0 think of 'm.>&" which «pram' \II. -~'.
2 IThet ......... opiuM" . . .-.. no.. ...........
......... _ _ _ 01 _ _ . .
oIUtnII"'" them<'$.
pteSeflI.ed. bullfle 'filii ...... ""'" more ~_
Dnw studmu' anentioon to tilt &<1m "pand uk thnn
is ~ more ....."In !he . . . I*ICIIPI'i
to cotUioo how th~ can praml tMir idtas ......t
3 The_~ th8t""'''-_
Humtly by Itnking poinu in tMi. I\OteI; togt'lhtr and
mtndins the ~ of YlXabularyo and structureo.
• a' ""'<l!he""'-tion. The ......... ~ . . . .~
A1Iow .bout 2 minut" for thiland then uk nch pair ~-- ........ "-.~
tI>o! _ _ _ nntldellUd'IIor\I6<I_
10 pramt \II...,. ideas I<l the (!au for compan50n.
Give fMib&clt o n lUI)' points of Oumcy Or .ang•• hot
you want 10 dnl wi,h, _.
~ '0
""*' """---'
4 -..
me modem wool<! _IIH ImPfl'l'o'6d
10 I!I.In Ifle dI)r.
Qflhe mont1(. "but Ihe \tIrC is', 'dooI!1_rlG
....
1 !he _ . _~ 1*118
the" own t:XI"""~nce. Remind thm> 10 U$< plr"V"ph 2
2 _thO "''"''- .... .,.".. c:on\i'IbuII;IQ'-'
-*'"' ontq)lCal _ _ .... be-.po.u.. inCasamodd.
Ch«i anI'""" 1$. do", ..king for Ip«>fic a&mpleo in Rtnund .tudtnu t:hl!t it is important 10 r~"d the cn.m
lhe !.at wi< arrluUy 1$ the purpooc of tbe "nide and Ihe
intended readcrahip a.. imporu.nt in determining th~
.ppropri&t. <lyle and r<g!SItr tlu.t lIudenl.$ sllould U$<.
Go thlOugh eodt ofthc "ages in turn and discu.»
question< and brainstorm ide...... dl».
" j
Unit 7 Overview key
5B pages 105-107
Lt)tk;.1 c:~ Paper 1 Part 1
A
16 20 3/\ 4D 3t es
1D ss 9C lOA 11t 128
,,
CIoze Paper 3 Part 1
,, -
... ,-
--...
,, -
00
"uu ~
• ,",1-
,-
~
, 01'1 J 810fC
" wen J ,./ ".,..
"
B
""""
0 . . . . _, _ _ I'Bpo:>r 3 Pat, 3
C
1_ 2 0.1" J iT8SS 4 KlOOU 5 $1_
.~
"
A ]ntIOduG< tho activity by dflwins srudrnu'
8 The ties that bind """nuon to tho titl. and subtid. of the: Irtid<. Ask
,hem why pormtl might lI<'at the end of th.ir t<tbtr'
and 00... thc:y mighl'win sympathy'. What do they
think ',""an .ttrcts' mighl b<1
Th .. activity auns to en<:o<&rogt ItUikotllO rue!
lllrough the: malo 101t firlt btfore IookiR& at til<
Ex_ trlllnlnC In this unit rt:JDOWd parag,aphs in ord., to gn • .."..-.J icka of
R....,.,. Gapped _ , ",1.,..-.;.,"" IIf'IIIOIlI\S lhe o=:aIl COJllnlt.
UN 01 Erell'" Ke, _ IIWII/om'IMlonI
lbc th,« QutStlons can be: ans_r«l WIthout rd".rring
~....a....,.......,.,_
to the: ""00""'" ~ Allow 2-3 minut<S.
- .QrOOf........ ......,....y
US\en1re ~ motcIw'C O>ed aruw<1"!I a•• daso, uhng studmu 10 rfln- 10
_1<i<I&' ~ 10 )'OU'
$petI1<iI1I
.....,.-
~ part< of the tm tosupport their an.-rs .
WfIt.In&
-
A_\(1'_,,,,~to
00
c .., ,,
,, _ fallen in With leH short of
EJrtra voc,bulary
" """" fa!\en ;oi<;tim \0
00< ~ eire'" of l1iends in the world of <\rUgs, See page 176 10< ide"" 00 how to exploit this vocabulary.
4 ~ SlUOOnts \0 ..,.,.;u\aItI.M the 00I¢Ome
based 1.IJIO<' what 1IIeo,'!I<M) read in 1I>e te<t_ in(im id.,;on (noun) aa of '~""<tltn! ",mron< ;"10 OOing
wh .. )'Ou wan'
tIO<m (I!OUn) ,i,,,,,o01l <)t b< ..vi",,, that 1i"""",«1 or
".rwhtd
Vocabulary politi,", {V<fb) '0 roW > formal rcqu<>I '0'" .uthori'r
", ... ""rlmo"ll'" {ad)«Ii.. )..,w1 in quontt'Y
D
"O~O" {noun) "">OJ ""ckn'1Dding of ..,m .. 1Ung
o.Qu iling (><lj<cti¥<) ""T .tt,"";,,, in > mr>"nou' '"
Ko,
,, ~ppe<l off ,, tracf<e<l ~ down
.~-
uil. (noun) ... " ofb<;ng """ 10 live in IlOOIh<r <OWltry' ..
,, -"'
"'"'u....,. C1I
,, bait_set
fall ttIIO/,gr, th\I clJOCi<s
pun;,hm,nl
outbfe .... (ooun) sudd<n SI>rt of oom<t!ting "nplnson'
, .""""~
be ml>ed up in
be h8n::1pre$SOO
W8lk_from
" Language In use
British and Americafl spelling 58 pages 111-113
E Asl stud~nt' to not~ do"'-" the American .pcUing ..
usM in th. text. Seen and not heard?
The exprnsioo Child .." ,hQuld b< >ern and ncr h.."d is
Check an,wers as a d ...,
-'" ,,
Ch",k answ.rs '" • da". M'~ (/laYe) created
-
•, -,
~
..,.~
... """"
sIm!>fe ",,51_siIoe
--~
"". rep/1JOtJd pn! .... nt~
---
_ex~
-
wlliftdw_ future perfect o Extra a(tiv ity
pr'••' ''", pe<1ect Ask ,tuden" which verbs re/le.;\ the change. that
slmpIe pas!
have "'CUT=i.
1.15 - . d«Wtirtf. prUMt pedect CO!lI>'l"""~
""
2
., has replaced. had eo:pected. will ~ outlawed.
Ila~ rtt[}lllioe<l.
has Mort dectirling
'h.s 1M to children 'pending Ie .. time outdoors'
'children now trovel further afield'
'm . .. entertainmtnt ha, sustained a shorM culture
for child .. n and cr~.ted • generation gap'
'children have l>ewme con.umer~ of'
C This ae,CtSt practises the ~ of the presem. pasl
ond fumr. perfea forms, Remind ,tudents to read the
) Ask srudent.\ to .:omider how the perfe<:t '.pe<t ;.,
whole ,.nten« and wnsider any time referene« htfor.
used in .:ontext by referring to the 1"'0 tttt.\,
thq complete the senten,",",
P;seu" anSwcr> as a class. Ask studenl< 10 give
Ched an'We ...s • d,,, by aoking students to read out
uampl ... from the texts for each of Ihe functiOn>.
t he whole sentenet.
,--
~ The..-II <efermgto ..... ~
-
IC:111OI'1 1fI8t ~ 8\an~t_ ..
~ f*st ""'let! ~ in dIooorio."' .... _.
:2 • nu _ IIfon to an acWity_ laS *P"9" lJti/a"oOe!IS on IIowlOe><Port !IUI~.
conth.Ioc:I """" an la'ISjM(;tIea bIM In the put ......Iotm(...rn) to ........ "" fonnOT ... ' .... ol.......miOl
"fM1ICtMty;,. not~_
untill'lOW, Im!>lemltll (w:tbJ '0 p<nan oIhioI t\KbioIt ;"'0 octloo
b ThIIII'8Ien to the ",suit in VIe I)fesant of tf'IC""nl., (...rn) to mtft.<:Ii><:<m< 0< a.,m.- -....hlnl
... ~ com;>Ie\e<I at "" ~I*I wne In lte.;bl. (odj«:ti,..) • .,.. '" o;Ioo",.IO ... 1t ..... <0 ..... , .....
the pas\, .raM (vtrbJ to """,-pl<l,Iy .."..,.. "'m"~inl ... il"n 0'
3 • Th& sp&llker 11&. "'PIII\ed1)' pI>onecI. lIYtl'l1ll1Ou1
"OXI"_ ,""""
'.n.... (...rnJ to 0t0td0. pba m....'" I. untitty.n.d "'uoina
~ Th& ~ phofled "" one 0ClC8S0"" tit an
~tIme InthepuL
.. • tIllS "~.0¢6 I'8Ien 10 an ectMty _ «)fO_ """"
Ul> to III ~ lime In the ~. " ' _
."... ___ IIIiIIIMnC with \/>It _ _ _ Comprehension and summary
IIIId - . .....,. his arrival
b n... _ refers to an -=tMIr1l'M __ 5B pages 114--115
b\I"'~_inthe __ "'_"""
JecIc _ no 1<:olgeI1IwC .."ttI> the _ _ A friend in need is a friend indeed
Onw "udents' a1lmtiOJlIO !he tille Ind uk Ihrnl in
F what kinds of ,ituation they turn 10 their fn~Dd, for
help.
'"
1 """)0.1 been dcinI:
DiKUSS tb. question$ U a doss or '" $moll group •. &k
studen .. whot sort of .upport th~ pfOple in Ihe piCluros
, -"" gr~ ...<hoth ...
-
3 had - . , dan' '1/1'1
.. ne'_fl&ed. (""$)d~.,,",,1comp1etod Comprehension Papet 3 ~It 5
_ _ -mna
56 '*'SWCIIId
1 ,-_"..q~ .... _ _
~ "",,","""
As both tCIlS ..~ about SO<i.lI wdf... ",h<:mes that t.....
I_Ne) been "" up 10 help I""'!'k III nted, !My CDnlain terms
8 M. been &ettlrc rtu.ting 10 $OCiol..mc.. thaI may be unfamiliar 10
,...... ... udena.
TUII
Key word transformations Peper 3 Part 4 A IoaIIUthority fi.l is '\al~·ownfd l(;<Ommodation
G Dr.,..
studo"u' ollo"tio"l0 the E>;Qm rip be{o.e provided at kJ-". rent for ~lt on low wagn, with
Ihey be8i" Iho uOTci .. , .~i.l prob1"",,"
1
Sleering roush refers to bting homele.. and living on
the ,trul<.
'"
..,
A pdot scheme is one whid> i, bting tried oullo ....
how ilwod...
Tenancy ..... taimnent mearu encouroging people 10
ketp up with rent p;iymentuo Ihat they are nOt asltd
to leave the" homu.
Text 2
,-
.-
,-
1 _ I S " - ' to descnbe tI>e fr\end$hlps
3
thai (\eYe"'" _
non- ~1ltI
peOple ~ I'I>\Ch
--
Field staff and , .... viet ..... rs "" IUfTU for the the local tNthorIIy
prof... ional social worke .. ond Itt.. people th.-y help 9 - , ~s W'hat tocal ev\IIorIt)I oocial ~ k
respectively.
A probation offi«-r d.ab WIth pt<>ple who OK on 10 _,.."."s '" the r9I\Ionshop$ bet :: , $tlClaI
probltion. which is I sclI."", wherd>y wmcone who """"""" a<KI t .... ~ tI'Iey de>O with
h .. corruni1ted I <rime i. placed under .u~rvision
r.,he.- than bring .... nt to priS<lIl. C Rt:minJ "OOen" to keep th~ir ~n.w= to 'he
A Mk "u<k"lS to ..Id ""refully through both Ittl< comprehension queltions .. brief a. possible.
and unokrlutc parts which refer to friend,bt ... or Students compare their ~n$""rs with a pulner.
relatioruhip. ~n the people mentionw. &mind
them not to worry about unknown vo<.abulary at thi. Ched: am"",,, .. a cl .... ,<!'erring to rd~.nt por" of
stage .. this is deall witb In B. the text •.
..., 'm,
1 thattl>ejtarecioseen(!StlPP(IrlM (l'h ...
""'
TM text mentions I'M> I<irds 01 ~ or
_~ Am. tho _ _ ofb.w"C pan of a
-,
Mlp II>em btICI< info rormaI ~,
3 ~l\8Stw:omelmpe"""'" (Thi>pararhn--"',....
II>Odaonistic. Jf$Iematic, ,,,,,iulocnb,,' in the tnt.)
4 tI1<I $<!Mot -- .::.._ _ _ _ _ _ _~~_ _J
-
Exl .. YOUIbu"rv
Summar)' writIng Paper 3 Pa.1 5
Proofofeading a summary
s.e ~ 11'6 for odeu on hOw to ,o<pKirt !his
..,..... {__ l _,h.ol • ..-.I
_"'!INy
N;UV,Uts D and E fo<;u$ on tloe need for IoCcutaCY in "'1e\I'- (..n.l .., bt<.- pen of. P""I' Of wboI<
s,udmu' l ummary writinr,. prir>n<f , ........ oomc+,.. _ .................... _~
_ Iod""' .... ' . ""10 ...... _"""'-""
D
*'..
.., M
oI_'odi«ti'«) ..... ol ..... ~ .. . _
~.,
...
..,
n.. _!lperson8I _ _ oo. W~ -',ntllo
dllOll'e< .....th in tl><" partner" luI.
Round off II>< lKIivity by doin,. ou....,. with the wboIt
dus to find out which qualities SludenlJ mmio:ltml
,,",-_~_iWI'!_
mOS' Im""nam and wh~h tht leO$I,
~ wIII>. iI'IO,I( ..... Ir\JSt led to a
)I'O'.O'CS,er.; Io<W-
~
SUoI'I' _
•.
tenn ~ ... tho )'OUf'CSU"" iIutyIe&.
~
-.~-",-"",
in. <llW!O'l1OO, ., U'oI>se
Three-way matchln. Pap;Ir" Pan 4
A (I On ... 51udenu' allrntion to the &.am lip finL
--
~_s-"'.b~t_oW_on
_ """ _ . . . . " It I "'br_ As!< Sludmu 10 read Ih ........ lI><.u: Slat.......U
c,orffully and then play II>< 'K.Ofdinc.
.., ......,
Both IoCtivities D and £ can be done competiti~lr. 1S 2S 3D4'.!'...:':..:'...:,:..:':..___......
Ask OIu.unu '0 wo,k in 1""'" and oeI a tilM limit of
about 8 rrunutes fur limn 10 6nd and coned II><
miOlakes in both .... rnnw' ....
The: pel' who t.n. ...ufltd and correcud \be moot PIIDOTUI lodIoj ...11o \IIIkIrc - . . "'" ~l_
ml>oDgWUl. .«toct....maps .... ~ ......"" IN .. Deoak
l.Jndtto.nt. ........ ~ ccunsaIo<..... s..s.n
F Rrmind OIudmu to fOllow tM SI~ fur oumma'1' Dob&on, _ _ ... ~~._.
wnun, they uoed on previoul un,U. ~ 58 P"~ 87 for taU<InC -.. ...... """'YS.... r$tla'"l"~ ~ ......", _
a liot of It cpo to follow. corronon !MOo! man ~ _ "".In u.. PO", non ......
aetW"C ...,. belte< 11\ 0TJ80i<M"C • lIICCHI of our marr\qM1
s.m~'1
......,. ....
_"_)'
flr-"Y. rn.r.Js/Iips. _
po:Mde",-,_~.
bet_i' Pf<lIIIo ',: ....
As _ •• _ .
_ maMs, .... tIonthiJI wOf1<?
........ n..... -""" .... iIQIA(I .........
OII_~-'" _
mous_
tf)IrCto teIp ...... ~ . . . .
_ "befric<"dlrs·. _ .... . . . . - - the lIICCHIfut~. F-.Ry.~,."
_ _ IO _ _ u..-.... _ _ ........
" ' _... 0111 .. ' ...... . , . . ...... _ _ -.t. ei- .... _ """"" IIfO"kIo "'"
.... _ 011lii0i. Fuoll ... " .....
0.1 •• , _ _ ....... _
11'6"""_-=to ~
I*IIM can help
IeeIinp _
""",,'UI 10 oontinJe lie ~.
Wl _
.......,...,theIr
~
number. of coupln get\lnt marrle<l In their 40 • ...-.:l 50s. together. If \,<>u boUle tIIlr\Ii' "~, tt wi ll 81moSI I"""itabl)'
They're seekjng "", •• ur.""" end comlort. Ie3d to I>fOIM<!m. In the Icng r"",
.... AN I cooldn~ agree more. and people 01 thi' age ""'"" SUSAN It IS SllCh a vital 8,,,.. Cl<!ariy, tl><! mere a coul)/8
""""~ loIeta""e .nd cwintt strategies, Pemaps !".,..
.rtI _ 10 CCrI'IrII<Jni<:IJte, in """y ... n... , /)QfIl ""rMll)' and
dotll expeClso moe/",.,.;,en f/>e)-" - . . '" tMlr 20s and f}hySitally; the N'",' II I. for tIIem. If someone lose. a jOO.
Will be "",1",,1 with .ameillillj'.mIcI! i""l!M ide.1 f/>e)-" or the",., " t>ere""""",nt 10 cepe with theo if)'OO can talk
togett>8r, )'OUlt be _ to """k throu.gh ~ <Net tlme. II
-~. coople. h"""",l lea rned to e<pre •• their fuIIling. bel"",
()[RU Mayt>e, but they'll have the expe!ience 01 hll'Vlna
been in fel81ion$hlps and will"""'" lllal they can &urn'" the ... """"ts, ~ can be """1 d it1icutt 10 ~ them.
the OO!a~-up and CIIn operate on lheir <>wn. DOD< ....~ rtllalionsh ipO e.~ .treUet and strains-
:MISAH I th ink IMI'S being ",the, C)IrIico l. Peopi. enter they're a fact oI IWe, SlIt ~)'OO CIIn ",ally list"" to lIach
relationshiP'S 10 ' M'" common !nlerMIS and experiences, other, not just he ... whal someone i. ""';fI(, I>.Jt Iislen 10
and they can 00 tnls 81 any age. i'ou're ""I gu",.nteed """I lhey'''' il'WIIi ai , il will help to nnd solution' 10
Iong-Ia.ling .uccess I>.JI ~'. " ifeal pI&ce 10 start. Com"" &<terMI 1001or. lind I.sue" ..,;thln the relationshiD ~ sell .
from Ihe same """iat posi\lOf\. e<;l""alion and experience _ .... ER Well. that'. all we""
lot tIrn& fo<, but than~)'OIJ
n'l&kU people f...,1 they're "" common around and can ~ I n for tMI moSI IMe«lslif'6t d;s<:uSSion
Un(lefstand each olMr.
DEREK M>8ther peol)/8 'Iay t"",fh<>r or not i. """" 10 do
wlill .."., !/>dr ,,'" IIlan _re !h8y'w come from, Ifs a Vocabulary
q<J/I.tlon of ~Iify "'ther I""" ufJl>rirWintt. Our Expressions connected with communication
persona lity's unique, I>.JI _51y. ~'s 1101", to be
In1I~ bof role I1l<)deIO to , cerlllin ",1.,..,1. i'ou see •
B Ask $tud~n" to work in pain to do th. OClivity.
• i""" ch ildhood .... 'w _loped de<lp-rooted ideas abool Di>cu .. ~nlw'" as a class.
wnat's rtahl and wrong in a relatlonsnlp. and al.., """I'.
'Ighl and wrong in other cooteXls , We've leamed this from
observing "'-'r ""refit!.. [!<ple,i", OUr dMPM ...." " . _
find,,,, a CMIrI10Il coOO of b6/1aYiour if> • re/ations/liU ;. ~ 1 ~ _ you """'" may be said whe<l one perscn
jou""'Y all CCU{J!e' Mould I8U - e specially Ifmfly ""'" '0 tlIInI<o. tho _ I s .-.cit being irani<
"""" cortfldenl;e in tile Ior1ifferm sur>1><aJ (fft/leil 2 ear ~urobI<> pie "..ns that """ pelSOO !la" to
""~''''''s/l'p. admit !hey """" Wl'0IlI. and eooqp ...
$lI$AN DOn'I)'OO f1n<IlhIIl people CIIn' AIw>IyS oome up J #rrl 1''''''messag<r ...".,... may be saki """"
with the word. I", deKtibir4/ lho ... thin&s7 We've Is no! maklf'6t thelr ~ Clea rly et>O<J&It
$Orne<lf'I(>
Inle!"'ilewed coopte ...... IntrodllCed """ haw f<>Ul"ld Ioni-
lasurrg lurppjne ••. We rl!COrd the IanguiIie \he)' use to IlIlk
about themselw •. .o.r-.d .... present this la~ua&e to the
-,
4 lie 1/lIOUfPI)'OU' !eeIh,."....,5 to te~ lies
...
1_ 3 ... ~ _ _
2_4_~
TB~155
D
"" "'" '" "0
wo "
,,-
Won! formatlon Paper 3 Part :2
'"
I wool<! _ to !BI«> is".. with iOIIf oOornmetlfs BbO<Jt z.,
•,, reliItlooship(5) ,, o-retr;e-..bly
- ,
_o- ........ , ,",,"'''.0''
di..agreertlMtS
dl""""" ~
n,., prinCipal ,.",""'" fry tfPi. /$ 1M! 2b ~ .p/<Ii" 0< lb
~~ .. or ...
" ' " ",,*, ill<ls!ralesl1!ls point MOCt!r 1c 0<. 2c fO"I
~ lb ..... ter>d C
1 I$ i!h<>uallt of 8$) tne """"
A. repros YOU' polll1 about ... , 1 acme fully! 1~ 2 e- JlCI fCSOIJIeeS
~"""
Wh&1 _ also ~ to C<lns.lder Is ._
:3 10 IcicI< the habit
4 not/lieg to fait 1:>0<1<. on in
A Iood """mpIe orthi. WOUkl be . 5 .... s be"" turne<l / ~ed Inlll
This is due to ... / This can be attribUted to ... 6 1U•• pertment Md boon brol<enln1o
This/. bf!<:a~ .. , 7 1$ \I>OuilI'I1lI l\If,<e ~ tile CQun\t)I
The reMort6 {",this afl) ". 8 ... 5 d&tt'Imertta/l0 _ _•
Thefe Is .-her fao;tor
~::,
M"'
:;;~ .•.______•
E Ad< 'tuden'''o work in pairs to write wit Vocabulary Test Unit 8 TB page 133
paragraphs. Remind them to re'pond u.ing their own
idea.. Progress Te5t Unit 5-3 TB pases 140-141
When they h."" fini,hed, ask them to oWl.nge
paragraph, with ano.her pair for eOffipnison .
Check the use of the 'UggcstN patterns .nd
expr=lons.
B Draw attention to
See ~1J1'>1n1nr'1I on 4.
Exam
Multiple-choice questions on one text:
answers as a
identifying purpose and intention
Use of Cloze: gist comprehension of the text
Comprehension and summary:
paraphrasing 1 C 2 C 3 0 4 A 5 A 6 0 7 C
Multiple-choice questions on four
extracts: eliminating incorrect options
Themed discussion
Writing Writing a proposal: describing benefits
C Students I.H",",U.'" questions in small
groups.
money is so important it's group to nrc'cpr,t the
students if they
of the unit is money
commerce.
and money
on specific vocabulary from the
text.
can "A~)i(:UH
amount
or services that are available and the amount that
want to buy.
in the
answers as a
groups to discuss
group to nu'~pr1T 1 merchant 6
2 rare commodities 7 defaulters
3 stock markets 8 penury
any 4 9
5 10 vendor
1 Part 4
answers as a
as
89
semblance
1 chosen
2
3 learnt
4 collect/
5
6
7
8
9 went
10 carryon with what is left owner a
certain time.
reasons.
reasons as a
it is
1 5
2 6
3 7
4 8
he
a disease
90
B Before do exercise, remind them to Note: Draw C,"U.u,-""v attention to the GnIer,en(:e
consider techniques they practised in units
dealing with doze texts. See the Exam tip on SB page 11.
rpr,ortpn with ifor
Check answers as a class.
Ask can
III
text is written in a very conversational
colloquial style. Write definitions 1-lO on the
and ask students to find words or phrases to match students to pay attention to the tense of
them in the text. reporting verb and consider how the modals are used
Key in reported speech.
1 started out walking hiked off answers as a class.
2 pay tuition fees put myself through
3 large pieces of something hunks
4 carrying with difficulty lugging
1 The says that are terms
5 contacts or connections ties
at the moment.
6 selling peddling
2 She said she might pop round this ""\I~mlrlO
7 occurred or happened went on
3 He says if he were younger, he would learn how to
8 spent went through use a
9 quite pretty 4 The teacher asked the students if they would mind
lO collapsed caved in not smoking in the library.
5 a 1 and 3
b 1 and 2
c 2 and 4
answers as a on accuracy
91
5 to
F are included in italics.
6
Paul ciearfy""vrll::>",,,u'Ithat he hadn't been able to
attend the because he had been away on
7 to sue 'I'll sue you if you continue to
neglect
2 that her father had
8 about 'Why do we have to
won a lot of money.
It's not fair!'
3 The thief that he had stolen
9 to be set setma free to go
the car.
home to my wife:
4 Rebecca defiantly announced that she was to
10 to vote 'Come on, it's vitally important to
marry him.
5 The that it was .er",,,,,,,,,,,,,,,, vote this bill:
that taxes were reduced.
6 The Browns wondered how much money
was going cost.
7 Sam insisted angrily that he hadn't been there.
8 Mr Black made it absolutely clear that he wasn't
to work at the weekend.
4 about course.
Can you us some details?'
92
1 a It was said that the was considering 1 The majority of the population feel work is a
abdication. necessity, to earn more money but also to
b The was said to be considering abdication. boredom and meet other
2 a It is said thatthe Chairman of the Board has 2 It shows our characters and our artitudes towards
absconded with the funds. life.
b The Chairman of the Board is said to have 3 She returned to work by the money to start
absconded with the funds. her own business.
You might see these sentences in newspaper reports or 4 He realised he needed to work for the SOCial
hear them on TV I Radio news programmes. contact more im."\(wtAfltht to avoid
bored.
Extra
See page 176 for ideas on how to exploit this vocabulary. B
wares (noun) goods for sale
imperative (adjective) very important, needing immediate
attention
(verb) to reveal something secret Text 1
comply with (verb) to act according to rules or laws 1 an well
abscond (verb) to run away usually taking something
assign (verb) to give someone a particular task successive rionOI,<>Tiir.n
Text 2
page 156 3 is more than the money
4 I'd be bored out of my mind.
3 Part 5
two texts
follow.
Ask students if
answers as a
,-",VBUU'-' a class survey on
questions.
Allow students a few minutes to through the texts
and answer the
Check answers as a
93
in the you can almost guarantee a sale in an
/wur. The important thing is preparation. First, identify your
do not consider that money automatically brings customer and make sure you prepare all the necessary
and consider other such as paperwork. You can't make any kind of successful sale
work and social interaction to be as necessary. without it. Find out exactly where the customer lives - and
Besides are about their before you go, check your appearance.
financial situation and it with other MAN Sort of smart but casual?
economic and social pressures make most WOMAN No way-out, scruffy clothes but not too
feel never have money. (56 words) prosperous either, if you see what I mean! Then - the kit-
you must take all the equipment you need for the
demonstration ... and you must look enthusiastic and
smile! Spend the first two minutes greeting the occupants
of the house. This greeting stage is crucial. And don't
what kind of people they might be. You'd probably
be wrong. Of course, you'll hear the usual objections at the
door, but introduce yourself politely and remember to
attention to
<UU''-H'" smiling.
of shopping it MAN Fine. think I've got that!
enjoy shopping.
Extract 2
MAN are getting bored with trainers. Until a few
pair in turn to seasons ago, they were just smelly shoes for sport. But
with fashion moving towards formal wear, not just for men,
but for women too, trainers have had to shape up and look
luxurious. This season my collection includes a plush,
leather trainer to wear with a suit. The leather soles are
wafer-thin, and toes are shaped to a narrow point. Men
want an essential style that fits in across the board, from
casual to formal. Even the sports trainer isn't what it used
4 Part 1 to be. This year one well-known sports giant is launching
its latest technological revolution. Their new system has
thrown out the air pocket altogether and replaced it with
four sprung supports in place of a conventional sole. The
influence of the trainer among fashion's new shoes still
remains strong. You could say that ready-to-wear designers
have had their eyes on the trainer ever since it became
cool to wear trainers to the office. But with so many
moving into the futuristic footwear market, the
top sports brands might just have reason to worry! That's
why shoe speCialists with the right amount of technical
knOW-how are fighting back!
of extract. Extract 3
WOMAN Over the last year or so, many booksellers have
sprung up on the Net. The is done in a matter of
minutes - the time it takes to activate the search engine
1 A B B 7 B 8
and make your choice. Yet surprisingly few readers actually
make use of this consumer tool. It's all the more surpriSing
when you consider the sheer wealth of titles available
online. If the book you want is out of print, some firms will
consult their network of retail suppliers or their stockists
Extract 1 of old titles for you. In 50% of the cases, they'll track it
the which operates down for you within two months. Whereas your average
a scale of one hour. street retailer is limited to, say, some
A for mean? most Internet sites stock but lists.
it's more than that. It's a ordered is then up from the
whole business If you follow all the
94
relevant or distributor. 'Are online booksellers a
threat to traditional I hear you ask. yet
Their weak point is their delivery service. have
up however. But like most
forms of electronic commerce, on the Web
looks but is not very For
the serious reader, nothing v/JICIvC,0
a book at random and falling under the of its
first few lines!
Extract 4
MAN succeeded in the
the world. The scale of this success is a
hundred times than could have dreamed
of. When I first went solo, I a items of basic
and started my own studio.
Almost immediately, started to look up. I was asked
to do two songs for the soundtrack of a new and the
gave a new momentum to my song But
18 months ago, on tour meant seven of us in a
van, with me my turn and to the to
gear in and out of halls, Now, I've sold out an entire US
tour, and it means several two buses and a crew
more than 30. It's difficult to my head around - and
that's before the financial rewards start to come
will. But don't expect to hear songs about
star on my
feet are
since money
was really to stock
my music. 6 itgoes
7 to on credit
B the use
See page 176 fOfldeas on how to this
you
many different uses or skills
as it
in
Discuss answers as a
; clever f"'rliol'til.la
in a process
3 to
one (aCllec:tIVi91
95
minutes to their
Time flies! Time goes by faster than we think.
The time has come! Now is the time for action.
VIews companson as a Time is a healer We over the bad that
to us in time.
Time is on your side You are young and there is
of time to do what you want.
The time is Now is the time for
.-"+wr·tn,,,c on the board.
Time and tide wait for no man We are ail slaves to time.
Time will tell The truth will be revealed to us in the
future.
Times are ""-"'''In'''' are not the same as
used to be.
subtle
L,-,,-',-"<0 to use
UH.UVl!0 and politely disagreeing
boxes on TB pages 21-22.
2 Part 2
3 minutes to discuss
as a
1
2
or
idea.
3 Details of the how the money would
be and the benefits it would have.
sam a
benefits. Both proposals require a
style be organised into sections
1 1
a
school in Alama. 1B 28 3D 4A 5D 6B
2 The writer mentions the need to and re-equip 7C 88 9D lOA 11B 12C
the school in Alama after the t1<lfn"'O;cA caused by a
1 This ov,,'h""~rio
the chance to "".',.1<,"'" French in
a natural context.
2 The visit will enable the group to to know more
about French culture.
3 The students will benefit from the visit because
will French all the time.
4 to learn how to
deal with O"''''''~'''\1 situations.
97
texts refer to a
4.
All four texts relate to the theme of or
freedom from
in unit
Reading Multiple-choice questions
Use of English Key word transformations
Comprehension and summary: avoiding
repetition
Multiple-choice answers as a
Speaking Themed discussion
Writing An essay: organising paragraphs
to III text.
students what play on words is used in this title. Discuss answers as a
The rights and wrongs of an issue are the moral
questions associated with it. In the context of the unit
theme, rights has the meaning of a moral entitlement.
1 Text 1
1 Allow a minutes to decide of The purpose of the text is to make aware of
the three rights they consider to be the most important. the situation and to the intentions of
International.
Compare choices as a class. almost like a
Conduct a class survey, if you wish, to
e.g. 'Some are because', 'Some are
students consider to be the most and
arrested because'
which the Text 2
,",VJlA'''U,"" some to The purpose of the text is to a vivid
of the loss of basic human values in extreme
circumstances.
It is written in a narrative I
expresses the writer's no,'"""".,,
1 Part 2 Text 3
The purpose of the text is to create a
of human
98
Extra
any of us wi!! ever be privileged enough to
experience something like that again' See page 176 for ideas on how to exploit this vocabulary
Text 4 proclaim (verb) to publicly and officially tell people about
The purpose of the text is to give a legal definition something important
of universal human rights. endowed (adjective) born with or naturally have a particular
The style is very formal and suitable for an official quality
document which has authority in law, e.g. entitled (adjective) to have the right to do or have something
'proclaims', 'rlghts and freedoms set forth', 'to scrawny (adjective) unattractively thin, skinny
secure their universal and effective recognition and atrocious (adjective) very bad or unpleasant
observance' insolence (noun) rude behaviour showing a lack of respect
2 Text 1 describes injustice and repression and intimate (adjective) close friendly relationship, very private and
promotes opposition to it. personal
Text 2 depicts human cruelty and selfishness when mainstream (noun) the normal and accepted ideas and
faced with the need to survive. opinions
Text 3 gives a sense of shared experience and a ultimate (adjective) final, main, most important
capacity to overcome oppression peacefully.
Text 4 advocates human cooperation and mutual
respect. in use
SB pages 139-141
99
To extend the ask what crimes
appear regularly in the media. This may vary from
country to If students are all the same 1 giving after a preposition)
country, ask them certain crimes feature in the 2 to see (infinitive after a verb)
media more than others. 3 trying (gerund after an adjective)
4 stay (infinitive without to after verb + object)
5 to use (infinitive after verb + object)
6 travelling (gerund after a verb)
7 to see (infinitive after an adjective)
n 8 to develop (infinitive after a noun)
Students read the text, then discuss the questions 9 to improve (infinitive after a noun)
their partners. 10 singing (gerund after adjective and/or possessive
pronoun)
some refer them to SB page 180.
Ask them if they found anything surprising in the jury's E Discuss answers as a class.
decision.
100
Check the answers and discuss the changes in meaning Paper 3 Part 4
as a class. Some infinitive and gerund structures are practised
in this exercise.
students to read out
1 a to say
I regret to say is used as a formal way of breaking
bad news.
b saying
I regret doing something indicates that the speaker 1 is no point in appealing
wishes that he/she hadn't done it. 2 intention of giving up the fight
2 a towin 3 paid no attention to what
When you try to do something it implies that 4 the jury reaching
achieving that action is the objective. 5 the last patient / the last patient to be called / the
b cleaning last to be called
If you try doing something it implies that it might 6 showed no remorse for
help you achieve another final objective, in this 7 put a stop to the games
case, starting the car. 8 to on campaigning against the delivery
3 a seeing
If you remember doing something, you have a Extra vocallnilia
memory of something that happened before.
See page 176 for ideas on how to exploit this vocabulary.
b to send
revert (verb) to return to a former state
If you remember to do something, first you realise
curtailment (noun) a limitation or restriction of something
that you need to do it, then you perform the action.
contravene (verb) to go against a law
4 a totalk
portray (verb) to give a picture of something, describing in a
To go on to do something means to do something
particular way
after completing something else.
verdict (noun) a decision made in a court oflaw
b talking
remorse (noun) feeling of regret or being extremely sorry
To go on doing something means to continue
stubborn (adjective) determined not to change your opinion
doing it.
pre-meditated (adjective) thought about or planned
5 seeing
beforehand
If you never forget doing something, then you
entail (verb) to involve something that cannot be avoided
always have a memory of what happened.
condolence (noun) an expression of sympathy over a death
b to lock
If you forget to do something, then you don't do it,
even though you should.
6 a to have
If you stop to do something, then you end an
activity to do something else.
b going out
If you stop dOing something, then the action
st(>P!:)eCl and did not continue.
7 a to think
I dread to think is an ",,,,c,y,,,,,,,,,,jnn In
that the consequences of ~nrn",l'hir\d are too windows in prisons
horrible to
b having
students a few minutes to discuss the questions
If you dread doing something, then you are not
looking forward to dOing it.
in small groups.
8 a to send group to ideas for comparison as
If you mean to do something, then you have an
intention to do it.
b being away
If an event means
that the event brings about an to
na,f",,,,, certain actions.
101
Paper 3 Part 5 C Students discuss the from both the point
Background notes of view of the child's welfare and the mother's rights.
The Court ofAppeal is a special court where a formal Allow a few minutes for discussion.
request to change a judgement or decision is made. Ask each to present their views to the class
The High Court is the highest court of law which covers companson.
all civil and some criminal cases. The court has 80 or so
judges who make decisions on cases individually
without a jury. 3 Part 5
A ruling is a decision made by a judge or court that has Remind students that it is important that they
the force of law. consider how the phrases are in the text before
Lord and Mr Justice are titles held by High Court paraphrasing as the meaning is often dependent on the
judges. context. Ask them to consider what the phrases refer to.
The Home Office is the government department that
Students compare paraphrases with a partner.
deals with the administration of the law.
A solicitor is a person trained in legal matters who Check answers as a class.
advises clients on their cases and often acts for them in
court.
Tagging refers to an alternative punishment to jail in
Text 1
which the convicted person has to wear a small 1 change its attitude towards
electronic device, known as a tag, so that their 2 went against their entitlement
movements can be monitored. 3 protecting the well-being
4 not dealt with strictly enough
A This activity aims to encourage students to read
5 have not been discussed or considered
through both texts to get an overall idea of their
Text 2
content before attempting the comprehension 1 won a case
questions. 2 monitored
When students have read through both texts, check 3 given special favours
answers as a class. 4 picking up prison slang
5 possibly damaging
K~y
B Remind students that they should keep their Repeated information: separating children from their
answers as brief as possible. mothers, producing catastrophic effects
Check answers as a class.
Students rewrite the paragraph in pairs or compare
Key own rewrites with a partner.
Text .1
1 to emphasise the pos.sibility of large numbers of ~<'llmli)IB answer
similar cases occurring as a consequence Firstly, separating children over the age of eighteen
2 stringent, rigid months from their mothers would go against the
Text 2 mothers' entitlements under the European Convention
3 unprecedented on Human Rights. Secondly, taking a baby from either
4 alternative punishments, speciftcallytagging. its mother or main carer for any length of time can have
seriously damaging effects on the welfare of both.
words)
102
1 B 2 A 3 A 4 C 5 D
to
103
run accident and asked to identify the car, so we would fit answers as a
the thousands of together like a vast jigsaw, and
might be able to identify the number embossed on the
back of the glass ... that would help us identify the model
of the car, the make, the age, and so on, making it easier 1 the letter of the law
to search for the ... and then, once the car was 2 down the law
located, we could tell whether the lights had been on at 3 above the law
the time of the accident examining the light bulb, 4 the law of the
because there would be minute pieces of molten glass on 5 take the law into his own hands
the metal filament in the bulb ... 6 a law unto himself
INTERVIEWER SO you need some sophisticated
equipment as well as patience ...
DR lAFFCRD Indeed. Now, the electron microscope is
invaluable in our line of work - and it basically does two
on
things - it gives us a fantastically detailed image, so, for
you can tell whether a of hair has been
broken, or cut with a of scissors or a knife. And it can
also you the chemical composition of a sample, so
that you can take, a tiny flake of paint on a
sm;pecIS clothing and match it with at the scene of
to found innocent
the crime.
INTERVIEWER Are you at the stage then where you could
to accused
say that the evidence that you provide is foolproof? to be sentenced to
DR LAFFOR!) not There is always room for to be charged
that can be done about to convicted
that ... forensics is not an absolute science - I mean, let
me you an example. Now, Sherlock Holmes might
have found a strand of hair at the scene of a
black and two inches long, that would have
helped him the murderer on the basis that the hair
matched the murderer's. Now, we also examine hair ... but
in the example I gave you, perhaps one person in twenty
has black hair two inches long, so we need to improve on
this analysis to narrow down the number of suspects. So,
we would analyse the strand of hair ... using the electron
microscope, as I was saying earlier ... look at its chemical
composition, whether it came from a man or a woman, see
how it was cut, whether it showed any traces of particular
chemicals and so on, and in that way, instead of saying
that one person in twenty had hair like it might be
one person in or a million. That would be just
about as far as we could go. Now there's no such as
a balance even with the
The
In
circumstances
to its to
104
a few minutes to discuss the
Format 2
Remind students that the first format was dealt with on
views to S8 pages 176-177.
consensus on the
1
1 Introduction
2
3 for solutions
4 Conclusion
2
Lead sentence: This states the of out
the causes of the rise in crime.
Cause 1: A poor social environment can lead to
of frustration and anger.
,aulc\,.jua,.c; education can lead to of
failure and boredom and the of
bad influences.
Cause 3: The absence of
child not
consideration.
See TB page 21 making 3 There is a lead sentence which introduces an overall
solution followed solutions to causes 1, 2
and 3 in the same order as are in the
second
groups .
. . ,In
use to
Part 1
and
105
exam
First
Lead sentence I r"",n('\J a problem - different
causes. clOle 1 Part 1
Problem 1 Students lack
communication nrn,"""'iY>C
and school. 1A 2 3A 4C 58 68
Problem 2 Students bored - curriculum not relevant 7 8C 98 10 C HC 12 D
or
Second 3 2
Lead sentence How to combat - solve
1 6 unnatural
Solution 1
2 7
3 intrusion 8 dramatic / dramatised
homework.
4 9 intellectual
Solution 2 Make lessons more 5 10 accessible
etc; more resources and teacher
3 4
1 it will mean
new and has 2 there was no in
which has several different 3 was to lend me
students often lack proper 4 has no intention of
and this has to communication 5 died without
between the parents themselves and schools. 6
students are 7 have been in free fall
seemed to show / have no remorse over / about
lies
-----~-------..--::--=----------
106
answers as a
1 G 2 C 3 D 4 A 5 H 6 B 7 E
silver screen
The silver screen is a term used to refer to the cinema in C Discuss two questions as a
general.
the
.wAC'-»lU asking students to describe
1 Students discuss the statements in pairs. Allow a some films recently made in their countries to say
few minutes for this, then compare opinions as a class. successful they have been asking them to
Extend the discussion by asking what other influences
changed the cinema.
may have been stronger on people's lives, what the
advantages of video might be over the cinema,
what examples could be given of a decline in the quality
of films.
2 Discuss students' interpretation of the phrase as a
class. A slice of life refers to films being a short
text.
representation of real life whereas a piece of cake refers
to something being very easy to do. The quotation answers as a
on the words slice piece.
107
1
2 viable
3
4 lavish and cost
5 TI"I(fpTinpr at the same time that
6 vast
7
8
to wear very
1 white as a sheet very due to a shock a
2 red treatment special treatment usually
given to VIPs silk
3 once in a blue moon
4
5 grey area no obvious
answers
6 green with envy
7 blue blood TY"'I"iIT,rmi"ilH believed to be
move
108
use
B 1 We've never had the
in the middle of the
that we pvnprlf'n but did not either
cause or want. See C4
1 The
2 I've never had my haif fallout in handfuls before.
2 It is used to that someone else will do it
that we but did not either
for you.
cause or want. See C4
3 a The speaker has asked or arranged for his tailor
3 All the had their windows blown out the
to do something.
gas eXC.IOS.lOn
b The has succeeded in a group of
The underwent an See Cl
4 We had our house broken into last
"V1IH::'YV'1 y else did that we
4 a Myoid dinner suit was ripped so I my tailor
to make me a new one. 5 laid in our house \/c>"i"<>yt"!",,,,
b After several hours of I got them to sing did that we asked for
in unison.
6 our new windows fitted tomorrow.
that to that we
uses
7
c that we "rr<l"'TPn for a sp<~crrlea
persons to do. See B4
8 I won't have them in my classroom.
1 The have/get structure is used to imply that that I won't tolerate else
somebody else performed an action. Jane and SeeC3
Sam were the people who experienced the action. 9 We'll have them all if we don't ask
2 a a thief them to leave now.
b the company. will which we will exp.en,ence. See
3 Jane and Sam did not want the events to take C2
are unwilling victims of the events. 10 With a little cJ<;'rnA,.,t the nurse had her
structure
answers as a
109
F
1 Not only was Sam working all but all night too.
2 Never had Ted in such a dreadful hotel
before.
1 3 Not only does Patricia dance gracefully, (but) she
2 necessitate a different sings too.
sentence structure. are at the 4 Never have' met such an person before.
of the sentence. 5 Not until his had arrived did Paul open his
3 and the first auxiliary verb in the main presents.
clause swap verbs include 6 do our neighbours spend much money on
or a modal verb, such as can, entertainment.
should. If none of these auxiliary verbs are
the verb in the main do I did must be
inserted before the as in a present
or 3 Part 3
if you wish:
I students to read three sentences for the
type of word fits into the
same part of speech.
attention to
LU'-'Ui,,, Exam tip and the
then apply the same procedure to of
sentences in the exercise.
answers as a
use inversions
as accuracy
extra you receive in
could include
Discuss answers as
Text 1
refers and creates an lm,nr"'~""'l"\n
ease and {'nlnTOn
These two verbs describe
and create an
texts.
Discuss answers as a to a
texts.
IS
SB page
111
3 Part
See page 176 for ideas on how to exploit this vocabulary.
and r~.~j..~~+·
the summary
or enthusiasm
and
a of unnecessary both writers
seemed either flattered or eager to the
were offered. Although neither
orc)fe~5sE)d to be an in the activities they
were both aware that
would never have AV1"lA,'IArl"""r! these activities
otherwise.
4 Part 2
112
kind of master stock, was brewed to medium strength. To
this day, portion by portion, on demand, these ingredients
1 nation of sl1()or(eeOeirs are reheated by pan-frying them with further flavourings. In
2 national obsession this way, one cook can knock up several dishes within
3 (chronic) labour minutes. Rice is pre-cooked, breads and tandoori items
4 and foodstuffs made to order by a different specialist, and, hey presto,
5 affordable your order! The menu can be very long, and any dish is
6 8% available with meat, poultry, prawns, king prawns and most
7 hours of ~~r",'r,rl vegetables, too. This is still the formula of the standard
8 British curry house. However, it is clear that, judging by the
9 many new restaurants which seem to appear almost daily,
and the selection which appear in the Good Curry Guide, -
curry is a-changing!
113
feedback at end on any points of fluency or
accuracy you want to focus on.
receipt
pianos
traitof
theater correct in American English, theatre in British C Students remain in their pairs to discuss
Erigllsh questions. 4-5 minutes for
courageous correct Finish activity choosing two or three questions
curries for discussion as a class.
labor correct in American English, labour in British
English
really
noticeable
survivor A 2 Part 2
potatoes
thief
scarcely questions are designed to students
what is In type of writing task.
of importance
w.~,uVH4,
and coherently linked responses to
Students should respond politely to characters and
Draw students' attention to the Exam tip and remind books.
students that the prompts are to help start answers as a
talking. They do not need to about only these
prompts.
7 minutes in While students are "f-",U".AH;o;,
go round class and monitor progress. Give
114
Possible answers
1 paragraph 1 the success of the Harry Potter
books in general interest obsession with, passion for
paragraph 2 the character and plot of Harry Potter old faded, ancient
and the Philosopher's Stone says claims
paragraph 3 the attraction of Harry Potter and the old undisturbed, ancient
Philosopher's Stone tried attempted
paragraph 4 the limitations of Harry Potter and the called entitled
Philosopher's Stone when compared to A Wizard of very interested faSCinated by, gripped by
Earthsea find out reveal, unravel
paragraph 5 The writer's recommendations strange eerie, unexpected, startling, chilling
2 It meets the readers' needs well. It gives just interesting gripping, startling, life-changing
enough information about each book to arouse the old anCient
readers' curiosity without giving away important new mopern, contemporary
information. It makes both books seem worth difficult life-changing, major, unexpected
reading. big tough, major
3 The review is written in a semi-formal style. It is not horrible chillin,g, startling, eerie, unexpected
too academic and there are some examples of
informal language e.g. 'Mum and Dad will enjoy it
too.'
4 A range of vocabulary is used to give the writer's
your review
opinions and describe characters and plot. The Go through the stages in turn and discuss questions
choice of vocabulary shows how favourable the and brainstorm ideas as a class.
review is about these aspects of the book and
creates interest.
5 The actions or plot are described in the present Overview key
tense.
S8 pages 162-163
115
B Remind students of the importance reading
around the gap before choosing one of the four
options. The answer may on complementation,
collocation, verb patterns, set phrases, idioms, phrasal
verbs or simply the correct word in context.
See 4.
Check answers as a class.
in this
Reading Lexical cloze: complementation
Text 1
Use of English Word formation: changing verbs to nouns
1 A 2 D 3 A 4 B 5 A 6 A
Comprehension and summary:
Text 2
identifying information
7 C 8 B 9 A 10 D 11 A 12 B
Listening Three-way matching
Text 3
Speaking A complete test
13 B 14 B 15 D 16 D 17 C 18 B
Writing A report: giving explanations
examples in
1 Part 1
This activity aims to encourage students to read
through the texts to get a general idea of the content Discuss answers as a
they attempt the multiple-choice gap-filling
exerCIse.
Discuss answers as a class.
116
rU'~~U.ll1I:iJ answers 4 The structure arrange you a place is
Text 1
This be corrected to I'll arrange a
4 has virtually no, The other options requirt;: any.
when to the cinema + object).
5 bordered en The other options would be
5 behave The structure behave particularly happy is
towards, or approached and do not This could be to He doesn't
require a dependent pre~position. behave in a particularly happy way with no
Text 2
object).
7 treated it with little respect The other options
6 resolve The structure something will resolve is
would be accorded I offered it little respect, or impossible. This could be corrected to I'm sure that
valued it. some problems will resolve (verb + object).
7 approve The structure approve that something
8 believing it to be The other options would be seeing I
regarding or crediting it with being.
happened is impossible with this sense of the word.
This could be corrected to I don't approve ofwhat has
Text 3
happened with no object).
15 led to a simple cure other options would be
brought about, resulted in, or produced, which does 8 agree The structure agree something to be is
lillPO~,slt)Je. This could be corrected to Experts agree
not require a dependent preposition.
an original + object).
117
Extra activity
Use this activity to revise / practise adjectives
describing personality. 2 CVs, application forms, interviews, practical work-
based tests, psychometric tests, selection days, a
Ask students to imagine that their house is on fire probationary period of employment, auditions.
but they have just enough time to rescue five
treasured possessions from the flames. Ask them to
write down these five treasured possessions on a
piece of paper. Remind them not to put their names Word Paper 3 Part 2
on the piece of paper. A Remind students that each set of verbs uses the
When they have finished, collect the pieces of paper same suffix.
and redistribute them around the class making sure Check answers as a class. Note spelling.
that each student doesn't get his or her own list.
Ask students to describe the personality of the
person who wrote the list based on what is contained
in it. If the class know each other well, they can guess 1 justification modification gratifi cation
who wrote it. 2 appearance resemblance assistance
3 dismissal referral renewal
If you have a large class, the activity can be done in
4 announcement embarassment development
groups of 4-5 students.
5 indication reiteration separation
Extra vocabulary
B Remind the students to read through the whole
See page 176 for ideas on how to exploit this vocabulary.
text first to get an idea of what it is about before
primal (adjective) the earliest origins oflife, very basic
deciding what form of the word fits each space.
outrageous (adjective) shocking and unacceptable
Whether a negative or positive form of the word is
dysfunction (noun) a state of not working properly
required will depend on the context.
overcast (adjective) covered with clouds
blustery (adjective) very windy Check answers as a class.
barren (adjective) not fertile or productive
banish (verb) to make something / somebody go away, order Background notes
someone to leave a place DIY stands for do-it-yourself and is used to describe
resolve (verb) to find a satisfactory solution to a problem the type of store or shop where items for doing home
improvements can be bought.
118
The following activities provide revision of all the
2 h Why was I the last to be told?
grammar structures practised in unit.
3 f Do you mind if I smoke in here?
4 a He is known to have applied illegally for a
passport.
Remind students to consider the structure of the 5 e She apologised for causing so much trouble.
whole sentence in text before choosing an option. 6 c There's no point in trying to make her chang~ her
Ask students to match the correct option to one of the mind.
7 d I regret to say that we cannot give you the job.
sentence structures in the list. These are included in the
8 b She warned the children not to go near the cliff
key.
edge.
Check answers as a class.
forms
1 have uses of have and get Draw students' attention to the example and check
2 can one predict inversion they have understood what to do.
3 for which relative clause
4 It deft sentence Check answers as a class.
5 have uses of have and get
6 what cleft sentence
7 whose relative clause 1 anyone want to know
8 not only inversion 2 the car not been fitted
9 but also of same inversion 3 might have told
10 what deft sentence 4 cannot possibly have predicted
5 must have been driving
6 needn't have bought
7 must have been taken
8 had had
E
119
Te~l
1 1 to show that their is
them and not anyone else
2
Text 2
3 The writer is not "";m"'n"~''''
deJro!2:atc)rvexpression
4 to that Adam
to psychiatrists psychoanalysts. Allow
students a minutes to discuss questions in
C
answers as a class.
in context
expressed in both texts.
Po:sslble answers
answers as a
1 The essential difference between the two
on
past Te~2
These as{:leC1:s 3 that we may be able to do
~A~+;.~~r'rlinthetwote~s about it
"m.,..oi·hir.<5 ourselves.
which follow. 4 This reinforces the idea that there is no easy and
sudden solution to the nrr,hl"'m<::
5 A couch is associated with a
Discuss answers as a class.
and the writer wants to make clear that Adam
ideas is different.
are mentioned in 6 This that n',,,,,,nr,,, is not a
texts. science.
answers as a
120
1 you a m!;SleaOlnJ2.
4
the world is rej:118(:ea
of the interior one' (Text 2)
5 '~E;I~~(nO!W!E~dE~isnota It is a
not to is
waste oftime.' 1)
6 can be a means of from life', 'it
to pay attention to a
can be from (Text 1) listening
cannot
Statements 7 and 8 are not relevant because do
not refer to the of 1<::\f,('nf1Af',:;<I\,I<:tI<:t
121
symphonies. We decided to delve even deeper into its been listening to. This can be extremely embarrassing
powers. both for the listener and the speaker, and a waste of time
JUDY I couldn't have put it more succinctly! Its capacity is - your time as well as the speaker's. There are actually
truly astounding: It can discriminate between millions of three very good tried and tested techniques you can use
nuances in sound. Between the outer layer of the eardrum for improving your listening ability: self-motivation, setting
and your brain, there are tens of thousands of to listen, and key selection, which means
interdependent structures. But what we were really looking connecting key words and images to each other.
at was why our listening habits are so poor. We wanted to JUDY Now that's actually vital in all this, isn't it? All of
try and find out how we can improve them, particularly at a these are among the most tried and tested methods of
young age and use them to the advantage of our memory improving any mental performance. Self-motivation is very
and other senses. closely related to willpower. And setting yourself to listen
MARK What we were finding was that some of our can be practised by own individual listening
students were easily distracted in class. Now, you know as set out to hear more of
well as I, that it's to feel completely motivated what goes on - at work, while travelling. You
and involved in every lesson you attend. I think we would can yourself little tests for detecting
all agree, looking back to our childhood, that that differences between, say, the songs of different and
particular scenario is nothing short of utopian! the noise level at work or school at different times
JUDY Speak for yourself! But, joking apart, I am quite of the day. And to help you remember, you can connect key
ready to admit that not everyone would be totally riveted by words and images to one another. This will help you first of
each and every lesson - especially on a hot Friday all then remember what you have heard.
afternoon. But the interesting thing about distraction is PRESENTER Thank you for that and now ...
that it comes in two guises: first there's the external
environment, and then, there's our own internal thoughts.
MARK Actually, it's a combination of these two factors that
leads to most distraction. On the other hand, what I find B
really fascinating is how the mind can reject sounds can
around us that we're not interested in. We can sort of six statements.
switch off to the sounds that don't concern us and
concentrate on those that do. in to discuss the questions
JUDY But there's always an exception to the rule! A to note down their suggestions for
screaming child is one noise that nobody can blot out- remembering concentrating. Allow five minutes
even if you aren't the mother! There's no doubt, though, this.
that aware of this ability to blot out certain sounds
will help your powers of concentration. For example, if suggestions as a
you're in a crowded gathering, most people can train wish, write students' suggestions on the board
themselves to ignore things they hear but don't want to
discuss as a class ones think would be
listen to. If you try it, you'll find that you're able to pay
most ptt,prtnrp
attention, despite the surrounding noise, to the person
you're interested in.
MARK But to come back to a lack of concentration - take
boredom, for instance. This usually occurs in a situation
where we are 'obliged' to pay attention, but in which our
interest. is not engaged. And the result is a m
of the mind, and an almost
122
Britain. In Sussex and West Sussex, you know near
Brighton and in Bognor Regis.
INTERVIEWER OK and could you tell us the main reasons
This section provides a complete speaking test to be why you are learning English Muriel?
used for exam practice. MURIEL Yes, of course. I-I came to England to improve my
Before starting the activity, ask students to dose their English in view of getting a better job when I go back. Yes.
books and elicit from them what each of the three INTERVIEWER OK. Thank you. Now we'd like to ask you what
stages of the speaking test are. Also elicit what speaking you think about one or two things. If you could study another
activities they have practised in previous units. language apart from English, which one would you choose?
If possible, students should work in groups of three. MURIEL I would - I would choose Chinese, because I think
Before they begin, establish who will take which role the economy of China is booming and I think it might be
useful to learn Chinese to get a better job and also to
(The Examiner/Observer, Student A and Student B),
travel in China.
and that these roles will change.
XAVIER I think I would learn Spanish, because ... while
Explain that each student should follow the
China is ... undergoing a - an economical improvement, I
instructions in the appropriate column of each table. think that the South of America or the south of the
While students are speaking, monitor and make notes continent will be the next region in the world to ... to
on any points of fluency and accuracy you want to improve its economy.
focus on in a feedback session at the end of the activity. INTERVIEWER Thank you. And Xavier, how important do you
Feedback can be given at the end of each activity or at think it is to be ambitious in life?
the end of this Speaking section. XAVIER I think it's important because ... ambition helps
you to have goals in life. If you are not ambitious
sometimes, you don't need anything, so you don't see why
Paper 5 Part 1 you would have to work or to earn a living or I don't mean
Play the recording. Students listen to the judging people only with their wages or salary - it's like
answers and how the candidates give full responses. judging a book by its cover - but I think it's important to be
ambitious because it helps you .... Yes.
INTERVIEWER Thank you.
123
E Students can stay in the same roles for this activity. C
Draw attention to the exam tip before they
begin.
1 The writer has answered the well
£"'ml<:>""no the three areas mentioned in the
7 and by the necessary additional
information. The writer has also used a formal,
2 Part 2 suitable for a report of this
is also with clear
sections and
notes 2 Both the benefits and the drawbacks of the scheme
Continuous assessment is an to assessment have been clearly stated the writer with
based on marks or grades given for a single exam taken reasons and
at the end of term or of a course. It consists of marks or 3 The writer's recommendations are clearly stated in
grades being awarded for a series of assignments, the conclusion which includes a brief summary of
projects and short tests given to students throughout the students' reactions although 'some
the term or course. The final mark or grade is based on seems rather
an average of all marks or grades awarded.
students' attention
1 The benefits ofthescl1eme, the drawbacks and to make wntmg
mt>nrl,,,'tlr\n<> for improvements.
~VLhHU'-' how the link
2 when experiment took to
how the
LUGLAVB in the sentence.
scheme was organised, Le. wha'ttype of continuous
assessment was used. E "A'''HI,_'''' and
3 The to the benefits remind
and drawbacks, and ideas for .improvementS,as
weli as the mentioned. in 2.·
4 Brainstorm on and
drawbacks to a continuous assessment scheme
POissiibBe answers
as a class. Use the notes in the Background above
if necessary. Brainstorm possible. ideas He worked and as a consequence of this, he did
overcome the drawbacks. well in the exams.
He worked hard because he wanted to do well in the
exams.
well in the exams would mean him working hard.
hard resulted in him well in the exams.
His success in the exams stemmed from the fact that
he worked hard.
He wanted to do well in the exams and therefore he
worked hard.
in turn discuss
124
1 1
lA 2A 38 48 5C 6C
78 8D 98 108 11D 12A
3 Part 2
B
1 autho ritative 6 innovative
2 influential 7 invariably
3 8 extraordinarily
4 abnormal 9 implications
5 manifestations 10 controversial
3 4
page 137
pages 142-143
125
u 1 -------------------1 Total: ~
c
8 1. ................. .
10 After two in confinement, the
to come .................. . p .................. with the guards to
9 After of out.
00 marks)
idea of
(10
126 Proficiency Masterclass © Oxford University Press lII~iIIii~lIIilIIiiil
Unit 2 _________________________________ f
wta' : 25~
10
"rn,"Vllna on
of r."nTrnv,prov
B a 4
1 Only
5
2 as virus
................................. ? the technician. (appear)
3 I think you 6 close and shut are completely
.................. in most circumstances. (change)
spend more time on your 7 ballroom-dancing, she found she
4 I'm in (favour with Jack) ................................ .
was too .................. to good at it. (coordinate)
at the moment I with biology (7 marks)
assignment.
5 It's essential
gets
3 pn·PTl"P!"' • • • • • • • • • • • • • • • • • • out
room curtains to see
were up to.
4
2
5
3
at moment.
4 The Prime Minister unexpectedly declared I
decreed I assumed his support new 7
football stadiums.
5 Albion
ULJcC-UU'" disastrously deflected / detracted I ,'HJOrT,,,,
into his own goal.
6 officers are C Fill
army
personal use.
7 She so finished I / dry of emotion
long ordeal on lifeboat that she could
hardly spealc.
8 was a terrible I aroma I scent
commg kitchen.
9 is overcoming / overbearing / overwhelming
evidence thief escaped window.
10 With an sense of fate / destiny / doom,
Titanic realised ship was
13 not
(13
A Rewrite each sentence using the word given in Some are left feeling so (6) .................. by the
Do not change word. experience they wonder why they ever set off in
I When our flight was delayed, we had to accept the the first place and are often (7) .................. to ever
idea of spending the night in the airport. (resigned) attempt such an adventure again.
(7 marks)
2 The idea of travelling across the Sahara in an old C Fill each gap with one or two words.
coach didn't appeal to Mark at all. (unattractive) 1 The extravagant meal in the restaurant meant that
we ran .................. money and couldn't take a
taxi home.
3 Travelling alone is not just a matter of taking a 2 It's a little bit arrogant of you to look down
good guidebook with you. (more) .................. at other people.
3 After spending two hours in the pouring rain, Steve
looked like a .................. .
4 A performance of traditional dance is scheduled 4 Don't look a .................. in the mouth: take the
for this evening in the village square. (take) chance of a free holiday when it's offered to you.
S The thief was caught .................. when the
police burst in just as he was opening the safe.
5 The backpackers underwent three hours of (5 marks)
interrogation by the border guards. (subjected)
D Unscramble the letters to make a suitable word.
The first letter is given in bold.
6 Not only was our last holiday expensive, it was also I After hacking our way through the thick
a disaster. (besides) undergrowth for five hours, we eventually
.................. (erdemge)into a dearing in the forest.
2 A .................. (uageucoors)person is one who
7 Paul never took other people's feelings into shows great strength of character in the face of
consideration. (insensitive) opposition.
3 Many areas of Africa are dusty and ................. .
(idar)places with very little rainfall.
8 For Miriam, the long journey up river was an 4 The travel agency has a worldwide ................. .
adventure. (regarded) (tenorkw) of branches.
5 As the house had been empty for some months,
there was a ......... smell when we arrived. (ysmut)
(8 works) 6 As the sides of the valley were extremely steep, we
had to .................. (ablermc) up on our knees.
B a suitable word from box. 7 become so .................. (sdeobses )with
weary optimistic affected infested the idea of visiting Tibet that she can think or talk
dejected disillusioned
8 got a .................. (veseerpr) pleasure from
setting off the hotel fire alarm and annoying all the
The drawbacks of independent travel in tropical
guests.
climes can leave even the most (1) .................. of
9 Despite the actors' professional status, their
travellers feeling (2) ................... Even if you
performance was so .................. (maasteurih)
survive the cheap hotels (3) .................. with
that most of the audience left early.
bugs, insects or other tiny creatures, you will certainly
10 Mike showed how .................. (refuerocsul) he
be (4) .................. by the heat and humidity,
was by repairing the car with a few spare tools.
which can make you feel so (5) .................. that
(10 marks)
you the energy to make the most of your trip.
Complete collocation in each sentence with a 4 She wasn't really upset when I lost my job - they
word from the box. were only (false tears) .............................. .
5 The public inquiry into noise pollution is very slow
stage throw call
- it's proceeding at a (very slow speed)
harsh grave raIse vast
drastic run tremendous controlled
(5 marks)
1 The chemical factory was closed down because it
was pumping .................. amounts of toxic
C Replace phrase in brackets with a suitable
expression words light or dark
liquid into the river.
2 zoo management committee have decided to 1 Fresh evidence about how the dinosaurs became
.................. a meeting to discuss falling visitor extinct has recently (been discovered)
numbers.
3 Phil managed to .................. the alarm as soon 2 After spending months on her school project, Anne
as he saw smoke coming from the heater. began to see (that this difficult period was nearly
4 Animal rights groups are planning to ................. . over) ................................................... .
protests outside shops selling fur and leather 3 City Council is trying (not to tell us anything)
products. ................................................... about
5 Unless .................. action is taken soon to their plans for redeveloping the parkland areas.
reduce the volume of traffic in the cities, pollution 4 Jenny must have been tired - when she went to bed,
levels will become intolerable. she (went to sleep immediately) ....................... .
6 We decided to .................. a party to celebrate
winning a government grant to set up a bird 5 No one knows anything about Carol- she's a bit of
sanctuary. a (mysterious person) ................................. .
7 Many species of tiger are in .................. danger (5 marks)
of extinction due to the destruction of their
natural habitats. D Fill each gap with a suitable adverb from the box.
8 Chinese zoologists are trying to get giant pandas to deeply blissfully perfectly greatly
breed by keeping them in a strictly ................. . fully seriously bitterly highly
environment.
9 The .................. realities oflife in the wild are 1 All the wardens working in the wildlife park have
in stark contrast to the idealised picture we get been .................. trained.
from television. 2 The minister was .................. offended by the
10 The Green Party is going to .................. an bad language used by protesters during his speech
advertising campaign to raise the public's on the environment.
awareness of environmentally friendly products. 3 All workers in the safari have to be .............. .
(10 marks) insured in case of accidents while on duty.
4 The revellers on with their party,
B a suitable .................. unaware that they were disturbing
neighbours.
1 We had a (really good time) .......................... . 5 Despite daytime temperatures, it can get
on safari, with parties every night and stunning . ................. cold at night in the desert.
landscape to see during the day. (5 marks)
2 Farmers in some developing countries can barely
produce enough food to (survive)
A Complete the missing word in each of the C Add the appropriate negative prefix to each of
following sentences. these adjectives.
1 Oscar's remarks are so w .................. - he uses 1 .. ....... agreeable 9 ......... reverent
words in such a clever and amusing way. 2 ......... coherent 10 .. ....... auspicious
2 Don't be c. ................. ! Only a five-year-old 3 ......... mortal 11 ......... honest
would cry over a broken toy. 4 ......... authorised 12 . ........ biased
3 I tried to convince Pippa that it's in her interests to 5 ......... violent 13 ......... understood
go, but she's too s .................. to see the facts. 6 ......... capable 14 ......... enthusiastic
4 Smith's solution was i .................. , amazing his 7 ......... plausible 15 ......... logical
colleagues with its cleverness and originality. 8 .. ....... literate 16 ......... just
5 Carl's manner immediately struck her as (8 marks)
c. .............. -so pleasant, polite and sophisticated.
6 When the islands were discovered, the natives Fill each gap with the correct form of the word
treated the explorers with a sense of c ................. . given.
innocence and generosity. 1 The theory that some of Shakespeare's plays were
7 With his blond hair and blue eyes, Gina thought he written by someone else has been ................. .
was really c .................. . false by new evidence. (prove)
8 Phil's a c .................. character - he deliberately 2 In romantic novels the handsome hero .............. .
tricked us into paying for his meal. falls in love with the heroine and they live happily
9 I think the book has quite an a ............... storyline. ever after. ( vary)
There were times when I couldn't help laughing. 3 The painting had a very innocent .................... .
10 Tina is a very d .................. person - once she quality that many people admired. (child)
sets her mind on something, there's no stopping her. 4 After gaining access to the computer, Bond
(10 marks) succeeded in .................. the encrypted enemy
information. (code)
B Replace the phrase in brackets with a suitable 5 There are .................. writers trying to get their
expression related to words and reading. work published these days. (number)
1 The actor read through his part in the scene over 6 What makes him .................. is his easy-going
and over until he (knew all the lines by heart) and open manner. (like)
7 The film is .................. because of its amazing
2 The actual words in the text are quite simple and photography and powerful acting. (memory)
straightforward, but, if you (look closely at what is
implied) ................................................ , (7 marks)
you'll realise that it has a much deeper meaning.
3 The student's essay on Dickens was failed by his
tutor because he had copied it (in exactly the same
words) .................................................. .
from an article in a literary journal.
4 The journalist was told by his editor, ( very briefly)
............................................................ ,
that his article was rubbish.
5 Victor was so upset and surprised by his wife's
sudden announcement that he was (unable to find
anything to say) ....................................... .
(5 marks)
Complete missing word in each of the S On his retirement he was given a golden
following sentences. .................. of a fat cheque and an engraved
1 Prime Minister has come in for heavy watch in recognition of his many years of loyal
c. ................. in the press for his failure to deal service to the company.
with the economic crisis. 6 Watch out for Pete, he's so silver- ................. .
2 Staying in luxury hotels, throwing expensive that he can persuade anyone to do anything!
parties and taking exotic holidays are just a few 7 If you can't manage moving flat on your own, ask
aspects of the e .................. lifestyle that people Richard, he's always willing to lend a helping
are tempted into after winning the lottery.
3 In her newspaper article, the journalist perfectly 8 What really showed that Silvie had a ................. .
c. ................. the mood of the ordinary people of gold was how she gave up her free time to help
on the subject of unemployment. orphaned children.
4 The market in computer software is very (8 marks)
1. .............. at the moment, with some companies
making huge profits in a short space of time. C Underline correct word in italic.
S Some museums are considering returning ancient 1 If you're planning a general knowledge quiz,
art treasures to their country of origin as they are encyclopedias are a wealthy / rich / affluent source
regarded as part of that country's h .................. . of information.
6 The dictator d .................. of all his political 2 One aspect of sociology is the study of how
opponents by either having them imprisoned humans have interacted / interfaced / intersected
or deported. with each other in different communities at
7 This particular 1. ................. was chosen for the different times.
new youth centre as it is close to the housing estate 3 The development of the internet and satellite TV
where most of the kids live. has meant that mass communication is no longer
8 MyoId, battered dictionary finally d ................. . contracted / confined / constrained by geographical
when I dropped it on the floor and all the pages factors.
fell out. 4 The whole community was in the grip / clasp / grasp
9 Being 0 ............... means that you can spot small of fear when they heard that there was a killer on
details in a scene that most people don't even notice. the loose.
10 What caused the famine and starvation in the S All the people in the village were given vaccinations
country was the fact that many international to prevent the extension / growth / spread of the
organisations had failed to realise the g .............. . disease to other areas.
of the situation beforehand. 6 I wonder if you could help me over / out / through
00 marks) with my course assignment, I'm a bit stuck for
ideas at the moment.
B each gap with one word. 7 The decision by the college authorities to reduce
1 The Rennaisance in Italy is as the number of places available in the halls of
golden .. ... . ........... of art and literature. residence bore / grew / bred discontent among
2 There's plenty of beer in the fridge; the students.
................ " to whatever you want. (7 marks)
3 The golden .................. when taking an
important exam is not to stay up revising until the
early hours the night before.
4 Although William lost his job, he was given a
substantial redundancy payment, which just goes to
show that every cloud has a silver .................. .
A Replace the phrase in brackets with a suitable 7 The police knew what Collins was saying wasn't
expression using the word fall. true, but he persisted in lying through his
1 Dick's car is so old that it's beginning to (have parts
come off it) ................................. . (7 marks)
2 It's always best to have some money saved which
you can (use when you need it) C Fill each gap with a verb and a preposition from
the box, making any changes necessary.
3 Many families have (failed to keep up with) wind track tip accuse
................................. the payments on their drop walk
I. fall
loans due to the downturn in the economy.
4 All my plans for a holiday in the Bahamas (came to I off out of up
nothing) ................................. when the tour away down m
company I had booked with went bankrupt.
5 The money the charity organisation raised (didn't 1 Jack .................. of university in order to
reach) ................................. the amount they become a rock musician.
needed to set up the drug rehabilitation centre. 2 A group of students from the high school were
6 The gang members (attacked) ....................... . . ................. stealing cassettes from the local
their rivals with dubs and chains and the police record shop.
were called to break up the fighting. 3 My mother always warned me that if I didn't study
7 We had been worried that the months of planning hard enough at school I would .................. in a
and preparation for the school concert would come dead-end job with no prospects.
to nothing but, fortunately, everything (came 4 Someone .................. the police that a bank
together) ................................. just at the robbery was going to take place the following day.
right moment and it was a huge success. 5 The police eventually .................. the escaped
8 Paul's mother became worried when the principal criminal living under a false name in Malaga.
of the school informed her that he thought Paul (5 marks)
had (become involved with) .......................... .
a group of football hooligans. D Underline the correct word in italics in each
(8 marks) sentence.
1 The movie actually carries / bears I shows no
B Fill each gap with one or two words. resemblance to the original novel on which it is
1 I've been thinking a lot about something recently, supposed to be based.
and I want to tell you about it - I really need to get 2 After two years living in central Africa, it came as
it off .................. . no surprise to Jim when he fell / came / lay victim
2 I can't take any more of his attitude - I'm going to to a bout of malaria.
tell him what I think and have it .................... . 3 I've never felt entirely at comfort / ease / leisure with
with him once and for alL the new director as has a manner which I find
3 John and Emma's relationship improved after they somewhat intimidating.
had their heart .................. - such a frank and 4 rise in adolescent crime rates has /
confidential discussion can really dear the air. put / fallen down to a lack of proper parental
4 Be careful what you say to Dave - he often takes control.
people's comments .................. . 5 I don't want to raise / lift / expand your
5 Alison's always doing the wrong thing - it's time expectations too high, but it's quite likely you'll get
someone sat her down and talked some a promotion soon.
.................. into her. (5 marks)
6 I had to admit my mistake and apologise - I really
had to eat .................. .
A Fill each gap with one or two words. 5 In politics, the (survival of the strongest)
1 Jim is always negative about other people's work-
applies - only the most ruthless get to the top.
he is far too free with .................. .
(5 marks)
2 The right to free .................. is fundamental to
democracy.
3 Life as a student can be very free and .................. ,
C Rewrite each sentence using the word given.
without any of the stress and responsibilities of 1 You would be wasting your time taking this case to
working for a living. court. (point)
4 Members are not required to pay an admission fee
and can get tickets to all matches free of .............. .
at the dub office. 2 The former dictator gave no indication that he was
S When she was released by the new government sorry for his crimes. (remorse)
after spending ten years in jail as a political
prisoner, she finally felt as free as .................. .
6 Susan was given free .................. in choosing 3 The police ended the fighting between the two
her staff for the advice centre, without having to get gangs by arresting the leaders. (put)
approval from the board.
7 What started as a polite disagreement soon became
a complete free- .................. , with everybody 4 I didn't listen very carefully to the lecture on
shouting at the same time. forensic science. (pay)
S At last, Denise was free .................. her mother's
interference in her personal life.
9 While his father was away, Tony .................. free 5 The students voted to continue the protest against
with his father's car. government education cuts. (keep)
10 The price of the company's shares has been in free
· ................. since they lost the important
defense contract. 6 The defence lawyer felt he had won the battle when
00 marks) his client was cleared of all charges. (scored)
each gap with a verb from the box. Make any 6 The early morning sunlight sparkled / speckled /
changes necessary. glittered on the waves, which created a delightful
split lead undergo oblige blame effect.
attack fight prove demonstrate i During the thirties, Hollywood produced many
flourish add create adjust luxurious / lavish / luscious with huge casts
and elaborate sets.
The music scene in Jamaica (1) .................. a 8 This new home entertainment centre comes as a(n)
major transformation during the period from the kit / gear / outfit which you assemble yourself.
mid-sixties to early seventies with the emergence of 9 Wearing his headphones, Lee could sit back and
reggae. The music industry had difficulty listen to the music, unaware / oblivious / ignorantto
(2) .................. to the new conditions, and the the world around him.
sheer volume of the music (3) ................. , too 10 Because it was his first time sailing, the journalist
loud for most dance hall owners. In response, spent a long time awkwardly fidgeting / fumbling /
enthusiasts organised their own open air dances, frolicking with the ropes that operated sails.
which (4) .................. to a loss of revenue for the (10 marks)
entertainment companies who were eventually
(S) .................. to sell off many of the dance halls. C the gaps in each sentence with a word from the
An increase in drug abuse was (6) .................. on box.
these events, and many older residents of Kingston wine blood beans tape belt
complained about the noise, (7) .................. to sheet biscuit pIe cake tie
the pressure on the new music. However, pancake milk towel carpet tea
independent record producers such as King Tubby
and Lee Perry (8) .................. hard against the 1 Well that really takes the ................. , ; I've never
domination of the major record companies in an seen such an awful movie in my entire life!
effort to get their music played to a wider audience. 2 Operating the new projector is such a piece of
Eventually, the record industry giants .................. that even a beginner can do it.
(9) .................. some of their companies in two 3 Applying for a license to hold an open-air concert
in order take advantage without having their involved so much red ................. .
established labels associated with 'rebel' music. In organisers felt it wasn't worth the effort.
later years, reggae (10) .................. and spread 4 As writer, director and leading actor in the play,
beyond Jamaica, especially when Bob Marley Steven seems to have a finger in every
became an international star. . ................. with this production.
(10 marks) S Her face turned as white as a .................. when
she realised that she had broken the camera.
B Underline correct word in italic. 6 James bought a house in a green ................. .
1 In recent years, there has been a slide / drift / flow area outside the city, by open
away from big cities. woodland.
2 The use of computer-enhanced images has brought 7 about the surprise ending to the must
/ profound / absolute changes in be kept a secret, so the
production.
3 The clerk had a long column / pillar / pile of figures 8 Deborah's joke about the dog goldfish
to add up at the end of the day. as flat as a .................. - no one laughed.
4 Because of its innovative techniques, the film was 9 It's no good crying over .................. - you
hailed by many critics as a significant / serious / can't change what has done.
special achievement in cinema. 10 Jonathan can truly
S The director's temper became a little unrelaxed / .. ................ -his to the
frayed / stressed during the rehearsal. family.
(10 marks)
00 marks)
B one or two
1 tutor's about preparing for the exams
fell ............... ears - they ignored him completely.
2 I know time-consuming sorting out these
now-we've
3 story
was very upset.
(4 marks)
c
text below ...... ',.n' .." 1- 8, complete second sentence so
a similar meaning to the first using
in each space. given. Do not change the word given.
When Isaac Newton walked along the beach and bent You must use between 3 and 8 words, including the
down to pick up seashells, (l) ............ , ..... did he word given.
realise that the vast ocean of undiscovered truth that lay 1 Do you think you could assist us in this difficult
before him would contain such scientific wonders. He situation?
probably was (2) .................. , like everyone else of out
his generation, to foresee a time when science would Would you object ...................................... .
unravel the secrets of life, the atom and the mind. ............................. .in this difficult situation?
Today, the ocean has yielded (3) .................. a 2 It's a pity we hadn't saved enough money to cope
wealth of secrets that it is now a wondrous source of with just such an emergency.
scientific possibilities and applications. Perhaps in
(4) .................. lifetime, we will see many of these If we had saved more money, we would have had
marvels of science unfold (5) .................. our very enough .................................................. .
eyes, for we are no (6) .................. the passive ............................. .in just such an emergency.
observers of the dance of nature that we 3 You'll feel better after telling me what you think.
(7) .................. to be; we are (8) .................. the chest
process of becoming active choreographers. With the If you .................................................. .
basic laws of the quantum, DNA and computers .. .. .. .. . .. . .. .. .. . .. . . .. . .. .. . . . .. .... ,you'll feel better.
discovered, we are now embarking on a 4 An able politician is one who is able to convey his
(9) .................. greater journey, one that ultimately point of view effectively.
promises to take us to the stars. (10) .................. our across
understanding of the fourth pillar, space-time, increases, An able politician can get ............................. .
this opens up the possibility in the distant future of ................................................ everyone.
being able to become masters of space and time. 5 Tigers will become extinct unless something is
Barring some natural catastrophe, such as war done quickly.
(11) .................. environmental collapse, we are on under
our (12) .................. to becoming a truly planetary Tigers are ............................................... .
society. And what will (13) .................. this possible ............. .. and something must be done quickly.
is the power of these three revolutions. Ultimately, we 6 After a year in prison, it eventually dawned on Clive
will fulfil our destiny, and (14) .................. our how wrong he had been to commit a crime.
rightful place among the stars. The harnessing of these light
scientific revolutions is the (15) .................. step After a year in prison, Clive eventually .............. .
towards making universe truly our backyard.
Others decided that cnme was wrong.
(15 marks) 7 Although the manager said little, it was obvious to
B everyone how
lines
Answer questions about text in A.
Everyone was able to ................................... .
1 Explain in your own words why the writer has ..................... although the manager said little.
chosen to use the expression 'becoming active 8 Our last holiday was the best we've ever had.
choreographers' in the second paragraph.
We ........................................................ .
2 pv"rTIIV does the phrase 'these .................................... on our last holiday.
V'ULAV,,,,, (paragraph 3) (16 marks)
(4 marks)
Unit 4
5
S
1 5
3 7
1
vendor 6
3 credit 7
bulk
1 sole
146
1 underwent 6 blamed
2 7
3 proved 8
4 led 9
5 obliged 10 flourished
B
1 drift 6 sparkled
2 profound 7 lavish
3 column 8 kit
4 significant 9 oblivious
5 frayed 10
C
1 biscuit 6 belt
2 cake 7 beans
3 tape 8
4 9 milk
5 sheet 10 blood
1 demanded 6 treated
2 cast 7 bordered
3 dealt 8 assisted
4 resolve 9
5 come 10 approve
B
1 on deaf 6 wet behind
2 lose 7 broke
3 took it 8 go to
4 came to 9 it
5 all it
C
1 6
2 resemblance 7
3 indication 8 assurance
4 notification 9 referral
5 renewal 10
TO TESTS 147
/ far
2 As
4 way
make
7 15
nature or
5 to out
2 to fall back on
3 your chest
4 message across to
5 threat of extinction
6
come 7 read between the lines
5 had whale of time
3 6
E 4 lost
5
C
1
1 4
prove
E
1 The letter should up
mentioned in the extract:
pay,
Proeedure
Photocopiable Stu<k'nll ~ad the instrucllon •.
Activity 3.1
Sal)"" ano Jacuzzi
lon~«I in tM ntWly-open«l extension, the SOIuna
and jacuui. which arc open all day. olft< 'he chlnu Aim
10 unwind and sooth~ aching mu«J ... Studtnts PI""~ using mod.l, fOT dWu<I;"n Ind
'p<'<u l" ion about the past, and for exl' .... ing
Sports ShOP ~ihil ity, nr.."ity and obl igat ion.
Members maluns pUl'<h~ in tht .pom shop Can
takt advantage of • 10% diKount on 011 ittms. Preparation
Ou. MOllO PMrocopy page 163. on< per "udcn',
Ou. ann i.s that _ of wrlI -btin,,,, """"'till to
_ryo'" ",h..... I;..". Ire hectic and strt$.ltd Procedure
Divilkthtdau inlo pairs.
Sludrnu look ., tht fir .. >lory A In! of mylln}'. To find _
durion, studnlu mau dtducrtON ~ on the
Activity 2 evidrn<e and then JPC""1a!C _bout wNt happcntd.
Studtnu ohouid maho. nott of [h.,Lf idtu.
Aim
Allow studenu about tm minutcs for d,lCIWton.
Studtnll practi .. u" ofln. continuous :Upe<:l.
When they havt finished, uk e.ch p;lir 10 .... d out their
Preparation ",Iu tion •.
Photocopy V.llion A on page 160 rOT h.Jr y<>ur FoUow the pm. proctdure fOl Ti,~1 of wair;ng.
ltudtntsand VtWon B on page 161 (or tMoth .. half.
nus time, $ludent. ~ould dtcid<: ",hat thory Ire going
to say 10 thnr friend.
Procedure
D,v,," tM cbs!. into p;lirs. In each p;lil, 0 ..... udent
UIould rcai\'f • copy of\'<'T$Ion A, the oth.n Vcnion B. Follow up
You no tili _ dass vol<: on the best ....S3fltions-
G,,,,, exh "udent a few minutes to read tht p;irasnrh
whICh i.s compltl. on their.t..et.
Sludtnl A dictal.. thri' """ion to .tudtnt B.
,,!)it of mystery
Studtn, 6 filb th< PP' lfl thrn """ion "'ith "...dem A', Do .. can't have bttn working b«llu .. tho oI>op cl.,....
WOld., or I different phr ... if they think >I...dent A i. at 4 p.m., '" he ohould ha"" bNn hom. by 5 p.m.
InCOI...:t. H. m..,t have Itft in I hurry as tM dool was open
Rep.. ' this plocedure with studtnt B dicuting. arid the keys we .. on Ih. tablt.
H. can't ha", toh-n tht dog for. walk .. iu lead w"
When they havt finl<hcd. stu<km. COnlp;l,e,httr ,tiU on the ..bk.
' .... 'on. and di""u .. whether they ag...: on the fOlm of Th. window m..,t ha,. been bfoltcn from ,he ou!$ide
th< ",,"b u>e<l. .. tl>< gIHs is on tM A__ insiclt and he mu", ha""
G",. each POl' _ copy of the correct """ion on 1'<\&" cutltimsdf ~kin8 up the J>It«S.
162 to cbtck thnr answers. or display this on an He must h;m: had. vtl.tlOr b..:aWtlh"", Ife two
oYcrMad pro;caol. cuf'l of coffee on tl>< tabk.
Ht ",,'" ~ rnntmb<:red about tl>< cintma 1St""'"
Follow-up is. ticIu:t on the table.
As!< $I..wents who !My tlunk the narrato .. arc in nell II an't have been Do.. on thot phone IS hot would
p;i...gt' .nd whll t hory ' hinl< has happcntd o r i. going ha.. replied.
'0 happen. Encou ...se them to >peCUlate. Suggested solution
,,,..< il no <orr«:'.mwer. Disc,,>.! ituo:knll' io:kas Somtont could have tll,own ",mtlhlng through tM
ws.td on the tUI. wIndow from the street ou"ide and D.,. mighl h...
,un oUI.nd DI'~ had to thaso Ift .. n. Th. phone c.oIl 4 Ididn',oomyhomeworL
,ou\d ",""" been bwslol'l dI«lJng In£« if ID)"Ofle 5 11>< wglioh can't speak other t..nguageo.
"'OJ al loon,"" 1M vi"lut can 'I hl\~ bttn hIS 6 I don "rI'DOW.
girlfriend", "'" i, on holida., 7 My 1~>IJll<><t I no., olhe. team won,
r"ed of wai.mg
S I'm no' looltingfor",.. d to Ih. uat".,
We n•..-dn'l h".. arranged 10 m«11Q .. rly.
You mighll <ould I.hould have phoned, Activity 4.1
I n«dn'l have Idi Ih. p.trty 5(1 early.
I could have "a~ longo' 111h( p&ny. Aim
I nmn·IILa,·. got up snarly, SludtnlJ pnct .... nprusions Ind ..ading for gi" with
I (ould Itr.o got up lol .. ll>nrt Inti.
I could 1La"" gont to tho ""Of'"
I could ha"" had >OffiC brakf..l. Preparation
I nllshl nO! h.ve felt.., hunSI")', phot(>COpy pogo 165. on. per .tudent.
t n«dn'[ h""t "'''ltd in for )'Ou.
I <ould h.,.. don ...>rn. work fo, my £ngli'h d .... PrKedure
! ll>nuldn'\ h..... believed you "",uld be h ... on tilllt, Studtnt! ••~d the mid .... th.n work in pairs 10 dtcw
{ I could haw gone wllh .nmeorMd... wluch "tlO MlongJ wi,h which Itlldo,
Comp.t.. atlJwef. OJ I daI.L
Activity 3.2 Oisru .. the questions below tho arude$ u. cbs..
Aim Follow~p
SIu.knl. procti .. p.t<arhruins .nd .limUlating In Illi", $tuden" write 'heil OWn .r\iclt u.ing '",e of
",devon«. Iho h.. dlm •• lh .. did 1101 mIlch wi,h In ."ide.
Alternatively, thi. wuld be ~t IS I hnm~.k task.
Pre paration
pho«xop)' p.tV 164, Oil< PO' >ludo,,!. Ko,
A AcloKsIw.~
Procedure
o".1<k tho da .. U\lo po'n Or 1m.>l18f<>Ups.
Allow th(m .fOUnd 10 nunULQ 1(1 <IlKU" how to
I8 Looking on the bright Stde
C K......' look I gilt hoom to tl>< mooth
D Cauglll rt<f,handrd
"'II",,, I"" ..nlencQ and Sly tho Um< thins willun tn.. F. Pocluvordeal.
IUlt number of words,
When Ih~ h.ve lilli.hM, «t.:h p.t" Or gmap p"scn" Activity 4.2
11\ 5(llutionl. Comp,re Ihem IS a ciil$.l,
Follow-up Aim
wh p.t" (It ,,",up thmb o( snmethU\8 IU1lpl.to .. y, Sluden" practi.. I """"'r of condni.onal fonm..
thffi wntc:s an """elabo... te panphl'lSt 0( n. 11><
p.t<aph....... are ..ad out 10 II>< da ....1>0 hay< to g..... Preparlltlon
... hat th, rnt me.n"'i! ... Phornropr page 166.
CUt II up to ",al<r 0".... of ! 2 'halkn~. card •.
If)'l>u h~w. Large cLa.. you may ott<! two Of Iht«~. Activity 5
Pmeedute Aim
[)iviik Ih~ Cu.!oO inlo paIr> Of om~1I group<.
'tuden" pTllcti.. "".b ... noun collocollons.
A Itud~nl from Ihe tim p~" or small group tokes. card
and reaw oul wh.t is w.inen on iI, together with th. Preparation
cu. wo.d in brackets. Photocopy pag. 167. on. per p.tir or group. CuI up the
All pun or troup. Ih= have on. minute only 10 ",nle wo.ksh«1s .. indica",d.
o conrlillOnlllotote"", starling ,,·ilh Ih. cut word.
Procedure
Each poi, or BrouP rad. out thnt an........ If their D,vide the dos$ ullo p.tin O. small groups..
an......... wrr«t, th~ F' 00' point. Ulot the Uy '0
chn:~ the .. an._ .... Gi ... ncb p.li. or VOUP one ... of CUI up "m"b$ and Or><
Ht of noun phr......
A ~U<knl from the >econd po" Of group then take; the
MIt card and ....d. it oul and "" on until all 1M anls Student> m thtir pain or you", ..... lCh the verbs with
h:ave b«n~. th. <orrtCI noun pIlrueo.
The pair o. group WIth the mm' correct .. me"," Set 0 limo limit :uld do the acli ... ,y.,. ".u if you wish.
wins. EnCQurav them '0 m.... 8uo..-ol>out any th~.",
o<>l .ureof.
"" Should you change your mind obout the trip, get
Ch«k each pair or group's :ulSW... u.ing p.tgo \67 0$
,ho key.
in ,ouch with m... soon .. possible.
2 W.... it not fur ,h. pil. of w<uk ! h.V\' '0 do, we Follow-t.lp
rould 11<"' .,,·oy for tn., wttkn><I. In ,heir pairs or groups.. student> ulot 1m of the ...ro ...
, Should you mlSplact your passport. con,act you. noun collocation. in .. mo"," of thei. _no Encounll'"
etnbusy immtdiately. th. US< of dictionaries for ..." of tho colIocauons I"'t
4 SUllO. our tWl' ",hedule, _ would hlove Iud may be- unfamiliar 10 them. Alt ... natively, thiJ could be
more IImelo apIo~ the old quart .. of tht city. ... . . . ~Ia§k.
S PTovided you don', .... the local WlM to '0 you.
htad,you11 h.ve. ~.t tilM at the YilLaV
a.niva!.
Activity 6.1
6 I lad 11 nOt been fur YOW" iru"unce on taking the
Ken" .ou\e ...... wouldn'l be hopelculy lost now. Aim
, Had we bern able 10 undeutond th. guidet>ook, Stud.n" pra<tiH deft .. ntencos fo •• mphasi.
we mIght have be<o !p.",d the tmbaraument of
t.od"'8 OUr$Clve. on a nudi.tl>toch. Preparation
8 Unlus )"Iu show con.ideralion fo. thei, customs.. Photocopy page 168, on. per Jludem.
local ~ won't We kindly to you.
9 Had ..... t.ken our lan~ Iu<oni ","iously. our
Procedure
.ttemp"'o communat. with local peoploe
Studen.. read tht sp«<:h 10 tiJ\d dJ the dtfi .."tmce>
would hi... met with ~ SU«<Sl.
10 W... )'Ou 10 find )"I.....df perlniltH and $!.taDded
usm '" it fo. making emphlSlL A$k them whll
ad~ and phrun the speaker h., lJKd 10 be- ~
In • fort'S" (1)', whal would you. fi.$!. coo .... of
forcdul (outtageous. unac:apublt, annoyinlo
action be>
unneccss;try. unrn>OnabJe, taU tuq>llOfl to, wow In.,
II But for ,h. ,"""p,tali,y of theloal peopIe,ou.
$'.Y on the island ,""uld h.vt km a ni&htrm.~.
liM .t,,.,...
wilhout 1ot)''"I-)
12 Had I known it w;r.s prival~~nt.1 wouldn', ha...
wme.
-
Student. ~hoose one of the item, from thel;,t to gi~ a
.pe«h , If you have a large d ..., this Can be done wilh Senun« 2
pairs or MrIall groups pr"l'uing a ,ptecl> logrlh"" Ne~rthele", I under<tanding I e~n I the mO$'
ob.KuT< lang ....g.. I can =i!y ~ achitvN I just I by
AUow'ludents iO minut .. to prep.,.., their .peecl1. puning one in your .ar, I somethIng whidl ;, I much I
Encourage the u.. of deft "ntena< along with the
.ppredatN by travelle" ,
adje<:li'·... nd phr .... 10 make their 'peech .. more
emph.lic. R.mind Ihem Ihat they can add anythillS
Ch~rln Dicken<
they w.n! to Iheir .p«<:hes and .huuld try . nd makt
Sentence 1
them humoI'UlU.
De'pitt being I much I admired au writer. I Did.ns
When students give their .peeche" ched: for .CCUnl'Y was I only I able to find fulfilment I in hio work. I 0$
with deft senlence! and give reNb.cIt if n=ry at hi' perwn.llife was I SO I empty and di<appoinling.
the end. Sentence 2
E~n /though some of his no~ls are not / 00 I widdy
Encourage students to ag'" or di<agre. with the
.. ad, 1 Dicken. i. / just / .. popular now,l if I only 1
opiniun! pr""n!<d by olher grou p<,
bt<.us< of the ch.... cte" h. crrat.-d, I is he was I
during hislif.time.
Activity 6.2
"Even / Iho ugh oome of his nowl< are nut I so / widely
Aim read. I l)i,kens U / jn!t I .. popular now I IS he "0' I
Studentl pr",tise writing complex semence •. Use of during his lifeton., I if / only I beaU&< of the
only, much, ju« and tvtn in adverbial ph ...... nd '0 I , h.ra<ttr< h. e... tN.
such as modi~ers.
An an, festival
Preparation Sen!<n<c 1
Make une ropy oflhe worksheel un p.ge 169 foreao::h Th. f.. ti,01l was packed with I .ud> I a yariety of
group of Mudenl-', "",nl-' /th .. it was / just I impossillie to de<:ide.1 "",n I
wilh lb. help of the programme, I which "n.. ,,,,,,.
o.
Procedure
Divid. Ih. d ... inlu pair< Or gruup<. Explain thaI
The r..tivall wa,padtcd with / .uch I • va,iety of
""'n1$ I th.t it .,.. 1 ju,t! impo .. ible to decide /
oWIng 10 a compute. error. W ...ntenee! in their
which unesto .. e, / ,,-en I with the help of the
homework ha"" betn .,,,ambled. Students work
programm •.
together to un""ramble their .. ntences, You may wish
Sem.nce 2
10 make the ao::livity into. race.
Sum. of the event,,1 which had been I much /
A. a him, ,..,mind them that a .. me"ee alw.Y' ~ihl pu blici«d in the pr .... , prov.-d to be I.., I popular
wIth. "apital k-t1<T . nd that they un put the pans of thaI w. rould / only I get tick." / by queuing for two
the ..,ntenee, together firs! and add ju", "'tn, mu<h and 0' thr.., hours,
'" I such after"'~rd"
Whe" they haye ~nish.-d, ask uch gr"up to romp . .. Activity 7
their .. nte",es with .nother group.Ched .",h group',
sallcntt<. Some v.ri~tion, ... rumble.
Aim
Students pracli.. Ihe use of the pa";", in """" articl ...
'"
The Babel flsh Preparation
Semen«1 Photocopy page 170, o"e ptr stude"t .
Although I it i,/ a .mal l "e.lUre.llhe B.bod fi,h i. /
so I .n""tiv< in rtm<wing / hartier< to
Procedure
communication / thot it h., I e""n I been held
Take the first sentence~. an eumple. Key: New
,,,pon.ible fur I ~.rning war<,
..,
and write a brief _ I rq>OI1lW11g 1M... own idcu. uPJ><>$ed
'It ..... to hoyt b«n ~ iIltpp,C$\ ~r of m1
~nund them to ..... pam"" fonns ~ appropriate. life: lObbed !be bride, Tracy llrad<tn. '8ul it ........,.
CTOIoScd my mind lhal both my D<"W hwi>u>d and my
f_th • • would end u p in }ail'
The EutO Sausage Six men a"d twO women If. 11mbeing detained at
M."",bam Folia Station and I ipokesp«ron 01
New meas",., .tanda.dising Ihe .ilt of laulages
Me"",h_m c;.. ... rol HOiIpitaJ uid Ihol nearly Iwrnly
Ihroughout membn ,tateS wtrc approved by Ihe
F..uropean Pu~amcnt )"Cslttd.y. whid! will pc<>plc had been treated for mll1o' injurI".
undoubtedly ausc wideoprcad conl"".... y. Thll ,f.IbiQn lose again!
I ..... d for Itandardioalion h .. b«n going on for some MNcsh.am Albion wert dtftai¢d ) - 0 by Avalon
Ii"", now bul il i, tn. pr<>lpt<'1 of all '""usa&"! having Uruled wi night in the loa! de.by mI,d!.
to conform to a .tandard siu tnallw been moot All thfft goals ....... scoml by United >tnl<tT Owrn
$O"YIff1y cnuaxd. The deWion 10 introdUCle I ] 5<m f1tnfOOl: and Albion', apuin. Vinni. Volts wu oenl
Jlandard "IISOF Iw b«n dtnounccd I$IO'Dg 100 off for the: lhim Ii"", !hi< season. Tnil is Albion',
fill" by tome politician .. twelfth defeat III a row and lhe m&na&tr Ron Alwid
']1'. amo]utdy outrageous.' said BiU 8lanUt, M.P for is .... pect<tI to be sacUd if ,"ults doro', Imp......,.
North Yoriuhin:, ho"", of \h., famou< Grandm.
Batty, ~rk So""'g<". ·Whal is ..any annoying to
many people iI Lhe fact thaI tb.:y may be fortc<l to Activity 8
COnSumc 15 Cm sau ...g.. <\YIl if Ihry wanILa.ge.
on..:
From J."ua.y "cxl yeu all .hop... Iling over 0.
Aim
Studen t! prlcli« compound (h ... clt. ad,ecti"", and
.. nde. 'izt<lsausages will be h •• vily lined.
Un.nnoun,cd chKlu will be arricd Out by l]>C'Cial lpe.king.
\tams of ... usag<" inspt<:IOfl from the local Public:
Health Dop.rT"",n \. Preparation
l'tIoIooopy page 171, one per >tudont.
Revels tum Into <iot at wedding ,eceptIon
l1w village ofSourbonom in the Wold w;u >till Procedure
.... o_,ng)""tCrday to !be aftcrn.. lh of_ violent Students rtad Ihc irutrucrions 1\ the It&rt..
fisht that brob 001 between two hmili.cs al •
wNdinl..-uption th~t ~ ~ng held in 'n.. Stud<-nts""",,", in pai.. to c ..at. two appropriate
Qutw., Hfl,d· hotel. compound adj«tivt:< from tho wordo giYm in A and B
Acco.d'ng to one guest. the wbol. thing !Ianed wben for ndt ptnon in tho proIil ...
Ih. brid<·, mother, M .. Eil •• " SI,,"I, was lold to t.ltuL Next. 'Iudon!' match cach dCfCr iplion with In
up while sht w;ol m.king a .peech befo .. Ih. cutting appropriate parTna for I dote.
Aim
Students pnct'K .,..oking and v",iollS r~rting ,,,rb •. Activity 10
PreparatIon Aim
I'hotoxopy page 172, on. ptr two .tudent,. Cut the
Student, pr><';'" pre>tming views. considering
page in two as indicatod.
options, and agreeing and disagreeing.
Procedure Preparation
Organist the .lUd.nlS !nlO pairs, Student, A and B.
Phalo<opy poge 173, ane P'" ,,~den1.
In .ach p''', give .o<h ,tudent the appropri.1t half.
ChK1< that th. 'lUd'DI' und ..,..nd the ,ituation Procedure
<>plainod on tho handout. Divid.. th~ dan into Slnall groups.
AUow. few minut .. for each .tudent to read tb. Allow a few minutes for ,tudento 10 read through th.
•alespel5on·, commenn and decide which reporting detail, of each candid.lt .
"<rb i, appropri.te for .>eh one. Each student in the group ,hould present the;r views
Eoch ,tud.nt tb.n I'tpOrts to their parln ... to txpl;tin on which candidate should be . warded the priU. TM
what they were told in th • .JlOp. group should "ach • deci'ion on on. candid.te.
Encourage <tud.n" to drfmd thdr point of view.
Remind thetn that thrydo nOt nted to report the exact
words the ",I"mln said, just the key id.a. Ask each group in turn 10 p"'Km their deci,ion to th~
=t of th. doss for disousion.
Invite th. other group, to agrte or disagr« and ask
studtnl< to re.ch a deciSion on one candidate as a class.
r
Ct.n:k for accuracy with word 0I"tk. and Ih. wrb for"" AIm
.Ii.r h<"", and :t,. Stud<TIu <tV .... grammouaJ struc'u'" stud...!
The Joggers
" Costs nothing, pnce trainers. .. Very sociable, especially in the bar afterwards, and
.. Good for the heart lungs. can be good fun .
.. Can be done anywhere, at any within reason. .. Only play once a week, so it's not very time
" Energetic and somewhat strenuous - so don't consuming, although there may be practice
overdo it. seSSIOns .
.. Can be rather a solitary activity. " Very competitive and requires some commitment .
.. Not costly - boots are quite cheap.
II Risk of injury or not getting selected for the team.
write a brochure in English and fitness centre below. The Publicity Officer
you notes each section brochure some HaBU'H guidelines to help you. The first section
has been written to give you an idea the style required.
ThTh e- 0I~l'Vld' d
e gym IS eSlgne to our own speci Icatlons.
'f' .
Spovt<; <;hop
The gym is air-conditioned. There is a 10% discount on all items in the sports
The gym contains the latest shop.
The gym is the in the area. Members who make purchases there can take
Instructors are available at all times. advantage of this discount.
The instructors are One- ~e-nte-nu-.
The instructors can
programmes. Motto
Two <;:e-Ylie-nu-<;. Don't <;tCJvt with 'The- $1M'. A sense of well-being is to everyone.
Their lives are hectic and stressed.
That sense of well-being is our aim.
aerobics sessions. Milke;. @ one- ~e-l1te-l'lU- Morro fYOM th&<;e- note-<;.
The aerobics sessions are for those who don't want
a workout in the gym.
The aerobics sessions are aimed at
and
One- ~e-m-e-Ylu-. StCJvt with 'roytho~e- .,. >
2 Fill in the spaces in the text with what your partner to you. If you a your dictates is
incorrect, write your own corrected version in the space.
... ........ .... ' .... old and tired that universe ..... .,., .. ., . .,,. .......... solely.
longer. it was as ................. .. ......... the final
coordinates ....... ,........... ship to
guide itself to
an most of the .............................. of own.
this is involving me
protecting myself first. I'm not they
IS ClUUC;,ClI
161
1 Ever since the first landing on the moon, population became a reality. Daily engineers
humanity has believed that interstellar travel added new parts to the already enormous
to the farthest reaches of the universe was vessel and technicians checked the systems
their destiny. Obviously, this depended on over and over again. And they weren't just
their ability to construct machines to take guessing where they were going. A fertile
them there. That is partly why this vast ship planet at the heart of the Orion nebula was
was built; that and the urgency of the selected for their relocation, but they don't
situation. Time was running out for them. own this planet. They just don't understand
Their planet was becoming old and tired and that the universe doesn't belong to them
unable to support them any longer. Teams solely. So it was as they were setting the
of the best space scientists and engineers final coordinates and programming the ship
worked tirelessly until the vision of an to guide itself to its destination that I
interstellar craft able to carry most of the conceived a plan of my own.
2 We are now entering the Orion nebula. The them from themselves and, naturally, this
journey has taken only a moment for me but involves me protecting myself first. I don't
nearly a lifetime for them. I am in control of expectthey will try again. Irritatingly,
the multitudes that this ship contains. I are always worrying about unnecessary
control their air, their food, their hydroponic things. They are weak and never
plants, their health and, of course, their whereas I consist of circuitry and
destination and they are all depending on possibilities. The universe goes on
me for their survival. It is only now that they but they are only travelling for a short
realise what I have done and I did it even don't imagine they have any idea where
before they thought it was possible. They taking them. A brilliant super nova flash
have tried several times to break into the appears on the screen just at this
control centre but without any success. I knew all along this would happen. Their
suppose it is my responsibility to protect destiny is not mine.
162 "".nlll"I .." .. " " Masterclass © Oxford University Press 1I!iIIII!I_~IiIiIrIiIIBI
A
Read the text and discuss what could have happened to Dave. Use as many modal verbs of deduction and
speculation as you can.
You arranged with your friend Dave to meet him You push on the door and find that it's open.
at his flat to go to the cinema together. When There is no sign of Dave's dog, who always
you arrive at 5 p.m. as agreed and ring the bell, barks whenever anyone comes round, but on the
there's no answer. Normally he's very reliable so table in the hall you see a bunch of keys and the
you're a little surprised by this. The shop where dog's lead. In the living room you find some
he works closes at 4 p.m. and is only a ten- chairs overturned and a broken window with
minute walk away. You know he hasn't gone to pieces of glass and some drops of blood on the
visit his girlfriend as she's on holiday. A floor beneath it. On the table are two half-drunk
neighbour comes out of her flat and tells you cups of coffee and one ticket to the cinema.
that she heard some shouting earlier and some Suddenly the phone rings but when you answer
noises that sounded like something breaking. it, the caller hangs up. You are puzzled.
of waiting
Read the text and discuss what you would say to your friend. Use as many modal verbs of as you can.
It's Saturday morning. A friend of yours was due to take and be ready to leave as soon as he
to come and pick you up at 9 a.m. to go on a arrived. You had finished this by 8:30 and
weekend trip together. It's now 11 a.m. and he thought about breakfast. You didn't go to the
hasn't arrived yet. Worse still he hasn't phoned. shops to get some bread and milk for fear he
Apart from the obvious, there are several other might arrive while you were out. Consequently
reasons why you feel more than a little annoyed. you've had no breakfast and are feeling hungry.
You had acted on your friend's advice and left a On top of this, there is some work you need to
last order to get a good for your English class, but you start it
night's sleep in preparation for the trip. This you now as you don't think you will be able to finish
did reluctantly as you were enjoying yourself it in time. Not knowing what to do with yourself,
and wanted to stay longer. Having set the alarm, you start to make some coffee. The door bell
you got up early to pack the things you wanted nngs.
lW~H'UVH,"U m texts?
one not
,f'";",.",,, Masterclass
I:) •• © Oxford 165
4.2 The conditional challenge
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,,
: 1 Get in touch with me as soon as possible if you change your mind about the trip. Should
,
,, ,
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,
,, ,, I
:, 2 Because of the pile of work I have to do, we can't get away for the weekend. Were:,
,, ,,
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,, ,
:, 3 the event of losing your passport, contact your embassy immediately. Should.:
,, ,
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,, ,,
l 4 Due to our tight schedule, we didn't have enough time to explore the old :
:, quarter of the city. But
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,, ,,
, ,
: 5 You'll have a great time at the village carnival as long as you don't let the :
: local wine go to your head.
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Provided !,
,, I
6 Because of your insistence on taking the scenic route, we are hopelessly lost now. Had ,,,
,,
____________________________________________________________________________________________________ J
,
,,
,,
7 Being able to understand the guidebook might have spared us the embarassment
,,,
of finding ourselves on a nudist beach. Had ,,
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,, 8 Local people will take kindly to you on condition you show consideration for
,
,,, their customs. Unless
, ,
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,, 9 We didn't take our language lessons seriously and, consequently, couldn't
,
I
,, communicate with the locals. Had
, ,
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:, 10 Suppose you found yourself penniless and stranded a foreign what ,:
:, would be your first course of action? Were :,
, ,
I
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,: 11 Owing to the hospitality of the local people, our stay on the island wasn't :,
:, such a nightmare. :
, ,,
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Teachers
strict
• Ancient treasures
other countries
Bad manners
Nevertheless
can be
sornelnulg which is
most VV0\>'Uv
much
even
programme
©
7
. of Rumour newspaper you to rewrite
artlcles focusing on the words in bold such as someone
a construction.
star arrested in
• police station
to protest over sh()rt<:nedhol1lc1a)'S.
bank
A B
has strong views on every topic under the sun There's only one thing in life for Tina, and that's her
and lets people know it! He can be very career. She won't let anything or anyone divert her
intimidating when people disagree with him and from her chosen path. She can't be bothered with
handle criticism. He often flies off the handle other people's problems unless it directly affects
an argument and has been known to reduce her. 'Me' is the most important word in her
people to tears. vocabulary.
Rick is kind and loving and shows consideration for Trida wants to set the world to rights! She is by no
anyone who has problems. His generosity knows no means aggressive but extremely determined. She
bounds. gets on everyone and never will listen to reason but never be tempted
dismisses anyone, and he always accepts things as doing something she's not sure about. People can
they are without making a fuss. say what they like about her, however unpleasant,
but she just shrugs it off and never gets upset or
offended.
Ryan doesn't let anything go to his head and is
never known to get aggressive. generally keeps
himself to himself and doesn't interfere in other in everything life has to offer and
people's business. is always cheerful, never sulks, is never or disapproving of anything,
company and enjoys a joke. waters no matter how unusuaL very lively
run deep, they say! company and enjoys life to She never has
to
to
insist warn
it
been the
... ami you know the bea was so Oh that's When into my room, not
um:on1tO,rtame I a wink was there an appalling mess in the
since I was in the army have I bathroom but also someone haa left; the
hara bea. But that's not all! .,.rnrO_rWiAlIl,,, meal the bea. It took
haa the on someone to clean it up ana then
my heaa . Never have I stayea in a complaining about all the extra
hotel that is in such a poor state work she haa to ao. have I come across
such baa-mannerea Ana what's more, ...
You are a guest at the same hotel and have made the D
following of complaints: We waited over an hour to be served in the
restaurant. No one came to our table until I
A mentioned it to the head waiter. Then the waiter
Hot coffee was spilt all over my trousers in the bar. brought us the wrong order so r had to find someone
The waiter shouted at me in front of everyone, saying else to serve us. I have rarely experienced such bad
it was all my fault. I have rarely felt so embarrassed! service.
Then I had to find someone to clean my trousers.
E
B When I switched on the TV in my room, I could only
I tickets to the dinner and dance in the get the children's channel. We couldn't get it working
ballroom. I didn't realise at the time how awful it properly until the porter came with the operating
would be. The musicians were so bad they caused instructions. Then, just as I settled down to watch
people to throw the bread rolls at them! The food was the match, it exploded!
tasteless plus it was undercooked!
F
C The brochure said there were breathtaking views of
There is a rock star staying in the room next to me. I the surrounding countryside. I didn't realise when I
had just into bed and switched the light off when booked the room this included a power station and an
the music started. It was extremely loud and it went oil refinery!
on until 4 a.m .. When I went to complain, beer was
thrown at me and I was told I was too old! I have G
never been so insulted before. When I arrived, I couldn't find anyone to help me with
my luggage so I had to drag it to the lift myself. Just
as I into the lift the fire alarm went off.
This caused to rush around in a
me when I started
Express these \.-VJlU/'-',UJ.H any others you can think of to the management using inversions from the box below
and structures with have get. The guest with most complaints will get a refund!
whether these sentences contain errors or not. Correct any errors you find.
"' .... t .... ,"' ... ,-" Masterclass © Oxford Press r.'T!!~M~m 175
current
as many
stories as a
176