Key grammar Speaking hypothetically © Complete these sentences irom Tibah’s talk by writing one word in each space. Then check your answers in the recording seript on page 156, 114 know its origins for certain... 'd asked hr. 2. You wouldn't realise how old it was you examined it closely. 3 T/L... to throw the beads out, I wouldn't be able to forgive myself 4 Is funny to think, but if it hadn't been my granny’s aunt, I wouldn't inherited that necklace. @ Look at the sentences in Exercise 1 again. Which sentences refer to: a the present or future? D the past? the past and the present? © rege 118 Speaking hrponstcaly © Complete these sentences by putting the verb in brackets into the correct conditional form. 1 Children were allowed to view the fossils provided that they them. (rot touch) 2 The climbers knew that if the rocks were , someone coud get hurt. (fil) 3 Had there not been a storm, the divers the shipwreck. (reach) 4 Ifwe 4 good scientist on the committee, we might not have made so many Inistakes. (have) 5. Were it not for the aerial photos they took, they the ancient city’s remains. (never find) 6 The site to the public on condition that visitor numbers were restricted. (oper) ? [wouldn't have walked around the ruins unless 1 it was safe! (know) 8 The walkers woulds’t have spotted the fossil had it for the exceptionally low tide, {not be) @ Work in small groups. Complete these sentences. Were it not for the bad weather, Wouldn't it be amazing if If Lwere to change my career plans, Had it not been for my parents. Provided that | save some money, .. ‘As a young teenager, | knew I wouldn't be allowed to go out unless .. units Writing Task 1 Q Work in pairs. Look at the diagran ing task below. 1 Inone sentence, say what the diagram shows, using your own words. 2. Decide on the following: a the key stages in the process b the changes in the process, and how they could be compared some useful vocabulary for the introduction and the description of the diagram. 3 Discuss how you would organise your answer into paragraphs. 4 Decide what you would write in your overview. The diagram below illustraies how fossils were exposed beneath a cliff as a result of coastal Summarise the information by selecting, and reporting the main features, and make comparisons where relevant. Chiff erosion and fossil exposure previous position ‘of cif face lift reeating high tide Wave attack zone lows tide © Re order the sentences on page 61 so that they produce a sample answer for the task in Exercise 1, Then divide the answer into Paragraphs.@ Conversely, at high tide, the waves sometimes reached half-way up the cliff wall, beating on swith some force. b Meanwhile, the overhanging cliff at the top cracked, creating a dangerous area beneath it € This meant that stones and boulders fell into the sea, and the elif slowly retreated, exposing previously buried rock at low tide. Clearly, the fossils would have remained buried and the coastline unchanged if it had not been for the action of the sea € The diagram shows the changes that took place in a cliff face as a result of coastal erosion, and how this led to the discovery of fossils. £ As the waves hit the lower part of the cliff more frequently, this area eroded more quickly and became a hollow in the cliff wall where fossils, could be found. & Eventually, the power of these waves loosened! and wore away the rock. h Atone time, the cliff stood much further eut and, at low tide, the sea water did not touch the base of the rock © Underline the words and phrases in Exercise 2 that the writer uses to: a. mark the stages in the process b compare aspects of the process. © The writer uses participle clauses to express consequences. This is useful when describing processes and also helps build more complex sentences. «the waves sometimes reached half-way up the cliff wall, beating on it with some force. 1 What is the subject of beating? 2 What do you notice about the punctuation? 3. Underline two more examples of this use in the sample answer. What is the subject of the -ing verb forms in these sentences © page 121 Using participle clauses to exeress consequences © Use participle clauses to link these pairs of sentences, 1 Archaeology has become a highly computerised science. This has transformed our ability to analyse findings. 2. Fossil specimens can be CI-scanned. This reveals how creatures moved and walked. 3 The fossil could not be removed from the rock, This makes it hard to analyse it 4 5 ‘The wind will travel across the beach. This carries the sand to different parts of the coast. Large rocks are thrown against the cliff wall, ‘This produces a bed of pebbles and small stones, © Work in pairs. Look at this Writing task. Quickly note down some vocabulary you could use to describe the key stages. The diagrams below show the stages in the erosion of a headland. Sumunarise the information by setecting and reporting the main features, and make comparisons where relevant. Erosion of a headland weak areas ~ Tock eroded ‘cave becomes arch eg. Durdie Door, Dorset water beats: ‘against root stack headland retreating stack stump @ Write your answer to the task in at least 150 words, Exam advice Writing Task 1 Dosonbe key stages in the process in a logicel ‘order, making comparisons where appropriate. Use suitable words and phrases to structure and link the process cleetly Remember to include an overview summarising the main features of the process. \Vaty your vocabulary and use your own words 2s faras possible (eg. do not it long phrases from the task instructions). Stopping back in timeGrammar Using sequencers ‘© Complete this passage with words and phrases from the box. There is one word you do not need. gradually ‘uriag thattime eventually migarwhile once until whist went abroad for the first time last year. 1 then, Thad never been more than a few miles from my home. Quite by chance, 2 ‘waiting for my flight at the atrport, T met an old school friend. We hadn't seen each other {for more than five years, and 3 hed Jost weight and grown a beard. However, I recognised hima 1 saw him. We went for a coffee, and $ filled each other in on ‘what we'd been doing since we had last seen each other. It was great catching up, but 6 my flight was called and we had to say goodbye, ‘We swapped contact details, and agreed to meet up? ‘we were back in the country. 8 . We promised to keep in touch by email, Speaking hypothetically © Underline the best words or phrases in italics in this passage. In some cases, more than one answer is possible. {In 1940, a group of teenagers discovered almost 2,000 beautfully-preserved rock paintings ina cave in Lascaux, France, when they were looking for their dog. These paintings 1 may stay / may have stayed a prehistoric secret 2 had it not been / had not it been for the wayward animal, which had gone exploring there. Once people started visiting the caves, however, the condition of the paintings began to deteriorate, sa they were shut tothe publi in 196. ‘This was a good thing, asthe paintings 3 would probably be / would be probably in very bad condition now 4 had / ifthe caves not been closed. These days, accredited scholars Scan / eould visit the caves, 6 on condition that / provided that they do not touch the paintings. The Lascaus caves were not the only accidental archaeological discovery of the 20th century. In 1947, a young shepherd came across a selection of 2,000-year-oldserolls in a cave by the Dead Sea. These 7 may not be / may not have been found 8 had it not 7 swore it not fora violent storm whieh caused him to @® vows take shelter there, The Dead Sea scrolls, as they are ‘now known, consist of 8,000 biblical texts and have ‘been able to tell historians a fot about the history of the region in that period. Everything, that is, except ‘who the scrolls’ authors were. 9 If only we are / If only we were able to travel back in time, they say, we 10 could / should find out who they were. Writing Task 1 © Look at the diagrams in the Writing task. Match the captions, a-k, with the caption boxes 1-11. {@) Water and water-borne chemicals between pebbles and grains 9 (by Rocks and stones eroded to become pebbles and sand grains (© Expansion of cracks and fissures, and breaking of rock by frozen rainwater (@) Sedimentary rock (sandstone or mudstone) eventually formed by the cementing of pebbles and grains (€) Transportation of rock and stone fragments downstream, (0) Rock visible at low tide (g) Rainwater in mountainside cracks and fissures (h) River (® Layers of pebbles and sand grains on sea bed (). Dislodged rock and stone fragments (0) Seatiagraras below show how sedimentary rock is d in coastal areas. the information by selecting orting the main features, and make where relevant. atleast 150 words. »\ @ Look at these two introductions from a sample answer. 1K Th agra show bow rok and tone fragments ce Aslodged far mountains ae carne to the 98a There te feageerts eventual become sedimentary ret © Th Angra chow how rock and one fragments ce Asad far mountains ae cai oe se, eventually eden ree, 1 Complete introduction Busing 3 diferen form of one ofthe words fom inodction A so that has ‘similar meaning. 2 Why is introduction B beter than introduction A? © These sentences also come from a sample answer. In each case, combine the two sentences by using a participle clause, Qsucen’s Book, page 121 1 The process begins when rain falls on the ‘mountainside I ls eracks and fissures with water. 2. The water freezes and expands the cracks and. fissures. The rock around them is broken. 3. These sink in the sea. They form layers on the sea bed. 4 Water and water-borne chemicals work between the pebbles and grains of sand. They cement them ‘together over time. _ @ Now answer the question, using the sentences in Exercises 2 and 3 and your own ideas. You should spend about 20 minutes on this task. stepping back in time @)