EW proficiency

EW proficiency

Jacky Newbrook Judith Wilson

-••• ••• ...... L• 1 11 ~ 11' ;'' '

Contents

Introduction 4

Teaching procedures and advice 8

Overview of the Certificate of Proficiency in English examination 16

UNIT I Nearest and dearest 21

IJNIT l Learning for life 21

UNITl The moving image 35

UNIT~ The hard sell 41

UNITS A life of crime 48

UNIT6 Bright llghu, big city 56

UNIT7 The living planet 65

UNJT8 A sporting chance 73

UNIT9 The mind's eye 80

UNIT 10 The world of work 88

UNIT II The monster in the machine 95

UNIT 1l The last frontier 102

UNITU The price of success 108

UNIT 14 A good read U4

Recording scripu 121

Unit tests 140

Unit tests keys 168

Progress tests 172

Progress tests keys 181

Speaking activities for Progress tests 182

Introduction

Preparing for Proficiency

Pteparing for the Proficiency exam involve~ con~lidating. refining and extending the grammar and vocabulary your students already know and equipping them with the $kill$ needed to cope with nalive speaker level teXtS and langu~e. In the exam, candidates can be tesced on any aspect of language or any item of vocabulary without restJ'i(tiOn. Thus, one of the key difference between a Proficiency coourse and other exam courses is that nudents need more uaining in strategies for dealing with unusual uses of language that they may not have come across before. It is clearly impossible to teach every word in English in cla.ss!

Gl'<lmm<tr

A typical Proficiency student should have studied almost all of the key structures of English, but may not be aware of the more complex variations of such structures u conditionals. and may need help with identifying the acceptable variations of grammar. He or she may also have fossilised errors (errors that they always make through habit) and needs to be made aware of these. In all their previous exam experience, there will have been a finite syllabus. so Proficiency students may expect that by learning a limited number of structures or vocabulary items they will pass. It is important for them to underltand that thl~ is not the case at Proficiency.

ltelt41ng <tnd Vooobulory

In the Proficiency exam, students will be required to recognise different scyles of writing and read and comment on different text types in greater depth than ever before; they will also need to be able to comment on such literary feawres as irony and tone. This may be new to them, u other exams do not often test such features. Their skills will be improved by reading as widely as possible. This will help them to expand their pusive vocabulary and develop strategies for dealing with unknown words, and give them confidence to handle syntactically complex texts.

It doesn't matter what they read -anything i~ better than nothing' It i~ a good idea to encourage students to re.ad one of the set texts whether or not It is S!lldled in class. as this will give them good practice with a well-written and appropriate book.

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Writing

Reading widely will also help nudents to improve their own writing by familiarising them with the natural rhythms and pattems of native speaker use. In the exam. they will be expected to produce written work that is natural and appropriate in style and register. using the lan~e to good effect. This control of the effect of the language is as imporunt in the exam as a<X:\Jracy.

Uru,nlng

A Proficiency student should be familiar with the format of most of the t:a.Sk types tested in the listening paper, but not with the abstract nature of some of the questions. As their previous experience will probably have focused on concrete questions, they will need help with more abstract questions that test their understanding of inference and attitude. They should be encouraged to develop their own skills by listening as much u possible outside the classroom.

Speoldng

A Proficiency srudent may be quite confident in his or her own speaking ability. However. in their previous exam experience they will have had quite conctete tasks to deal with. In the Proficiency lnteMew. they will need to deal with more abstract and complex copies. They should be given every opportunity to dlseuss or debate topics in dass, and helped to develop a range of appropriate functionallan~e.

£xCJm tec:bnfquer

Finally, to ensure exam success. Proficiency students need training in specific examination techniques. The 'key co success is understanding the nature of the task. A good Profidency candidate understands why a question is asked. and so has a greater chance of finding the correct answer.

The PI'O/iOfncy Gold CDursebook will help you to prepare your students for die exam by explaining what the exam requires, showing them how to do it. and providing a wealth of practice. The ren is up to them! Proficiency students must take some responsibility for their own learning needs, and recognise the importance of work they do outside the clas~room to increase their chances of success in the exam.

Features of the Proflclency Gold course

Tilt! course CQmprises the Profic;ency Gold U!ursebook,. a set of two class cassettes, the Pro(iden<:y Gold Excm Mcximiser (allailable in With and Without Key editions and ae<:ompanied by a set of two cassettes) and this Teacher's !look.

Profldency Gold Course book

OT'nl...tlon of til<!' <:outJeboolc

The ProfidiUIC'f Gold U!ur:~el>ool< provides CQmprehensi¥e, progressive preparation for the Revised Certificate in Proficiency examination through 14 theme-based units.

Opportunities for revision and review are provided by Unit ~lew and elCtu.slon pages which occur at the end of each unit except for Units S. 10 and 14. which are followed by a Progress eheek reviewing language from the previous blod< of units.

H. the back of the book you will find a unit~ inked Grammar refe.-ence sec:tion. a Writing reference section and Communication activilies. The Grammar refe.-ence helps stu6ents with the e•ercises in the Grammar sections. and is thus a means of enCQuraging stvdents to take responsibility for their own learning. The Writing ~eference contains a list of key el<pressions for use in writing, an editorial checklist for students to use when <?Vllluating their written work and a cheddisc for featvres of the different cask types found in the revised exam. There is also a section of unit-linked Sp<!aking prompt e.vds which provide extra practie<! for tile Speaking paper.

Unft OIJCinfsGtlo.n

Each unit is an Integrated package. providing practl~ in the key skills required for the exam, together with grammar and vocabulary development work.

Gradt:d progression

The early units of Proficiency Gold ptovide a graded Introduction to tile cask types in the exam. A graded introduction co the demands of the exam avoids demotfvatiM builds students' confidence and develops their facility in handling the different techniques requir<ed. The Coul'3ebook also helps swdents co build good general habits for study tllat will also make the e)Qm easier to deal with.

Speoldng

Most units begin with a Spealdng actilllcy co introduce tile tlleme of the unit and to prepare for the task that

lntrodl.l(1ion

follows. which may be Ustening. Reading, Comprehension or summary. There is often a second Speaking task in e)Qm fonnat co provide practice for Paper S of the exam. There are some recorded models for students to listen to. with activities which allow students co focus on useful language for completing the taSk. In addition. many opportAJnitles for discussion are provided in skills, grammar and vocabulary sectiof\S and tllere are unit-linked Speaking prompt card! on p. 226 for further practice.

ReDding

Authentic texcs from a variety of sources. including newspapers and magazines. advertisement.!. no1hfictlon books and literary extrac:cs. give swdents exposure co the cype of r;eadlng texts they will meec In Papers 1 and 3 of the exam. The tasks students are requir<ed co do develop their ability co deal wJch any texc of this type. Strategies for and practice in d)e different question t)ll>eS included in the revised examination are also provided (see e.g. Units 1. S. 7 and 10). The ideas contained in tile reading teXtS are often e><P~oited in ocher sections of the \I niL

In Unit 14, a section on the set text gives comprehensive guidance on approacht!s to using the set text in tile Writing paper.

Additional reading practice is provided in many units of the Proficiency Gold Exom Mcximiser.

Voccrbulory

A wide knowledge of vocabvlary is one of the~ co achieving a good result in the Proficiency exam. In tile new exam. greater emphasis is placed on the understanding and use of vocabulary in conteKt, and the new edition of Pr<J(iciency G<Jhl r~eas this. Worl< on vocabulary can b<}

found in every unit of the book. and includes:

• systematic development of key lexical areas such as collocation, idiomatic expressions. prepositions and phrasal verbs. which ar;e tested in Papers 1 and 3

• consolidation and extension of key topic vocabulary that may be indu6ed in the exam.

Reading and Voubulary sections usually include discussion or follow-up exercises which enCQurage stvdents to respond to the ideas in the text and gi¥e them tile opportunity to put new vocabulary to immediate use (see Unit 1 p.11). These activities are an impon:ant part of vocabulary development and should not be omim!d. Vocabulary in each unit is taught for productive use and is appropriate for tile style of the Writing sec:tion in the uniL Swdents are encouraged to use the new vocabulary in their writing.

Teaching procedures and advice

Gene..al approach

The Proficiency Gold Courseboolc aim~ to develop the skills and techniques required by the Proficiency exam In a graded and systematic way. Described ~low are suggested procedures for teaching the~ sl<llls. as well as for presenting and practising grammar and vocabulary. which reflect the approach adopted In Profi<.iency Gord. The unlt-by-<Jnlt ootes contain further spedfic SIJggestlons for activities where appropriate.

General procedures for Reading (Paper 1)

The revi~d exam tests a variety of reading skills througl> muftiple-choic.e questions. open-ended comprehension questions and matching. The following reading skills are all necessary to answer the quemons in the enm:

• understanding and distinguishing main ideas and details

• understanding the tfleme or &ist of all or part of a text

• inferring tfle writer's oplnlol\ or attitude

• Identifying the assumed audience and purpo~ of a text

• Identifying feature• oi style and register

• gues.sing tfle meaning of unknown words and phra~s from context

• understanding text org:~nisalion

B<efore reudlng

Reading is an active skill, and the reader usually brings some sort of background knowledge or expecwions to any reading activity. Students should be encouraged to use what they know to help them make sense of unknown elements. To activate previous knowledge and tflus make comprehension easier. it is a good idea to start by getting a global impression of a text before lookin& at the parts in more detail. The Coursebook supplies pre-reading activities to train students to approach texts in this way. Make sYre that students understand the purpose of these pre-reading ac:tlvllies: tfley will enable them to read texts more quickly and witfl increased comprehension within the time constraints oi the exam.

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• Introduce the topic of the text and elicit what students know about it. Talking about a topic is a \ISeful way of arousing interest and cyriosity. Althougl> students won't get this son of help in tfle exam. exposure to a wide variety of text types and topics during their preparatory course will broaden their knowledge and make them ~er equipped to deal with the topics cypically covered in the exam. {See Units 1 and 11 for examples of pre-reading tasks.)

• Where appropriate. tell students to use the tide and any layout features to get an idea oi tfle text type, and mal<e a prediction about the content.

• Tell students to skim !hrough the text to check their predictions. and to get an idea of tfle content. purpose and style of the text. and how it Is organised. e.g. discursive or chronological organisation. The gapped text in partlcYiar {Paper 1, Pan 3) need> tflis approach. Until students are proficient at this. advise them to read tfle first and last paragraphs of tfle text first. then tfle first. second and last sentences of the otfler paragraphs. In a non-fiction text. these sections Ysually carry the main points. (See Unit 2 p. 24.)

Doing the ret~ ding Ulric

• Make sure students understand the task and what is expected of them. In early units, where the fOC\Js is on developing specific reading skills. there is usually an explanation of the task rationale in tfle Coursebook.

• If you are asking students to read the text in class. then you should set a time limit. In the exam they will not have long to read each text, and so tfley should get vsed to reading quickly under pressure.

• Allow use of dictionaries in class when doing tfle tasks only as. a l::.st resort .as candidates (3M not use a dictionary in the exam. {At. this level studentS should use mg1ish-English dictionaries when reviewing vocabulary as they may~ misled by translations which t!ke no account of register or eon natation.) &plain that there Is no point In wasting !lme on words that are not needed to answer the questions.

Checldng Clnswen

You should often a.>k students to work in pairs so that they have to justify their answers to each other. This

forces thMl to refer back to the text and may often cause !hem to see how they have made a wrong choice.

When checkina with the whole da.ss you should always a.sk swdtnu to uplain how they worked out their answers. Again, chis develops independence and forces !hem bad< 110 lhe teJC<. a stntegy which will be a ,.-eat help to them in the exam. Always discuss incorrect answers In this way as it develops studenu' awareness of how to find the correct answer.

Aft or teadlng

Many of the reading <exts add informadon or ideas about the topic of the unit. Hose ol the texu are followed by activiti.s !hac allow students to respond to what they have read In a personal way. This makes lhe GOo tent more m.,morable for them. and allows tMm to use vocabulary oround the topic.. 11-oese aCtivities moy be In the form of discussions or Paper S casks such as prompt cards. Allow time fer these ac:tlvitles as they are valuable for underlining and exploiting the work done with the reading t«xt.

Encoun~Jin&' teGdln&' outside clan

Encourag~ studenu to bring in newspapers or magazine anides on copies related to the unit they ore studying. so that m<lre information can be shared with the class.

General proc;:edures for voc;:abulary development

A rich active and passive vocabulary is vital for the Proficiency eJCam, and it is Important to equip swdenlS with the tools to make best use of the vocabulary resources pro.ided by the Coursebook and other reading maceri•l they may use.

Working out meonlng from contvrl

In the Coursebook, vocabulary is always contextualised. Encour~~e students to work out the meaning ol words for themselves whenever possible. Point out tecl>niques for &\Iessing the meaning of unknown words, and encour~~e them to recognise :and use contextual clues. Ask:

• Whot an be worked out from th.e word itself! Is it formed from ony W<lrds you know! (Unit l gives a S)lstematic introduction to the principles of word formation.)

• Is the word repeated elsewhere in the teXt! (Key words often occur more than once, giving further opportunities to work out the meaning.)

• Is an explanation of the word given in the text! (Explanations of more specialised words are often given. and may be s(Urallecl by commas. da.shes or brad<ets, and the use of 01 or ill olll~r wcrds.

• Is there a paraphrase of the meaning earr.er or b.ter in the text!

• Are any examples given which clarify the meaning!

• Are there any synonyms or antonyms (opposites) which indicate the meaning!

Using • dlefJonoty

It Is not always possible to work out me:anirc from context. and in these cases. students should use a good monoFongu•l dictionary such u the Lorwnan Oiclionory of <Anternpotary Engf!Sh to help th.,m , This provides informatlon not only about meanin&. but also about the connotation of a word. grammatlcal constrainu and examples of possible contexts. Make sure that swdents are aware of this and know how to make the best use of thelr dictionary, not only co select the appropriate meaning of a word but to ~d key information that will help them In the exam.

Deaflnf whll Y<>Cabuklty taslu

• When setting vocabulary tasks fol lowing a RndiJl! or a topic Vocabulary section. ask students to work in pairs so !hat they con discuss the words <OJether.

• When you discuss new vocab<.llary items as a class. make sure that students are m2.de aware of not only meaning but also connotation and register. Is the item formal, informal or neutral! Does It have positive or negative associ•tions! This understanding is important fer all ~ers ol the revised enm, particularly the writing tasks in Paper l.

Saledlng and reeordlnf voeobu/ory

Afu!r doing any set vocabulary tasks. encourage swdenu to idenelfy useful phrases In the texu they read and highlight them for revision. Point ouc that they should seloet Items on the ba.sis of their value for writing and speaking as well u comprehension.

Tell studenu to make a noce of phrases and not single words. This is Important fer the revised eJ<am, particululy ~r 1. Part 1 and Paper 3. Recording phrases will mal<e the rums usi'"r to remember and to recall under eJCam comfrtions. Students •hould o.lso record any important strucwral information such as dependenc prepositions.

lc is Important that swdents record vocabulary in such a way that they can access it easily for revision. Discuss

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with them efficient ways of storing vocabulary io their notebooks in a systl!matic way, or on cards. Here are some suggestions.

• Note new words on individual indexed cards. Add information on the card about grammatical patterns and related words. e.g. collocations, idioms. etc. These can be found in the Longman Dic:ban<Jry of Ulnteroporory English. Always include an example phrase or sentence on the car<!, and add to it when new related words or expressions are found. Read through these cards frequently and use them to revise from.

• Use a notebook and write topic headings on different pages, matching the topics in the Coursebook. Note new words in their topic areas as this will nuke them easier to remember and then use them when -iting on the topic. (Students can note down the page number of the Coursebook If they want to see the word In context.)

• Group phrasal verbs under their preposition or partide with an example; this may help students to understand the meaning and help with revision.

• Use spidergnms to give a visual diagram of how words flt together. and thus help swdents to remember related words. (See the Pro(ldei!C'f Gold Exom Moximi'ser. Unit 1 p. ')for an example.)

• lndude a section In your notebook for easily confused words.

Check your students' notebooks periodically through the course. to make sure that they are storing vocabulary in a useful way.

SuggertlonJ for reviewing vocabulary In clan

The Coursebook gives opport\Jnities for reviewing vocabulary in the Unit review and extension pages and dte Progress checks. Here are some suggestions for additional activities.

Read out a phrase or expression from a text previously studied and ask students for a context, definition, synonym or antonym.

• Develop a routine of starting every lesson by asking students to recall five new words or phrases they learned the previous lesson. Ask them to do this in small groups as this will lntrease the number of words discussed and remembered.

• Write some words from an earlier lesson on the board. Ask srudents to work in pairs and write a paragraph using six of these words in a narural way. Ask them to exchaoge their pa~s with another pair and comment on the way the words are used. You could also write new words on pieces of paper, and ask

10.

swdents to pick a piece of paper at ~dom and use the word they have picked In a smtence. The other swdents can tell them if they have used the word correctly.

• Ask swdents to worl< in pairs to produce tests for each other as a regular accllllty. For example. they could produce sentences with a gapped word or phrase. using the dictionary to help them If necessary. Pairs could then exchange or read out thelr sentences. and the other students have to supply the gapped item.

Choose about 10 new verb + noun collocations. e.g. take an exam. Write the verb on one piece of card and the noun on another. Make enough of these cards for each palr to have a set. Then ask students to match the collocations. You e~n use this technique with any collocations. or with phrasal verbs.

General procedures for Listening (Paper4)

&fore llrtenlnf

As with reading. the more we know about a subject. the easier it Is to follow what is being said. Usiog pre-listening taslts will help to raise students' awareness of this.

• Prepare srudents for the listening text by introducing the topic, and ellclting what they know about it. This will help to activate existing knowledge and make comprehension easier. In the Coursebook there are activities to lead in to the listening which do this for you. (See e.g. Unit 2, p. 30.}

• Ask students to read through the usk and questions before listening. and try to predict the content of what they will hear. for a sentence completion task. tell them to look at the words before and after each gap and think about what the missing information might be. and what grammatical fonn would be appropriate. In the exam iaelf. time is allowed for candidates to read through the task before the recording is played. so this is important exam training. The Coursebook usually supplies a task to encourag<! swdena to do this.

If students seem to be having difficulties with topic· related vocabulary during the pre·listening phase, you could pre·teach some key words for the listening task (see the tape scripts at the back of the Teacher's Book).

• Checl< that students understand exactly what they have to do in the task. This is vital for exam worl<..

Ploylnf die recordlnf

• Explain to stude~~ts that in the exam each text is played

cwice, so they should use lhe first listening to get a general idea of the <:Ontent and to listen for key words and specific information. Tell them that in all Proficiency listening tasks the questions should be in the same order as the information in the text. Encourage them to relax a11d not get worried if they don't fill in many answers on the first listening. as it will be much easier the second time. Play the recording once all the way through without stopping. Don't attempt to help lhem by stopping lhe recording or using che tapescript until after the se<:ond listening as this will hinder the development of the necessary skills.

• After playing the recording on <X!, ask students to ccmpare their answers in pairs and justify their answers to each other. Don't comment yoorself at this stage.

• Play the recording for the ~cond time and encourage ccmparison of answers ag;~in. Especially in die early vnits. stvdents will benefit from collaborating on the listening, as it will help rai~ awareness of die sltills re<j\lired by the exam. Sru<!ents should justify their answers to each other at all times.

Cheddng onswers

• When chedcing answers as a class, students should give meir reasons for die answers IIley chose. Always allow time for discussion of srudents' alternati~ answers. In Ill is way, they an leam from their mistakes and you can see where they need help.

If students found die listening task hard. or can't agree on an answer, either replay the recording, stopping at me appropriate places to highlight me answer. or use the tapescript to explain the correct answers.

After /lrtenlnt

Alter the listening cask has been checked. allow time for discussion of what the students have hurd. Discussion will reinforce the content and help deepen students' understanding of the topic and may also give diem more Ideas to use in their writing or speaking in the exam. The Cours.ebook usually provi<!es post-listening tasks for dlis purpose.

General procedures for presenting and practising grammar

It is important for your students to be very confldent will> die basics of grammar, as In the exam they will be expected to cope with the e"ceptlons and variations. They should also avoid making basie errors in the exam. especially in cheir writing, as this will create a poor

impression and will be penalised. The approad> in die Grammar sections is to encourage students to setf .. correct and dlink about the strucrures IIley use. Students look at examples taken from lhe Reading or listening texts in prece<fing sections and work out die rules. or (Orre<:t ~rrors in senten~s. Where the grammar is new to your students. dley should u~ the Grammar reference to coi\Solidate dleir understanding of die rules.

Each Grammar section takes a similar approach. You will of covi'"Se have your own ideas about haw to present grammar, but we recommend me following procedures..

In die Courseboak. the structure is presented in context, often in the form of a text whict. also provides infonmation related to the topic of the unit. The(e are activities whid') aim to activate srudents• understanding of die rvles (or use o( the item; srudents may be asked to

match rules to examples of the target structure in me text and dley shotAd do dlis in paii'"S so that dley can discuss the different options. Encourage them to use the Grammar reference themselves as this will de~lop independent luming.

for practice exerci~s, do the fii'"St sentence or two will> the whole class to ensure that they know what is required and to give them confidence, but they should chen complete die exercise individually or in pairs. We re.;ommend pairworic, as dlis will encourage them to dis.cuss their answers. and raise their awareness of all possible answers. The exam (o(mat task which usually completes the practice section should also be completed in pairs, or set for homework.

Cflt:eldnt answers

Ask students to check their own answers will> a partner. referring to the Grammar reference as necessary. before you go through the answers with the whole class as a fl!lal check. Wori<ing together forces students to justify meir answers to eacll omer. which makes them think about dleir own answers more deeply; it encourages good editing skills. and becavse the students will have thought carefully about the grammar, they are more likely to remember it in the exam.

PI'Gductive prdctJce

Most Grammar sections. contain a personaJisation tlS.k. This may be a communication activity, or students may be asked to complete sentences about themselves using the target struci\Jre, or discuss a topic. The aim is to fix the wucl\Jre in the students' memory by allovving diem to use it immediately in a persor~al way. and these attivitie~ shovld be given time in class. The unit teaching IIO(es recommen<! the best approach for eacll exercise.

T t:aching proc~uru :and advice

further worlc

The gnommar i> often relevant to the writing tl>l<s students have to do in the Writing section of each unit. Refer students to the relevant Grammar section during writing lessons. For example, in Unit 3 participle douses are introduced in die Grammar section and die Writing section then provides work on ways in which students can use participle dauses in their own writing.

General procedures for Use of English (Paper 3)

Part 1 (cloxe)

The 'Exam Focus section in Unit 3 p. 45 provides a procedure lor approaching the task.

Encouroge students to approach the doze as if it were a norma! reading text. Tell them to use die tide to predict content and then read the text for meaning in the same way as they approach any reading text. 'Explain that filling in the gaps is much easier when you have a clear picture of the whole text. Students should read the text at least twice without filling any gaps. If they fill in gaps early with a wrong answer. this will make it more difficult for them to see the correct solution. The Coursebook always provides a task to ensure chat students do chis stag~>.

• Next. students should read the text slowly. filling in any obvious gaps. They should only fill in a gap when they are sure of the answer. though they should never leave a gap unfilled in the exam as there is no negative marking.

• Make swdents aware of the strategies they can use if in doubt. for example, looking at the words immediately before and after the gap can help with the more diffic.u1t items.

• finally, they should check the form and spelling of the words they have written in the gap and read the completed text for meaning.

Clleclllng cmswen

Always ask students to compare their ~nswers and justify their choices in pairs or small groups after completing ~ doze before you give them the corre<t answeno -this encourages them to think carefully about the choices they make. \Mien you check answers with a dass, always ask the students to tell you their answer first. and to jt.<stify it by explaining how they worked it out. You can then see why they may have made a mistake and can help them to understand how co avoid it in future.

Follow..,p

The cloze texts are authentic texts and can be read for interest as well as exam training. They add information on the topic of the unit and provide ideas for other disc.ussic>ns or writing. For this reason ther~ aNe always follow-up activities in the Coursebook which depend on the information given in the cloze: these should always be done after the cloze has been completed.

Part 2 (word formation)

The suggested procedures for noting vocabulary will help students with this task

Part l (gapped ~entences)

(See 'Exam Focus Unit 8 p. 114 and use the procedure suggested there when dealing with this task in earlier units.)

Part 4 (key word transformations)

(See Exam Focus Unit 11 p. 164 and use the procedure suggested there when dealing with this wk in earlier units.)

Tell students to focus on the meaning of the sentence. One way of helping them co deal with the task is as follows.

• Tell students co cover the given key word. Then ask them co work in pairs and think of as many different ways of expressing the sentence as possible. Set a time limit. They may actually come up with a sentence using the key word without realising it.

Write the different suggestions from each pair on the board. Then look at the key word. If the students have not used it, then discuss what the required onswer is, and write it on the board. Discuss whether this sentenc.~ is different in meaning from the•r own suggestions. By doing chis you are developing good awareness of how t:o deal with the task in the exam when students may panic if they c;:annot think of the correct use of the given key word.

Swdents can write litde tests for each other by producing a sentence that their partner has to. rewrite using a given word.

Note: In many units there is a Say it apin exercise ot

the end of the Listening section. These exercises show students how ideas can be re-expressed in a n!al context and the regUlar practice ensur~> that the technique becomes natural to them.

You shou~d do these short exercises together in clas.s after the listening section has been completed.

You could atso take s.entences out of re .. ding texts and .sk students to do the same thing regularly chroughout the course.

P;u-t S (comprehension and summary)

Tr:~in students to follow the steps prC!Senc.ed in Unit 4 Exam Focus p. 54 and in the Exam Strategy bo~.

Note: The following steps refer only to summary writing, not co the wl!ole of Part 5 which Includes two comprehension ques<ions on each telCt. In the exam, studeniS will already have read dle '"'"ts care~Uy to answer the comprehension questions.

1 Students read the teXts again to identify the main idea and supporting details.

2 Tell students to highlight dle key words in the summary question to make sure that the focus of the task is dear to them. By doing this they will ensure tha< they do not include irrelevant infonnation when they write che summary.

3 They should highlight the required infonnatioo in the teJ<ts. Tell students that th"Y should only highlight the exact points and not any extra supporting detail, which may be Interesting but is. not d irecdy relevant to the task and should not be included in the summary. The number of words required (SQ-70} is too small for them to write about anything not directly relevanL

4 Students make brief notes on the informacion they have highlighted. Make sure that they us~ their own words •s far as possible. Tell them to work from these note.s and not: the text when writing the sumrn.ary -this will ensure that. they us.e their own words.. Point out that they win be penalised for ' lifting' in the exam. It is also more likely that they will use too many words if dley try to use the words of the text.

5 Students should then look ~t the notes from both texts and check which of the points are made twice. They should then consider the best order for che final list of points.

6 Tell students to expand their notes into a well­structured and clearly t.nked parograph. In the ea rty port of the course students will benefit from working together on dlis step. but once dle technique has been established they should work alone.

7 Rnally. students edic their sumrN.ry for length and check It for grammacicalaccuracy and clarity of ideas. As a final check, they should look back at the te><ts to chock they have included dle right informacion.

8 Te ll students to exchange their work with a partner for checking. to encourage good editing skills and discussion of the work done. They should comment on che following points:

• Was the summary dear and easy to reacP.

• Did it a.nswer dle queruon Mly!

• Did it contain only the necessary information!

Once students are familiar with the techniques of summary writing, you may prefer tO do dle preparation work as far as the note-taking stage In class and ask students to write the acwal summary for homework. This will encourage them to expreu the summary in cheir own way and will give them prac<ice in editing their own work. You could still ask them to exchange their work with a partner i.n the nelCt class session.

General procedures for Writing (Paper 2)

Students are helped with their writing in che Writing section at the end of each unit. and also in the Improving your writing section. (e.g, Unit 3 p. ~7) .

Each Writing section follows a similar pattern;

• lnuoduction to the task type

• Analysis of a sample answer

• ElCercises tO prepare students to wrl'"' their own answer to a paraiiel<;osk

Every writing task •n the revised exam mu.st be between 300 and 3 50 words.

There are separate seedons t~at deal with the usk types when they appear in the eompulsory Part 1 questioo or in the o ptional Part l. with help on the different approaches necessary.

Students should be encour~ged co follow the procedure below whenever they complete any written task.

Read the question and highlight the key words. to

esublish the focus of the wk.

Identify the regiscer and approach required by the task.

Think about the topic and make somr notes..

W rite a plan using the note>, <hiding the poims into parographs and plaming the imroduc<ion and d1e conclusion where appropria.te.

W rite the answer using the notes. Students should then either a) give the answer to a friend who should comment on clarity and organis.adon. acc.ura.cy of grammar and spelling.,. b) read it through again aher a short break to edit themselves. The break will give

13

14

Teaching PfOctduru and 1dvi(O

them more chance of s,ottlng misukes. and is a useful t~hnique for the exam.

Emphasise these key eKam techniques to studentS :

• They must read the question carefully. They will lose marks in the exam if they do not answer the quomion fully.

• They should identify 111e appropriate register, layout and approach for each task type befon! dley start to write..

• They should always plan before starting to write- it Is worth spending time on this because it wm produ«. dear and logial nructun!. It is also mo"' tim~lfecclve than writing the whole answer in rough and then writing It out again - this is impossible in the hour allowed for each answer In the el<am.

• In the exam they should go on to write the second answer before checking the forst, allowing 1 5 minutes at the end ro go back •nd check bom answers. By doing this. students are more likely to spot mistakes than if they check lmmedlnely.

let swdenu work together In the Writing lessons whenever possible. They can help each o ther to gener-ate Ideas and evaluating each other's work will develop \'ital editing skills.

Furth"r writinc proctJce

This Teacher's Book contains some suggested titles for further writing practice at the end of the unit notes for the Writing sections. Students ca.n be asked to write a full answer tO these us\c:s If ~quired. Alternatively, us.e the titles to bninstorm ideas in c.lus as a who'e class discuss.ion. Then ask students to prepare an outline for each tille; write chese on the board a.nd ask .s:tudents to <:opy them. They w ill then have a bank of outlines which they can keep and use for future reference. This will help tO develop the enm okill of planning for writing. and will aJro provide a bank of idoas about the topic that they may be able to use when completing other, differwt writing ~sk1..

Mcrrl<ln& written w orl<

Students should be encouroged to check and cor"'ct their own work wherever possible as this will develop their awareness of their own weakneues •nd help them to improve their writing In the exam. You could indica.te where a mistake has been made by underlining it but not actually correcting It - the scudenu could then try to correct it themselves. This is a way of developing good editing skills.

StudentS are marked aa:ording to content. range of vocabulary and expression, accuracy, appropriacy of

n!gister and format. organisation and cohesion, •nd overall effect on the target ""'der. lde•lly they should be given feedback in all these areas and should also develo" awareness of what each involves so that they can evaluate their own work Training for lhis i• given in the lm,ovtng your writing sections in Units 1, 3, 9 and 13.

Imf>n>Yina your writfn.r

ln these sections J>3fticufar aspecu of writing. e.g. appropriacy of style and register, are highlighted. The aspects cho•en are ones which students have dif!iculty with and Yd"Jich are assessed in the ex:am. Students are g;ven short extracts from authentic student texts and asked to work on the areas specif1ed to produce an improved version,

General procedures for Speilking (Paper 5)

There are three ways of dealing with the speaking aCtivities:

• as a whole class

in pairs

• in groups.

Where the speaking actNity aims to inrroduc.e the topic o• give new ideas that move the topic along, it should be done as. a whole class activity so that all students benefit from the topic work.

Speaking activities that provide •l'ec.ifoc pr:~<tice for the interview in e)(am format such as prompt cards., should be done in ,airs or whole groups. Monitor the work as studentS are completing the task and m;ke a note of any interesting ideas that the whole class could benefit from. Always do a quick check with the whole class at the end of the activity to share any interesting ideas on the topic. StudentS will need ,.rricular help With the prompt cards. and dis is provided throughout the Coursebook beginning in Unit 1. There is also a bank of prompt cards related to the topic of each unit on 1>- 226 of the Coursebook which can be used either (or further pain!d l'f'actice or discusslon with the whole clas..

Try to develop learner independence by spending a short time asking Students tO reflect after they ha•e completed a speaking acti\'ity:

• Was. it easy or diffic.u!t! Why was this!

• Did you ha•e enough to say! How could you have said more?

Did your partner have difficulty! How could you have helped each other!

In this way you wm help them to ~ope with the actual e>am more easily by helpi"' them to see where they can improve their CKhnlQues.

Students will need help in preparing for Part 2 of the Interview. They are required co complete a cask based on visual prompts, usually photographs. Students will be used to describing pict:tJr ... but in the Proficiency eJWn they will need to diswss the Jswes shown in the photognphs. not describe the photouaphs themselves. The Coursebook pro\'ides ample opportunities for tills practice. and you should use all the photographs tO

promote deeper cfacuulon of the Issues they Illustrate. Encourage swdenu co bring their own pictures from maguines or newspopers Into class so that they can discuss the reuons why they chose their pictures. This can be done in groups or pairs.. Have a weeldy twO­

minute slot where a swde nt shows their pi~cure to the da.ss, explaining why they found it interesting. Done regularly. this will help swdents to look beyond the surface of the picture and will make the elWit task euier.

Ustenlng models

There are models for swdents to listen to in Units 5 and 13. Use them to zive students •ome idea of how tO approach the exam casks, and what language might be useful tO them. Refer back tO these during the course. to remind students of what is expected of them.

15

Overview of the CPE exam

The Cambridge Certifleate of Proficiency in English (CPE) is an examination approaching the level of linguistic competence ol an educated native speaker. Suaessful candidates are able to cope with a high level of academic work. and should also have some cultural Interest and understanding.

The examination consists of ftve Papers.

Paper 1 Reading 1 hour 30 minutes

Paper 2 Writing 2 hours

Paper 1 Reading (1 hour 30 minutes)

Formelt e~nd tasl! types

The paper is dMded Into four paru with 40 questions in total. There are approx 3,000 words in all the teXt$,

Part Task type and focus

1 Three short unthemed lexical cloze teXts

(37.5--SOO words) focusing on vocabulary - collocatioJU, idioms. complementation. phrasal verbs. semantic accuracy

2 FQur unthemed texts (6G0-900 words) from different genres. Questions focus on content opinion, attitude. implications, text organisation

) Gapped text (BG0-1.110 words) with jumbled paragraphs to replace. focus on cohesion, underlying ideas, text structure and overall meaning

~ Single text (7oo-BSO words). focys as Part 2

Paper l

Paper 4

PaperS

Use of English 1 hour 30 minutes

Listening 40 minutes (approx.)

Speaking 19 minutes

The ovel"<lll grade Is based on all five papers. which are weighted equally; there are three pass grades (ABC) and two fail grades (DE). Typically Grade C corresponds to 60% of the total marks.

There is also an optional bad<ground reading text which c.an be used in Paper 2 only.

Marking

There is one mark for each correct answer in Part 1, and two marks for each correct answer in Pans 2--4.

Number of questions Task format

6 on each text Multiple..choice questions

2 on eadl text Multiple-<:hoice questions

7 Macchlng

7 Multiple-choice questions

Paper 2 Writing (2 hours)

format ond tal'lc typu

The paper is divided into CWO parts and candidates are required to complete two writing tasks. one from each part.

Part 1 has one question only which is compulsory and may be an article, an essay. a letter or a proposal. The focus is dis<:\lrsive. There will be a single task. with a furlher short text or texts to provide ideas and focus for the writing task. althoug!l candidates do not always have to include the given information in !heir answer. They will be e•pected to present and develop Ideas supporting their opinions with evidence.

Part 2 has optional questions and candidates choose one question from four - a letter, a report. an article. a review or a proposal. The focus is descriptive not discursive ;md lhe~ is no e)(tra information given. Question S is on the set reading teXt (from a choice of three titles which are changed every two years) and may be a letcer. an essay, an arciete. a review or a report.

Candidates have to write 3oo-350 words for each answer in both parts of !he paper.

Answering

Candidates write their answers on a separate answer sheet.

Marklne

Each question in the paper carries equal marks and candidates will be penalised for writing very short answers. Marking of the writing scripts is done by small teams of examiners who are monitored and rigorously checked. Irrelevant material that has been learned by heart is penalised, and spelling and punctuation will be taken into account.

A~ment

In all tasks, eKaminers assess conu-ol of language in the given context, including realisation of task. organisation of material and range of voc:abulary and scruccure. Within these crit~ria, examiners also consider:

• fulfilment of the set task (including organisation of relevant material and par-agraphing)

• quality of language used (including range and appropriacy of vocabulary and sentence structure. and accur-acy" of grammatical strucwres. punctuation and spelling).

When answering on the set text, candidates are given

credit for interpretation of the te>«, development of argument and appropriateness of examples and quotation wilhin the conventions of the given task r:ype.

Criteria

A Grade A answer uses sophisticated and appropriate language wilh few errors, and is ambitious in both concept and approach to the essay as well as language.

A Grade B answer uses reasonably fluent and narunl language with occasional minor errors, but with clear realisation of !he taSk.

A Grade C answer communicates the appropriate ideas but has more frequent errors and lacks organisation and control. The language used is more limited and the register is less controlled.

·u-""'

0Ycrvicw of the C.PE ex:a,

Paper 3 Use of English (1 hour 30 minutes)

format and task t:yper

The paper is divided into fove paru and has 44 questions in tOtal.

Answering

Candidates write their ai\Swers in the question booklet. For Paru 1-3 candidates are required to write their answers in capitalletcers rather then lower case.

Part Task type and focus ······--- ___ ..._ ... _. ____ ----. ··-·--1 Open clo~e - emphasis on structure.

grammatical patterns and collocations. lexical, lexice>-grammatial

2 Gapped text -word formation. lexical

3 Gapped sentences- emphasis on collocation, phrasal verbs, idioms and lexial patterns. lexial

... ···-4 Key word transformation- emphasis on

grammar and vocabulary. lexical. lexico-gramrnatical

...... . --·-s Open-ended comprehension questions

which focus on identifying detail and r~ferencing; paraphrasing; identifying rhetorical and stylistic devices

Suminary task focuses on seletling and synthesising information from bodh texts and presenting the required information in continuous prose

... .. --··- --·

18.

Marking

There is one mark for each correct answer in questions 1-2S and two m3rks for each corrett .answer in questions 26--43. There are 14 marks for question 44-these are 4 marks for content and 10 for summary writing skills.

... -·--Number of questions Ta:sk format

1S A modifoed clou with 15 gaps

10 A gapped text with 10 word Stems

6 6 sets of 3 discrete gapped sentences

8 Discrete sentences which have co be rewl'it.ten ustng a given word which may not be altered

4 Candidates have to selee< the required infonnation from twO te)(tS

1 Summary u.sk requires a logical and coherent summary of relevant information from both texts in 50--70 words

I

Paper 4 Listening (approx. 40 minutes)

Format and tGsk types

There are 28 questions divided into four parts, each with a recorded text or texts. Each recording Is heard twice. The texts may be monologues or dialogues taken from announcements, radio broadcast:<, public speeches, int~rvlews) u1~ lectures.. meetings and may include different varieties of accents.

Pal"t Task type and foc~s

1 Four short extraru from monologues or conversations with interacting speakers. Questions fows on speaker's purpose. attitude, opinions and feelings as well as gist, main idea and detail

2 Sentence completion - monologue or prompted monologue.. Foc.us is on abstract ideas, opinions or feelings as well as specific information. Arlswers are words that an be heard in the text, are short and fit grammatically intO the sentence. Incorrect spelling Is penalised

3 Multiple-choice questions focus on opinion, gist, detail and inference expre>sed by intet:octing speakers

4 Three-way choice statements reflect the views or opinion'S of one or both of two ince~eting speakers

Owwew oi <he CPE exam

Answering

C:andl<btes write their answers on the question paper as they take the exam and then transfer their answers to an answer sheet. There is fove minutes allowed for this a<

the end of the exam.

Marking

There is one mark for each ccrrect answer.

Number of questions Task format --2 for each extract Three-option

multiple-choice questions

9 Nine gaps in sentences that summarise the text

5 Five four-<>ption multiple-choice questions

6 Three-way choice. Candidates indicate whether six state menu reflect the views of one or both speakers

~19

PaperS Speaking (19 minutes)

NlrmtJt

The t~" must be taken in pairs. (If there are an odd number of candidates the three Ia" candidates only may take the t~" in a group of three.} There will be twO

examiners. an interlocutOr and an assessor. The interlo<=utor manages the test by asking questions and setting up the tasks. but the assessor does not speak. There are three unthemed se<tions. Candidates are required ro exchange personal and factual information, express and find out about attitudes and opinions. and show their ability to plan. make decisions. solve problems, prioritise and speculate on given subjects.

McrriUn~

Throughout the test candidates are assessed on their individual language skills. and assessment is based on the whole test. There are individual n>arks for:

Part T.ul! type and focus

1 Conversation between the candidate(s) and inter·locutor. Candidates are required to give facwal infor·mation. express per·sonal attitudes and opinions

2 Twe>-way conversation between the candidates requiring l:hem to speculate. evaluate, compare, gi'/e opinions., r-each decisions, etc.

3 long turn from each candidate followed by general discussion on topics related to the Jong turn. Focus is on orpnising discourse.

• Grammatical Resource: range and accuracy of structures (tenses. p~positions. etc.)

Lexical R~soun:~: range and appropriacy of vocabulary us~d

Discourse Managem~nt: relevance and coherence of language us~d. ability to link ideas together

• Prcnunciaticn: aeteptable rhythm, intonation and pronunciation of Individual sounds

• Interactive Communication: linguistic resources and strategies used in exchang~ of information and social interaction

There is also a Global Achievement mark for the candidate's overall performance in the whole of the test.

T.ul! format

Social interatc:ion between in[erloOJtor- and each candidate

Visual prompts

Each candidate receives a written question to talk about. with prompts that may be used

eKpresstng and justifying opinions, developing topics

20

UNIT

1 Nearest and dearest

Speaking p. 8

Aims: • to introduce the theme ofthe unit:

relationships, and how people Interact at a personal and social level

• to prepare students for the Listening task in the next section

t Deal with die photos u a class discussion. Encourage stUdents to t>lk about other, similar progr:unmes they know.

BACKGROUND INFORMATION

~~~nds is an American sitcom (a comedy programme based around a single situation). It features six young people who are neighbours and good friends. The maio> characters are three girls. Rachel. Monica. Phoebe. and three boys. Ross (Honicas brother). Chandler and Joey. The Hories focus on dleir working lives 3nd their changing personal relationships. The show is extremely popular ao>d the actors starring in it have become both famous and 1 ich. The photOgraphs on die page ant stills from various episodes.

2 The discussion could be done in pairs or groups and the results shared widl the whole class. The clas.s should then arriv~: at a comeMus as to the thru most important qualities.

3 These are typical of the kinds of question that could be uked in Part 3 of die Interview. This exercis~: also prepares stvdents for the ideas in die Ustening task that follows. so it is important dlat it is covered in class and not omitced.

ANSWERS

Ex. 1.2 Shows like Friends are popular because:

• they show aspeccs of real life that people can relate to

• real problems are touched on in an amusing way

• the scrip~ are well-written and witty

• characters and surroundings are anractive.

They give an idealised. but recognisable view of friendship in which problems are always resolved in the end.

Ex.l Suggested qualitl,;s of a good friend: kindness. loyalty, honesty. generosity. sense of humour. intelligence. patienc~:.

listening: Paper 4, Part 3 p. 9

Aim~: • to provide a graded introduction to muldple•

c:hoic:e questions • to Introduce phrasal verbs in context

See Teaching procedures and advice p. 10 for suggested ways of dealing with Ustening usks.

t Explain to students that this Coursebook always includes a reading or prediction task before the Ustening, as prediction Is a valuable exam te<:hnique. In this ex~:rcise they use their own knowledg,; to predict the answers. which should mak,; th,; listening task ,;asier.

2 Play the recording twice. as In the ,;xam. Ask students to compare their answers after the ftm listening.

• Tapescript p. tlt 3 Phrasal v~:rbs may be tested In die ~:xam in Paper 1,

Part 1 and Pap~:r ), Parts 3 and -4. Ref~:r swdents to the Study Tip. Enccurage swdents to r~:eord ~:xamples from a good monolingual dictionary. which will glv1: thl: most frequent collocations and contexts. This way of storing new vocabulary is ~:xtremely us~:ful and impcrtant for re1t\sion before the ~:Xam.

ANSWERS

Ex.l 1C 2B 30 ~C SA

Ex.l.t 1 glv~: up 2 keep to 3 carry on 4 take on

S keep vp 6 fall off 7 build up

Ex.l.l Phrasal verbs tend to be used more frequently in spoken English or in infonnal written English. but may OCC\Ir in :all ronteKts, including quite lonna! writing.

21

UNIT 1 Ne;woeu and deamt

Reading: Paper 1, Part 2 p. 10

Aims: • to make students aware of what is tested in

Paper t, Part l • to aive practice in key skills required to tackle

reading tasks effectively

See Teachina procedures and advice p. 8 for suggeste<! ways of dealing with reading texts.

1 The aim of the pre-reading exercise Is to encou~ students to develop the habit of skimming texts 110 get an idea of topic. style and text type before they answer any deuiled C\UUtioi\S.

l Encou'""'e s<Udents to discuss and justify their answer.< in pain before pro>iding them with the con-ea answers. J>Jways discuss why the other answer.< are wrong. This will raise their awareness of the types of distractOrS used and the kinds of traps to a..oid in the exam.

3 The teXts in the Coursebook provide infonn:adon and ideas that students may be able to use in their writing or In the Interview. These discussion questions enable students to respond to the ideas they have read In the texts.

ANSWERS Ex. 1 O..rsel\le• and oor (rier>ds - popular magazine (gives per.<onal op.inlon backed up by reference to expo~) Tollcillf to Heieno- novel (extensive use of dir~ speech m2kes it unlikely that this is autobiography)

Sw~nr friendJhip - specialist journal or academic reference book (academic style - e.g definition of terms used - and cont•nt)

In my own world - actually an e.l<tracc from an autobtog.-..phy (though this passage could have been from a first-person novel} Ex.2

1A 2C 3C 4C 58 68 7A 80 Ex. l.l Difficulty in forming r•lationships with others -"when other p.ople d•manded something of me. I found it dilfocult that I failed so often."

Language Focus: Grammar p. 12

Aim: • to m..Jce stud enh aware of any fossilised errors

they may sti II be making

See Teaching procedures and advice p. 11 for ways of presenting grammar.

li

I Before doing the e.l<ercise. ask students to look 21

the pictures and ask them:

- What do you chink they were drawn for -fun, design. -aMn:ising, etc.?

- What do you think of them as drawings/

To help arouse stu~nts" interest In the text and make the exercise intere•ting and meaningful, read the instructions aloud. These e.l<plaln that the artist was an autistic child.

Ask students to do che task in pairs, to encourage discuss<on. If they have problems with the activity, refer them to the Grammar reference (Coursebook p. 21 0). This will promote active leaming and help them oo work out answer.< for themseiW!S.

Thf' aim of the communjndon actMcy in 1.3 i.s c:o get students using the verb forms productively and to encour38e peer and self-correction. When students are telling each other their stories, tell them they should list"" for the us• of censH and correct each other. You should only give the correct an~r.< after they have finished. as a final check.

ANSWERS Ex.t

1

1 cam• 2 had bMn teaching/h&d taught 3 had seen 4 had prepared 5 saw 6 was sitting 7 used to draw 8 called/used to call 9 was producing (used 10 produce Is also possible. but rf!>eate<l use of umi to is to be avoided) 10 were drawing 11 amned 12 were

2 a) When Chris Marris . .. drawings.

b) Wh"" I first ... drawing. c) He ... "the drawer'.

d) Marris ... him for Stephen. e) And he ... stick figures.

Ex.l 1 1 has been writing 2,3 worked . .. spent OR used to work ... spend 4 threw S ./ 6 was accepted 7 has since sold 8 has been terrifying 9 has made 10 ./ (still lives is a possible alt<>mlliy_, ) 1 1 are set

2 a) 9 hos made b) 1 hm ~n wrilit!g. 8 hm ~n terriftittg c) 11 are set d) 10 SIJO Sves/"1$ still GYillf Ex. 3 1 1 State verts 2 Event verbs

2 1 state

2 The first suggests that tile aa of thinking was extended - it stresses the durtdltion. The second suggests a single completed thought or idea and is often used before an expbnation.

3 She Is suggesting that the silliness is temporary. while the natracor is always warm-hearted.

3 1 Dille rent -a) is statlve and describes possession.

while b) is dynamic and describes an amangement for a specific situation.

2 Oif!erent, although in fact both are usually stative. Sentence a) describes a physical sensation, and so we would expett tile present simple here -the choite of tile oontinuous fonn suggests that the state is a wnporary one. In b) the verb is also stative. h: desc.ribe:s: an opinion. and the present continuous (an not be used.

3 Both queStions can be used to describe a present situation. and in both the use of the past form makes tile question more polite by distancing it. The use of the continuovs fonn in b) makes the question even more form:;d and tentative.

4 Same meaning, but in a) the speaker is looking back on a completed event, while in b} the dynamic use of the verb suggests that the holiday was still in progress at the time the comment was made.

S Different -a) describes a quality of the food. and is stative (although tilere is considerable overlap in scative and dynamic use with this verb). In b) it describes the acelon of the cook. and is dynamic.

6 Different -a) is stative. and describes an assumption. while b) is <lynamit and refers to the use of the imagination.

FUArH£R GRAMMAR PRAcna: Proficiency Gold Exam Maxim Iter Unit 1, p. 10.

Exam Focus: Paper 1, Part 1 p. 14

Aim: • to raise awareness of the types of vocabulary

tested in Paper 1, Part 1

In Paper 1, Part 1 candidates are tested on their knowledge of • collocations • fixed expressions • idioms

UNIT I Neer~t and <le3.te~C

• word complementation • phrasal verbs • semantic precision (words with similar meanings.

including linkers).

It is important chat in the exam students can identify what type of vocabulary is being tested in each option as this will make it easier fer them to find tile correct answer. When they revise for the exam or do a practice Paper 1. they can use the list of headings in the Coursebook as a checklist by asking themselves: • Do the options make a collocation or fixed expression! • Is there a difference in the grammatical pattern of the

options? • Is it a phras~l verb! etc.

This wilt give them confidence by providing a concrete way of approaching vocabulary when all the options may be new to them. It will also help them in general to identify and make a more effective record of new vocabulary during the course and when reading outside class.

t - 6 These exercises show clearty each type of vocabulary tested. with examples. Go through these with the whole class.

1 Go d>rough the procedure carefuUy with the class. Emphasise tile importance of reading the whole text first before reading the options. Encourage swdents to use the title co cry to predict the type of text ~nd remind them that they are unthemed. Ask til em to do eacl\ text in pairs so that they discuss and justify their answers.

ANSW£RS

Ex. 1 1C 2B Ex. 2 10 2C Ex.l 10 2C Ex.4 1 B (dose to, affectionate tow.ords, attached to}

2C (made me tilink. began tO make me think.. encouraged me to think)

Ex.S 18 20 E•.6 1A 2A E•. 7 1A 2C 3A 4A SB 60 7A 88 9A 108 110 12A 138 HA 15C 166 17C 18A

23

UNIT l Nc:an:::st and dcu-cst

Use of English: Paper 3, Part 1 p. 17

Aims: • to introduce students to the techniques needed

to complete the task • to provide .an approach for handling the task in

theeKam • to provide graded practice in completing the

clo:te teKt

r It is won:h doing some prediction wori< in class on che topic before students read the text. You could: • ask students to predict d>e content of the ceKC from

the ticle • have a class discvssion on problems between parents

and children • ask students to brainstorm the five most common

subiects for discussion between parents and children.

2 Students must read through the whole ceKt before crying co fill in any gaps. The summary question makes sure that they do chis. Checl< their answers before moving on.

3 The matching activity makes students focus on the grammatical form of the word in the gap. This will help chem co predict the missing word. It will also make them ooncentrate on accurate vse of the form of the word they choose.

4 Students fill in any answers that chey are sure of.

5 Students can use the elves given to check the answers they have filled in and co help them with the ones they haven't done. Make sure that they read the completed cext co check chat !heir answers make sense. This checking is important as students will lose marks for careless mislakes in form or spelling. They should actually read the text through three times:

1 to con<:~ntrate on meaning 2 to concentrate on grammatical accuracy 3 to concentrate on spelling.

6 The discvssion que scions extend the topic of the doze in the format of the (o1Jow-up questions in Part 3 of lhe Interview. kk scudents co work in groups or pairs.

ANSWERS

EK. l A

EK.l ~7 ~1 ~· ~3 ~s qo d2 ~~ Ex.4 8 ul<en 9 when 10 down 11 and 12 sure/certain 13 by 14 a 1 S point

Speaking: Paper S, Part 3 p. 18

Aim: • to Introduce swdents to Part l of Paper S, the

long tum

EXTENSION ACTIVITY

In the exam. the long turns are followed t>y a discussion or a task on a relalled theme. For practice. you could do lhe t.uk below as a general class dis~ussion. Alternatively. choose just one statement, divide your class into groups and ask !hem to brainstonn ideas on that s.U~tement for a few minutes as preparation for a whole class debate on the topic. You could use the other twO stallements In the same way in a later lesson as revision.

Discuss rhe S!Oiements below, whi<h retlea imporronl issues in (omily relo6on.shipJ bldoy. Which o( rhe storements do you ogree wirh mosl srrongfy? Why? Which srotements do yo~ disagree wirh? Why?

1 There are more disadnntages than advantages Ln being brought up in a large family.

2 An only child has more difficulties in life than someone with brothers and sisters.

3 The relationship between a child and a grandparent is special and enriches both sides; it doesn·t have the conflic.u. that can exist between parents and their children.

Improving your writing p. 19

Aims: • to help students to identify common errors in

wriling • to focus on accuracy ofform and spelling

There are four sections on improving your writing in d>e Coursebook. each one with a different focus. Go through the introduction to each exer<:ise with the class co identify the focus. Students should then wori< on the exercises in pair$, helping each other co identify the mistakes.

ANSWERS

EK. f 1 I don't !hink children 1ll2!.!lll be allowed co l!tlli!l ~cartoons,

2 I live in a city in Sweden. There are a lot of small shops there.

J Some families let their children 11.2 a lot of thin01 after school.

4 When a slx-vear-old child (who is) watching 'R.obocop' doesn't understand the dWferenc-e between TV and reality. it is/it's because his parents have apt expl':illined this/Jbe difference to him.

5 When llll!! h im, I realised (ohat) he was the same person (that) ~en before.

Ex.2 1

1 As p::~~n of lOne of my main concern s here 3 partly because I do not find 4 but even more importantly

2 1 who 2 w hich 3 and ~ whi<h (NOT this) S and (NOT this) J

At only jun over 1 metre 80, George was qvite short for a basketball player and was therefore the team's playmaker. In addition to being extremely fast, he could d ribi>Je and shoot incredibly well and jump :wperbly. (OR He could dribble and shoot incredibly well and jump superbly. in addition co being extremely fast.) Th .. e skills, together with his combination of calmness and energy, made him the most talented player in the who le championship. Ex.l &lrC1JCI f

1 potentially 2 current affairs J repeatedly 4 shocking S emotional 6 arising 7 unstable

£x1rod 2 8 convicted 9 sent 1 0 pe rsi.rent 11 drunkenness £xrroa)

12 created 13 ideal 14 existence

EXTENSION ACTIVITY

Students prepare talks on the following stotements:

1 Wh>t we lo>>rn in school nowadays ;, ,_ rei .-..am co thiC mod~m wor1d; the whole cCJ rric.ulum should be ch•need to teach us practical ohings.

2 The most important things we need to learn are oft~n not the things whi~h are wsttd in examinations.

3 School should not be compulsory: students would all learn mo.-. If they -nc by choice ond not becaus~ they h~d to.

UNIT 1 Nure~t ~nd dNte-!>C

Writing: Paper l , Part 1 (letter) p. 21

Aims: o to Introduce students co the letter in Part 1 o to show the lmportlnc:e of planning and

preparing an outline

See Teaching procedures and advice p. 13.

Exercises 1 - 4 prepare students for writing their own letter by analysing a sample answer to the task set. They focus on using the ~·en Input and o rgani•ing the answer.

Exercise 5 provides a parallel task and Exercis .. 6 - 9 take students through the proce dure they

should follow.

There is emphasis on the key exam techniques which are c!eYelopad In a synemaric way. Re-enforce these to students: • They must read the question and the given !"put

carefully so that they anower the question and do not include irrelevant information. They will lose marks in the e>G~.m if they do not answer the question fully. They should always plan before st>rting ro wr ite - it is worth spending time planning because it wtn produce a clear and logical struCbJre . It is also more time-effective than writing the whole essay out again.

ANSWERS

Ex. 2 John Glenn recommended as role model because he:

- attempted to push back the frontiers of knowledge - put his life in danger for others.

The writer deals with the ideas of inspiration, lack of interest in money. and willingness to take r isks. She has taken the pointS made and used them •• the basis for realOns for recommending john Glenn. She adds details ol Glenn'! life first as an astronaut, later as a politician, and finally as an astronaut ag;oin. Ex. J

1 By telling us that his return to space was to further resea~h into ageing. and that he toOk penonal risks in the search for knowledge.

2 In the introduction she says Glenn inspired her by pushing back the frontiers of knowledge and putting his life in danger for others. These ideas are re.fnforc-ed in r:he conc.\us;ion.

3 His initial trip into space in the early days of space flight. and his return at dhe age of 77.

4 His choice to go into politics. the fact that he kept himself fit throughout his life, and his rerum to space.

25

26

Ex . .ol UNIT 1 review and extension p. 23 First supportin1 ~ra1raph:

became first American to orbit the Earth Second supporting parilgraph return to s.pac.e ror research into ageing Closing paragraph Summ&ry of poin,. In r el•don to lhe rmguine • rlide: - Glenn's most positive qualltivs - Glenn's lock of the nepllve qu•lities mentioned in

the magatine article Retum to reason lor writing given in opening paragn p tl: - Glenn as a role model for our tlme

EXTRA ACTIVITY

To help your Sludents think of ldeos for writing .ln4Jwers to qucnion, on 3 simil:\r top ic In the Ol(am,

osk them to prepare a short talk un one of the following su!Jjccu. They could do this in pain or groups ond then present thtir Ideas to the class. This will c~tcnd tho worl< olrc,dy dOni on the topic.

1 The skills involved In making svcial rllatiunship• c.n be uught,

2 The qu.1lities of • good ro lo model.

) The ••t.,nded f•mily still h•s an impurt.lnt lun<tion in modern Jifc.

FURTHER WRITING PRACTICE

The rlsk below C:\n be used for homework. Rcm•nd students of lh~ nr·.:tU!&Ics. rh(!y h:wc pr:.niscd in lhe unir.

You hove r"ad th" folowin& It tter in • m>:uinc feu tKc on presenc. .. day ch~s '"family structure. ReAders were ask~ to send in their opinions. You d«ide to wnt" a lett.,. r~ co che poinu nised and exprcs.dni your own vtcws (300-JSO words)

Our "'-""' I}·UIOm k-J d;ml!hh .. "l , , ..... j .... , w id u.: lhal :o.IK ;.akt lk·r hu.....h-mtl t k 1 JH\1 ini""'HJ h t hon ._. ;a•~ chiltlfl"n_ ~h: .'GI)S 1b1.· pupul.elit .. ll:io alr.:.1dy hi~

~lttJl -:_.!h . am.l :111)'\Hey ('hihh ,·u \H-t~kJ 1h tt :,uil tlk:ir fjf,·"'l)' l-t'. lJul ~urd)· f"'."'t,lpl"-" \\ ht• \.h\1():< IN IIU

h;l\'\'t'"h i l~lr('H .U\:0 mtlti\.ll..:\1 hy l!h.'\."c.J. ;md ;m.: ~cndn~ up prl•bkm ... in lh< (uHJI'-:- lh>C j n:!-1 fvr tho:mst:h,· ; bu1 fi•t 1hc "'Vl"Jcl ~' 1h.:~ li\'c: m?

ANSWERS 1 b 2g 3f 4c Sa 6e 7d E~t.l

1 Despite (out) occasionol OJgumenrs, /usuol/y get on well with him.

2 My friends meon more 10 me rhM onythlng else. (NOT anyone else)

3 I won the race, bul il wos ad~ thing.

4 H='s relationship with her sister hos improved by leaps ond bounds.

5 I've never heard such an ourrag.,oos sugges!ioo In my life!

6 He was the undisp.;red champion o( rhe world. 7 ShE couldn't moke out what he wos ~ng above lhe

lcud music. 8 As children grow older, parenrol influen<e t~nds to

de<:line. (NOT their parentof influence) Ex.l 18 2C 38 40 SA 60 Ex.4 Possible ideas for disc:ussion Positive aspE<:ts: bellefits or beillg in • clo•e family group: sharing of h:~ppy evEnts: generations sharing thin~ together: peof>le proteecing and hElping one another: relationships betweEn three generation• Could be a good pietvre as everyone seems happy and Fond of one another. sha.ring a. fam;ly celebr:~tion. three d ifferent generations together

Other i.sues whcch could be included: picture of len •nuclear' family- maybe to st.ress: less stereotypical ro le• and family structures in the 21st century (e.g. active grandparents, worki11g mother , husband's role in houselchildcare, single parent families, et<:.)

Now y<>W' stitdAmts are ready to do the tert for Unit 1 on TB p. 140.

UNIT

2 Learning for life

Speaking p. 24

Aims: • to introduce the theme of the unit: education

and ways of learning • to provide practice in discus.sing asp em of a

topic for Paper S, Part 3 • to prep ;are for the Reading tuk in tfte next

S«tion

t Before looking at me features listed in Exer<:ise 1, ask students co mink about what they feel is • traditional approach co education. Use the prompts below.

This will start studenu thinking about the subject and make the grouping of the features intO "traditionar and 'progressive' easier.

Prompts: • what me teacher does (provides knowledge} • what me students do (absorb/take in knowledge} • what sort of leaming takes place (rote learning.

memorisation. facts) • what sorts of <hings are learned (facts. information}

Then ask me students co do Exerdse 1 in pairs. Ask the pairs to report their findings to me whole dass.

2 This ac.tivity ext~nds the discussion in Exercise 1 by making scudenu think about the values of schoolwork in me real world. Ask students to work in pairs again, then present <heir finding> to the whole class.

ANSWERS El(. 1

Suggested answers Troditional written ex.aminations indMdual assignments

fO<ed curriculum

streaming (putting

scvdents into clas:s. by

level)

rote leaming

Progtessive d\oice of subjects

questioning ideas

C<:lntinuovs asses$ment collaborative aceivities mixed-obility classes

Ex.2 Suggested ideas

All of the qualities could be developed in s~hools. The features given in brad<ets were discussed in Exen:ise 1. Some more examples are given, but scudents may have different ideas.

self-motivation {choke of subjects) independence (questioning ideas)

leadership {oollaborative activities)

communication skills (collaborative activities)

empa<hy with other ~ult\lres. e.g. language learning reliable team player, e.g. sporu time management (continuous assessment}

attention to detail (written examinuions)

good anal~ical ability (problem-solving activities)

Reading: Paper 1. Part 4 p. 24

Aims: • to develop skills needed to deal with multiple­

choice questions (Paper 1, ParU 2 and 4) • to worf< on organisation of texts at pa¥agrapb

level

8ACKGAOUND INfOAMA TION

C""ries Handy is a well-respected writer, ndio broadcaster and commentator on rhe modern b"siness world. He has held many positions in industry inc.luding oil executive and business economist, as well as more aademic positions including Professor ar the London Business School and Chairman of rhe R.oy;al Society of Arts. He was voted Business Columnist of rhe Year in 1994. He has writren sewral books including Beyond Cenoinry and Understanding Otranisatians, which all deal wim approaches ro business and making the most of worl<ing life. The el<tracr is ~;oken from The Hungry Spiri~ A Quest ror Purpose In The Modern World, in which he questions modern values and his own attitudes to life and busincs.s. He lives in England.

See Teaching procedures and ad•ice p. 8 for suggested ways of dealing wid\ reading texts.

27

28

f Reading the first and l.ast poragrapf\s quickly gets students into the habit of doing this when they read any new te><t. lt will help them to get a feel for the text <ype ond the topic. The question (whether the writer thinks hi:s. education was a useful preparation for work) focuses students on the central theme of the whole text.

2 This will help students with text organisauon. which will also help them wirh their writing and wirh the gappe<l text (Paper 1, Part 3).

Work with rhe whole class. Hoke sure that the students underline rhe topic sentences and the main ideas. They will then see similar panems in ocher «!XL$..

~ Encourage swdents to read all the questions first. even though they have already read the text in detail. This will develop good habits for the exam. Do rhe cask in pairs to encourage rtudents co discuss the different options and then justify their answers to each other. Do a ftnal check with rhe whole class. If students have different onswers. rhen ask rhem to justify them to d'le whole class using evidence from the c:ext.

4 These questions fon:e students t.<> find eviden~ in the text for their own ideas and opinions and to iustiJy their onswers from the text. The cask links back to rhe discussion already completed in Speaking on p. 24.

You <auld use the pictures to initiate a dis:tu$Sion on t.he topic before students go back to the text by asking:

What aspects of rhe curriculum are suggested by the picwres! What do rhese contribute to a student's ability to deal with real life?

ANSWERS Ex. 1 The writer does not think his own education was a useful preparation for work. and he does not feel thot today's educational systems give students a much better preparation.

Ex. 2 Personal conclusions - paro. S My educolion .•. had been positively disabling. Initial expectations of work - para. 1 ... I rothet expected my work to be a piece of coke. something at which my intellect would oYow me to excel wirhoot undue effort.

f\ele,.nce to todoy's educational systems - para. 6 Tht subjta.s moy oppcor to be o little more relevon~ but w.. are slillltft to learn about worl<. ot work, and about lift: by IMng it Broadening awareness of other cultures - para. 4

... people ... with ditfer<:nt volues ond assumptions about the way the world worked. Of shot,ld work.

De3ling with problems and making decisions -p•r:a. 2 ... my mind hod been trained to deal with closed problems. whereas most of what I now had to deal with were ope,.,nded problems.

Attitudes to colleogues - para. 3 Our destinies were linked. which meant thor my <:o-worken wete now col!e:ogues. not competitor;. Ex,l 1A 2C 38 40 SA 6C 7B

Ex.4 • prac.tic.al subjects: would have taught him about li'fe

• sport: would ha'" helped him work in a team • school trips: would have helped him understand other

cultures • c.ross.<urric.ular projec.ts: wou1d have opened his mind • work experience: would h3ve shOYI!l him Ute real

world earlier in lffe

language Focus: Vocabulary p. 27

Aims: • to help students identify formal/informal styles

and registers • to encourage paraphrasing using different

registers · • to help students identify phrasal verbs • to help students with strategies for guessing the

meaning of unlcnown words from context

See Teaching procedures and ad'rice p. 9 for ways of deoling with and recording vocabulary.

ANSWERS

Elt •• 1 something very easy. requiring no effort

2 to do something very well, or much better than most people

3 meet

4 closed problems - problems wilt> a right or wrong answer (e.g. 2 + 2 = 4): open problems -problems with any number of onswers (e.g. What is rhe best way to make people buy this product?)

5 to push at my m;nd = to enter my c.onsciousness

6 join together

7 suddenly pushed into a plac::e or situation

a without doubt, definitely

9 encouraged (he development of 10 necessary. essential

Ex. 2 1 a piece of cake (informal. idiomalic)

2 undue effort (formal)

3 came as something of a shock (informal)

4 woefully ill-equipped (semi-lonna!, li(erary)

S is not to be sneezed at (informal. idiomatic) 6 whereas (fonnal)

7 all this in aid of (informal}

S encount<!red (formal) 9 culrural explora(ion (fonn•l)

10 get rich (informal)

Ex.l 1 lighted upon (para. 1)

2 left (pan. 1) 3 discover (p•ra. 2} -4 deal with (pan. 2)

S came into (para. 3} 6 had encountered (p•ra. 3)

7 merge (para. 3)

8 impress {para. 4) 9 cultivated (para . .S}

10 ge( on (para . .S)

language Focus: Grammar p. 28

Aims: • to Tevise basic farms and patterns of conditional

sentences • to make students aware of any fossilised errors

and help correct them • to focus on the structures used after.,. if, "'

thoug#l, it's time, I'd rmher, I'd prefer • to practise using the structures above in an

exam type format (Paper 3, Part 4)

See Teaching procedures and advice p. 11.

f Students may be tested on conditionals in Paper 3. PartS 1 and 4.

This exerdse presents four condition.at patterns -sometimes known as zero. first. second and third conditionals - in contexL Students wm have studied these conditionals before. but they m•y have fossilised errors. Point out to students that. as in this text. many conditional sentences may have more than two clauses. In Exercise 1.3 swdents write person31 sentences which will help them to remember the scrucwres.

UNIT l leamingfor~e

2 This focuses on (he tenses used with wish and if only. Exercise 2.2 develops independent leorning by asking swdents to work out the rul~s for themselves. Tell them to refer to the Grammar reference (Coursebook p. 212) if ne<essary.

3 This focuses on other e)(pres:s.ions which also use the past tense to eopress hypothetical me•ning.

4 This exertise practises the grammar in exam format. However. key word transformations in the Proficienc.y enm are unlikely to focus purely on one structure, so chis: exerdse also tests other areas of grammar and vocabulary in addition to c.ondition,aj structures.

ANSWERS

Ex.1 1 1 would have been 2 had kept 3 sent -4 knew 5 would probably have 6 get 7 will have 8 want 9 have

2 general truth: ... i(you wont a good job. you hove to be prepared to o:>mmit yourself. likely future: I(/ get it, I will hove to sign a five-year 'ontroct ... hypothetical present or future: I( I knew some Spa~•ish or Pot1vgvese. I would probably hove o better chon(<! ... hypothetical past: ... I would hove been happier ... if insuad of sending me awcty. my parents had k~pt me with them during those years aod sent me to loco/ schools ... Ex.2 1

1 I wish I'd had ...

2 I wish our s<hool offered ... 3 I wish success didn't ...

4 I wish we could ...

S I wish the authorities would ... 6 I wish we weren~t getting ...

2 1·a) past perfect b} past simple, past con(inuous,

could. would 2 1 If only I'd had ... 2 If only our school offered ...

3 If only success didn't ... 4 If only we could ...

S If only the authonties would ...

6 If only we weren't getting ...

30

The gl':lmmatical pattem does not change. but the statement bet=Omes an exdamation. and the overall effett is stronger.

3 1b '2c 1b is wrong because we can't use would when we ourselves are the subjec.t. 2c is wrong because we can't use woufd with "Verbs that des<.ribe a state .

... We use wish when we would like things to be different from the way they are in reality. The speaker> in 1 and 2 do not or did not expect the curriculum ro be revised. We use hope to refer to things we would like to happen - the speaker in J is not entirely sure that the wrriwlum will be revised. but she would like it ro be. In 4 we know that she wanted the revision, but not whether it actually happened or not.

Ex. 3 1 It's (high) time can be followed by a clause. or by !he infiniti'/e with to.

I'd rother can be followed by a clause. or by the infinitive witho~:~t to.

I'd prefer can be followed by it + if+ clause. or by infinitive with to.

In all cases, the infinitive can only be used if the same person is being referred to in both clauses. If dle infinitive is nGt used. the tenses used are the same as those used after I wish.

2 1 time you stopped

2 I'd rodler you

3 I'd rather have

4 I'd prefer (NOT I'd rathe•· because of the word to)

Ex.4 1 If he hod bee<'l put in chorge, there would have been

serious <.onsequences.

(NOT ... put in a teSponsib/e position as Ill is does not mean he is the one responsible.)

2 I'd prefer us to make as much progress as we can. 3 It's high time he lcom<:<l to make breolifostlor

himself.

(NOT prepore l,.eakfost- this is an unnecessary change)

4 I wish I f>od token the chance to uovel more widely.

(NOT token my chance)

5 I wish to express my com:.rn over the proposed changes. (to voice my concern can also be accepted)

& She'd prefer it if he found the answer for himself. (NOT (ouM! out)

7 I'd r<lthcr you didn' tell anyone.

8 I think it would be better if I wetelwas allcwed to work in a ceam.

listening: Paper 4, Part 2 p. 30

Ainls: • to introduce students to the exam task of

sentence c:ompledon • to provide prac:tice in paraphrasing

See Teaching procedures and advice p. 10 for suggested ways of dealing with listening tasks.

BACKGROUND INFORMATION

R.ubik's Cube was invented by Erno Rubik. a Hungarian architect who created it to help his students understand three-dimension.>l design. The cube is a multi-coloured puzzle m3de up of nine smaller cubes fonning each face: these can be manipulated in groups of three. The aim of the purzle is to manipulate the sections of the sides so that each side beoomes one colour only. There is only one correct way llO solve the puule and about 43 trillion incorrect ways of manipulating it. The puule was marketEd as a toy and then became incredibly popular in the 1970s with both children and adults. becoming 3 bd or craze. It has recently re-Jppeared on the market.

f Do the pre~istening cask with the whole class. Write any useful vocabulary on the board, particularly dle suggestions that students make for the kind of mind needed for different puzzles. These ideas may anticipate the Listening and so help students to deal with it more easily.

2 Reading dlrough the incomplete text before they li$ten will make it easier lor students to identify dle c:orrec:t part of the listening text "Nhen they hear it for the first time. They may also be able to predict what they shou1d write in the gaps. Di:s.c.uss any possible answers with the clas$ aker they have read through the text and before they listen. referring back to dle ideas you have written on the board for Exercise 1. Remind students that the sentences and the information in the text are in the same order.

3 After playing the recording once, ask students to compare their a~swers i~ pairs. This encourages them to justify their answers to each other. and to check their own answers for accuracy of both information and grammar.

• Tapescript p. tn 4 Play the recording for the second time. as in the

exam. Ask studenu t.O che<'k their answers again, and then go through them with tho whole class.

Then ask swdents if there is anything almila•· to the Rubik cube around 01 present. that is. a puule younger people <'On do more euily than older people. If they can think of one. then ask them whether che explan2tion they have heard (the three ways of thinking) seems relennt to the punle chey ha..., thought of or not.

S • 6 This discussion helps students co check if they have really understood tho Listening. and will help them with the kind or discussion they will have in Part 3 of the Interview. Put students into groups of three or four for this discussion, and then ask each group to report their ideas back to lh e class.

7 Explain chat this type of exercise occurs regularly throughout the Coursebook. The sentencu are always adapted from the Listening text. They provide regular. quick practice in manipulating >enten«>. Their aim is w raise swdents' awareness of the value of the listening texts as sources of useful language. and to give them cocnfidence in handling the exercises in Paper 3, "Part 4 (key word transformation) and in paraph ruing information for the summary and the Writing tasks.

ANSWERS

Ex. J 1 instinctive 2 school exams 3 creative ~ had got stuck/were stuck (NOT were walling) 5 teeth 6 paylnz auention 7 telling her off 8 thought proce:ne s 9 intellect

Elc.S Sugzes ted answers doing a math< pt·oblem- intellect

wridng poetry- intellect and wisdom

choosing a holiday - intellen driving a car -wits and intellect

playing the pi•no -all three levels

Ex.7 1 I find the theory very convincing. 2 She locked as if she was/were paying very linle

attention. (NOT she looked to be ... )

3 She explained it as well as she could. 4 Adults can't/don't learn in this way any more.

UNIT t l ..rrw1glorU.

Language Focus: Vocabulary p. 31

Aims: • to e>«end students' knowledge of ldio matlc

expressions and phrasal verbs to practise using idiomatic expressions in an exam type format (Paper 3, Part 3)

1 Thjs exen:is-e is in exam format. and nudents wiU need help as it will be the first time they have met this typo of task. Encourage them to work in pairs so they can give each other ideas. Tell them <0 write •ny possible answers in penci1 nfa)(t tO each sentence so that when they reach the third sentence in the set they may already have discovered the common word. Remind them that the form of the word mutt be the same in all sentl!nces, an<! that they sho<Jid look fer collocations an<! ""pr ess ions by checking the words before and after the gap.

2 Encourage students ro work out the meaning of the idiom from the conteKt rather than going to the d iaioMry. The sentences often give dues to help with this (see answers below) and in this exencise all the expressions are connected with thinking or the mind.

3 Remind students that it is easier to remember phrasal ~erbs and idiomatic expreulcn• when they are grouped together with a common theme, as in this •ection. They may like to note vocabulary in this way.

4 The questions allow students to use the idiomatic expressions naturally in a per$onal context. Students should do the activity in pairs. then report bad< <0 the class.

ANSWERS Ex. I 1 bright 2 held 3 move 4 set 5 slow 6 rings

Ex.l The clues are in bracketS.

1 be ready to think clearly and calmly about •omething tha< may be difficult (Pro(idency exom)

2 very worried. because you h3ve t ried everything possible to solve a problem (I've tried everything)

3 very frightened (on olone, huge empty house}

4 •• far as I know (to my knowled~) 5 everybody know• about it (didn't 1"1' rt<>ftSe) 6 keep thinking abcut something all the time so that

It annoys you (it's driving me mod) 7 a•k •omeono a lot of question• to find out

everything they know about a particular •ubject to help you (I'm having problem•)

31

32

UNIT Z Le.an•ung for life

8 try very hard to think of an idea or remember something (trying to tem•mber)

Ex.) 1 of 2 back 3 up 4 over S through

Exam Focus: Paper 3, Part 2 p. 32

Aims: • to Introduce the exam task of wordbullding and

word formation • to extend students' unde~tanding of prefixes

and suffixes

Go through the task description. and the information about p~fixes and suffixes.

Tell students that when they ~cord a new vocabulary item. they should think about what prefixes and suffixes it can take. and record these as well.

Note: There are about SO common p~fixes in English and many come from Latin or G~ek. If your students' language is related. they may have similar words. There are about 40 suffixes which are less likely to be similar.

Ask students to work through the exercises in pairs.

ANSWERS Ex. 1 1 1 making nouns from other nouns

mileage booklet childhood membership 2 making nouns from verbs

amazement breakages refu-s:al informants

3 making nouns from adjectives

meanne$$ ela.scic.ity 4 making adjectives from nouns

childish child-like accidental authoritarian (negative implication)/authoriutive (positive implication)

S making adjectives from verbs

regrettable attractive 6 verb s.uffiKes.

chlorinate simplify symbolises/symbolizes

7 adverb sulftxes

clockwise northwards

2 (One further example of each category is given here. Students may be able to suggest others.)

1 hostess 2 performance 3 Romanticism 4 effective 5 continual 6 blacken 7 quickly

3 1 modernisation/modernization 2 ca~fully ) Amazingly 4 deafeningly 5 adapubility, resourcefulnes. 6 pic:wresquely

Ex.l 1 1 disconnected 2 subconsdously ) misheard 4 illegible 5 overflowing 6 semicircle 7 incomplete 8 anti .. social

2 remajning prefixes: fore. multi, out. un

Ex.) 1 impoverish 2 poor 3 save 4 safely 5 safe 6 peace 7 pacify 8 peaceful 9 honour 10 honourably 11 honourable 12 bleed 13 bloodily H bloody

E><. 4 1 poverty 2 economically ) preventable 4 illiteracy 5 mortality 6 consequently 7 inefficient 8 ecological 9 necessity 10 overcome

Language Focus: Vocabulary p. 34

Alms: • to provide students with key topic vocabulary

!or Paper 2 and Paper 5 • to provide Information about a different

education system

f This introduces verb + noun collocations. Remind s.tudenu that vocaburary is easier to remember if it is learned in common themes Of patterns. and in a context.

2 Students are asked to use the collocations from E><ercise 1 in a context. The aim is to show students how they are used and make them more memorable. Make sure students realise that more than one answer i$ possible. When they have foiled in the gaps. ask them to read the text ag3in to make sure it makes sense.

3 Together these sentences form a continuous text which gives information about the British educational system. When swdents have completed the usk. ask them to read the sentences through again as a paragraph before moving on to Exercise 4.

ANSWERS

Ex. I do: a course. a subjec.t, history. homeworl<. a moduJe. revision, a test.. an e'X'am take: • course. a subject. history. a module, a test. an exam, notes. lessons sit: an exam

~t.udy: a subj~.'· hiStory. ~-·· ...

pass: a coune, history, a subject, a module, a test, an exam make: notes follow: a course. a module

Ex. 2 1 clo/take/srudy 2 do/take/swdy 3 do/take/follow 4 do/take/sit 5 doitakelsrudy 6 swdiedlpassed 7 passed 8 do/take/sit 9 do/take/sit

10 does/takes

Ex.3 1 format 2 practical 3 continuous 4 mistake .S grade 6 uressful

Speaking: p. 34

Aims: • to introduce useful language for Paper S, Part 3 • to listen to and discuss a model for Paper S,

Part l

Go d-lrough the introduction with the whole (lass. It is importlnt that studenu undetstand that Part 3 is a conversation with their partner or group. This section provides. them with language to maintain .a conversation naturally by providing .a model for them to listen to. It

.also gives them the opportunity to practise this language.

f This intrOduces the task and gives students the thance to think of their own ideas. Ask them to discuss the topic: in pairs and write down their ideas..

They can use their notes when they listen to the model in Exercise 2.. Thi:s. will give them some ideas tO compare with the speaker.s' and will make it easier for them to follow the discussion.

2 Play the reconding once and allow students to react to the content. You could point out the key arguments and write them on the boand. See tapescript p. 122 in which the main points are underlined.

3 This focuses on the language used by the speakers. Before you play the reconding again, ask students to read the headings in the Course book Write the headings on the board. Ask students to think about .any words or phnses chat dhey would write under the headings by asking questions such as.: • How could you disagree politely~ Tl>ot's o good point but

... II ~ee what you mean, but ... • How ~ould you ask for an opinion? Wl>or do you think?/

How <!o you see it?

Write their suggestions. on the board. Then play the recording again so that they can maKe notes under each heading. Check their answers and write the expressions on the board.

• Tapescript p. i22

4 This allows swdents to use the language they have heard. Ask them to discuS< dhe question in pairs. Then use the question with the whole class. for a full debate. Encourage s.wdents to use the language written on the board from Exercise 3.

ANSWERS

Ex.l

Acknowledging an opinion before disagreeing;

Yeah, thot's o good pain~ but ... I see who! yov meon. bur ... Well, maybe. but ... That is o valid poin~ but ... Disagreeing;

... is ocruolly ... Agreeing:

Yes. well, I do /ike Char ... Asking for opinions:

Whor do you dlink of the view thor ... ? Do you not think lhor ... ?

Writing: Paper 2, Part 1 (proposal) p. 35

Aims: • to show students how to handle given

information in the compulsory Part 1 task • co show students the main features of a

prcpos.1l

Go through the introduction with the class. Make sure chat they underst:>nd the difference between a report and a proposal. Then work through the exen:ises, which focus on organisation and style.

ANSWERS

Ex.l 1 pnctical ver.sus academic skills, vocational training

and life skills. role of teachers, need for improved facilities

2 IntrOduction: links the ideas in the extract to the school being discussed

34

UNtT 2. lcarring for lift.

Condusion: summarises the advAntages that would result from the ~flanges in syllabus and t.lcilities thAt have been proposed

l a justification for dropping some Aademic subjectS, together with another example of ruch a subject (latin); a concrete suggestion for developing life skills; an example of a facility thAt should be added and a suggestion for how this could be financed

Ex.4 three points

FirsrJy, I suggest ... If it is felt ... I propose that ... While I® not og"'e ... I do (eel !hot •.• Ex.S I !heref~ propose thot rodi<ol chonges should be mode ... deorly poinr!ess It would seem sensible// therefOre te<:otnmend thot we should ..• h is vitcl •.•

..• t/lese ptcposo/s wiH be givt!o dve COIIsi<Wotion

FURTHER WRITING PRACTICE

This cask can be used for homework. Remind students It> follow the strategy that they have used in the unit.

Your college is upgrading its facilities and wAnts to giw. students a special area in which to study in their free time. Tne Principal has asked nudenu to submit proposals for the design and content of this study area. and has put the memo below on the noticeboard. Write a proposal for thi• new facility. (lQ0-350 words)

\\"~ W<'uld like •tudent• IO ~uhnlil proposals for a Stu<ly Area. R<-m<-mhcr that: the college has re•lrictcd •pace and a rc•trick:d budget. It is not r"''~~il\1'"· ,o huild OJ new room - cxi5-ting :r.-p;,~,.·'" nmsf be used. \\'c c::~.n chang..• ch'" us'" of an cxi,.tinl: n._on1 ur an..·a in the l'oltcg~o.·. b'"aring in mind th~ n<-..'<1• <>fthc curriculum. lk 3warc thai

I the new Sl"'t'-X" must hla anroc~h·c ;1nd uscfLJI. We I_ hii\'C ll'lt'~IJC~ n-.r ~\."Chnology or oChL"r :lid~ IO s1udy.

UNIT 2 review and extension p. 37

ANSWERS Ex. 1 1 had paid 2 had told. wouldn't have asl<ed l began 4 o:>uld see, would be

&.2 1 I'd be grateful if you could help me (to) deo/ wi!h this

problem.

2 If only my eduootion hod ptepored me {better) for real life.

3 To the best of my ~J'Iow1edge(,) she hos no paper qualifications.

4 He should put oil thoughts of gelling/being promoted out of hi~ mind.

.S What is on !his teseorch in oid of? 6 The scriptwriter said that she'd thought up the

whole plot .wthour onylonyone's help.

7 Yesterday's test come out of rhe bflle for us all. 8 Pvtting !heir (eeUngs into words is difficult for some

people.

EK.l 1 pleasurable l universal l consciousness 4 especial!y (NOT spedolly- this is tOO informal for this context) S lamentably 6 stimulating 7 moti\r.ation 8 empowered 9 feedback 10 acquisition

Now your students are ready to do the test for Unit 1 on TB p. 142.

UNIT

3 The moving image

Speaking p. 38

Aim: • to introduce the theme of tfle unit: the media,

In particular TV and cinema

f This exerds.e identifies. the c:ommon theme of che quotatioruo and should be done in pairs.

2 • 3 These exercises should be used as a general discussion with me whole class. Try to reach a <:lass consensus on what has been the greati!!St advance in communications in the fast um years.

ANSWERS

Ex.1 The quotations refer to the telephone. cinema (with sound}. radio. tele'<ision a net computers. They are linked because each speaker misunderStood their potential: they are all now part of everyday life.

Ex.3 SuggestioriS could include the internet, e-mail. satellite communications and mobiri!! phones/WAP phones.

Listening: Paper 4, Part 3 p. 38

Aims: • to develop the skills needed to complete

multiple-choice questions • to extend tfle topic of tfle unit to films

See T eachlng procedures and adllic<> p. 10.

I Encourage swdents to talk about the ~lms illustrated. This will help them to work with pictures in same way as In Part 2 of Paper 5 (Speaking). Discourage them from simply describing what they see- they should discuss ideas and issues suggested by the pictures.

2 Tell srudents to read through the questions and options first. Discu:.s the possible answers with the whole class and ask them to predict what topic areas the speaker will disetl$$.

3 Play !he recording twice, as in the exam. Ask srudents to compare and justify their answer$ before

UNIT 3 Tt>e moving Image

checking with the whole class. If d'lere are any problems, use the capescript on p. 123.

• Tapescript p. 113

4 These questions personalise the topic and help students to extend the discussior..

5 This could be done ir. pairs or orally with the whole class. Students could write it up for homework.

ANSWERS

Ex. 1 The advertisements are for the following films. (H) = made in Hollywood:

The Mauix (H)

Gladiator (H}

Chicken Run The PerfeCt Storm {H)

Crouching Tiger. Hidden Dragon

EK.l 1D 2C JA 4C SB

Ex.S 1 Everyone knows the Holfywood sign and what it

stands for. 2 Cinema began when me cinematoscope was

developed. 3 Colour didn't really arrive until the 1950s.

4 People were no longer interested in silent movies. I People weren't Interested In silent movies any longer.

Reading: Paper 1, Part 2 p. 40

Alms: • to mal<e students aware of the types of text that

may be found In Paper 1, Part 2 • to develop students' understanding of what

multiple-dtoice quesdons might test In a short text

See Teaching procedures and advice p. 8.

t The questions encourage discussion of the topics of the telCtS. 8ther discuss them with the whole class or set them up as debate questions.

35

2 Tell students to read the extracts quickly to identify each genre. Matching tides to exuac.ts is not an exam task. but it focuses students on the rnain idea of each text. (In the examination. each extract will have a title.)

3 Literary texts rnay use complex vocabulary. and the questions rnay focus on abstract ideas such as attitvde and relationship between characters. or on the use of language. Extra« 1 Question 2 highlights the use of style and metaphor. Go through this carefully with the whole class as it rnay be difficult for them. Then ask students to do the multiple-<:hoice questions.

The questions following Extract l focus on Inference. reference and metaphor. Ask students to work in pai~ and then discuss the answers with the whole class. Then ask chem co do the mulliple-<:hoice questions. Follow the same procedure for the questions following Extract 3 and 4.

ANSWERS

E><.2 1 Extract 1 -A new lease of fife.

Extract 2- Professionalism in broadcasting

Extract 3 -Where are movies going1

Extract 4 - Mass production movies

2 a) Extract 4 b) Extract 1 c) Extract 2 d) Extract 3

Ex.l fxlract 1

1

36

1 she had installed 2 she presided 3 engendered 4 rigid

2 Whac actually arrived was satellite TV. The metaphor suggests that the arlival was very sudden.

The image a~so stresses the variety of new ideas and experiences that the television brings. and the Wl!Y they all immediately become p.art of her life. It suuests that to &by Kochamma they all seem equ•fly impon:ant. (Blondes. wars. famines. footbofl ... )

3 1C 2A

&tract 1

1 po~itive: professionalism, skilled. dear

negative: eKploit. do·goodery. ribald. bankruptcy. squint

2 1c 2a 3c 4a

3 1 a) sideways b) looking directly suuests truth.

looking sideways suuests deceit c) honesty and deceit in broadcasting

2 a) no b} the sparrow will eventually be killed c) the sparrow d) the programme-makers

~

18 2A

&tract 3 1 formal: obso!es<ence, aspire. mutilated

informaVcolloquial: movies ((lfms is more common in British English). techies (technicians). junked (discarded). carry on (continue}. kid (younger)

2 1 a) drowned. tides b) liquid c) Developing films is a (.hemical process: the <.hemi(als used to fi'X «:he film eventually decay. leading to the loss of the image.

3 1C 20

Extract 4

1 1 without having to re·feed the cameraman's parking

meter. makes movies faster than most people can make change; In the tirne it will have taken ... he will have made another three movies; He is an ~nt.ire industrial seccor All four statements stress the speed with which he makes films and the large number he makes..

2 Here it is us;ed positively {an unusual. ironic use).

3 a) on shoestring budgets b) wafer·thin plots c) dismissed out of hand d) decidedly cartoonish

1 niceties (again used ironically)

2

10 2B {The cone of the review is tongue-ir>-cheek -the writer is suggesting that the movies are attrac.tive tO the adult viewer iust because they are so unsophisticated.)

Language Focus: Vocabulary p. 43

Alms: • to make students aware of regular patterns In

phrases and expressions

• to show students how phrases and elCpresslons could be tested In Paper f, Part f and Paper l, Part4

See Teaching procedures and advice p. 9.

Exercises 1-3 give students fi><ed phrases. Exercise 4 asks students to practise using simi tar e~Cpressfons In exam type taSks. All these exercises should be done in pairs, and the answers then <hecked with the ""'ole <lass.

Exercise S persona1ises the Idioms in natural contexts to make them easier to remember.

ANSWERS

Ex. 1 1c 2f 3d 4b Sa 6 e ElC.l a1 b1 c6 d3 e4 f7 gS

ElC.l 1 put our backs 2 make sense 3 have a go 4 shed light 5 draw the line 6 spare a thought

Ex.4 1B 20 3A 40 5B 6C

Language Focus: Vocabulary p. 44

Aim: • to show meanings and patterns In dependent

prepositions

See Teaching procedures and advice p. 9.

Dependent prepositions may be tested in Paper 1. Part 1 and in Paper 3, Part 1 (doze). They may also be tested as part of the key word cransform.ation (Paper 3. Part 4). Remind students that it is useful to group words according to their prepositions in their vocabulary notebooks.

Exercises 1 and 2 provide patterns to help students remember the dependent prepositions.

ANSWERS

b. 1 1 A at B co C about D on Efrom F of

2

Group f

3 1 hopeless ac 2 exempt from 3 curious about 4 typical of 5 dependent on 6 contrary to 7 keen on/happy about 8 applicable co

Ex.l 1 depetldence on. depends on

2 indication of. indicate 3 application for, apply for

4 characteristics of, characterised/characterized by

S difference between. differs from

6 prEferenCE ... for. pr~f~r ... to

7 invol~ment in. involved in

8 <Ontribut~on ro. oontributed ... to

Exam Focus: Paper 3, Part 1 p. 45

Alms: • to provide a procedure (or handling the ctoz.e

task In the exam • to provide graded practice in completing the

do:re task

t It is worth doing some prediction work in class on the topic before asking swdents to read the text. You could: • ask studltnts to predic.t the content of the text from

the tide • have a cia., discussion on the role of television today

and how it might change in the future.

Check an.wers to the summary task before moving on to Exercise 2.

2 . 3 Students can use the hints given to check the answers they have filled in and to help them with the ones they haven't done. The hints focus on the grammatical form of the mis.ing word.

4 This checking is an important step. as students will lose marks for careless mistakEs. They should actually read the completed text through three times: • the first time concentrating on meaning • the Sec<)nd time concentrating on gnmmatical accuracy • the third time concentrating on spelling.

37

EXTENSION ACTIVITY

To expand the rcpie of the cloJe tat and sive uudenu <he opportunity 10 rt~ the content to

their """" Ms. ulc: • How ""'Y cl>il!l~H mendoned In the tat haw.

already uken place! • How """'Y mi&flt <aloe place I . • What chanrt wo.~ld ll>ey rnQS( lilct tO see? W¥

ANSWERS

Ex. 1 B

Ex. l 1 had 2 a 3 but/yet 4 These S something 6 tend 7 of 8 fact 91ines 10 end 11 whatever 12 piece 13 like 14 with 1 S So

language Focus: Grammar p. 46

Aims: • co enable students to use participle clauses in

their own writing for Interest and variety • co malce students aw.ol'e that participle clauses

are an eeonomial means of expression and so can be useful in summary writing

Emphasise to students that participle clauses are more common in written than spoken English.

f The text shows the use of participl e clauses in film reviews. The quenion! aim co rai.se Interest in the topic and personalise it for •tudenu. Extend the discussion by asking "'-Udenu what they feel makes a good film, or what kind of films !hey moot enjoy watching.

l Make •ure that students compare their answers wilh tho Gramm .. r refel"4!n ce on p. 113 before you check tho answers with the whole cbss. Remind !hem that as with many of the exercises in the exam, chrre may be more than one correct answer.

38

J Ask student> to work in pairs.

ANSWERS

Ex. 2 1. 2 Answers as in text. Other ponibilitiea indude the following:

1 Alter opening with a man .. .

2 Not thinking twice about ... Kevin Costner comes across as an unsympachetlc Robin.

3 New Zealand director Peter Jackson explores ... a murderer. chaning the tf\le story of two sehoolgirls.

4 They sought ... by resorting to a murder.

3 simulaneous events: sentence 3 evenu in rapid sequence: sentence 1

an event and its rea,on: sentences 2~ -4

Ex.l 1 Before moking use of this appliance, please road the

inwuctions carefully. 2 On looking rhrough rhe (rim script Qgain. I was

impressed by its quality.

3 Despite having set/started off eorlylsettinglstorong uff early. he StJ11 arrived late.

4 He was finally admitted alter having been kept waiting for three hours.

5 Not having expected to win/get an Ose1r for the film, we were com~letely bowled over by the news.

6 Properly /()()ked ofw. this cor will give you years of service.

Improving your writing p. 47

Aim: • to help students m .. intain consistency or styli!

and register in their writing

Style. register and appropriacy for the target reader are among the writing skills assessed in Paper 1. This is particularly important in the revised examjnation. where the assumed audience is always specified.

Ask s-tudents to work in pairs, check answen with the class. Exerc:ise 2 could be set for homework. and studen ts col.dd compare their answers in the next lesson.

ANSWERS Ex., A formal: em ~ far (rom wonn. oilfOOJit (or her to aW!pt. 11<11 t4 stood in her way, extremely irritable S informal: a year, I can tell yau. pretty !>ad, a pain in the neck. getting me ou~ l>o>ing o bod doy, reaNy ___ .J

Ex.l Suggested answer Dear Peter

Thank you for your letter inviting me to be a guest speaker for your society. l would have been delighted to do this, but unfortunately I am already heavily committed throughout May, as I have a deadline for· my late!lt r<!search paper·, and I'm afraid I ~ally can't uke on anything else during that time. I don't suppose there is any chante of putting the date back11 would be happy to come in June or July if that is any good for· you. Do let me know if a later date is possible as l would be sorry to miss this opportunity to meet you and speak to the society.

Apologies again and I do hope we un work something out Yours :s.inc.erely

Language Focus: Grammar p. 48

Aim: • to show students how invenion can make

sentences more emphadc

lnver;ion may be tested in Paper 3. Parts 1 and 4, and students need to be shown how to identify when an inversion is needed. They should leam the key words and phr.>ses identified in the Grammar reference (Cour;ebook p. 214) in order to use inversion in thei•· own writing. The exercises in this section focus on the form of inversion.

Exercises 1-3 present and give c:ontrolled practice of inversion. Exercise 4 asks students to par:>phrase using inver;ion, to help them with their own writing.

ANSWERS

Ex.1 1 b is more emphatic

People have never had ... before. Never before have people had ...

2 a is more emphatic Nowhere else ... will you find ... You won't find ... anywhere else.

3 b is mor·e emphatic You must not ... On no account shourd you .••

4 b is more emphatic I didn't realise ... uno! ... Not until ... did l realise ...

S a is more emphatic. Only recendy did they get ... They only got ... recently.

Ut<o:IT l The moVIny,imar,c

Ex.l 1 People are not f~e from the influence of tele•ision anywhe~ in the world.

2. There has not been an invention which has so •·adically affected society since the printing press.

3 '( ou rarely find/don't often find a family without a television set these days.

.oi Busy parents can seldom resis<lcannot often resist the temptation tO use the television as a childminder.

S Some claim that television not only disccurages conversation. it al.$0 encourages anti-social behaviour.

6 However. re.$eatchets have not found a single case of violence that could be directly linked to a television programme.

Ex. 3 1 1 She had no sooner got on the bus than she

~alised (that) she had left her money at home. 2 The game had hardly begun when it surted to

pour with rain.

3 They had hardly got to know one another when she was offered a job in the USA.

4 He had no sooner settled himself down in front of the terevision than the phone rang.

2 1 No sooner had she got on che bus than ...

2 Hardly had the game begun when ... 3 Hardly had they got to know one another when ...

.oi No sooner had he settled himself down in front of the television than ...

Ex.4 1 No sooner had she left th2n the meeting broke up.

2 Hardly had I solved one problem when I wa> faced with another.

3 Not only does the colour of that jacket suit you. but it also fits you perfectly.

4 No sooner had he sec eyes on her chan he fell in love.

S On no ae<ounc should you forget to pay that bill.

6 Only when he had finished the meal/the meal had ended did he begin co feel ill.

39

UNIT J The mow"& lma&•

Writing: Paper l, Part l (review) p. 49 A ims:

to introduce students to a Part 2 review • to show swd.,nts a possible struct u re for a

review

J To introduce me topic of the ta>l< '/OW could frrst ask srudents to m ink 1bout any films they have seen that were remakes of original folms. A•k them which ver.ion they preferred and why.

3 , 4 These exercises en1ble students ro brainstorm ide» on the topic and could be done with the whole class or in pairs.

.5 , 6 These exercises focus on d-oe srnrctu re and style of the whole review.

7 This provides a par11iel writing tuk. Ask nwdenu to discus. their Ideas In pair> or groups. You could then •et Eurci•e S for homework. Allocate time in the next luson for students to rud and evaluate each other's work.

ANSWERS

E>C. 2 1 Driving away, ...

2 It •ummarl•u the plot of the film (both versions).

EK.l All could be included.

E>C. S 1 Para. 1: introduction of topic and film to be di:scussed plus summary of question to be discussed Para. 2: summary of plot Para. 3: reason for popularity of remakes: arguments against them, with examples from Psycho Par.t.. 4: personal verdict on rhe remake of Psycho 2 to make money; ro appoal to older audiences

3, 4 changes in moral atrirudt.s, "·&· theft, murder, use of graphic effectS, e .. , . •howtr •cene

Ex. 6 1 rheroriul questions

2 To me the or\giNI frlm seemed ... (para. 3): Pe.,oNIIy I doubt whether . .. (p.ara. 4)

J He does not •ppear co be In bvour of remakes.

FURTHER WRITING PRACTICE

The ttsks below con be used lor homework.

Remind students to follow the strat<tgy thot they h•ve used in the uniL

1 Your college ~zine has asked peep., to write o review of a film that they feel presencs • poslliwe picture of ~ people's lives todoy. You deddt tO

write a review. describing a film, •"ffaininc what It shows about young people and ~you chose it. (300-350 words)

2 You !moe recently seen • film rhat you IL>lt wos very b3d. Write • review of the film. expbining why lc was •o b3d •nd wh.lt yO\J feel could ho"" improved ic . (300-J 50 words)

UNIT 3 review and extension p. 51

ANSWERS

Ex. I 1 Conr.-.ry to ...

2 Nor once has he asked me ... 3 ... I draw the line at .. .

4 She's adept !I finding .. .

S Not onJy have you ruined my eveninf .. . 6 ... to conform to ...

7 Only now am I free ...

8 ... as ;cheduled. (NOT ... ready or no ... )

9 .. . lac.king !.!1 humour.

10 .•. ways and means ...

Ex. l 1 shot 2 view J raised i pack 5 fair 6 cuts

Now your students ..,.., ready to do the ust for Unit l on TB p. 144.

UNIT

4 The hard sell

Speaking p. 52

Aims: • to introduce the theme of the unit advertising

and consumerism • to prepare for and prac:cise Paper S, Pam 2

and 3

f , 2 Exen:ise 1 cculd be done as a quick class qui% before moving on to the discussion In Exercise 2, which shoold be done In pairs or small groups.

3 This shows students how the topic of adv.!nising might appear on the prompt ard in Part 2 of Paper S. Tell them to think of ideas for the questions on the car<ls, but not to plan their talk yet- they have to do this in Exerose S.

4 This prollldes more ideas for the car<ls in Exercise 3. Read the text with the ctass and the<~ discuss the questions in groups or with 'dle whole class.

5 Give students time to plan their talks in pairs. using the ideas from Exercises 1-4. Ask one or two students to present their talks to the whole class and ask for comments on the ideas presented. Then tell the students to worl< in groups and listen to the remaining talks.

6 Students will be able to use the ideas already discussed to give them confidence in dealing with the visual prompts.

7 These follow-up questions are vital to the topic and are typical of the questions that may be asked in Paper S. Part l after the long turn. Do them with the whole class.

ANSWERS Ex.t Puma: sportswear Nescafe: instant coffee McDonald's: hamburger/fast food Coca-Cola: soft drink Microsoft: .oomputer software

Ex.2 3 Suggested answers a) The oonsumer: Advantages • pro,ides information to allow consumer to make

an inlonned <Choice • raises awareness of new and potentially useful

products • enoourages competition, thereby keeping down

prices Disadvantages • may gjve false/misleading information • expensive -this oost passed on to consumer • puts undue pressure on people to conform • creates trends and fashions which can be

expensive for some groups to maintain (e.g. parents with young/teenage children)

b) The manvfac<urer or producer Advontag<!!

• widens market and increases sales Disadvantages • ~xpensive • results unpredictable

• may have to conform to codes of pr:octice • oonstantly demands new ideas and new images Ex.3 l'rompn:crd f (good <!dvertisement) swdents. c.ould di:s.c.uss:

concept: original, striking. ~isual medium: paper, film, 1V and the adY<&ntages of each approach: drama(ic, humorous, scientific, narrative Prompt .oord 2 (o~ment vs TV programme) studentS could discuss: originality and creativity: brevity. easily memorable, sophistication words and music: catchy. sophisticated, emotion set(ings and locations: exotic, colourful. striking. image. wish fulftlment

41

42

UNIT i Th~ hard sell

Ex.4 1 s<rupulous, meticulous, exacting and pi-ofessional -

all posiuve, a net all suggesting people who take care to act corre"IY at all times. He backs this up by referring to the c.ommercials they produce.

2 The ads have to pass ASA regulations but also attl'2ct the public and the client, be different. and fit a very tight time-slot.

3 Good advertisements are of much better quality and bring people rogether as they are watehed by a greater number of people and they are remembered more than most TV programmes.

-----·--·--··-···-

Exam Focus: Paper ), Part 5. p. 54

Aims: • to introduce students to the comprehension

questions in Paper 3, Part S • to provide a graded approach to the steps

involved In writing a summary, lncludi.,g: - identification of the relevant information in

the texts - note taking from the text - rewriting notes into a paragraph - editing to the required length

I As an introduction. elicit and discuss any TV ads students remember from their own childhood I current TV ads aimed at children. Then discuss the questions in Exercise 1.1. and ask students to do 1.2 and 1.3 on their own. The students will be gi.en a general idea of the content of the texts in the examination. but the texts will not have titles. Students should therefore first look at the first and last lines to gee a general idea of the content, then read quickly though the cex<>. trying to identify paragraph topi<.$. Exercise 1.3 gives practice in this.

2 Questions 1-4 are exam-type question$ supported by hin<>. The s\\Jdents should read the questions before reading the cext again more carefully. to identify the relevant parts. Point out that the questions may be about abstract ideas that are not stated overdy in the text {inference and implication). There may also be more concrete que$tions on the meaning of words and referents. To answer these easily. students need to have a general feel for the text as well as an understanding of detoil. Explain to students that unless they are specifically asked to identify words or ph.-..ses in the texts, they shollld always try to use their own words. as. much as possible.

3 This focuses on the need to read the summary question carefully in order to find what informacion is required. Students will not have to summarise the whole

of one or both texts - they will always be required to select information from each text.

4 "This exercise tnins students in how to locate the required information. Information from both texts will always be required. Students also need to be able to

identify when the same point is being made by both texts to avoid repetition.

5 . 6 Stress that notetaking is. an ess.entiat step. 3nd will help students organise the ideas and use their own words. Students should first try to write their own summary from the notes. Encourage them tO write on alternate lines to leave plenty of room for editing. You oould ask them to cover up the samp!e summary in the right-hand column as they do this. They then compare their version with the one given in Exef(is~ 6.2.

7 , 8 Point out that the summary is still too long. Srudents should work in pairs to bring it down co the required length, then discuss the different strategies used with the class. Ask students tO return to their own s.umm~uy and check it through, rewriting it if necessary.

Finally. go through <he suggested procedure <0 review the stages for dealing with this part of the exam.

ANSWERS Ex. 1 1 Students could suggest types of goods advertised. when and where children see the adverts. and their good and bad effects. 2 more than one

3 Te.><t I Writer's conclusion- para. 3

The origins of advertising to children - para. 1

Why children are vulnerable - para. 2

Text2

Why regulation is needed - para. 3

The basi< question -para. 2

Evidence that there is a problem -para. 1 The argument against reguration - para. <4

Ex.l 1 the young child sitting in the supem.arf.:et trolley

2 The child cannot understand that ar1 advert does not have the same purpose as a programme - it is not just to entertain him/her or to describe a real situation/give true information.

3 How painful it must be for a father nat to be able to give his child something the ~hild has 'ecn in an advert, really wants to possess and asks for repeatedly.

4 0\ildren cannot compete with advertisers on equ~ terms- they are in 3 more vutner'3bte position beause of their inexperience of life and particularly their ignoran~ about how advertising works.

Ex.3 1 for regulating odvel'lisemtnts ..• thildrett. 2 general dangers of advertising to children

Ex. 4 1

T~xt I Because the advertisements. encourage children to ask for unhealthy food and drink, e.g, with too much Dt or sugar. a) the difference between an advert and an ordinary programme and b) what the ad is trying to do

They are trying to make money out of the children without considering their welfare.

Text 2 To try to persuade them to buy expensive and unnecessary products.

Whether or not children understand the nature of advertising.

2 This information is supporting detail - the basic points have already been made.

Ex.$ 1 Students should refer to original texts for differences.

2 Repeated point: young children can't tell the diff~renc::e between adverts and ordircary television programmes. Additional point: children try to persuade tMir parents to buy products they can't afford.

Ex. 6 2 Extra point: Advertiling moy leod ... they can'l afford. The order has been changed slightly. so that die most 8eneral point comes at the end.

EK.7 1 Suggested answers • the f.rst sentence (As long as the summary is dear

and makes sense. an introductory sentence is not essential.)

• see the difference -t distinguish

• while, also. finally

2 Suggested summary

UNIT 4 The hud sell

One argument against allowing advertising aimed at children is that the things advertised may be bad for them. In addition, young children can't distinguish betwH:n advertisements and ordinary te(evision programmes while older children may not understand or care 3bout the purpose of advertisements. Advertising may also make children try to per :!I t~•!!le pester their parents to buy things they can't afford Finally. it seems wrong that advertisers are eettifll~ ad•11iAfA&e ef e:hildre,.·., la:elt ef ttAtfe: lM:AiliA' iA erlfer t:e Melle: MeAt). profiting llnancially from children's Innocence.

Language Focus: Vocabulary: p. 58

Aims: • to raise awareness of some of die techniques

used in advertising and marketing • to develop vocabulary skills for Paper 1, Part 1 • to prepare (or the Listening activity In the nel(t

section

I , 2 Students are introduced to some of the feawres of written advertisements which are then discussed in the texts. 1'he first text is an advertisement aimed at a fairly young, sophisticated reader. while the second Is a chronologi<al account of the history of packaging from an academic textbook. The pre-reading tasks In Exercises 1 and 2 should be done with d>e whole class. The doze teXts can be done in pairs and then checked wldl die class. Students are dlen asked to identify the writer's viewpoint.

ANSWERS

e ... t 1C 2A 38 4A SC 68 Ex.2 1

Students might suuest graphics, use of colour, use of diffe~nt materiats.

2 10 28 3A 40 SA 6C 3 It has become important because of the chan8ing and increasingly impe~onal nature of shopping, which means that the customer needs to be given more information on the packet.

43

UNIT .f The hard nO

Listening: Paper 4, Part 1 p. 59

Aims: • to introduce students to three-option multiple·

choice questions based on short texts • to develop the skills needed to answer this type

of question

Note: In the exam the extracts will be unthemed.

1 Make sure that students only read the questions before each ex(ract and not all die questions at (his stage. When you play the recording. rewind and repea( each separate extract. Pause (he recording for 15 seconds before each new extract to give students a chance to read the next questions.

Give srudents time to compare and justify their answers at the end.

• Tapescnpt p. U4

2 Exercise 2.1 provides key vocabulary lor the group discussion that follows. Oo it with the whole class to nuke su•-e that all the students understand the vocabulary. Then put students into groups and ask them to discuss a product that they all buy. using the questions in Exer<:ise 2.2. Ask students to share their ideas with the whole class.

ANSWERS

Ex.1 1B 2A 3B .ofA SB 6A 7A SC Ex.l 1 product 2 price J place 4 promotion

44

Language Focus: Grammar p. 60

Aims: • to lntrcduce students to the different uses of It • to show students how it can be used to

emphasise different parts of a sentence

Students may not have thought about this use of it before. Go through Exercises 1 and 2 with the whole class. and then ask them to do Exer<ises 3 and .of in pairs.

ANSWERS

Ex.1 1 Students should underline six ekamples of it. 2 1 He followed it ... until it disappeared ... 2 It was not going to be easy to ... : Now it was easy

to see that ...

3 He found it incredible that ... 4 It was noon ... Ex. 2 1 Subject: Fer the young consumer ... on the television It takes until the age of about six for the young consumer to understand the difference between an advert and a programme on the television. 2 Subject: MOI!@ring what ... fil<l'f with It is d>e responsibility of parents to monitor what their young children eat. drink or play with. 3 Subjects: Advertising ... seUing It should be legal to advertise if it i> legal to sell. 4 Subject That children •.• with advertisers It is olwious that children are not able to strike a free bargain with advertisers. S Subje<:t: To sug~ ... ccts It is insulting to suggest that children can't deal with ads. The >eoond version sounds better In all cases as longer phrases with new infonnation come at the end of the >enoence. Ex. l 1 worl(ing here I find working here enjoyable. 2 to give in to their dli/drm's demands

P:irents may ftnd giving in to their chll<lren'> demand> easier. 3 that the compoign llos been o success We owe the success of the campaign/the fact that the campaign has been a success to him. Ex.4 1 Parents are responsible for monitoring -..+.at young

children watch on TV. 2 To intrOduce a code of adve~sing practice lll2ll1l!

Ill: a good idea. Tbe introduction of a code of advertising practice would be a good idea.

3 I find the fact thar he won amazing. t find his victoa :amazing.

Language Focus: Register p. 61

Aim: • to make swdents awa~ of tile features of

different registers and how to identify them

1 This exercise introduces the topic of the texts students will swdy in Exercise 2. Use it as a lead-in.

.2 Swdents compare two texcs. one writt~n in a formal register and the other written in an informal r~gister. The aim is to enable sru<lents to fcx:us on features which distinguish the two registers. Let them work in pairs. then report to the class.

J The table of feawres allows students to check and refine their answers in E"ercise 2. The table provides a useful checklist for futul'e reference.

4 This exercise gives students. <ontroUed practice in opp!ying the principles chey have discussed in Exercises 1-3.

ANSWERS

Ex. 2 1 her relationship with her father; her character and

her attitude to life and worl< 2 Text A is more like spoken English because of: use

of informal vocabulary (a bit <!t'eSSed ou~ oh dear. the coofett dude). use of f.rst and second person. use of contractions... repeated use of and as <.onneetor (para. 1). emphatic structures (so much ... so wel9. punctuation {use of dash)

3 Because text A focuses on personal relationships while tel<t B (which probably comes from earlier in the article) focuses on background infonnation and its. importance.

Ex.l 1 1 per.sonal tone with use of first person 2 impersonal tone. avoidance of ftrst petsol'l

3 use of active verbs

4 full fonns used. e.g. It is. does !lot

S u.se of inversion for emphasis, e.g. Should you need further info~motion ...

6 may not be clearly or logically organised

7 repetitiOI'I of individual words. e.g. it was teally really hot

2 (Suggestion$ only- students may fond ocher examples)

1 (Vocabulary)

Text A: ct their place, a bit <tressed ou~ what do you reckon, it dawned on me. the coolest dude Text B: dissotJ"s(led wi!Jl the tuition, the dedkoted work ethic

2 (Tone)

Text A: Oh deor. I wish I hadn' told you ...

Text B: Her 1995 grocft,otion show ...

3 (Personal/impersonal)

T e"t A: we all love each other

Text 8: is ponty explained by .•• 4 (Contractions)

Text A: it's. my dad's Text 8: she is unrepe<~tant

5 (Sentence patterns)

VN1T 4 The hard $e!l

Text A: para. 2. sentence 1 (ond ... and ... and) Text B: dissatisfied with the tuition in tailoling, she t:ilrolled ... (participle clause)

6 (Emphatic structures} Text A: What's tunny is thot in his int~!\'iews ... Te"t B: (no example) 7 (Punc<uation)

Text A: tunny - he 'II <ay ...

Text 8: use of commas 6 {Coherence and cohesion) Text A: para. 3. senten<e 1 does not link with preceding or following ideas Text 8: each paragraph ha. a dear structure, e.g. para. 2: is panty e•plained by ... Panty. to~ it is ... And firwlly it is ...

9 (Stylistic devices)

Text A: (no example)

T e)(t B: how eagerly she has beovere<l, how hord she he:. tried. Ex. 4 1 get on so well - have such a good relationship

I was great - I was wonderful at their place - at their home a bit stressed out - under some pre .. ure

oookies (USA) - biscuits what do you re<kon - what <to you think incredibly famous -very famous

it dawned on me -I realised

the coolest dude -the best man

2 Despite being so famous. my family is as notmal as any other. We are very close and have a good relationship/enjoy being together. My parents have always made me feel valuedkonfodent.

One weekend. when I was staying with them/visiting them in the country. I was feeling quite worried about work/under pressure because of work. Then. while I was making some bis(uits, my father tried to cheer me up. telling me what a nice person I was. It is interesting that my father is now being asked about me. It was not until I watched him perfonn at a concert il'l Rio in front of 20,000 people that I realised how famou• he was.

'45

46

UNIT 4: The hard se!l

Writing: Paper 2, Part 2 (formal letter) p. 63

Aim: • to revise the layout and style of a formal letter

See also: Pro(lcJency Gold E.xom Moxlmlser, Unit 4, p. 38 for work on writing a formal letter.

Students should be familiar with the layout of a letter. and should only need reminding of the organisation of ideas within the paragraphs.

f • 2 The aim of these exer.:ises is: co give the letter of complaint about the adve"isement a context and show that it is a real activity co give scudeni:S concrete criteria which chey can use co judge whether an acf.lertisement is acceptable or not.

3 • 4 These exercises give students the c;hance to respond personally co advertisemeni:S. Describing the advertis.ement:s. is. useful practice for writing about them later.

BACKGROUND INFORMATION

The acf.leru on pp. 234 and pp. 236 of the Coursebook are produced by Barnardos. a children's charity. and Benetton, the clothing manufaaurer.

Barnados uses shocking images to show what lies ahead for children if they do nor get the help they need when they are young.

Benen.on is famous - or infamous - for using images like this llO help promote its brand. Part of their shock value is that such images are being used to advertise a commercial produce.

5 . 6 These exercises focus on the organisation of a formalleuer.

7 - 8 These exerci~es focus on the style of the leuer. and provide a parallel writing task chat can be sec for homework.

ANSWERS

Ex. t 1 lc monitors the standards of advertisements 4nd

checks chat chey are legal. truthful and inoffensive.

Ex.l 1 The second of the three ticked points (honest and

ITurhful}. The ~omplainc disputed chat land used for nuclear power plants can later be re-used for other purposes. and chat nuclear waste can be disposed of wichouc problems.

Ex.5 1 reason for writing 2 clarification of situation 3 fu"her details. if necessary 4 any requests for action or informacion

Ex.6 The task has cwo main pans: e•planacion of obiection 3nd action requested. The objection would be stated in che first section and explained and justified in che second and third sections. In the fou"h section the writer shovld specify what action he chinks should be taken.

El<. 7 1 a car advert 2 That the advert encourages dangerous driving. and

is. misleading.

3 He wants the advertisement removed. {He also describes the action he would like the company co take. but this is given for information rather chan as a request for action by the recipient of the letter.)

4 reference to expected reply. Yours faithfully

S Yes. the register is quite formal and consistently maintained.

Ex.8 1 Para 2: I feel that ...• In my view ... Para. 3: I would orgue !hot ..• Para. 4: I have no objeaion to .... I (eel wongly !hot ...

2

1 currently being displayed

2 misleading

3 places undue emphasis on

4 reduce fata1ities.

S I have no objection to

Ex. 9 explanation of objection co commercial, suggested ac;tion

FURTH~R WRITING PRACTICE

The tasks below can be used for homework. Remind swdents to follow the strate8)' that they have used in the unit.

1 You have read an artide in your local newspaper which you re.,r gives a biased and unfair ae<:ount of a recent incident in the cown. Write to the edillOr of the newspaper complainir1g about the article and stating what you want him to do about iL (300...350 words)

2 You have seen a television programme which you feel was unsuiable for children, but which was

shown in 1M early ~in&, Write • leuer w the ldeYision company explaining why )'OU ~ che """""'me was unsuitable and what action rou want them to talc.e in the 1<"-"re. (300-350 words)

UNIT 4 review and extension p. 66

ANSWERS

Ex. I 1 Fi~ of all l what's more/furthermo~in addition 3 What's more/Funhermorelln addition 4 Because of this 5 as a result 6 What's mo~funhermorel In addilion 7 For example 8 last but not least 9 accordingly 10 better still

Ex.l 1 How much of a handicap wiN her inability to dri.e be

far this job! l It wos euenoo/ to /eom Frerteh q<lid<.lf, gi>'en the

drcumsunces. 3 It is the ultimo~ olm of !he ccmpony 10 be mari<et

leader. 4 It goes wltliout sayfne !har the p~e has to be right. 5 Marketing txeMiYes are hifhly fl<lid in general. 6 Children are easy rargel$ for advertisers. 7 Your opolofY wos tDt<tlly unnecem~ry really. 8 The fac:t thot we om~~ed late was unimportant as the

concert didn'c surt on time. Ex.l 10 20 lC -4A SC 60

Now your students are ready to do the test for Unit ~ on TB p. 146.

UNIT 4 Th~ h~rd nil

UNIT

5 A life of crime

Speaking p. 67

Alms: • to introduce the theme of the unit: crime and

punishment • to pr-ovide practice for PaperS, Part 2

1 - l These e~ercises open the topic. Ask student$ to wor;k in pairs. Make sure that they disc.un the issues and don't just describe the pictures. Exerc.ise 3 could be done with the whole class. Encourage students to bring in newspaper articles about crime to support the disc.ussion.

Exam Focus: Paper 1, Part 3 p. 68

Alm: • to pro,;de a procedure for dealing with the

gapped t2Xt In the exam

Note: Swdertts who have taken FCE or CAE will be familiar with this cask type. E>cpb.in that the technique is different in CPE as stu<lents wiR need to rely on coherence rather than language signaller> >Uch u ~r. They will need to 'visualise' the events in the text and be aware of small details that show them the order. e.g. is a door Of>en or dosed/ To complete the te~t in this .ectlon they must understand the sequence of events and the layo11t of the house.

Read through the •uggesced procedure with the class. emphasising the importance of reading the bue text thro~~gh before attempting to insert any missing paragraphs.

f Ask student$ to read the tel<t silendy and then follow the procedu"' suggested. They should discuss their an.swers together when they have finished . E•en If they got the same answers, they should discuss the reasons for their choices. as this will force them to think through their answers.

2 ~en:ise 2 can be used as the basis for a clan discussion on their individual strategies.

l , 4 The•e exercises focus on the te><1. as a whole. Do them with the whole class.

ANSWERS

Ex. I 1D 2E JA 4G 5C 6H 7F

b . l Students may ideru:ify clues such •• objecu mentioned, paru of the hou.e refer red tO (e.g. rooms down.tail>, bedrooms), people "'f•~rred to and pronouns referring to them. (e.g. the boy's room). references tO other clues (e.g. the presence or absence of torchlight, the smells of different rooms).

E~.l

The burglar seems to know the people socially. It could be his forst burglary. He does not have a clear idea what he wants to steal or why he is breaking into the house. The burglar seems totally amoral - he has no sense that he is doing something wrong. or of the effect of his acdons on the people li\ling: in the house. although he does creu the house with respe<t and does not do unnec.u.sary d:am~e. He seems to come from a similar bac.qrcxmd to the people who live in the house. i.e. probably a comfortable, middle·dass baclcground. He identifies wfth the inhabiants and compares them with his own family. He is clearly attracted by the daughter. Denise.

• He is nat really motivated by greed for possessions, but by the strangeness of the experience. He takes some object$, but seems co be playing the role of a burglar to find out what it feels like (see extract B).

Ex.4 Suggested answe,., The victim: may be financially affected, or may be emotionally alfe~ted. e.g. by the loss af items of sentimental value. or by a loss of security; he or she may no longer feel safe at home. Older people, or f>eople riVing alone, could be particularly traumatised.

The thief: may grow increasingly confident if not caught. If caught. could face a prison sentence.

The community: people may grow increasingly paranoid: no longer trust strangers. reel insecure without security systems (burglar alarms. ccrv. guard dogs).

Language Focus: Grammar p. 70

Aims: • to r e vise the form and function o f modal verbs

of obligation, advice, pem>ission and ability • to look at other expres.ions with similar

functions t o modal verbs • to show students where and ho w modal verbs

and equivalents may be tested in the exann

f Ask studentS to read the text silently and to refer back to the text on pp. 6S-69. Then discuss their answers.

2 3 These eMercises ask srudents to think about the f~nctlon of modal verbs and their use in relation to past ~nd present. Exercise J focuses on some common mistakes.. Tell students to work in pairs, then check answers with che whole class.

See TeachIng pi"Ocedures and illctvf ce p. 11 .

4 This exerci~ gives students other expressions that can replace modal ve rt>s. Tell them to underline these ph~ses in the originaJ sentences and decide on their function. Then they replace them with a modal verb.

.5 This e~am format task tests modals and alternative expressions. ....--- --·-·-···--··- --··--- - - ---,

ANSWERS

Ex. t There was no lock en the window of the Robi11$ons' house. Ex. l

1, 2

2 rlley coold breok in (opportunity/free choice}

3 Would lhie~s hove to moke ... (necessity}

4 a lhic( a>n get in ... (ability)

5 Polio doot< should ho"" spcdollodts ... (adYice) 6 When strongell osk i{lhey can en~r 1M h<>USA! ...

(permission) 7 comi<krarion must be given .. . (obligation)

8 bors munn'r be ~ ... (prohibition}

l 2 osl< if they <On (6) same meaning 3 <;OOSider<Jtjon must &t gi~n (7) different meaning

4 bors mustn't be fined (8} different meaning

5 Polio doots should ho~ siJ«iol lodes (S) different meaning

6 rl!ey could break in (2) ume meaning

7 Would rhie""s h<we 10 moke (3) same meaning

8 o rhief con get in (4) different meaning

UNJ'J' s A ~ of crim~

4 t ri1ey didn~ even have to ...

2 they could hove broken in J Woold thieves hove h<ld 'to make ... 4 o thlefa>uld/wos oble to get in (depending on

whether seen as general ability or on specific occasion)

S PM doors shoold hove hod spedc/loda ... 6 When slfOilgers askod if !My could enter the

hOU'le ...

7 CDnsOkro!lcn hod to &t g;..,n •.• (NOT musr ho-.., been gi""n = logital deduction)

8 no p:ISt modal form - the idea would have to t>e expres.ed differently. e.g. wer1! nat allo.ved to be ••.

Ex. l 1 You needn~t come ...

2 We didn't have to go ... 3 You don't have to help me ...

4 . .. his mother was •ble to rescue him ...

5 . .. I could have managed .. . 6 You shouldn't have given .. .

Elc. 4 1 O bligation: All swdents must attend ...

2 Advice (negative): You shouldn't really go on your own ... fYou really ougt'lt not to go on your own •. .

3 Free choice= You can/could stay or go- it's up to you. (Both refer to the fiiWre - oould mokes the choice more hypothetical)

4 Ability: She can manage on her own.

5 Prohibition: Students muSt not use dictionaries ... (Also possible: Stude<IU cannm use dictionaries­lack of permission.)

6 Lad< of necessity: ... you don't have to t>uy anything.

7 Advice' You showd/ougt'lt to cet a taXi .•. B Necessity: You lml• to have a good heAd !or

heigt.ts ... 9 Advice: ShoLtldn't you go home! Your family ...

(Oughtn't you to go ... is theoretically possible. but would probably be avoided as it sounds rather awkword.)

10 Ability: lwosn't able to finish the fob on dme.

EK. 5 1 I recommend {that) yoo follow his odvice wilhout

(ony) argument.

2 Did oH rhe guests oduolly ho~ to weor formal clothing!

3 You didn 'I h<M! to do milhory re<Vice in thot country.

49

50

UNIT ~ A life¢( alme

4 She is bon ned from ploying in any further matches this season.

5 He's already proved himself aJfiOble of manoging without (ony) help.

6 You don't h-lo mol<e vp your mind now. 7 I don't think students should hove to tol<e/do/;it

exams. 8 He 011fy monogedlwos only ob/e 10 escope (rom them

beC'Aluse he n.n so fast.

Use of English: Paper 3, Part 1 p. 71

Aim: • to pro'Yide unguided exam .. tyle practice

See Teaching procedures and actvlce p. 12.

t To introduce the topic. ask students what kinds of social behaviour they find offensive. Would it be possible to pass a law ag:~inst this sort of behaviour!

2 Students should oomplete tile text individually and then check ans~rs in pairs.

3 This discussion exercise extends the topk of the doze text.

ANSWERS

Ex.l 1 an/may 2 In 3 wri~en "'as (NOT for) 5 best/clearest 6 to 1 found 8 breaking/infringing 9 such 10 like 11 mor<! 12 members 13 e~<amplelinstance 14 passed 15 next (NOT other)

Listening: Paper 4, Part 4 p. 72

Aims: • to den lop the skills needed for the exam task of

three-way choice • to provide information for studenb to use In the

Speaking activity in the next section

Go through the introduction with the whole class so that students know what is expected of them.

J This pre·liscening task prepares students for the topic of the Listening text. Once students have read the two texts, ask them about tlleir reactions to Rick and Angus. Ask questions such as: • What do you think might have caused them co turn to

crime! • What sort of punishment might they have been given!

BACKGROUND INFORMATION

Community Service is a punishment given by a court for certain less selious crimes. In which an offender must do sodally useful work such as repairing old people's homes or helping handicapped children Instead of going ro prison.

3 Before playing the recording remind students to read the sentences carefully, and to answer the CWO

predicrlon questions. This is espe<ially important for this wk as the statements will not appear in tile same order on the recording as in the wk. If students don't have a clear grasp of the statements before tlley lisren. tlley won't be able to do the wk.

4 , S Play the recording once. Ask stUdents to compare their aMwers and discuss how they arrived ar their answers before playing tile recording for the second time.

• Tapescript p. 125

6 The discussion should be done briefly with the whole class to prepare students for the Speaking section which follows. The question highlights the key point of the Listening text.

7 Remind students of the value of dlese paraphrasing exercises for Paper 3.

ANSWERS Ex.4 1A 28 3B 4A SR 6R

Ex. 7 1 I thought I could start all over again. 2 lou of people say it's an easy choice. 3 I really got on well witll him. <I I'm looking forward to getting away from London.

Speaking p. 73

Alms: • to provide useful funetionallanguage for P:aper

5, Partl • to help students co prepare fo~ the long tum in

Paper 5, Part 3

In Paper 5, Part l each candidate is given a card with a question and three prompts. The candidate is expected to speak for two minutes abovt the question on the card. The work in this section helps students witll the language necessary to complete this task.

I The card is not in e•am format as the!'<! are no prompts. 111$tead, swdentS are given clear guidelines for the form of their talk in the statements chey have to react to. In Exercise 3 these statements are cut down to exam-type promptS.

The recording provides a model showing how to talk about a prompt <ard question. It is important that studentS have time to think about the task themselves before listening to Neil (an English teenager). This will make it easier to understand what he is saying and enable them to check their own ideas.

Ask swdencs to discuss the cask in pairs and think about what they would say.

Then play the re<or<ling. s~dents compare their own ideas with Neil's. Point out the way in which Neil deals witt> each point individually before stating his opinion.

• Tapescript p. US

Exercises 1.3 and 1.4 focus on useful language for the discussion and on the way the talk is organised. Ask students to read the expressions listed. Play the recording again and ask them to tick the expressions that Neil uses.

2 This stage allows studentS to practise using the model they have heard. Swdents should work in pairs or small groups. They should list>!n to each other carefully and decide if the view expressed was well argued or not.

3 This allows practice in exam forma~ Students should now have lotS of ideas for this card.

4 This written follow~p can be set for homework.

ANSWERS &.1 2 Neil supportS 2 on the basis that 1 and 3 don't work. 3 All a!'<! used except e) and g). 4

1 giving an opinion: a, b 2 giving arguments for and against: c, d 3 discussing alternatives: f, i 4 summarising: j

Language Focus: Grammar p. 74

Aims: • to revise modal verbs which express degrees of

likelihood • to introduce other ways of expressing likelihood

UNITS A lite of crlm~

I . 2 These exercises provide a lead-in to Exercise 3. in which two policemen speculate about the reasons for the disappearance of the English crime wricer Agatha Christie in December 1926. Elicit what swdenu know about Agatha Christie. Ask them to suggest explanations for her disappearance. Prompt them to use the target language She mqylmighti<X!ufd f>ove + past participle. Don't confirm their guesses yet. (The answer is on Coursebook p. 236.)

See Teaching procedures and advice p. 11.

3 This exercise tontexwalises modal verbs expressing degl'<!es of likelihood. Students have to work out the speakers· attitudes as indicated by their choice of modal veri>.

Tell them to refer to the Grammar reference (Coursebook p. 216) before checking as a dass. then let them read the explanation of the mystery (Coursebook p. 236).

4 Tell swdentS that these phrases may be tested in Paper 3, Part 4. They should note carefully the stru<tures that follow the phrases as these could give the key to identifying the phrase being t>!Ste<!. In Paper 3. Part 4 it is often the words after the gap that give the due to the missing word or phrase.

5 This exercise tests the phrases (and modal verbs) in a format that will help swdentS with the task in the exam.

ANSWERS

Ex.2 She went for a drive and did not retvrn home. The police were infonned and her car was found abandoned. Ex.l 1 She might have had an accident and lost her memory. Her husband, the Colonel. might have been Involved in some way. perhaps because he was having an affair with someone else. Mrs Christie might have planned her own disappearance as a hoax. 2 a) The speaker is sure this happened

1 She must have been driving 12 This search must have cost a foraJne

b) The speaker thinks it is possible dlis happened 2 She might have hit her head 8 ... the Colonel might conceivably have hod more to dowlch it 10 Mrs Christie may have engineered the whole thing

51

52

UNIT S A life of crime

c} The speaker thinks it is possible this didn't happen.

S it might not have been an accident

d) The speaker is sul"e this didn't happen. 4 she couldn't pos:sibly have been wandering

e} The speaker thinks it is possible this is the ase or will happen.

3 she could s(ill be wandering around

6 he may know more than he's saying

7 there .oould be another woman involved 9 He could well be implicated

11 we could end up being accused

Ex . .C 1

1 It's highly unlikely that ...

2 She is highly unlikely to have ...

3 There's a strong/faint possibility that ...

.o! There's every chan.oe/likelihood of ... 5 It is bound/certain/sure to ...

6 The chances are that ... 7 I bet ...

8 I doubt if ... /It's doubtful that ...

9 There's not much chance that/of(+ ~ng) 10 I can"t see him(+ ·ing)

11 The odds are against him(+ -ing)

12 The chances/prospects of ... are ...

2 2 There's a strong possibility that he was the

murderer.

3 I doubt if we'll arrive in time for the start of the film.

4 It's bound to have been Peter you saw last night.

S There's not much .ohance that they will have solved/of them/their having solved the mystery.

6 I think it"s highly unlikely that anyone an have survived the crash.

7 I suppose there is a faint possibility that they will/might decide to double our salaries.

8 I <ean't see Anna agreeing to get married secretly.

Use of English: Paper 3, Parts 2 and 1 p. 75

Aim: • to practise the exam tasks of word formation

and cloze and to show students how similar techniques can help with both these tasks

1 Ask students to work through this exerc.ise in pairs. Remind them of the importance of reading the whole text through before trying to complete any gaps. If they do not do this, they may make mistakes with the form of the word, e.g. there may be a negative required.

2 ) Do the discussion with the whole class.

4 - 6 These exercises introduce the cloze text. Remind students of the techniques for this task studied in Unit 3. Point out the similarities in the way they should approach the word formatiOJ> and cloze tasks (reading for general meaning first. ~hecking through the whole text for accuracy and meaning on~e the task has been completed).

7 "This provides a discussion to round off the c.opks covered in both the texts in this .section. Ask students to work in groups and prepare arguments for and against one of the topics. Then run the discussion a~ a whole claS> debate .

ANSWERS Ex.1 1 The main point is that statistics on <.rimes may be unreliable.

2 1 offences (US spelling: offenses) 2 inaccuracies 3 vandalism i outcome S procedures (NOT proceedings) 6 error (NOT errors -this is a foxed phrase) 7 incidence 8 indiation 9 manageable 10 uncertainty

Ex.3 Forensic evidence is physic;al evidence su~h as blood. hairs. fingerprints. etc. used to prove that someone is guilty of a <.rime. DNA ftngerprinting is a way of identifying a .oriminal by matching the patterns of DNA carried by an individu•l in every cell of his/her body. Psychological profiling consists of working out the psychology of an unknown criminal from details known about the crime.

Geographic profiling is the use of social and e.oonomic statistics to predict the likely incidence of crime and decide on the level of policing required in pa.tdcula.r areas.

Ex . .C

He was uught because his jeans had a characteristic pattern of creases due to the way the material had worn down and lost its ~olour, and this pattern was recorded on the surveillance cameras.

Ex.S 1 what 2 on/into 3 to 4 carrylt~g 5 although 6 having 7 owing 8 who 9 cal<en 10 two 11 those 12 enough/sufficient 13 can H worn 15 has

language Focus: Vocabulary p. 76

Aims: • to provide key vocabulary for the topic • to raise students' awareness of the importance

of collocations

1 Use the newspaper item to introduce the. selection task to ttte class. Then put the students into pairs or groups. Tell them they should discuss the possible effects of each factor listed before chDOsing the three they think have been th~ most effe:,tive in reducing crime rat~s. Here are some ideas:

zero toleranee poficing: no crime is ignored 3nd each incident is prosecuted or punished, no matter how minor. People thinkit~g of commining a crime would know that they would be punished if caught and might think twice.

introduction of closed-circuit TV: makes detection easier for the police. who are more likely to identify and catch criminals.

improved detection rates: if criminals think they will be caught they are less likely to offend.

better eeonomic conditions: might make people les:> likely to try to get money through crime, so could reduce petcy crime. fraud and other financial crimes. It might reduce violent crimes by reducing stress in families as lack of money is known to cause stress.

more effedive rehabilitation of offenders: if criminals are offered alternative lifescyles when they leave prison, then they may not re!\lm to crime.

more visible police presence: might discounge potential criminals before they commit a crime. Police could also go into schools to educate children.

2 This exercise personalises the topic.

3 Tell students to work in pairs to complete the coilocations. Check these in pairs with the class before asking students to complete the tela. Mer ehecking dte text. do the discussion with the whole dass.

4 This exercise gives practice of oolloc3tion:s in exam format. Exercise 4.3 provides a quick discussion summarising the topic. of the text.

ANSWERS

Ex.l 1

a) dosed·drcuit TV comeras b) police records

c) sophinlcated technology

d) recorded incidents

e) time<onsuming analysis

f) building a bridge

g) make full use of the system

h) in•olved in a project i) claims to produce

UNJT S A tift ol crime

j) have reported ma>sive drops in crime

1 a) 2j) 3e) 4<:) Si) 6g) 7h) Sb} 91) 10d) Ex.4 2 1A 20 3A 48 SB 60

EXTENSION ACTIVITY

To give studenu further practice in discussing the topic and provide practice for PaperS, Part 3, write the following questions on the board:

1 What do you think about the way some criminals are made into cerebrides~

2 What do you think will be the most common crimes of the futuret Why!

3 Do you think that committing a crime can ever be justified!

Put students into pairs and ask them to p..epare a short talk on one of the questions. They should prepare the talk with three paragraphs. includit1g an introduction and a conclusion. They should make notes and not write full sentences. and should aim tD

talk for about two minutes. Give them a framework for the talk by putting the following language on the board, which they can use if they wish.

It seems !D me rhat ...

I (eel !hot ..• beMuse

A11 exomple of ... is .. .

A furrhe< exomple of ... is .•.

To sum up ... It is rhere(ore dt~:~r !hat •••

Ask students to give their talks. and comment on the ideas they present and the language used.

53

UNIT S A lift of crime

Writing: Paper 2, Part 2 (proposal) p. 78

Aims: • to introduce the style and features of a proposal • to focus students on the organisation of idea• in

a proposal • to focus on appropriate ~ocabulary and regi•ter

Thi$ seC!ion $hOW$ $tudents how to write a proposal by making points and then supporting !hem with evidence or reasons.

I This question focuse< on the style of a proposal ond the general type of information it contain$.

2 This exercise shows students how to use the task itself to help them organise the way in which they present their ideas. It also provides ideas for the topic. Encourage students to share ideas. and write ideas on the board for them to copy if necessary.

) Students should reod the sample answer and then add the information to the table.

4 This exercise focuses on register. A:sk students to work in pairs and discu:s.s their answers before chetking with the wnole class.

S This provides a parallel writing task E>tercises 5.1-5.4 could be done in class as preparation and then the writing task {5.5) could be set for homework Allocate time in the next le:s.son for peer evaluation.

54

ANSWERS Ex.1 A proposal gives facts. makes suggestions and uses headings.

Ex. 2 2 problems leading to crime. recommendations. reasons

Ex.3 2 1 two problems: vandalism and growth in crimes committed by young children

2 recommendations and justification: • video surveillance - to deter attacks on propeny • making local police more visible by mixing wim

community. visiting schools and walking in the streets - this would deter criminals

• pro•ide supervised leisure actiYities for young people - much crime caused by boredom

Ex. 4 1 1 The expense should be bome by the town council

2 be a more effective deterrent 3 should be organised and supervised

4 were they to be implemen~d

2 Introduction: would (NOT need- this is a main verb)

Main problems: may, can, may (all used to suggest possible reasons for problems) Retommendations: • would. can. should, would, should • might, would. should • should. should Conclusion: will. would

Would and should are most frequent. Would is used here for statements about hypothetical situations in the future {depending on wnether or not the proposals were accepted). Sometimes an if-douse is also given. e.g. in the second recommendation, and sometimes it ;s, lmp1iedt e.g. in sentence 2 of the introduction {If these proposol$ were odopte<! . .. ). Would is also used co make statements more tentative (/would suggest ... ).

Should is the most frequent mochl in the proposals. and is used for giving advice.

3 I propose that money be set aside ...

This makes the proposal sound more formal (compare: t think we ought to pur some money aside ... ).

FURTHER WRITING .PRACnCI!

The tasks below can be used for homework. For the proposal. remind S1Udents to follow the svacegy in this unit.

1 You ha...e joined an action group working with the polioe to improve the safety of your neighbourhood. The police have asked the group for a wrinen proposal outlining measures that could be taken to improve safety and suggesdng how they could be funded and implemented. Write the proposal. (3~350 words)

2 You have seen a television programme on improving the safety of town centres at night. Write a letter to your local cown council elCplaining what the programme said and recommending any measures. you feel could be useful lor your town. (3~350 words)

See also: Profldency Gold Eacrm Mdwfmlser, Unit 5, p. 46.

You can use the photocopiable test for Unit 5 {TB p. HB) before doing the Progres check in the Coursebook. which eo>ers language from all the previous units.

Units 1-5 Progress check pp. 80-81

ANSWERS

Ex. 1 1C 2A 38 -4C SA 68 Ex.l 1 go 2 on 3 far -4 tlme S witho ut 6 alone 7 no 8 somehow 9 numbers 10 a wore 11 fo r 12 themselves 13 whidl 1-4 e idter/any 1 S more

E.x.l 1 considerable 2 researchers 3 inconclusive -4 circumstances 5 indistinguishable 6 significant 7 repeatedly 8 confirmed 9 long•term 10 established Ex.4 1 trained 2 relate 3 full ~ saeam S close 6 channel

Ex.~

1 My gnnclfudter is always finding (oult with Tom because of his untidiness.

2 1 wish he didn' have to/hadn't got tolwasn' obliged to set off before the arrival o f his fl"iends.

3 No sooner hod lhe witness begun to speak lhon the lawyer interrupted her.

4 There wu no need for yoo to poy lhela reglstrot/on fee.

S Not homg ony i<ho obout <llmputers, I con'tlamnot ad 'lise you whethe r to buy it or not.

6 He said there wa. e.cry PkcNhood that the trio/ would eonti nue for another week. (NOT thot there wos every lil<dihood .. • as this brings the answer over eight words)

7 There has been a shorp foil in (!he) detn<lnd for this product.

8 It never crossed her m<>d !hot she could IM/to 5ve on her- own.

Now your students"'" ready to do the Progress test for Units 1-S on TB p. 17 2.

UNITS A life of tnm•

:ss

UNIT

6 Bright lights, big city

Speaking p. 82

Aims: • to introduce die theme of die unit aspects or

cities and city life in tlle past, die present and the r .. ture

• to help students identify key approaches to t.\lking about pictures for Paper 5, Part 2

f . l , Remind students that In Part '2 of Paper 5 they will have to alk about one or more pictures. The questions in Exercise 2 show swdents how to discuss a photograph in terms of lu purpose and effect. In the e>Gim, SLudenu should only describe features of the picwre when this Is necessary to support ideas for the usk. (They would not be asked to identify a place or person from a phooognph.)

l This exercise uses the pictUres in an exam type ta.k Ask srudents to work in pairs or groups. and remind them once again to discuss the issues. not describe the pictures. Get feedback from the groups on their altemative suggestions for the book cover.

4 These questions extend the topic. Do this as a class discussion.

5 Do this as a class discussio n. Alternatively. ask srudents to find a plaure for homework and then the discussion could be used as reVIsion of the topic in the nex[ lesson.

ANSWERS

Ex.. 1 1 Hong Kong 2 Kuala Lumpur (Malaysia) with Petronas r:win towers in ~round 3 New York (Central Park) 4 Ber lin S Jeddah (Saudi Arabia) 6 Bilbao (Spain) a view of the Guggenheim Museum

EK. 2

1 Suggested answers cosmopolitan and sophisticated' 4

a place where history lives: 4, S

bustling and dynamic: 1

futuristic 2. 6

green and clean: 2. 3 cultural: 6

Ex. 3 1

Suggested answers

Possible issues include transport, l-eisure. commerce. archite<ture. parks and gardens, industry, demography (patterns of population}. lc could be argued that the personal angte is missing from all these pi~tures- the focus is on buildings rather than people. ....... ·-···---·----------.....1

Exam Focus: Paper 4, Part 3 p. 83

Aim: • to focus- on tec:ttniques needed for Paper -4

multlple..:hoice questions

Go through the introduction to the el<lOm task and the recommended procedure with the class. Explain: • In the exam they will hear the instructions on che

recording and then there is a pause for them to read through the question•. Your students should be fully aware of the value of doing thi•. For multiple-choice questions they should read both the stem and the four options.

• The first time they hear the recording they may not get the answer to every question. This doesn't matter as th"y hear the recording again. They should not panic. The best techniqu" is to dminate the options that are definitely wrong on the flf'St listening, The second listening shculd confirm their ideu and hlcJifight the right answer.

• There is no negative marking - if they pt an answer wrong they are not penalised. If they are still not sure after the second fistening. then they •hould suus.

• In the exam candidates are given time to copy their answers from the qvestion paper onto an an•wer sheet. They should not change any of their answers at this scage becavse their memory of the acwal text will be inaccurate.

I Start the recording. which follows the exam format and includes a one-minute pause for students to read the questions. You could pause the recording for Ianger if students want to discuss the hints provided Then play the re~ording all the way through to give students an idea of eKam conditions.

• Tapescript p. 126

2 This exercise will help students to see how multiple· choice questions are constructed and to distinguish me incorrect options (distrattors) from the correct one. Go through it with the whole class.

3 . 4. These follow-up tasks provide additional exploitation of the Ustening text.

ANSWERS

EK- 1 1A 2C JC 4A SC Ex.2 Exttoct l A they kept the old souq •.• ond ek!ariool equipment too

(distractor: no infonnation about a change in market goods)

B o lot of the old town wos pulle<i do'>'m {distractor: it's implied she wu ag~inst this)

C foro time it seemed os if oY the history wos going 10

be los~ but !hen just at the last moment they scotted doing up some of the old hoV$es {correct implies she was relieved)

Dtourism doesn't ex~t ot oil (distraccor: no indication of speaker's attitude)

&tract 3 A o (ritnd's apartment or something, out in tht new

suburt>s (distraccor: it's not the distance that is the problem}

8 Yes ... ofthough il is o ~~try (emily orientated society ... life is quite privote (dist~·accor: she does not say this was a problem)

C o lot of the roods didn't hove nomes yet ... so ... tempers could gel quite (royed {correct frayed tempers suggests a problem due to lack of street names)

D the whole infi'o$ttr.tcture wos developed, roods, s~es like teltphonts and public transport

(diurac.tor)

Ex.l 1 Despite it/its being o port, you weren't all that

conscious of the sea.

2 The rate at which the whole city expanded was amazing.

3 The central reservation hod be<:/1 planted with trees ano bushes.

4 The atmosphere of the old~"' win olwoyl stoyfremoin in my memory.

Language Focus: Vocabulary p. 84

Aims: • to show students how the preposition or

partide can help them to work out the meaning of a phrasal verb

• to consolidate students' awareness of patterns In collocations

See T eachlng procedures and ad•ice p. 9.

Tell srudents that the pa~itle or preposition can help them to work out the meaning of a phrasal verb. This gives them a strategy to use in Paper 1. Pa~ 1. It could also help them with doze texts.

f . 2' These exercises provide work on phrasal verbs.

3 This exercise introduces collocations in a verb+ noun pattern. Encourage students to store vocabulary in groups of similar patterns as it will be easier to remember and remind them that they should always note vocabulary in phrases rather than single words.

4 This task provides practice of collocations in exam fonnat.

Remind students that if they are not sure of a collocation. they should choose the combination that feels right. This is why it is so important that they become aware of patterns rather than iust learning individual c.olloations by heart. The individual collocations they learn may not be tested in the exam but being aware of patterns enables students to make connections and feel the right combination.

.5 Students should do this in pairs. Tell them that they should look for patterns before and after the gap. and that they should penGil in all possible answers for ead-o sentence in order to Identify the one that will fit all three in the set.

ANSWERS

Ex.1 1 ended 2 shooting/springing"' 3 started <4 done 5 springing/shooting"' 6 speeded

"both are possible in these context.s, as they imply rapid growth, but 'shoot up' suggests high buildings. Check students are using the past continuous and past simple passive correctly here - shoot up, end up and spring up cannot be used in the pa>sive, but are useo in the past con~nuou.s as the speaker is describing evenu which occurred during a limited period oftime.

58

UNIT 6 Bright lights. bi~ dty

E~t, 2

l breaking 2 fall 3 getting 4 gone S let 6 pull 7 stand 8 put Two common meanings for down: • completion, but often with an idea of something

being eliminated or destroyed • no long<!r working (often negative} Ex. l 1 made 2 (had) wormed 3 inched 4 tal~ S forced 6 find EK. 4

l

lA 2B 30 4C SB 60 2 1 verb + adverb 2 adjective + noun 3 noun + noun 4 adverb + adjective S advert> + vert> 6verb +noun E~t. 5 1 restore (NOT retain) 2 steady 3 develop 4 action S lines 6 hung

Language Focus: Grammar p. ss Ain1s: • to revise the uses and forms of the passive • to show how verbs of recommendation may be

used with the subjunctive form

See Teaching proc:edures and advice p. 11.

f - 3 These exercises give students the oppor-tunity to check what they know about the uses of the. passive in an atl'l:hentic context. Explain that tile text is aa elrtract from a published book about city Jife in the pasL In the origina,, the passive wa:s u:s.e.d.

Students should read the text carefully and make sure that they understand it before attempting tO rewrite the numbered cb.uses. Ask questions to check comprehension. e.g. • How easy was it for pedestrians to watk through the

streets~ • What did people do with their rubbish? • What caused tnffic jams at the time! • How did people travel about? How do you know! • What was the city like at night! Why! • Was it polluted!

After discussing the dues given in the text, tell students where the text is from (see Answers).

If students have difficulty with Exercise 2, cell them co refer to the box on p. 86 and the Cirammar reference (Courseboo~ p. 217) to help them.

4 This exercise practises the passi>le with the group of verbs suggest recommend, propose. etc. Point out the use of the subjunctive as this may be useful when students are writing a t•epcrt or marcing recommendations. The Grammar reference (Coursebook p. 217} gives more information about other uses of the subjuncti>le.

S This oral wort< gives further practic.e in using the passive with modal verbs, often an area of diffK:ulty for students.

6 The exam format tas~ tests a range of points related co the passive. Tell swdents to check their answers with each other and by referring to the Grammar reference (Coursebook p. 217) before checking as a class.

ANSWERS

Ex. 1 The text is about London. The time period could be between the fifteenth and eighteenth centuries. There are co!>Oied sll1!ets. The teXt does not mention any gas lighting. (o candle oro lantern) or any sor·t of mechanical tnnsport (o monon o horse), so it is before the Industrial Revolution. There i$ also a reference to since lhe fourt~nth cenwry. so it is later than that. {The cext is adapted from Restoration London by Uz:a Picard, which describes London life in the mid-<"eventeenth century.} Ex. 2 1 The rare sidewa1ks were re.sef""t'ed for pedestrians

by only a line of posts. 2 ... drain (which) was usually blocked with rubbish 3 ... a drove of turkeys (which are} being driven co

their last home in City storehouses 4 Side streets were punctuated by narrow alleys,

barely wide enough for two pedestrians to pass. S Their meaning was sometimes conveyed by an

elaborate code. 6 ... combs of ivory and other materials could be

bought. 7 ... this dut~ had been r~peaced by Cit~ regulations

sinc:e the fourteenth cenwry ... 8 ... one can only suppose lt was not generally

o!nerved. (by poople is obvious and best omitted) 9 ... air-borne pollution was b!own in from acro:s.s

the river.

Sentenc~s 3. 6, 8 an 9 do not need agents (and are better without them). Ex.3 First use of passive: ~xamples l an<l9 from text Second use: examples 2, S, 8

b.4 1 Should ca" be removed. 2

1 I suggest that rubbish be collecred more frequently (to prevent the drains from getting blocked).

2 I recommend that underground drains be built (to keep the streetS dean >nd dry).

l I propose <hat the city centre be pedesllianked {to make it cleaner and safer).

4 I demand that fines be introduced for littering (to act u a deterrent).

S I urge that street lighting be in sailed (to improve nlety and prevent crime).

6 I Insist <hat heavy industry be banned from U.e city {in order to reduce heavy traffic. and prevent pollution).

Elc.6 1 They hav~ never let her go lhere on her own.

2 In Stngopore anyone caught dmppinglittcr is fined on the spot (NOT is immediately fined)

3 No decision ho~ yet been reached/mode on lhe location of the concert hall.

4 Young people will be helped 10 gain additional quolifi«rr;ons through this scheme.

S I could ~e (tho!) the man ·s boots wue coked with/in mud.

6 Pecple should hove ~ ronsul!ed before action was Clken.

7 The thieves mom hove been seen molcing off with the !ewels.

8 The d ub's reputation would hove been bo~d by the building of the new scadium.

---··---·--·----- --l

Speaking p. 87

Aims: • to recycle oome of tile ideas and lancuqe

already introduced in the unit • to provide practice in pre~nting ideas in a clear

and ordered way (for PaperS, Part J)

J The information about Baaerna Power Station provides a l~ad-in to U.e simulation cask. After students have read th~ text :and discussed the s~~g&estlons for re­developing the building. you can tell them that in fact no final decision has Y"t been uken on ia fat~. Discuss any redeYelopm<!n.t proj"cts students m>.y know of.

U NIT 6 Bri.C\>t lights, biz dey

Z M>ke sure that students undersand the instructions. Th en put them into groups to prepare their own proposals. To help them organise U.eir ideas. suggest m at they use the folloWing four he:adings: • Building and its proposed use • Possible problems with the proposal • Benefits to the community • Conclusion (why this proposal shovld win me

competition)

Give the dass about 20 minutes to work on their proposals.

J Each group should nomin>te a spokesperson to deliver the proposal. Write the proposed use of the building on the board as each group reportS back. Then vote on the winner. For homework students could be asked to: • write il paragraph su:mmarisi"8: their own proposal • write a paragraph summari<ing the competition. who

won and why.

Use of English: Paper 3, Part S p. 88

Aims: • to to develop tfte skills needed in Paper 3,

Part 5 • to to remind students of the tec:hnlques of

• u mmary wrldng

See Tea~hlng procedures and advice p. 1].

Use the picture with the whole class to ifltroduce the coplc of cities of the future. Remlnd stlldents of the value of skimming to get a general understanding of the texts before they read them for detaJI.

Note: Text \Is taken from a newspaper article in the Evening Stondo.-4 the London dally newspaper, written in conne,tion with an exhibition about city development. Its tone is quite ironic. espe,ially In the first and last paragrapll~. T eKt 2 is more academic in ap;>roach.

Once the exercises have been colllj)leced and dlecked. ask students to react to the cext. A•k questions so<:h as: • Whac do you think of the idea of a city as a theme

park! • What is your favourite city! Why1 • How would you like to see your own town or city

develop in the fururel

ANSWERS

Ex.2 1

gleaming towers joined by skyway>. buildings looking ever more uniform

59

UNIT 6 Brigh( lights, big <ity

60

2 the entertainment industry

Ex.3 1 The writ~r sugg~sts chat 20th·c~ntury predictions

were inaccurate. as !hey failed to spot the main factor influencing city development: en~ruinmenc.

2 large shiny blank buildings

Ex.4 Changes due to new commercial developments such as proliferatiQn of chain stores. and eo.eommerce

Increased importance in some cities of cultural and aru...related acdviti~s

Ex.S 1 across the dev~loped world

2 In the past, the ~ity's shopping distrkc used co be a ptlce where people met together. so it had social value. The shops and activities there reflect~d the individual nallJre of the <ity and what people did !here. so it also had a cultural role. The existen<e of such districts was lhen:efore a cohesive force in the city. both socially and culwrally.

Ex.6 The following points should be included. (Note: Stress to sb.Jdents that the original order is not the best one for the summary.) a) city as entertainment: theme parlts (text 1)

b)changes in shopping: shopping malls (text 1). chain stores .s individual stares (text 2}

c) internet shopping chreacening the traditional w.oys of shopping (text 2)

d) city as cencre for cultural activities (text 2)

Possible order: b, c. d. a Suggested summa.ry Cities are in danger of losing their individuality as chain stores and shopping malls cal<~ over from independent shops. and their commercial role is further threatened by the growth of internet shopping. In order to survive, many cities ar~ finding new roles related to the entertainment industry. becoming centres for cultural activities and combining entertainment with shopping in theme parlts or themed shopping malls.

(&4 words)

language Focus: Vocabulary p. 90

Aim: • to develop studentst understanding of the use

and effec:t of metaphor

1 - 3 By extending students' aw.oreness of metaphor and by asking them to chink about the literal meaning of a wor<l as well as Its metaphorical use. you are developing techniques that will help them with the texts in Papers 1 and 3.

4 Ask students co do the exercise in pairs and then to share their ideas with the class. Ask the class which metaphors they thought were most effective and why.

ANSWERS Ex. t 1 a) the grass. a lawn

b) the ease with which a large number of pedestrians could be knocked down

2 a} material/fabric - it comes to pieces. loses its structure

b) that they are losing control. no longer 'together'

c) lose yovr temper -= sudden, extreme loss of self· control, resulting in anger

tempers betome frayed is not as extreme or sudden• it suggests a longer process

3 a) a small bird. a butterfly - it suggests a quick. light movement

b) it suggests a light tone. ironic, not entirely serious

4 a) to lay eggs (lish}

b) a negative meaning because it implies a rapid and large growth

Ex.2 1 New York or a similar modern city ...;th skyscrapers. size. speed and noise

She likes it: lr's oil so ex<iling, I'm glod I'm h<:tc:! 2 dwarfed: usually refers to a small per;on; it suggests how small the skyscrapers make everything else look

swarming: usuaUy refers to large numbers of inseru moving together; it suggests c:he farge numbers of people all moving quickly wailing: usually refers to a high cry of pain or unhappiness that goes on for a long time; it suggests an unhappy. long-drawn-out sound

E~to3

1, 2

1 fought a) literal b) metaphorical

b) suggests the physical difficulty large numbers of people had in pushing their way through other groups of people to get on to the buses and the aggression needed.

2 stampeded a) metaphorical b) literal

b} suggests a sudden violent movement all in same direction by a herd/group and it emphasises the fact that all the children were moving as a group.

3 screethed a) literal b) metaphorical b} s11ggests a loud, unattractive sound possibly indicating fear or emergency.

4 crawling a) literal b) metaphorical

b) suggests slow and not very efftcient movement

S squealed a} met:ophorical b) literal (Note: scn:cchod is also possible in a) but not in b).) a) suggests a high·pitched sound made in excitement or pajn

6 melted a) metaphorical b) literal

3

melt usually refers to something which turr.s into liquid. e.g. ice: a) suggests that the crowd disappeared silently and completely

Suggested answers

ftr The bind flew into the tree.

Hearing the baby cry. she flew upstairs.

fi"eere The water froze last night.

Hearing the steps coming closer. Sophie froze.

sur:gt The water surged over the rocks.

There has been a sudden surge of interest in ~-<.Ommer«.

Language Focus: Grammar p. 91

Aims: • to revi'Je students' knowledge of relative clauses • to help students edit their work

See Teachina procedures and advice p. 11.

f Relative clauses are eontexwalised in the reading text. Introduce the text in the usual way and check comprehension before moving on to the analytical work

2 This exercise requires students to identify the relative davses in the text and use them to revise the rules for use. Point out that they can identify defining and non-<lefining relative dau~s quicl<ly by the absence or presence of commas. This simple technique may help them with the doze in Paper 3. Part 1.

3 This exercise focuses on C<:>mmon errors with relative clauses. Tell students co refer back co the rules in Exer.:ise 2. and also co the Grammar reference (Coursebook p. 218).

ANSWERS

Ex. t Curitiba solved its transport problem by long-term plilnning early in its development. As well as normal roads there are special busways and cheap. regular and dependable bus services.

Ex.2 1

1 that usually go with rapid expansion 0 2 . which provide rapid transport of people NO

3 ,which are closely linked ND

4 which lays down operating •.. performance 0 S • which is all the more amaxing NO

6 • whose enthusiasm and persiuence ... years ND 7 to whom the city belongs D 2

1 0:1,-4.7 2 ND:S 3 ND: 2. 3. S. 6 4 both

s 0:1, ~

6 both: 6 7 both: 1-S a both: 7 Ex.:J 1 ... that I would most love to visit.

2 ... that were on the cable. · 3 The hovse (wllich/thac) I lived in ...

4 ... man, whose name ... S The man who gave the talk on local history was ..•

6 The people who are using public transport ...

Ex.4 The relative pronoun can be omitted in Sentences 1 and 3. (The relative pronoun can be omitted in defining clavses if it is the object of the relative clause.)

Language Focus: Grammar p. 92

Aims: • to introduce further aspects of relative clauses whi~h can ~aun difficulty

• to practise the use of reduced relatives (•lng and -s participles)

See Teaching procedures and advice p.11.

J - 4 These exercises aim to enable students to use these clauses in their own writing. Each exercise is

62

UNIT 6 Brit!>t litf>ts, bit city

therefore followed by a production task (ei(her sentence combining or rewriting).

5 For this writing task. students shoufd use the extract in Exercise 4 as a model and try to U'S.e a range of relative clauses appropriately.

ANSWERS

Ex.1 1

1 in which a.se 2 stnc.e when

l 1 Curitiba invested heavily in public transpon, as a

result of which pollution was gready reduced.

2 We are expe«ing a full report in April, at which time we will make our decision.

3 A five·point action plan was agreed, since when many improvements have been made .

.o! People stoned arguing. at which point I left.

Ex.2 2 1 Mrs Carr, four of whose children had already won

prizes. WM delighted.

2 A lot of people came to the meeting, most of whom I didn't knew.

3 The lottery makes a lot of money, only a small proportion of which goes to charity.

<4 The City has had two mayors in the !o.st ten years, both of whom were excellent.

Ex.l 1

-<ng participle clauses have an active meaning, while ...ed participle clauses have a passive meaning.

2 1 Roads which run along the structural axes ...

2 A sophisticated bus system has been developed, which features ...

3 The buses are run by private companies. which are 1icensed ...

3 1 The forst walk begins in Placa de Catalunya. {which

is) the nerve centre of the city.

2 The square is flanked on all sides by splendid old buildings. (which are) new banks and stores.

3 The bank, {which is) already the ullest building in the city, is about to be extended.

Here instead of having a passive form (~ + -ed partidple} the patlero is be + noun. Both the relative pronoun and the main verb be can be omitted. leaving a verbless clause.

Ex. 4 Originally. Las Ramblas was nothing more that a river-bed marking the outer limits of the 13th· century city walls. A promenade was formed running parallel to the walls. (hrough which various entrances allowed access to the town. In the course of time, these walls ceased to serve their defensive function and were destroyed. All along the Rambla, houses, hospitals and colleges were built, forming the splendid promenade we see today. In the centre are stalls selling flowers, birds and animals or newspapers and magazines. whilst further down are pavement c:afes and stands setrrng crafcwork. There are also street perfonners, Tarot c:ard readers and portrait artists, usually surrounded by curious onlookers.

Writing: Paper 2, Part 2 (report) p. 93

Alms: • show students the format of a report and how

to ptepare an outline • to focus on selecting Ideas and organising them

into the planned outline, using headings • to focus on the style of reports

See Teaching procedutes and ad•ice p. 13.

Go through the introduction to the writing task carefully with the class. Students need to understand the difference between a report and an article in terms: of style and organisation as in the exam they will lose marks if they write in the wrong style. (Note: The report only appears in Pan 2. so they will not have to deal with given input as in the compulsory question in Pan 1.)

I Class discussion of the newspaper headlines provides a lead.in to the topic of the writing task in Exercise 2. For ideas. tell them to think about Curitiba -busways. regular services, transpon network.

2 Remind students to underline the key words in the task to ensure that they do exactly what is required, i.e. give their opinion and make recommendations. Give them a few minutes to brainstorm the topic by relating c:he issue co their own experience.

J Students read the sample answer silently. Then discuss the content with the whole dass.

4 Students complete an outline of the sample answer in pairs. This reminds them how to plan and organise their ideas under headings. Emphasise the importance of working under headings when writing a report

5 This exercise draws attention to features of style and register in a report. Students can refer to the Grammar reference (Coursebook p. 217) if they need help with the fonn of the passive and the subjunctive.

6 - 8 students plan dleir own report for a parallel task. This should be done in pain, but they can write the final report for homework Remember to give time In die next da" for peer eval~tion.

ANSWERS

Ex.1 problems related to transport Ex. l The proposed solution is to pedestrianise die eity <:entre, banning all private cars and instead providing shunle buses to tnnsport people around the tentre. Cars would be left in underground car parks on the edges of me pedestrian zone. Publie tnnsport from the suburbs would also be improved. The advantages are dlat eongesaon and pollution in the tity centre would be removed. The disadvantage would be the cost. Ex.4 Background information Meeting held by TPO on May 21 to discuss traff«: congestion in city cent~. Problems 2 offt<l!~ shq>s, entettoinment awoa mony people to centre Suggested £hange• 1 pedestriooise town centre

2 bon privote w.hides 3 three Iorge underground cor pork$ + shunle buses S improve publi<: transport (rom suburbs Comments/own recommendations Comment: main problem = cost ReCIOmmendatioi\S: phased implementation: Phase 1 - improve public transport

increase porl<ing charges in city <:enue

Phase 2 - introduce cor porl<.s ond shunk busf!'S Ex.S passive and impersonal struewres: See especially Suggested changes, U.mments/own recomlllf!ndotions. (In these seeaons it is die ehanges that are important, not who acwally urries diem out.) Sl.lbjunctive: It was suggested thot the city centre be pedestrianised ... all private vehicles be bonn eel (Suggested ehanges)l recommend that it be implemented ... (Comme11t.slown recommendations) complex sentences: As a result. there is a steady stream ... and unheolthy ...

Ex.6 1

UNIT 6 Bright lighu, tig city

key wor<l<: sports, leisure and other f'acili!ies. summarising your findings, idenafying the most urgently needed <.hanges. making recommendations 2

sports facilities, litter and rubbi'Sh, pnesE!rvation and renovation of old buildings, library facilities

FURTHER WRITING PRACTICE

The tasks below can be used for homewort<. Remind students to follow the •tratel)' that they have used in the unit.

1 You ha"" decided to enter a cornpelilion to design an ideal dey centre for your own cown. for the competition, you muse write a report on the ancre u it is now, explain the problems and make recommendations for improving it. (300-350 words)

2 Your local a>undl ha• ••ked you, as a representlltive of a local residents croup, co write a report on the car parkin& siluacion in your cown with a view to improorinc consesdon in the city oenue. Write a report on die current situalion. explain die problem• and make recommendadons for improvi~~& it. (300-3SO words)

3 You have been uked to Ake part in a competition to comider the renovation and redOMtlopment of a buildi~~& in your own town or city. Wri~ a repan on the c:un-ent buildinc, any problems that there micf!t be wilh Its redevelopment and make recommendolions for wa)" in which you think it could beu be used. (300-JS.O words)

UNIT 6 review and extension p. 95

ANSWERS

Ex.t 1 A by-pass is being constr~.~eted 2 I think that ought to have been done ... 3 Unfortunately. only a small proportion of die

traffic jams will be prevented ... 4 The developers shouldn't have been given

pem>ission to build ...

63

UNIT 6 Bright ri.(hts, big city

S All the open spaces have been b<lilt over.

6 No consideration wa> given to the need for access roads.

Ex.l 1 I recently attended a meeting, the purpose of

which was to discuss the modemisation of the swimming pool.

2 The pool was constructed in 1968. at which time little consideration WllS given to the matter of access for wheelchair users.

3 Some disabled people use the pool now, only a small proportion of whom could anend the meeting.

4 We all agreed there should be a ramp leading up to the entrance doors. as well as steps.

S It should be possible to get a government grant to pay for the ramp, in which case we'll have enough money to repaint the changing rooms.

6 We all agreed that the meeting, which we hadn't been particularly keen to attend, had in fact been very useful.

Ex.3 1 pre>ervation 2 unbelievably 3 ambitious 4 onlookers S fr1.1stracion 6 persistence

Ex.4 18 2A 3C 48 SC 68 Ex.S 1 My little tent was dwotfcd by the mounroins

surrounding the camp site.

2 The students demanded (that) the regulooons (should) be obof~hed immediately.

3 He wanted to b...y the old house and do it up so he borrowed the money from this father.

4 The new one-way system hos (only) been a partiol success so far.

S Independent shops ore under lhreat from tile growth of supermarkets.

Now your students are ~dy to do the test (or Unit 6 on TB p. 1 SO.

UNIT

7 The living planet

language Focus: Vocabulary p. 96

Aims: • to introduce the cheme of the unit: the

environment a.nd the future of the planet • to provide key vocabulary and ideas for

discussing the topic

See Teaching procedurer. and advice p. 9.

I - 3 These exer<:isl!$ provide an overview of key environmental issues and the related vocabulary. The text on these pages is a continuous piece. but because the vocabulary load is high. the gap'fill task has been split into three partS. The photos illustrate the issues in the text. Use them as a lead~n to prepare for the reading and intro4uce some vocabulary, and ask students to discuss c:he issues as a class.

From the left. the photos show: • an industrial plant with tall chimney10 emitting smoke

and toxic gases (pollution) • par<:hed earth, the result of drought (global warming.

greater eXtremes of climate) • a tiger (an example of an endangered species) • hilltops covered in tree-stumps after trees have been

out down (deforestation) • tomato with syringes stid<ing in it (to suggest

genetically modified food)

Let students worl< in pairs to do the tasks. but check the answers after each part of the text. Encourage them to read the completed text through by asking some comprehension questions co make sure that they have gr..sped the concepts. e.g.

Part 1 • What happens when we overuse resources! (we

reduce the diversity of life) • What does this threaten! (our way of life)

Partl • What has caused the atmosphere to change! (burning

fossil fuels) • Give examples of some results of global warming

(~oods, droughts. heacwaves) • What is the problem with poisonous substances

produced by indusO'ial processes! (it is almost impossible to dispose of them safety)

UNIT 1 The fivlngp!anet

Partl • Why do we drain land! (to build houses. etc.) • What is the effect of chis dralning1 (it reduces the

number of species by reducing their habitat) • Give an example of how modem technology can be

dangerous. (producing new plants or species of bacteria can be dangerous because they can have 1.1nknown consequences)

• What is the most important message of the cext1 (that we must stOp oonsuming and polluting without considering the future consequences)

4 This continues worl< en deducing the meaning of unknown words through oontext by shewing students the different ways a writer can give dues for diffkult words. It will help them in the exam if they are aware of the importance of information in brackets or between commas. You should write the methods identified by the students as having been used by the writer on the board. so that they can all make a note of them.

There are more examples below to add to the list.

The writer can:

1 give examples (g<Ues such as o:1rbon dioxkielotgonisms like bacteria)

2 make comparisons (which act in the aunosphe~ like glass in o greenhouse)

3 give glossaries or definitions (this is known 0$ the greenhouse effect/at this stoge they are known as endangered species}

S These are key concepts for the work in the unit. Ask students to work in pairs and explain two concepts each; the student listening can look back at the text to check the accuracy of the explanation.

ANSWERS

Ex.1 1

pollution. g1obal warming. endangered species, destruction of habitats. overuse and misuse of resources with the consequences. changing nature and natural processes for our own advantages

2 1 destruction 2 ecology 3 resources 4 habitats S en'tironment

65

66

UNIT 7 The livlnx planet

Ex. 2 The key issues are global warming and pollution of the air and water.

6 fossil fuols 7 gues 8 greenhouse effeu 9 changes in climate 10 tOx.lc wutes 11 leach 12 o xooe layer 13 acid rain 14 pollution Ex.l 1 S w<>~lands 16 <leforescation 17 ecosystems 18 wildlife 19 dying out 20 enclon&ered species 21 extinction 22 str~ins 23 genetic engjneering 2'1 b\oing orynisms

b . 'I 1 an example of an emission is given ~tween

commas: such os StJiphur (from Part 2 of th e text)

2 explanation follows the word: the /orge-scole cutting down of uees (The meaning can also ~ deduced from the parts of the word: (orut +de (= negative) + -<>tiM (= process).)

3 explanation io given in bracket> (sail content) 'I the word this refers back to the explanation that is

given in rhe previous sentence : Technology now crnows us ro ere are •••

Ex.S The greenhouse effect a nd alobal warming occur when fossil fuels are bur11ed. These produce gasses such as carbon dioxide wl\ich are released into <he otmosphere and trap the heat of rhe sun.

Industrial pollution occurs when poisonous substances are produced by ~ctories or industrioll processes and these s.ubs:tanO!:s are. re.Jeased into the atmosphere or le~ch Into takes and rivers.

Species toss is when species become extinct. often because of me toss of rheir habitat through activities like de fore scat ion.

Genetic en!Pneering is the science of changing the genetic structure ofan animal or planr or human in order to affect the way It develops. (A gene is a small part of material inside the nucleus ala cell that conrrob the development of the qt.<llities rha.r have been passed on by the organbm's parents.)

language Focus: Grammar p. 97

Aim: • to provide practice In using linking words

showinz cause and result

f - 3 Cause and resulr structures are vical for dtscussion of environment.tt Issues. The sentence work in Exercises. 1 and 2 prepare for the discussion in EKercise 3. There are different vn.ys of combining the sentences.

so tell stvdents that there may be more th>n one correct answer.

4 This should be done as a whole da<s discussion as m e tOpic is key to the unit. although students could be given a few minutes to tllink of ideas in pairs so ch>t they can focus on the la11guage in the discussion and noc jusc the ideas.

ANSWERS

Ex. 1 Th<!re are different vn.ys of comblnillg these sentences: sever.Jl possibilities are given.

1 The diversity of life on Earth geu poorer every day because of our overuse of resourtu and dlsreprd for me riches of nature.

Because of the fact that we are overusing resources and disregarding the riches of nature, the diversity of life on Earth gees poorer every day.

Beause of our overuse of resources and disregard for the riches of nature, the diversity of life on Earth gets poorer every day.

2 Man has burned ever larger quanriries of fossil fuels. first coal and then oil, and as a result the composition of the atmosphere has started to change.

Man has burned ~ver larger quantities of fossil fuels. forst coal and then oil, with the result that the composition of the armosphere has started ro cha11ge.

The result of man('s) i>urnillg of ever larger quantities of fossil fuels, first coal and then oil. has been that tt\e composition of the atmosphere has started to dtange.

The result of man('s) burning of ~ver larger quantities of fossil fuels. first c:oaland then oil, has been a cha11ge in tile composition of the armosphere.

3 Some species are so reduced in number that they are in da11ger of dying out.

Til<! reduetion of the numbers of some species has been so great that they are in danger of dying out.

Some species are so reduced in num~r thar rhey are in danger of dyillg out./So reduced in number are some species that ...

Ex. l 1 ..• enormous increase in the number of private

can. 2 ... the rise in the &rth's temperature.

3 ... rise in sea levels is an increased incidence of flooding.

'I ... that whole counrries will/may/could disappear.

S ... and $ea mammals have died due to che dumping of toxic w.llte in che sea.

6 Deforesution and fanning methods such as irrigation and excessive grazing have led to the spread of deserts.

Exam Focus: Paper 1. Part 4 p. 98

Aims: • to provide a strategy for handling multiple·

choice reading teMcs in the exam • to provide information about key environmental

issues

~ Teadllng procedures and advice p. 8.

Re~d througf, the introduction and recommended procedure with the srudents. Expl~ln th~t: • Using the tide and skimming the text first for an

ovel'liew before tackling the questions is a good idea. • Reading the stems of the questions only. ~nd looking

for their ~nswers in the text. will stop students being distracted by the options before they have re~lly thought about the ~nswer. Suggest that they underline the part of the text where the ~nswer can be found. As the questions follow the o~er of the text, this will show clearly in what part of the text the next ans.wer can be found.

• When they have identified the correct pan of the text (~nd hopefully the answer) they should look at the options to c.onfirm their answer.

The hints in the Coursebook highlight the d~ngers of the wrong options (distractars}. These options may be only half true. or m~y be true in the text but do not answer the question asked.

Once students have chosen their answers. they should read the text again to check.

Remind students about the &em Strategy box.

You could sec llle reading ~sa timed exercise. Give students 1S minutes.

Once students have completed the exercise, use these questions to ex~nd the Issues ra!$ed in the text:

t Do you agree chat the only reason for consel'ling dis~pptMing speGies is their usefulness to us?

2 Wh~c ~re the problems associ~ced with popul~tion growth?

ANSWERS 16 2A 3A -4C SD 6C 7A

UNIT 7 Thoe IMnx plaMI

language Focus: Vocabulary p. 100

Aims: • to develop lcey leMical arus for t'he eM am • to focus on word formation

f A:s wid> many news~per ~rtldes. the text on pp. 98-99 of the Coursebook conuins a mixture of formal ~nd less formal words and expressions. The aim of this exercise is to help students identify the less formal expres$iOns in the text. which will help them with similar questions in Paper 3. Pare S.

2 The aim of this exercise is co foeus on the ~c«Jracy of the form of the words students use In the gaps. This will help them with Paper 3. Part 1 (doze) and P~rt 2 (word formation).

3 Students should be noting down whole phrases in their vocabulary books and not individual words. This will make them more aware of collocations. which will help them in Paper 1. Part 1 and Paper 3. Part 1 (doze).

ANSWERS

Ex. t 1 looking out for it.(informal) 2 slip a~r (informal). sce~l away (liter:~ry)

3 strongest card (inform~!)

4 with the authority to di$linguish $pecies one from another (formal)

S by chat reckoning (infonnal}

6 are oppressed by something darker (literary)

7 with $peCies continuously evolving, flourishing and expiring (formal}

8 whacked into (Informal)

9 the precision of these figures is disputed {fonnal) 10 could have baleful consequences (literary)

Ex. 2 1 1 verb -also: growth (n). grown (adj) and

compounds fully-grown, half·grown. etc. 2 noun -also: diversification (n), diversify (v), diverse

(adj) 3 noun -also: nutrition (n), nurture (v). nutritious

(adj). nutritionally (adv) (negative prefix: ul>-)

4 verb - ~lso: distinction (n), distinct (adj). distinctively (~dv) (negative prefix: i~>-)

S noun -also: inhabitant (n). habitat {n). inhabit (v). inhabited {adj) {neg prefix: un-)

6 noun- alsoo verge (v)

7 noun- also: precise {adj). precisely {adv) (neg prefix: im-)

.67

UNIT 7 The li'l'inJ: pbnet

e adjective - also: exploit (noon), exploitation (noun). exploit (\')

2 1 precise 2 exploit 3 indistinguishable ~ inhabited 5 dlversificotion 6 verges 7 growth 8 nutritious

Ex. l 1 1 HaH of all the creatures on the planet are on the

verge of e><tincdon. 2 The bear has been wiped out in most countriu of

the European Union witl1 the exception of France and Spain.

3 The government is setting up more natur• reserves in the hope of s:aving the remnant populations of these animals.

4 He £0< lhe job on the strength of h;. experhm<:e/ ha"Yinx: experience with :animals.

S The government is out of w ne with the needs and wanu of ordinary citizens.

6 Under the guidance of her tutor. she came <0 be regarded as a leading talent in her field.

2

68

1 Fair~kinned people are more at risk ol getting skin cancer from over~exposure to the sun.

2 There was a very good response to the charity appeai.!The response to the charity appeal was very good.

) The pollee arrested him on suspicion of having broken Into the building.

4 High production rate$ are often achieved ooy at the expen<e of a reduction in the qu..tity of work.

5 Mary was short and plump. in contr.tst to her mother. who was tall and willowy.

6 The medal was awarded to the retiring mayor in rocognltion of his services to the town.

listening: Paper 4, Part 2 p. 101

Aim: • to practise the exam task of sentence

completion for Paper 4

See Teaching procedu..es and advl<:e p. 10.

J The dlscuss!on of the head~nes staru student> thinking about the topk. The problem is t.Jr.ng sroclu of fish and how rtlis affects both ~hermen and the commu nftles they live in.

Ask .wdentS these questioru to raise their inte re.t in the Listening text: • Do you know anyone who makes their IMng by fiShing! • Are these people having any problems catthing fish! • Do you think that we eat too much fish! • Do you knoW of any areas where Sf.O(Iu of fish are

lower than they were!

2 - 4 Follow the normal procedure lor listening.

• Tapescript p. 127

5 The question focuses on the main message ol the Listening: that species exdnttion is not inevitable if humans ac:t to prevent it. Bro:u1en che diS(ussion to o ther animals. Ask questions such as: • Have you heard of any species that has been saved

from extinction! • How was this doneJ (e,g. giant P'lnda bred in captivity) • Do you know of any schemes to save species! (e.g.

nature reserves tO protect some rare species of bird; ban on collecting eggs of endangered species)

• Do you think it is wor-ch trying to protect species! • Do you have any ideas lor improving what is done now~

(This idea is explored further in the doze on p. 105.)

ANSWERS

b. t The headlines suggest problems in the fishing industry due possibly to a shoruge of fish.

Ex, 3 1 the richest lishery 2 cod fishing (NOT fishing) l production 4 ocean beds/o<:ean floors 5 way of life (of the fishermen) 6 wild flsh (NOT fish) 7 counting 8 lay their eggs/reproduce/spawn 9 no fishing

Ex.6 1 ... losing their traditional way ...

2 ... has been solved by .. . 3 ... come to the r·iver mouth when they are .. .

4 ... to prevent/stop the world·s fisheries. from .. .

language Focus: Grammar p. 102

A im: • to introduce stud~ts to vari:ations of

conditionals and how dley may be tested

Studenu will be familiar with the four basic conditional forms. sometimes koown as t.ero. flrst. second and third

condidonals (ue Coursebook Unit 2 p. 29). This section introduces varia dons widl which they may be less familiar.

l - 2 These exe"ises show how the main claus., and if-clause may refer to different time periods in hypodletkal conditions.

J The focus h<>re is on die forms possible in open conditions.

4 This exerdse intrOduces inversion of c.o"ditional forms, which may be used in formal concexts.

5 Alternative str1.1ctures for exp11!ssing conditional meaning without using if are presented. As usual, encourage students to refer to th., Grammar refeNnce (Coursebook p. 220) if they need help, before you check answers as a class.

6 Thb gives students practice in dealing with this area of grammar In exam format.

fXT!HSION ACnVITY

T•ll students to imagine that they have the power to lncroduce three laws that would help the environment. Write on the boal'd If I had rht ppwer 10 iflltcduce regulolions I'D h"P rho tw~wircnmom. I'd .... TeU them to work in pain and write th,.e sencences justi~ their kleas. then compare their answers as a d aos. e.g.

If I had the power to ina'oduce three r.Peions to help tht environment. I would first Introduce strict quo~s on fishing. If these we,. observ.d. this would benelrt ewryone in the Ions run. Fish stocfu would .-.cover and fishing oommunities would benefit.

O.cide which suggestion the class thinks Is the bes'L

ANSWERS

Ex. 1 1 1 had been observed, would not have collapsed

(if+ past. patt) 2 had to pay, would be (if+ present. present) ) hadn't been made, would no longer e~ist

(if+ past, present) -4 we"' less short-sighted, would not have done (if+

present. past) S might have beoome. were not (put. if+ pres~nt)

2 a) 2 b) 1 c) -4, 5 d) 3 EJt. 2 Note: Other modals possible: mlgh~ could.

ex. J 1 1. stand, can look out {present + pre<ent)

3 a re. contain. haven·c solved (pre.sent + present perfect)

~ are tO. mutt take (future + preunt)

5 didn't. went {past + put)

6 will help. will join {futUI'O + future)

2 1 a) b) 2 a) c) 3 a) c) 4 a) b} c) Sa) c)

E11. 4 1 b) and c) sound less likely; c) Is mou formal.

2 There is no diffei'Once in likelihood, but b) is more formal.

3 b) and c) sound less likely;<) Is moi'O formal.

Ea. S 1 Destroy ... and

If you destroy the pi'Ocesses of nature. yo1.1 can expect ...

2 Suppose

II we could see into the ft.mJre ...

3 as long as I' m prepared to go along widlthe idea. if you promise ..•

-4 But for If It hadn't been for his intervention/If he hadn't Intervened, the situation ...

S Assuming that If you ore reasonably flt. ...

6 provided You shouldn't have any problems, if you've got ...

7 odlerwise I hope they take credit cards - if mey don't/if not. 111 have to ...

8 Don't ... or If you move an inch. I'll shoot!

9 Withol.lt If the government doesn't actllf thei'O is no action from the government/If there Is no government action ...

Ex.6 1 It should only roke (us) on hour ro ger !here, ptOIIided

(thatJ the traffic isn't coo heavy.

2 Invest in our new solar-powered system. and (ycu CDn) look forward lo years of low·COst heating for your house.

3 We'd have mode o lot more profit hod it nor been lor the bad weather.

69

70

UNIT 7 The li\·ing planet

4 You'd better k«:p !hat in(Mnotion «>yourself. or there might be trouble.

S He'd never hove mo110ged without Che help of his friends.

listening: Paper 4. Part 1 p. 104

Aims: • to develop the •klll• needed for the eJ<am task of

three-option multiple-choice • to extend •tudenu' knowledge of vetb + noun

c:olloc:ations

1 The pre-listening usk prepares students for the general topic of the Ustening texts.

Note: I <I the exam these extracts will be unthemed.

2 - 3 Follow the usual procedure for this type of listening, Remind students to read the questions for each extract before they listen. After dlecking the answers. ask students for their reaction to what they heard. Ask:

• Do you do an)'lhing to protect the environment? • Do you think more should be done by individuals?

What! • Do you think ar~y of me ideas you heard in the

listening will work?

• Tapesc:ript p. 127

ANSWERS Ex.2 18 2A 38 <IB SC 6A 78 SC E~t..3

1 ... have predicted we'd make so mud., ...

2 ... society in general as well as to .. .

3 ... long as we recycle paper. more .. . <4 ••. afmost three times as much ...

Speaking p. 10s

Aims: • to provide practice for Paper S, Part l • to provide ideas for the writing task in the next

se<:tion

1 This exeKise provides ideas for- students to use in Exercise 2. Do Part 1 in pairs. thefl feed back to the rest of the class. Write the new ideas on the board. Part 2 can then be done as a whole class discussion, with students responding to the suggestio~s of the other pairs.

2 Change the pail'$ so that students work with a different pel'$on. Give them time to prepare their calks and practise them. You could ask one pail· to present their talks to th~ class. Suggested ideas:

Col>:! I

Financial constraints: Some optiof\S such as large-stole programmes of reclamation are too expensive. Cheap options include recyding, less pad<atJng, etc.

Time constroints: People can't be bothered to waste time going co recycling centres.

Family constraints: People think it's silly; family not all sympathetic.

Cord2

We all need to do somethi~g; govern menu can pass laws. e.g. to make recycling compulsory.

We should work more responsibly. e.g. not use chemicals.

We should not use cars and should tum off lights.

3 Oo this round .. up discussion with the 'Hhole dass.

Use of English: Paper 3, Part 1 p. 105

Aim$: • to develop the slcills needed for Paper l, Part 1

(do:r.e) • to review the topic of preservation of species by

focusing on one particular bi•d (the bald eagle)

t - 3 Use the picture to lead into the topic and ask students to read c:he headline and predicc: the content of the texL

Remind students to read the whole text chrough before filling in any g;>ps.

Put students in pairs to check their answers. making sure that they justify their answers using appropriate language. Then check the answers with the whole class.

See Teaching procedures and advice p. 12.

ANSWERS

Ex.1 The bird is the American bald eagle. It is the national bird of the USA and is depicted on US currency. _ ___J

Ex.3 1 to lby las .fit SUn1il 6we~ 7lhey 8 in 9 which 10 all 11 focus 12 over (NOT about- too informal for this context) 13 fewer/le$$ (less is now «>mmonly used co modify counClble nouns as well as uncountable} 1<1 its 1S there

EXTENSION ACTIVITY

Write the following questions on me board. Ask studentS to choose one 3nd prepare a short ulk. Those listening can ask questions after the talk. This will pro11ide more opportunity for srudenu co discus~ the issues in :a person.:.l way and provide ideas that they may be able to use in Poper 5 (the interview) and in l':lper 2.

1 What has been done in your tawn to deai-.Mth pollution!

2 What has been done in your town to dec~! with litter 3nd wasi'Je!

3 Is there an en•ironmental problem in your town that you think should be addressed! What!

Writing: Paper 2, Part 1 (essay) p. 106

Alms: • to Introduce students to the discursive essay,

presenting a balanced argument • to show students how to plan and organise a

dear and logic:al argument

r Emphasise how important it is for Students to read t!te Clsk very carefully and decide What it aetually req11ires them to write abouL They will lose marks in the exam if they do not answer the question and make ir~levant points.

2 - 5 In these exereises. students are shown two different ways of organising a balaneed essay.

Version A deals with a different problem facing the world in each paragraph. finally eoming to the issue of the environment.

In Version B each pa~h deals with a particular problem and compares and contrasts it with an environmental issue. Thi$ is more complex than Version A (Only the first $Upporting paragraph i$ given for Version B; $tudents then predict the content of the other c.wo supporting paragraph•.)

Emphasise to students that they sho11ld decide in advance what approach to take, and prepare an outline accordingly. It is worth planning properly in order to eMure that their e$Say has a clear. logical structure.

UNIT 7 The li~nt planet

6 . 1 Students are given a parallel task for their own essay.

ANSWERS

Ex. 1 Prote<.ting the environment: most important problem; world; How far do you agree

Ex.2 1c

2 The two examples of other issues importam today; health and medical discoveries. scares about the population

Ex.l 1

The writer has discussed problems r•lated to healm and population. and has also induded the issue of unemployment.

2 1 The inQ'oduetion sets out the topics for discussion

in the order they wilt be dealt with. The writer draws the reader in by using a rhetorieal question; ... but is the environment reolly the most important?

2 They are introduced in the same order as in the introduction: unemployment. health. over­population, the environment.

3 of course, although. even though, however

Pattern b} 4 The writer thinks that they are important but have·

already been dealt with to some extent. S There are no obvious gfobal moves to deat with

the problems and the problems are different from the others because they affect the whole planet directly and endanger life.

6 It is last because it has greater impact on the reader and is ctte final point in tile argument.

7 It sums up the main argument and states the writer's opinion clearly.

Ex • .of

s.cond supporting paragraph Issue 2: Health Details: Ove~We of ontiiHocics, bu! health ge.~erolly improving Third supporting paragraph Issue 3: Over.populution

Details: People living longer, bur progrommes in ploee tD

deal with o rising/ageing popu/ution

Fourdl supporting paragraph Issue 4: Environmellt

Details: Urgent issues (e.g. g1obol wonning) ore no! being odd/'l!lS$ed ot g1obollevel; could endanger oN life on planet

UNlT 7 The living pbnet

72

Closing paragraph Condu~ion: Though an the issuer are importtnt it Is cleor that the environmental problems outweigh the others Ex. S , Ea cj, supporting pangnph describes one non­e nvironmental issue 3nd contrasts it with an environmental issue. suggesting that the environmental issue ts more serious. (Only one supporting paragraph is given here.)

2 Su ggestecl answers First supporting paragraph

Details: O.cnges in t~dogy ~mg to loss of trodirionol jobs

&wironmenol issue 1: Globol worming

Second supporting paragrapk

Issue 2: Hecl!h Oet1il s: Rts~tonce to on!ibiOiics

Tl\lrd suppol"ting paragraph

Issue 3: Ow.r-populotion Oecails: l'opulouon growth. ageing populo!ion Environmental issue: lo$s of spec:ies Closing paragraph

Conduslon: Environmentol issues more ;mportanr t.hon o.thers.

3 The second 3pproach is more focused 2s the ilsue ol the envlroament is keJ>t in .,;.,.., throughout the ess~y. It is •lso more complex as the writer has to make •pedfic links in each paragraph between m e environment and each of the other issues d iscussed. Studenc.s should only attempt this approach if they have planned their ideas carefully and are •ure they can link them in chis way.

Ex. 6 2 Key words in osk: future of mankind, bright. unnec~ssarily pessimistic, How br do you agree

3 Possible topics from magazine article: technology. over-population, en•ironmem

FURTHER WRITING PMCTIC£

h t3Sk below Clfl be used for homewooi<. Remind students to follow the ~ th;n they h>ve used in the unit.

You ha~ read the extract below as po>rt of • circular le.tto•· Jent to all residents. in your town. The chairperson of your loca' re1idenc:s' association has asked you llO reply. You decide: to write a repolt d-ribing the current siwadon, and expressing your views on dte ch3ngos noedc:d. (300-350 words)

1\ mnjo1· rt'!-i lrur:turin~ ,,f ('tlr p:trk;ng arrnngcmtml~ in lht• auwu i ~ dut• lo lake p1:H:•: within thr nt•).l li\"f'· )'C: Ir p)un. \\'t~ woulrllik(• n• . ..jd••n l :- "'' ('OUt iTilHJW tlu~ir itlc :1 . .: Cln th•.: pn·~·nl :-i l u :uinn n~tnling car p:u·k in~ in t lw '"'''n n•u l r.~ und l.u make t'.'t'fH11 11H'Orl~ltilm" on hnw it touhl lw impr'(>Wrl.

UNIT 1 review and extension p. 109

ANSWERS

Ex. t

1 If they hadn't built that chemlul factory, our local river wouldn't be polluted.

1 H environmental scientists hadn"t ce.n.ed the w:~ter. people wouldn't have realised how chngerous it

~·· ) If the scientiStS hadn't published the results of their tests, people would have become ill.

4 The authorities might have ignored pollution hazards if they had seen the chance of creating jobs.

5 lf the authorities refuse to Investigate, it's up co us to find out the truth.

6 If the environn,ent is clean~d up/If we clean up the environment, our quality of tete witr improve.

Ex. 2 1 identification 2 insepan.bl~ 3 evolution 4 dassif>cation 5 imperson2l 6 app.tr ent

Ex. l tC 1S 30 48 SA 6C Ex. 4 Suggestions Issues: conservation. deforestadon, c.on Rejected: too sanitised. not dramatic enough

.... ··-·-··--·-·· . . . - -··- ···-·-- .... -·· .. -·---·-·-· .. Now your $tudents ,.,.., ,..,ady to do the t~t for Unit 7 on TB p. 1 52.

UNIT

8 A sporting chance

Language Focus: Vocabulary p.110

Aims: • to Introduce the topic of the unit' tl>e challenges

o ffered by sport and adventure • b) p.-ovide practice in talldn&: about pictures for

Paper S, Part l • to illustrate and provide p ractice in vivid use of

la nguage for describing actions

See T e acl>i ng procedures and advice p. 9.

I This e><ercise provides practice for Paper 5, Part 2. Remind students that they should discuss the issues illustrated by the pictures. not the pictures themselves.

l This exercise provides practice for Paper S. Part 3 by asking students to discuss a series of hctors related to the topic of dangerous spores. The Ideas discussed will also pre-pare students for the vocabulary work in the rest

of the seaion. Do this exucise as a whole class activity so that me .rudent$ all think about the same ideas.

J - 5 Students should try to use a range of vocabulary in their writing and also when they talk about the pictures in Paper 5, Part 2. The activities here focus on production of language. and ask students to use the words from tlte te•t in their own sentences. They should be done in pairs. so that srudents discuss their ideas together.

Swdents could write a short paragraph for homework describing one of the pictures {or another picture of their choice), focusing on the technolou. skill and ri>k involved and Including some of the verbs th•y chose in Exercises -4 andS.

6. This personalises the topic for the students. They should do the discussion in pairs or small groups but then they should share their ideas with the whole class.

ANSW ERS Ex. )

~ edge refers to che e.cremely high h•vol of $kill. courage and technology possessed by this surfer - it suggests mis is at the furth10st r.mit of what is possible.

Ex. -4 1

The skill of the windsurfer: Fost~r spin• and twists in the air

The nerve of the windsurfer: Once again he's eSJCaptd being thrown into the craggy ~mbrocc of the many rocks fringing this Hawaiian beach.

The quality of me technology: his soil snops into o light aerodynamic cunoe 1 a) powers. ac(eferates .. caupufts. reans. spins.

swoops. twists, splashes

b) hums, snaps

c) heaves, rises

3

1 powers, accelerates, catapults, swoops 2 heaves. catapults-, rises

J twists.. spins

-4 hums, snaps, splashes

Ex. 5 l Sugsested answers

Photo 1: Stretching his nerves to the limit. the racing cyclist hurtles into a corner on the last lap of his gruelling race

Photo 2: His heart poundln:, me striker swerves round the defender and shooa the ball into the net. scoring his best pi of the season.

Photo 3: Grasping his partner under her arms, he lifts her high in the air and whirls her round in a fast spin.

Reading: Paper 1, Part 3 p. 112

Aims: • to develop the skills needed to complete a

gapped text • to focus on tl>e use of vivid descriptive

vocabulary

See Teach lng procedures and advice p. 8.

f . 2 The pre-reading wks introduce the theme of the gapped te><t.

73

UNIT 8 A sporting chanc~

3 This exercise shows students that they can understand a great deal of the text without the missing paru and encourages them to think about organisational principles. Emphasise how important it is that they read throug/1 the whole base text before attempting to fill in any answers.

{Tell students to che<:k their answers in pairs as the discussion will help them to clarify their reasons for their choices. When you check ai\Swers with the whole class. allow discussion of each answer to help them to develop the rig/It skills.

5 - 6 These exercises focus on vivid vocabolary and on the literary devices of humour and irony. Students could be referred to the Longman Advanced l.onguage Aaii'Otor for help witt. Exercise S.2, and encouraged to suggest ocher words chat might be appropriate.

.---------------·-· ANSWERS

Ex. 3 1 a canoe accident 2 No. much of the text is a flashback. Ex.4

1H 2C ~G 48 SE 6F 7A Ex,$ 1

snatched, swished, regurgitated. llung. dragged, pulled

All these verbs usually have a person or a living creature as cheir subject. They suggest a conscious, deliberate activity. Here they are used metaphorically to suggest che power of the water.

2 1 spun 2 murky 3 sucked 4 struggled 5 hauled 6 roaring 7 inexpressible

74

Ex.6 1

the day hadn~ begun very well, ond it certainly wasn'! improving. 2 swished me around as if in a washing machine (main text para. S) Unfortunately we'd parked in a residential area (para. G)

Exam Focus: Paper 3. Part 3 p. 114

Aims: • to provide a procedure for dealing with Paper 3,

Part l • to clarify the skills required and encourage

students to develop these on their own

See Teaching procedures and advice p. 12.

Go through the introduction with the class.

r Do dlis wid> the class. Elicit possible an<wer< for each sentence and write suggestions on the board (e.g. sen«ence 1: use. wear. senten<.e 2: <lornoge. wear. sentence 3: clolhes, jackets, shoes. wear). Check <llJdents know how to identify clifferent uses of the same word in the dictionary extract and point out the type of information given here (e.g, examples, information on related prepositions, ~tc.).

Then go throush the procedure with the class. Tell students to check the whole sentenc~ for collocations before or after the gap. and remind them that the word must be in the same form in ~ach sentence. Sugge<t that they write all possible words in pencil at the end of each sentenc~ as they go.

l l Tell students to work in pairs to complete the exercise.

3 . 4 By helping students to understand how to write these sen«ences, you will develop :s.O"'ategie:s. for them to handle the task in d'l:e exam. This is quite an easy exercise for students to prepare themselves. Individual students. coutd be asked to use a suitablt- monoUnguat dictionary to prepare a set of gapped sentem:es for the ~~of the class regularly throughout the course.

ANSWERS

EK. 1 A noun: wear

Ex.2 1 way 2 catch 3 sound 4 bound S boll 6 break

You could identify the type of collocation being rested: • a phrasal verb: (OlCh ~p vvith, break inC<I • a semi-fixed phr.~se: o long w<l)' apart. cat(h oneself

wishing, a boD of string • a collocation: o sound si(ep, legally bo~nd. the storm

WO\IId break

Language Focus: Grammar p. 115

Alms: • to introduce students to ways of emphasising

adjectives and nouns In speaking and writing • to show students how intensifiers may be tested

in the exam (Paper 1, Part 1)

r This exercise introduces students to the use of sa and such for emphasis in spoken language. and to precede clauses of result in spoken and written language.

Check that studenu understand the use of so + adjective. and such + noun.

Point out that this is not a common struc.ture in written 1anguage. where we would be more likely to write a gtect relief, great fun. very disappointing and ver, worried.

i Ask students to oomplete the sentences in pairs. and to use the Grammar reference (Coursebook pp. 22Q-221) if necessary. Point out that ~hanges in word form may be needed.

ANSWERS Ex.l Sentence 1 a) So noisy was the hotel ...

b) Such was the noise in the hotel ...

Sentence 2 a) So impressive was his performance ...

b}So impressive a performan<:<l did he give ... c) So impressed were they by his performance ...

Sentence 3 a) Such anger did she feel ...

b)So angry did she feel ...

Sentence 4 a) Such a moving speech did he give ...

b)So moving was his spee~ ...

c) So moving a speech did he give ...

Refer students to the Grammar reference (Coursebook pp. 220-221) to check the use of the arlide.

Use of English: Paper 3, Part 1 p. 11 s Aim: • to give students practice in Paper 3, Part 1

(cloxe)

See Teaching procedures and advice p. 12.

Remind stUdents that this is a real text and not just an exercise. and that they should approach it in the usual way - predicdon from the title, and reading quiddy for general sense before fillin8 in any gaps.

Remember to diswss the te><t after students have completed the clo-z:e. Exercise 4 personalise< the topic and allows scudents to react to the text.

ANSWERS

Ex.l He had co decide whether to go on to the top of the mountain or tum back. He went on, but suffered from frostbite. almost died and had to have three toes amputated.

Ex.l 1 After (NOT During) 2 behind 3 having (NOT had) 4 if Son 6 spend 7 with (NOT the) $at 9 whether 10 from 11 fil'$t (NOT last) 12 it 13 that (which is grammatically possible but stylistically clumsy because of the repetition of 'w') 14 before (NOT until) 1S did

Speaking: p. 116

Aims: • to ptactise for Papet 5, Part l • to prepare students for the Listening in tfle next

section

t . 2 These exerdses give practice in discussing the kind of topics that may be found on the prompt cards in Paper S. Part 3. They also prepare for the Listening seecion. Do them in small groups, with feedbad< to the whole class after each exercise.

If students have difficulty in thinking of ideas, suggest that they think of people or friends that they know personally and what their individual e><perienees have been. e.g. a brother who loves playing football on a Saturday, a local sponsor of a team which has his name on the shiru or kit they play in and so on. For the question on exploitation. they should think of the cost of replica kits. merchandising for big dubs. sportspeople used as role models and so on.

Tell students that if they can't think of ideas in the Interview they should try to relate the topic to their own experience. The examiner is not testing their knowledge of the world and if they can talk about personal experience then this will be perfectly acceptable.

ANSWERS

Ex.l Suggested ideas types of involvement: active, financial, social. educational types of sport team. individual

social issues: health. fitness. leisure time

li5tening: Paper 4, Part 3 p. 116

Aim: • to develop the skills needed for multiple-choice

questions in Paper 4

See Teaching procedures and advice p. 10.

·75

When you introduce the Listening topic, explain that Simon Clifford is a real person and the Llstenin~ is based on fact.

BACKGROUND INFORMATION

Simon Clifford used 10 be a texhcr. Af<cr a dance mcctinz W1d1 • Bnzihon lootboler he s10ned his own business impocting tho speck111ootbolls tho• chldrcn usc for u.Umng there He runs training sessions "' Engl>old and hM written a book about usmg dK><C speci>l bolb •• a·:lining.

Refer studenU to the recommended procedun~ for this task type on Course book p. 83. but remember tO give them time to compare their answers before J>laying the recording the second time.

• Tapesc~ipt p. 129

Check the answers w ith the whole class. Follow the task with a discussion of the content. A•k questions such as: • What do you think of the Idea of a special ball- can it

actually make any difference to players! Are there any other sportS whert- special equipment can make a difference to performance/ (tennis. golf)

• Have you ever heard of :my st.range techniques used in sport to help J>erlormancel (meditation. ballet dancing to help Co·ordination)

• What do you think are the chat~ces of Simon's business being successful! Why/

• Can you think of any areas of sport in your own town which could benefit from being developed •• a business?

76

ANSWERS

Ex. 2 1A 20 JC ~ S SO Ex.l 1 Quite by chance. he was sinlng in the row behind

me.

2 It doesn't bounce in the same way. 3 We've stliUd the book >lready.

language Focus: Vocabulary p. 117

Aims: • to extend students' knowledge of phrasal verbs

and idiomatic exp~nions • to continue work on metaphor

See Teaching pi'Ocedures and aclvl ce p. 9.

1 It is easier to remember phrasal verbs and to use them correctly if they are learned in a context or associated with other verbs.

2' Draw students' attention co the potcem ofthese fixed phrases. These or similar phrases mliY be tened l.n the exam. partiwlarty in P:!per 3, Parts 1 (doze} and 1 (gapped sentences).

3 This exercise will help students to understand and .-questions on Reading te><ts in f>aP"r 1. Pan 1 and Paper 3. Part 4. As!< them r.o justify dhei.r choice by explaining the dues in the sentence.

4 This exercise tem phrasal verbs and idioms in exam format.

ANSWERS

Ex. 1 1 uf>: to need a lot of time 2 in: to understand something fully

3 in: to be deceived by something or someone

-4 up: to begin to toke an interest in a hobby 5 off: to begin tO be successful

6 on: to accept responsibility for something

7 on: to gain

8 to: to like someone or something 'nstincdvely

Ex. 2 1 Students are encouraged to take part in as many

activities as possible

2 The report was rewritten to take account of the new evidence/to take the new evidence into

accounL

3 I take issue with your analysis of the causes.

1 She took pity on the children walking in the roin and ga~ them a lilt to school.

5 She took advontage of the good weather tO point the shed/The weather wos good so she took advantoge of it to paint dhe shed.

El..l Trees usually bAneh. It means to extend out from a central point. Here it means to ~ge a job by going in a differel\t direction. 2 bounced back alter a serious illness

3 leapt at th~ chance -4 played down the danger of war

5 rallied round to help us

6 skates over ... discussing them in depth

7 stumbled over ... quite by chance

8 rope in ... some of our friends

Ex.4 1A 2A JC ~D 58 6A

Use of English: Paper l. Part 5 p. 118

Aim: • to re•ise te(hniques needed for Paper ~. Part S

See Teaching procedures and advice p. 13.

ANSWERS

Ex.1 2 opposite poinu of view

Ex. 2 1 Using the technology at our disposal

2 dev.mating on the human body

Ex.l 1 No-one has any ad-anuges - the situaaon is the

same for everyone. 2 Drug u.e is compared to getting into a football

ground without buying a ticket.

Ex.S 1

Key words.: dangers. removing all restrictions, drugs. sport

3 Suggested notes Text 1 • Yaung people might take drugs. e.g. EPO. without

understanding their effects • Some drugs harmful - cause <lamage to body"

Tcxt2 • Druss !"~!move sotial-alue of sport- wherl!by

success depends on the participants' skill - make it artificial

• Evidence same drugs may cause illness* • Using drugs gives unfair advantage

*This point is made by bath texts.

4 Reorganised notes/points to be induded • Same drugs may cause damage to the body. • Drugs can be particularly harmful to young people -

don't understand effects. • Drugs !'<!move social value of sport- no longer

depends on skill. • Using drugs is unfair.

Ex.6 Suggested answer The u:s.e of performance...enhancing drugs an physically damage the body and may be responsible for a rise in spo~-related illnesses. DNgs are particularly dangerous to young people. who may not understand their effects. Drug use removes the

UNIT 8 A spooning dlan<e:

social value of sport. making players depend an artificial substances rather than their awn skill. If success depends only on such chemicals. the whale purpose of sport will be destroyed.

(67 words)

language Focus: Vocabulary p. 120

Aim: • to focus on a key lexical area for che exam

See Teaching procedures and advice p. 9.

I This exercise develops the technique of paraphrasing. and is particularly useful for highlighting the type of phrases fr<!quendy tested in Paper 3. Part 4. Point out to students that they must use a preposition with the ward in brackets. Ask U'tem to work in pairs. and to underline U'te word and preposition in their sentences for ea'S)' r4;evision tac~r.

2 This exercise focuses on three-word phrasal verbs. The meaning of the missing verb is given at U'te end of the sentence. This is done to develop the habit of working aut the meaning of the gapped words before thinking about form. and is a useful technique far Paper 3. Part -4. Ask swdents to work in pairs. but check the answers with U'te whole class.

ANSWER$

Ex.1 1 There must be a ban on performance-enhancing

drugs if we are to ret'lin the social value of sport.

2 Cycle riding in U'te Pyr;!nees is equivalent to/the equivalent of climbing a mountain in the Himalayas.

3 If we permit the use of drugs in sport. it could end up in the hands of scientists and businesspeople.

4 Most people are kept in ignor-ance of the effects ofthese drugs.

S Professional cyclists recognise the necessity of ~storing and revitalising their bodies.

6 Spo~people should have recourse only co their own natural body systems. and nothing else./ Sportspeople should depend on their own nawral body systems and have recoune to nothing else.

7 There is a correlation between some sportS illnesses and the use of performance enhancers.

8 There is danger for children in these types of drugs.

9 Sports people who take drugs should be banned from taking part in any further competidons.

UNJT 8 A sporting c.hance

Ex. 2 1 get round to 2 get down to 3 getting up to -4 gets on well wittl 5 gn out of 6 gee away with 7 getting away from 8 get chrou&h to

U'TfNSfON AcnVfTY

To help studonts remember some ol ct.. points made in the unit, yov cOIJid run a formal debaw on the folowing proposat

"J"I>= should b< no J><¥net11 for spotting ~­we should """"" 10 lhe old aoes of lhe ~ it1ec1.

Divide the dus Into two lf'OUPS and asl< them to think about one side of the sta~. tither for or against. A.sk one nudent from ead1 ,.-oup to stand up and make two points supportin' their croup's opinion. Then debate tht Issue w ith tile whole class, and ¥Ote on whether they a,.-ee w ith the propo<al or not.

Writing: Paper 2, Part 1 (formal letter} p. 120

A;ms: • to focus on the style and orzaniuo.tion of a

formal letter • to focus on the importance of ranse and

appropriacy of vOCAbulary and structure

Read through the introducdon with students. The exercises in this section focus on the organisation of the narntive element for maJCim\Jm effect.

f The tasks in Exercise 1 show students how to think about idea. and organisadon before writing the letter.

l - 5 These exercises focu. on the b.ngu2ge used by the writer and its effect. The picture illustrat<IS a situation in which people may feel afraid Use It as a lead· in to the inciden t described in the letter, which i• simibr, chOIJgh not exactly the same.

6 , 7 The focus here Is on the effect of using differ ent structures for interest and emphasis for Exercise (, students could loo k back to the te><t on p. -46 for further examples or pardclple clauses.

78

EXTENSION ACTIVITY

To haip nudcnts lln<krst~nd d•e v~luc of specific voc>bul31)'. 'M'ite the word5 below on thc board one! ask swd<!nu co put them in OO"<kr from the! slowest to the f:utcsL

fbsh :unbk: dawdle walt race hurtle roo

(AM~ dawdle. amble. -•· run. rxc. hurtle. fbsh)

Discuss lhe answers with dle whole ctm . Thtn wri<e die tolow"'lC goups of word5 on d'" bo.vd. Ask stUdent$ co idenlify !he common theme on each group 3nd dtcn group !he words from the """'k"~ tod>ew~t.

•) anxious >fraid nervous crrrlfted

b) ecscatic ch«rful contcnu~:d h>j>PY

c) sbm knock cap hit

d) .cream whisper shout sp..-.k

c) furious irriutcd angry annoyed

(Answer: a) nervous anKious •froid t~rrifi~d (fear): b) cont.,nted cheerful happy ecstatic (happiness): c) ~;>p knock hit slam (ways of hitting): d) whosper speak shout scream (ways of speaking): e) irritated annoy.,d angry furious(an2cr))

ANSWERS

Ex.l 2 Paragraph 3 contains the most vivid description. This is because the writer wants to emphasise the danger of the incident and stress how frightened she wu .

Ex.l I am writing 10 e~press my con"'rn ... I personally cannot unde!'1tand ...

I would urge you to ...

Ex. 4 1 The dangers of that particular ride; no warning

signs, lack of ~ining bars.

2 By describing her lear as sha was fal ling off With the speed of tile ride, and describing the physical effort needed to avoid being Rung from th.e roundabout, plus mentioning bruises on legs the next day.

Ex. 5 1

hanging on, gripping

throwing me outwards, flung out

2 The writer uses words and expressions suggesting fear. e.g. Utterly terrified, dire StraiU, desperately, staying focused on sheer sul"ival. prayed

3 8y giving physical details, e.g. gripping desperately. shaking so much after the ride stopped. legs badly bruised

"' a) whirled b) hung c) screamed d) unnerved e) petrified

EK. 6

1 1 Having tried several rides. I decided ...

2 Hanging on to the handlebars with all my streng!h. I could ...

3 Gripping desperately with my legs, I prayed that I ... fl gripped desperately with my legs. praying !hat I ...

-4 They just b.ugl'ted, claiming it was ...

2 They add variety of structure and ol'lal<e !he text more interesting to read.

FURTHER WAITING PRACTICE

The t:~sk below can be usee! for homework. Remind sruc1cncs £0 fottow d•e strategy chat chey have used in the unit.

You have read a magazine article saying that s.pon has no place in modern life and that it is dull and boring. Write a lencr for pcblic:adon in the magazine describing a sporting event chat you have seen or attended. saying how it made you feel and why you felt it was p~rticularly worthwhile. (300·3~0 words)

UNST i A sporting c.hance

UNIT 8 review and extension p. 123

ANSWERS

EK. 1

t down 2 between 3 aback 4 up S behind 6 in 7 of 8 on 9 through 10 to 11 away 12 for

Ex.2 t treat 2 single 3 interest 4 sitting S form 6 headed Ex.l 18 2C 3A 40 SC 68

Now your students are ready to do the test for Unit 8 on TB p. 154.

79

UNIT

9 The mind's eye

Speaking p. 124

Aim: • to lead In to the reading text in the next

section, which is: about a dream

E.xer<:"e 1.1 is quite a person>l activity ;md students would probably feel happier discuning this in small groups or p3irs rather than wid> the whole class.

Reading p. 124

Aim: • to prepare students for questions on style and

inference in Papers 1 and l

BACKGROUND INFORMATION

The CKU".lCl is cakcn from the fint novel by an

English writer called Jane Adams. The book is called T/oe Greenway and was published in 1995. It is a story of supcrnawra1 events. dreams and mystery.

Go througll the introduction with the whole class.

t - 3 Students are asked to read and respond personally to the extract. Emphasise that there are no right answers for Exercise 3. questions 1. 2 and 4 but they should be prepared to justify their answers.

4 This continues work already done on deducing the meaning of unknown wor<ls through context (see Unit 2 p. 27). Ask students to do this exercise in p3irs, as the discussion will develop independent Jeaming and stop them reJ)'ing on their dictional')'.

5 These questions ask students to analyse the text in more depth. and are similar to the type of quenion that may be found in Paper 3. Part 5.

EXTENSION ACTIVITY

80.

Ask students ro work in p:~irs o1· groups Jnd choose one p:.ragraph from the text. Ask them t:o underline the verbs in the p3r3graph and discuss wh~t kinds of mOv<"mCOt th<"y suggeit. with (Miid("nce.

ANSWERS Ex.) 1 She could be someone trying to give her a

me$sage. to wam her of something- or she could be dangerous. trying to lure Ca~sie into a trap.

Students may have their own ideas and their own reactiont which are acceptable if they can justify them. However. students who suggest positive emotions have not really understood the writers purpose. wflich is to convey a sense of d~nger and foreboding.

3 d) Ex.4 1 intangible = something that·can't be clearly felt or

described

2 (Ioree of) will = cletennination

3 to long = to want something very much

4 to mil = to complain (infrequent and archaic)

S parody = an exaggerated imitation

6 momentum = the force that keeps someone or something m<:>ving

Ex.S 1 In her previous dream she tried to run towards

the hill. ond fought to reach the top. This time she went more 'S.~owly a.nd did not make any effort. but rose up easily.

2 current. drifting

3 Cassie hears it only in her head. 4 She is conscious that her eKperience must be a

dream. but at the same time she is frustnted by what i:s. happening to het'.

S Jn cartoon fiJms, characters· bodies do impossible things - which is exactly what is hoppening to her in her dream (e.g. her legs being pulled and stretched).

6 The ridiculous effect of being .cretched.

7 That the hill- or something in the h;JI - h an active force chat w<\nts to c:ons,ume the woman alive.

8 Retracting. compressing. squoshing. They all reinforce the idea of physically Impossible things happening.

9 They ar<~ both sudden movem ents; sudden, rapidly

10 Not very. although she wakes with a jolt, she lies still and doesn't wake Fergus.

Language Focus~ Grammar p. 125

Aim: • to sh o w students how c:omparisons are made

using <><If and <>r though

J There are e><amples of this structure in the text. Peine out the elision of subjea and auxiliary \'erb in e>cample. 1, l. S and 7 and the use of the subjunctive in e><ample -4. (It would also be possible to say os rhoogh something wos pcJ/Iillg her but the subjun"ive emphasises the unreality o f the comparison.} Refer students to the Grammar reference (Coursebook p. 217} for information about the subjunctive and lu uses.

2 This o n be done in class or for ho mework. Make it d ear that students can make up their dream.

ANSW ERS

Ex.1 1

2 The woman waite~ ... arms outs:rretched as if welcoming her

3 fingers extended as though she couldn't move

4 her I~ being extended ... as though •omething were pulling her down

S she fell fo rward as though drawn by the other's momtmtum

6 u though someone ... had given • sudden jerk. she felt herself retracting

7 wei«: with a sudden jolt as though falling from a 3rnt height

In thete cases the ph=e witt. os I (los !hough introd uces a comparison which extends the visual and emotional impact of the previous verb.

2 1 u mough she was/were being arried (past

continuous passive - the auxiUary verb be may take the subjunc:tive for m (wer~) to suggest the unreality of the event)

2 u if she wulwere welcoming her

5 u though •he was/were d rnw n 7 as though she wu/were falling

UNJT 9 The mil'\d"s ~

Language Focus: Grammar p. 126

Aim: • t o revise and extend students' knowledge of

ve rb complementation (verbs followed by ..Jng or Infinitive and by that-clauses)

f Exercise 1.1 is based on me previous reading text and 2fves conttXtuaftsed ex:amples of verbs followed by -ir!J. The table in Exercise 1.2 summorises these basic pattern•.

Do this exercise with the whole class and r efer students to me Grammar reference (Coursebook pp. 221-222} for fu rther explanation and examples.

2 This focuses on verbs fo llowed by the infonitive. Students are required to use c.ont lnuous, passi'Ve and perfect infinitives.

1 This e><ercise focuses on the use of .mg forms in passive • nd pe rfe<t form., as well u lhot- claus~ Do it wlch the whole chss.

4 The aim of this exercise r, to develop students' ability to •ee the correct panem after each verb, and to reco!nise mat more than one panem is possible. Ask Students !O do the e><ercise in pairs and then check me answers w ith the whole class.

S This focuses o n common errors in conte><t. Ask students ro work in pairs, but check answers with the whole dan.

A NSWERS

Ex. 1

1

1 to climb/climbing (same m eaning) 2 to touch 3 to come -4 to hold S examining 6 to dig/digging (the infinit ive suggests she did not mafta8e to do the >cdon, which is what happened while the ~ng form suggesu the action was attempted) 7 tum a swallow up/swallowing up (the Infinitive without to indicate> that the aaion hu been completed and that she watched the whole action; the -ing form suggesu •n incomplete action} 9 rem embering 10 coming back

2 verb + to infonitive: she longed tO touch (2) verb + -<ng: she kept remembering (9) verb + to-Infinit ive o r -ing

1} Uttfe change i11 meaning: she began to dimbl dimbin: (1) b} a change in mea ning: she tried to dig/digging (6}

vert> + object + bare infinitive: m1de her turn {7)

verb (+ obje"} +to infinitive: w•nted her to oome (3)

81

Bi

verb + object + to infinitive: ordered her to hold (4)

verb(+ object or &enitive) + ·ing: look forward to the dream coming (1 0) verb + object + ~ng: found herself eJ<amining (S} verb + object • bal'e infinitive or -ing: she saw the hill $wallow/$ wallowing up (8} Ex.l 1 I hope to make/to have made a million ...

2 He seems to h~ve put on weight.

3 She resolved never to be taken advantage of.

4 They pretended not to have met before.

S He appears. to be living off his inherit3;nc.e.

Ex. l 1 The man denied that he had been anywhere near

the scene of the crime.

2 I admitted having forgotten to lock the door behind me.

3 I often regret that I w.>$n't made to $tvdy hi$tory. 4 Did I ever mention having worked on a ship once

upon a time?

S I remembered having seen her at the party the previous weekend.

6 I remembered her having been/being at the party.

Sentence 6 needs to have her added because the -ing form does not refer back to the subject.

Ex.4 1 a. c. d

2 a. b 3 a. c. d 4 a, c

5 a. c

6 a. b. d 7 b. c. d

8 a. b, d Students should bear in mind that: • Hope• and promise• nevel' <:oke an object when

followed by the in~nitive. • Wcmt apply, o<Mse and oppredote* $ometimes do. • Tell* and has • always do. The verbs marked with an asterisk* above also take a that<lause. If the subject of the Infinitive clause is different from the subject of the first verb, a thot<lause must be used. Refer students to the Grammar reference (Coursebook pp. 221-222) for help with problems.

EK. S 1 She remembered (that) she had arranged ...

2 ... for him to $tay ...

3 She $tJggested that they (should) look round the house ...

4 ... hoping (that) he would like it. S She didn't want him to be unhappy ...

6 ... why h~d she failed to inform him ...

7 Had she intended to deceive him!

8 He would never have let her leave on her own.

9 She dreaded opening it, ...

Exam Focus: Paper 4, Part 2 p. 128

Aim: • to provide a str.ategy and procedure for dealing

with tfle exam task of sentence completion

BACKGROUND INFORMATION

The l.istening is t.'lken from Christopher Reeve's outobiography. SDN Me. written in 1998. Reeve is on American actor who became ramous for pl~ying Superman. He was always keen on span in all its forms. ond espe<ially horse riding. In 199S he was t.'lking part in a compet.tion when he was lhrown from his horse and broke his. neck. As a resuft he was. panlysed. incapable of any movcmenc and needina constant care. In spite of (his, he has not given up on life. He has continued to make films bo1h as a direc£or :md ~s. an actor, s.t.1rrina in a remake of Alfred Hitchcock's film Reor Window. He works tirelessly to raise money for the dis.Jbled .Jnd for research inco spinal injuries. and makes. many pcbric appear.Jnces. He has Solid that he is determined to walk ogain one doy.

See. Teaching procedures and adlllc:e p. 10.

Go through the introduction to the task with the dass. Emphasise the importance of the points listed in the procedure and the need lor correct spelling and grammar. Remind students that they can use actual words from the Listening te><t in their answer, and th3t they should only need to write one word or a short phrase for each ansWer.

t Introduce the topic of the Listening by discussing the photos with the class.

2 When students read through the ~ntences they should think about the grammatical fo•·m of the mi$sing word or phrase. Remind them that in sentence compfetion the sentences for·m a <:omp!ett text whkh summarises the main points of the Ustening.

The recording is in exam format, induding a 45-second p<>use far students to read through the questions . To give students an idea of uam conditions, play the ~carding

all the way through without stopping.

• Tapescript p. tJO

) This gives students the cha.nce to analyse their answers by lookin' at the upacript. This will develop their un<lersunding of the types ol question uked and so help them in the exam.

Once they have completed Exercise 3, ask the following quesoons: • Do you know anything else about Christopher Reeve/

What do you think about him 1 • Do you think it is easier or mo~ difficult for a disabled

person when they are in the public eye!

ANSWERS

Ex. 2

1 dreams/has a dream 2 real (NOT vivid) l wet hair 4 depression (NOT illness) 5 die/die happy 6 wife and childrenlf3mily 7 the boat/his boat {NOT it) 8 a (new) basis 9 different

Ex.l a) 2 (real, >i>id) b) 1 (he) c) 5 (do that, die happy) d) 4 (the change, depression) e) l

Language Focus: Gram mar p. 129

Aim: • to Introduce students to the use of cleft

S«ntences lor emphasis

1 - 3 These exercises introduce the diflerent rypes of deft (divided) structures and the reason for their use -to enable the speaker/wr iter to put particular emphasis on the inl<>rmation in the sentence which they consider to be most imparun.t. Having a grarMUtical memod of doing this is especially useful in wriaen English. where intonation and stress cannot be used.

You can do the exercises as • class or let students work though them in pairs, referring to rhe Gram mill' reference (Coursebook p. lll ) before checking togedter.

4 This aerdse gi•es students the chance to use deft structures in a natural and persona.l context.

ANSWERS

Ex. 1 1

UNlT 9 The mind's tyt

1 He laved sajfing most in the wortd. (object)

l We first met in December. (time adverbial) 3 My sister does mast of the cooking in the bmily.

(subject) ~ Learning ahouc a new culcure i• the most

important thing for me. (subject) 2 2 It was his cousin that Rick took out, not his

girlfriend. 3 It was for a meal that he toOk her, not for a drink.

~ It was last night that he took her, not the night before last.

3 The verb cannot be emphasised with this type of cleft structure.

Ex. 2

1 1 He really laves football.

2 Nowadays everyone is trying co do more work in less time.

3 They're advertising now.

~ we·ve never asked the children what they think.

5 I am enjoying the social life. 6 He just wanted to have a car of his own.

2 a) the obje<t: 1, 5 and 6

b) the verb: 3 and 4

c) the whole ph rase: 2

3 1 What scie ntists are looking for is a a~re for the

common cold.

2 A cure f<Jr the ccmrnan cold is what scientlsrs are looking for.

3 Wh2t scienmrs are doing is looking for 2 wre for the common cold.

~ What is happening is that saentists are looking far a cure for the common eokt

5 The thing that saentists are looking for is a cu~ for the common cold.

Watch Out! Stative verbs can't be used in this scruaure.

Ex.J 1 place 2 personlgirVwoman 3 minglfearure 4 time 5 reason

83

UNIT 9 T~ m1nd'-t cyt-

Use of English: Paper 3, Part 1 p. 130

Aim: • to show students how undentanding text

organisation can help ctlem wictl dor.e texts

See T e.aching procedures and advice p. 12.

Remind students of the normal strategy for doing doze texts.

2 Do this with the whole d:oss and check answers before moVing on to EKercise ).

3 Give students a chance to compare and juuify their answers before checking them with the whole class.

f.XTENS/ON ACTIVITY

Give studencs a ch"a.nce to reaE;t to the content of the clo~~e te><t by asking them what they think of dle c•ampl"s given. Ask: • Do you believe that people can really do these

mings! Why/Why not! Do you lcnow anyone personally who can do dlem! Who' (Ask students to 1alk about me person.)

• Can you think of any value for these skills in the modern wortd~ {team building, medicine, curing phobias. etc.)

ANSWERS

Ex. 1 The people are fire-walking- walking on hot coals. They cake pal"l in a training programme designed to build up their confidence, and teach them how to walk properly, before they do the fire-walk. Ex. l · 1

Topic sentence: ... people have shown that they are able to use the power of their imagination to produce mea3urable physical changes.

It expands on the tide by specifying the relationship be(Ween mind (the power of their im<lgination) and matter (measurable physical changes).

2 Example 1: One man could change the temperature of two areas of skin on the palm ...

Example 2: Another man Wa3 able to raise or lower his hea!"l-beat rate by ... He even used his imagination to control pain ...

Example 3: people can even walk barefoot over red­hot coals ...

The sentence that tells you what they have in common is: In all dlese coses. rather dlon trying to chonge the physico/ processes of their bodies direcrly, !hose involve4 use visuolisation ..•

Ex.) 1 over 2 number (NOT amounc/proportion) 3 they 4 could 5 of 6 one (NOT it) 7 this/so 8 himself 9 his 10 whenfwhel'ever 11 as (NOT like) 12 until 1 l without 14 In 1 S order

Ex . .f 1F lT 3T 4T ST

Language Focus: Vocabulary p. 131

Aims: • to extend students' knowledge of key lexical

areas for the e~<am • to show students how knowledge of

wordbuilding a.n help them with exam tasks

See Teaching procedures and advice p. 9.

J Students should read the te><t through for content and meaning before attempting to fill in the gaps. Ask students to complete the text in pairs and then ched<. the answers with the whole class. Highlight the prefixes and endings that were necessary.

2 Do the first one with the whole class to make sure that all students understand that two particles are needed. and then ask them to complete the exercise in pairs.

3 This shows students patterns for liKed phrases with come and pro~ides prnctice in exam format.

ANSWERS

Ex.1 1 The teKt is about the power of the mind and the way it can help us to achieve our goals.

2 1 overcoming 2 simplicitY 3 outset 4 obiective S visualisefvisualize 6 attainment 7 unconscious/ subconscious 8 various 9 reality 10 une><pected

Ex. 2 1 up with 2 across as/over as 3 around to/round to 4 down with S out in 6 down to 7 in for 8 up against 9 up for 1 0 out with

Ex.l 1 In Britain pe<lple don't «1me of oge until they are

eighteen. 2 It oU come out oil tight ;n the end.

3 Despite his con<:ern, he (tnolly come to terms with the situation.

4 The game didn't come to life unu1 the second half.

5 He advised us to come dean about the incident.

6 Wllatever comes to hond will be OK.

7 After roffing downhill die boll came CD r~st behind lhe vee.

8 His plans come to nothing ohhoughleven though he vied hard.

Reading: Paper1, Part 4·p. 132

Aim: • to give practice in answering multiple-choice

questions on a literary text

See Teaching procedures and advice p. 8.

BACKGROUND INFORMATION

The text comes from a novel by lim Partes called Goodness. Tim Parks is an Englishrmn who used to be an English teacher and now lives with his wife and children in Italy. He has written severdl books about what it is like co 1;\le in another country a.s well as sevcnl successful novels. Goodneoss is a novel Cllbout ;a

man who has a succcssfuP career and a more or less successful marri3gc, but then has a severely handicapped child. The scory explores the effect this child has on his life.

t . 2 Do these exercises using the procedure suggested in Exam Focus Unit 7 (Coursebook p. 98) and in Teach ina procedures and advice (TB p. 8}.

3 This exercise a$ks students to react to the text on a personal level.

ANSWERS

Ex. 1 b) Ex.2 1A 20 38 48 SA 6B 7A

Use of English: Paper 3, Part 3 p. 133

Aim: • to pro\lide practice In the exam task of gapped

sentences

See T eachina procedures and advice p. 12.

ANSWERS

1 cure 2 go 3 clear 4 laid S paS$ 6 keep

UNIT 9 The mind·~ ~e

Speaking p. 134

Aim: • to allow students to discuss the topic of health

in a similar format to Paper S, Part 3

See Teaching procedures and advice p. 14.

I These questions provide ideas for the prompt cards and should be done in pairs. Ask students to share their ideas with the class and write any new factors suggested on the board.

2 . 3 Give Sludenu the dlance to practise dealing with the prompt c.ard. and then listen to a model answer. Play the recording twice, and ellen discuss the questions in Exerose 3 with the whole class.

- Tapescript p. BO

4 . 5 Allow students to practise In exam fonnat. Tell them to help each other with consvuctive feedback (e.g. on content. fluency and accuracy) on their long tums.

ANSWERS

Ex. 3 • The speaker disagreed with the queslion, saying

that concrete factors such as lifestyle. e.g. smoking. money (allowing a higher standard of health c.are). the influence of other people, e.g. friends. and education. o.n all affect health more than the mind on iuown.

• In addition to the three points in the pron>pts. she dil>cussed education.

• She brought in an example from her own experience.

language Focus: Grammar p. 134

Aim: • to make students aware of the pattern of veri> +

noun phrase and how it may be used

Z:::. Go through the introduction with the whole class. Highlight the difference in meaning between a) and b).

Point out thal neve and toke are often interchangeable with <:his svucture. though hove tends to be more common in British English and toke in American English. However. when referring to the consumption of food and drink hove is used In both British and Americon English.

.as

UNIT 9 Th~ mind's ~yc

2 Ask students to do this in pairs, and then check the answers with the whole dass.

ANSWERS Ex. j

1 She gave him a fleeting glance as she left.

2 I had a drink of water. (NOT some water) 3 Let's have/take a rest for an hour.

4 He gave the dog a vi<ious kick.

S I had to give a lecture to a group of 500 students.

6 She gave him a tender ki$$. 7 Who will volunteer to do the washing up>

8 rn time. Peter made a full recovery from his illness.

9 She had a str.lnge effect on him.

10 Then Marie made an unusual suggestion.

Ex.2 1 gave a worried frown 2 had/took a quid< look behind her 3 gave a (sudden) cry 4 had a couple of dances with him S gave a groan 6 make a suggestion

Improving your writing p. 135

Aims: • to help students identify and <:orrec:t erron with

organisation and discourse • to review areas covered In the lmpro•ing your

writing sec::tions in Units 1 and 3

1 • 2 Exercise 1 focuses on text organisation, use of pronouns and other linking words. while E><ercise 2 works on a range of problems. Ask students to work in pairs before checking the answers with the whole class.

ANSWERS EK, t

1

86

Suggested an!iWer famous people, like pop stars or rich people. can influence !he whole of society by their behaviour, since ordinary people may take them as role models for their own lives and try to dress. speak and behave like them. This means that such celebrities may become images of the societies they live in.

2

people: ordinary people lc This

they: such celebrities

society: the societies they live in

Therefore: since

Ex.l 1 understood what my strengths were (aptitudes is too specif<c, and it should be wllot not which)

to develop them (go for is too informal)

in which I can use my abilities fully (commensurate is not normally used as a verb) advice (od>risory is an adjective)

even further (furthermore is a linking word)

modified (the verb to smooth (past: smoothed) would not be used in this context)

a•·rogance (to be absolute is not a persoMI characteristic in English) for what they are (a fixed phrase: appreciate/accept someone for whoc they ore) be aware of others (reod berwee/1 the lines usually refers to something specific that is read or spoken)

2 Suggested answer She is a very loy~l. supportive and f>ithful person, someone you can count on to be by your side whenever there is a problem. That is very important to me. h: makes me feel safe to know that, in •ddition to my family. there is someone else I can all on at any time. She has proved this so many times that I feel she really deserves to be ulled a friend.

Language Focus: Vocabulary p. 136

Aims: • to show how a dictionary can give information

on connotation • to extend tbe topic of tfle unit

Students could get additrona1 information on the areas in the speaking from the Internet.

,...-------------·-. ·-- -·--ANSWERS

Ex. 1 2 1 treated 2 cured 3 healed

Ex.l • acupuncture: a method of stopping pain and <uring

disease by putting special needles into particular parts of the body

• homeopathy: treating disease by giving e><tremely small amounts of the substance that causes the disease

• aromotherapy: treatment using massage wid> pleasant-smelling natural oils

• hypnosis: a sleep-like state of the brain: in this state, physical and emotional problems (an sometimes be treated

Writing: Paper 2, Part 2 (article) p. 136

Aim: • to show student$ how to write an article which

also involves a na....atlve element

This Writing section doesn't give a full sample answer. Instead. Exer<:ise 2 builds up an article by asking st\Jdents to complete a given framework using their own ideas. In this way they should produce a well-structured article YMich they ....;11 remember because they have personali$ed it. This work is Intensive, focusing on organising the article at sentenc• level, and fon::ing srudenu to think carefully about the accuracy of the language and vocabulary that they use.

f Introduce the task in the usual way.

l Go through these exercises with the whole class. but ask them not to write any det:>ils in the article. Mal<e sure that they can identify and underline the topic sentence of each paragraph. and discuss any details that they could add.

3 Ask students to write the article out. adding the ideu that were discuSled. or any ideas of their own. This could be done in daM or for homework. If it is done for homework. then the articles should be brought to the next class to e><change and discuss. It is important for students to realise how the details they hav• added bring colour and interest to their article and make it more interesting to read.

4 Set the parallel task for homework.

ANSWERS

Ex.1 1 Key words: local newspaper. describing their own

... phobias .... e><plaining how they dealt with them. artide

2 The style should be fairly formal. although less fonnal than an article in a specialist magazine. since the article is for a local newspaper aimed at the general public.

Ex.2 1 1 She had a fear of heights. 2 Sentence 3

2 1 The effect of the phobia on her life: For some

te<lson my mind ... overcome !he (eot.

J It focuses the reader's attention on the confli<t within che writer- it adds interest 3nd ... ariety and makes the te><t more vO/id.

UNIT 9 T~ mind'<t ~ye

3 1 What she did to over.:ome the lear: 0'* day ... I

dedded that I was going to overcome this fear.

~

1 ..• otrhough I will never be completely happy with heights, I con C1l Ieos! live with lhem.

FURTHER WRITING PRACTICE

These: t.>Sks can oo usee! for hom()work. Remind studenu to follow the strategy !~>at 1hey hav~ us~d in the unit 1 You ha-c been asked 10 write an article for your

colleg() mag:>~ine"' help other scudenu with chc:ir exam preparation. Describe what st~ps you £ook co prepare for :t p:.rticular CKamination in the: pa$t, and say how this concribuced to your SUCCe5$. (J00-3SO words)

2 You have been asked to wrice .1n arcic.le for your college mag.uine •s J>.1rt of a serie$ called 'Making the mos.t of yours.eJf. Describe £echniques you have used to improve your confidence. and say how they have helped you. (300-3SO words)

UNIT 9 review and extension p. 138

ANSWERS Ex.1 1 denied having written 2 make me change my mind 3 nsk being heavily fined 4 to assume (that) we were all/would all be in agreement S was chosen to test 6 heard you being rude to me 7 I had expeeced to have heard 8 had refused to believe 9 so dislike my/me being in charge/so dislike the fact that I am in charge 10 dreaded telling her father EK.l 1 undergo 2 irrational 3 anxiety 4 lull-blown S accustomed (>lifestyle 7 disregard 8 undesirable 9 overcome 10 ah:emati>~e

Ex.l 18 2C 3C ~0 SB 6C

Now your students are ready to do the test for Unit 9 on T8 p. 156.

87

UNIT

1 0 The world of work

Speaking p. 139

Almt: • to Introduce the theme of the unit: dffferent

attitudes to work and the future or the workplace

• to provide practice fo~ Paper 5, Pans 2 and l

1 This eJ<am format .._sk should be done in pairs. Remind students not to des~ribe the photos.

The photos show. ~lockwise from the top: • women working on a producrion tJne in an electronics

factory • a woman working from home on a computer • an indonesian woman weaving doth on 3 tndition~1

foonl • ballet dancers ~hearsing • the floor of the Stock Exchange, Tokyo • a forefigllter holding a child he has lust rescued.

88

2 . 3 These exercises extend the topic of work and could be done with the whole class.

See Teaching procedures and advi t e p. H .

Use of English: Paper 3, Part S p. 140

Aim: • to provide practice for Paper l , Pa~ S

1 This pre-read".ng .._,k introdu«s <he mpit ol <he t exts.

See Teaching proced ures and advice p. 13.

ANSWERS

EK. 2 The style of the second tex t is more personal and informal (e.g. use of second person. use of contncted forms. dashes as puncnoation).

1 Interviews a~ becoming more tightly organised (strue<ured), candidates may be asked to discuss specific situations (sltuadon•~; they are also becoming less formal.

2 their increasing rigour (fines 19-20)

3 The idiom is an infonnal one which emphasises the effort you have to make to get no ticed.

- 4 make sure you're well-versed (i;; the company's products and •ervices)

Ex. l The following four pointS should be included • identify your own skills and what you want (text 2) • send out loners enquiring about job possibilities -

and make sure yours is good (text 2) • prepare for the lntel'lliew:

- rese1rch the company (texu 1 and 2) - be appropriately d~ssed (texts 1 and 2) give the impression you are confident (Optionol: be honest/don't ulk too much) (texts 1 and 2).

Suggested summa~ When applying for a job you should be clear about the skills you can offer, and the sort of work you want to do. Send out carefu1ly-p~pared letters to different companies enquiring about job possibilitJes. When offered an interview, do as mut:h research as possible about the company beforehand and make sure you are appropriately dressed. Try to give an impression of confidence; be honest. and avoid talking too much. (70 words)

Language Focus! Vocabulary p. 141

Aims.: • to show the different ways in which compound

adjectives may be ro~rne<t • to provide p~ice fo~ !>ape~ l , Pa~ l

A.k •rudents to do the exercise using a good dictionary to help them. Cf necessary. You could also >Sk them to suggest other words which o:ould be used in the first part of the compound adjectives (e.g. black/whitt-haired. broad-minded. many·s-lded1 well-advised, wel~known,

home-made. fast·talking, t ime-saving. hands-free.. smallna rge·scale. ten-page).

ANSWERS

Ex. 1 1 red-halred. narrow-minded, one-$lded

2 m ... dYised. widely-known, ready-made 3 well-meanin1, labo\Jr•saving, imooth .. calking

-4 trouble-free. fuii-5Cale. five-page

Ex. l 1 a) 3 b) 1 c) 2

2 noun +adjective (<rouble-free); adjective + noun (ful~scale); number + noun (fove-page)

3 1 flve-page 2 well-meaning 3 one-sided -4 ill-advised 5 smooth-talker 6 ready-made

Listening: Paper 4, Part 2 p. 142

Aim: • to provide practice in the exam taslc of sentence

completion

See Teaching procedures and advice p. 10.

1 Use the advertisement to introduce the topic. Ask studentS: • how the ad•ertisement mak~ them feel • whether they think it is an effeaille way to make the

po-int • whether they know of any other w• ys in which

children are exploited.

1 . 3 Elicit che recommended procedure for chis task type. (See Coursebook Unit 9 p. 128.) Then continue in the us\.A., way.

• T apescrlp1: p. 131

Give srudents time to read their completed texts through before checking the answers wich the w hole dass.

....!.. . S These question• give nudenL< the chance to elq>reSt: their own reactions to the situation of working children and to me r ightS of enlldren. Do Exercise 4 with the who le class. For Exercise S. ask them to work in small groups and think about what the oosic ingredient$ of a child's life should be. Ask each group to write these on the board. Then ask the groups to draw up a list of what they feel should be ~hildren's rightS. Ag.ain, 3$k ea~h group to write their list on the board. Then discuss the tw<> sets of lists with the whole dau. and draw up a final list of boule Ingredients and rights that everyone agrees on.

UNIT J 0 The world ol 'NOrte

For homewor1< students could write a paragraph reporting on the dis<JUsston and the conclusions reached by me clan.

ANSWERS

Ex. 1

The differing siruations of children in rich and poor Mtions, particularly related to U.eir work and play. Elt.l 1 child labo"r 2 footballslsporu goods l m e wider Issues -4 Import 5 phase out (NOT bon or forbid) 6 the children 7 safe 8 dangerous 9 wor1<tng conditions

Language Focus: Vocabulary p. 143

Act-orb + a~ coUocolioo

A im: • to revise ways of intensifying cradable and

u ngradable adjectives

1 Do this with the whole dass. •o chat students unders1.1nd the difference between gradable and ungradable adjecti•es.

2 This exercise will help students with Paper 1, Part 1. They should do it in pairs without using a dictionary so that they learn to choose the correct answer by feel Then ched< me answers wilh the whole class.

J This gives srudents the chance co practise using more collocations in a personal :and natural c.oncext. Ask them to ask and answer questions without writing the phrales down. Then ask each pair to repeat one of their dialogues to the whole class so that other students can listen and comment on the combinations used. Check that swdents are not using inmrrect c.ombinatiQns, e.g. eede~ eMee;tee. Deal with any probl ems, then complete the dialogues. Finally, go through the boxes ag>in with the whole c.Ws and ask them to marie all the possibh! combinations in their books. They can use these for revision latl!!r.

4 Do the first two tn.nsformotion• with the class so that swdenu understand that they have to change the adjectJve in the original sentence to one that will collocate with tile intensifier given In brackets.

89

UNIT 10 The world o!worlc

ANSWERS

Ex.1

1B 2A. C See Crcmmor re{eff!nce (Coursebook p. 223}. The adjectives in gro1.1p A are strong gradal>le, group B are gradabte, group C are normally ungradable/dassilying, but <:an be used gradably and then oolfocate with the same adverbs as strong gradable adjectives.

Ex. 2

1 dosely 2 widely 3 highly 4 deeply S entirely 6 wildly

Ex.3

Suggested answers 1 a film/play you have seen recendy:

incredibly/deadly boring, e•tremely funny

2 a well·known personality: fantastically good· looking. incredibly rich, eXtremely conceited

3 the public tr.onsport system in your country: extremely efficient. hopelessly inefficient

4 your first job/the worst job you have ever done: relatively enjoyable. deadly dull, extremely boring

S your first day at secondary school: to"'IIY <:enfusing, extremely enjoyable

6 the education system in your country: incredibly competitive, relatively progressive

Ex . .ol 1 The carpenters were highly skilled at their job.

2 The weather was absolutely perfect.

3 They were completely lost.

4 I found the ~lm extremely frightening. !> l was exceedingly surprised when I heard I'd

passed the exam. 6 When her boyfriend left her she was utterly

miserable/devastated.

Adj~ve + noun coi/O(<Jtfon

Aim: • to focus on a lexical atea whlcb commonly

causes conf\Jslon- adJective + noun collocations refetrlng to numbers and stadstlcs

As a foltow-up to this exercise. ask students to match the foltowing adjectives to the nouns they collocate with. (This could be done as a team game.)

Adjectives: large, considenble. great Nouns: city. numbers. quantity. poputation. expen:s.e.

influence. depths.. :s.um:s. of money Answers: Iorge otyfnumbersfquandtyfpopulationlsums

of money

considerable numbers/quantityfexpense/ lnfluence/influencefdepths/sums of money greet numbers/quantity/expense/influence/ depths/sums of money

ANSWERS

These items shovtd be cros:s.ed out: 1 large 2 smaller 3 big 4 major S expanding 6 considerable 7 greater 8 grand

Colloc<Jiion proctice

f This practises dealing with ool!ocations in a longer text. Remind students that if they don't know the oollocation they should choose the answer that feels right.

2 • 3 These exerc.ises encourage disc.ussion of the oontent of the text. and <:an also be used for further vocabulary devefopment.

ANSWERS

Ex. 1 1B 20 JC 4A SC 6A 70 8C 9B 100 110 12B Ex. 2 The qua\ities (i.e. per:s.onal qualities. not training or experience) are: to think quickly, good antidpation, aggressive, confident per:s.onality, handle stre:s.s very well

Use of English: Paper 3, Part 1 p. 144

Aims: • to practise the '"'aun task of cloze • to raise awareness of some inconveniences

related to wort.

See Teaching procedures and a.d•ice p. 12.

1 - l Use the ranking activity in Exercise 1 to introduce the topic. After students have oomp1eted the doze text ask them to react to it by referring back to the lirt in Exercise 1. Asl< them whether they would be prepar~d to do as much commuting as, the man io the text. Do they know anyone who commutes1 How do they fee11

ANSWERS

Ex.l 1 against/the 2 to 3 could/might 4 stand Severy/each 6 does 7 say 8 but 9 less 10 chance/opportunity 11 without 12 however 13 getting 14 tell 1S myself

Language Focus: Vocabulary p. 145

Aims: • to focus on le)(lcal accuracy and appropriacy • to train students to check their own woric In

these areas • to extend stlldents'lcnowledge of ldlomadc

expressions

f As.k students to do this exercise in pairs so that they can discus.s and ;ustify their answers. Check the answers wich the whole class. and identify the type of mistake in each case {word formation, intensifier. preposition. etc.). Tell <t\ldents to make a note of ttle mittakes that ttley did not manage to identify. These are the types of mistakes that they will probably make thetmelves, so they should be aware of them and check their work in the e)Qm spe<ifically for these mistakes.

3 Emphasise that these eKpressions are infonnal and spoken. Do the forst one with a student as an example. Then ask students to complete the exerdse in pairs. Check their aru;wers with the whole class by asking them to read out the matching sentences. Then do Exercise 3.2 with the whole class and write the suggested conte><ts on the board for student$ to copy and keep for reference.

ANSWERS E)(. 1 1 fgJ: the job (preposition)

2 information (uncountable noun} 3 effectively (adverb)

-4 keen and committed (adjective)

5 sm the spot (fixed phrase) 6 absolutely delightt.d (strong adjective)

7 ~extr!:mely hard (gradable adjective) 8 level of commitment (foxed phrase)

9 each and every one of ll$ (word order in fixed phr:ose)

10 ~completely unreasonable {<:olloution)

11 not doin& their fair share (collocation)

12 put up with (phrasal verb} 13 but finally/in tbe end (linker)

14 I had~ potential (collocation)

1 S rmfs.i: an effort (colhxation) 16 he ~absolutely/completetx (collocation)

17 I decided to hand ill my resignation (ph.-..s.al verb) 18 another job with (preposition)

19 earning u llll1m as (colloation)

20 llru as/~ long hours (collocation) 21 I'm~ on the way (collocation)

UNIT JO The worldofworic

Ex.l 1 The workload and the low salary

Ex.l 1 i) d) 2 f) m) 3 j) n) -4 a)g) 5 h) p} 6 b) I)

Exam Focus: Paper1. Part 2. p. 146

Aim: • to provide a procedure for dealing with

multiple·choice questions on shol"t texts

Go through the procedure with the cla$$. Remind students that they could try to find the answer to the question before U$ing the options.

Ask students to do Exercise 1 in pairs and compare their answers before you check them with the class. Do the discussion in Exer<:ise 2 with the whole dass.

ANSWERS

Ex. 1 1C 2A 3D 48 SB 6C 70 8C Ex. 2 Text 1: an advertisement in a newspaper, magazine

or journal

Text 2: an article in a magazine or specialist journal

Text 3: a novel or short story (probably not an autobiognphy, which woold have a more factual style)

Text 4: an article in a maguine

Language Focus: Grammar p. 148

Aim: • to revise future verb forms and other ways of

expressing the future

See Teaching procedures and advice p. 11.

f Make sure that students have read and understood the text. which is an extract from a newspaper artide. before focusing on the use of future vert> forms.

2 - 4 The aim of these cont.r':lStive exercises. is to darify when each verb form is most appropriate and what time expressions can be used with each form. This can •till au•e students difficulty even at Proficiency level. Exerdse 4 allows students to use the future forms in a per.;onal context. After students have completed the activity in pairs. they could write a short paragraph about their partner for homework, using the expressions they have practised.

UNJT 10 lheworid ofworlt

S . 6 These exercisu focus on alternative ways of referring to the future. and the structures nsociated with them.

7 Time claU$es may be cested in Paper 3, Paru 1 and 4. Read lhrougll che example extract from che cext wich uudents. elicicing che censos and cime reference in each clause. Then do Exercise 7.1 wich che class by reading each sentence. discussing ic and chen filfing in che chart. This can be wed fer revision. Then ask srudents co complete Exercise 7.2 in pairs. using che completed able co help them.

92

ANSWERS

Ex. 1 1

The workplace w ill have re"'!rted tO a pre.industria l model, and offices will be unnecessary.

2 a) ..,;11 + bare inflnitiV<!, e.g. he or she will have o v.ider

grosp b) going to, e.g. what che office o(!)le fuwre is going to

be like

c)futune continuous, e.g . ..;II be onoking d)future perfect. e .g. will h~ gone bock to, will hove

disJ>osed of e) Mke!y to. e.g. you ore likely to get f) con/be oble to, e.g, we con mo~~e bock 10. we11 be oble

to carry round 3 The question is whether people would be happy Co

work without the sociol contacts of an office. The sociological implications of chis could be gneater isolation of workers. who would no longer need face-to-bee contact.. Ex. 2 1 will 2 is going to (personal incention) 3 om go ing tO be (prediaion from present evidence) 4 will (d.ecis.ion at momenc of Spltalci"&)

Ex. 3 1

1 will most likely have dis:opPeaned

2 will be spending (sull! around a time in the future)

l will be travelling (future seen as a matter of course)

4 will be carrying {continued acdon around a point in the fuwre)

5 will have been working {looking back from a point in the future)

2 wfll be doing (future continuous) +in, (Ot, at

will have dooe, ..;N have been doing (flmlre perfect, furure perfea continuous) + by (for is also possible. e.g. I'U soon h~ been here (or on hour.)

Ex.S 1 1 are co be introduce<! 2 you mighc like co Jon the point of " is d ue to S are quite fikely co

2 a} S b) 1 c) 4 d) 3 e) 2 Ex.6 1 will have been m:orried 2 due 3 likely to .o! the point of 5 will be sarting/will have surted 6 be akinglt:ake 7 ane to be 8 will no< have done

Ex. 7 1

---- ---··-~ ... -main clause link word subordinate

clause {tense)

v.iN OS SCiOn OS I pnesent simple

present simple after I pnesent perfect

presenc oerfecc lb; the time present simpla

future <ontinuous wltile I pres•':~C£~.!i~uous future perfect continuous by th.~.tim~ .. _eresent simple ·-· future simple when can ---2 1 have 2 are going 3 go 4 will work! are going to work S have started 6 will move/a.re going to move 7 expands/grows 8 willlmaylmighrl could go/move into 9 will have/could have/should have/might have 10are

Writing: Paper 2, Part 2 (report) p. 150

Aims: • to focus on the appropriate style fo.r report

writing • to provide practice in sentenc" combi ni n 1

See T eachi n1 procedures and advice p. 13.

I This ask reviews the features of a report. Refer co Coursebook Unit 6 p. 93 if necessary.

2 Noce mat thene is no parallel writing task in this section. All the tasks prepare students to answer the question in Exen::ise 2.

l , 4 Theoe exercises provide idl!u for content thro~~,~Jh cl>n discussion and a listeninc acdvity. Let students discuss the questions in small groups and then report back to the cla.s.

• Tapescript p.Ut

S Swdenu prepore an outline using c!le ideas they haVI! heard and discussed. They can work In the same groups as before, or individually. They should look back at tile taSk in mrcise l. and decide what headings they are going to use for their report.

6 This e><ercise foruses on appropriate style and register by asking studenu to compare three introductory paragnphs, and say why lWO of them are less suitable.

1 , I These e)(erdses give pnctice in combining

sent1!nces expressing cause and effect, as well as providing further ideas for contenL Remind students of the impcn:ance of using a n.nge of structures in their writing. Then tell them to use all their note< and write the report for homework. Elicit appropriate headings. e.g. Background, Current problem•. Recommendations for change•.

9 Afolln, srudenu have to decide which sentenres are in an appropriate style.

10 Students can write the report for homework. Remind them of the key points in this section by reading through the & am Srrategy bo>t with the whole cbss.

ANSWERS

Ex. t The items that should be deleted are:

1 indudes interviews and direct quotes

2 uses •djeclives for dr.unatic effect

3 uses Irony and rhetorical questions

Ex.l Key words: careers advice, report. new careers ofrlC•r. ncilitie$. at present, assessinc their us.m..:lnass. recommendations E><. 4 1 She didn't have any help choosing a career. She

didn't know about the diflerent opportunities.

2 information section, connections with local companies, ful~time expert car..er advisor

Ex. 6 The best introduction is C. A is coo inforn'\31: contn.c.tion.s, questi.on.s. direct

speech B has inappropriate stylistic devices, e.g. rhetorical

question, exdamation

Ex. 7 Suggested an~wets 1 Only rwo computers are available, and they are

both consundy in use. which is very frustrating for student:< needing careers inform~tlon.

2 There are not many careers books in the library. the ones that do exist are out of date and c.onsequendy not very helpfuL

3 The librarian is very knowledgeable and tries to provide a good service. but she is e><tremely busy and not always available.

-4 When representatives from local companies visit the school they give informatiOni this is vrta1 as it helps us to learn about real life.

S There are weekly carRers sessions after school run by a teacher, but as the time is incon•enient. very few students go. Howe•er, this idea has potential and might w<>rk better if the !lme WEre changed.

Ex. I 1 t and as a result (cause and elleet) 2 In this way (cause and effect)

2 Suggested answers

1 Setting up connections with local firms enables students to learn about work and a.s a result/ and consequently/and hence they make fewer mistakes when they come to choming their career.

2 I feel that the best way forward is to set up a formal system for advice as in ~his way the sd-leme becomes an integral part of 1he school curriculum/maldng the scheme an inr.egr:al part ...

3 Since/Because/As there is no opportunity for swdents to talk about their ambitions, they never ha •e a fair chance tO realise them.!There is no opportunity ... soJand therefore they ne~~er have a fair chance .. .

<4 My friend found carur information in her library so/coruequently/ther-efore she could make a reasoned choice.

S Students should be able to vt.it a company they are interested in. since/as in this way they get a good idea of what the iob enalls../lf students could visit a company they are interested in, they would get a good idea of what the job entails.

3 These ideas would be most appropriate in the final section- the recommendations.

93

UNIT tO The world ofworit

Ex.9 1 b) - the words are more formal: set.YJ> in a) is too

Informal l a) - b) is too personal, using we and not the

pa,:sive 3 b}- a} is too personal- the final section of a

report sho11ld pull together all the points and make an objective recommendation

FURTHER WRITING PRACTICE

The task below can be used for homework. Remind studena to follow the s~rategy that !hey have used in the unit.

The place where you work is in a very ~d state of repair. WrLte a repon to your manager pointing out the problems. Describe the inconvenience and danger caused by the present state of the building and make suggestions about what should be done. (300-350 words)

You can use the photocopiable test for Unit 10 on TB p. 1 S8 before doing the Progress check in the Coursebook, which covers language from Units 6-10.

Units 6-10 Progress check pp. 152-153

ANSWERS

Ex. 1 18 lC 3A 4C SS 60 Ex.2 1 case 2 at 3 AsfWhen 4 no S should 6 such 7 at a would/could 9 where 10 do 11 in 12 below/beneath 13 of 14 above 15 from

Ex.J 1 anew (NOT newly) 2 astonishingly 3 varied 4 elsewhere S originating 6 disposal 7 unsuitable 8 development 9 adjoining 10 characte-ristic

Ex.4 1 drifting 2 climb 3 narrow 4 landed S essential (NOT vital) 6 respect

Ex.S 1 These gadgets are widely available nowadays.

2 Just as she was on !he point o(secting off, her friend finally arrived.

3 It was such appalling weather lhat we cvr our holiday shon:.

4 All you have !o do is just (!o) sign a ffffl papers.

5 Our •ictory in the tournament islwm entireJt duel is/was due entirely to the coach.

6 What is happening is !hot !he seo level is beginning to rise noticeably.

7 Ar~y srudents who wish to rake part should/must let me know immediately.

6 On artiving home. he (immediately) made for the fridge.

Now your sto.tdents are ready to do the Progress test for Units 6-jO on TB p. HS.

UNIT

11 The monster in the machine

Speaking p. 154

Aims: • to introduce the theme of the unit: technology,

its increasing impact on e¥eryday life and Its pos:slble implications for the future

• to prep~ for the ideas in the listening in dte next section

The photos show. clockwise from the top:

an electric light switch; a fridge: a person talking on a mobile phone; someone using an electronic 'smart' card to withdraw money from a cash machine; a set of traffic lights; two people playing a video game: a dosed circuit teJevision camera. u$ed for security purposes.

f Ask students to do this in pairs or small groups. They should then sha~ their ideas on how everyday life would be different without technology with the rest of the class. to see if everyone agrees.

2 Write the four qualities on the board. Ask students to discuss the task in pairs or small groups. Ask them to s~.~ggest which particular animals they think might exhibit some of these qualities. You could elicit further qualities which animals may or may not share with humans. Then discuss the same qualities in relation to a computer.

Listening: Paper 4, Part 1 p. 154

Aims: • to practise three-option multiple-choice

questions • to extend students' awareness of collocations • to provide input on the topic of technology

See Teadling procedures and advice p. 10.

f This collocation exercise introduces thf. theme of the listening extracts. (Note that in the exam these extracts will be unthemed.)

2 Remind students to read through the questions before they listen to the extracts. In the exam they will be given time for dlis.

• Tapescrlpt p. 1l2

3J . 4 These que:stiOI'Is encou~e swdenu to re«ct to what they have heard. Disooss them widl the whole class.

EXTENSION ACTIVITY

Write the following statement on the board and ask swdent> whether they agree with it or not. Ask them to work in small groups and produce arguments for or against the $t:atement.

Technology is blurring the •ne between reol experienc:e ot1d imogined uPerience. beiWeen filling ond non-living. We are in danger of le!ling machines lftle our Noes for us.

Suggest that srudents think about d\ese areas: • computer games • Internet chat groups • life support machines Discuss the groups ideas with the whole class. Alternati...ely. ask students to write a short summaf"J' of their group discussion for homework. or write an answer to the question as an argumentatiYe essay.

ANSWERS

Ex.t The following verbs are inappropriate:

1 manage 2 store 3 supervise 4 calculate 5 have

Ex.2 1A 28 3C 48 SC 6A 7C 88 Ex.S 1 ... it's often used for is ...

2 ... has yet to be ... 3 ... isn't the case any ...

~ ... to be open-minded ...

Reading: Paper 1. Part 3 p. 156

Aims: • to develop the skills needed to complete a

gapped text • to continue the discussion of qualities $haYed by

men, animals and machines on p. tS4

BACKGROUND INFORMATION

Mary Shelley (1797-t8S1) was an English writer.ln 1814 she eloped with the English poet Percy 8ysshe Shelley. and married him in 1816 after his first wife

95

UNlT I J ~ monsk'r in~ machiM

committed suicide by drowning. They lived in Europe and were leading f-.cur-es in the Romantic movement. Mary wrote novels in(.luding fronkensre'n, which was published in 1 818; this became her most famous work and bas been filmed several times. most recently in 1994 with Kenneth Branagh and Helena Bonham .. Carter. The story c.oncems a S(.ientist caiPed Frankenstein. who (.reates a living monster in the rough shape of a man. However, che monster has feelin8' and desires, and after Frankenstein fails to sadsfy ics human emotions, it becomes angry and kills two people- Frankenstein's brother and his bride. Frankenstein himself dies trying m kill the monster, his own creadon. The navel raises many ethical questions about life and human rights.

See Teaching procedures and advice p. 8.

f • 2 This quiz allows students to predict the topic of the text. Do it as a class quiz. or ask students to work in pairs. Don't check the answers with the class. Instead, ask students to ...,ad the first twa pa~raphs of the base text to check far themselves. Ask them if they know anything else about F"'nkenstein. or if they have seen the ~lm. What do they think of the idea of a sensitive monster! Is it tao far-fetched!

3 Refer students to the bam Strmegy ba>< when introducing the usk. Remind them that they should read the whale base te><t through before looking at the jumbled paragr3phs. and that they should read the completed text through when they have fonished. Check the answers with the whole class, making sure that students justify their answers. Then ask students. to react to the text. Ask • Why does the writer begin by referring to the story of

Frankenstein? • What is the essential difference between a man ~nd a

machine/ • How might a computer's idea of death be different

from a human's! • Oo you be1ie'f'e a <:¢mpurer c¢u!d ever have a soul~

ANSWERS

Ex.1 1b 2b 3a 4a Ex.l 1F 28 3H ~C 5E 6A 70

Use of English: Paper 3. Part 1 p. 158

Aims: • to develop the skills needed for Paper :J, Part 1

(cloze)

• to extend students' knowledge of idiomatic expressions

See Teaching procedures and advice p. 12.

t Ask students to read the title of the text and discuss its meaning. then describe the picture and discuss the use of the various pieces of equipment. This exercise includes a usl< to ensure that students read the whe>le text liNt for general understanding. The questions focus on the main points.

2 Deal with the ciOlee in the usual way.

3 This exercise encau~es discussion of wider issues raised. including how society should treat old people. Do these questions with the whale class.

4 The vocabulary casl< extends a lexical set exemplified in the text (gap 3). Elicit more expressions involving the body. Suggestions:

He couldn't put his finger an it. (He couldn't identify something that was worrying him.)

He put his back into it. (He tried hard.)

He gave her the cold shoulder. (He ignored her.)

ANSWERS

El<. 1 1 The problem of looking after sick and elderly

relatives.

2 It can look after the sick and elderly.

Ex. 2 1 on 2 whose 3 finger 4 every 5 by 6 erablinglallowing 7 under 8 well 9 means/types/sorts/kinds 10 only 11 itself 12 addition 13 being 14 However 15 before

Ex.4 1 1c 2d 3b 4a Se 2

Suggested answers 2 He was sitting quietly reading when there was a

loud bang from outside, but he didn't move or seem worried- he didn't turn a hair.

3 Although the house was in a terrible mess he just sat down and watched as the others rushed around tidying up- he didn't lift a finger to help.

4 He knew his work so well that he answered every question in the e><am perlecdy - he didn't put a foot wrong.

5 He said that he had not ~en anywhere near the scene of the crime but there was a witness who identified him so he didn't have a leg to sund an.

Language Focus: Grammar p. 159

Aim: • to extend students' awareness of how a

refle.Uve pronoun can change the meaning of a verb

See Teaching pr<>cedures and advice p. ll.

I . 2 These exercises focus on fonn and on meaning. bcercise l provides practice in exam format.

ANSWERS

Ex.1 Sentences 2. 3, S. 7 and 10 don't require reflexive pronouns. The reflexive pronoun is possible in Sentence 7. but is redundant and rather old­fashioned.

Ex.l 1 a) explain= give a re.asol\ for: b) explain oneself=

say dearly what you meal\

2 a) compose = plar1. write or make up (in this ease, a letter); b) compose yourself = settle down. stop being angry or upset

l a) apply= use in; b) apply yourself = woril hard or concentrate

4 a) dediute to = ackoowledge. expre<S thanks for somebody'< contribution to a book. etc. b) dedicate oneself to = put all your energy into something

S a) lend = let you have use of something for a limited time: b) lend its<!lf to = be suit'lble for

6 a) distinguish from = make someone appear different: b) distinguish oneself= do exceptionally well

7 a) help =give assist'lnce: b) not help oneself ;:; be unable to prevent oneself

8 a) suit = be right for somebody: b) suit yourself= please yourself = do what you want (informal and rather rude)

9 a) behave = act in a certain way: b) behave oneself = be good. behave in a good way

10 a) be reconciled with = re-<Ostablish a good relationship aner a quarrel: b) reconcile oneself to something = get 1.1sed to something

Ex.l ' She said we could/should help ourselves to onything/v.ho~ver we li~e<l from the fridge.

2 They don't need to commit themselves (to o final decision) until later.

3 You shouldn't blame yourself (or losing/having lost tile game.

UNIT J l The monster in dte machine

4 The politician wanted to dist<Jnce ~imself (romfto keep himself 01 <J clistooce from the scandal.

S If you clon'r ossert yourself you will just be exploited.

6 You con suit you/Self whelher you come or not.

listening: Paper- 4. Part. 4 p. 160

Aims: • to develop the $kills needed for doing a dlree­

way choice task • to sugg""t techniques for dealing with dle

prompt card in Paper S, Part 3

J Use this 13sk to prepare students for the Ustening task. The discussion introduces key <:<>neepts and vocabulary.

2 Remind students to read the task carefully before they listen. They should listen carefully to what each speaker says. and try to identify synonyms in the statements in tile t'lsk.

3 Play the recording through once and ask students to compare and justify their ideas. Then play it again.

• Tapescrlpt p. 132

4 To prompt discussion, ask questions such as: What do you think about these developments!

• In what other ways ar~ we interfering with nature nowadays! Should we use our intelligence to improve nature or should we allow nature to cake care of itself?

5 This prompt card question uses idea$ from tile Listening section. Ask students to think about the question in pairs and then play them the recording of the student giving the ulk. Discuss how he could improve with the whole class. chen let students practi$e their long turns in pairs.

• Tapescript p. 133

ANSWERS

Ex. 1 The headlines and pictures could suggest aU of the points mentioned.

Ex.l

1w 2B 3W 4J sa 6J Ex.S 2 He does not really develop the ideas or back them up with any concrete examples. and so he runs out of things to say after about a minute.

97

98

UNIT II Thc monnc:r In the I'YI&(I'!Inc

Language Focus: Grammar p. 161

Aim: • to ~evi se the use of complex verb forms

lnduding modals for future predictions

See Teaching procedures and advice p. 11.

Re<r1ind students that the choice of fom> for talking about the furure is necessutly subjfftive as the fuwre is uncertain. The choice of modal verbs ond future structures an also be subjective and t.here mo.y be more than one an.swer In che:s~t exercises. Refer stud.enu to the Grammar reference (Cou~ebook p. 22-4) if necessary.

ANSWERS

Ex. 1 1d 2a 3b 4b Sc

Ex.2 2 to have been resolved

3 would need to be preceded/would need to have been preceded

4 could have themselves cloned

5 could be used

6 shouldfmust not be allowed

7 are alwaY" taken up/will always be taken up

Note: need Is a main verb In Sentence 3 and must therefore be followed by an infinitive with to.

Language Focus: Vocabulary p. 161

Aim: • to extend students' knowledge of idiomatic

expressions that may be tested in Paper f , Part 1 and Paper J, Parts l and 4

See Teaching procedures and advice p. 9.

1 • 2 When you chedc the answers ro each tuk with the whole class. ask nudenu to e•ploin the meoning of each idiomatic • •pression and underline the eltpreuicn in their books to make revision easier.

EXTENSION ACnVITY

AI of the cdioms below are related 110 •t!ht and 1\oaring. Dicta<• the s•ncenc•s co your swdents. Ask them to W<>rk in pain and !/link about what each one might mean. 1 Can't you set "'1 point o(vitw? 2 So you've fonally sten rht lir/ft. J I think I can shed som•l'flhl on it.

~ I don't exoctly s••....., ro eye with you th•re. S Go on, keep ulking- I'm all ears. 6 I heard it on the rrof>Pme.

After they have discussed each one. Mit them m• following que<tions. Which person: • can help you to ...dentand a ln)'St*Y! (3) • dioesn't ~with you! (-4) • is listeninz c:onlully! (S) • knows some~! (6) • tl*>b you've undenrood somet:hll>& It lase! (2) • w:mts you to see their side ol the •"&""""•! (1)

ANSWERS

Ex. 1 1 put 2 blow 3 grasp 4 hold S moved 6 hit 7 squeeze 8 pushed 9 grip 10 pinch

Ex. 2 1 The country is. rich in naru ral resources such as

coal and iron.

2 languages (seem to) come naturally to her.

3 The police thought he had died of natural causes. 4 If you've got a minor illness. it's best to let nature

take its course. S She's not bad-looking but she spends a fortune

trying to improve on nature.

6 The explosion was a natural disaster.

7 I got her to help by appeoling ro her better narur<~ .

8 It's second nature to most people to fasten the seatbelt when they get into a car.

Reading: Paper 1, Part 4 p. 162

Aims: • to develop die reading skills needed to

complete multlpleo<holce questions, particularly those t:ha.t test understanding or detail and ;mptica1ion

• to focus on word formation, co help with Pape~ l, Parts 1 and 2

1 The ranking activity and discussion provide useful practice lor Paper 5. Part 3 and should be done In pal~ or small groups. Encourage students to discuss each quality in turn before choosing and ranking the four most important. to generate ideas. The furth er discussion In Exercise 1.2 should also be done in pairs or small sroups. Check students' ideas with the whole class before moving on to Exercise 2.

2 The questions focus on the infom>ation students need to answer the multiple-choke questions in Exerdse 3. Check the answers with the whole class before moving on to the exam task in Exercise 3.

The w.xt refers to different time periods and is quite complex. To make this clear. ask srudenu:

Which paragraphs refer mainly to

a) the prasent! (1}

b)lhe near future! (2. 3, 4, 6)

c) the more distant !urure? (5)

Y cu cou\d also ask them which tenses are used in each case. This would provide revision for the use of tenses :md future forms.

C This activity will help st:udentS with Paper 3, Part 1 (doze) by making them think carefully about the fonn of the word they write in the gap and with Paper 3, Part 2 word formation. Ask studentS co work in pairs. They should use a dictionary if necessary to find the other forms of the words.

The discussion in Exercise -4.3 allows nu<lenu to react personally to the U>pit..

ANSWERS

Ex. 2 1 genetic engineering as a right of parents

2 to prevent hereditary illnesses in children; to prevent mental problems and improve the senses and intellect

3 sight. hearing and intellectual abilities

4 longer-term modifications mat could allow survival on other planets

5 in the short tenm though

Ex.l 1D 28 3A -48 50 6C 7A

Ex.-4 1

1 adjective (nouns: gene, genome adverb: genetically verb: engender)

2 adverb (noun: ethics adverb: ethically + negative adjective: unethic.al)

3 verb (nO\In: inheritance adjective.: inherited)

-4 verb (noun: expansion) 5 noun (noun: addia adjectives: od<frcrJ.., addicted)

6 adjective (nouns: inte"ecwo~ intellect}

7 noun (verb: tend) 8 noun {noun: cmribution adjective: attributed

adverb: cmriwtedly) 9 verb (noun: ptrJYision adjective: provided)

10 adjective (noun: madifico!ion verb: mad'lfy}

UNIT 1 J The- monsur in the machine

11 noun (verb: enhance adjeaive: enhanoed)

12 noun (adjective: defeaivf: adjecdve: de(ecWeJy}

2 1 provision 2 modifications 3 defective 4 zddictive S expanded/enhanced 6 unethical

Exam Focus: Paper 3, Part 4 p. 164

Alms: • to provide techniques and hints for dealing with

the enm task of key word transformation • to make students aware of the type of language

that could be tested by these Items

Go through the introduaion with the whole class. Encourage students to think in terms of phrases, not words.

Tho introduction focuses on the kind of changes that may be required In ti'VISformalions, •.nd what kind of collocnlons and fiXed phrases might be umed. You could writa the example sentence on me board before students look at their books and ask them to write their own answer. lhen ask them (0 c.ompare their answer with tt.e one given in the Coursebook. After that. go dlrough the procedure wilh the students and stress the importance of careful checking.

1 This zjves swdents practiC'O in checking their completed sentence transformations. Ask students to work in pairs to identify the miu akes made in the sentences, using me checl<Jist above.

l Ask students to do this exercise individl<llly, then to work with a partner and check one another's work using the checklist provided.

ANSWERS

Ex. 1 1 This is inc:orrect as the key word has been

changed, and the tense h•s been changed from past to present.

l This is incorrect as some informadon has been omitted.

Ex. ] 1 The government's policy has u~detgone o complete

change since the election.

2 Ther~ have been floods of comp!oinrs about lost night's programme.

3 You should lose no time in geltin2 this checked.! You shovld nc>t lose "'7 tme in gcaing this chedood.

4 There wos no ref~ (made) to (a"Y) e.ara dlo~s in the brochure.

99

UNlT 1 1 The monn~r in the ma.chine

5 It wu lhe im-entio<! o(lhe ptiil!li1g press tl><Jtlwhi<.h surted !he informacicn revo/utio11.

6 It's high lime (th<Jl) rite autharilios did samerhinll obout reducing traffic. congestion.

7 No-one rou/d shed Gny light on the matter.

8 Any changes made in the short term should only be minor.

Writing: Paper 2, Part t (essay) p. 165

Aim: • to Introduce students co the second type of

discursive e .. ay- presenting only one side of an arxument and supporting It with evid.ence

f . 1 This sEOrts swdem:s thinking about the tuk. Ask !hem to d iscuss Exerdse 2 in pairs. They should have thouaht about most of these ideas already in previous 1ec.tions of the unit.

3 The questions on the sample essay focus on the way the text is organised and how the information given In the headlines has been used. Students need to look at how the writer has connected each paragraph and each idea. Do each question carefully with the whole class, and make sure that all students underline the topic sentences and linking e><pression>. Highlight the way in which e•idence is used in each paragraph to support the main idea, and the fact that one paragr.>ph is unsupported.

4 - 7 This parallel writing EOSk uses ideu !hat Sludents hove already discussed in the uni~ Exerclles S. 6 and 7 deal with each section of the essay in tum Exerci<e S shows srudents the best type of introductio n, and how it shovld lead into the main body of the essay. Exercise 6 looks at wa~• of combining sentences to provide supporting evidence in the main pan of the essay. e~erclse 7 shows students the best type of conclusion. Do all of these questions with the whole class.

8 Students use the notes they made in Exerciso .of and the model they have worked through in Exercises s-7 to provide an outline for the wrieing wk. Then set them the EOSk for homework. Remind them of the work done In this section by going though the Exam Strategy box.

ANSWERS

Ex. 2 technological issues:

100

fut food, ready-j>repared meals, microwaves

pr ivacy

unemployment caused by machines and computers

changes in work panerru

crime

Ex.l 1 No. credit card fraud has been omitted. 2 They have been re·ordered .

3 (In the world of work .... work) (Another example of the negative eff&t of ... home)

(Finally, there are implications ... Information)

4 World of work -information on robotics and effects of spread of personal computer~

Domestic front - (This point lacks sufficient supporc) Information technology and freedo m/privacy - data banks, lack of control

Ex. S 8 (A is coo general and focuses on good and bad points which the task does not require.)

Ex. 6 1 (agriculture) More chemical sprays are being used.

so crops have fewer d iseases. I Because more chemical sprays are being used. crops ho.e fewer diseases.

2 (medical science) Because people live longer but still age in appearance, many want plastic surgery to look bener. I People li•e longer but still age in appearance; as a result many want plastic surgery to improve their looks.

3 (medical science)lf hereditary illness were eradicated, the popu1ation would be healthier .

.of (medicine) Because o f immuniution programmes, 'SOme infectious disea.sn ar e being brought under control.

Ex. 7 As the introduction chosen in Exercise 5 leads towards an essay describing cht adonntages of modifying nature, then B is the best conclusion as it provides a summary of the benefits and refers back to this introduction.

fURTHER WRITING PRACTIC£

The essay titles below can be used for homework. Remind students to follow the stnt•li:Y that they tu ..... used in !he unit.

1 Y oor tuCDr has set .,.,.. the folo~ essay 'l'JC'Iion: The eo.rer-incTusinz use o( technology has gready in'p'oved our daly lives. Explain. usinc r.wo or three e>CafTlples, how .,.,.. think this mi&f1 t be crue.

She has given you the lonowing ~ dvcrtisements to help you with ideas:

UNIT

12 The last frontier

Speaking p. 168

Aims: • to introduce the theme of the unit: travel and

tourism- the reasons wtly people travel and tfle damage it may do to the environment

• to introduce key vocabulary and Ideas for the topic of the unit

See Teaching procedures and advice p. 1-4.

1 - 3 The exercises start students thinking abollt ways in which tourism has changed che narure of travel, and introduce the idea of t<avel to unusual places to prepare for the Reading texts in che next section. Exercise 1.2 provides practice in the type of picwre­based discussion that will be tested in Part 2 of the lnternew. and could be done in pairs. The vocabulary in Exercise 3 is needed for work throughout the unit. Before doing these questions, make sure that students all understand what each type of tourism is. You could ask them to write their own definitions before moving on to the questions. For e><ample:

Gr4:een or eco-tQUris.m: tour-js.m that takes into ac.count environmental (ecological) considerations

102

Heritage tourism: based on visiting p'ac.es of historic.at and cultural interest

Space tourism: travelling into space for pleasure. perhaps going to tile moon (Note: The first space tourist was an American civilian, Dennis Tito. in May 2001.)

Virtual tourism: not really travelling at all but U$ing oomp~~ter-generated images

Reading: Paper 1, Part 2 p. 169

Aim: • to develop the skills necessary for multiple­

choice reading questions

J The initial discussion in Exercise 1 introduces the theme of the texts and enables srudents to react co them on a personal level. The photo shows people dog­sledding across Antarctica. Use the picNre to generate more ideas by asking how the people feel, and why they might have gone there.

2 Remind students to look through all the texts quickly to establish the theme and get a general idea of their content and possible sources.

BACKGROUND INFORMATION TO TEXT 4

The Antarctic Treaty was set up in 1959 in Washingron. and a protocol wa• added in 199,. IAATO was set up in 1991 to 'advocate, promote and p1..actise safe and environmentally re~ponsible private·sec.cor travel 10 the Antan::tk'.

3 Remind students of the techniques for dealing with multiple-choice questions tllat they learned in Unit 7.

EXTENSION ACTIVITY

Tell studems that they have been given responsibility for roporting on controls needed for «>urism in Antarctica. Put them intO groups and as.k each group to prepare a presentation on !he controls tha< they would like to see bro.,sht in. and why. Listen to the prcscntatCons and decide on d•e best ideas. Srudenu could write their presentations. up as .a formal report lor homework. (See Units 6 and 10 lor help with report w•·iting.)

Suggestiont The agreement might specify: • rules CJbout areCli'S where touri-sts il.rela.ren"t a11owed

to go • rule'S about the amount or time tourists a.re a.llowod

to •tay rule-s controlling buirdings for lourists

• rure-s forbidding tourists to leave liner or anyth5ng thai could darn3ge the environment. such a-s ca.mera bat~rie-s

• rure-s to prevent tourists rrom harming pbn•s :md wildlire

• rure~ to en-sure that cruise ships do no• damage the environmenl. e.g. by discharging pollutants

ANSWERS

Ex.l Texts 1 and 2 are from tr.>vel books giving personal accounts of i<>urneys. text 3 is an extract from a brochure odvertising • holiday cruise. and text ~ is from an article in a travel magazine.

ElC.l 1B 2A 3C 48 SA 60 78 8C

listening: Paper 4, Part l p. 171

Aim: • to develop the listening skills needed for Paper

4, Part 3

See Teaching procedures and advice p. 10.

I The aim of this exertise is to anucipate the ideas in the Listening and to encourage students to ulk about the issues behind a picture r.>ther than describing what they see. It therefore provides practice for Paper S. Part 2.

l - 4 Remind students of the importance of reading chrough the quesuons before listeni"g to the recording. Play the recording and give students time to compare ond justify their answers and then ask chem to react to the text. Check that they understand the difference betWeen the two types of holiday. and the environmental problems mentioned in che last section.

.. Tapeicript p. 134

5 Do this exercise with the whole dass to give pnctice in poraphrasing for Paper 3. Part 'I. Alternatively. ask studenu to do it for homework as revision.

ANSWERS

Ex. 3 1C 2C 3A 40 SA b.S 1 Some tourists are willing to pay high prices to go

somewhere new. 2 If a space sution were/was used as a hotel. it

would be more profitable. 3 They are interested in the tourist market. 'I They bear some/a resemblance to big playpens.

UNIT ll The last frontier

Language Focus: Vocabulary p. 172

Aim: • to develop the slcills needed for Paper f, Part 1

See Teaching procedures and ad~lce p. 9.

f This exercise encourages students to read all the texts quickly to get an idea of their content and possible source before going on to complete the task in Exercise 2. If students have difficulty with any of the items. discuss what lexical area is being tested (e.g. collocations. linkers. etc.).

ANSWERS

El<. f Text1 d Text2c Text3b Ex.l 1B 2C 3B 40 50 6A 7C 88 9A 108 11C 12A 13A HC 150 16A 170 188

Language Focus: Grammar p. 173

Aims: • to revise the rules for indirect speech and to

loolc at how dley are applied • to extend students' knowledge of reporting

verbs and how to use them

f - 3 These exercises practise a variety of structures used for indirect speech. The carget grammar is presented in a short extract from a non-fiction travel book. and the students are asked to work out the rules lor themselves. Once students have completed Exercise 1.1, ask them what the point of the story is (people kept telling the travellers that they were near a village when in (oct they were not).

for Exercise 3. wam swdents to chink carefully for eoch question whether the 'sequence of tenses~ applies or not. In some cases. backshift may be optional.

4 This exercise looks at other verb patterns that can follow reporting verbs. Ask students to match the sentences to the appropriate reporting verb. They could be asked to rewrite the anecdote as a shon spoken dialogue. transforming indirect to direct speech in as interesting a way as pos.sible. This would show how reporting verbs such as O<il'ise. g1umble. etc. are very concise ways of reporong direct speech.

S At this level students shoutd be aware that the rules given at Jower 1evcl$ for this area of grammar provide gener.ol guidelines, but that often when speed' is

103

104

UNIT l2 11-u~ Last frontier

repo~d. chese are not followed. Eneourag<> them to suggest various alternatives for the courists' origiml words.

6 7 These exereses revise and extend impersonal passive constructions which may be tested in Paper 3. Part -4. and may also be appropriate for use in Paper 2 reports and proposals. Point out (or elicit) die changes in register between the spoken and written t<>xts in Exercise 7.

ANSWERS

Ex.1 1 1E 2B 30 4F 5C 6G 7A 2

Suggested answers A How far do you chink it is/might be to the next

village!

B shouldlougl>t to spend the night in one of the shelters.

C Why don't youfWhy not/Would you like to come inside and eat with us? You•re welcome to sD.y the night. too. if you want.

D we should/ought to press on/it would be better to press on.

E dlere was a village an hour's journey over the pass into Nuristan.

F there is a village. It's another hour's walk down the river.

G we would be glad to do so.

EK.l See Grammar reference (Cour.;ebook pp. 224-225). EK.J 1 whether you came (if you come is also possible in

infonnal use)

2 are/were coming

3 had been taken/stolen

4 didn't have/need 5 would

6 eould have

7 wouldn't

8 had/has {the)

EK. 4

1g 2a 3b -4d Sf 6c 7e

2 The object could be omitted in e} and 1). If die object is omitted. bodl verbs refer to die subject. e.g. He intendtd to go- ond he wtnL He inttnded mt to go - end I wenL

3 1 going out 2 eating 3 on going 4 not finding 5 at being 6 at having 7 of giving 8 me on having

Ex.S Suggested answers 1 Why don't we eat out together!

2 Well. I'd re<:ommend that we eat at a smallloca• restaurant.

3 No. we want to go to a de<ent remurant- that one in ttle central square.

-4 Why did you park here! Couldn't you have found a space in front of the restaur:.nt!

5 It's not fair. making us walk all chis way to the restaurant.

6 We shouldn't have to wait for a table. 7 You've brought us the wrong wine!

8 Well done for organising such an enjoyable outing.

Ex.6 , Pattern a: h + pas.5ive reporting verb + thot-<:lause Pattern b: Subject + passive reporting verb +

infinitive

2 Sentences 2 and ) are incorrect. They ean be ~written as.; 2 It is feared that the allthorioes will refuse

permission for the development.

3 It is hoped that fines will discourage unruly holiday-makers.

EK. 7

1 being planned 2 expected to 3 is feared that increased tourist numbeN 4 are said to be insufficient 5 is not known whether 6 to be built 7 is claimed that a are reporte<l to be

Use of English: Paper 3, Part S p. 175

Aim: • to give students further practice in the

techniques needed for Paper 3, PartS (comprehension and summary)

See Teaching procedures and advice p. 13.

1 , 2 Ask students to brainstom> •deas in groyps. Write th~ ideas on the board so that you can refer back to them after doing Exertlse 2.

3 , 4 Remind students of the procedure for these tasks and then let them work In pairs. (See Ex:om Focus Coursebook Unit 4 p. 5~ .} You could Ident ify the nece.s.sary points for the summary in clas.s and then ask swdenu to write it for homework

5 The di<eussion extends the topic. Encourage swdents to refer to specific examples fi"om their own country and other countries they may have visited.

ANSWERS

Ex.l Text 2 presents both types of etfect.

Ex. 3 1 The phrase s~ests that the tourist lnd u<try is a

powerful force (engine) and is not dangerous to

the enviro~~rnent (leacl{re<:). 2 The metaphor is effective beca.use it uses the

specific fact that poorer countries and the people who Uve there are visited by tourists from rich wuntries to suggest how underdeveloped countries are exploited in more general ways.

3 Tourism is destructive because it damages the local environment and leads to th e depletion of natural resources and be-cause air trave• is a serious e>Y>e of pollution on a glo bal scole.

~ eoconomic. 5fe:ine (Text 1 line H }; o quid<, leod-fr..e engine of wealth creation (Text 1 lines 1S-16)

Ex. 4 Points to include in the summary.

TourisM • is fun (1 + 1) • creates income/provCdes employment for local

people (1 + 1) • bridges gops between culru res (2} • encou~es c.om.ervation and preJerv.uion of

resources (2) Su~s~d answe~

Tourism provides much-needed employment for people In poorer countries and also creates income for emerging countries. It therefore provides poorer countries with economic support by ,,..,nsferring money from richer nations. In addition. the tourist industry bridges the gop between different cultures by allowing people to get to know one another. It encourages countries to look after their r esources since these aanct toYrists. :tnd, finally. it's fun.

{66 wo rds)

UNIT I 2 The lut 6-ol\tie,.

EXTENSION ACTIVITY

Ask students to discuss ways in which offence or misundersQnding can be <:aused by visitors who don't underst!nd the cu•toms of the country they ~re ¥isiting. Write these three are~s on dle board and ask students co discuss e:s.ch on~ in small groups:

dren gMture dealing with people who provide a service.

Can they odd any others to this list! Take ""Y 1uggestions that the students make and write them on the board. Students can copy them and keep th~m for revision o( ide0s.

language Focus: Vocabulary p. 176

A lms: • to extend students' awareness of the way

Idiomatic expressions an be used for special effect in a text

• to extend students' ability to use sentence adverblals and prepositional phrases

See Teaching procedures and advice p. 9.

f These ••pressions come from text 1. Students can refer back to tile text for help if necessary.

l Asl< students to do the matthlng activity in pairs. This will make them thin!< about the function of tile adverbial in the sentence. Exerds e 1.1 asl<s them to use sentence adverbiab in a complete teXt. When they have filled in the gaps. ask them to read the whole text again and comment on the ideas in it. Do they ~ree with what the writer says in the last line! Exercise 2.3 should be done as a formal debate. Give students a chance to consider points for and against the question, and to decide whether they agree or disagree. Then r un rhe debate. At the end, ask srudents to recall some ohhe points that were made on both sides and write them on the board. Then write the following writing task on the board.

Your wcor has asked you to write an enay entitled:

'Tourism is clearly harmful to the world and its people.' How far do you think this is truel

He has given you text 2 to r ead for some ideas. Write your essay in 300-350 words.

Students can use rhe Ideas from the debate as the basis of their essay, which should be ser for homework.

3 Empha>ise the importance of underlining the whole prepositional phrase to make revision easier.

4 81'2instonn ideas for the wk with the whole class. Swdents un use the account in E><erdse 3 as a model for their own story. Tell them to try to make their account

105

106

UNIT J 2 The l:nt frontier

as amusing or horrific as pol.Sible. Swdenu could exchange their stories to read. and the best ones could be read out to the whole class.

ANSWERS Ex. 1 1 a freeloader 2 thrown an economic l~eline 3 billed iuelf as 4 got a good track ~cord S up-beat 6 been fuelled by

Ex.l 1

1b 2d 3a "'c 2 1 in reality 2 For a start 3 In addition -4 that is co :say S Rather the reverse 6 Nawrally 7 not surprisingly 8 all things considered

ElC.l 1

1 on 2 ac 3 under -4 in S by 6 at 7 on 8 to/of 9 in 10in 11 out 12 of 1Hrom 14 co 2 1 for 2 at 3 to 4 without S at

Exam Focus: Paper 4, Part 1 p. 178

Aims: • to provide a procedure for dealing with three·

option multiple-choice listening questions • to develop the skills needed for this question

type

See Teaching procedures and advice p. 10.

Go through the introduction and procedure with the class. Point out the different listening sl<ills involved. Remind studenu that they should read the introductory sentence •y ou hear .... etc.' as this will help them with the topic and setting of the extract. Then follow the usual procedure for dealing with Listening cexu. When checking, discul.S wrong answers with studenu as this will help them co see why they made the wrong choice.

• Tapescript p. 134

ANSWERS

Ex.1 1A 2B 3A 4C SS 6C 78 8C Ex.l Question 1 tests understanding of detail.

Question 3 tests understanding of one of c:he main ideas in the teKt.

Question S teru the speaker~s opinion.

Question 7 tests understanding of the speaker's purpose ir1 the first part of the text.

Writing: Paper 2, Part 2 (review) p. 179

Alms: • to focus on the features and style appropriate to

a revJew • to show how to organise a review

I . 2 Go through the introduction and ask srudents to do Exercises 1 and 2 in pairs. These focus on the typical features of a review. Don't check the answers to Exen::ise 1 becauie students will do it for themsetves in Exercise 2.2.

3 . 4 These exercises focus on pa~graph organi$3tiOn and the use of linking words to signal the development of ideas through a text.

5 This gives p~ctice in ~ported speech. Emphasise that reported speech is mo~ appropriate for the style of a review chan direct speech.

6 Studenu plan and write a parallel task.

ANSWERS Ex.1 1 1 .... 5.6 2 1. ) .... Ex.l describing the Centre; giving your personal perspective; evaluating iu appeal

Ex.l Paragraph 1: e. f

Paragt·aph 2: b Paragraph 3: a

Paragraph 'I: c, d

Elc.S 1 The tourisu admired/praised the whole centre.

2 She complained chat it was going co ruin the town.

3 He rejecced everything/all of itlche idea completely.

4 They recommended it for families.

5 The manager proposed that they should discuss the possibility of I discussing the possibility of extending the facilities.

6 The mayor praised the job they had done/The mayor praised them for doing a terrific job.

7 The manager urged everyone co go there as soon as possible.

fURTHER WRtnNG PRACTICE

The lol,ow,ng usk con be used for homework. Rem1nd students to follow the str.~tegy that they have used in the uniL

'r' ou have been :1sked to write a revlcw of a new leisure centre o pening in your town. for your local intere~t magazine. Write your review giving your personAl penpective and recommending it to local re'5ldents. (J00-350 word•)

UNIT t2 review and extension p. 181

ANSWERS

Ex.. 1

1 cramped 2 provisioi\S 3 risky 4 boosted S prospect 6 culmination 7 repuuble Ex.. 2

1B 1.A 3C 48 SC 60 Ex.l 1 insignificant 2 civilisation/civilization 3 unsettling 4 relationship(s) 5 untamed 6 nightmares 7 mysterious 8 speculative 9 warrion 10 wilderness

Now your studena are ready to do the test for Unit 12 on T8 p. 162.

UNIT lZ The: lut froneler

'107

UNIT

13 The price of success

Reading: Paper 1. Part 3 p. 182

Aims: • to establish the theme of the unit: success in its

various fom•s, and how It affects people's lives • to practise completing a gapped text

BACKGROUND INFORMATION

The text i$ ~n cxrract from a noV'el wtiucn by AJny T3n. She was born in C~llforni:J. after her pan~nts emigrated there fr'om China: she has a Mastcr"s degree in linguistics and has worked as a writer for many years. The extrac:t in the Courscbook is t.lken from her novel The joy luck C/11~. He< other novels inr.ludc Tit~ Ki!drrn God's Wt{e and The Hundred Secre! Senses. She usu:tlly write~ about the situation of Chinese irnmigr~1nt-s in the USA. The extr.act is about the ambicions of the g1tl and her mother and how lh~Y change.

See Teaching procedures and advice p. e. I The initial di~cussion introduces the subject of the

reading text. Extend the discussion into what facters other than age could mak'! people change their goals and ambitions.

2 Tell students about Amy Tan before they read the text Mention the non-scrndard English in some of the dir<i!Ct speech. and explain the reason for this. Then ask students to read the base text and answer the questions. Discuss the answers with the <lass, asking students to

find evidence from the text for their ideas.

Note: An example of non-standard English is 'Don't need mlent for crying' (missing subject and missing arcicle).

3 Remind students of the procedur<i! for <l<!aling with the gapped text (see Unit 5 Coursebook p. 68). When checking answers. ask them to justify their choic'!s by referring back to the text, and point out the dues that identify the correct items.

4 This exercise asks stud'!nts to identify the basic pattern of organisation of the text. which describes the girl's changing attitudes towards her mother's ambitions. and to find evidence from the text to support this.

Exercises 4.2 and 4.3 extend and personalise the topic.

108'

ANSWERS

Ex.l 1 She wants her daughter to be a prodigy- to be

successful and famous.

2 At first she looks forw.rrd to her success.

3 Yes; later on she gets tired of not fulfilling her mother's expectations. and she begins to rebel.

EK.l 1F 2D 3G 4E SS 6H 7A

Ex.4 1 1 optimism and excitement: In fact, in the beginning

2 disappointment and frustration: One night I had to look •.•

3 deteomination to be herself. And then I sow whot seemed to be .•.

4 r'!bellion: So now on nights ...

2 Suggested advice (There is no right answer -students may come up with ideas from their own experience.)

mother: ulk to her daughter. scale down her ambitions; compromise; ftnd out about practical possibilities

daughter. ulk to her mother: have more positive. practical suggestions instead of just not doing what her mother wants; find out about opportunities

Listening: Paper 4. Part 1 p. 1 84

Aims; • to develop the skilrs needed for the exam wk of

dlree·option multiple-choice • to e•tend students' knowledge of idiomatic

expressions

See Teaehlng procedures and advioe p. 10.

Note: The$e Listening teXts are all broadly related to the topic of ~uceess. In the Proficiency exam. the texts will be unthemed.

f This prepares for the content of the listening. Students should write their own definition of success and keep It as they will need to refer back to it in the discussion In Exercise 3.

2 Remind students of the importat><e of reading through each set of questions before they listen to each text. Point out th~t they are also given a brief introduction to the content Md spe~ker.

• Tapescrlpt p. 136

3 The dis<ussion extends the topic. Do it with the class.

ANSWERS

ex.1 18 2A 3C 4A 58 6A 78 8C

Improving your writing p. 185

Aims: • to raise students' awareness of accuracy, range,

style and organisation of WTitten texts • to help students edit their own writing

Students should work on these extra<ts in pairs. Dis<uss their onswers and the type of mistakes they have corrected.

ANSWERS

Ex. 1 A report 8 review C newspaper article D argumentative essay E m.gazine article F report G magazine artide or review H argumentative essay or magazine article

Ex.l

A: 1 (style} make a profit 2 (grammar) ore 3 (grammar) them 4 (sl:y!e) This is not fair. S {sl:y!e) would like to see the game

8:

1 {vo<abulary} affects us in good and bad ways 2 {grammar} including 3 (gramm~r) dearly

C: 1 {vocabulary) the o·ain was pouring down 2 (vocabulary) f.lllen 3 {vocabulary) previous 4 (go·ammar) told S (grammar) had 6 (vocabulary) not foreseen 7 (grammar) (zero article)

0: 1 (collocation) hove 2 (collocation) achieve 3 (go·ammar) their value be

UNIT 1 J Th~ price of s.uccess

E;

1 (collo<~tlon) help 2 (collocation) method/means 3 {gt3mmar) I am thinking 4 (colloc~tion/gramm~r) compulsory {zero ~rtide)

F: 1 (grammar) the abuse of animals ... the abuse of people 2 (g>-ammar) of 3 (grammar) all 4 (vocabulary) survive S (vocabulary) damage 6 {grammar) due to these experiments the numbers of some animols 7 (vocobulary) decline

G: 1 {grammar) interesting 2 (g>-ammar} in 3 (vocabulary) packed 4 {grammar) will

H:

1 (grammar) its (apostrophe) 2 (style) earn money 3 {style) work hord Ex.l task type: magazine article Suggested answer I live in a small town of about 40,000 inhabitants. situated in the suburbs of Lyon. Because of its Soc.ation it is c1eaner and there are more areas of parkland than in lyon itself. There is a bus ~nd an underground system which means that it is very easy tO travel into the centre, and as a result I have the best of both worlds - town ond country.

Ex. 4 1 The teKt is. <onfusing because it is not atways dear what pronouns and other Sinking words refer to (e.g. on .... to do so, tlris} and because the linking word tlretefore is inoppropriately used. It olso has a rather restricted use of vocabulary (e.g. things). 2 B Is better because the inappropriate linking words and pronouns h~ve been removed. and each part of the sentence contributes to the development of the me~ning.

language Focus: Vocabulary p. 186

Aim: • to focus on the lexical areas of phrasal verbi,

phrasaf nouns a11d idiomatic expressions

See T eachlng procedures and advice p. 9.

1 Ask students to read through the text. and then ask them some general questions such as: • What kind of a student was Oscar~ • What were his priorities when he left university! • How did he get into dangcrol.lS sports1

.109

110

UN'IT ll The price of s:uccess

This will make them think about !he meaning of the words they are going to replace.

Then ask them to work In pall'$ and replace the words in iulics with phrasal verbs from the box. Check the answers with the whole class and talk about Oscar's changed attitude. Exercise 1.3 personallses the verbs for students. A$1< them to read !heir sentences to the class.

l Ask students to read the text. Discuss what style it is written in (semi-formal- possibly a script for a speech to be made in public). Ask comprehension questions such as: • What does the writer think is the key to success! • Should you rely on other people!

Then ask students to replace the phrases in italics with idioms from the box. which make the text less formal.

3 , 4 These exercises show st\Jdents haw phrasal nouns and collocations may be tested in the exam. Do the tirst on~ in each exercise with the dass as an example and then ask students to complete the exercises in pairs.

ANSWERS

Ex. 1 1

1 getting through 2 went for 3 got down to 4 get round to 5 got away with 6 go in for 7 got by S getting on

Ex. 2 1 1 go for 2 getting nowhere 3 go all out for it -4 go it alone 5 go one better than

2 The chant,es make the text more colloquial and appropriate for a less fonnal sit.~ation. e.g. a speech to a group of people known to the spe:~ker, or to a younger, less sophisticated audience.

Ex.3 Note: Compound nouns such as the ones in shis exercise may be written as two separate words or with a hyphen (e.g. o toke-<!WC1)'. o tokeowoy). With most common words, the non-hyphenated form is more common. But note that if the first part of the compound takes she plural -$ ending. shere must be a hyphen (e.g. passers-by). 1 takeaways 2 feedback (NOT (eedbod<$- it is uncountable) 3 outcome .f clearout 5 breakthroughs 6 passers-by 1 uprising 8 offspring {NOT olbprings) 9 setbacks 10 onset

Ex.4 1 e>rry 2 step l range -'1 lost .5 beat 6 manage.

Listening: Paper 4, Part 2 p. 188

Aims: • to develop the skills needed for the f!)(am task of

sentence completion • to extend students' knowledge of collocations

connected with the topic

1 This is practice for Paper .5, Part 2. Remind students to discuss the attitudes suggested by the picrures, not just describe what they see. The discussion In Exercise 1.2 leads directly into the topic of the listening texL

2 • 3 Before you play the recording. tell students that they are going to listen to a tall< about the importance of mental attirude for succes.s. Ask them to read the sentences through and diSCU$S what they think might be said and why. They will be able to make some predictions from the statemen"-S such as: • The speaker will talk about how people fee! and what

they fear. • He will talk about both success and failure.

- Tape!iaipt p. 136

4 This uses some of she expressions studenu heard in the Listening and groups the collocations so that they can r(!member dlem more easily.

ANSWERS

Ex,3 1 the same 2 failure l opportunities 4 identify 5 stronger 6 reactions 7 effects 8 luck 9 pleasure

Ex.4 11) 2a) lh) 4i) Sg) 6b) 7 c) 8e} 9d)

Use of English: Paper 3, Part 1 p. 189

Aim: • to develop the skills needed for practice in

Paper 3, Part 1 (doze)

See Teaching procedures and advice p. 12.

The photo shows Roger Black, she athlete who wrote !he extract in Exercise 2. Exercise 1 provides practice for Paper S, Part 2 as well as preparing for the central idea of the doze. Ask srudents to describe the picrure and hypothesise about the sacrifices demanded by this we of success. If shey find it difficult to think of things to say, remind shem of !he technique of relating she topic to thEir own experief\c~.

2 Deal wish the cloze in she us~l way.

J The ideu in this discussion prE!pare students with ideas for the Interview. Do it with the whole class.

ANSWERS

Ex.2 1 yourself 2 abovt 3 else -4 may/might/coulcl 5 take 6 got 7 worth 8 by 9 clepenclent/based 10 round/around 11 back 12 chance/hit 13 when 14 more 1 S point/sense

Language Focus: Grammar p. 189

Aims: • to reYise difreTent types of clauses of concession • to provide practice in exam type exercises

f Discuss this with the whole class and write students' suggestions on the board.

2 This provides practice of clauses of c.oncession in exam fonnat.

ANSWERS

Ex. 1 Suggested answer Even dlough anodler man may beat you in a race. he cannot take your sense of achievement from you.

Ex.l 1 I can't afford thatleother jad<.et. mu<.h os I like iL

2 However hord he trie4. he olw~ lost the game. 3 They were incredibly nervous, and yet they (still)

gq<e o brilliant performan.:e.

4 She didn't manage toP= the tests, even !hough she trie4 very hard.

S The casong director pointed out dlat while she could donee, h..- singing w<JS not good enough.

I> To me you'll always be a sue<ess, no matter v.~Ot you do.

7 She was appointed in spite ofl<Jespite being unqualified/not being qualified for the job.

8 I understand hi!. posmon, but oY the S<lrne he must opol~ in writing.

Exam Focus: Paper 5 (complete interview) p. 190

Aim: • to familiarise students with the format of

PaperS

UNIT 13 Th<: price cJ s.ucctss

Each pan of the Interview has. a separ.ote focus. Go through the general introduction with the class. Explain and clarify the assessment c.riteria if ne-«ss3ry (see overview of the ex:am TB p. 20).

See Teaching procedures and advice p. H.

Port One

Go through the introduction to this pan with the class.

f • 2 Remind srudents that they should talk about themselves in detail - monosyllabic answers to questions from the Interlocutor will not help their final mark. These tasks should help them to prepare thoroughly. Ask swdents to give some feedback to each other on how full and interesting their answers were.

Port Two

Go through the introduction to this pan with the class. Emphasise that students must talk about the issues suggested by die picwres and not simply describe what they see.

Ask students to work in pairs to complete the speaking task. Then play the reoording and discu<S the language used. Then ask students to discuss the task again. You could also use the speaking rul< in Progress test 3 Units 11-14 (TB p. 188) for further practice.

• Tapescript p. 137

Port Three

Go through the introduction to this part with the dass. Emphasise that students do not need to use the prompts on the card. but that they will probably find the prompts help diem to organise their ideas.

Complete Exercises 1-). Ask swdents to talk about the prompt card again. Then ask them to prepare a talk on the prompt card on p. 229 of the Coursebook for further practice.

• Tapescript p. 137

Exercise -4 shows how the interlocutor will widen the topic of the prompt card by asking questions to bod> candidates. Go through the introduction to the exercise and then discuss the questions wldl the class. For further practice, ask students to look at die questions that follow die prompt card on p. 229 and discuss dlese in pairs.

Finally. go through the fxcm Stn:rtegy box with the students.

There are three complete practice Speaking tests in the T eather's Sook on pp. 182. 185 ancl 188 which can be used for further practice.

112

UNIT ~ J The price of SU(Cess

Writing: Paper 2, Part 1 (article) p. 193

Aim: • to focus on the fonnat and organisation of a

new5paper article in Paper 2, Part I

Remind students that a P.art 1 article will have a discursive focus, while a Part 2 article is likely to be more descriptive

J - 3 Deal witll the pre-reading tasks in the usual way. €licit the main point being diseussed - the volue of symbo1ic :a~wuds such :a~s the 'sitver acorn' - :a~nd remind students that a P.art 1 task should mention be>th sides of the orgument.

4 This exercise fowses on the wzy the wrur has used the infe>rm.tion in the extract.

5 • 6 These exercises IC>Ok at the OfFnisatloo of the article and the information that should and should not be included. There is also work on style and register.

7 When you set the parallel task. tell students t C> use the .same orpnisation and structure as the writer u.scd in the previous article in Exercise 3.

ANSWERS

Ex.l The writer ce>ndudes mat awards are a valuable form <>f rece>gnicion fe>r individual efl'oru.

Ex. o4

Extract: What Mr Reynolds did to earn me award. and what tf1e award was.

Letter: The value of awards and awards ceremonies co the inol'lidu:.l in modern society. use of awards to individuals and to the world.

Ex.S 1

New paragraphs should begin:

The modem wotld is very <yniGal •..

All in oil I (eel ... 2 1: .summary of the situation and the writrr's o riginal

o pinion

2: reasons for writer's change of opinion

3: •ummary of arguments and writer's final opinion

Ex.6 1

I saw a pop group get an award on television last week and there was a big dinner for them afterwards.

After all, it was a really nice award, silver with writing around the base.

2 In (oct, I think it's g~MI if they con reoltj enjoy i~ end I bet Mt Reynolds is deod pleosed, and so ore oN the other people who gel awards.

Suggested rewrite In my opinion people whe> win awards, su~h as Mr Reynolds, shoold talce great pleasure in their achievement.

And cmyway, I think peaple get o 1cic1< oo.:t of ~ng told they've do~ - 11 5 uggested rewrite In any case. I feet that when people are told they have done well, this creates a feeling of well·being.

FURTHER WRITING PRACTIC£

The lask below can be U$t d for homework. Remind studems co follow the stratc:~Y that they have used in l[he unit,

You have been as.ked to write a.n trticle for your corlege magazine on tht pros :md c.ons of being a sporting succeu. You have seen th<: heaclfines below on a sports websi•e. Usiflc the Information to help you. write the article. {~3SO words)

EVERYONE WANTS A PART OF ME NOW

R~:('OIW fAI.I.S ·\S M :W Sl'.\1{ IS 1\0R;\:

THE MONEY WONT CHANGE ME

YEARS OF TRAINING PAY OFF

UNIT 13 review and extension p. 19S

ANSWERS

Ex. 1 1 performed 2 inspire ) sens~ 4 succeeded 5 hard 6 triumph

Ex.l 1 humanity 2 visualise 3 necessarily 4 commenacors S usumption 6 incoherent 7 instability 8 beneftciaries 9 bystanders 10outskiru

Now your students are ready to do the test for Unit 1l on TB p. 164.

UNIT 1 J The price of Juaes..!

~ 13

UNIT

14 A good read

N ote: The theme of the first part of the unit is the role of culwre in the modern world. The second part of tile unit foc.uses o n the sktUs neede:d to de:3rl with the set text

in the exam, by giving ex:omples and models based on a short story c•lled Madlete. All tile e><ercises in the second part of the unit are based on this short nory, which is given in the Coursebook. All the tasks can be adapted to refer to the set te><t that you are using with your class.

Although the work gives speclflc preparation for using the set text. it is also vaiU"able reading practice and the work will be useful even if students are not planning to use the set text in the exam itself.

Speaking p. 196

Aim: • to Introduce the gen eral theme of the unit:

cult\lre and its place In the modern world

I Before discussing the quesdon, ask srudents what aspects of culture are shown In the pietures. Which one do they feel best illuStrates their idea of 'culture'/

Then do this exercise with dle whole claso. Ask students to talk about dleir favour ite books. piece< of music or photographs.

114

l Ask students to work in pairs or sm•ll groups, to plan a mini presenueion on dleir IWO chosen areas co persuade others to become involved. Listen to tile presenueions with the whole dass and ask the class co vote on the most persuu ive presentation.

ANSWERS

Ex. I Suggested ide as

books: experienc•s outside normal life. recreation, escapism. fun art: a new. different view of the world, responding emotionally listening to music: rela.xation, emotional stimulation, dance playing music relax3tlon, .sense o f :.chievement:, fun - ·--------------'

Use of English: Pape,. 3, Part 5 p. 197

Alms: • to provide further development of the skills

needed for Paper l, Part 5 • to remind students of the techniques needed to

complete the summary

See Teaching procedures and advice p. 13 ~nd the Exam Focus section in Unit o4 (Coursebock p. S~).

1 Discuss the question with the whole class before asking dlern to read the texts to find the ~nswer to Exercise 2.

5 This discussion extends the topic.

ANSWERS

Ex. 2 The writer of text 1 seems confident that the book is here to stay. The writer of text 2 feels that reference books are likely to be superseded by electronic media, but that the traditional book will still be used for fiction.

Ex. l 1 On the surface it seems that the writer is s~ying

!hat plays and orchestras are out of date and no longer useful. However, the use of inverted commas suggests that the writer is quoting tile opinions of otller people. and dlat he limself dO<OS not >iree.

2 people working to develop new w.~ys of storing the printed word

3 The first threat was altrmatrve •ctivities to readir1g: now the threat is ways ol reocing which do not involved the printed page.

4 'the aesdletic affection' Qine 30)

Ex. o4 Summary: points to include

'1 Ele<tronic media do not appeal to consumers as reading on-screen is t iring and difficult. (text 1)

2 Books are practical, e.g. easy to orry, can be used ln different places. (text f, text 2)

4 films and TV seen as tllreat to books in past - but still based on books; people still want w r~ad a

· sc:ory in print after seeing it in a film. (text 2)

3 Books are aesthetically pleasing. (te.c 1, text 2)

Suggested answer People thought films and TV might threaten the printed p•ge, but books are still importlnt for folm­mak.ers. and fllm.goers may •lso want to go back and read the original story. In addition, book$ are easy to carry and use, and as well as being practical, they also have an aesthetic appeal. Finally, many people dislike using the newer efectronic media. finding it tiring and diffk.ult to read on·streen. {68wonb)

Language Focus: Vocabulary p. 198

Aim: • to extend vocabulary in the topic area and

provide practice for Paper 1, Part I

1 Ask students to do the ex~rcise in pairs. Remind them they should first read thnough the whole text to get a general idea of the contenL To help them with this. ask general comprehension questions about the text before they complete the g.ops. For example: • What did a recent survey show? • Were its findings the same or diHerent from otlier

surveys on the same subjectr • Does the evidence actually show that children are

reading more or le$s now than they were before? • How does technology help children with their reading! • What actuaf evidence is there for the fact that t.hildren

are reading more~

Alter cheddng the answers, give students time to dis(uss their reactions to the text as a class by asking them whether they agree with the ideas in the text or not and why.

2 This ~n be done as a whole class debate. Give swdents time to prepare arguments for and against each statement and then debate them in a formal way. It can 3lso be done as informaa discussions in smaJI groups. ln this case. give feedback to the whole class on each gnoup's ftndings so that they can all share the ideas.

Points that could be discussed inc1ude: • More t.ulture avai1ab1e beause films. TV. cinema are aU

more accessible. but it's not all good quality - much of it is for the mass market and aims to make money for the producers.

• People are not encouraged to take part in real culture - most popular TV shows are chat $hoWS or quizzes.

• People nowadays do not ha...e the $arne chance to be involved in Iota! music groups or dramatics as grandparents who c:ouldn't get about so easily and so made their own entertainment.

• People don't read so much for pleasure- it's easier to watch TV.

UNIT H A ,e¢0d rt;~d

3 . 4 These exercises can be done In the same way a$ Exercise 2.

This could then be written up as a discursive essay. a magazine article or a letter to a newspaper.

ANSWERS

Ex. 1 1ll 2A 30 .o!ll Sll 6A

Exam Focus: Paper 4, Part 4 p. 199

Almr. • to develop the skills needed for the exam task of

three-way matdllng • to pro¥1de students with strategies for dealing

with this t:ype of exam task • to prepare students for reading the short story

in the next sec:don

See Teaching procedures and ad~lce p. 10.

f - 3 R.e•d through the procedure with the students before you do the exercise. Etllphasise the importance of listening for synonyms. as well as for phrases signifying agreement or disagreement, and the speakers· attitude.

Remind students of the importance of reading the sutements carefully before listening to the recording.

Deal wid> the usk ond follow·up in the usu•l way.

• Tapescript p. 138

ANSWERS

Ex. f 18 28 3A 4A 5P 6A

Ex.2 1 I'm usually in for the long haul: I usually prefer to do $Omething that takes a lot of time alld effort.

I'm a marathoner: a marathon is a long race (42 km) that needs a lot of energy and determination

they: people who are learning to be professional writers

that: beginning by writing short stories, then moving on to novels and not going back

it's: the form {e.g. short story) choosing the writer

2 a} 2 b)3 c)1

UNIT 1<4 A good te.a~

Ex.3 1 They're a good tool. even if people don't do a

writing programme.

2 They hardly ever go back to the shon story. 3 I'm not talking about conscious thought.

-4 It doesn't have much plot.

Language Focus: Grammar p. 200

Aims: • to revise phrMes and struttures used for

comparisons • to show how these may be tested In Paper l,

Part4

Students will be f.!millar with the more usual ways of making comparisons. Encour"3ge them co use a wider range of <omparative strucwres in their writing as well as in the formal grammatical exercises.

I Highli8ht the patterns before going on to the exam format practice in Exer<ise 2.

116

ANSWERS

Ex.1 1 as. .. as 2 as ... a 3 such ... as 4 as S to 6 rather ... than 7 Rather

Ex.l 1 The new version of the r.lm ;<;twos nothing lik'!: os

good os the ori8inal version.

2 I didn't have sttdl o good lirnelhO'V'!: Q$ good clime on the second visit as I had done on the first.

3 The musical wasn't as big o hit osfmudl o( a hit os the critics had predicted it would be.

4 She thought the sculpture impressive. os diet mony olher people.

S She did not give him os waiTll a greeting as he had expe<ted.

6 The news ma<le/es$ of on impression or> the publk than the President had expected.

7 At present. few computen <on be cotrie<i around as easily as books.

8 Fortunately. not so many workers were loid off os had been feared.

Reading p. 200

Aims: • to develop the teehnlques needed for dealing

with the set text In Paper 2 • to extend students' awareness of literary te~hniques and conventions

This section uses a short story to dem()nStrate all the techniques needed to deal with any set text in the exam. If you are using the set text with your students. then you should relate the work in this sectior1 to the particular set text you are studying. At the end of each se<tiOr1, ask questions such as: • Is this effect the same as (name of your set bool<)1 • Have you noticed this te<hnique used in ... 1 • ls information about characters built up ;,) the same

way in ... ~ • How is the suspense <:reated it\ ... ~

However. the work is valuable ir1 its own right and can still be done even if the set cext is not being studied. The skills developed are an extension of the reading and writing skills needed throughout the exam. These are:

Reading

Undersunding of f.!cts. inferred information and writer·s purpose (useful for Paper 1. Parts 2. 3 and -4 and Paper 3. Part 5)

Effoct of language in a narrative (useful for Paper 1. Parts 2. 3 and -4 and Paper 3. PartS)

Reaction to text (useful for Paper 2. Pan 1)

Writing

Planoillg a piece of writing

Supportillg ideas and points with evidence

BACKGROUND INFORMATION

Robert Drcwc is an Australian writer who w..s born in Melbourne and brought up in Perth. He started his writing earccr as a tournarist bcrorc moving into fiction. His fir~c book. TI1e Sovo,ge Crows. was publi~hed in 1976. He now concentrates on Wl"iting book~ and prays.. but r.till finds time to write articles for magazines. He has also been a film critic. Machete

c.ome$ from a collection of short storlc:s published under the marne The Bay of Contented Men. Machete is quite a simple story which depends on the association of a mac.hete with murder and violence lor it:$ atlllosphere of menace and threat. Nothing actually happens. apart from the man finding the machete and then its disappoarance. Somo people do not f.nd it a throatening nory. It could be interpreted as a spoof. a take-off of th., traditionol horror story

ll>at should make you smile. Odie.-. lind tr upsettin& and macabre. It is the last line that really deliw.-. the blow and leave• cne er.dlng open to the reader's ~:has the machete been USfld for violent purposes/ Has it juso: been r9daimed b)' its own..­and taken away! Has it not been used ya but cOI.IId be used ton lOO t ow! The tllreat hqs o- the man a11d his wife afcer tile end of the story and the reader is free to make his or her own judceit...,t.

All tile exercises in tllis seccion are clostoly linked, and depend or> r toading tile story.

f , 2 Do the preparation work for the story (Exercise 1) in class; these tasks are the same as those used throughout the book to prepare for reading (or listening) and involve prediction and personal involvement in tile topic to motivate students, generate intereSt and make the text easler to read.

You could then either: • Read the story togetller in class . The srudents could

read it silently.

Or: • Set the story for homework and deal with the follow·

up work in the next lesson. This approach would save class time, but could lose the Impact of the ~rlt reading of the story, which is Important for the effect it has on the srudents.

3 The aim of these simple comprehension questions is to ensure that students unde.-.tand the story well, so that the following exercises are easier to do. Do the questions with the whole class.

4 This concent~tes on lltera.ry techniques used in the story. Ask srudents to do each section in pairs, and check the answers after each section.

5 This is very important for Interpreting and understanding the oYerall effect ol the rext. Do this exercise with the whole class.

6 This exercise is important for showing studentt the techniques the writer uses to convey information about the cha~cters in the story. Do it with the whole d>u, and ask students to underline the r elevant Informacion in the text. This will help them when they write about the characters.

7 This exercise asks for the students' own reactions to the story. They may have different answers for this as they can reacc differently to the text. If they can support their ideas with evidence from the text. then different answers are acceptable.

UNlT 14 A good re.a.d

8 Studenu work in small groups, decide now the story could continue, and write a $hort patag1'3ph explaining what they think happened.

Alterr>atively, they could continue the story in the same style by writing the next (fonaQ pang1'3ph. Tell them tn make sure their narl'3tive follows on dearly. They must use the teXt to provide tile evidence for their ideas. Ask each group to read out tlleir paragraphs or stories to the class. and ask the class to decide which they think Is the best ending and why.

ANSWERS

Ex. 1 1 A machete is used for cutting or scything heavy

crops. large plants, or small bushes- It Is a sharp and <hngerous tool that could maim or kill If used as a weapon. It is mainly used in tropical countri es.

Ex.J 1

1 Be<.ause he associates it wCth d:mgerous activities and not with life in his comfortable suburb.

2 Because it is out of place In these surroundings.

3 For terrorist activities, or for clearing tropical ronforest - neither of these are the types of activitie$ which happen in this middle-class Austnlian suburb.

1 Because she is pregnant and in a delicate emotional state.

5 The neighbour gives the impression of being a vicJent man - he keeps Rottwei1ers, which are large, dangerous dogs, and they have heard him shouting at night.

6 To a.void upsettang his wife and because he an't think ol anything else to do.

7 He goes to look lor the machece and finds it is missing.

Ex. -4 1 1 The nar rator finds the machete lying on che lown.

2 People go to work as usual 3 He and his wife move to the suburb.

4 Hls wife leaves her job because she is going to have a baby.

5 He hides the machete.

6 He goes to work. 7 He can't find the ma~hete.

117

118

2 The forst sentence is very short and direct It immediately establishes the contrast between the strange and 'foreign· ma<.hete and the suburban house with its fawn and yard. The reference to the time of day places the story firmly in the present. The reader is immediatety curious to find out how the machete has got there. {This senten~e links to the last paragraph, which we woutd expect to give us the answer. but which actuaUy teaves us in suspense.)

3 1 a machete is a weapon of foreign guerrillas (para.

1): guerrillas ar<> terrorists or rebels -there may be danger in the quiet suburb

2 The blade was heavy and sharp (para. 2): it was in good order -someone intended to use it - maybe lt had been used recently

3 the fellow on the left kept Rottweilers (para. 6} -they are dangerous dogs which could attack- they are often used as guard dogs. so maybe he has something to hide

.o! Her face peeping through the curtains looked wistful {para. 6): she was trying to hide - maybe scared or perhaps locked in and unable to escape

5 The strange feeling came back (pan. 9}: he felt the same feeling that he had in the morning when he found the machete - he thinks that something unusual. dangerous or violent has happened or could happen but he's not sure what.

Ex. S 1 1 stoughter, moss«te - brutal killing of large numbers

of people who are usually innocent and may have no connection with the people who kill them

2 It emphasises the normality of the neighbourhood and how unusual it is to fond a machete there.

3 a) We are told it was never tnicl<ly vegetated. developer.; bulldozed those trees that were left.

b) The writer says it's o bottle in the sond. t.Vfty!hing blov.s owoy. This emphasises the fact that in this suburb • ma~hete would not be needed as a garden tool. and suggeru it may be functioning as a we3pon instead.

4 sloshing, hocking 5 It brings to life the 'onversation with a potentially

dangerous man and makE!s it more vivid and frightening.

6 dtning, speeded up, pulle<i up, ron They are all verbs of movement and are all connected with speed. They add to the urgency felt by the man at the end of the story and make us wonder what he will find.

2 Suggested answers Use of conversational features: contract~d forms, conversational phrases (Well, What I'm soying is fhQ!

... , ond so forth) Reference to specific times (tllis morning, tonight. These nights} Colloquial expressions (/knew die higfrwoy wwld be jommed, :she wos in a state}

3 It brings the event closer to you as a reader by suggesting that this is a story being told dire<dy to you, and that the speaker is someone who knows you quit<> well.

Ex. 6 1 1 This physic.al reaction tells you how frightened he

was.

2 He <>ys he was thinking o/1 sorts of imaginative things. suggesting that chese were possibly not logical. Later the e!<pression My mind wos whirling also suggeru confusion and the inability to think straight.

3 He mentions her emotional reaction to television programmes about events not directly connected with her Me: Things wete making her weepy ond o""iaus lately.

2 a) nervous, anxious, thoughtful

b)weird. secretive, strange. qoick·tempered c}anxious. s:et'lsitive. emotional

Ex.7 Students may have different answers for this as they can react differently to the text. tf they can support their ideas with evidence from the text. then any answer is acceptable.

Writing: Paper 2, Part 2 (set text) p. 203

Aims: • to give students practice in the different types of

question Cftat may be asked on the set text • to show students how to support dteir ideas

with evidence from the text

Explain to students that the questions on the set text are no different from the others in !'.per 2 -they just happen to be about the set tex.t. The techniques invotved in each task type have already been studied in the Writing sections of the ear1ier units The guidance foUows the usual fom1at:

• Understanding the task • 81'3instorming ~nd discussing ideas • Analysis of~ s~mple answer • Parallel writing task

See Teaching pl"()cedures and ad~lce p. 13.

The writing section is divided into different sections according to task type. You m~y prefer to deal with each section in ~ different lesson or you <.ould select the most interesting section. Follow the procedure in each ose.

Dlrcu:n/ng structure and plot

An <ll'tlcle

f This focuses on a descriptive article (see Unit 9 for previous work) ~nd the ideas that students could use In this task. Do it with the whole class.

2 A$1<. swdents to read the sample answer.

It is irnporunt to show students how each paragraph is organised when using a text to provide evidence for ideas. In the sample answer the writer deals with each technique in a separate paragraph. The writer first describes the techniqu• used. then gives actual detail of how the suspense is created. and f,nally explains exactly what the effect of this technique Is on the reader. The sequence in each par3graph therefore Is technique. detail, effect.

Encourage students to make a note of phrases that they could use themselves not only in writing about the set text but in any composition where they are supporting a point with evidenc.,.

For example:

The writer bt•ikts <•P suspense lhrough ...

He sets up a clear controst by ...

This immediately creates o .. .

Anolher obvious example ... is ...

The woy in which !he wnler ... is ...

Words ~ke ... suggest ...

i This question allows students to react personally co the article.

The enay

4 This shows students how the focus of the task changes but the information stays the same. Do this work In class. A:sk them to write the ftnal paragnph in pairs and compare their ~ms:wers.

ANSWERS

Ex.l

UNIT H A good read

1 Beouse the suspense is carefully built up. 2 l'<lra. 1: Introduces the idea of suspense

Para. 2: suspense through choice of words, and !heir associations

Para. 3: suspens" 1hrough choice of detail l'<l•·a. 4: suspense through withholding information

Para. S: increased suspense through change of pace; effect of the dosing lines.

3 Pa•·a. 2 Choice of words supported by. for example. !he association of the machete with 1errorists ~nd the contrast with th" normal slee,>y suburb where he lives

Para. 3 Choice of detail, e.g. the breed of dog kept by the neighbour as a pet

Para. 4 Withholding information. e.g. die writer does not mention that his wife is pregnant, and at home alone (with the implication that she is a possible Yictim) until quite late in the story.

Pa•·a. S Change of pace, e.g. verbs suggesting speed The effect of the dosing lines, everything is left to the im~gination

Ex.-4 2 The writer introduces both points of view in the introdu<:tion. and then makes his own opinion clear. The rest of the essay an then support the writer's point of view.

Discussing ch<JNcter

ANSWERS

Ex. t 2 The strange neighbour is a rnan who lives on the left of the narrator. He is clearly interested in d"fl' bec~use he k<>eps Rou:weilers. although the type of dog he keeps might indicate that he is worried about security or has something to hide, since Rottweilers are strong. ~ggressive dogs which are often used for protection. This adds to c:he interest of the story because we know that the machete is also something which can be used to defend oneself against an

11~

120

UNlT 14 A good md

enemy- or even to attack - or maybe the neigl>bourhood i~ acrually more dangerous chan it s~ms~

We can also guess chac he does noc take good care of his Filipino wife because we are told she looks wiscful and doesn't leave the house. He may be quick-tempered -his wife seems co have little confidence, and we are told that he shouts at her ac night.

Ex. S 1 A is a report 8 is a review

2 Review: personal opinion, colourful language. rhetorical questions

Report objective analysis, formal style. headings (Note: The style of a review may vary according to she target ~udience. e.g. a review for 30 academic. journal might be quite formal, whereas one for a college magazine or an Internet site might be much less fonnal.)

You can use the phococopiable test for Unit 14 on TB p. 166 before doing the Progress check in the Coursebook. which revises language from Units 11-14.

Units 11-14 Progress check pp. 208--209

ANSWERS

Ex.1 1B 2C 3A 40 SB 6C Ex. 2 1 from (NOT by) 2 cell 3 Neither 4 as S do 6 for 7 therefore 8 shed/throw 9 way/f.oshion 10 their 11 but 12 so (NOT this) 13 on 14 however 1 S this/that

Ex.l 1 wildlife 2 consciousness 3 meantime 4 earshot S undergrowth 6 dehydl'3tion 7 spokeswoman/ spokesperson 8 recollection 9 impenetrable 10 consuh:anc Ex. 4 1 soft 2 uke 3 wlour 4 living 5 claimed 6 necessity

Ex.S 1 The job should not l>e anything fike (iS complicated

as they say.

2 She didn't !urn o hoir when she heard the news.

3 The new recording of the song beors (NOT has/shows) little resemblance to/does nO! beer much resemb!oflce t() the originai version .

.o\ She found herself moved to tearsl(tllot} she wos moved to tecrs by the story of his ftnaljourney.

S It's seCOild noture to most people ntf>vadoys to lock their doors ~t night.

6 She always insisted on us ceDing her the exact limes of our orrivot and deparw"'.

7 They kept on a>mploining in spite of being given/ having been given a full refund.

8 She was wearing herself out flying ID cope with the demands of her large family.

Now your students a.re ready to do the Progress testfor Units t1-t4 on T8 p. 178.

Recording scripts

Whc:re possible, the patt$ of dtc text giving d\~ al')swer to ~ac:h

question haw been fndfcated. Wh4!n there 1:$ no underlining for

an answer. this is becaust:!' the questioo tests vnd~r'$ta.oding of the o~ralt mcan!ng of tJw!o text. or the speaker's OV'(!nJf purpose.

UNIT1 page 9, Listening, Exercise l

tnter¥1ewe:~ And now ~n.h Brown ii here co talk co v$

aboot her la~st book_ Pcntems o(Fri~nd$hip. SJr.lh. yol)•ve found

that there are qui~ notl<:eabfe ~ttefn$ ln the way til)C peoplt make fri(!onds •..

Sarah Br()wn: Mmm, absolu«!ly. FOr examp1e. friefldsh!p be<:orrK!'S lmporu.nt ql.dte e:ariy on. In cWidrtn as young as three. Bot <I)> co about fi,e, <:hildr~n have what you covtd <all ondlostn pfaymates. bated quite prao:i<:ally on wh:at'i available. they can•t exactly go out (0 look. for them ... often the chirdren of th~r parencs· friends. or famity relations. And it's acrua!!y <mite in

e&ojstic relationsbjp at tbjs uae;e (1C)- the«: may be ~ent

quarrel~ over po:nes:sion:s- toy:sand so on ... 1: Yes. you t~ink they'll play t<>g<>ther happily sharing their t<>ys and the next tiling yo!J know~ one':s in flood:s of t;;e4rs. and yo!J have to :sort it out ..• 58: Yes. but by the time thre child's Jbou1 five it :staru CQ

ch•oge. Once they're at school. children beidn to choose thejr own pbymates (28)-other children in che s.-me cl4.t:s, or li'l'ing nearby. maybe in the :same street. And they :sbrt to C"o­oper.lte mor~. ~ frienchhip~s still a way of serving self .. interest.

.-nd friend:s •~ expected to keep to certain rutes. 1: Ye.,l've non<e<l wicll my own kid> t~at clley <an get really upset with cheir friend:s ... SB: Yes, exactly. iUld thi:s urrie:s on CQ eight or ten ye1r:s old. bot gr.ldually U!ey begin to be able to see cllings from ocller peopl~'s point of view- ~nd chi:s, er. milth the point 1t which the child i:s beginning to acquire knowledge of :sociat refatiomhip:s. I: And how do they devolop these s<><:ial skill•! SB: Well. from 12 onw.~~rd:s. as they enter 1dolescenc~. <:hitdren ar~ be.ginning to nand on cheir OYm feet. ~r. che influ«~<:e of their par~ts tend$ to declin~. and they feet the need for a cion friend. nearly always with someon~ of che :same s~x. They·r~ looldng for friends who arc pe-ople they admire, who they se(!o as slmllar «1 the son of person thty'd like to be ... a"d thc:se (ric:ndships take on great imporun~c. Friends have

eo< to be !OJStworthy. (lD} aod frif:ndships are very eK<iusfve, bot at the $>me tlme dl~n>'s ch~ groop thing, <lley're developing oetwOrl<$ of fr~ods, haviog fun rog<ther ...

1: So chey go co ci!Jbs ~nd c~fes in big group:s ... SB: Mmm. yes, and s~nd a tot of cheir fr~ tim~ to,ethf!.r. And thi:s continues for :some years- so young adults- from 18 to 2S. or when they get mafTied, h1v~ close friend:ship:s.like ado1es:cenu, J.nd m1y :se:e their friend:s f!:tlery day, and spend ho\JT"$ on Ule phone ... 1: I suppose chat for mo<t of"'· this is probably the period when ovr <:irde of friends is at its widest. i:sn~t it! But is it alle<:ted by mmiagel SB: Oh, ye:s. quite con:sider.1bfy- che couple ma.y move away. chey m.-y h~ve child~n. Friench still :see one anothu. but lnste>d of ""ery day or every week. clley might get together once 1 month or ju$t 1t special 'ime:s ... parties and :so on. 1: And wh~' ~bovt new friends? SB: They may make some. bvt tbey tend CQ be bilsed more on

neithbourhood and work conuru. •nd lhey'~ .Qften less jotimate shan the fcjend•.hjpo; fonned Hrlitt..QI1 (4C) 1: So Jess in dl~ way of sharing :s«:rets and confidences.

SB: Yes. exa«ly. And in middle as e. between SS and 6~-or even older. after retirement. people take on new friends even l~s e-asity. At «his time of ijfe cbqbold on to earlier friendship$. (SA) whkh are oft~n mor~ intim.ace chan thf!' more recent ones.. even though they seethes~ older friends re:ss often. Fri~nds nOW' aren't ba:sed :so much on nei.ghbovrhood - t.hf!'y can be with peopfe of any age. And ironically. when chey (ive up work there's a further decline in conQcts wich friends..

1: Re•lly1 S8: Yes. becav:s4! of transport diffkufties. illn~s. that sort of thing. They're more fik.ety to curn bad< co cheir f.tmifif!'S at ch;s point -full cirde. as yo!J might s.-y! 1: S..r.lh 8rowt1. thank yoo , ,

12i

UNITl page 30, Listening, Exercise l

Speo.ker. I'm go~ to t>lk •bout >Ornethio1a wt.ich is the wf-lole basi$ of knowing and fe-aming - ow mind - how it wOr'ks and even more lroportc.ndy, how we u1e it.

One theory about the mind is that it works: at dlree diffe-rent proces.s ing speech .. The fastest ts an instinctivt rgaajon

(I) . .. for example, wtlen my motorltike slcJdded on • wet rood in London some yea~ ago. my body irTU"nedi~tely perf-onnec! •11 Intricate and effective set of movements that enabled me to

keep my seac - and it was only afterwards d\at my C01'1Kio1.u:

mind sta.n;ed to acdl up. The nun:$(: word I can think of co describe dVs i.s our wits.

Secofldly. there's a ~ther slower process. We c:an c~U this the inteltect. It's the fuo.ctlon o( the br.lin that consciously bataoces pros 111d cons, and solves problems - it's what's e'4Ju:zted in uhool t1wru; {l), a.nd so 01'\. We caU sOJ1\e()r)e wfoto's IQOd at SOf\'ing th-ese .sorts of problems 'bri-ght' or 'dever·.

Finally, dlere's the slowest ltvQI. jn this mod~ we"~ bei«'g COI"'tempbttve or medttative. fc's the fean unde,:tood and clfi"JCuft to pi.npcin.t •. • rt•s m.uin (3) ;and it cfoMn~t 3~)15

follow laWl of 'oaic or re:ason. T.,,s i.s the tevet we can catl 'wisdom', and we use it to help U3 make sense of sltu:r~tions that

ue incricate, or shadowy, or iiJ ~deflned.

Let me tell you 011 story to show the WI)' ln which this levtl ac:tu~lfy works in pncti<e. Some ~rs ago J wa.s observing &

teacher taking a science les:scm, She'd set lhe clus Qf twelv• r=ar .. olds some practical work, and she wu going round answering their questions. There were two clrts sitting in Front

d me who bad co< >tuck (4) '"d d>ey _,.., ctuttil1g q<riecly whl1e one of them kept her h1nd in the air, wai1.fng for the

teacher lQ come across to help. And at che nme dme &his girl was pla.)'int with a. punle that w.u fashlonablt ac the tJme •.•

yov may have seen it. it was c.aUed the Rublk cube, and it itl~otvc:d manipulacing lou of SQUU't$ fn d.ilkrcnt dimeNkw\s..

Woll. all the tim~t she had one: ha.1d Up for the ctad\er, the: girl was holding d'lc: cube: lt1 bc:r other hand. and she wa3 wmlng the

squares with her ~ (S) - and she was afso kec:ping up tht

cor.vtof"3ation with he-r frift\d. And ... ~JJ, she cfiM't sum as if sM was p.1yinr aqcotion (6) to wtlat she was doing with th•

cube at all, but I could s~ she was having .. . making some tuudway. every so oftefl she sooppc:d and reversed the last few mOVH to take a dtffc::r~nt tuk.

So, ~y. I """Ctlt over to her and I saKI. 'Can )'OU tel me whn you're doitl& with thn cubtl' At~d at Arst she tookc:d qui~ stardc:d -I think she t.houtht I mig.hc be qllltlf her off (7) in somt son. of indirc:tt w:ay, tikt: tcacht:rs somt:tl.mt:s do. but also I don't ~<W>lly thWc >M'd reallst'd w!ut she wu doing. 1r w>s almost as if she wu surpri3ed tel find the R\lbik cube in 1\er

hand. And. well Jhe h~sitated for a minute and r()()l(ed at me to

see if I was genuil'ety intere$ted, theo she aied to eKp,ain to me ... I dlink she wu doing itto the best of her ability, she t:riN to ~xpl>in wb:lt slle' d l><<n doifl&.

Alld wl>at actvoUy she .. id was 'Nothl"l· Jvs< m<ssinz •bout.' So she wasn't able to an:iaJiatc tier use of any ~l"tltubr ~bsluiht proC'<'!Its (8), but she'd stiU beeo >ble to use this tl\ltd le~l "lle<C...,Iy.

Now. by wflat she aOed ·..,....;., >b<lu<'. Ws girl W>S

actually working at 1 deep level of observadoo aod expetlmc:nt - dle mode of wisdom. Aod she could still Jearo in th1s way. Many adults, like myself, can't do the Rubik cube puule: w<: go l tl">iJht intO ~ (9) modo :cod !hot's d>e w•on& mode to

be in because ch«- puz::zle~s jvsc too complaW:d. we·ve lost tt\4! k"ock of this way of learning,

Page 34, Speu.ing, Exercise 2 R~lpfo.: We11. I dlink eX3ms are the best way or testing becJu:se thex give YOU jl fPJl.iO work t~csf1 af'd they test e"~terything you've:. leam~d over the course a( one time. Neri~A.~ Yeah, that's a good point but, weJI,Iumio.c is an OI'I&Oin& thin, - hl....isb:mta(CQU$ CO ht f&}Ccd ,It o.utkylar

momertts duri"l the course to show whu ycu've lumed at

that time as opoosed to h!-\viN..t.o ctmember eyerythjng ygy'ye learned over a ,y_eac pr rwp xcaa jn one eo R: Y<"lh. I see wflat you me:on but ... weU, when you tl>inlc

about it. ~l1!lt.9nr Q'am QC twp e-arns dydog Jbe COyne

mrans tblt vpu-'a.o.xeaJ!y learn all the informa cjon necessaQ' and buid it aD toward.o ooe 6nal c:e" whic~ means you·re aaually going tO ~a.in the inforrrgtion better tt.an if you Or"t)' did h in sug:.fs ... in modubr ... in modules.

N : Wt:ll. maybe-, but ..• well. ~Q~ find n;am$ such a svc;pfuJ tirne dJu rhey forget U\in£5 they may have learl\ed a &orts time ago and, wel1. ic's onJy understand~e that under that kind ol pressure you can't perform •• well •• rmybe you should do •nd essoys 10 I>< handed in u you go alene ollow you co be mo~ relaxed about the work you have to do. R: That is • valid point. but wl>eo you thiok tNt courseworl< ~ .. ~JQt mo~~U'3in oo me z.cyd~ot dyrinr chc tenn re~sfon i.s just consum over tfle. c:ours~ gncf is aaua!ly sfighdy e~i.er dlan ... addi11g esnp: an.cJ projecu during the course. N: Well, moybe, but whac do you thi•k of the view that~ t~dc you can ask your «rather's advice ~nd rT"Gybe ulk

m your dassma•e~. and b.ayc tlmr to wearrb jt 10d therefore pl'1lduce a proper balor>eed piece of we>rl< wl>ich you nn't do with an exam?

R: Ye•. well, I do like that.getdng advic:;, on wOO< would improve your grade •nd I do like the id .. of bei"l able to be

•$$0»ed ;u your best. but I just feel th:lt ... """"' one """"' ot me end of the cerm or the end of the year is a much more focused gool to work tow.~rds.. I meao. <Jo you tlOt think ...

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UNITl page 38, Listening, Exercise l

lnterview.!r: Everyone knows th~ Hollywood ti!n and what. it represe-nts. It i5. on~ or tile ~ndurlnz symbols of the rwentlett'l cena.ny. one that iug:e:sts both the: aUwe and also the tcc.kioeu of 1M cinema in<fmtry. Wr<h me in chc sruc!io O>day Is Dan Slllldon. film ll<lfland criti<. Dan. ~t br""&''t tl>e film Industry to Hollywood in the first plao::~

Du. Sheldon: Wdl. of (Ourse it won 1n Fn.t"'t• that it ac.tva.Uy bepn. with the development o( the clncmuoocope by the Lumi~re brothers. They su.rt~d off with documtntarles ... there was on~ whf<h showed a train apparendy, cr. hurtling tOWards the ca.mc:ra. and it abso!uu::ty ~rrifled the audience. ~n people ~aliscd It was an idc:aJ medium ror ceiling storic:s, and they surtcd e•pcrimentlng with cdltlnl •nd cutting. thing>

it's harder 110 do on the stag<. .nd mey !oyod !hat •-" !hey pbw:d aboy: with ;ru4c:kn Wfts in pl:tct 1nd Jjmt. a!ldi~W could sp!l !o!!ow vd!it WliS gcin; on. (I D) I m .. n. we t2it<. tl>at

for zrant<d novrubys. but no-one ~lly kl>cw then. 1: And all thi$ experimentation was taking pbce- in Europe~

. OS: Ye:.. But then the United Scates got lnr.o the act when the: Rrsc World War came oloog; 1: So. otherwise l'ifm-making might hav• dt"V~Ioped In Europe­rather than America.~

OS: I suppose so. Though in fact Ca!®rnia had a tot going for it - the dim.a.t:t.. t.r. d\t:ap labour- anyway, whc:n the film Industry roally Stal'ted 110 boom in the 1 920s, it mOYOd ~ 110

a Ink! fannMg town where: they u:std tO &,.ow onrtst:J and oliw:s. and d'li.s W33 Holywood. And it was at c.he time: whc:n ma.u pc-ocfucdon techniques were beinr lntroduc.~ into indusrry, so 3cript wrjtinc. fjrmjng. cutting. and so on aU b<camr .!Mdanu lobs brayght rogether in the !Wdfo!. and th~c:

expanded to brcom~ sorn of fttm facto des (lC). And at the same: dmc: d'lc: movle-makers be-gan robe aware of what soru d ftlms audiences li~d. and so panicubr film genres btp-n to

dt:~lop - thin&J like crime, hon-or, come-dy and westerns. And once they found • plot that work<!d. they'd U>t it agoin and agaill. I! Artd ,.ha, •bout ttthnologiol d...,lopn\<nu1 OS: Yes. w<ll the two big- b,..,al<througtls ,..,e •oond and colour. Sound came fint and cha..nged the naaJre of film-rru.kil)( fon:w:r - ptop!e completely Jon ince~t In si!tnt nlovles. The firn mo ... e thar really used ic was made In 1927 and ir was called The Jazz Sin~er. Soc it wosn't until the 1950s th>t colour re:allf arrivc-d and xoy can't really due it wjth i pini&u,ar fitm like The

lgu Slnret;, they ~re ron making black and wbju: fitms long

•fur !bat (JA) • .nd of coorst <hey nUl ha..., • followi11g- among an~se tnthusiuu ... b So what about che seco<ld half of 1M !Wtn<ieth cenru'}'! V'Vhar do you $ee as the main developmenuf DS: Well1 fo,. a time it se'!m('<l th3t V.e foc\ls was sf'lifting •war fr<>m Hollywood. In countries like luly and japan and fnnce thoy were produ(ing experimefltal films made to much lower budgers, whHe at the tame time in Holtywood, film-

Photocop1a blc-

making wn becoming more af\d more 4!Jq>en~ive. But in (he 1970s a new genera don o f film-make~ <:aMc atong

- dlrec<x>n like Lucas and Spielberg and the whole lot really got gol"i wich films like lOO! A Spoa! Odysf;ey in 1968. and then St<Jr Won In the early 1970s ... big bu<lgec blockbu:aers. and they Q.'!IQAttd to WI~ It! !!'Vtt VOUOR.( marku (.&C) U$ing

•~t<d sped:al effects bued on CO<npCJt<r ~­Selene~ fiction film• l'lre these produced some o( !be biggc$c box office hits, with films like H solng on tCJ cam even mon: money when they were released on vidc<J.

J: But they weren't aU science fiction. surety. What about films like llurnicl DS: Absolutely. anodler trend's been towards the <:O~(Ume el)k. where the money's spenc on lavllh c.oswmcs and st:lS. An.d of court< nOWlldo)'> chere's ch< whole pockage to be •old; the co._ che T·shirts. the books. th< <hildn:n's coys ...

I: And finally. Don. what's in '"""" for us - do you think the <inemo ""I "'~ DS: Yes. as i(s always done it wift <1••118•· odopt. move 15

technology develops ... We've :already goc lmu ci.nernas produdng pictlJres three dl'ne$ the standard size. and then soon wlth dlgit>l -.ideo and computer imagf"i -.iewe,. will be able co ... elthtr to watch the fJim in the normal way or to mau

w1tb IL eyen to influent< the olot JDd ending. or to uar in it tbrmselws. (SB). So I think that wbat~er happens. lhc: moving lma.ce wil1 be with us for a long time: yet.

'123

124

UNIT4 page 59, Li5tening, ExeKi$e t

ExtrvctOne Speaker.. Welt. t:ompani~s <ar't- launching nt-w produc:u all the time- I'm su~ you can think of loa of e)Ca.mph~s. yourselves.. things like food, drinf.-,j;, hous~oJd c:q1.1ipment. and so on. but a

lot of them, .a lot of chtse new produ~ts s.!nk wf\hO\Jt •race after just a sh¢('f. dme. And it's not (ust to do with how good the produ<:C. is, a toe of lt•s marketing. 'tb:at's: what 1 do.. I make ~ure the producu are S:U!::(:(!ossfut in the market ptar::e. Th~~·s a lot

lnvotved il\ it. and you r§:ally need to d!lnk on your feet (t8} beCa~,tS(!o, well, if you gee: s.om~thlng wrong. you don•t gee: another chanc.e,

let's take the eue of a new sort of ice<ream. ft goes without saying that you ca.n•t just make it and send it olf to the

shops and hope for the best. yo/ve got CO make sure that people: will w.~~nt (0 buy iL So we've got co make S\10: the

product is right. we•vc. got to idc:ntlfy d\t- possibtt- ta.rtc:t mark(!-U, dedd~ on the pri<:e and think about whe" w~'re going to sell it. Atld then after all that (lA) we dedde what the focus

of dle campaign wut b~. and where lt11 be., which usually depends on the target market. So basleoal)y w("'rc thinking .about the product itself, the pric~. the place and th~ promorlon.

fxt,oct Two Boy: Look, Mum. I got t~is ;n d>e •llle. Mother: Mmmm. 8: It's a de:si.gner jac::ket - and it wu h.atf pric::e. M: Well. yes. but it't t\Oti:'netly <;heaP ts it~ You'(g jus:t payjn£ for w~ name lt't not eyen detent mau:tial and look at the w.1y it*$ <;ut, it'll be out of dati: before you know it (38}. They really see peol)te like you coming •.. 8: You're just not with it- it's really cool. ft says something M:. I agree- it nys you pay 100 muc.h for dothes.l don't know wh~~ you get your ideas from, spending your mO(Iey on

stt.tff lik.e that. You should be Qun1nz $Omfi: away you never know what) fOing co happen (.fA). 8: Oh, Mum! I don't know why you're moaning. it's my

money. • earn lt. You're buying dothc:s a!l tbc: time:. M: Not designer ia<:kets. 8: Art~y it. like, makes a sta.u:ment. it's not just an ordinary jacket, you know. it's goc ttyfe ... M: And you've got more money than sense. Hont:!'Stly. you really should know better!

fxtroct T#tree A: Look - I like that tw01>ie<::e. What do you think~ 8~ lt•s OK. 8ut that g!rl, the g!rt wearing It, looks about twe!Ye ... and she's awfu!ly thin ...

A~ Oh. well, you·r~ ov~r the: hilt on<;t you'vt:; Q!tUed tw(;:J\t;y

nowadays (58), And she•s not all th1t chin for a model- not by COday's •tanduds. Acrually. she took> quire wel~fed. compued to a fot of che beanpoles you see. and she's even ~miling ... well, sort of.

8: Well. she looks pretty sulky to me. and p~t'C)' mu<::h skrn and bones 100 • .Alld it's not iust models. so many ~(Jpfe now ... dley're wt(er·thin ..• A: They sQrve dlemselve.s .a.U the tim~. t gn'c under.scand why it"$. :&o impon:aot ro them I like clothes and I (;ilre: what I look

like but I don't dJink aboytjt aU the time (6A).I don't s~nd my time tryin.g to look like some film star. 8: I suppose it•s a maner of how you see youJ"S~If- and whac: yov have to c;;onform to. It ma.tst be very diffi<::utt for peopte who live in the pub\ic eye. If yo1.1 doo't flt some sort of idea1 of body ima.ge. then that's it, n0w0ne's interested in yw any more.

Exlnlct Four Speaker. Bnnding wu on<::e teserved fQf' c:attJe. criminals and slaves. but now it's dle driving for<::e of consumerism. che key co <ortaolling d"te desires of every human on the plat'tet. But c:vc:n though many of us are deeply svsceptibte to (be ~!lure of t'lamed brands. we uen'c ~eJ;e:surily that keen co admit lt.

The pert.enta,ge of both men and women who anuJIIy .a.dmlt t'N.t brand ir~Qge .and sa.tus ~re important is pretty lOtH, whl<:h sugges~ that people feel embarrassment ~bout being manipu)atJ!<f ;n this w1y. But even though peopte a~ keetl to disasso<.iate UJemsefwoes from being influen~d by brand sU.QJs. they :still believe c:hey am make <ledsion:s ~bout what other people are nke from che bnnds lhey buy.

In hc;t.. the bnnds peopte c.hoo:se co buy may tell you mort­l.bout their aspiracions.. and the image chey'd like to c;onvey. tllan what dley're attuaUy like. And in che case of rtu: worfd'r. most oopular brand. Coca-Cola. (8C) you <.an cell oothil"\g at all about a pers.on who chooses to drink it. not even what contin«-t c:tl.ey might be on ac tfle time. That's the pa~dox about suc<.es.sfut branding- the more identity the brand hM, the leu idti\tity the consumer.

@ f'ea,.,on Educalion 2002 Photo<:opiabfc

UNITS page 72, Listening, Exercise <4

lnt~ntiewer: Welcome to 'Window on the world". the ph.one4n pf'ogramm~ which looks at is.lut-S ~ttlng ~~~ or oor llvc:s.. Tonight wc'rt: disausing tuvtnil~ <:rim~ and in t.h~ studio with us wc•vcgot fijd<,. a young londottct and Angus. who's from Scotland. Photic lints arc open so that you u.n join In th(' debate aftorwal'<l<- the numb<r is OS76-#SS6l.

So. Angus. c:an you tt-!1 us how you got into U'()\Jbt(' with the la.w in the first place? Angus: Yeah. wdll'd had a few problem< with the f.lmRy up In S.odand and I lh<>u&ht if I c>Me down to London I could make a ntw st:att but it didn't work out Pi\«: that. I got in with a

bad crawd down tiler<: (f) >nd once I'd been <>u&ht stealing ~ -w.as it.

1: How about you. Rlckl Rick: Well. t'd done, tikt-. lou of minot t:hfng1 even when I was a kid -bit of theft. >hopliftlng- you know. nothing seriou> -but when I got done for assault. 1•d expected to get put away. There's only s.o much yoo can get away v.idl. 1: So did you ocruolty go ro prisonl R: No, ic didn't happen - !My gave me Community Servi<e

instead. A: Me too •.. 1: So in thQ. end you both cnd~d up bc:lng givc:n worl< to do ln the community instead of being locked up~ Hew did you (C(-1

•bovt mat. Angu<! A: W~l. I don't suppos:e it rc:aJiy compar~s to prison. R: lou ol pc:optc: uy it's a soft option ... well. I don't a.gree w;th that... (2) A: No war .... (2) R: ... but I rt-ckon it's. n<>thing <ompared with bemg in the ni(k .. . 1: So what wt:r(' your first cxpericnc~s <>f Community Servicer

A & R: (laughter} 1: Anf.us? A: Wc:ll. s~ of the: work tht-y give you is quite: a. doss r~lly. but they got me cleaning out c:ana1s -in the: middle: of wintt-r. l-l~aw work. it was (3)- still is, I'm stiU on it ..•

R: Yeah. I was d~dng, out rubbte from this wattc: ground for a wcc:k. Th.t- guy I was working with said I was lu<:ky. it was cu:y compared to some dling<. but I was half d .. d by the end (3). Bot aft:t:!-r that I got sent to work in a youth <:c:ntt"C down in

l-lacktt~y. and th(!o leadc:t thc:rc:. he comc:s rrom tht s:arM- p1rt of london as m~.l re:atly hit it off with him ... A: Well. the wee ~Y who was in charge o( our team, he was a real ~lave-driver. He! Nally had it ln for m~. wt had words a. few times: (4). But the!y'A atl th~ same really. You've: got to do it though. There's no chol<e. And it'~ not that you g~t paid for lt. R: Well, at l~ast tn c:he <:enO'e 1•m getdng to work witb kids. I wouldn't say it wn any easier- they've all got problems of (heir own, buc they know I <ome from th, same sort of bado:ground

©Pearson Educl.tioo 2002. Photo(:opiable

Re<ording scnpu.

as: they do.. I'm a Londoner j~t like ch4!m. They're ~~ys, coming to me lke 'Rid: .. wflat about such and s.ucht They ask me th)ng:s like (hefd ;uk dleir older brother or something. 10 woah it. rcyinc tg 'er rhrou2b to du~m (S ), and I reckon I do it better thran :s.ome of those so·c:alred social workers. A: Go on. You'll alway> be a bad lad with 3 bad recol'<l. R: I dunno. I can'c say I'm enjoying it exacdy. but jt·~ made me cbanee my b!Qt a bit (6) ... A~ Well, if th~y think Community Service will lick me inco shape. (hey can think again. I can't wait to get away from London. I'll be nraight off i;Qd<: to my rnate:s in Scotland when this is over. I'll just be a bitar.ny next time. th~y won't get me :so easily. 1: Ri<k and Angu•. thank you. We'll 'o co the phone line> now and tak~ some re;u:tion:s to whac you've :said from lirtener~. Miilri<. on line 1. whac do you think abouc whac you've heardt

page 73, Speaking, Exercise t

lnterviewer: So Neil. what do you (hink about che views. of ptJni:shmenc you·v~ read about~ Neil: Well. I think that the best idea j:s punishment used as a de1errent. It teems 10 me th,a( the main ~rgumen1 for thi:s id~a i:s that any potential off4!nder:s will see that by committing a <:riMe they wi!J be pvni.s.hed. for example they'U b~ locked up for a long period of time and so they might then reconsider commitcing the crime. However. the argum~nt ag.tin:st this form of punishment. er. is thlt it doesn•t actua1ty work -society'~ been pu~hing che vif:N dlac puni~hment should be .a deterrent for a long Qme and yet crime hasn't scopped.

So let's, look at th~ .alternatives. P suppose it could be argued (h:lt ic's onty fair to puni~h a crime in the sam~ way as the crime itsetf- dle eye for an e'fe dleory. for example, someone steals your <:..ar then you steallhein. However, thi~ h..a~ got obvious drawbac;k:s. not the 14!ast being the coat breakdown of che social rul~s chat we all live by.

Finally, dle id~a that criminals shoo1d b~ rehabilitaced n.cher (h;)n simply punished. This seems to be very sensibre at firs.t glance. 11 we believe that we can remove the <:rimin..al instinct and rehabilitate crimii'"IQk tmo society. thi~ would seem to be the be~t option of the three, erm. in terms of the individual. But I think ic's actually very hard to change a person's outlook and approach to life, and anyway some peop1e chink chat. that people can't <hange. phy>i<alty un't chong e.

All in at~ I suppose thac my origiool idea of punishment as a deterrent is the best ..;ew that society can take.

126

UNIT6 pa,e 83, Exam Focus, Exercise f

A~ You worked in the Middle bst, didn't you? 8 • Yes, I w~ in ~udi Arabia. In Jeddah. At Were you chere for long? II• Yes, I ended up staying over t<n y .. rs -In the1970s .,.,d 80s. It was an interesting tirne to be there actually .•.

A r BeQuse of the oil boom~

8 : Ye>h • .,.,.., were big change$ goifl& on.~ w.u all developing very fast ~nd, weU, when I firit went, I tived quite near to the city cencn. lnd in dle centre there, in the old tO'NO. It wu all ... mo.nly old, narrow streeu. widl ~ of sharp come~ and rt

wu too n~rrow for an: at an rearly, but they mlna;zed to edge dleir way V1rou~ anyway and there were these h1gh old buildinp On eichu side - with windows "'i'itt\ lovely c.arved wood.., shvtt•rs. oil ..cl>er falling to'""'· m d c!Uldren playing and chines like ca.a 11nd goats ilkmg c:he streeu as weD. even whole herds of utdE occasionally. A: Was it like that where yov ll..,ed? B: Mol'1! o,. tess . .. though I ti-ved in a new block of ft:at.s, b\lt

thect w eren't any bit offic;c: b!odc$ around (lA) then. or things

like international hotels. And another thing ... althouzh It wu a port and it was Wilt by t:t.e sea. )'0\1 weren't actu:~~lly all that consdous of it, of the sea.. A : You couldn't actually see it~ B: Well. you could see it from some place+, but not really cet to It unlen you ~cr.ually went rjght out of the city. A: So when did it start to change? 8 : Oh. it wu ~!ready changing fut. before long t:t.ere were office blocks <1nd mvJti-s.torey hoteb ih.ooting up a.U ewer the place ... a lot of the okl town w;u; purJed down. 1nd foe .1 time jt

srnncd U jt aD thr hjnory Wi,S rcintt to be fosL bllt thm iuU. It the bJt moment thn rt;Jrtfd 4oint up SOI!!f of d\t Q!d botJtt;)

('2C) an4 some of t:t.e streets were pec:k$triani:sed so you could ¥1":1lk around chere without being mown do..,.., by vaffi<. &.It they kept ell e old •ouq, <he b;g coffred ,...rko1, wh•'* you coutd bvy thinp like spices ~nd gold ... and cassettes and electric.~ ! equipment too. Qi eourse. A: So It kcame more of .a tour~t centre then~ 8: N~ tourism doesn't exist ~t ~fl -it WJS done for the people who lived there. But ic; wasn't j\l$t a m~ner Qi

PreMMtion - I me~n the who'e infrastructure wu devetoped. road~. service'S like telephones and public trillnsport. 1hoppin.g malts. a huge new ~irport ... a.nd the wh~e city just expanded ou~rds at an ~mazFng: rate. You'd go out one momin& a.nd there'd bt: a whole new road where there ha.dn't been ont

before - ><le•n lhat'• what it felt like- and • IO< of the f'OIId> crtctn•t hl<~e nJ.mes yet ••. .$0 ~ rqu wru loolcinr tor ! fr i.ond's

;apu Mlcnr" JOffiSthjnr out in W new st!hyd>s. t·empccs coukl

ccc qujre frued (lC), A, Wh•t about social lire - did you go out much! B: Y ts. akhough it i~ a very family or;encated sodet')' . .. lite i~ quftt" priV31C. And then it's s.o hot for a rOt of the year that

people tend to n.y Wide where k'• a.lr-<:ondiooned. One dtlng lhat did take off in the lut yean I wu .,.,.. wu <he wh-* showing mall tulw"' - bis maH• were sprirlging up out in the new s\lbu-rbs.. aft a1r-c.onditioned. of course. ind the~ was fau food and thi~s there jf you wanted ... A: You didn't go there, then/

B: Well. s<>metimes. But a.s the cit')' spreid up and down the co:udine. they built a loog road all •long the seo. They'd planted trees and bushes. along the can:rat n!servation. and d\ert were pfaqcouods for dle children and loa pf pufc.jnt and optn

paved aceas between the road and dlc U!ii\ (4A). And who'e fami1ie~ would drive out. and 1pread out carpets on these pa'ied ar'eas and s.it on chem and have d1elr supper- in the sea bree:te and often they'd brin& along the televidon a.s well and plug it into the car battery .. • A:. It~ v<ry dift'erem from how I ~ B.: Y e> ... and al"""'&f> 111 always ~mbc.r tllings like <he auno<phere of ~ old toW<! and cho si&flu and sounds and smelk of the old shOJ>Il"'& meeu. ~fo was ce<Uinly a lot easier when r left. you know. just chln,s like $\IJ)ermilrkets ~nc:l so on. lt 'flfaS an amazin' thing to see It aft h-..ppoen - to 5ee it all changin& so fut, like history 't>tedod up. and yet ot the ,.me time, what stayed the same. what was ~tained ...

Cl Pear•on Sducu'ion 2002 Photocopiable

UNIT7 Pill!" I Ot, Listening, Exercise l

Announcer: .And now over to Canada where our rwo

reporters Joe Pet~rs ar.d Sally Smkh ha.., been looking at the stOry behind the pruent crisis In Canada's fishing Industry - and h<l¥' coundng fish coutd be th~ ans-... Joo. o..,r to you. joe P·etent l~m S-Wlding: on the r.ip or Cape Bonavtua in Newfound!1nd oil ~ coasc o( Canad>. loolcing out on the r<:mnanu of !lw: ric~tt (!Sh<rx (1) on earth. Atwllhb mor.Vl\8 :u I look otJt aO"'u thi$ win<:b~pt bay I c.an see a line of fishing boau making iu way back intO port alter a 10118 n"ht's fishing. Below m~ 5-0me are atready unload'if"« therr car..ch- and it's not cakil>g <h«n long. Why not! Because there's •lmon nothing <he...,. Ever sin~ 1992. when S<ocks of tht fi•h around the Newfoundland coast colla.o...S completcly. thcn:'s bc<>n a n<ar­

toul ban on cod fishin: (2). k's the old story of r<:<klcssncss and mismanascm~M - the watrrs have been c:xploh:cd and OYer.flshed unc>l there are no cod left. How dHl this happen! l..oals Hkc Sift D<ln<w.>n are in no dotlbt. Bill D·onovU\: Wd. bade in the sixtk!s, the ctJStlnt water fleets SE.a.rU:d arri'li"&, huge boats, some of ch~m all the way from Europe. and this wu retny bad news for us u th~y ~rked alt the year round. they werfl'l't seasonal workers like us, so RrOductioo (l) went up to four times what it was before. A~ they'd p aJI tht latest technology to SQGk out the fish, af')d afrer .a bit \hey found the nurs~ries, where the cod breed. and narred fishing thtre. so the numbc!rs were reduced eve.n mo....e. And at t.ht sa.m• time they tore: up du~ ®c.an beck { 4). bu:aus t: they Wffejuu clng&ing the floors lor r.¥CI"f sin&fe r .. h •.• JP: Imposing fishins limits arour.d t~ isbnds did no good­p.,.,lc just didn' t obs....,c them. Uoo11992. T!r.t's when th~ boacs went out and came back empty. No flsh at all. And now C111ada ~ys out millions in weK'are cheques and re..uains fishermen to operate computers or styte hair. And s.o the long· established way of life (5) that I'm looking at right now. the fife that <he local fishermen like Sill Donovan have b~n li\Oins for cenwries. Is soon going to be a thing of the put.

And it's 1\01': ius.t happening in Can.:ad1 - ft"s the ume nory worldwtde. So haw e:omt- there i~ still list\ In our $Upertn1.rkets! The !1\SW'Cf' is that we,. .. leomed tO fa<m mony >pedes chat we w ·cd tO catch at sea:; but this c.reaces tu own pi"CCbki'M. By akinglish out of ttl eir natunl W'a.ters we reduce- the chanc.e of stodu of~ (6) ever rec:overins their fonner numbers­and It doOJn't help Bill Donovan. A: But l l\ aNwer may in fact haW! b«n lound, not 'n Newfoul"'dlat~d but in Bristol Bay on Alas.ka's southwest coast. S .. ty Sml<h r•portlng. Sally 5mitf>: And here in BristOl Say I'm looking or a commvr~lty slm1far to Newfoundland, 1 community based on fistlin& - this dmo no< ~od but salmon. And althou;h thi• cOiriiTOJnity was olso under threat, the loab havo come up with an all$wer using a mixture of t<!ch.nology and a.ood old-&.dUoncd co-.open,tion. I talked to Mi.rk V1n 0\lun, one of &.he peopl<! involved. who wid me it's all to do with mnbng (7) fiSh ...

© Pears.on Educ•don 2002 Photo< up 1 a blfll'

P.ecordiroe, scnpu

Mark Van D uun! Wtlat hap~n.s is c.ha.c tfle nlm-on U$U41ty

live lo the sea, but when they're ready to reproduce th.ey come to the river mouth here in the bay a!"d thel"' they swim upstream and <hey >etua\ly lay their MCJ (8) in nuneries ~ig!l vp near the $Ourc.e of the river. And lhh: is when they're c.au&ht - In t he ~Y here, on their way to 1pa.wn. Now, u long as we let e!"ough throvgh, thi$ meani the r~st an be fis;hed without me risk ol numbero being dangerously reduced.

So overy doy there's what shey a U an 'opcrifl(, a time wi1vl the filh are allowed w enter ~~ rlv<:r frt<ly .. • wilen th....,'s !!2 lilllilia (9) idlowed. And we count the number of &h. the mh sWimming up the ri..-er to lay the'r egp,and then when enough salmon for Lhe day hiive gone upstreun, we give the word to the fishing boau to tell them they can start tlshing again.

SS: Well it seems that these openlngs: are 'reated with the utmo-st resp-ect by everyone ;~.nd ~dthough the recovery i$ not &.st. the community is survivil"'g. H~re in Bristol Bay is proof chat the dedine of the world'' fitheries is not inevitable.

page 1 0<4, Lirtening, Exercise 1

E>ttract One Sp•aker: Yes. well we've still got a long vny to go. b4.1t we've got ... we've done far more than anyone would haw predic.ted when the group was first se1 up, and, I mean, one thing we can do I~ to r.ti$e awat'ffless and encoungt people to take: some­responsibility for what they do ... and we do feel the...,•s ~ lD..lnttraae in jttounttbiPity (tB) ,,, companic:s now, at leut the blc componies, they have to prol'ide ""'Y specific inlorm>tion ro the public. for enmple on thinp ~kc !heir use ol c.o>Cic s\lbsta<>ce>, a<>d OM job of environmentol campaign groups like ours b to c.hedc. up on the informadon companies. give about their U$E of these subsCln<es., and make sure that the public k,oow$ 'f Lhe le'o'els. are unacc~ptable. And in fac.t more big compar'!ies now do realise, they've taken on board that they're not onty ae<:ount:able to their $har~holders.. but to $OCiety in gener"JI,

&troctTwo Ao J mean, recycling. if we rec.yde paper, fewer trees wiU be cut dow-n so it makes good sem:e - we nve p:a.per, so there1J be leu damage to the nioforen. 8 ; Yt1, but most pa~r'$ made (rom specially gro..-..n trees . .. scfty.oood ... so that's I'IOt a:oioa to affect the rainforest •.. we won't uve the trees ycAJ're uJkinc about. A; So yov think it•s not important? B; I'm J'lot '$0\ying that. I mean. J nYe oU my otd newspapers and bottlet and things. ft's jun there might be other W"a.y.s as. wefl of havln& an effect on where we li'le. Ao llu~ thing is: that peopfe just won't put them,etves our. 8 ; Wt.l pe.Opte are mv<h more aware or the elfee:t of puclcid"' ond things - things •l<e buyin& O<'pni< food.~ been an tootJD()U5 ?laD,ce tbere I I .

A: ,,, lome clevt:r mafketiM~ 1•d uy (lB).

B: ..• and more pEopte are U$ing pklblic tr1.1Upon. ... or walking mo~. That :sa-ves fuel SO it benc:fiu ~ryOI"'E! - and tb.u

127

128

do «brmOOc.$ a bygur jmo ths tprpn (.fB). I me~n. I feel much bet~r si""' I've ban W'Oil<iJ1l co work. dlcUJ/> l(s a bit ol a scrVJ&tc at dmcs. At Yes. I just think that onee (he we~uher turns bad or they're l:ate th<'n c:hcy'IJ just pite into (heir can. J be( you -Mil .. . I'm not

sa~lf1& l!'s a zood thing. I'm just being "'aisdc ... B: Mnvnm ..•

Ex11'11ct ThrM Speaker. ... there were various protects .-.tmed at developing

2.grtwlw~ in order to malre the c.ountry self-4uffkient 1n food. In the nonh, • 90 million dollar dam WliS built which allowed the fumers to irrigate their land &o chat chey could produce

two crops of hi&h·yield rice a year insoead of only one. At fir>t the re,ulc:s: w.:re very encouraging - in jun iii few ye.Jn the outpuc had almo~t tripled and the counay wu .-.lmost self .. svfflderu in rice.. At tlle same time, the av~ income:s for aJI

'''""'" increued- pal"1icvlarly 1M mcomet o( 1M wealdlier farme~.

Then olu!r the r.rst few years, co p<!Oplo>'s sUf"prls•.lll.t. hacmts failed t9 crow any more Farmea aoplitd mort lnd

mon fcajlher to their crop} but thg yieldt stjll djdn't jnqna (SC). Everyone's incomes fell. so the rich f.lrmer"'S were loess rich - b\lt the poor~r fanner"S found Wmselves even wortl off than they hrad b~~n origi~tty. And then the dch h.rmers stuud to buy up l;and from the poorer farmers, causing them to lose their Independence qr to leaye rhe lwd complete1y (6A).

Extroct Four Spener: The pkrure5 you"re nawv stein~ show some of the <1mazing thing$ we are al* to do for aorne cf lhe world's men dl,.dvanugtd children. Thfsls all c}lonla to the generosity •nd kindoes:s of their Spot\50f'S, 'n't!o pcgyj<le moo q nr;cy month for orolEtts tike this (7B). and enable 1.1s to carry CJ\It oor work. Could you do th• nme c}llngl B)' sponsorin& a child through u>, you'U help ot to provide that child with the nutrition. medicine and eduatJon they need to d evelop.

S,,nsorshlp can release a child from che appalli"' and debilitating efft£:Q of poverty and help d'lem to develop their true po~ntJaJ. But It's not only the child!"«' who benefit- at the ~ame time we 'an go tome way tO helping their families and their communities.

By be(:oming :a spontor you wm Join thous.Uld& of like· rnCtlded peop!e who lT* ~I ping 1.0 make i hu£C,. difference to che w!!Iy ol life (tC) in hundreds of poor COINIMinities arOtA"Id the w-orld tt d·oesn't alee much.. Pleu.e bec0f1"1!e a tpOns-or today and discover what you can do to make il diff'~rcntt.

© !'canon Education 2002 P~otoc:opi<"ble

UNITS page I I 6, ll>tenlng, Exercise 2

Announcer: Simon Clifford sorted his working life as a

primary school Cea4:her. but foo~ll took ow-r his fife after a chance meeting wi<h a leading Bnzilian football player led to an amazins opportunity. Joy Hughes caught up with Simon a.t his olfoce In Lnds, in the nonh of England Joy Huahar; Simon. tell ,.. !>ow it aN bq>n. Simon Clifford: W~ll. rv~ been keen on footbol for uloog as I an remember, 011nd rd always fett it seomed paradoxical about B<ullian pbyers that. when you think of all tl>e enonnous wealth of che .s.port in Europe. that it's shared out among j\lsc a few rrch countries.. that even dlough they didn't seem to have anything like the same amount of financial support. shoy h1ye juch O>lr (lA). Allyway. I""'' w>t<hing rhe Middlesborough g;:.me up in Teeuide and they'd just introdu~ a new Braz.ilian pt1yer rnco ttae side.. JH: Alld that w•• Juninho. right! SC: Yeo!>. r;ght ... well. j<minho'• father had come over ,;th l>m co help him .etde •nd he happened to be &Iaing in the row behind me in the sudiu.m. Anyway. I sorted chatt.Jn& to him at half~tlme and M imited me back 2fter the match ~nd so I got to know Junlnho too. and after a bit I svgested we write J book togethef' about •nining methods - I was atready doing quite a bit of coaching in England at the ti~. So then I decid~ I n~~ to go to Bruiland have • look n who< th<y were doing m~re. So lm•!fo[UIIRllin!IJ)O!lt wjth thr boaJuila~r and e>q>lalned a.bout th~ book - I'd gor a publisher intere<ted by then - and lqynagcd 10 qlk my way inlo rcWnr I lo;m (20) ••• JH: TN• ,..,, when you were son teachina/ SC:. Ye1i, and I went <Wer ther~ in rtle summer holidays to

rove a look ot whot they were doing, And it re•lly opened my eye& - compared with football •• we know lt. they really do pby ;t dtfferent g:;tme. It W3.51ike a reveb(ion •o me. JH: So what's so different about the game there? SC: Well, football was introcfvced dlere ovor a hundred yean ago - by an Engli>hman actually, Charles Miller, in Sio Paulo, and chere was lou of endlustasm right from the stlrt. but in the !Jrban areas., like Sic Pa-..to. bod'' ilt a pcrmjym (JC), so the

)'Oiq:Jters surud pJoying on handboll couru us~ a honclboll­and of coune ctt4.s is mudl heavier d!an a foocball Thi.s evolved into a five-a-side game coiled (Vrebol do <doc thor• 'football of the haJJ" and thi5 is what mo.st 8ra1ifia.n kids •eem to pby. chis is how they learn. JH: 1 though< Bru:ilion kids were born good >t football ... or t~ just loved ir so much thu they play It •II day long! SC: w~u. yes, bu& in facE a for ol work and thought goes into troini'\111.00. nowac!oys. and it's all through thi• 'l' pe of footba 11. Juninho didn't play the "'~en·a...ide game unlit hew" H. J H: Why's it ><> mU<h bettffl sc, For • •""'Pit. the ball !hot they use ... it's srnalkf'. but it's not as 6cht (~8) and it doo1n~ ha"" tho same bounce. They an'' jusc boot it a lo"' ~y so they h.ave to develop rtllly good

cO P~r..,., Ec!vcation 1002 Photo<op1ablt"

A.ecording scriptS

passirc 31011s .. . and "'~ have to play fas..,r, and think bs<er. Now when prayers who've cn.ined w;d'l lhb ball go on to use the normal ball ttley have much more skill with n because it's easlor to flick about and pas~.

JH: So what did you do when you'd discovered thi.s.~

SC1 A 101. l"ve put all my ener:gtes lnto importing thes~ balls into the UK al')d on top of due: I'm incroducilg: the game in 1c:hools and jtJnicr dubs. My jlim'l !0 EU rna xounr footballrr

I>Actki!!J wfth one of these baO. (50) and acw.lly 1 thin!< thet"e 's a role for them in the professional pme u well. thw&h thu's a rna,.. long...urm thing.

J H: Al1d how mvch suppon. are you aeail1&? SC!: From~ authorities! w~n. they're not sure, they're Wilting to see what happens. rm not all that surprised ... it't a fairly n.dic~1 changQ In football tnlnlot policy. But we've got che book under WJy, and we're hoping to lavnch a natiQ(laf schoots COMf>Uitlor\ in tf'le autumn.

JH: Well, thanks for ywr time.. Simof\, and &ood lvdc widl the boolt ...

129

Reconfing scripts

UNIT9 page 118, Exam Focus, Exercise 1 <:hrlstoj)Mr Reeve: A few mon1h$ •fter my •ecident I ~•d ~n ideA for l ~hort film about a quadriplegi('. Ovring the chy,

lying in his ho:spitaJ beef, he c::An't move. Bvt u night he~

{1) tint he·~ whole ~n. Thi:s js someone who hid b~en a

llfefont nitor. and he hid a beautiful sailing yacht. fn h~ dream

he nits d0¥ffl the path of l fuJI moon -the kind of rQmlndc:

night ~ailing anyone (Jn iln).gine. &tin the m.oming., he'.s b1ck in

his bed and evet')1:hing is fro:ten apin. The dream is very vMd.

At first it's iuSt a drevn. ~nd he re<:qgnises it as .sveh. But one

night he ~nd> hims.lf getting out of be<l•nd w:llking down ~.

<:orridor and out the dQQf' and chen into the bolt. whi<:h.

magically. is anchQred not far a.~y. Soon these voyJges become

~ (1) to him that when he wakes up in hi:s bed. h!:s haj,. I$

wee. Al"'d the nun:e (:omes in and say:s. 'Oh. I'm SOtTY.I didn't

dry you( hair enough last night when I gave yo~J a ~h.ampoo. You

slept with~ {l).' He lay$ nothing. but he'1 thinking that ttis hair is wet from the spray when he WU Out Otl the water.

One time he (Om e.$ back .still wearing hi.s bad weather gear. and

he h;u to hide it in the hospital room doset. Up to this time his

wife and children have been very di:scressed becavse. since he

b«:a.me paralysed. he has: not b(!oen abre to pull out of a V«'f

~eriovs depr~ssion (.C). His children Are Afraid of him because

he is not him:self ~nd they don't l<now how to be with him. B~,~t

as he continues to go saitng, in his dreAms, thl:i b~gins to

improve. His wife noti<:e:s the <:hanre. He thinlu that he may be

losing hi~ mind, but his dreaJ'T'IS are making their life togecher

happier. Now, a.:s he :sails there's An older mikn who afway:s curn:s

on th~ ight in hi1 cabin down by 1he wawr when our mAn is

sallihg. He doesn't steep very W4!11, and he never mCs~e:s the

(:ha.nce to see the boat :sailing ~o beautifully in the moonlight.

Well. the~ come:s a time when ovr proc.goni:st reAfi:ses that

thc:se- voyage$ offer a way of escaping from hi:s paralysed

<.ondition. that he could ju:st sa it on happily - it"s what h~ loves mo:st in the world- ul')df one tligflt he would go out il"'to the

middle of d\e ocean and he wouldn't take supplit$. He would

just nil. And he would~ (S) happy that way, just soiling down

d\e pa.ch of chc moon. AM one night he St.'lt'U to do th~t. But then. out at s~. h~ Start$ to think about what he has in hi:s life. 8euu$C:, during the days, you sc:c:, he"s (:hanged. His kids (6) are

lc:ss afraid of him. and hi$~ (6). well, the-y'(e dearty :stilt in

love. So he turns the b~t around and gM:s straight to the dock

oi the older man who has always loved this boat (7) and when

me old nu.n tomes dolhf'l co greet him. our man says. 'Here. t!li> ;, (or you.' And he ga<s bad< t<> the llo>plt:al. and he wak<S

up, and he's a quadriplegic again. But he na< a new basi< (8) for the: #Otutc wich his family and towards rc(:Overy. That's the gin otic. Ot cour:se the story comes from my e!Q)ericncc. buc: it's

not: my :story. I'm diff!i!r~nt (9) from thls man becau$e my famity

:saved me at the- very beginning.

page 134, Speaking, Exercise 3

Student: I'm not svre that the sttongc:st inf'lutn<:e on our

health is accv.ally our mirtd bec;aw.c I think there's a.cwally a, a lot of other thing that ... have this influence, cr. I mean I think our life:style. for e)(ampte. it ... It's nothing to do with our mind but the way thu we chOOle- to live our livt$ ... cr. can inf'ruence

our heAlth, for example If you smoke: a tot. cr. that's going to

h~ve l bad influen(:e on your health. c:r. and that':s aauaJty

nothing to do with your mind. i thin". that money. c:r. i:s quice a

:scrong influence on ovr he:ah:t1 because aft.ef' alllf you (a,n ... if

you c::an p1y for your health care t.het1 probably you get better heafth c::Are and so I svppose you'rt more lik~y to bto healthy.

and again I don't think that's actuaJiy anything to do 'With our

mtnd. er, it's lu<:k if you've got mot'ley or t'IOt. and so maybe

hearth In that way Is Just luc:k and how much you have ... er. people Cat) influence our hearth .. _ I, if we arc fttring ... <:f" •••

not very ... not very good t.het'l ... I know people c::a.n acwally make us feel very, very much btottcr .I ~Mcmbc:r a (rltnd oi mine ¥Ale() I wM In hospic:a1 and I had al"' operation and. aft« the opention. et. $he cJme to see me and, er, she made me ftd

very much better by theerlng me up and in chat way I think she

410 influenc::e me and I think that I got better sooner bteausc: of it. Edu(ation I suppose is another influel"'c.e on health b«::ause if peopfe te1ch vs how co be- healthy then we're more fikcty to. to

say heal lily. er. $0 I $UppOSe prob>bly mo$1. most of -..!ut 1 would ny about this is thu there are a lot of influences oo our

heAlth and maybe our mind is acc:viilty not (he scrongest.

page 1 34, Speaking, Exercise 4

Student; Er,l think. that it w.u very clear about the topic;,

every time you had a oew topic; you went bick to whether the mind wn as :strong ... as important or not. ~o you rela(ed

everything back (0 the main topic::. er. yov ... when you were

talking, about people. 'fOI) hesic.ced a bit bvt bec::ause yo~J U~lked

about yovrs.elf- being in ho:spttal and yovr friend, ~o you

managed to keep ta.lking. You ta.lked about aJI the prompu. but

you had another point as weU whic;h w;u educacion and that

was good b«a~.~Se yov had more 10 :say about that ... and yoo disagreed with the ~t.atf!ment. I thovg,ht that wa.s interesting.

that you didn•t ag.ree. bvt the best thing W1-S that you kept

ta.lking and yol) didn't ny anything thu was •.. that wa.s off the point.

© Pea,.,on Edueation 2002 Photocopiable

UNIT 10 page t42, Listening, be~cise 3

Interviewer: In the studio with me now is Joanne Waters. wllo works for Child Alert. a children's charity which looks at

the probtems. of children an over the wodd. Joanne. wh~t soru of issues is Child A!en parr:icutarty involv~d wlth at prc:st-nt? Joanne WateiT. Well. a numbet of issues ... er. here in Britain we've bec:n looking ac: the whole problem of hometessness. ~md th~n on a global sate ~·ve bc:c:t~ for many years loolc.in.g at a oumbe( of issues -the prob!1:!m of c.hitd~n being c.onsc.ripted as s.o!diers, er, whi<:h we•ve be-en invc:stigatlng far a number of years. and then the i"ue of shild labour (t) ... 1: And there's rec:endy been a lot of concern in the media about this. •.. do yov dllnk che concc:rn is 1usbfied~ JW: We!l. in fac.t I've rec:endy visltc:d a numbc:r of c:ountrit-S

where lt docs a:mstirutc: an lmpottant pan: of the: t-cor~omy, trying ro find out as mu<:h <:onc:rece 1nfonnation as possible. 1: An<l did you find <hat chidr<n wcn: •<tually ~mploycd to 1ny si.gnifiant degree! JW: Oh. yes, this is ~eruinly the c:a::.e. For c:xamp!e, a very high proportion of <he world'>~ (l) are stitshed by children and the chi1dren involved 21r'e very young- ::.omc: may be- just seven or eight ye1rs old. This is the sort of iob t.hu's often seen a.s exploitation of chitdrc:n .. , t-Kptoiubon by their m1piO)'('f"S and by the sportS goods companies ... and certainly these child~n are in an extremely w!ner.tble situation

Ho'~Wve-r. ~have to be vt:.ry ca.r1!ful not to r\JSh in withovt thinking of th~ ¥wider i$Slle$ (l) lnvoJved. For c:ample, there was a s:imilar ouu:ry rcct-ntly In tht- Unit~d Statc:s about imporu:d dot.hlng which. It em~rgtd. had b<:etl made by under:ag.e children So. c:r. the: authorities dt:cidc:d to forbid the~ (4) of this cJot.hing. 8ot then the cmploy("r5 sad:c:d all tht: d\ildrt:n to get the concnct back. and then tht: childrt1'\ had no income:. t.ht-y Nd to look for new lobs and a Jot of these we:re In evtn worse conditions. so they ended up much wor.st: off.

f: So 1re you saying that nothing can M- don(" about this~ JW: No. a think a gr-t-at dc:al can bt done:, but the an1'W'c:r is not a total ban on c.hiJd bbour. IMtead we've started to won: "With the: sporting goods industry. and "With other charitable: organisatiot~s to gradually phase out (5) child labour In the football industry- so not impost: a total ban. but go more gradually. ): So what was your first sup~ JW: Well, we found that .a· one had ac:cually a <ked 11!£ ~themselves: about their work. So wt started by doing just .~hi!; (6). And what we found f,om them is first of all that they havf' to work. thf'lr famllles: can•t manage H' thc:y don't. Atld, yes. they'd rather be >t sshoollf they could aKord it. but actually stitching, footballs lsn•t the worst type of work. Untlke a

lot of the Jobs they <outd be doing. it's~ (7). it doesn't invofve them u$ing heavy mac;hinery or <bngero\ls chemicals or thing> like chat, and it can be done at home. they don't haw to woric. in a factory. and so it can be fitted around $ChooHng and hou•ehold chor~s.

@Pearson Education 2002 Photoc:opiable

Recording scnpu

1: So wllat do you think we should be doing to tackl<> the

problem of child labour in the broader sense - not iust sporu good>. but other jobs? JW: Well, the moic pressing need we fe-el is to stop children from having t<> do iobs :su<:h u worl<. in mines. or wflere they're e>q>osed to toxic sub>Wl«> ... anything ~!2~ (8). Atld dlen we need to conitancly ..• to ensure that if they have to work. ac least they're worf<ing in rf'3::.onable surroundinp.. so we need to con::.ta.ntly monitor dleir worf.dnr conditions (9). It's a gradual process. Patents don·c W3nt their <:hitdren co work. buE it*s oot until stan<fards of pay ean be improved for cheir pareou chat anyone wilt be able to say. no. the c..hildren don'c need to woric.. they can have dle sort of life we think of 3i • child's life. 1: Joanne. ~nk you very much.

page HO, W~iting, Exercise 4

Woman' I r<>ally wi>h I'd known more when I left ><:hool -life wou1d have been so mu~h e-3:!-ier. But I had no hclp at afl and as. a resutc I ended up in a dead-end job. I had no idea whac a variety of different jobs were acwatty open to me. how many different iobs there were that I ~oufd have taken. I c.ould have gone into business. leisure and touli::.m but I was given oo careers ad'fice at all. no hetp with making anythin.g lilc.e informed choices.. Wh~n I look back. I can see so many things that c.outd have: been don<: that would ha~ madt- a big diffc:rc:ncc to me. In tht: first place:. tht: schod could simply have: sec up an information secci<>n in a ~otner of dle c.ommon room, or any publi<: spac.e really ... I mean, they <:oufd have had informacion sheets about dte different opponunicie-s and phone numbers to

ring for' more infomlation. Thi::. would have be-en <:heap for the school and would have given me a starting point- a pla~e to start lookiog. The next step coutd have been co set up conn~ctions wich local rompantes •.. 1·ve heatd about it in other countries. where people a~waUy work in che ~ompany for a week as part of dleir last school ye3r co ::.ee what it•s like. And this is greac beC3use tt mf'Qns that scudents don•t ~ke mi::.takes by starting out on a c..areer and then disrovering that they hate it- by that time it•s too lace. Of ~ours e. the ideal si~tion i::. to

00ve a c..areer acfvis.or in the sc.hoof. SOJ1"1oe00e whose job it is W

give advke on c.ourses and jobs. • don•t mean a teather wldl a time allowanc.e. I mean a real expert, :someone who reatly knows and has the time 10 talk to :students and give really pncti<:al advice. And this person would be there all the time. full.otime. not ju::.tl.n hour or so a week. Thi::. 't'I'Ou!d ~ke the stud~nu fc:d realty sc<:urc: and help them make cheir own ~hokes. It's too late for me. but it would be a great ::.1ep forward. I think.

Recordlnt scnpu.

UNIT 11 page 1 S4, Ustening, Exer<ise 2

.Extract One A t I t hfnk f'k>Wadays peopl~ are getting ob$e$Sed widl

ttchno1ogy fo-r it$ own s:ake ... jt.»st becwse it's ... well. & s.hl.ul\1blt. All thtse machines fol' keeping fit. oew types of

televisions al"'d phone-s and chiogs ... ev-eryone gettinz: the latest swtf. 8: I duf'lf'IO. what about thinvltke virtvJI surgeryl A, What! B : You know. doctors doing operations on SQmeont~ miles away with television compu~r Jinldi •.. A: Mnvn ... it's hardty going to affect U$. th-.t sort of ~hill'la. Is icl B: Well. you neve.- know ... A: Wed. it SHinS a brt u nlikcly . .. but w~·.-. ;ap aft'ecssd by

gsbcr rhfrm @r we don't evt~n think ah<lut fridrss j1f!d

o,;crgwam ... B: ~l)djvu imafi!!e fMng without them- we WOL,jldn't rtt on Y£fYwt!I(IA) ...

132

A: I suppose when you chink about it. it's aJJ mcclunised ­

l~ht, hea11n&. waaor ... 8 : Everythln&: you wear, s.it on ... I wonder how lotl& it'll be: before machines accually make dc:ds.iofls for us~ That's really

scary ... At But they have: made a lot pos.sible ... B: $o when dley ukc over that':s all right with youl (2B) A: Oh. you can always pull th• plug ...

.Extract T WCJ

SJM:~ker: Modern life is firmtt based Of'! techrtolol)'. But tM~'s a poc:~ooany quite. quite a s.if\i:stt-r :side: co this that we

may noc aD be awa-re of. znd that is tNt computers ncJt onty

opt: rate machinery. d\ey ako st:Ot"e and manqt dau - 'ltUt

~ of it. a.bouc aJJ of us.. Every time you fiil tn a form. use your tt<!dlt ar11, rej>1y co a survey, ic's held ;n a data b111k somewhe~ 1:0 be used for .. . what~

Wetl it's often ut~ for marketing- compiling 'tatisdct co h~tp deve-lop new products:. Bot who contrOls il~ lncclfi&c:nc p<ople, you hope, wioll I SEnse of moral re•pomibility. Buc mls i,n·c n«enarily so- il nu) be c:omputers that procsu pnd concrol. die dato (lC)- and these could soon hav~ go; ned the capability o f lncclligent mougk So l'llluv<: you with an Idea that make-s me penonally increasingly an><ious - as sompyttn con~iD.~ co deyrrop and take over more and mors of oyr 'iYt' i>...I.I..Jll)sslble.mat che.ml)$~j~lell~~t.~jn~. i.n che wcbnologjgl world, of lht.lli\Vr-ct could be~ machinc:s lhemsc;!vesl (4B)

Extract Three A: You've c« (0 admit chat some scienc~ fiction's way ahead of ics <1rnt - r mean. d!e,-l.c~oor s<ieog: fjgjoo ncrte!s and wunp~ys wer<: ~-'-'l~C dlinp . malcin& up thi~ u Gc:rion dl:a.t seemed really w~ird, realty fuwrisdc. ;u the time ... and d'lty'r. atl OY~r now- fik~ the :a.utOmztiC: doon i!) tbar J«riel

dllt iUCUld off on TV in the ?Os- Srot Tttk- ttley d jdo't e)Citt

tbep In mal life (5C). they were a new idea. and lh~y had rnobile

phon6 diEn as we!l-lhey called them conummicacors but that's what they~. but thirty ynrs oho<ad ol choir <lrnt . •• B: OK - but it's P"'ttx obxtous s ruH ~n'<_it! (6A) A: That's how it sem"Js to us llOW. but It wun't ... and dle point is the writers and scrtptwdtert were lhinking of it then.

not th~t :se:icnti:s u. B: Oh mey were probably beaverln& oway in their labs all che Orne ... g~tting t'he n~xlseneradon of real innovations. ready •••

Extroct Four Spuloi!r: VV~II. dt~ book;, bl$ed on a series of hypolheses -it has to be sin<e no-ot1e's proved :anything abour che pa<:~normal yet ... ghosu. polce'leists. celopalhy. A hundre<l years ago. in~sdgation of lhe paranormal dld comman<t_a ccn:ain rc-so«t (JC). ic was done by profdslanal scientists as

much as by ernhuJi;.Jci< a~teurs. Sue today, d'U' isn't d1e ca.$e. <his open·mm<lednel! has ~ed. ond l lhlnlt one reoson loc chis i! that p>nn<><m>l phenomem ••emtd 10 <lu.W.. that the physicim and chemisu tnd biologlscs soc tired of IJ)On& to pin !hem dQWR. And al•o sci,oce _icselll,as .l>ec::une .s.o..su=nfi!l al}d_sQ_dr;tf!latic:_thac:_tbe_,vpem:nur:aJJ)as_become_afmost ~~r(luou• (88) . .. thi"C' like nuciHr physics, br.l;n •orgery. space travel- they're all•• thrillina os hunting ghosu o~ to be - and dley're much more tangi~~. But che pannomtaf'$ nil! elusive- we're no n~ar~r proving or disproving the e)(is.tence of these thing$ chan we were all theiSe yean ago. bvc we do now have m¢re sdentific ideas to dr.1w o n to reach sensible hypotheses. And chat's what I've cried cc> do ... 10 look >t. in my book .

Page 160, Listening, Exercise l Je>Oica: Oi<l y<>u s•• that p<og...,_ luo: night abc>ut p<Ople lul'in& plastic SU'f>~ryl Will: Oh. I wooch<>d me bcplning and dl•n switthc:d OV<T ­

roo gory by half. I con 't ula: that >OM ol chin& .. • J; No, but it wos amuin&. The•• people. t hey loola:d porfeetly OK ro me. I mean it wasn't ju~<( older women having fate·!i(u to get rid of wrinkles, dlere wer~ ~opl~ In dteir rwenties. ... even teenagen.. W: Well. I •uppose if !hey really want It ... it's not doin& any harm.l.r:neag_..Yffi~<lifl'erenct dots It make how o!d yQ4.! ar~](t) j : Well. Were was thi5 &Jrl, there wasn't really anything wrong widl her. it was just cosmetic - and then there: arc all du:s~ pe<>pl~ who rea11y need medical cnec:ment and can't get ic ... besides, where does it >top. ""'II end up wich •••ryooeloolcing exactly d-.e s.ame •.. W: Like dlo<e dolls- you lcnow the one• - n<1t boby doll<. but ike models ... j: Oh you m .. n like 8vti< doUs - <h< onos withal ~ different clo<he• ... W: Mmm ... !hot liulo girls p)Jy with and dre" up. they really rn inc:focttll\ated from al') ndy Jre (1) w ith how they're

supposed to took.

@Pearson Eduutlon 2002 Photocop1able

J: They're anac<>mically impossible. you l<now, chose doll>. No woman cwld ponlbly be tllat shape with such long legs. btrt ~U~~~l (2) co kids. Do you remember t.hl.t woma.n in the news who'd had a whole series o( cos.mecic opt:rations, to took cx~ctly like one of tbos~ dolls~ W: Oh. I'm sure the papers. they lu" make this sort of ttuff up Sotr'l.ctimc:~. J: Wc:JI. yes. sometimt:s, btrt tht:y had piaurt:s of het. She lookt:d a'Nfu1. her fac-e looktd likt: wax or something. It's not

like sh• had anytlllng wrong will> her. It's flying in the face of na.turt- ... W: 8ot haw can you teglsb.td It it can be done. the medic.aJ prof't:s:sion will do It c:vt:nwally and people will pay for it. J: So if people pay it must be all right! W: Well. why not! (l) And tllink of all the benefi<• of pl:mic sutg(!ry - bums vitc.im:s. <:hildtt:n with eong<:nitat dc:fecu. They can live a tlormaJ happy lift: now.adays; - in the: pa11 they'd either not have surviv(!d, or if tht:y did. what S:O('t of qu.Uicy of 'ife

would mey have had! J: Bot it mtdt bt: pos:siblt: to devt:top some <.rit~ria. for wt\at's. ne~:ssaty mt:dicaJ t~aunent and what's iu5.t ... vanity! W: Who'$ going to come up with thoes~ triteria? It's. all <:hanging so fa.s.t. I mean look at the pro-gress. in treacing infertility -obviously if More pcoptt C1ll have the children they wane than itl the ,w:t. t.ha:c seem'S a good ming, bYt again it goes ro extreme 5o­

like the$e WQmen in d\tir ftftiu and slxtiu having chifdrt:n! j: Wtll.l dunno ... t.h2t'$ diff'erent(.f), iE's not nniry, it's. thinking about someone et.sre. Bringing someone ttse into the: wort d. W: l think thty*rt thinking about theMst:tves actually. • Mean, what SO('( of life would that (hild have~ J: Wrell kf<f.s. havt: had older fa~rs for ages ... what'$ the difft~nc::t:!

W: Oh. you must admit a father and mother ... thex might s.lur(!: a lot mort respon:sibilicy than d'tt:y dtd in the past .. , J: I \boyld bOPt !C> (5 )! w, 8utstill ... J: No.I don*t set a probftm there as long 3$ it'$ iun one. but what about multiple: birth$- quint\Jplt:U and sextupteu ... it sounds wond'etfuJ. but thty ha.vt: to struggle to j.(lf"Vive. some of thoS:e babies- al\d imagine even then- I Mean. unless. you're ~ mm;onajr¢ ind s;an aff'O!'d loy of helP: bow do you cope' (6) W: Ptoplt: always \JSed to c:ope with big families •.. J: Yes. but then thty had younger ones and otdet ones. And spt:;atdng of fathers. I tt:ad that sc.iemis:c:s reckon before too long it'll be pQS.Sibfe for mtn to gtt pr(!:gtlant and g,ivt birth •.. W: That'$ reafly a dOng (ot uoubte. t mean, you must admit. aren't there more important thlng,s for them to be worlUng on~ I think that·s really agains.t tht: laws of nature. J: Well, you would. wouldn't you1

page 160, listening, ExerciseS Spealcer. Well. I think tllat people do worry a lot about lh•ir apf)e:atan~ nowadays. ~r. maybe they worry 100 much. for

@ Pear'>Qn Edu.:ation 2002 Photocopiabl~

Recording scnpu.

ek3mpte, people nowaday$ think a. lot about dleir heatch and they want to be healthy ... not iu:U: ro. er.to be hea1thy on its own buc to. er. have a. good body, EO look fit and to have the rig!lt shape of body and, er ... and >o people spend a lot of time maybe going to tile gym or maybe do<ng tiling> like that and rt:aUy it':s tust in order to ..• to look good. n·s not for 1ny other ~a'Soo and I doo'c: Ehink chat's very good at aU. so that's. one thing, and then als-o people worry abou1 their appearance because of the media. beca.us~ they ..• they ... on t~levi"Sion and in films. 1nd in mag:ujnes. everyone they see i5. very, very beoutifiA and tlley think tllat's normal and chey want to look like that. so the media is. the second thing and che third thing is.. er. peer pre$S.Ure. that ... because their friends all worry about their appearance so chey worry about their appe:aran<:e too and they worry that. that tlley don't look as good as ... •• dleir triend5. and they want to look becter 1nd s.o dley they end up gecting very stressed becau~ they worry about cheir appearanee and ... 1nd .. , and sot think Ehat people do worry too much about their appearance.

"133

134.

P.tcording, scripts

UNIT 12 page 171, Ustening, Exercise l

Interviewer':' Our ne)("[ guHt h Kiendsl Ben Jameson. hft"t: to disc.un the impliadons of s-pac. Q"''vel for- tho~e of u~ who plan to head out lhere, ::1nd also for thaw of us who w:mt to soy at home. Woukt you agree, Ben.. that the $pace race :.eems to be"""""& !rom • naclanol encleaYOUr to a c:ommeroaJ one! Ben Jameson: Well, dlere does - 10 be • bit of o ,_ <!tore ond done dr:>i Ceeflnr obout some of the bq nationol sp>ce projecu <ltoc seem•d oo excil!nc cllirty ~ .. rs qo. And of coune sorr~e. 'ourisu are wi"i"~ c.o shell 0\lt a kn ol money ro go ~w+H!re new ... and d'tey're npi.dly runnirlJ out of new deuinatforu. In fact, i t looks a' If a ~ace- ~cation orbici"l the Eotth wo.ld be a lot mor<> proficoblo beinc u•ed •• a hotel tho• for sc:i..,lifi< research. so nowaclays ti}QS(_nodsiDUS>_J!.ush sput tnvel fgrw;ards indudt' qui[! 1 ftw 'QD1fnj<fjoo

comganjts ( tC) -Mth their eyes on the lOuriSt market ... 1: But presumably what we're lilcely to 'ee in our lifetime wilt

involve staying wilhin the Earth's orbil rather than hotel$ on Mars ..• or even trip, round the Moonl

8J, lniWIIy y ... she .. rty tourbt fligllts are likely to be suborbiul. they'll go ... about 100 dmes a.s high n a jet plane usua11y goes •.. 1: .. so up to the fl'inges of space ••• but never ~r:tualty going into orbit.

BJ: Yes, they'll go up usfng rocket plane.s., or something .simi,ar -they might be capsul.s boosCied by rockets. for example. lt.ll iust be a few minutes - they'll b:u1cally go stn\ght up, and d'ten come down again, 1: And the selling point wil be iun •.. having done it~ Someching differefll? BJ: Yes. but dle main dow will probjably be iurinr th~ chanc~

m fnl whtt it"' like to bo wclrhtlrn (lC}. You·ll get a few minme.s of that before you c.ome down. and it's somethin& new for most peop1e to be noadn& around w itt. no gnvity to keep me:ir ~C:t on the. sround. 1: And pN!s:umabfy some tnlnia,& will be needed first! I J• Dt>lnitely. bod\ for the weizhdeuness and also 10 tope 'W'ith the g ror-c.es- ~e aravtation.:al f~ During acce.lention

yaur body can fHI up eo t''""'<7 c;mes It$ normal wei&f"o<. I shouldn·, d\!nk lh<y'l de mo ... than two or tine clays tnirU11g. thollgh .•. 1:: And presumably the t.oJr companies will be ~~~eting the son or pe<>pl., who may hart had a so •• hl&t'-risk SpOI"ts he,.. on &nh -ave: divlns~ buf'lgtt Jumps. that son: of tiling? Bj: Yes. but til< prkc of aips waJ t>. . .. "flpr<>pd•"'ly I suppose:, a.nronomical. so dley'llalso be a SUM symbol for scme people. But ln b.ct we still don't know how peaple a~ goi"l to rcacuo these cot~ditlat~s: there'" nill ~lot of enensive teru. to be done 0t1 ths phyMgl prgqpes jnvgfved

()A). The professionals hve exl,au$cive and very severe tens to see how their bodies rea't to the forces involved -and not all of <~em cope: <~ere ·s qulte • his!' drop oo< n.te.

1: And would they aaually see anything up the rd Bj Not muc:h ... bvt thlt's iust the flrsr: n21e of spa~ couriun. The sec:ond nilge. the 'mature phase' u they c:a11 it in th• trade. which will be dealing with much greau.r tlumben, wUI probabty ~ &etting up to the same sort of hit!Kht and then orbld'-C the Ea:rtfl ror. ny. two or three days. 1: I believe some companies are already developing plans for she ~rst orbitq hotels! BJ• y.,_ they look some<hiog 1n<e big plai'Pft'S. wilh windows. YQu'd hove.;...,. of the Eonll and SQ..,. system and probably sp•ce ,...ks ... sports ••. oreu ...nere you•d be -izhd•ss. othe" with •rtifio;aJ znvlt)o ••• I: But presunl:ilbly .$ti1J a1 the hnrury end of dle n'W'icet?

BJ: Yes. lt"<l be bill firms sendi•g <heir top s•lespeople u • reward, or ofh:ring ,a frerbif' to jmporunt clients (•D). And ar'H)ther market WOtJid b~ hon~ymoon tOIJple.s ... aga_lfl. the

'holjcfay of a lifetime• idea.

1: tf mon~y were oo obiett. wQ\Jrd you 1.0 on one yoursetn BJ Part of~ would love to. but. wE!' need m count th• cost I'JOt just individually but 1.0 the planet we already lfve Otl.

EVffything th~ tourist$ need- the mamrials 1.0 bul1d tht hot•ls and all the food. water and fuel required for the &uests - wUI hav~ to be lihed into orbit by shutthu. requiring a form!dabh:: quantir:y or hydrocarbons. 1: I've heard that if the industty ukes oft', it will be the world"s primary source of t3rbon dioxide emiuions. lt't aqua!!y bard to think of a betur desiftled prqjeg for m,iudmum eny!ronmtnsat den ruction. BJ: Yes it's. ironjc- jn wr oue:st M explore 1pace we tbreacsn to lay waste the only llfe-susalnine Rl.anet the a.s.tronqneq haye

beE!tl :able to find (SA).

1: Ben, I'm afraid I'm goint to have to stop yotJ there ...

page 178, Exam Focus, Exercise 1

Extroct One Spea.ke.r: Hcwv did I get into it ln the flf"St pl:acel Easy­

through the paS:!! Phi1 $ent me a note dipped to a brochure -lt looked like a trot~ brochure at lint- and a-J the note hid was "You know you W3nt ~just s.ay yes'. 'Then r realised that it wasn't actualy a holi~- it 'W<J.$ for a nr n.lly ICI'O$S dCf'iWft terrain and lou of coumrifl - tWelve. I dUnk - and Pful lyyw me well ..,oum cg know d\ir; il it wu rlitJicy\t, C4 w;aor cc INyc

~at it (lA). When I looked JJt hgw I!!!J<h We nil)' wpukl (;Ott. I b:alhd a bit (lB) - but the red fine nw1Unz d'tc I"'CCUm: in the brochuN was just too irTeSI.$l.ibl-e. Phll wu ri&ht you See- I did ~nt to. Though at th~ time I didn't neally realin exutly what I was letting myself in for. That c;~me later - bvt it never affcacd my enthusiasm for th I!! who!e thing.

Extroct Two A: It's almost like Widldn~waJ .$)'mptoi'N -when somethlng'.s

been token owoy from you. I """' talking ro Solly Gunnell the oti>er d>y ObQUC h<r experience of coming back wlm a zold me<!al and she talked abou• something which she oll<d pon·

©Pearson Education 2002 Photocop1able

~' ci«pnssion. She s>id when you've worked so hard for 10 m2ny yt"an to IC' rounetf to this ••• fever pitdl of competition and rhea ycu s~nfx ccme heme and it's an O;;s (lA) and you're chlnkinc. Oh. my goodne11, now wharlls chat let down something you r«ognise! B: Er. tttta.ln1y not tor me sin« I' 'I<: got back &-om the GameJ. although before I actually competed out there I can remember thinking. What am I gonna do with myself when this is all over~ Because. er. for so lona my nr~·slust been totally focus~d on that one day and Nddc-nly it wu all going to b<:- OYEr. Sut an,....y. I'm coming bock wich che sold medal and l..a.il!y havcn•t uoRpcd ytt Jines:' got back. so I ha'len•t had tim¢ to chink abp!!! it (4C) ... <hink about getting depressed about anything. Maybe It'll come later - though I don't chink so.

Extract n. ...... A:. l(s unerlllal. isn't i~ dli1 whole blniness <i desigler b>biesl 8; Well. I hate w conei...,. my opparendy incTedibly annoyillC habit <i reputlna myself - I ha"" to keq~ saying it - but it aU depend. what you mean. The pmse 'des~&ner babi~' gn_bJ:

'-lw:i..to mean wbatcwr the qucui9ncr yqou jr to mcJn (58). Alter all, many p«>ple design their babies by changing <heir en~ronmenc - sending them to a good school. monitoring their

friends and so on. A~ But chu's not falr. You know w~·re t.lfkingabout man;putating genes:, You're talking about influence. not design. 8: OK. but why Is changing natu"' so badl You can't >Cop prpfreu !un btauss Wf don•t know whe-re it'll lead on char ~n,it people wouldn's: bays: 1PY.~1e~~-~ee! (6C). Th~ is the possibility In the sdcnce of genetics for both ur.e and ~bute - but we've barety found out where the hair colour gene is, so acrually derJ&"lna your baby ;, ;all a lon1 way in the future. A: Wdl that doesn't mean that we shoulc!n't con1idff it- :titer all, il the wfleel ln~mon had latown al>out the motor car, tl>ey

mil"' h>ve c~tl&ain!

ErtToct Fouf Speaker; You see an audien«- comes into a teJevjsion sCJd4o - four, six hundred difrerent type1 of peopt~ - ~nd unlike an audience in a. cheatr« they're surr ... tlley'r~ immediately sutTound«< by aU the panph~lia of a cet~ision scudio, and the received oplnron Is Wat it's necessary that someone go out W~ and as it we~ U,it,d)WI from.theit...bf:mmement (78) and that''! che Idea of 1 WJ.rm-up man, (hat he c.omes on. cheers

~erybody up. geu diem in the rigl>< !rune of mind (or

whatever s:he procna.mme they have to wa.IXh. What you're dolnz ba!.lc:a!ly Is you ... you're • brOdge between <he •udience and the ... a.nd the 'how, a.nd you're tryin.c co bring the two

t ozeotber, W you've got to uy to ~~k. ~pjr jnbibitioru; (IC) and say hey.look you know <M ;, fun. come •nd join .,. ... and then by the cimc it comn to ekher tape the procJ"'aa'''WJ\e or do ;t i ve. they are there ready to go. hyped up and cheerlfla.

@ Peanon Education 2002 PhotoCopiable

Recording scnpt!

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UNIT 13 page U14, Listening, Exer<ise 2

f.xtroC't One Spea.ker: I join~d the pony dv\> wh~n I wa$ o:n, er. wicho\Jt a pony ~nd dley do a winter ver.s.ion of , •• they''t'e g.ot a competition i, the pony dub Qlled cecrathl()n., whi<:h i$ swimming., rvnning., shoocing and riding and. er. I didn't ha.~ a. pony. but ~t Wi$ the winwr and they don't do rtding in the winter •.• beau$e it's too muddy. so they do a triathlon. whi<h i$ $wimming and nmning and ~hooting. So aged om I went down

to the shooO!lg n~e and somebody put a gun in my hand. which I thought wa$ fant..stic. and they ... they enoered me iroto a Cria.thlon and e:yecybody ebe must hayt beeo Qd>bjs.b ~ ~ (i B) ~n<l, er, went hom~ with~ b!u~ ri\>boro in my hand

- beeau•e that'> wl>at you woo in the pony club- and I thought this i$ areat, I qn win something let's do another one (lA). So 1 got •.. got a pony and fell off it about s~ven or eight times and dldro't win any mo~ and I then went ~~y ~nd learned oo ride and $brted winning ~in. It wa~ gre~t!

Extn:rc:t Two Interviewer: Peoe. now did you feel when )'OO got to the half a mllliOI\ poul\d question? Pet~: Wi:U I'd 2one on du~ show towjn iii mjWon s.o jt YQt

!lilt anot})e;r uep on dlt wa,y (3C). t wa.sn't even nervous by that $t3ge - I'd already an~wered a lot of quescioos. 1: 8vt you knew tha.t it you g.o1: that one wrong you• d lose mo>t of what you'd won- )'OU'd drop £218.000- n<>-<>ne's e'l'er lost that muc:h money bef<>t"~ oro five TV. P: That really didn~ <r<>n my mind. When I neord the ques.cion I was. h.irfy $Ure I knew che .answer.And I'd gone«> the ~how with nothing- so I had nothing to lose. 1: Ex.c:ept £200.000~ That':s an enormous amount of money. You ('OuJd have just taken it- che quan:~r of a million. Did you reg~t answering the que$tion? P: Wei~ I iU$t had to t.lk~ a chanc:.e. I 'W3nt~ to go as. far as I t:outd ... a_ctyal!y I WiS clad afterw;,rsh I bad the p!TS to grry it

2lll (4A). 1: Moot people woold hove h•d •«ond thoughts. P: Maybe .•. I don'tha'l'e a (amity to let down. so I just went for it- and I ptumped for the wrong: an$wer. At fe.an people witl remember me as. the «>ntest.ant who had a g.o - and t've got £)2.000 for a new car anywoy.

&tract Three Spealcer: I never clout ted that I'd get on - it wa> drummed inoo me from ~nearly ~e. My (adler had this. vi$ion for me- he wmced me co be a lawyer. he said they rrtlke money and the:y•rn never out of wortc.. He was afwJy$ pushing me on -and I djdn't baye dlt neat to do anythinr :about it (.SB). So here I

""· 6naoaally sU<e<>ssful and set for l~e. The lhing is toot reolty I aJWi.ys wanted to be 01n actor- but Dad would never h01ve

countenanced thac. Not a proper fob - and ct:ruinly not a guaranteed mor.ey-"tt''ake-r. And Yto'tlat c:outd I do~ He paid for my legal training, pvc: up things (or himst:[f to j)Ut me through university- hO'W t:oui<S I tell him~ Still, t'm setdod n.ow. and

maybe it's an for the best- • probal>lywouMn'c have been 'Yery goO<!. The <rouble js. I'll never know (6A) ...

EJtti-<JC't four lnt,!ni,!W4!r: Da.rrt:n. you've .atways. bc:c:n a terrible:: loser- is

that all part of being a dloiYlj>i<>n! Darre-n: rn my c:yc:s thc:re's t\O point ln doing lt if I can'"t com.e first- and if I lose !hen I'm gutted (78). Why pretend ot.hc:r.vis.d 1: You uy that you ~spect your rWab but you don't Ike them. 0: Wtll. I don't hlVt: to llvt: whh them- fus.t c:otr~pctc apif\St t.hc:m.lt's not c:kac.dy a job, but it's 'What I do- and you don't have to like your work t:olleagut::!., do you? 1: Ct:n:.ainly t\Ot- t+"toogh it helps the wort<ing en\lironment if you do~ Would you like your family to (olcrw you it1to bikt:

rac:ing~ 0: Not at aH- I've got two litdt: girts artd I'd hatt: to sec them

on a bike. I don't dllnk girls can do it anywoy- !!la..do!Lt_ha~e the right iMtlnetivt. rdltxu (8C). Girls on bikt:s rrightt:n me: to death- they don't have the s.cns.~ to doh: •.. 1: 'nlat'!. vt:ry con(t'()vt:nial! 0: Yt:ah,l knaw J shouldn't say rt. but it's whac I think ... an<l it's suc.h a dang(!rous sport that 1•d be tt:rrific:d for tht::m tht: whole time.

page 188, Listening. Exercise l Speaker. I'd lik~ oo thank you for inviting me here oo<by to speak to you all. I'll begin by t(!fling you a little about myself. Well, I $tarted ovc with nothing more than an infl~wd ide~ or my own ~bi1ity and~ loc oJ hope ... ~nd I'm nqw c:hairman oJ the Car'oQn Grovp ... this is a multi-national compo.ny with ~n annval cvmover of 200 million doltars..ln m0$t people's. terms, that'$ a pretty ~ucces.s.fuJ career.

Now. we've all got our own definition of what being s.vcces.s.fvJ mean~ - it m~y be winning~ tenni~ match. making mon(!-y, t:E-coming l:amous ... at'ld even though the actual ac:hievements may be very different I chink Che SenntiClO'~ Ibg

~ (1 ). beC3use it c.ome:s from a<t:omptishing what we*ve set out to do. ac:hieving the goals we*ve stt ourselves. 8ut most people don't f(!eJ that stnsation as ofctn as they'd like to­

bec::a"'$t of fear. And in h.c:.t I think we're talking ~bovc not one but two fears.- the fear of~ (2) and the fear of s.v&;<:es$. The fir"'$t one ts euy oo vnde¥"$Qnd. I($ what drives. yov to gee co ~<:hoot on cime. to work oo be ~P of the <:las~. It might seem a neg.~ti'Ye type of motivation, but It'$ an eflec:.tive oroe. it gets rtsutts. People often make~ lot of exc:\J$es. for not ~e;z,ing the oppon.ynitJt$ (J;) that wn'le their way- not ~novgh cim~. famify c:.ommitments. too ml.JCh work ... they might $ClUnd an<:l feel very c:.onvinc.ing, but the~~ ex~se$ ohen reflect ~orne sort of doubt about their ability to acQJ~IIy $\Jcceed. or to deQII with the re'W3rd$ of ~ucces.s.. its pteuv~~. Thi$ doubt ... this fear is

probably ••b<on•dou•. buried deep down. &t by not crying at aJI, you'll never know how much you c.an or can't do. So I believe that what you have to do is to identifx (4) what it is that you're most scared of. Ask yourself. what's die worst that c:an happen? You might (if\od it's not that bad. Then stt yourself a

urget th:at you think you can rt:ach. Get youf rne:nds round

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you, 3nd ~edde •h3t wh3tever hillwem. yo~J'II come out of it a

~ (.S) p<rson, b«:aus. che ~xp<rience will have taught you :something.

The fear of su<c~s is more diffiQJ1t (0 deal with: once you're sue<essful you have further to fall. Succeu brings fear of d\~ unknown, b~<:ause aft~r all you've never done h: before and

me ='O.Oa:i (6) of tho•e around yoo ar< unpr<di<tal>l~. Th~y may be ieatous., resentful. Success. may mean leaving those important to you behind: it may change your relationships forever. But I <an m1ke on~ suggestiot\ ro you for over-coming

!his f•ar- think ahead. Try to pr~ict what extra re~onsibilities succ~s might bring. as we!l3s pleasur~. and how you will (eel if your friends do aeat you diff<rently. Try to imagine how it could change your life. By anti<ipating it$ tlk~ (7} in this way. you become better able (0 rna nag~ the fear ol

!<:hh:ving your goals. lots of p<Ople beli<ve mat you need. lot or!!~!;!$ (8) eo be

su«:c:s.3ful. I think that's 3 myth. For everyone I knOW" who'!. made it in life. who's got (0 where they wanted, it's happened because: m~y took advantage of d\e opportunities. d'fl.( came dleir way. And tin:lOy. I believe thac soc«-Ss is onty worth it if

you can get ~4~ (9) from it. In •pite of all !h~ hard work and sed>o.dc;,l always manag~ to do this, and it was finally what made it worthwhile. The finanQaJ rew-ards :ue <here. the

a<claim. che r~cognidon by your cotrea.gues thac you've done a good job ... but dlat's what's most Important tom(-. Thank you

tor listc:ning to me. and good luc:k to you all.

page f 9 f, Exam Focus, Part Two, E~eercise 2 Woman: OK. well, in pkture three she actually looks u if :sh~·s quite enjoying hc:t1("lf ... aU tho:s~ people ... cr. photograph~ ... Man: Yes she's obvlous1y ha~tng the tim(!- other life: ... it's

something sh~ rally W3ntl, an tho:se cameras a.nd all that anention ... a.nd they ... the <:amer:amen. they·~ probably having a good time «:Jo .. W: I don*c know ... lt*s all ... it*s very <:ompet111ve.l m~n

they're all trying to get a good pi<:ture ...

W: And in piccure five it•s ac:cua1fy qvite hard to •.. to ac::tually s~e how dl~y're feeling. M: You can·c realty see ...

W: But the >oldi=. they're fighting ..• they have'""" •nd they're attacking. or shooting but an~y they must be in ... in danger and this photographer he's iust in .... in dodleslike holiday dothes.. as if he's at dle beach or something .•. M: Well. chat might be true. but whac about his own safety? I mean. he ~n't <onsid~r his ~fety. he m\ght be shot himself ... he's risking his lit~ ...

W: They sc:c:m ... all the picture:.. • mea.n, obviously there's P"''' <verywh<r< but !h~y seem all to be doing different !hin8', they're~~~ kind ot performing diffeNnt tunt1ions~ M; Ye$ -so :some of th(!ft'llook ... s~~m more: po:sitiv~ and in

some of them il•s bad ... c:he beha~iour i!n't so good. Like In pic::QJre two ...

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Recordin& scnpu.

W; With the man ... the man definitely doesn't fook very

happy b«:aus. he'' .. . M: ..• he's put hi:s h<l!nd O't'er dle fens of che <:amen.. yes. W: So the press are definitefy intruding ... or he thinks they're introding anyway. He doesn't want dlem to take a pi<wre ... he looks like someone 1n1uchority ... M: Quice confident:, yes.. he's sure chey shouldn't be taking

picwres ...

W: look at (hQS(!- huge- toom. tenses- r $Upp¢$t in that siwation the zoom lens Is OK. i:sn't ft. ... In fac:t that SC(-Al$ to be: vt:ry vc:ry good usc: of the: pN-:S$, bringing ptca:su~ to

~vc:ryont- .. M! Well. that's right the: <:c:tcbriti« the: ... the ... the: sport:smc:n there:. t.h~y·re gt-tting bcnc:fit from the

photognphen,l mean they'll be on tl\o back pages of Ill< n~pers: ne:xt day and ... W: Whereu the Jast one. pkture 1. don't you dlink that that's the: mo:st una«eptabte one actuaUy?

M: Mmm. I SuPJ>O!e if you think about situations wfl~n: you get p<Opk> uldng photograph> or otllor people who migllt be in trouble: or in disttc:S-3 an(j they might not be hc:tping, they're iust

a king photographs ... W: But what • mean is you almost wondc:r if he·s arnnged it. if "'• phorognphcr, n<'s arranged the whole tl>ing ... he <ould havt: dot\~, it makc:s you reilly wond~r about ~t you're

seeing ..... bec:::ause if you :s:aw that photograph. you don''t. yov wouldn't think of ... if you saw that you'd n(!-ver think about what wn the c:ameram3n like or what was he doing ...

page 192, E~eam Focus, Part Th~e. Exerdse 2 Speaker: OK.. how would I define $U<:(e$$ in the modern world? I don't know, I think chat ... er, t think it's got aU sorts of different aspects to i1 ... I mean there's ... th~rn·s su«:ess at home, there's suc::.<:es$ with people dla• mean most co you. yo~J know if you have a. good ... if you ha~e good friend$ and ma~ a good family life and I suppo:5e children one day. dlen Ula• is aet~Jally succ:.e::s:s. You*re happy and you feel good and the rest of your life is r~lly comfort3bfe. 8vt of course most people wo\Jtd probabfy defiM :svc:c:.e:ss In

financial c:erms:; dley'd probably say yeah. y~h he's svoces:sf~,al beC3u$e he's made a fortune and it ... I don*t know, It's ... c:hat is one "'NaY of defining it.. er. 3nd in some c:ase.s I s~Jppose it's ... d'te most important but for me it's not. I want ... I Wi!lnt money but not so t'TW(h money u ... other people might e:xpe<:t. I think for me suc:.teS-3 ls actually more tQ

do with pen:onal s:a•ish.etion ..• u.king dle opportunitie:z dlat I have ... any sort of opporwnity, maybe nve"ing. or doing s.om~dling. interesting. something ex<:iCing ... something I do outside my work. anything where I maximise my O~Nn potenti3l ... or maybe it's. a part of my work. I don·( know ... and then if I do dl:lt then I'm suc:cezsful in my owo terms and it doe:5n'c realty matt£r what other people think. But in dle modern world I chink prolxlbty success is defin~<l in terms of how much money you've: got nthc:r th::.n anything c:lsc.

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138

UNIT 14 page 199, EJCam Fows, Exe rdse 1

Interviewer: And now we m-QYe on loa disOJssion between Philip 8afdeu. who this month r«el-.,ed the lbker Avt1rd for­ewcellen<e in short fiction. .and Angefa Maldefl, who has lutt published her fifth flOVel Philip, che aWi.rd you'"Ve j\lst received

was fo,. a collection of short stQries ... which do you .actually prefer. wridng noveJs or short noriesr l'hll!p Bartlett: Well, 'p,...fer' i;llle wrona word, because they're both great fun when all'• going well, •nd they're both not fun ac all when thil'lg$ aren't going well. But by tempenment I'm usua)ly in for the long baul (I). even chovgh it's 1

considen.Ofe invutment in a!J iOr'U of m.ys ... 1: Ana:ela.l Ange.la "aJd~n: Well in thi; C<Jnte><t pe"!>le often tal~ about !printers and tnaAthonen.. ;and I thinJc tw n.i!tln' ' nd mcrabgtis;m Cm a marathqn@r (1). We mostly rh<ne of U) wba end up being pro(tuk?nil write!"$ - M our ueth on rbt ;boa

l!lmll (1). They're • cood t..aehlna tool. whether or not people do thetr appreC"'tic:eshlp in an actual writing programme •..

PB: .. , ,and rhen they get tht hang of jt Jnd betjo ro write ~ (2) and I suppose tht eypig.t Pattern's th.n they ncytc go back tg ths shore scort ...

AM: That's bf!er'l trut for mt (3), oen::a.inly. but I supposo sometimes d'le fonn choosa the wricer. n.ther than the other way 1"CCund.

PB: Abtoluoety- it's happened to me twice.. twice in my four dec:ada o r so of writing fiction I've been seit:ed, possesst!'d by the muse of shott-¥11'if'l~dness. the mtase of . . . e:iv\lised brevk)'. let's: say. and on both of those octasions for two full yea" I could think ol nothing except lh<oR stone.. 1: &fare dis<utllng your books 'f'«>'lloDy, rd lil<e to know Yd'ty you chink stories ~re SO central to our rtvfl. A"&eiJ-l AH: I tbinls esopl~ think of thtlr whole- Kvcs 13 nodes ( .. ).

because from birth to d~nh they're exposed to so rn.1ny narrad\lcs of c~ry sott. ... tJl;J tJ II<Ip~ning to ~ then tllot wiU hopp~n ro mt . . , they come to d'lif1k rn tl'lat sCW"t of way btaust of the e-xpcrtcnces they have ... PB: I think ... coutd ;t be that our wish to tell stotfes b: a ft-ature of the b~logial cvohtdon of human coMcloust~ast We're bom with it. it's what makes us hunnn, we see our l vas as narntfvc:s with a past. a present and a fttture. f don't U.ink lc's jose: wrltt-rs who think In this way, and I'm not atklng about thinking a.bout it conscious:ly, bot tl'lat's >Mlat ma)ttJ.: us dlfftrtot from otbsr ljvjnc crearores (S). AM: Mmmm . .. ma_ytK t:vr:ry animal that's aware at all Is

thlnldo& rfthis, "'"'that ... ifil! this, I'III'UI\ if it's IN~ l'l{tJII>I, •f t 'slhir.l'har it. if~'s this. I'IIOJddlt •'P ond !>< fiVndly. And It's not 1 very Ions step frcm those. propositions to the "as trs' ~.nd

ths 'WI'ut ItS that beg~ the ~II!'S.s of storytcOinz :and st:o,..,.

m11Una. 1: Whac we seem to be getti11g on to here is the importance of time in ltorles.

AM: Ye.s. stcries live in """'· they're a woy not ody of spinnin& out '"""'but ol holdin&l< buk. II !h!rc is no end, the nory hi$ no $Mpe (6). but OM wanu. 101ft ~re in one's. own dme: 'hith the proper narndw effect. And parado)(ically it's mutt. easier to work this out. tO build up to thb final effect. in a lot~g novel than in a shCW"t story.

P B: On til~ subject ol getdn& tO the end of swries. and short stories. in pan:itular. there's a wonderful nory by John &rth. it's I u.;nk d1< shorte<t srory In the &lglbh I""""'"' and at che same time it's an lnfinit~ story that goes on forever. It goes like this, 'On~ upon a time ther'e was & nory d\at began ... 'and it's meant to be wrlttM In a cfrdc: so you 8P 'Ontt upon a time there: was a story that b~n. ontt upon a dmc: there was a story tl\at b~n. on~ upon 1 tim~· . .. and so on. It's got no chara~rs. it's t':~mety lhort on pJor.. bvc above aU, it's short. and that's whac •hort uon•s are all abou~ aher all

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140

Unit 1 test

1 Choose tile word or phrase which best completes each sentence.

1 It was a very controversial book; it certainly ............ . people think. A let B allowed C forced C made

2 F:amily relationships later ............. a greater significance ln his Sife.

A built up B kept on C took on D made up

3 He vn:s. very isolated and had no·one to turn ............ . when he needed help. A round B to C over Don

-4 He chose to ............. family life for the sake of his career. A tlunk B fail C sacrifice D surrender

S Not .............• children perform better in subjects that they enjoy. A obviously B surprisingly C to mention D to say

6 I am not against the plan at all; .............. I think It's marvelfou:s..

A on the contrary Bon the other hand C in contrast 0 nevertheless

7 She's always so helpful that it's difficult not to ........... .. her for granted. A acxept B see C think D take

6 He·s a very distinguished writer in the ............. of ancient history. A area B place C field D section

9 The ............. of the homeless in the cities needs to be addressed. A trouble 8 plight C difficulty 0 problems

10 Let's have a break- we've done enough for the time

A being 8 now C instant 0 immediate

11 'The word 'friendship' can be ............ applied to a wide variety of relationships. A lightly 8 slightly C loosely 0 sparingly

12 Some children ar<! encouraged by their parents to become ............. achievers. A high B flying C tall D large

13 It can be difficult for par<!nu to ............. control over unrvly children. A extend 8 extort C extract D exert

14 The first manned space flight was a major scientific ............. and fascinated the whole world. A breakdown a break-up C breakthrough D breakout

2 Complete each sentence using an appropriate form of the word given In capitals.

1 You can leave the money with him as he's totally ......................... (TRUST)

2 john Glenn took great personal risks in his search for --...................... (KNOW}

3 Good role models don't think about being rewarded ........................ for their charity work. (FINANCE)

4 One ........................ feature of conflicts between parents and adolescents is that they are often about small things. (NOTE)

S There may be a direct ........................ between patterns of friendship and age. (CORRELATE)

6 Family relationships need to be ....................... . otherwise they ar<! very one-sided. (RECIPROCATE)

7 Although they ar<! ......................... they are almost as close as sisters. (RELATE)

8 Nowadays family relationships are more ...................... .. than they used to be in the past as families become mar<! fragmented. (STRUCTURE)

9 Good friends can enrich the quality of our lives .. ....................... (MEASURE)

10 Different interests and tastes can ........................ the success of a relationship. (DANGER)

11 People want friends who are ........................ and can be trusted absolutely. (DEPEND)

12 It's r<!ally difficult to ........... _ .......... between identical twins. (DIFFER}

13 Even identical cwins may have very different ............... - ....... (PERSON)

14 Althovgh it was based on a true story. I found the novel very ......................... (REAl}

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l Complete the second sentence with three to eight words so that it has a similar meaning to the flrst sentence, using the word given. Do not change the word given.

1 It was tile most exdting day of his life. more

He-............................................................................ - ............ .

........................................ - ........................... _ .... ,exciting day.

2. We have received no letters from her since she left home. sent

She ........................................................................................... .

.............................................................. since she left home.

3 My rutor's comments made me begin to think about my essay. thinking

My tutor's comments on my essay started ................... ..

.................................................................................... written.

4 She lived in London some years ago. but she lives somewhere different now. live

She .......................................................................................... ..

···················-······················································· moved now.

5 He says lie is an amateur. but he is paid like a professional. himself

He gets llle same pay ....... - ................................................. .

............................................................................ an amac:eur.

4 Choose the col'ftct answer(•) for each question. (More than one may be possible.) Decide what is wrong with the other answers. They may have one or more of the following problems:

i) meaning of original sentence changed ii) grammatically or lexically incorrect iii) exam ericeria not fvlfolled (use of key word.

nvmber of words)

1 An idea lor a way round the problem suddenly came to my mind. how

I suddenly thought ......................................... be avoided.

a) I suddenly thought how lhe problem c0111d be avoided.

b) I suddenly thought obovt how lhe problem shov/d be avoided.

c) I suddenly thought of how rhe problem covld be avoided.

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2 During llle holidays she must continue to wori< on die project. get

She has .......................... llle project during llle holidays.

a) She has 10 get on with the project during the holidays.

b) She has 10 continue to get tile project during tile holidays .

c) She has 10 continue to get on llle project during the holidays.

3 I have always wanted to visit really hot places like Africa. appealed

Really hot places ....................................... - ................... me .

a) Really hot places sud> os A{rico hove always appealed 10 me.

b) Really hot places like Africa hove always appealed to me.

c) Really hot places sud> os Afrioo always appealed to me.

4 Do you want to go out tonight! like

Do you ..................................................................... tonight!

a) Do you like to go out tonight! b) Do you ~ke the idea of going out tonight! c) Do you (eel hke going out tonight!

S Up ro now he has never m3de an unkind remark to

anyone. yet

He ........................................................................ to Myone.

a) He hosto't mode o kind remark yet to anyone. b) He hos not remarl:ed unkindly to anyone. c) He hos net yet mode oto unkind remark to anyone.

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142

Unit 2 test

t Choose the word or phrase which best ~ompletes each sentence.

1 The report suggested ............ up links with local companies. A setting B making C doing D joining

2 Parental influence tends to ............ as childr<>n get older. A reduce B subside C sink D decline

3 He took to his studies like a ............ to water. A fish B u-.b C duck D swan

<4 It 's important for international business exetutives to have ............ with other cultures. A empathy 8 comprehension C knowledge D fe<>ling

S I feel that my son was let down by the government's ............ approach to education. A narrow-minded B petty-minded C small-minded D close-minded

6 Th<> horror folm scared the small child out of her

A skin 8 nerv<>s C brain D wits

7 Some children prefer ............ assessment u an alternative to eKams. A <ontinuing 8 continual C continuous: D continued

8 I didn't underst:and what the extra worl< was in ............ of. A n<>ed 8 aid C help D benefit

9 I really had to ............ my brains to remember the answers to the quiz questions. A search 8 stretch C rack 0 reach

10 It never ............ his mind that h<> would be found out. A crossed 8 sprung C passed D reached

11 The teacher read a story to th<> class to ··········- time until the end of th<> lesson. A make B mark C kill D save

12 Human thought ............ are more complex than those ol animals. A methods B processes C activities D techniques

13 The offer of a place at univ<>rsicy is not to be ........... . at. A coughed 8 sne<>::r.ed C winked D shruued

14 The students all managed to complete the cask without ............ effort. A unseemly B little C: less I) undue

2 Complete each sentence using an appropriate form of the word gi•en in capitals.

1 The children ........................ so badly that they W<>r<> sent home. (BEHAVE)

2 Thieves often plead ........................ to justify their crimes. (POOR)

3 Computers are now considered ........................ in the business world. (DISPENSE)

-4 Don't believe him- he's totally ...............•........ (TRUST)

S Breaking the vase was entirely ........................ . (ACCIDENT)

I> Please send ........................ of the order as soon as possible. (CONFIRM}

7 The teacher's ........................ attitude upset the students. (SYMPATHY}

8 The speech was so ........................ that many people got up and left before the end. (INSPIRE)

9 Most people use computers for complicated ........................ these days. (CALCULATE)

10 There are many ........................ activities that promote team-building. (COUABORA TE)

11 The needs of children in many schools have been ........................ neglected. (WOE)

12 Trying to ........................ the source of the rumour is impossible. (PIN)

13 There are many ........................ that have to be conlplete<l before the course is finished. (ASSIGN)

1-4 His experience in Asia and South America proved absolutely ........................ in his new job, where he was dealing with overseas contracts. (VALUE)

©Pearson Education 2002 Photocopial:>le

l Complete the second sent e nce with thrl>l! to eight words so that it has a similar meaning to the first sentence, usln1 the word given. Do not chan1e the w o rd given.

1 If we don't leave this minute. we'll be lare! otherwise

It's high ................................................................................. _

............... ____ , ........... - .......... get there on ti.me.

2 I regret not studying harde r who.n I w.~s at school. only

If ..... _ .... _ ................ - ............ __ ....................................... .

.................................. _ .................. _ ............ my schooldays.

3 He now reg rets his deelsion to study law at university. wishes

He ................................... - .......................... - ........................ ..

........................................................................... at university.

~ From the look of him, I thought he'd just run a marathon. though

I thought ............................... - ...................... _ ...................... .

............................................................. lvst run a marathon.

5 I would prefer you to stay and w.lit for them. rather

1 ................................................................................................. .

.................................................................................. for them.

4 Choose th" correct answer(s) for each question. (More dian one may be possl ble.) Decide what Is wrong with t he other ar>swers. They may have one or m ore ofth" followlr>g problems:

i} meaning of o riginal SMtence chan~ il) grnmmatic:ally or lexically incorrect Ill} exam criteria not fullilh' d (use of key word.

number of words)

1 I d idn't go to llnlveniry because I couldn't aflord it. could

If I .... - ....................... ........................ .............. to university.

a} If I could hovt llfford~ I! !hen. I would hove gone to university.

b} If I could hove afford~ to to !hen, I would ho~ gone to university.

c) If I could hove offo~ II, I would hove gone to university.

© Pearson Ed.,catlon 2002 Phototop•able

Unit 2 «!It

2 I thought everybody knew about his plans. c.ommon

His plans .............................................................. I thought.

a} His plans were known ro evetyOne in common. I dloug~

b) His plans were common knowledge, I thought. c} His plans wen commonly ~ I thought.

3 She knew t'lQc:dy whu to do in the crisis al\d did no< panic at all. pl'esence

She ........ --........ In the cr isis.

a) She hod greor presence o( mind about whotco do in the crisis.

b} Shes/lowed gfe(If prese<~Ce of mind in the crisis. c} She l>od the pmence to oa os o leader in the crisis.

4 There was absolu tely no evidence which supported the theory. shred

There ................................ - ............... - ........... the theory .

a) There wos no o s/lred of evidence which supported the theory.

b} There wos I'IOt o shred of evidence which could support the theory .

c) There was nor o s/lred of evidence to suppon th~ theory.

5 My parents never stopped me going out if I c.old them where I w.~s. lon1

My parents didn't .................... I told them where I wu

a} My parents didn't ever scop me goinf OIJ! so long as I told them where I w.1s.

b} My parents didn't always stop me going out for lo"f unless I told them where I was.

c) My parents didn't ever stop me going OIJI as long os I told them where I wu .

144

Unit 3 test

I Choose the word or phrase which best complet'!~ each <enten~.

1 Th~ report on the accidem was found to be a .......... .. of lies. A bundle 8 pack C pile D collection

2 We just decided to have the party on !he ............ of the mom~nt. A heat B tip C spur D flash

3 Successful blockbuster movies have broug)>t a of hope to !he d~clining film industry. A stroke B beam C ray D shaft

4 Advances in special effectS have brought a new ........... . oflife to the film industry. A surge B lease C time D flash

S The film was very cheap to make - it was shot on a ............ budget. A shoestring 8 wafer-thin C low-cost D reduced-cost

6 Exorbit:ont wage demands by actors may be dismissed

A out of hand 8 by hand C in hand D hand over fist

7 After a fong and arduous day, the producer was at the end of her ............ . A limit B line C rope D tether

8 I won't ace tn films that are too vio1ent - I ._ ......... the line at that. A paint 8 make C draw D write

9 That actor seems ............ on making as much money as he can. A involved 8 interested C insisted D intent

10 Many people love to watch old movies just to ........... . in nostalgia. A flounder 8 relish C enjoy 0 wallow

11 If that door won't open, you'll have to ............ to for<: e. A ret>Jrn 8 utilise C employ 0 resort

12 Rim studios can make mon~y by ............ in on previously successful films and remaking them. A cashing 8 moving C getting D looking

1) I didn't get a ............ of sleep after watching chat horror ftlm last night. A blink 8 wink C part D piece

14 If you don't ............ to the rules. you will be asked to feave. A obey 8 follow C accept D conform

2 Complete each sentence using an appropriate form of the word given In tapltals.

1 The Olympic Games are given ........................ television coverage. {WORLD)

2 The reception was so bad that she could only hear ........ ·-············· snatches of speech. (CONNECT)

3 Some film techniques have ........................ their usefulness. (UVE)

'I Television has seen a vast ........................ In the number of channels available to the public. (EXPAND)

S Many people say that television ....................... . conversation and family interaction. (COURAGE)

6 The ........................ of moderro film audiences are very high. (EXf>ECT)

7 There Is a huge ........................ on special effects in modern films. (SP!:ND)

8 All the actors hoped to win the ........................ award. (PRESTIGE)

9 After his film flopped. !he director suffered from feelings of ......................... (ADEQUATE)

10 It seemed impossible for them to reject the company's ......................... (PROPOSE)

11 The situation ........................ a feeling of desper:>tion among the fans. (GENDER}

12 The sctipt was rejected because it was deemed to be . ....................... for the market. (SUIT)

13 Scriptwriters should always take the target audience Into ........................ when planning !heir story lines. (CONSIDER)

14 He was completely ........................ to her plight and just ignored her. (DIFFER)

© Pearson Education 2002 Photocopiable

3 Complete the second sentence with three to eight words so that h: has a similar meaning to the first sentence, using the word given. Do not change the word z;ven.

1 As his television was so o!d, it needed co be readjusted aN the time. readjusting

Being ................... ·-········- -···········---········--

·--····················-·····- ······- ·-············-······- ····-···· connantly. 2 As soon •• the film was released, it n:orced to break

bo1< office record.. than

No ............................................................................................ .

............................. it storted co breok box offi"" '"cords.

3 The moment they finished frlming. it nanoed to min. hardly

They had ................................................................................ ..

.................................................................. It started to rain.

4 Nowhere in the world have I seen such a wide variety of TV channels. so

I haven't seen ........................................................................ .

........................................................................... in the world.

5 I'm determined to see that film! miss

I won't ..................................................................................... .

........................................................................ circumstances.

4 Choose the correct answer(s) for each question. (More than one may be possible.) Decide what is wrong with the other answers. They may have one or more of the following problems:

i) meaning of original sentence changed ii) grammatically or le><ically Incorrect ii~ e><am criterb. I')()( fulf111ed (use of key word,

lliJmber of words)

1 I only realised what a desperate sltuadon It was when I saw him. how

It was only .......................... desperate the slruation was.

a) It was only when I sow him rhor I recrlised how desperate the sicuadon was.

b) lc was only after I hod seen him rhor I realised how desperate the siruatian was.

c) lc was only when I reolised ,·, rhat I sow how desperate the situadon was.

©Pearson Education 2002 Photocopiabte

Unlc l cesc

2 When I arrived in town I took a bus to the theatre. by

On ................................................................ to the theatne.

a) On my arrival in town I ~nt by the bus to th<! theatre.

b) On having 011Md in IDwn I went by bus to the theatre.

c) On 011Mng in town I wenc by bus to the theall"t.

3 Both the pan and the future of the cinema are clonly connected with technology. bound

The future of the cinema .-......... _ ,_ its pasr has been.

a) The future of the cinema as bound up with teChnology ~ its past has been.

b) The future of the cinema is as bound with technology as its past has been.

c) The future of the cinema is os bound up with tedlnology as its past has be en .

4 Although he was ill, he still condnued planning his holiday. ahead

Despite ........................................... with his holiday plans.

a) Despite of (eeJing ill, he still went ahead with his holiday plans.

b) Despite (ee~ng ill, he still went ahead with his holiday pions.

c) Despite he felt ill he Sfj/1 went oheod with his holiday pions •

5 I don'r think anything will change at all. carry

I expect ................................................................. as before.

a) I expect that everything will corry on rhe some as before.

b) I expect to corry eve'}'!hing, the some a.s before. c) I expect elltrything wiH corry on uoaly the some as

before.

145

14~

Unit 4 test

1 Ch()()se the word or phrase which best completes each sentence.

1 Advertising companies are ............ to very strict regula dons. A prone B lioble C subje<t D stuck

2 Children often ............ their parents for sweets ond ice cream. A persuade 8 encourage C pester D demand

3 Marketing mat>agers feel that children are oble to ............ advertisements.. A deal with 8 sort out C attend to D take care of

4 To be successful. a business must make sure that it has effective ............ of Its productS. A promotion 8 publicity C propaganda 0 hype

S The new model succeeded because It filled a ............ in the market. A void 8 space C gulf D gap

6 ............ failing, the new car was an enormous success. A Despite 8 Far from C Apart from 0 Although

7 There are so many ............ names now chat it is impossible to remember them all. A logo 8 model C trademark 0 brand

8 The choice of ............ can make or break a new produce. A packaging 8 wrapping C packing 0 padding

9 During the hot summer, sales of botded water went ............ the roof. A over 8 above C through D on

10 It suddenly ............ on me that he was cheating. A seemed B svuck C hit D dawned

11 Magazines promote the virtues of eating a ............ diet. A well-rounded B balanced C complete D fair

11 Some singers fear being ............ as a 'one hit wonder' in the press. A disregarded 8 dismissed C disapproved D discharged

13 The new technology ............ incredible, high-fidelity sound. A shows B delivers C contains D makes

H The product has been constructed with great ........... . to detail. A care 8 precision C skill D a~ention

2 Complete each sentence using an appropriate form of the word given in capitals.

1 The high cost of advertising is ........................ paid for by the consumer. (VARY)

2 A trusted employee was found to have leaked ...................... - information to a rival company. (CONFIDE)

3 The area has become rather ........................ so the restaurants there have Increased their prices . (MARKET)

4 Advertising found to be ........................ will be l>anned. (ACCEPT)

S There is a strict code of ........................ for advertisers to adhere to. (REGULATE)

6 The quality of commercial advertising on television is rather ......................... (CONSIST)

7 The new design seemed to be eminently ...................... . (MARKET)

8 No matter how many luxury products are on the market, people will always buy the basic ....................... . (NEED}

9 The following rules are ........................ to small companies, who are allowed to disregard them. (APPLY)

10 The research and development department has to be very ........................ to customer needs. (A TIEND)

11 Childrel'l are very ........................ and need to be protected from exploitation. (IMPRESSION)

12 People nowadays can be accused of being coo ................... - .... (MATERIAL}

13 The wrappers on products used to be a way of ........................ the quality of the product. (AUTHENTIC}

14 Delicate products often have co be packaged in strong ........................ boxes. (CARD)

@Pearson Education 2002 Photocopiable

3 Complete the $econd $encence wid! three to eight word$ so chat It has a similar meaning co the first sentence, using the word given. Do not change the word given.

1 h: is inevitable that children will be more influented by the media than by their parents. Influence

The ........................................................................................... .

......................................... children than will their parents.

2 People mainly wanted co befriend him because he was successful. make

His success was the ............................................................ ..

................................................................................. with him.

3 The manager usually decides which produces we sell. rule

As ............................................................................................ ..

............................... who decides which producu we sell.

4 It is a legal requil'<!ment for cigarette advertisemenu co carry a public health warning. law

Ciga~tte advercisemenu .................................................. ..

....................................................... a ptJblic health warning.

S The advertisement was banned because it was dishonest. and the company fined. grounds

The advenisemenc was banned ........................................ .

....................................................... and the company fined.

4 Choose dte correct answer(s) for each question. (More than one may be possible.) Decide what Is wrong with the other answers. They may have one or more of the following problems:

i) meaning of original sentence changed ii} grammatically or le•ically incorl'<!ct iii} exam criteria not fulfilled (use of key word.

number of words)

1 The public are protected by the Advenlsing Standards Authority. safeguards

The ........................................ - ........................... the public.

a} The sc(eguards protea ltle Advertising Stondcrds Authority fi'om the public.

b) The Advertising St<Jndards Aultlority sofeguords the public.

c) The scfeguords of !he Advertising Stcndords Aultlority ore tD protect the ptlblic.

©Pearson Education 2002 Photocopiable

Unit 4test

2 In the advertising Industry you have to be able to deal with competition. anyone

It Is ........................ to be able to deal with competition.

a} It Is on~one in the advertising industry who hos to be able co deal with competition.

b) It is ~enli<JI (or an)'Oile working in advertising co be able co deal with competition.

c} Jc is necessory (or onyone who is working in odvertising to be able co deal with competition.

3 He always attempu co convince the customers chat they need his latest gadget. try

He .................................. to convince the customers that they need his latest gadget .

a} He will always II)' to convince the customers chat they need his latest gadget.

b) He olwoys tries to convince the customers that they need his latest gadget .

c) He alwoys has to try to convince the customers that they need his latest gadget.

4 It is the government's responsibility to bring in tighter regulations immediately. introduction

The ..................................................... to the government.

a} The immediate introduction of lighter regufuliOI\S it is up to the government.

b) The introductilln of tighter regulolions is immediately due to the government.

c) The immediate introduction c(lighcer reguhroons is up co the government.

S In our opinion. it is a good idea co carry emergency supplies. carrying

We think that ............................................. is a good idea.

a} We think that !he conying emergency supp61!$ is a good idea.

b) We think that corrying emergency supplies is a good idea.

c) We think that !he carrying of emergency supp~es is a good idea.

147

Unit 5 test

1 Choose the word or phrase which best completes each sentence.

1 The cnme ............ is rising in inner city areas. A ratio 8 toll C rate D rating

2 He was called into court to·······-·· evidence against his friend. A tell 8 give C testify D describe

3 The boy kept his collection of coins in a tubular red

A conuiner 8 box C bag 0 case

4 Statistics do not give a full ··-······· of the incidence of crime. A picture 8 view C illunratiOI'I D drawing

S Although there is no fonnal agreement, the «>mpany has an ............ code of behaviour. A unsaid B untold C unstated D unwritten

6 Safety regulations are usually ............ down by law. A set 8 put C written 0 laid

7 Although he had given up his life of crime, he still found it difficult w persuade people w -·········· him seriously. A take 8 see C relate D think

8 The Youth leader was a······-···· of inspiration to many of the boys he worked with. A spring 8 source C beginning 0 derivation

9 All ground-floor windows should have special locks ............ to prevent burglars from entering. A fitted 8 attached C implemented D inserted

10 Some people regard a sentet'lce of Community Service as a very ............ option. A light B simple C soft D comfortable

11 I ............ whether the truth will ever be known. A fear B doubt C mistrust D distrust

12 The two boys really ............ it off from the moment they met. A hit B so-uck C made D put

13 The boy had a history of ....... - ... theft but had never been accused of a serious crime. A small 8 unimportant C little D petty

14 Even in today's technological world, some crimes remain ......•.....• A unfound B unanswered C unsolved Dvncleared

1 Complete each sentence using an appropriate form of the word given In capitals.

1 Society must provide ........................ to prevent criminals re-offending. (DETER)

2 In spite of ........................ police investigation, the crime remains a mystery. (VIGOUR)

3 I cannot think of any ........................ for the mystery. (EXPlAIN)

4 I think that the murderer might ..................... ,_ be the postman. (CONCEIVE)

S The job of the police is to ........................ the law. (FORCE)

6 People can be offended if those they meet respond ........................ to their greeting. (APPROPRIATE)

7 Agatha Christie. who died in 1976 ......................... in crime novels. (SPECIAl)

8 Detectives find chat ........................ photographs of crime scenes may make It ~sier to spot vital dues. (LARGE)

9 There have been ......... - ............ improvements in dete<:cion techniques. (REMARK)

I 0 The crime rate in the town has decreased ........................ in recent months. {NOTICE)

11 The defendant's alibi was so bad it was toal!y ........................ to the jury. (CONVINCE)

12 Young vandals can have a ........................ influence on meir schoolmates. (DISRUPT)

13 There was a sense of ........................ as people rushed out of dleir homes to see what was causing the noise. (CONAJSE)

1-4 It can take some time to rehabilitate ...................... .. offenders ancr they have served a long prison sentence. (HABIT)

148. © Pearson Education 2002 Photocopiable

3 Complete the second sentence with three to eight words so that it has a similar meaning to the fii'St sentence, using the word given. Do not change the word given.

1 They say it is likely chat the police will cat<.h him soon. chances

They say the .......................................................................... .

....................................................................... by the polic.,,

2 Nowadays. smoking Is forbidden everywhere in the building. permitted

Nowadays. no·one ...................... - ....................................... .

........................................................................ in the building.

) She can deal with any diffkult situation. capable

She ......................... - ............................................................... .

..................................... _ .................. any difficult situation.

4 It isn't obligatory to wear a seat belt in the rear of the car In all countries. sitting

In some countries you ...................................................... ..

........................................................... in the rear of the <:ar.

5 Although at forst people were uncertain, they are now beginning to accept the use or genetic fingerprinting.

acceptance

The use of genetic fingerprinting is ................................. ..

........................................................... period or uncertainty.

4 Choose the correct answer(s) for each question. (More than one may be possible.) Decide what Is wrong with the other answers. They may have one or more of the following problems:

i) meaning of original sentence changed ii) grammatically or lexically incorrect iii) exam criteria not fulfilled (use of key word,

number of words)

1 laws are enforced by the police. job

It's .............................................................................. the law.

a) It's the job of the police to enforce the law. b) It's the poDce's job enforcing the law. c) It's lime !he police hod !he job of enforcing the law.

©Pearson Education 2002 Photocopiabl~

2 It's possible that she hit her head and <:an't remember anything. lost

She .......................................................................... memory.

a) She might have hit her head ond lott her memory. b) She could hal'e hit her heod <tnd lett her memory. c) She hit her heod perhaps and os a result lost her

memory.

3 I'm convinced that she was speeding when the car crashed. driving

She ................................................. f.m when she crashed.

a) She must hove been driving too fast when she crashed .

b) She could have been <!riving too fast when she crashed.

c) She wos con>in<ed she wos driving too fast when she crashed .

-4 I clon"t think the truth will ever be known. doubt

I ...... - ...................... - ........................................... the truth.

a) I hove <t<>ubr:s whelher onyone wiN ever know the truth .

b) I don"t doubt !hat evei)'One ..;11 know the truth. c) I doubt whethtr onyone will ever know the truth.

S You don"t have to decide now. malce

It's .................................................................................. now.

a) It's not ne<:essory to moke up yoor mind now . b) It's unneCt:$SOry for you to moke up your mind now. c) It's not necessory for you to teudl u decision now.

149

150

Unit 6 test

Choose the word or phrase whid> best completes each sentence.

1 T raffle is always bad in tfle ............ hour at the end of the day. A busy 8 rush C crowded D crush

2 Commuting really ............ me down - I hate it. A puts 8 pulls C gets D drags

3 Old buildings should be preserved as they are part of our cultural ............ . A heritage 8 estate C entitlement Dendowment

4 The tower is a real ............ - you <:an't miss it. A landmark 8 viewpoint C benchmark D milestone

S It was a wonderful plan but sadly it was never ............ . A discharged 8 implemented C performed D fulfilled

6 They ............ that the theatre be demolished to make way for tfle new shopping centre. A hoped B promised C proposed D tendered

7 In die height of the season. touristS ............ all over the ruins taking photographs. A swarm 8 tlock C tflrong D mass

8 After die floods !here were many S<:.hemes to .......... .. money to help the homeless. A rise B raise C produce D cultivate

9 It's ............ unlikely that they will want to live in the city- they're country lovers. A totally 8 completely C highly D absolutely

10 I suggest that we ............ for the cheapest course of action. A choose B decide C select D opt

11 The photographs in the booklet , ........... an image of prosperity. A convey B display C strike D send

12 The streets were ............ wide enough for two people to pass each other. A narrowly 8 barely C strictly D closely

13 There has been a ............ increase in~~ use of bicycles in the city recently. A keen 8 prominent C marked D blatant

14 The accident caused a tailback of seven miles. with traffic ............ along at a snail's pace. A hobbling 8 limping C fumbling D crawling

2 Complete ea~h senten~e using an appropriate form of the word given in capitals.

1 Aft.er neglecting die buildings for years. the city council suddenly introduced a programme of ........................ ,(STORE)

2 The ........................ of many ar<:haeological sites was felt to be a priority. (PRESERVE)

3 The architect produced some beautifuf plans but . ....................... the cost of the building work was too great. (FORTUNE)

4 To survive, city centres must try to retain a serrse of

......................... (UNIQUE)

S The in<:rease in the number of shopping malls means thac: the appearance of reuit outlets is becoming ........................ uniform. (INCREASE)

6 Paris is ........................ the most beautiful city in c:he world. (ARGUE)

7 The new art gallery was only a ........................ success. (PAAT)

8 Some ........................ defects have been found in buildin~ in the old part of rown. (STRUCTURE}

'} Street perfonners are usually surrounded by groups of curious ......................... (LOOK)

10 The city walls had a ........................ function in days gone by. (DEFEND)

11 Chain stores tflreaten the ........................ of the independent retailer. (EXIST)

12 They claimed that the building was ........................ but in faet it collapsed in an earthquake shortly after it was built. (DESTROY}

13 Some theme parks try to ........................ cities of the past. (CREATE)

1-4 Please make vp yo~r mind quickly- don't be so ........................ !(DECIDE)

©Pearson !Oducation 2002 Photocopiabte

l Complete the second sentence with three to eight words so that It has a similar meaning tn

the first sente n c:e, uslna the word given. Co not change the word lflven.

1 'Perhaps we should build a new cinema in the centre ol the town.' said someone. built

It was···················-·· ........................................................... .

------······"*··············--.... ~ i.n tile t~ centre..

2 The local council :always t.akes a long time to deal with blliklillg applications. feet

The local coundl always ..................................................... .

.................................................... with buildi~~g applications.

3 He said I was allowed to do it. penon

He ...... _ ................................................. _ ..................... - ...... ..

.................................................................................... to do it.

~ Facilities for children have Improved greatly over the last ten years. enormous

There h;u been .................................................................... ..

........................................ fac.llltles over the last ten years.

5 When the trafl1c l ights chan8ed. the cars moved forward slowly. way

Mter the traffic lights changed . ........................................ ..

...................................................................... forward $lowly.

4 Choose the correct answer(s) for each question. (More than one may be possible.) Decide what is wrong with the other answers. They may have one or more of the following problems:

i) meani~~g ol original sentence changed ii) grammatically or lexically incorrect iii) exam criteria not fulfilted (use of key word.

number of words)

1 During the procession there were onlookers all along the streeu. lined

During the procession ......................... _ ... ol onlookers.

a) During the procession the .creea were lir>cd with etowds ol onlookers.

b) During the procession c:ru.tids Oned !he streeiS of onlookers.

c) During the procession Nned streets were c:ru.tided of onlookers.

©Pearson Education 2002 Photocopiable

Unl( 4 \~t

2 You must nat let them see you. can't

They .......................................................................... see you.

a) They con't be let to see you. b) They con't be oUowed to see you. c) They con'tlet thtmselve• see you.

3 The council is co vote lor new representatives ne.lCt

week. elected

New representatives __ _ ne.Kt week.

a) New representatives ore to be el..c:red by !he CDoJndi neKt week.

b) New representatives -..ill be eleded by the council neKt week..

c) New representatives ore goinz to be voted (or by the council next week.

4 The city centre will be dosed for three weeks beouse they are resurfacing the road. means

The road ........................................ the city centre will be dosed lor three weeks.

a) The road is bei~g resutfoced which meaM that the city c<>ntre will be closed for three weeks .

b) The road thor is being resur{oced means !hot the city c<>ntre will be closed for three weeks.

c) The road is being resurfaced that means the city centre wiU be closed for three weeks.

S Ther<> are so many cars in the city that there ore always traffic Jams. number

There are always traffic jams ............................................. . cars in the city.

a) There are always traffic jams C<lus ed by !he lo~ number of cars in the city.

b) There are always traffic jams of o Iorge number of cars in the city.

c) There are always traffic jams due to !he loJle number of cars in the city.

'151

152

Unit 7 test

Choose the word or phrase whkh best completes each sentence.

1 If too many specie$ ............. out. it will upset the eCO$YStem. A go B die C pus D get

2 If one company starts to show con<ern for the environment. then others will surely follow ............. . A on B through C suit D up

) The Giant Panda has been on the ............. of extinaion for many years. A verge B border C margin D rim

4 It is hoped that more diseases may be ............. through programmes of vaccination. A cleared 8 eradicated C destroyed D removed

5 The problem needs to be ............. urgently, otherwise it will be too late. A <hecked B addressed C monitored D focused

6 fa<tory ............. used to be one of the main causes of pollution. A remissions 8 admissions C emissions D submissions

7 In remote communities it Is Important to ............. food stocks before the winter sets in. A rer.IJ 8 replenish C redo D rerurn

8 fishing in many parts of the world is beooming a ............. industry. A decaying B devastated C derelict D dying

9 In order to .................... stocks of fosh to their previous levels, some governments have imposed t.shing quotas. A save B restore C regain D preser<e

10 I'm prepared to ............. with the idea if you're sure it•ll work. A move along B go along C get on 0 take on

11 The job market on the island is ............. rapidly. A redudng 8 oonstricling C compressing D shrinking

12 It is a sad ............. of life that it is virtually impossible to live nowadays without money. A part B fact C: area D theme

13 You can't just ............. your head in the sand -you've got to face up to the problem. A consign B hide C bury D cover

14 Greenpeace is an international ............. group working for environmenta$ causes:. A power B persuasion C patronage Dpressure

2 Complete eac:h sentence using an appropriate form of tile word given In capitals.

1 There are many ........................ issues Ch~t have not yet been dealt with. (ENVIRONMENT)

2 If the problem of pollution is not solved. few people will remain ................... ,_ ... (AFFECT}

3 It is .... - .................. the loss of so many trees. that worries me the most. (FOREST)

4 The register of ................... _ ... species is under constant review. (DANGER)

S Thousands of species still remain ......................... even today. (IDENTIFY)

6 Animals usually react ........................ when !hey are th~atened by predators. (INSTINCT)

7 Many people are concerned about the ..................... .. of nature by scientists. (MANIPULATE)

8 I don't know why you have such difficulty with that question - it's not ........................ difficult. (CONCEPT)

9 As an optimist. I find it ........................ that life will cease to e.Ost on this planet. (CONCEIVE)

10 There is a gre~t _ ...................... of life forms in the depths of the ocean. (DIVERSE}

11 I think the ........................ of people actually listening to environmentalists is remote. (UKE)

12 Those chemicals can affect the ........................ s~ms of some organisms. (REPRODUCE)

13 Although there was a big appeal in the national press. most people remained ........................ and igno~d it. (RESPOND}

H The question of whether they can acwally do anything about pollution levels is ......................... (DEBATE)

©Pearson Education 2002 Photocopiable

l Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

1 People suspect chat they started the fire. suspicion

They ....................................................................... - the fire.

2 There are now many more wildlife prote~tior1 organisations than there were in the past. significant

There has ............................................................................... .

...................................... wildlife protection organisations.

3 If we do not get money from the government. we will be unable to continue with the research. funding

Without .................................................................................. .

................................................................. with d\e research.

4 The tiger would be eJctinct by now if governments had not forbidden people to hunt it. imposed

Had ......................................................................................... ..

........ tiger-hunting, the tiger would be extinct by now.

S If the medicine will definitely help me, then I'm prepared co cry it. long

I'll try ·-...................................................................... _ ............ .

....... --............................................. - ..................... me good.

4 Choose the <:oiTect answer(s) for each question. (More than one may be possible.) Decide what is wrong with the other answers. They may have one or more of the following problems:

i) meaning of original sentence changed ii) grammati<:ally or lexially incorrect iii) exam criteria not fulfilled (use of key word.

number of words)

1 The factory released toxic waste into the lake. and so the fish died. contaminated

Had the D.ctory ................................................. have died.

a) Had the factory a.nramioated the ldke the ~sh would have died.

b) Had the factory not Cdnt<lminmed the lake, the (Ish would not have died.

c) Had the factory not wnt<lmiMted the (Ish, they would not have died.

©Pearson Eduation 2002 Photocopiable

Unit 7 test

2 If the government had been more detisive, they might have won the election. being

As a result ................. _ ................ ,the el~tion was lost.

a) As a result c(the govemment not being more decisive, the election was lost.

b) As a result c(the government !>eing indecisive. the election was lost.

~) As a result c(!he government's indeosiveness. the election "Wa$ lost.

3 lr we all stopped using cars. the world's oil supplies would last longer. were

The world's oil supplies .................................. using cars.

a) The world's oil supplies will lost longet if we were not using cars.

b) The world's oil supplies would lost longet were we dll to stop using cars.

c) The world's oil supplies WOl.lld last longet if we were d/1 to s!Dp using cars.

4 If you look at the records, you will see that recycling makes a difference. and

look at the ............. - .................. _ ................ by recycling.

a) look at the re<:or<is an<i }'OU see !he difference is mdde by recycling.

b) look at the recor<is ond see !he <iifferenc:e Chat is mode by recycling.

C} look at the re<XJr<fs Ond }'OU wi// See dJe <iifferenee rndde by recycling.

5 There might be trouble if you release that information. yourself

You'd better ........................................ might be trouble.

a} You'd better keep !hot informdrion to yourself or there might be trouble.

b) You'd better not rele<!se that informofjon to anyone yourself cr !here might be trouble.

c) You'd better keeP Chat in[ormdlicn yourself in wse there might be trouble.

l153

154

Unit 8 test

t Choose the word or phr.ase which best complete$ eac:h sentence.

1 The mountaineers were ~oncerned about ............ . .....-e:ather conditions as chey were (;limbing fate in the year. A diverse B (.Qnverse C perverse 0 adverse

2 The building of the new stadium was ............. schedule. whi(.h was worrying che sponsors a great deal. A off 8 behind C below D under

3 It was his first marathon. and he pushed his endurance to the ............ in order to do well. A end B edge C limit D margin

4 He ........... at the chance of playing in the college's basketball team. A leapt 8 bounded C sprang D swooped

S His footbolling career really took , ........... once his te2m won the cup. A up B off Con Dover

6 I had lose my glasses in che wacer and rould barely ............ the edge of t:he river. A notic~ 8 distinguish C remark D recognise

7 When t:he storm ............ he had co decide whether to push on to the summit or stay where he wa:s. A broke 8 fell C blew D reached

9 I was t:he last one co complete t:he course - but I still felt ............ good about my perfonnance, A utterly 8 totally C completely D very

9 Oon'c ............ over t:he main poinu so quickly-they're important! A slide 8 slip C skate 0 ski

10 He would have been in ............ smoits when his para<hute failed to open, if he had noc had a !)ack-up system. A appalling 8 dire C terrible D awful

11 He took ............ wid> many of t:he points she made, claiming t:hey were incorrect. A e><ception 8 issue C account D trouble

12 The bow of che yacht ............ chrough lhe water like a knife. A spliced B sped C sliced D hacked

13 I didn't cl\ink chat che game would ............ any risk to the players. but I was wrong, A give 8 pose C put D make

14 The coach ............ over l>ackW:!rds to make sure that everyone h•d a f•ir chance co be In the team. A turned B sloped C inclined D bent

2 Complete t>ach sentence using an appropriate form of the word glvt>n in c:apitals.

1 It's no use having ability if you lack ....................... . (MOTIVATE)

2 Some people say t:hat W:!rm-up activities are ......................... but I believe people can get injured if they don't do them, (NEED}

3 The ceam's resulu improved ........................ after the arrival of che new coadl. (DRAMA)

4 The pressure was ........................ and I soon began co feel overwhelmed by it. (RELENT)

S I tried to grab the side of the boat. but it was coo ........................ and I lose my grip. (SLIP)

6 I felt an ........................ sense of relief when I was rescued. (EXPRESS)

7 He lived in a very good ........................ area, with large, expensive houses. (RESIDE}

8 There will be a ........................ for all panicipants at the beginning of the conference. (RECEIVE)

9 There is a lot of ........................ to the plans to disband lhe local foocball team. (OPPOSE}

10 Ac first she was ......................... but then she realised the danger and staned to panic. (CONCERN)

11 The.-e is scill a great deal of ........................ about the effect of drugs on alhletes' bodies. (IGNORE)

12 There is considerable ........................ over the future of the plans for the redevelopment of t:he stadium. (CERTAIN}

13 His status is ........................ - it's his ability that is being called into question. (RELEVANT)

14 The whole incident totally ........................ me and I never went !here again. (NERVE)

@Pearson Educacion 2002 Photocopiable

l Complete tfle second sentence with three to eight words so that it has a similar meaning to the first SO!ntence, using the word gtven. Do not change the word given.

1 Her voice was very soft and no.-one could hear it at all. that

So .......................................................................................... ..

........................ - ........................... she w.l$ roully inaudible.

2 Children are not allowed to 1'\Jn the marathon. ban

There is .................................................................................. ..

........... _ ......................................... 1'\Jnning the marathon.

3 You murt never ever sWim here alone. circumstances

Under ...................................................................................... .

.................................................................................. yourself.

4 I enjoyed the holiday so much chat I didn't want to leave. fun

The 1\oliday was ........................................................ - .......... .

....................... - ................................... stayed chere forever.

S Players who take drugs will not be allowed to participate in future competitions. banned

Any players taking. drugs .................................................... ..

....................................................... in future competitions.

4 Choose tfle c:orTec:t answer(s) for each question. (More tflan one may be possible.) Decide what is wrong w;th the other answers. They may have one or more of the fonow;ng problems:

~ meaning of original sentence changed ii) grammatically or lexically incorrect iii) exam criteria not fulfilled (use of key word,

number of words)

1 He is cer·tain to win che gold medal. doubt

There .................................................. win tl\e gold medal.

a) There is no doubt th<ll he wiH win tl\e gold medal. b) There con be no doubt that fre is going to win the

gold medal. c) There is no doubt him to win tl\e gold medal.

©Pearson Education 2002 Photocopiable

Unit 8 ft:Sc

2 The jump was such a daunting prospect that he decided against doing it. so

He found the prospect ......... the decision not to dolt.

a) He found the prospect of !he jump so doun6/lg th<ll he mode the decision not to do it.

b) He found the prospect of doing !he jump so daunting thor he mode the de<ision not to do it.

<:) He found the prospect t<> do !he jump so daunting, he mode the decision not to do it.

3 He set off witl\out having been warned of tl\e dangers. ignorance

He went tl\ere .............................................................. was .

a) He went there being ignorance of how many dongen it was.

b) He went there under ignorance o(how it dangerous was .

<:) He went there in ignon~na: of frow dllngerous it was.

4 As he had worked so hard I let him have a day off. gave

So_ .......................... - ................. - ............... him a day off .

a) So hQrd he hQd worked th<ll I <leaded to give him a day off.

b) So much work frod he done thor I gave him a day off. c) So hard frod he worked that I go.e him a day off.

S He mentioned the risks of the Uip only briefly. in order not to worry his parents. skated

To prevent kis parents ................... the risks of the trip.

a) To prevent his parents from worrying he sJ<<Iled on the risks of tl\e trip.

b) To prevent his parents from worrying he sJ<<Iled over tl\e risks of tke trip.

c) To prevent his parents from worry he skated ove< tl\e risks of tl\e trip.

156

Unit 9 test

Choose the word or phrase whic:h best completes each sentence.

1 The dream was so ............ that I was convinced it had really happened. A lively 8 colourful C: vivid 0 bright

2 Close your eyes and try to ............ yourself walking along a beach at night. A observe 8 visualise C: think 0 watdl

3 It seemed as though he ~ould walk through fire without ............ any kind of injury. A suffering 8 undergoing C feeling 0 flnding

4 Keep experimenting with different colours until you achieve the desired ............ . A picture 8 effect C scheme 0 idea

S She spoke in a._ ....... calming voice for fear of frightening the ~hild. A weak 8 light C soft 0 dull

6 She awoke with an ............ sense of foreboding which she could find no reason for. A intelligible B intensive C indelible 0 intangible

7 If you keep the wound clean. it should ~rtainly ............ very qukkly. A cure B heal C recover 0 mend

8 In spite of all her resear<:h. she couldn't come .......... .. a good explanation for the strange events. A across as 8 up with C away wit!> 0 over as

9 He was advised to ............ ~lean about the whole incident. and not hold back any information. A come 8 go C be 0 act

10 He never plans anything in advance but seems to ac.t on ............ the whole time. A whim B chance C opponunity 0 impulse

11 The streng~h of his argument finally brought her round to his ... - ....... of thinking. A way 8 method C: system D direction

12 She woke wittl a sudden ............ and realised that the doorbell was ringing. A bang B crash C jolt 0 nuclge

13 The career of the film star has been very well ........... . in the tabloid press. A written B noted C annotated 0 documented

14 The furniture in the room was very ............ and not at all luxurious. A sparse 8 expensive C spare 0 pluth

2 Complete each sentence using :an :appropriate form of die word given in capitals.

1 When their youngest son was released from prison, he was welcomed back home with ···-·-·········""'" atms. (STRETCH)

2 Watching those fantasy films is pure ......... - ............ . (ESCAPE)

3 She ~ld not ...... - ................ her fear of water and was never able to learn to swim. (COME)

4 One physical symptom of the disease is quick. ........................ movements of the body. (VOLUNTEER)

S He swayed backwards and forwands, moving in time to the .......... - ........... beat of the mtiSic. (RHYTHM)

6 Many people are enthusiastic about herbal remedies. regarding them as an ........................ way of treating illness. (EFFECT)

7 The car rolled quickly down the hill, propelled by its own ......................... (MOMENT)

8 Unfortunately. some bacteria are becoming ........................ to antibiotics. (RESIST)

9 The boy was so upset that he ~ouldn't eat and left his meal completely ......................... (TOUCH}

1 0 She was very .......... _ ............ of all his efforts to help her, refusing even to speak to him. (APPRECIATE)

11 The appearance of the so-ulled ghost was very ........................ - many people were fooled into believing that it was real. (DECEIVE}

12 Proving (he eKistence of beings from outer space is an ......... - ............. at the moment. (POSSIBLE}

13 The whole thing was totally ........................ and a complete waste of time as well. (FARCE)

1-4 She never thought of her bad leg as a ...................... .. and led a oompletely normal life. (ABLE)

@Pearson Education 2002 Photocopiable

3 Complete the second sentence with three to eight words so that It has a similar meaning to the first sentence, using the word given. Do not change the word given.

1 Smith received a great deal of criticism for his extreme policies. c:ame

His extreme policies ............................ - ............................. .

....................................................... a great deal of crh:icism.

2 If you want to lose weigl>t. go for a run eve')' evening and see if that helps. try

To lose weight. ..................................................................... .

........................................................................ eve')' evening.

3 She doesn't really seem vel')' excited at the thought of going to Canada next year. forward

She doesn't seem .......... - .................................................... ..

............................................................ co Canada next year.

4 The plan• lor the shopping mall were fiercely opposed by loC!I residents. came

The plan• for the shopping mall ........................................ .

.......................... ............................................. local residents.

5 She said that she needed to study french because she wanted to work in France. reason

She said that ................ - ........................ _ ............................ ..

.......................... because she wanted to wQrk in france.

4 Choose the correc:t answer(s) for each question. (More than one may be possible.) Decide what is wrong with the other answers.. They may have one or more of the following problems:

i} meaning of original sentence changed ii} grammatically or lexically incorrect iii) exam criteria not fulfilled (use of key word,

number of word.)

1 When you wake up you ought to make a note of your dreams. should

What. .................................. make a note of your dreams.

a} What you should <to whe<> you woke up make a note of your dreams.

b} What you should <to wile<> you woke up is make a note of your dreall\$.

c} What you should <to wile<> you woke up is to make a note of your dream$.

©Pearson Education 2002 Photocopiable

2 She said that she had not taken the money. denied

She ...................................................................... the money.

a) She denied toking the money. b) She denied that she has toke<~ the money. c) She <lenied f>tl>ing toke<> the money.

3 It appears that he is livi"« beyond ~is means. money

He ... _, ..................................................................... he earns .

a) He appeors to b~ spending more money than he earns.

b) He seems to spend mo~ money thon he earns. c) He appeors to be spending money beyond wl101 he

earru. .

4 He loved sailing most of all. more

It ....................... _ ............................................. anything else.

a) It was soiHng !hOI he loved better th<ln anything el•e. b) It wos soifing that he loved mor.o than he loved

anything else. c) It wos soiling thor he loved more th<Jn anything else.

S It was his smile that I was first aware of. noticed

The .......................................................................... his smile .

a) The thing I noticed first was his smile. b) The ~rst thing tharl noticed wGS his smile. <) The ~rsl thing when I notked him wo$ his smile.

158

Unit 10 test

1 Choose die word or phrase which be<Ot completes each sentence.

1 The job is fine at the moment but I won't st:ay long as there are no real ............ for the future there. A hopes 8 ambitions C d1ances D prospects

2 Nursing doesn't pay very well but I love it and it gives me great job ............ . A enjoyment 8 satisfaction C pleasure D value

) Employers nowadays are looking for ............ skills in their new employees. A central 8 focal C <ore D nudear

4 He was ............ moved by the speech made at his retirement party. A deeply B highly C broadly 0 widely

S I was really determined to do well, so I ............ out all the stops at my interview. A threw 8 spoke C pulled D took

6 The government failed to keep Its promises to the workforce,····- the all for a general election. A therefore 8 hence C so D thus

7 It took the court of inquiry a long time to decide who was. _ ......... for the ac.cident.. A guilty 8 brame C responsible D reprehensible

8 The ............ incidence of redundancy is to blame for the low morale within the company. A large 8 big C important D high

9 They sacked the head of marketing because he was ............ inefficient. A hopelessly 8 deadly C relatively D moderately

10 To ............ you the truth, I'd really like to change my job. A e!<plain 8 say C reveal D tell

11 Some people ............ stress very well while others find it difficult to manage. A conduct 8 handle C direct D feel

12 I know it's diffi<:\Jit but you'll just have to ............ and bear it. A laugh 8 smile C grin D chuckle

13 If you don't make a move soon you11 find yourself swck in a ............ and you'll never get anywhere. A crough 8 hole C groove D 1'\it

14 Tom really hasn't got a .... - ...... about sales forecasting - he'll have to go on a course. A hint 8 due C suggestion 0 tip

2 Complete each sentence using an appropriate form of the word given in capitals.

1 She certainty has great ........................ to succeed. but this is not backed up by much t:>lent or ability. (DffiRMINE)

2 People often behave .......... _ ........... when under stress. which makes it difficult to know how to help them. (PREOICl)

3 Some people show a false sense of ....................... . when they are asked about their achievements. (MODEST)

4 lndurtry has ............. _ ........ enormous changes with the rapid development of te<hnology. (GO)

S Aft<!r a long day's work, it is very ........................ to go swimming for half an hour. (THERAPY)

6 Some people manage to use their free time very ....... - .............. and have a wide range of interests. (CONSTRUCT)

1 The manager always got to work early as she liked to do an hour's ....................... work before the phone started ringing. (INTERRUPT)

8 Sometimes a candidate's ........................ is just as important as their qualifications. (PERSON)

9 It's better to dress fairly ........................ at an interview if you want to be taken seriously. (CONSERVE)

10 It's a wonderful opportunity and should be a very ........................ trip for you. (MEMORY)

11 You can gain many valuable ........................ into the way a business is run by spending time observing people at work (SIGHT)

12 He had the ........................ task of sacking ~n employees. and worry about this kept him awake night after night. (ENVY)

13 The careers advisor is very ........................ and can give you some realty good ad.;ce. (KNOW)

14 My brother just doesn't want to do anything wich his life- he's totally ......................... (AMBITION)

©Pearson Education 2002 Photocopiable

3 Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not c:hange the word given.

1 He was reprimanded for not working as har<t as clle others in che ceam. off

He was ........ -............................................. _ .......................... ..

............................................................... weight in the ceam.

2 She's going to lose her temper at any momEf>t. point

She's .......................................................................... temper.

3 l(s our cench wedding anniversary at the end of the month. by

We'll ................... - .................... _ ........................... - ................ .

........................ .................. _ ............. the end of the month.

4 His iob interview is arr'3nged for next Wednesday. due

He is .................................................. _ .................................... .

............................................ - .................... nel<t Wednesday.

5 I am definitely not going to tell them the secret. Intention

I have ................................................... _ ................................. .

.................... _ ......................................................... the secret.

4 Choo~ the correct answer{s) for each question. (More than one may be possible.) Decide what Is wrong wid! the other answen. They may have one or more of the following problems:

i) meaning of original sentence <:hanged ii) grammatically or lexically incorrect iii) exam criteria not fulfilled (use of key word.

number of words)

1 First you need to gee the job. then you can worry about your accommodation. after

You can worry abouc wttere ............................... the jo!).

a) You can worry about where to live o{ret you hove got the job.

b} You can worry about where to live o{Ut you wiU hove got the job.

c) You can worry about where to hve o{ret you get the job.

©Pearson Education 2002 Photocopiable

Unit 10 (t::$1

2 The job description is being reappraised at the moment. review

The job description .................. _ ............ ac clle moment.

a) The job description is under teView at the moment. b) The job description is being relli~d at che

moment. ~) The job description is holling its opproiscl review at

U>e moment.

3 He intends to fond a job nearer home because he haces ~ommucing. going

As he_ ............................ - .......... find a job nearer home.

a) As he is going to stop commuting he intends to fond a job nearer home.

b) As he hcrtes commuting he is going to find a job nearer hQme .

c) As. he hcrtes commuting so he is going to find a job nearer hQme.

4 Many people think that he didn't tell U>e truth in court. widely

He .... - .................................................. - .................. in court.

a) He is widefy believed not 10 hove told (he !l'll!h in court.

b) He is widefy believed to have lied in court. ~) He is be~eved widely lhC1! he fied in court.

S Keeping your financial documents safe is extremely importa.nt. absolutetr

It is ................................... your financial documents safe.

a) It is obsolut•fy importoM lhot you keep your financial documents safe.

b) It is obsolutofy essentiol thC1! you ke~p your financial documents safe.

c) It is obsolutofy essential to keep your financial documenu safe.

160

Unit 11 test

1 Choose dte word or phrase which bHI: completes each $entente.

1 I know it goes against the ............ for you to punish her. but she really does deserve it. A line B grain C path D focus

2 She felt that tnvelling had gready ............ her life. A moved B enriched C expanded D increased

3 We now take ease of communication totally for

A given B normal C granted D right

4 It really wouldn't do any ............ to give her a second ct>ance. would it! A damage 8 trouble C hurt D harm

S The computer has changed the world ............ . A irreplaceably B irrevocably C irredeemably D Irreparably

6 If you want to become fluent in a language then it is impon.ant to have a good ............ of the basic grammar. A clasp 8 hold C grip D grasp

7 Being passed over for promotion was a great ...... --.. to his pride. A l<nock 8 shock C blow D punch

8 In my op<nion. interfering with human genetic structure is Just asking for ............ . A disaster 8 trouble C difficulties D complications

9 Scientist seem to be trying to push the ............ of nature to the limit. A laws 8 codes C rules ·o regulations

10 You just never lift a ............ to help me- I have to do everylhing myself! A finger 8 hand C shoulder D wrist

11 II you have a minor illness. it's usually better just to let nacure take its ............ . A time 8 COUI'$e C path D way

n No-one could ............ any light at all on the cause of lhe explosion. A put 8 turn C switch D lhrow

13 The scier~tist wanted to ............ himself from the conii'Oversy following the failure of the experiment. A distance 8 space C drive D lengthen

14 I'm rather ............ for time, but I'll try to finish the report by the end of the week. A rushed B pulled C stretched D pushed

2 Complete each sentence using an appropriate fonn of tile word given in capitals.

1 It is dangerous to ........................ the power of technology- it is stronger than y~ think (ESTIMATE}

2 It is ...................... _ possible for a computer to tum against its programmers. (THEORY)

3 Many people say there is no ........................ for experiments on animals. QUSTIFY}

4 If placed in water. very young babies will ....................... . hold their breath and start to swim. (INSTINC1)

S The ........................ between machines and humans may become blurred in the future. (DISTINCT)

(> There has been an increase in the average person's life ......................... {EXPEC1)

7 Many scientists are concerned about the possibility of lhe ........................ of diseases to humans via transplanted animal org3ns. (TAANSMI1)

8 It was a completely ........................ attempt and should never have been allowed. (DISASTER}

9 The prospect of machines taking over the world is so horrible that it is ......................... {THINK}

10 It is possible to increase children's ........................ to certain diseases. (RESIS1)

11 The film does not bear any ........................ to the book it was based on. (RESEMBLE)

12 He showed complete ........................ to cope with any of the demands placed on him by lhe job. (ABLE)

13 ........................ programmes are now well under way. (IMMUNE)

14 Doctors are careful to isolate dangerous ....................... . diseases in case they spread. (INFEC1)

© Pearson Education 2002 Pnotocopiab!e

J Complete the second sentence with three to eight words so that it has a similar meaning to tile first sentence, using tile word given. Do not change the word given.

1 The introduction of computerised records Is the only way to bring our procedures up-to·date. start

The only way to update ...................................................... .

......................................................... computerised records.

2 I regret not going to university and stUdying law. only

11. .............................................................................................. ..

........................................................................................... law!

3 They think they are among the leaders in the field of genetic engineering. ahead

They regard ........................................................................... .

........................... in the field of genetic engineering.

4 I didn•t rearise how addictive computer pmes coufd be until I started playing them myself. did

Not .......................................................................................... .

.......... realise how addictive computer games could be.

5 h. was only because a new drug had been developed that he was cured. not

But for the new drug, ......................................................... ..

... - .................................................................................. cured.

4 Choose the correct answer(s) fo~ each question. (More than one may be posgbfe.) Decide. what is w~ong with the other answers. Tltey may have one o~ more of the following problems:

i) meaning of original sentence changed ii) grammatically or lexically incorrect iii) exam criteria not fulfilled (use of key word,

number of words)

1 It is very unlikely that we will clone human beings in the near future. likelihood

There is ................................. humans in the near future.

a) There is frttle ~ke~hood of our doning humans in the near future.

b) There is frttle ~kelihood !Mt we will clone humans in the near future.

c) There is ltttle ~ketihootl to clone humans in the near future.

©Pearson Education 2002 Photocopiable

Unit 11 tEl(

2 There were tears in her eyes as she listened to the f3rewell speech. moved

She ...................................................... the farewell speech.

a) She wus moved ond hod tears in her eyes listening to the farewell speech.

b) She wo:s moved by the farewell speech. c) She wos mo""d to teors by the f3rewell speech.

3 That building is very suitable to be converted into flats. lends

That ........................................................................ into flats.

a) That building lends to conversion into flats . b) That building lends itself to conversion into flats. c) That building lends itset{ into flats.

4 Please get a grip on yourself and nop cl')'ing. pull

Please .. _ ..................................................... and $top crying.

a) Please pull yourself up and nop cl')'ing. b) Plrue pull through and stop cl')'ing. c) Please puH yourself together and stop crying.

S She said there was a Strong possibility that he would fly over for the New Year. well

She said ............... _ ................ fly over for the New Year.

a) She said he might well fly over for the New Year. b) She said lhot he could well fly over for the New

Year . c) She said if he was well he would p<mibly fly over for

the New Year.

~61

162

Unit 12 test

t Choose the word or phruo: which best completes each so:nto:nce.

1 The prolilention of air ~ravel has encouraged the growth of ............ tourism. A bolk 8 group C ma$$ D party

2 The trekkers were ............ on reaching the village by the evening. A determined 8 bent C persevering D persistx!nt

3 He tried to persuode his wife to go to die An~arctic lor !heir holidoy, but to no ............ . A avail 8 result C benefit 0 good

4 The decor is out of ............ wid> the architecture of the building, A style 8 design C match D keeping

S The controversy has been ............ by the arrival of foreign businesses which are seen as a threat to the local economy. A spurred 8 charged C fuelled 0 inspired

6 Holiday brochures can be very ............ as to die true appearance of a holiday resort. A misleading B deluding C false 0 wrong

7 The national airline has an excellent ........... record for c.ustomer service. A work 8 track C fixed 0 saved

8 Thos.e involved in tourism are ............ about the fuwre of the industry, daiming that it will continue to expand. A upbeat 8 downbeat C upstanding D upright

9 As development of remote areas continues. adventure holidays for die ............ traveller are becoming harder to set up. A intrepid 8 undaunted C undismayed D intensive

10 It's hard to ............ the demands of tourists with the best interests of die environment. A match 8 reconcile C unite 0 connect

11 All things ............. tourism probably does some good. A considered 8 contemplated C examined D noted

12 The oourier was always ............ to deal with any problems that might arise. A on hand 8 to hand C by hand 0 in hand

13 It seems to be die big tour operators !hat take die ............ share of the profits. A dog's 81ion's C tiger's 0 snake's

1-1 The area has a great deal of ............ for development as a tourist resort. A aptitude 8 possibility C potential 0 capability

1 Complete each sentence using an appropriate form of the word given in capitals.

As we walked slowly through die mist, we called to each other ........................ to make sure we did not get separated. (PERIOD)

2 ........................ die possibility of space tourism is not far-fet<:hed after all. (APPEAR}

3 Tour operators are under an ........................ to conform to certain standards. (OBLIGE)

4 Some holiday destinatit:>ns provide ....................... . opportunities for photography. (PARALLEL)

5 Regulators want to see the ........................ of a sllltutory code of practice for tour operators in their t:>perating licences. (INCLUDE)

6 Tour operators whQ don't tell the ct:>mplete truth about !heir holidays are behaving ........................ . (PROFESSION)

7 Happily. my initial reservations about the new theme park were proved tt:> be ......................... (FOUND)

8 There is an ........................ !hat tourism can be a force for good. (EXPECT)

9 Afterwards. the dimber was disappointed because he felt die climb had been rad>e•· ........................ . (CHAllENGE)

10 The beach was ........................ except by boat. and few people even knew abt:>ut it. (ACCESS}

11 I have my doubts about the ........................ of the area for a theme park. (SUIT)

12 The tour leader had severe ........................ about die safety of the small aircraft that had been chartered for the group. (GIVE)

13 I was ........................ surprised by die piCturesque appearance of the village. (PLEASE)

14 Any ........................ for indusion in the magazine must be delivered by the end of the month. (SUBMIT)

© Pearson Education 2002 Photoeopiable

l C~mplete die second sentence with three to eight words so that it has a similar meaning to the lint 14!ntence, usina the word given. Do not chM~ge the word given.

1 He said he thought it WO<Jid be a cood Idea for her co organise a trip to the de<ort. sugguted

He ··········--···-···-·--····--·······················-···-····­

............................................................. a trip tD the desert.

1 The popular b"lief was that he was born into the ariStDcracy. generally

He ............................................................................................ .

.............................................................. into the aristOcracy.

3 A warning wu given to passengers not to go out an deck during the storm. stay

Passengers .............................................................................. .

......................................................... d&ck during che StDrm.

4 The trip on the Trans-Si berian railway is highly recommended. well

They say the trip on che Trans-Siberian railway .......... ..

............................................................................................. on.

5 'Are che plans for the new airport going to be discussed?" he asked. talk

He enquired .................... ......................... ..... ......................... .

............................................ the plans for the new airport.

4 Choose die corTect answer(s) for each question. (More than one may be possi ble.) Decide what is wronc with tt.e other answen. They may have one or more of the followinc problem.s:

i) meaning of ori&lnal sentence changed ii) grammatically or lexica.lty incon"ect iii) e><am criteria not fulfilled (use of key word,

number of words)

1 I thought th•t tourism be-nefited the countries con­cemed. good

I was under the ...................... the counrries concerned.

a) I was under the benefitS !hat tourism did o rood thi11g for the wuntrles wncernod.

b) I was under the impression !hot touri$111 was good for the countries concerned.

c) I was under the in/lut~~ce of lourism bolnt good (or the counuies concerned.

@ Pearson Education 2002 Photocopiable

Unk 12 tnt

2 The manufacturer is planninJ to try out the now product soon. trial

The new product ......... ................ .................. _ ......... soon.

a) The new product will be on trio/lOOn. b) The new product is planned to be on trio/ soon. c) The new product ,.;v be on llioJ by the mo.~ soon.

3 There is usually someone a ro und to •ort out problems on a package holiday. hand

On a package holiday there is usually ..................... with problems.

a) On a package holiday there is usually someone around by nand to d«JI with problems.

b) On a package holiday there is usually someone around to hand with problems.

c) On a package holiday there is usually someone on hand to de<JI with problems .

4 You realty should seite this opportunity and see the world. take

I really ....................................... chance co see the world.

a) I really toke the opinion that you h<IV« this chance to see the world .

b) I really think you should toke this chance to see the world.

c) I really bel;.,.,. you ought to take this chance co see che world .

S No realty. rm going to pay for this. paying

I ..................................... ................................................ .. .. this.

a) I om ioing 0t1 payit1g (or this. b) I insist on paying for this. c) I om determ~ poyinf (or this.

163

164

Unit 13 test

1 Choose t'he word or phrase which be~ completes each sentence.

1 It's going to cost us an arm and a _,. ........ to get the roof mended. A finger B foot C haod 0 leg

2 His rise from the shop floor <o the management was

A supersonic 8 meteoric C lightning 0 overnight

3 She is an e•cellenc ............ model for children ro follow. A type 8 success C role 0 work

4 He's not e><actly Mch but he cerTainly earns enough money to ............ .

A get mn:>ugh B get by C get on 0 get up

S I have very ............ feelings about the plan - ft might possibly work, or it could be a disaster. A ceruin 8 doubtful C mixed D troubled

6 The athlete was ............ by his desire not just to be good, but to be the best. A pushed B driven C impelled 0 forced

7 His ............ for the future Is co retire at fifty and buy a house next co me sea. A sigl1t 8 outlook C view D vision

8 You'll never suc.ceed if you ............ confidence and belief in yourself. A fail B lack C want D miss

9 Family ............ can make it difficult to do a job mat involves a lc>t c>f travelling. A commiunenu B links C connections 0 premises

10 The behaviour of p•·iests of chis religious order is expected co be ............ at all times. A extraordinary 8 exceptional C exemplary 0 excessive

11 When you win a race you can ............ in the glory of your achievement. A stand B bask C bathe D lie

12 He had a great ............ for football, widl exceptional ability in all aspeas of the game. A gift 8 proficiency C faculty D capability

13 His behaviour was always beyond ............ . A criticism B recrimination C fault D reproach

14 To be a top athlete you need co keep yourself in good ............ all the time. A ability B fit C shape 0 appearance

2 Complete each sentence using an appropriate fonn of the word given in capitals..

1 Performing in public at a young age is a great ......................... {ACCOMPLISK)

2 Her response to my success was totally ...................... .. and took us all by surprise. (SXI>ECT)

3 The rich natural resources c>f the area have remained ...................... up to the present. {EXPLOIT)

4 He felt great ........................ at having managed co achieve his aim. (SA nSFY)

S He shoute<l at the ........................ but <hey just ignored him and walked on. (PASS}

6 If yc>ur idea of success is not ........................ on a gold medal, then it may be easier to achieve. (DEPEND)

7 He won a very ........................ award lor his contribution to local sport. (PRESTIGE)

8 Those who expect instant ........................ of their desires are bound to be disappointed. (GRA 11FY)

9 The honorary tide he was given was only ........................ and carried no power. (SYMBOL}

10 The athlete strode ........................ cowards the starling line. knowing that he could win the race. (PURPOSE)

11 The educational system is very ........................ as the number of university places is limited. {COMPETE)

12 T.-aining four times a day. seven days a week is .... - ................. as it can damage your health. (ADVICE)

13 She has received ............... _._ ... awards for her services to industry. (NUMB'ER)

14 With a new hairstyle and skilful make-up. she was sure she would be absolutely ........................ to anyone. (RECOGNISE)

@ Pearson Education 2002 Photocopiable

3 Complete the second sentence with three to eight wonls so tha.t it ha.s a simila.t meaning to the first sente n c:e, using the word alve n. Do not chance the word civen.

1 You have to >top them from being Inhibited and get them in the rigl>t fn me of mlnd for the show.

down

You•ve got .... -... -····---···--···········-~·--·······----they are in the rigl1t frame of mind for the <how.

l For people to notice you at wo rk, you have to be innovative. mark

You mun be innovative if ................................................... .

............ _ ............................. _ ........................... - ....... at work

3 Giving yourself taraets you can't reach is discouraging. set

It's discounging .................................................................... .

............................................................................ unreachable.

.of In spite of the training programme, he didn't feet that he was making any progress. nowhere

He felt that ............................................................................ ..

.................................. in spite of the to-:lining programme.

S That designer outfit is toO e xpensive for me, although I'd really like to have it. much

I can't afford ................................................... ...................... ..

............................................................... .... I'd like to have iL

4 Choose the corTect a.nswer(s) for each question. (More than one ma.y be posslbl e.) Decide what Is wrong with die other answers. They ma.y have one or more of the following problems:

i) m.eaning of original sencence changed fl} grammatically or lexically incorrecc iii) e.ocam criteria noc fulfilled (use of key word.

number of words)

1 It may seem strange. but you wilt succeed when you least expect iL achieve

Strange ..................................... when you leas< expect iL

a) Strange thovfh ~ seems. you ..ttl ocl*l/'e to wcceed when you lease ••pect it.

b) Strange as~ may_,, you will achie., roco.ss when you least expea it.

c) Scnnge chovgfl it may $etl71, yov wiN ochie'lt succeu when you least expect it.

© Pearson Education 2002 Photocopiable

untc t J \eSt

2 You'll never overtake him, however hard you try.

no

He'll always beat you, ...................... an effort you make.

a) He11 always beat you, chen: is no mauer how much an effort you make.

b) He'll always beat you. no mauer how much of an effort you make.

c) He'll always beat you. ~ does not maucr how mvch of an effort you make.

3 Although it may not be easy for her, she must make up her mind to ~hange her job. decision

She has to find another job, difficult .. - ............. for her.

a) She has to fend another job, difficu" to make up leer mirrd 10 this dec~iOrl lor her.

b) She has to find another job, difficult lhovgh h is 10 toke this decision for her.

c) She has to find another job, difficult !hough chis dedskln moy be for her .

.of He promised her to be cautious and not take any chan<:<! s in his new job. sa.fe

He made her a ........................................... in his new job.

a) He made her a promise co ploy it sate in his new job.

b) He made her a promise to be sofe ond not toke any c.honces in his new job.

c) He made her a promise to go safe ond be coucJous in his new job .

S She was not qualified for the job but they gave it to her anyway. bel"£

In spite of ................................................................. the job.

a) In spite of bl!ing unquo~fied, they gove her the job. b) In spite of her btoing unquofrfied. lhey (O>'f her the

job. c) In spite of btitlg Utlquo>{ied, she goc the job.

165

166

Unit 14 test

1 Choose tfle word or phrase which bett completes each sentence.

1 The increasing popularity of che telephone has been rather ............ to the art of letter-writing. A negative B decriment>l C destrv~tive D prejudicial

2 The director uses a variety o! techniques to ............ up suspense in the film. A make B arouse C build 0 develop

3 The feature film was ............ from a TV series. A based B derived C made up D acquired

4 Live cheatre has proved to be a very .........•. art form. A durable B lengthy C elongated D constant

S The book was so ............ dlat he stayed up uncll 4 a.m. to finish it. A grasping B grabbing C gripping D holding

6 The film w.IS ............ near as good as the novel. A not 8 no C nothing D nowhere

7 If I had invented the book. I would be ............ as a genius. A ae<:osted 8 hailed C exalted 0 addressed

8 It may be difficult for three generations to ............ in one household. A coexist 8 conform C connive D coalesce

9 Nearly every major film now has iu ....•...... book. A tie-in 8 ouHake C take-away Doff-shoot

10 The foln, w.IS a bit ............ on plot but the special effects. were- great. A poor 8 bad C short D small

11 Some authors. use their novels as a ............ co put over a message. A carri~e 8 method C cover 0 vehicle

12 Her eyes were tired from gazing at the ............ screen of her computer all day. A flickering B twinkling C glimmering D sparkling

13 They were able to ............ over their meal and enjoy it instead of having to rush back to work. A loiter 8 stay C lin~r 0 dwell

14 I'd much prefer co read the book ............ than see the film. A sooner 8 better C rather 0 more

2 Complete each sentence using an appropriate form of the word gl•en in capitals.

1 The child was very·······-············· and rarely told anyone whac she was thinking. (S~CRET}

2 The heroine seems to be in a constant state of

······-················ . (ANXIOUS) 3 The film was deliberately ........................ and it ceruinly

succeeded in making people talk about the issue. {PROVOKE)

4 The arts need to be ··········-··········· more i( they are to grow and develop. (SUBSIDY)

S Developmenu in electronic books have ....................... . consumer resistance. (COUNT)

6 This piece of equipment should last a fife-time- it's

virtually ·-·············· ........ {D~STROY) 1 Standards of ........................ are aerually improving.

{LITERATE)

8 She was disappointed by the sculprure, finding it

rather small and ···········-··········· . (IMPRESS)

9 The film was heavily criticised for iu ....................... . plot, poor acting and unsophisticated special effects. (ORIGIN)

10 They lived in a pleasant residential area on the ........................ oftown. {SKIRT)

11 The special efferu -re e><tremely ........................ and the audience applauded loudly. (IMAGINE)

12 Admission to the film is £S ........................ of tax. {INCLUDE)

13 The story was so·······-··············· - I just couldn't get it out of my mind. (MEMORY)

14 The old lady stayed···-·················· all the time, never venturing outside. (DOOR)

© Pearson Education 2002 Photocopiable

Complete the second sentence with three to eight words so that It has a similar meaning to the lint sentence, using the word given. Do not change the word gi~en.

1 The popularity of reading is gradually declining. le~~

Reading ................................................................................... .

.................................................................................... pastime.

2 I thought that the plots of the cwo plays were almost idel\tical. very

It seeme<l to me that the .................................................... .

................•..•...................•.............................................. plots.

3 The last ft!m he made was not half as good as this one. improYement

His latest film ......................................................................... .

.......................................•......................... the previous one.

4 I thlnk that there were many similarities between the films. quite

In my .............................................•..........................................

................................................................................. common.

S Her previous novel was far more interesting chan her new one. nc:>thing

Her new nc:>vel .................. ···················································-

....... --............ ,, ......................................... her previous one.

4 Choose the correct answer(s) for each question. (Hore than one may be poscdble.) Decide what i~ wrong with the other answen. They may haye c:>ne or more of the fultowing problems:

i) meaning of original sentence changed ii) grammatically or lexically incorre« iii) e~am criteria not fulfilled {use of key word,

number of words)

1 From !he way he behaved towards me, I guessed that he had some sort of secret. suggested

His behaviour towards ............................................... hide.

a) His behaviour towards ""'suggested thor he l!od swet ro hide.

b) His behaviour towards me suggested th<1t he l!od scmething ID hide.

c) His behaviour towards me wggested he hO<I some son of secret to hide.

©Pearson E<luution 2002 Photocopiable

Unit 1<4 rest

2 The critks thought that the film would have more of an effect. impact

The film ................................................... lhought it would.

a) The film had less impact than the <.ri!ics thought it would.

b} The film mode fess of <Ill impoa than the aitks thought it would .

c) The film l!od mere impact than the critics thought it would.

3 Like many other people. she was appalled by the violence in the film. as

She found the violence In the film ··-·················· people .

a) She found the violence in the film as appc/Nng ~ke mcny o!h~ people.

b) She found the violence in the film appalling, os did many other people.

c) She found the violence in the film appaYed her cn much os many other people.

4 His main criticism was the expense of the project. objected

What ............................................................. of the projoct.

a) What he mainly ob.i'!C!ed to wen the exf>Mse of the project.

b) What he objected to was mainly how experuive of !he project.

c) What his main objection wos !he e.xpeMe of the project.

S The cast in this production is better than !he last one. good

The lut production ............................................. this one.

a) The last production <1idn' have osgood o ant en this one.

b) The fast production didn' hove such C1 goO</ cost os this one.

c) The fast production didn' hove so goO</ cost CIS this one.

167

Unit tests keys

Unit t tecst.

I 10 '2C l B ~C SB 6A 70 8C 98 10A 11C 1lA tlD H C

~ 1 tru$1wonhy 1 knowl<!'4e l fl"'ncl;oJy 4 no~ble S correb.tiof1 6 redproc;)J

7 uorelated 8 ull-St f\lctured

9 immealurably 10 ef'lda.nael"

11 dependable 11 dit!ereotlate 1) personati l(e.t 14 Uf'lteai1-StiC

l 1 He hos never h(1(/ o mo~ e JC:cltlng day. '2 She hcJs nor sent us f1"'fl~ttel'f since .the

left home. 3 My tutor'$ comment.J on my e.sny

started me thinfdng obout whot I hod written.

4 She used to tNe in london bttt she hos moved now.

S He gets the same poy ar o pro( .. slortOI ohhough r.. ooll< him><lfao amatour.

4 1 •l ./ b) X m••nlng chang•<l c) ./ 1 a)./ b) X m•aning chang•<l c) X

m .. niog dunged 3 a) ./ b)./ c) X uooecessary reose

change - meaoiog changed ~ a) X vammoucally locorrect b) ./ c) ./ S a) X rn&niog chaoged b) X

gr.unmatk:.itly incorrec&, no key word c)./

Unit l test

1 lA 20 lC -lA SA 60 7C 88 9C lOA tiC 1281l8 11D

2 1 behaved 2 poven y l inctdpensabl• 1 untruu won:hy S accidental

J

~ c.onfirmation 7 un!ympJ.thetic 8 unjn.spiring 9 catculadon.s 10 coUJborati've 11 woefully

12 pinpoint 1 l assignmtnu 1<4 invaluable

1 It's high rirne ""'lefi. o~e ..,. won~ get there on time.

2 If only I hod srudlod horder dt.Jrlnf my school<loys.

168

J He lrilhes ~ ho<ln' d.oo.d ro study low ~\ uoivet siry.

1 I lhoughl ~ ~ looMd.,. chougtl ~·d j\nt run a mar~chon.

S I wooJd rodt<r l'OO Sloyed ond woilod for them.

4 1 a) X coo many words b) X too many

words c) ./ 2 a) X meaniog chaoged b) ./

c) X key word changed l a) X coo many words b) ./

c) X meaniog chaoged -4 a) X gntmmatically iocon~ct

b) )C coo many words<) ./ 5 a) ./ b) X meaning changed<) ./

Unit l test

I IS 1C JC~B SA6A 70 6C9D 100 11 D 12A 138 1~0

2 1 worldwide 2 di)coonected 3 outJiv~d 4 e x.p<\osion S discourages

3

6 ~xpewtions 7 expeodiwre 8 presdgtous 9 ~oadequacy 10 proposal 11 ~ngendered 12 unsvitable 13 consider-ation 14 bldifferent

t Being .., old. m rdemion oeeded ~ const>ndy.

2 No ,_,.r ""' rhe fimlhod rhe tum been <oleo><d lhon it sl2rted to ~

box offtce reccfds. J They t..d ho<dt( finished ~ ""- it

started to rain. -4 I haven·c seen so wide o 'W'Oriety o( TV

chcmn-el$ anywht re in tfw: WQrl.Q.

S I won"t mQs th<l t film u.-,de,. <111y

circumsuoces. 4

1 a) ./ b) X too rnaoy words c) X mti!ning changed

2 a) )C 100 many words b) X gramrnaticalty incorr~tt c) ./

3 a) X grarnn~atic:atly incor~t b) X grammatically incor~t

c) J'

4 a) X ~ally irloorrect b) ./ <) X grarormtk~ly in<Of'rect

5 a) ./ b) X ,...,;"& clw>ged <) ./

Unit 4 test

I 1 C 2C lA 4A 50 68 70 8A 9C 100 118 128 138 140

1 1 iw..ariably 2 c.onfldar\li ar l up,.rnarket 4 unaccept.abJe S r~gub.clons

l

6 inconihtent 7 mark*ublt 8 necessities 9 inappJic:able 10 attentive 11 impr~ulonable

12 mat~rialislic 1l authetuicatlng 14 cardboard

Tbe m«<io will it~Mob!y hove more influence on chitdr-en than will their parents..

2 Hi$ $1.1Cceu. wai. the muin rcoson wfly peo~e wonced co mak~ fri<:nds with him.

3 P4 o rule ir is the mOi10gtr who decides. which products we sell.

-4 Cig~rette ~dverti$emenu m11st by fdw corry/qre required by low ro Cl'rry a publk health warning.

S The ~dverti$emenc WA$ ~nned on th" gt0t1nrh o( ia dj,honeuylehor it wus di$honeost. ~d the company frned.

~

I a) II meming ch:onged b) ./ <) II too many word<

2 •) JC grarnm>oe>lly in<>orrect b)./ <) ./ l •) ./ b) X key word th3nged

c) X meanmg ch>nged _. a) X gr~mmati~lly incorrect

b) X meaning changed c) ./

S •l X "''mmao cally incorrect b) ./ c) ./

UnitS test

1 1C 28 3A ~A SO 60 7A 88 9A 10C 11811A 13014C

2 1 deterreou '2 vlgorou$ 3 e)(p1aoation 4 conceiv;\bly S enforce

6 in~ropriatety 7 .speciali$ed/ $peciaCited 8 enl;v·ged 9 rernarkable

©Pearson Education 2002 1p.J.IiUS+iijl?t!l

10 noti<eat>ly 11 un<.onYin<:ing 12 disruptive 1l confusion 14 habitual

l 1 They say til<> chan= on: that ht ,.;11 soon

fl< <:aught by the ~oli<e. 2 Nowach~. no-one is petmitttd te> s.tn()kt"

c:m~1tt:r~ In the building. l She is <»f>Oblt o( dtoGng with any dlffic..lt

situation. 4 In some <;ountries you nt:edn '( ~·eur o stttt

belt when sh:ting In the rear ot the car. S The use of gen~tlc tingMpriming Is rl()w

goinCng oootpr.anee ofter ()fl inruol period ofun~lnty.

4 1 a)./ b) X grammatiQIIy incorrect

<:) X meaning changed 2 a),/ b),/ <) }(. too many words 3 a),/ b) X. meaning <hanged

<:)X meaning <:hanged 4 •l }(. key word <hanged

b) }(. muning changed c) ,/ S •l ,/ b) ,f e) X no key word

Unit 6 test 1 18 2C 3A4A S86C 7A889C 100

11A 1281lC 110 l 1 restontion 2. preservation

l unfort\lnatdy "i uniqueness

)

S inc,.,asingly 6 •rguably 7 ~.,,;a) 8 structural 9 ontook~rs 10 defensive 11 existenc<" 12 ind<:-sttu<:Obte 1l ~<:reate 1-4 ind«is.ive

1 h. w~ "'-'ggtsttd that a new ciMma -should bt built in th~ cown <:entre.

2 The local council always drogs its f«rldrvg th<it (tet when deofong wich buifdlng applications.

l He is the pt:t"Son JhatN.tlo go~'t" m~ permis1ion to do it.

4 There hM been on enormous. impr()...emt.nt in thi1dten~ facilicie-s over the last ten yeai'S.

S Alter the tn.ffit lighu changed, tht <Ots

mode/edged lhtir woy forward >lowly.

4 1 >) ,/ b) X. meaning chan'ed

<:) X grammati<;a1Jy incorrect 2 a) }C grammatically incorrect b)./

<) X. meaning thangeo 3 a) ,/ b),/ <) X no key word. too many

words

© P~"rson 6du(3tion 2002. Photocopi.'tble

-4 a)./ b} X grammatically incorrect c) X gramtnacitally incorrect

Sa) ,/ b} X mconing <hang eo c) ,/

Unit 7 test I 18 2C 3A 48 S8 ~C 78 80 98 108 110

128 UC HO l 1 environme.otal 1 unaffected

3 deforestation -4 endangered S unidentified~ ipsg'n<:tively

)

7 manipulation 8 <.oncept~taUy 9 in<:once:ivable 10 diversicy 111ikelihood 12 ~productive 13 ~tnresponsive: 1-t debatab1e

1 ~y ort' undet" -smpidOil ofhovint 'StQrted/-stqfting the: fire.

2 There: has been o SJ'gnificont increose ;,., the number of wildlife prote<:cion organisations.

.) Without funding from the government we c<tnnot oorty on with th~ research.

4 Had govt'mments n01 imposed o bon/bons. on tiger-huntjng, the tiger would be extinu b)' now.

5 I'll try the mcdicin• os long as it ''"" de(lnn..y do me gooo.

o4 1 a) X m~ning c!>anged b) ,/

<) }C lexically incorre<t 2 a),/ b),/ c) X no keyword 3 a) }C grammaticolly in<.<>ffe<t b),/

<.) X coo man)' words 4 a) }C me>ning changed

I>) X meoning changed<).! S a) ,/ b) X too many words

<.) X gratNnati<::a~l)' incorrect

Unit 8 test 1 1D 28 3C ~A 58 68 7A 80 9C 108

118 12C 138 140 2 1 motivation 2 unnt<:e.5$ary

l

3 dramatically 4 refenUes:s/unrtlentitlg S $lippery 6 irloeXpr'es:sib1e 7 re:sidetlttal 8 re<eption 9 oppo•itlon 10 ~.~ncotl(etned 11 ignor.anc:e 12 unceruinty 13 irr<levont 14 unnerved

1 So •ofi o voic• did she hove U!at.lso(t wos h~r voic~ that she was totaUy inaudible.

2 There is o bon on children running the marathon.

3 Under no cirtllm!.tonces. mus.t yov uWm

her< by yourself. 4 The holiday was so m•dl (vn tl>otl oovld

ho~·e staye-d dw!-r~ forever. S Any ~l>y<f> til<ing drugs ,.;"be bonntd

(I"M> pol"lidpoVngltoking port in fururc

competition-s. 4 1 a) ,/ I>) }C too many words

c) X grammatit.all) in-correa 2 a),/ I>) }C too many word>

<:) ~ gramrnatit.all)' incorrect 3 a) X gramtnatiuUy incon-ect

b} X grammatically in<:orrec.t c) ./ "i a} X too many words. key word

changed b) }C meaning changed c} ./ S a) }C grammatially incorrect I>) ./

<:) X grammacica.Uy incorreu

Unit' test t 1C 28 3A ~8 K ~0 78 88 9A 100

11A 12C 1JO HA 2 1 outstretched 2 escapism ) overcome

4 involuntary S rhythmic 6 effe<tive

7 momenwm 8 resi-stant 9 untou<.hed 10 unappreciative 11 deceptive 12 i01possibiHty 13 br<ical 14 di>ability

3 1 His. ex~me policies meont Smith C"Ome

in for a great de~l of criti(ism. 2 T <> lose weight. Vy going/you wuld II)'

going foro run every evening.. 3 She <!oem't seen! 10 be looking forword

to goitJg to Y11ad<t next year. 4 The plans for t!>e shopping mall wme up

ogoillst ~"" opposition (rom local resident.l.

S She said that tht> ~oson she peflded to

st\(dy French wQ:S because she ~ote:d to work in Fran<:e.

-4 1 >) X g.-.mmatically in«:>m~cc b) ./

<:} X coo m;tl'l)' wOf'd~

2 a) }(.not enougf> words b) X grammaticolly incoffe<t <) ,/

3 a) ./ b) X meaning <hanged c) X grammatically in<:orrec.t

~ a) }C no key woo"<! b) X too many words c),/

S a),/ b),/ c) X grommatically incorr•cc

"169

Unit tests ru.y,

Unit 10test I 10 28 3C ~A SC 68 7C 80 9A 100

11B 12C 1lD HB l 1 determination 2 onpredicttbly

l

3 rnode5ty ~ un«'l""" 5 d!enpwtic 6 coouructively 1 uninttrrupted 8 personality 9 conserv).tiveJy 10 memor:~ble 11 Insight 12 un<nvi:lble 13 knowledgeable H unambitious

1 He wu told ofT (or nor pu/Jing his weight in dleteam.

2 She's on tire point o(losO.g her temper. l We1l ho"' be<n motri<d for l<n Y"JI'r by

the end of the month. 4 He is due to hove his job intei'Yiew next

Wednesday.

5 I have no intention of tolling lhen1 the

tecre-~

4

1 a) J b) ll gr.IJT1ITGii<olly i1lCllmeCt c)./ 2 •I .r b) ll key word ch""&ed

c) X lexically iocorrt<t l a) X me•ning changed b) .r

c) X grammatically Incorrect ~ a) X too many w ords b) ./

c) X grammatiatly incorrect 5 a) X lexiolly incon-ect b) ./ c) ./

Unit 11 test

I 1818 lC 40 5860 7C 68 9A lOA 118120 13A 140

l 1 underestimate 2 t.heoredcally 3 jutt.ification 1 !rutinctively

l

5 disdnctlon 6 t>epecuney 7 tranuniuio.n B dl.sutrou:s 9 unthinkable 10 r«:slsWlc.e 11 re«mblonce tllnabllity

1) lmmunludon 1-4 lnfec.tlous

The only way to update Ovr" Pt'OCedt.H'C$ is co sran ll~ho introduct: computerised records..

2 If~ I had can< 10 univ<ISity crd si!Jdied law!

l They regard tilM>SM<ts os (being) wei chwd in the lield of 1enetic engineering.

1 Not vntill !lolled playing them mystlf did f reallse how addicdve computer ~mes could be.

5 But for the new drvg. he would 1>01 hove been cured

170

4

1 a) ./ b)./ c) X g~mm*lic.ally incc>rrtct 2 a) X toe> many wonk b) X meaning

ci-on!:"<! c) ./

) a) ll ~tiolly incorre<t b) ./ c) ll ~dcally incor""'c

4 a) ll meaning changed b) X meaning chan!:"<!. not enough words c) ./

5 a)./ b)./ c) X meaning changed

Unit 12 test

1 1C 28 )A 40 5C 6A 78 6A 9A 108 11A 12A 138 1K

l 1 periodically 2 Apparendy 3 obligation 4 unparalleled S inclusion

l

6 unprofe>sionolly 7 unfounded 8 expecution 9 und\allen&Jng 10 inaccessible 11 sulta.bi,icy 11 misgivings 13 pleaandy H subris<ion

1 He surgested (lhm) she should orroni~ o trip to the desert.

2 He ,..,, gene~aiJY believed ro hove been born into the aristocrac.y.

) Pmengen ,.,., warned 10 swy below/ that !hey <hauld lloy below dtck during the uonn.

~ They say the crip on the Tram·S&Mrian n ilway is well wot!h f olllg on.

S He enquired >01\elher they w."' going 10

'oJk about the: p1lns for the new airport. 4 1 a) X gr;unmaticatly Incorrect b) ./

c) X meaning dlanged 2 a) ./ b) X grommac.ic.Uy lncorrecs

c) X grammatically Incorrect J a) X grammatiaJiy Incorrect. meaning

changed b) X lexically Incorrect c) ./

4 a) X meaning changtd b)./ c)./ S a) X meaning changtd b) ./

c) X grammaticolly Incorrect

Unit 13 test

1 1018 JC 48 SC 68 70689A 10C 118 t2A 13014C

l I aeoompli,hmeot 2 unexpected 3 unexple>ired ~ mu~n 5 passers-by 6 dependent 7 prtotigiovs 8 g"'tifiation 9 >ymbolk 10 purpostlully 1 I competi<M 12 inadvisable 1 3 numerous 14 unracocnisable

l

You've got co bf4!ok down their inhibitions so they are in lhe: rigt.t fn.me of mind for the show.

2 You """st be imovalive if rou won( W Ot1 P..i to m<!l:e )'001" mcliit at wort<.

l It's dis<CXI~ng iflwl>e" rhe !<><gelS you se( (fc;<) youne/f ore •nrtachable.

~ He felt that he wos gelling nol'llere in lpite of the trainiog progn.mrne-.

S l c•n"tofford ro buytlrM dellg""r ovlflt. much os: f' d like to have lt..

• 1 a) ll &nfl11110cic:ally i"CO<TO<t b) ./ c) J 2 a) X gr:lffiiT<!tically incorrt<t b) ./

c) IC ~•r word chonged 3 a) X gr:~mmatically incorre<t

b) X meaning c;llanged <) ./ ~ a) ./ b) X tC>O many we>rdr

c) X gn.mmatica~y inco~ct 5 •J ll lnfll';,g chaf120d b) ./ c) /

Unit 14 test

1 18 2C 38 4A SC 60 78 6A 9A 10C 110 12A 13C 14C

1 1 sacretive 2 anxiety 3 provocative

J

-4 s.ubtidis.edls.ubs:ldft:ed S .ncounttre d 6 lncr.t<TUC<il>le 7 literacy e unimpressive 9 Ull<lritlrul 10 o<rukiru t 1 imaginati"VE! 12 inclm lva 1l memotable 14 indoon

1 Reading ~ gradually be.:..,;nz o less popvlor pa<ticne.

2 It seemed to me thu tho -ploys hod _., sinllklr p!oa.

3 H'~ latest film K a guot lmpro"fnteM on the previous one.

~ In my view/opinion the ~ hod quite o lot in common.

S Her new MVel islwos noth'nt like os &ntere.Uing os her previous ona..

4 1 a) X granwnalially incorT«t b) ./

c) ll roo many words 2 •) ./ b) ./ c) X me;anlng cl-langod 3 a) ll gr:~mmatially lnc<>..,..ct b) ./

c) X meaning changtd 1 a) ./ b) X grammatically Incorrect

c) IC key word changed S a) ./ b) ./c) X gnmmatieolly incorrect

© Pearson Educaae>n 2002

172

Progress test 1 Units 1-5

1 Le•ical cl<ne Read tile text below and decide which answer best lits each gap.

TV talk shows

Television lies at the (1) ............ of American culture,

offering a <.ombination of news and amusement. It is not

surpri:s.ing. therefoTet that daytime taJk shows, the

(2) ............ blend of information and enteruinment, are

earning top ratings. Talk show producers and hosts claim

that the purpose of (3) ............ all sorts of problems on

national television is to benefit viewers. They say they

provide useful information and have helped to create a

more sensitive •nd educated public. Many of those who

have appeared as guests say doing so changed their lives,

and the shows can certainly take the (-4) ............ for giving

a lot of people information they would not otherwise

have had. So do the shows provide a service by allowing

people to (S) ............ through issues that would otherwise

be (6) ............ under the carpet/ Or is there a danger that

viewers will regard the self-centred and thoughtless

behaviour they see in these programmes as a model of

how co live their owr. lives?

1 Abonom Bbase Chead Ohean: 2 A UtmOst B ever.cual C ultimate 0 extreme 3 A opening B washing C airing 0 untying 4 A recognition B praise C acclaim 0 credit 5 A work B approach C face 0 look 6A poked B pushed C swept 0 dusted

1 Cloze Read the text below and think of tile word which best lits each space.

Man's b.)st friend

Guide dogs. police and sniffer dogs are just {0) s.O.f!l~. of

the tens of thousands of dogs who worl< for (1) ........... .

living in Britain today. The armed forces have canine

conscripts working alongside them, and there are dogs

who ac.t. rac.e and hunt. But others are employed in

(2) ............ obscure fields. For eKample, conservation dogs

are trained to sniff out rare birds that are (3) ........... .

threat of eK<inction. allowing them to (4) ............ bred in a

safe environment in (S) ............ to preserve the species.

Animals are known to have a therapeutic (6) ............ or.

humans. Dogs are taken to hospitals and old people's

homes to (7) ............ up the residents: there are dogs

specially trained to li.ten (8) ............ the deaf. letting them

(9) ............ when the door bell or telephone has rung; and

search and rescue dogs (10) ............ can find and save

people lost on mountains. Assistance dogs. tnined to be

helpers for the disabled, can be taught to recognise when

their owner is (11) ............ to have an epileptic fit or slip

(12) ............ a diabetic coma.

New responsibilities are coMtantly (13) ............ found. In

Cornwall, dogs are training to be lifeboat rescuers

{1-4) ............ the hope that they will be able to save the

lives of those in trouble (1 $) ............ sea.

©Pearson Education 2002 Photocopiable

l Word fcrmarioo Use the word given In capitals a1: the end of some of the lines to form a word that fits the space in the same line.

The day I had my son arrested

What could lead a mother to tum her son in to the

police I Only the most extreme (0) .':!~.'1:\!!f.l.~~.~· most

people would say. But it Is not (1) ................................ so.

My son Jack was certainly gcing through a "difficult" phase;

he was {2) ..............•••••.............. and I had some

(3) ................................ about the people he was associating

with. But I had no (-4} ······-··-······--- that anylhing

serious wu wrong. Then one evening I picke<! up his

jacket and out of the pocket fell an envelope

(S} ................................ a collection of credit cards. all with

(6) ................................ names.

When questioned. Jack (7} ................................ denied all

knowledge of the cal"(!s. When I explained that even

if he had been given them by someone else.

(8) ................................ of them was still a crime, he just

shrugged. EventuaJiy I called the police. Two officers were

round within minuses and so began the questioning. the

formal arrest. and the release on bail of my teenage son.

It seems (9) .......•........................ chat Jack will actually be

charged with theft - the charge is more lil<el~ to be the

(1 0) ................................ of stolen good$. I have cold him I

will support him. and all he needs to do is cell the truth.

For now, alii can do is wait.

~Pearson Eduation 2002 Phorocopiable

STANCE

NECESSARY

COMMUNE

GIVE

SUSPECT

CONTENT

FAMILY

HEAT

POSSESS

LIKE

HANDLE

Proveu tesc 1 U"iu 1-S

173

174

Pfo&Tes:s. teu t Uniu 1-S

4 Gapped sentences

1

Thinlc of one word only which can be used appropriately in all three sentences.

Keep that ret<!ipt in a ........................ place as you might need it again. I hope that you'll have a ........................ journey and find everything all right wflen you arrive. You needn't worry about leaving your children here -they'll be in ........................ hands. 2 The teacher told the police that she had ·-····················· the children onto the bus. and she was sure they had all been there. After the avalanche we all ........................ ourselves lucky to be alive. I had ·-·········.......... on her help and once more she had not let me down. 3 The floor must be completely ........................ before we can lay the tiles. Our objective is to ensure the .............. - ....... distribution of wealth throughout the country. This year the Cup Final teams are quite well· matched so it looks like being a very ........................ contest

"' The professor is one of the leo ding experts in her

The buildings obstructed our ........................ of vision. For my father's binhday I bought him an e•pensive pair of ........................ glasses. 5

The two cydists ···············-······· the finish line together at the end of the roce. She was sitting on the floor with her legs ........................ , looking very uncomfortable. It never ........................ my mind that his story might not be genuine. 6 john left Engbnd to run a hotel in a small holiday ........................ on the east coast of the United Sates. The police fear that a ........................ to force may be necessary if the demonstrators do not disperse. The last ........................ would be to ask his mother-in-law for the money.

5 Key word transformation Complete die second s.!ntence with tttree to eight words so that it ha.s a simil;a.r n>ea.ning to the first sentence, using the word given. Do not cha.nge the word given.

1 I regret not buying a house when prices were a lot lower. before

I wish I .................................................................................... .

.. .............................................. - .......................... op $0 much.

2 Most people died lx!cause there was no medical care. caused

It was ................... _ ............................................................ --

............................................................................... of deatt>s.

3 The <.hitdren did not enter tfteir grandfather's room until they were told they could. given

Only after they ..................................................................... ..

···············-··············· .... ····- into their grandfather's room. 4 There is no doubt that there will be a strike if tt.e

management doesn't back down. bound

Unless ................ - ........................................................ __

.............................................................................. be a strike.

.5 There isn't anyone else who could do the President's job if he became ill. take

There is no-one wile ........................................................ - ..

....................................... - ................ ·-···········case of illness.

6 I don't think you should run a marathon unless you are completely healthy. weadler

II you are ............................................................................... .

................................................................. run a marathon.

7 Can you think of anyone who would be an ideal candidate for the job! spring

Does anyone ........... - ......................................................... .

.................................. - ..... an ideal candidate for the job!

8 Advertising on television is often aimed at young children. made

Young children ...................................................................... .

.......... _ ........................................ of television advertising.

The Speaking activity for this test is on page 182.

© Pearson Education 2002 Photocopiable

Progress test 2 Units 6-10

1 Le•ical cloze Read the text below and decide which answer best fits each gap.

What's the point of sci en~?

A bunch of scientists are getting themselves hot under

the (1} ....•...... over what drives them <0 do the work

they do. (Actually, the expression 'because it's there'

springs to (2) ............. )Sure. we all know that it's the

age-old (3) ............ for knowledge. the desire to

understand everything from the life of the atom to the

phenomenal power of the black hole. But what these guys

want to knt?W is why we want to know all of this in the

fi~t (4) ............. My opinion is that perhaps we don't

actually need to know. Surely it"s more important to

think about whether what we are doing is right. rather

than get (S) ............ down in debates over the ultimate

point of it all. I would have thought that the crucial

(6) ............ is not why we pursue scientific knowledge but

to recognise that it is a tool, and we are the ones who

should decide how. where, when and why to use it.

1 A cuff 8 oollar C ooat D sleeve 2 A mind 8 idea C memory D thought 3 A adventure 8 crusade C explor.>tion D quest 4 A case 8 place C reason D ocusion S A bogged 8 cut C broken D tracked 6 A controversy 8 focus C subject D issue

©Pearson Education 2002 Photoeopi;,ble

2 Clore Read the teKt below and think of the word which best fits each space.

The survival of the polar bear

The polar bear Is (0} ~~ci.•r..threat because its hunting

season at the North Pole is being shon:ened by thinning

Arctic ice. Data gathered by US Navy submarines using

sonar technology (1} ............ the depth of Arctic sea ice is

now an average of 1.3 metres less tharl it was irl the

1970s. (2) ............ it to break up earlier irl the year.

(3) ............ to the Car~adiar~ Wildlife Ser.4ce, the sea Ice

season in westero Hudson Bay has been reduced by

three weeks (4} ••........ the lase 20 years. (S} ............ has

serious implications for wildlife in the regioo. since Arctic

mamn\als use the sea i'e (6} ............ ao ex(ension of the

rand. Polar bears. for e')(ample. roam the frozen water

(7) ............ a constant search for seals. their main

(8) .•......... of food. But (9) ............ sea ioe breaking up

earlier. the seals are becoming harder to find. As

(10) ..•........• the polar bear population has not declined

significantly, but female bears are already (11} ........... .

binh to fewer cubs. The most (12} .•......... cause of the

thinnirlg Arctic ice is man-induced global warming,

(13} •........... the climacti' phenomenon

(1-4} ............ as Arctic oscillation- strange wind patterns

lasting sever.>! years - could be (15) ............ contributing

factor.

ProJrtu tett 1 Uniu ~10

l Word fonm<ion use the word siven in ca.pitals at tile end of some of tile lines to fonn a word tilat fits tile space: in the same line ..

DNA Science could rebuild dead Dodo

Scientists are co extract DNA from the remains of a

Dodo, hoping to resurrect the bird whose Mme is

(0).~1.~~~1.~?.~ with ••tinction. British uperts will

(1) ................................ fragments of

(2) ................................ material from a preservtd Dodo

kept in Oxford Uni~rsity's Museum of Natural

Hinory. The rese...-ch may pave the way to the

(J) ... _ .......... _ .......... _ of the species.

The Dodo, which lived only In the Island of Mauritius. was

a large bird chat because of its weight and small wings was

SYNONYM

COVER

GENE

CREATE

vir<Ually (<4) ................................. and so foraged for food on FLY

the forest floor. When Dutch nilors first arrived in

Mauridus In 1 S98, they left the Dodo alone as it was

considered (S) ................................. But dogs and rats from

their ships hunted the birds down and stole their eggs.

and within 70 years every Dodo had been

(6) .......... - .................... - the first species in recorded

history to be (7) _.,,, .. ____ .. wiped out by man.

(8) ......... -- have warned tltat br inging badc the

Dodo mlzht persuade the pub6c that there is no longer

any need for concern about (9) ................................ species.

But in Mauritius the idea is welcomed. 'The Dodo is our

national emblem,' .aid the deputy high commissioner. ' It

would be (10) ................................ if it could be brought

back to tae:

176,

EDIBLE

TERM

EFFECT

ECOlOGY

DANGER

MARVEL

© Pearson Education 2002 Photocopi:::able

4 Gapped sentences Think of one word only which c:.an be lm!d appropriately in all three sentences.

1 Owen played a ........................ role in lhe negodations over me release of lhe hostages. The howes all faced inwards on to a ...................... .. courtyard, whidl contoined a small enclosed play area. I woold prefer to work somewhere more ....................... . even !hough that would mean I had to spend longer commuting. 2 Her words seemed innoc.ent. but they had a ....................... . meaning. Some people have the ........................ advantage of a happy home life and a good job. leave the bread dough in a warm plac.e to rise until it is ........................ in bulk. 3 We regret to announce that the 8.16 ........................ to london is running approximately 1 S min~tes late. After she's had lhe baby she's hoping to set up a baby· sitting ................. _ ... il\ the neighbourhood. The reviewer was panicularly impressed by the ........................ tn the new restaurant. -4 I am ........................ aware of the problems that were invotved in setting up this project. People always spoke very ............ - ......... of him in the past. "50 I'm surprised to hear this news. You could try to find Mr Stewart. but he may ....................... have gone home by now. 5 I don't suppose we'll meet again until next ........................ . as the weather will be too bad to travel much before then. They stopped and had a drink of fresh water from a _ .................... which was near to lhe palh. The cat froze. then made a sudden ........................ - but the bird Just managed to get away in time. 6 The museum is worth a visit if you can manage to ....................... yourself away from the pool. This meeting looks as if it could ........................ on for hours. The police decided to ........................ lhe fake in the search for the girl's body.

©Pearson Educacion 2002 Photo<opiable

Progr«ss tut 2 Units: 6-10

5 Key word transformation Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

1 In lhe event of fore, do not use the lift. avoid

Should ................................................................................. ..

.. .................................................................................... the lift.

2 He was "50 anxious to succeed th•t he made a lot of mistakes. well

Such ......................................................................................... .

.. ........................................ that he made a lot of mistakes.

3 I was just going to start my walk when the storm broke. point The storm broke when ....................................................... .

..................................................................... out on my walk.

4 If he wants to find a good job he will need to t.ry much harder. efl"ort Finding a good iob .............................................................. ..

·-························-······························-.. ··············-··· his part.

S This will be his first attempt at breaking the record for lhe 200 metres. never He ............ - ............................................................................. ..

................................................ for the 200 metres before.

6 More rubbish is being recyded as a result of people's greater environmental awareness. become

As they .......................................... ·················- ..................... .

.. .................................................................. _ more rubbish.

7 You will find that in this job you often have to make de<isions quickly. feet

You will find you .................................................................. ..

................................................................................ in this job.

8 The commuter was obliged to push olher people aside to get onto the train. force

The commuter had ............................................................. ..

.. ............................................................................... lhe train.

"The Speaking actiYity for this test is on page 18~.

177

178

Progress test 3 Units 11-14

I Lexical clote Rt:ad the et:xt below and dedde whkh answer best fits each gap.

Boston - two halves of a city

There are two destinations named Boston. The tourist's

Boston is the old city. the centre of New England

civilisation and the (1) ............ of American independence.

Its most famous buildings are not merely civic (2) .......... ..

but national ic.ons. its great c:idzens are not che political

and financial leaders of today but figures of history and

myth. This cicy is almost ~00 yew-s old, far older than the

republic it helped to create in the days of its youth.

The other Boston is much younger and every (3) .......... ..

as vibrant as the original town. This is the business

traveller's destination. the new Boston created by

(4) ............ finance and technology as an answer to those

who thought the city had become scarcely more than a

museum. It is a place where granite and glass towers rise

along what once had been (S) ............ village lanes. the

commercial structures {6} ............ those that just a

generation ago had been the city's largest buildings. With

a little time and effort, visitors can appreciate both sides

of Boston.

1 A cradle 8 cot C pram 2 A images 8 landmarks C locations ) A way 8 piece C part 4 A great 8 higtl C top S A rutted 8 furrowed C grooved 6 A diminishing 8 <lwarling C minimising

Dbed D signposts D bit D peak D indented D stunting

2 Craze Read the text below and think of the word whieh best fits e"aeh space.

Languag~ and thought

It seems evident (0) that there is the closest (1} ........... .

relationships between language and thought. But is it

possible to think (2} ............ language? Or does our

language dictate the ways in (3) ............ we are able to

think? Generations of philosophers. psychologists and

linguists have uncovered layers of comple')(ity in

(4) ............ apparently straightforward questions.

(S} ............ kinds of behaviour which are often referred to

(6) ............ 'thinking' may not actually involve language.

(7) ............ we react to a beautiful painting or an

unpleasant incident. we may use language to

communicate our feelings to (8) ............. but the emotion

itself is 'beyond words'. (9) ............ do people involved in

the creative arts find it essential to think using language:

composers. for example. often report that they 'hear·

the music (10) ............ wish to write. And our everyday

fantasies and day-<lreams c:an all proceed (11} .......... ..

language.

The thinking which seems to involve lansuage is of a

different k.ind: this is the reasoned thinking which takes

(12) ............ as we tell stories. (13) ............ out problems

and so (1 ~) ............. The fonnal properties of language.

such as word order and sentence sequencing, seem to

provide a framework for this kind of thinking. (1 S) ........... .

as the medium in which our connected thoughts can be

organised and presented.

© Pearson Education 2002 Photocopiable

l Won! formation Use the wo r-d given in capitals at the end of some of the li ncs to form a word that tits the space in the same I in e.

Rlly Char les - the gentle lOng of soul music

Ray Charles Invented soul music half a cencury ago when

he fused the gospEl style of his church {0) _up~r.ingi_nz. .

with the r>w, earthy blues sound of the American

deep south. He was born in a poor (1} ............................... .

in 1930 and his early life was marred by

(2} ................................ and personal tragedy. Brouglu up by

his mother. he showed an early (3) ·--........ _ _ for

music. But disaster soon struck. At five. Clr.!rles watched

BRING

N EIGHBOUR

HARD

APT

(4} ................................ u his younger brother drowned in HELP

the bath cub. Within a year, he had lost his sight and then

when he was 15, his mother died and he was left alone in

the world.

Yet in a recent television (S} ................................ he said

that he has been very lucky in his life. ·yes, I hod some

(6) ................................ dmes. But my mother always

totd me the wind doesn't blow in the same

(7) ................................ alllhe time. I've been very

(8) __ .................... _ .. too.'

Now in his early uventies. Charles is full of old-world

(9) ................... .............. and he has no plans to relax the

(10) ................................ re8ime that regularly sees him

playing over 200 concerts a year. 'It doesn't really matter

to me who I play with, as long as it makes them happy,'

he says_

©Pearson Education 2002 Photocopiable

DOCUMENT

TROUBLE

DIRECT

FORTUNE

COURT

PUNISH

Prol"'u ten l Units 11- f-4

P'rogren c:e:s.t l Units 11-14

4 Gapped sentenc..s

1

Think of on~ word only which can be uS<!!d approprlat~ly In all three s~ntenc~s.

last year the squirrels were ........................ up hundreds of nuts for the winter. The operatcrs were ........................ a mass of dau in the computer. Sarah is just ........................ up trouble for herself by lying to her boss. 2 Our understanding of human genetics has ...................... .. considerably. When she started the new job the boss ........................ her ""me money against her fim pay cheque. A similar plan was ........................ by the other directors but was rejected. 3 His father•s success gave hinl a whole new ....................... . on his own life. From the male ........................ it's hard to see the attraction of shopping. The background of the picture is out of ........................ and needs to be improVEd.

"' One or two changes have been made to the computer's basic ........................ to improve its appearan<:e:. The room was decorated with blue wallpaper with a floral ........................ around the edge. The council has just approved the ........................ of the new sports centre. s He parked his car on the ........................ oucside his house. Brian ha:s. got tremendous ........................ - he's sure to succeed. Tl\e government instigated a big anti·smoking ........................ in the hope of cutting deaths from cancer. 6 Bert found himself at ........................ with his colleagues in the off,ce after the meeting. You can pay me now or later- it makes no ...................... .. tome. The ........................ are that share prices will rise after the

budget.

180

5 Key word transformation Complete the second senten<:e with three to ~ight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

1 The wall collapsed because it hadn't been properly reinforced. faulty

It was ....................................................................................... .

.. ................................................................................. collapse.

2 They plan to demolish this building in the near future. down

This building .......................................................................... ..

. ........................................................................................ SOOI\.

3 It's very difficult to hear the difference between their voice.s on the phone. apart

It's very difficult .................................................................... .

.. ....................................................................... on the phone.

4 She spent all her time caring for her disabled son. devoted

She .......................................................................................... ..

.................................................................... her disabled son.

S I ..Wiy like that car, but I a.n't afford it expensive

Much as ................................................................................. ..

.................................................................................... for me.

6 The frame may be h~vy. but this rope will support it weigh

However ................................................................................ .

.. ........................................................................ the frame up.

7 Global travel is on the in<rease. numbers

There are ............................................................................. ..

................................................................. around the world.

8 Books are just as popular nowadays as they used to be. <hange

There ....................................................................................... .

....................................................................................... books.

The Speaking activity for this test is on page 188.

©Pearson Education 2002 Photocopiable

Progress tests keys

Progress t~t t Units 1-5 I 10 lC 3C 40 SA 6C 2 1 thdr/a 2 more 3 under i be 5 ord~

6 efleet 7 ch..,. 9 fe>r (NOT t<>) 9 know 10 whc>lwhkhlrhar I 1 ~boutll"intf~l<ely

1 2 int<l 13 bei118 H in I 5 at

l 1 n<-«narily 2 oncomrn.unlati\le

3 misgivings 4 s.us.phion 5 conulnlng

6 unfomiliar 7 hody/heatedly

8 posseuion 9 unllk•lr 10 handline

4 1 sale 2 ce>unred 3 c•en i field S crossed ~ reson.

5 1 I wlsh I hod bout/ll o h""'t bo(r>re !>rice< ~nl up so much.

2 It ""'' lad< of medico! core thor ooused !he mo)OJity of <load>s.

3 Only •Iter !!toy had b<enlwtre giV<n

~did !ht chld<trt go into their g~ndf,adler's room.

4 Ufllen the mtJIIOft-mtnt boOO down there is bound to be: a strl\tQ.

5 There is ll[)o-OO~ who could rakr: owr from lhe PresM!endwllo codd tDu rht PnsJdent's ptoce ill case of illn~1;,

6 If you are u11der the we<Jther you sl!outd flaf n1n a manthon.

7 0oM aoyone sptit>g fO (yourj mind OS on ideo! c•ndidate lor the job!

9 Young cNldren art ofitn mode rht rorget/t<Jrgets of «levf~ion advertisl11g.

Progress test 2 Unit~ 6-t 0 I 1B 2A 30 <18 SA 60 2 1 shows 2 caiiSing (NOT leadint)

3 Aecording i ~""' S This (NOT It} 6 as (NOT for} 7 in 9 soura (NOT type) 9 whh 10 yet 11 gwing tlllktlyl probablo 13 although/but 14 known 15 anothorla

3 I ~OV«" 2 genetic 3 re-<reation 4 ftighdess 5 inedible 6 extcm,inatcd 7 effectively 8 EGologisu 9 eodJngered 10 ma~u.,.,

4 1 <•••ttnll double 3 soma, 4 well S spring 6 drog

© Pe•rson Education 2002 Photocop1.1bl~

5

I Should tho"' be o frrt , oWJid "'"'l tho tift. 2 Such was his anxiety to do wen chac he

made a lot of mistakes. 3 The ste>rm broke wl>eo I wos on the

point o( stltil1glfomg out on my walk. 4 Finding a goo<! job w~l rtquiroldtmatt<i

mud! mol? effort on his port. (NOT (rom h~ ~>an)

S H.. hot nem afltmllted to brook rhe n:cord for the 200 metres before.

6 As they become more en>ironmtnto/ly OYI'Ore, peopte 011:! recyding mor@ rubbish.

7 You will find you o(ten have to thin" on yow feet in chis job.

8 The commvter had ro forte his ~'tl'f onto the: train.

Progress te•t l Un its 11-1 <4

1 1A 2830-+BSA68 2 1 of 1 withouc l which 4 s.uthldw$e

5 SomQ/Many 6 as 7 When B Other-s. 9 NeitherlNor to t11ay 11 wfthoctt 11 place 13 we<klsort H on 1 S actinglfuncdoning

l 1 neighbourhood 2 hardship 3 optiwdo 4 helplessly S doa.oltenwy 6 troublesome/(roubl.ed 7 direction

8 fo rtunate 9 courtesy 10 pur>shing 4 1 ste>ring 2 adwn<Je<l 3 perspective

4 design 5 dril<e 6 odds 5 1 It was /i>ulty reinforcement d!ot coustd rh•

woll to collapse. 2 This building~ (goi"lldue/about) to be

pulltd down vrry •oon. (NOT pbnntd "' be)

3 It's very diffiwlt 10 terl their voices opon 011 the phone.

~ She devoted hersolfl"er life to CDrfng (or her dis.llrled son.

5 Mt.tch <1.$ I like thot cor. it's too e.wpe11sive tor me.

6 However much If may w.ighlwelgm, this ,.,.. wJ/ hold me fnme liP.

7 There •re f""""r/incroosil!g nombtrs of people ttoYelling aroul\d the world.

8 There hos been 110 cho11ge in the

pcpulority •fbooiu.

181

Speaking activities for Progress tests

Progress test 1 Speaking

STUDENrS PAGES

Family life

182 ©Pearson Education 2002 Photocopiable

Influences

How far do you agree that influences on people change with age?

• innoncence • awareness • connections

© Pearson Education 2002 Photocopiable

Progre» cen 1 S~.lk.ing

What sort of things can influence the way we learn?

• place and facilities • people • time

184

TEACHER'S PAGE

Family life

Here are some pictures of families together. First. I'd like you to look at pictures 1 and 3 and discuss why the family might be togelher. 'f ou have about a minute for this.

Now, I'd like you to look at all of the picwres.

rd lil<e you to imagine that an exhibition is bein& piVllled on the theme of 'The family and iu place in society'. All the pictures will be Included In the exhibition

Tall< togeth~>r about the aspecu of lhe family S~Aggested by the pictures. and then suggest two och<!r aspects that you would like represented in the exhibition.

You have about three minutes for this .

lnfluen(:es;

In this part of the test you're going to tolk on your own for about two minutes. You need to 1\scen while your partner is speaking because you'll be asked to comment aherwards.

I'm going to give you each a prompt card with a question wriuen on it and I'd l ike you to tell us what you think. There are some ideas on the ard for you to use if you like.

How far do you agree that influences on people change with age?

• innocence • awareness • connections

After !he swdent hus CX1n1j>leted thtJr lo/1g wrn r>Sk. the other <tlldenr Is then! anylhlng you don't agree wilhl

What sort of things can Influence tile W3Y we learn?

• place and facilities • people • time

After rhe SIIJct..nl hos comple~ !heir long 111m O>k the other srudem: Is there anything you would like to add!

Now you are going to talk about influences in gener.l. (Address !he following queslions ro bo!h srudenrs.)

1 Do you think that family ~' the most impon:ant inftuence on young people nowadays!

2 Do you think that young people are more sophisticated nowadays!

3 Do you think that learning is easier nowadays tl\an it used tO be!

-4 Do you lhinl< that lhe media exploit young people!

© Pearson ~ducation 2002 PhotocopiabiP.

Progress test 2 Speaking

STUDENT'S PAGES

Dangerous sports

© Pearson Education 2002 Photocopiable

Progr~ss ten 2 Speaking

'185

186

Pro.greu um l Sp.eal<ing

Living longer

Do you think that social problems may be caused as people live longer?

• money • resouces • family

How far do you agree that people should retire earlier?

• personal satisfaction • job opportunities • financial difficulties

© Peanon Education 2002 Photocopiable

TEACHER'S PAGE

Dangerous sports

Here are some plcrures showing dangerous sports. First. I'd like you co look at pictures 1 and 3 and u lk together about how eye-<acching each picture is.

Now I'd like you to imagine that a photographic campaigl\ is being organised to interest possible spoMors In supporting dangerous sports. These pic:rures are all tO be included in the campaign.

Talk together about the attractions of the sport that the photographers have tried to captur&. Ther1 suggest two other attractions that might be included lr1 the campaign.

You have about three minutes for this.

Livi 111 longer

lrl this part of the <est you're aoir~g to talk on your own for about two minvtes. You need to listen white your partner Is speaking because you'll be asked to comment afterwards.

I'm going to give you each a prompt ~rd with a question written on It and I'd like you to tell us wh>t you think. There are some ideas on the card for you to use if you like.

Do you think that social problems may be caused as people live longer?

• money • resources • family

After !he stvdenl has e«npleted chcir long rum ask the other studen~.·

What do you think!

How far do you agree that people should retire earlier?

• personal satisfaction • job opportunities • financial difficulties

Aft~ the student ho$ compleled !heir long <vm 0$1: !he other $l&tdeoC Is there anything you would like to add!

@ Parson Education 2002 Photocopiable

Now you are going to ulk about living longer in general. (Addttss !he fol/owiMg questiollS to both st.udents.)

1 How do you think people can prepare for retirement! 2 What thing:; contribute towards a good quality of life

for older p<>Oplel 3 Oo you think that all older people should have free

medical care! ~ In what ways c:an older people contribute towards

society!

187

Progress test 3 Speaking

STUDENT'S PAGES

Success

188 © Pearson Education 2002 Photocopoable

Culture

How far do you think that good artists are born and not made?

• talent • opportunity • support

© Pea"on Educa1ion 2002 Pho1ocopiable

Do you think that people from differnt cultures can ever understand each other?

• tradilions • culture • upbringing

189

Prou"en tnt J Speaking

TEACHER'S PAGE

Success

Here are some pictures of people In situations where they have achieved some kind of succus. loo\c u pictures 1 and 5 and calk tes<>ther about how dif!iculc yo u think this achievement ml8ht have be<!n.

Now I'd like you to lm~ine that a series of six sumps is bcing is.sued on the theme of success. These phocographs are among those being considered for lhe sumps. Talk togelher about the aspecu of sucass Illustrated In the pictures and how suitable each one might be for a namp in the series. Then rrg,ke suggestions for another picture

which could also be used o n a sump In che same series.

You have about three minutes for chis.

Culture

In this part of the test you're golng co talk on your own for about two minutes. You need to listen white your partner is sJ>eaking because you'll be asked to comment afterw.~rds.

I'm going to give you each a prompt card with a question written on it and I'd like you to tell us what you think There are some ideas on the card for you co use if you like.

How far do you think that good artists are born and not made?

• latent • opportunity • support

A~r the stu~n: has Cllm~d their 1onf tum Cl5k the other 5tU<!Em: How does this differ from your own experience!

Do you think that people from different c ulture can ever understand eaoh other?

• traditions

190

• culture • upbringing

A{rer the .swdent has comp~d their fang rum ask tht other studooc Is there anything you would like to add!

Now you are going to talk about culture in general. (Address rhe following questions to both .swdmu.)

1 How far do you think tourism helps nations co understand each other!

2 How important do you think cultural subjects like art are In schools!

3 To what extent do you chink we an really have 'one world'!

4 How far dt> you think we 211 have talents that are never developed!

© Pcars.on Education 2002 Photocopiabll?

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