FCE Ngân Phuong Vy's Archive Exam inform ation The Cam bridge First Certificate Examination in English is made up o f five papers, each testing a different area o f ability in English. Each paper is w o rth 20 % o f the total mark. There are five grades. A, B and C are pass grades; D and E are fail grades. Paper 1 Reading ( i hour) The Reading paper has three parts. Each part tests a different reading skill o r skills. There are 30 questions altogether. You w rite your answers on an answer sheet during th e exam. P a rt 1 M u ltip ie -c h o ic e q u e s tio n s Focus: Detail, opinion, gist, attitude, deducing meaning, te xt organisation features (exem plification, comparison, reference), tone, purpose and main idea Task: There are eight four-option m ultiple-choice questions. You have to choose th e correct option (A, B, C o r D) based on th e inform ation in the text. ► Exam fo cu s p.44 P a rt 2 G a p p e d te x t Focus: Understanding te x t structure, cohesion and coherence Task: You read a te xt from w hich seven sentences have been removed and placed in jum bled order after the text. You have to decide where they f it in the text. There is one extra sentence th a t you do n o t need to use. ► Exam fo cu s p.148 P a rt 3 M u ltip le m a tc h in g Focus: Specific inform ation, detail, opinion and attitude Task: You read 15 questions o r statements about a te xt w hich has been divided into sections, o r several short texts. You have to decide w hich section o r te xt contains ' th e inform ation relating to each question o r statement. ► Exam fo cu s p.24 Paper 2 Writing o h o u r 20 minutes) The W riting paper is divided in to tw o parts, and you have to com plete one task fro m each part. Each answer carries equal marks, so you should n o t spend longer on one than another. P art 1 is compulsory, and there is no choice of questions. You have to w rite a letter o r email based on given inform ation and prom pts. It may be inform al or semi-form al, and you have to w rite 120-1 50 words. ► U nit 1 p. 16, U nit 2 p.28 P art 2 has fo u r tasks to choose from . The first three options may include any three o f the follow ing: • a letter o r email ► U nit 11 p.140 • an article ► U nit 4 p.52 • a report ► U nit 6 p.78 • an essay ► U nit 7 p.90 • a story ► Unit 3 p.40 • a review ► U nit 5 p.64 The fo urth option has a choice o f tw o tasks based on one o f five background reading texts. The task could be any one o f the fo llo w ing : a letter, an article, a report, an essay or a review. The background reading texts change regularly, so you should check the current regulations to find out w h a t th e texts are. For Part 2, you have to w rite 120-180 words. ►W ritin g re fe re n ce p.206 Paper 3 Use of English (4 5 minutes) There are fo u r parts in the Use o f English paper, w ith 42 questions altogether. You w rite your answers on-an answer sheet during the exam. There is always an example at the beginning o f each task to help you. P a rt 1 M u ltip le -c h o ic e cloze Focus: Vocabulary Task: You read a te x t w ith 12 gaps. You choose the best w o rd 'to fit each gaf5 fro m a choice o f fo u r options (A, B ,' C or D). ► Exam fo cu s p,36 P a rt 2 O p e n cloze Focus: Gram mar and vocabulary Task: You read a te xt w ith 12 gaps. You have to th in k o f the m ost appropriate w ord to fill each gap. You must use one w ord only. No options are provided. ► Exam fo cu s p,83 P a rt 3 W o rd fo r m a tio n Focus: Vocabulary Task: You read a te xt w ith ten gaps. You are given the stems o f the missing words in capitals at the end of. the lines. You have to change the fo rm o f each w ord to fit th e context. ► Exam fo cu s p .1 10 Exam information P a rt 4 K ey w o r d tr a n s fo r m a tio n s Focus: Gram mar and vocabulary Task: There are eight items. You are given a sentence and a 'key w o rd '. You have to com plete a second, gapped sentence using th e key w ord. The second sentence has a different gramm atical structure b u t must have a similar meaning to the original. ► Exam fo cu s p.61 Paper 4 Listening (approxim ately 4 0 m inutes) There are fo u r parts in th e Listening paper, w ith a to tal o f 3.0 questions. You w rite your answers on th e question paper and then you have five m inutes at th e end o f the exam to transfer them to an answer sheet. In each part you w ill hear th e text(s) tw ice. The texts may be monologues or exchanges between interacting speakers. There w ill be a variety o f accents. P a rt 1 E x tra c ts w it h m u ltip le -c h o ic e q u e s tio n s Focus: Each extract w ill have a diffe re nt focus, w hich could: be: main point, detail, purpose o r location o f speech, relationship between the speakers, attitude or opinion o f th e speakers Task: You hear eight short, unrelated extracts o f about 30 seconds each. They may be monologues or conversations. You have to answer one three-option m ultiple-choice question (A, B or C) fo r each extract. ► Exam fo cu s p.88 . P a rt 2 S e n te n c e c o m p le tio n Focus: Specific inform ation, detail, stated opinion Task: You hear a m onologue o r conversation lasting about three minutes. You com plete ten sentences w ith w ords fro m the text. ► Exam fo cu s p.98 P a rt 3 M u ltip le m a tc h in g Focus: As fo r Part 1 Task: You hear a series o f five monologues o r exchanges, lasting about 30 seconds each. The speaker/s in each extract are different, b u t the situations or topics are all related to each other. You have to match each speaker to one o f six statements or questions (A-F). There is one extra option th a t you do n o t need to use. ► Exam fo cu s p.131 . P a rt 4 M u ltip le -c h o ic e q u e s tio n s Focus: Specific inform ation, opinion, attitude, gist, main idea Task: You hear a m onologue o r conversation w hich lasts about three minutes. There are seven questions. You have to choose the correct option (A, B o r C). ► Exam fo cu s p. 109 ti-HiW. Paper 5 Speaking (approxim ately 14 m inutes) You take th e Speaking te st w ith a partner. There are tw o examiners. One is th e 'interlo cu tor', w h o speaks to you, and the other is the 'assessor', w h o ju st listens. There are fo u r different parts in the test. P a rt 1 In te r v ie w (3 m inutes) Focus: General interactional and social language Task: The interlocutor asks each o f you questions about yourself, such as where you come from , w h a t you do in your free tim e. ► Exam fo cu s p, 15 P a rt 2 In d iv id u a l lo n g tu r n (4 m inutes) Focus: Organising your ideas, com paring, describing, expressing opinions Task: The interlocutor gives you a pair o f photographs to compare, and to give a personal reaction to: You speak by yourself fo r about a m inute w hile your partner listens. Then the interlocutor asks your partner a question about w h a t you have said, Only a short answer is expected. You then change roles. ► Exam fo cu s p.77 P a rt 3 C o lla b o r a tiv e ta s k (3 m inutes) Focus: Interacting w ith your partner, exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating?, reaching a decision through negotiation Task: You are given a task to discuss together, based on a set o f pictures. You should try to reach a conclusion together, b u t there is no rig ht or w ron g answer to the , task,- and you d o n it have to agree w ith each other. It is the interaction between you th a t is im portant. ► Exam fo cu s p.125 P a rt 4 D iscussion (4 m inutes) Focus: Expressing and justifying opinions, agreeing and disagreeing Task: The interlocutor asks you both general questions , related to th e to p ic o f Part 3, and gives you th e chance to give your opinions on other aspects o f the same topic, ► Exam fo cu s p.125 UNIT 1 What's on? Speaking 1 1 Look a t th e film stills and discuss th e questions. 1 Can you name the films? 2 W hat kind o f film s are they? Choose from the words in the box. 3 W hat type of film do you like best? Why? action anim ation/cartoon comedy horror musical romance science fiction/fantasy Western thriller 2 T h in k o f th e film you have seen m ost recently. 1 2 3 4 5 W hat was it called? W ho was in it? Where was it set? W hat was it about? How many stars w ould you give it? * * * * * outstanding * * * * good * * * all right * * not very good * terrible 6 W hy did you give the film this rating? Explain, using words and expressions from the boxes. The plot was ... The setting w a s ... The acting w a s ... exciting realistic terrible frightening unusual boring sad funny excellent average Example: I gave it three stars - 1 thought it was all right. The p lo t was quite exciting, b u t the setting w asn't very realistic, and the acting was only average. 3 Im agine you are a film producer. A n sw e r these questions and give y o u r reasons. 1 W hat kind o f film w ould you like to make? 2 Where w ill it be set? 3 W ho w ill you choose to star in it? Listening 1: sentence com pletion (Part 2) ■ Q 1 You w ill hear a ra d io in te rv ie w a b o u t a survey o f p o p u la r film s. First, read th ro u g h th e sentences below . W h a t w e re th e m ain areas covered by th e survey? Can you suggest w h a t any o f th e missing w ord s m ig h t be? TIP! C om plete th e gaps w ith th e exact w ord s used in th e re cord ing - d o n 't try to use yo u r o w n w ords. (T) Film survey An Internet questionnaire was com pleted by ( 1 ) ................... people. By far the m ost popular type of film was (2) ...................... There w ere tw o popular themes: ( 3 ) ............................ and good versus evil. As regards location, people liked ( 4 ) ............................ places such as jungles. The m ost popular setting in term s of tim e was the ( 5 ) ............................................ The male stars chosen, like Robert de N iro, were m ore ( 6 ) ........................ than the fem ale stars. Popular fem ale stars had ( 7 ) ............................ as w ell as glam our. Titles of the m ost popular film s often consisted of ( 8) ........................... The film titles often included the name of a place o r a ( 9 ) ............................ Listeners no w have to vote fo r the best film s of th e ( 1 0 ) ......................... 1 N ow listen and c o m p le te th e sentences. W rite a w o rd o r s h o rt phrase fo r each answer. 2 Listen ag ain to check and co m p le te y o u r answers. ■ I 1 Carry o u t a s im ila r survey to fin d o u t w h a t y o u r class th in k s are th e best film s o f th e 21st ce n tu ry so far. W o rk in groups. Ask and answ er questions a b o u t: • • • • • types o f film s^w ith examples) best plots (w ith examples) most popular settings (place and time) most popular actors (male and female) most popular titles. 2 Find o u t th e results o f th e o th e r groups. 3 W rite an em ail th a t could be sent to th e presenter o f th e ra d io pro g ra m m e sum m arising th e fin d in g s o f y o u r class. UN IT 1 What's on? 0 - Vocabulary 1: recording Sw va|j ( -nown) V s 3 iv * I/ Tra-H slftf ion: vocabulary ....................... 2 A s e t o f guest ions ftiA f you 1 Read th e s ta te m e n ts b e lo w . W h ic h ones d o y o u a g re e w ith ? 1 I like sitting rig ht in the fro n t row at the cinema. 2 I prefer film s th a t have a happy ending. 3 I th ink the special effects in m odern film s are much better than in older ones. ~ 4 I admire film stars w h o do th eir ow n stunts instead o f getting someone else to do them . 5 I fin d film s w ith lots o f flashbacks very confusing it's hard to fo llo w the plot. 6 I prefer film s to plays because you can have close-up shots o f the actors. 7 I th in k Steven Spielberg is th e greatest director alive today. ______ 0 ASK a fax^e. n-Mw-her o f people ^ We carried ^ OKt A SKrve> AboKt y o w te st-e ve r film .' ( L is t ening- 00 ) 4 —L t o S K r V e v ( v e r b ) /s s V e l/ 4 Discuss. 1 W hat other ways o f recording vocabulary have you used? 2 W hich have you fo und m ost effective? 2 It w ill h e lp y o u to re m e m b e r n e w w o rd s if y o u re v ie w a n d record th e m a fte r each lesson. 5 Look back a t th e firs t tw o pages o f th e u n it. A re th e re a n y o th e r w o rd s y o u w o u ld lik e to record? A s p id e rg ra m is o n e w a y t o record w o rd s re la te d t o th e sam e to p ic . Lo ok a t th e e x a m p le b e lo w a n d a d d th e h ig h lig h te d w o rd s fro m Exercise 1. T h en th in k o f o n e m o re w o rd to ad d to each p a rt o f th e sp id e rg ra m . 3 tenses Grammar 1: revision o f sim ple m 1 Som e o f th e fo llo w in g sentences have m istakes in th e use o f th e v e rb fo rm s . C o rre c t th o s e yo u th in k are w ro n g ,R is in g p re se n t sim p le, past sim p le o r p re se n t p e rfe c t fo rm s . Use th e h ig h lig h te d tim e expressions to h e lp you. 3 The fo llo w in g e x tra c t fro m a s tu d e n t's v o c a b u la ry n o te b o o k show s a n o th e r w a y o f re c o rd in g voca bu lary. 1 A d d th e tra n s la tio n o f th e w o rd in y o u r o w n la n g u a g e . 2 W h ic h lin e p o in ts to a) b) c) d) 8 an example sentence? th e pronunciation? related words? th e definition? E xam ple: All my life, I loved going to th e cinema. Wrong. A ll m y life, I've loved go in g to the cinema. 1 I've m et Carrie fifteen years ago. 2 I usually sit in the back row w hen I go to the cinema w ith my friends. 3 I've belonged to this club from 2001 to 2003. 4 I've already seen th a t film - let's go to something different. 5 He goes to the cinema at least tw ice every weekend. I haven't understood h o w he can do that! 6 I saw the video of The G odfather six times so far. 7 Have you ever been on television? 8 Have you seen Steven Spielberg's latest film yet? 9 W hen I was young. I've been to see my grandm other nearly every day. 10 That’s the best film I've seen fo r a long time. U N IT 1 2 C o m p le te th e ta b le u sin g th e h ig h lig h te d tim e expressions fro m Exercise 1.1. Tense Tim e expressions present simple always present perfect since What's on? 3 C o m p le te th e fo llo w in g extracts using th e verbs in brackets. Use th e p re se n t sim p le, past sim p le o r p re se n t p e rfe c t sim p le tenses. AMERICAN ACTOR IS NEW LONDON THEATRE BOSS usually fo r past simple A c to r Kevin S pacey ( 1 ) ............................. ( ju s t/b e c o m e ) th e n ew d irec to r o f London's fam o u s O ld V ic th e a tre . H e ( 2 ) ............................. (p ro m is e ) to a p p e a r on s tag e him self and — W a tc h O u t! B ritish a n d A m e rican English b rin g in b ig -n a m e ta le n t in his new role. 'I love m ak in g m ovies, b u t I ( 3 ) ...................................... (a lw a y s /lo v e ) th e stage as w ell. This jo b is so m e th in g th a t I (4) .............................(th in k ) a b o u t a lo t and I am loo kin g forw ard 1 1didn't have breakfast yet this morning. 2 1haven't had breakfast yet this morning. The first sentence is acceptable in American English, but might sound strange to a British person. True or false? to th e ch allen g e,' he ( 5 ) .............................(say). Spacey, w h o ( 6 ) ............................ (w in ) O scars fo r T h e U sual S u sp e cts a n d A m e ric a n B e a u ty, ( 7 ) .............................(fall) in love w ith th e O ld V ic after visiting it as a child. M O VIE M A G A ZIN E DATELINE 10 February 2003 G ra m m a r re fe re n ce p.203 (19) 2 C o m p le te th e fo llo w in g pairs o f sentences using w o rd s fro m th e box. Each p a ir o f sentences sh o u ld have a s im ila r m e a n in g . ago before ever fo r never since w hen Example: a) E ve r. . I was six years o ld ; I have been afraid o f spiders. b) I started being afraid o f spiders I was six years old. 1 a) M y father last w e n t on holiday ten y e a rs ............. b) It's been ten y e a rs ........ my father last w e n t on holiday. 2 a) I've had this c a r ............ I passed my driving test. b) I bo ug ht this c a r ........ I passed my driving test. 3 a) I've know n S te ve ............ fo u r years. b) I first m et Steve fo u r y e a rs ........... 4 a) It's th e first tim e I'v e ............ been to an English speaking country. b) I'v e ........ been to an English-speaking country before. 5 a) I've been friends w ith J e n n y ............ as long as I can remember. b) I can't re m e m b e r........ I started being friends w ith Jenny. 6 a) He's never appeared in a f i lm ............... b) This is th e first tim e h e 's ........appeared in a film . First Oscars for black actors Actress Halle Beny (I)............................ (become) the first black woman to win an Oscar for her part in the film Monster's Ball. She (2 )............................ (make) an emotional speech when she 0 ) .............................(accept) the award at yesterday's Oscar ceremony in Hollywood. Berry ( 4 ) ................................. (also/appear) in the popular James Bond movie, Die Another Day. Another black actor, Denzel Washington, also (5 )............................ (win) the Oscar for best male actor for his role in Training Day. M O VIE MAGAZINE DATELINE 25 A^trch 2002 1 M a ke q u e s tio n s fro m th ese p ro m p ts . H o w m a ny can y o u answ er? 1 2 3 4 5 6 H ow many tim es / Brad Pitt / marry? W ho / direct / Titanic? W hich fo otb all team / w in / W orld Cup / five times? In w hich country / Lord o f the Rings / film ? Mel Gibson / ever w in / an Oscar? Can you name any musicals / w in Oscars / last ten years? 7 W hich fam ous English footballer / call / child / Romeo? 8 W ho / usually present / evening news program m e / television / your country? 2 N o w ask a n o th e r s tu d e n t y o u r qu estio ns. W h ic h o f y o u can a n sw e r m o st qu estio ns? mmmm v ' *, UN IT 1 What's on? Reality TV - Reading: m u ltiple m atching (Part 3) " A 1 Lo ok a t th e d e s c rip tio n b e lo w . Have y o u seen any te le v is io n p ro g ra m m e s lik e th is? Reality TV is a term for television shows based on a group of real people who are put in an unusual or dangerous situation, or given the chance to achieve an ambition. Their experiences are shown live on television as entertainment. Reality TV often takes the form of a game, in which the viewers vote for people to leave the show until there is only one left. This person is the winner and receives a prize. 15 2 You are g o in g to rea d a m a g a zin e a rtic le a b o u t fo u r o rd in a ry p e o p le w h o have ta k e n p a rt in R ea lity TV pro g ra m m e s. Lo ok th ro u g h th e a rtic le q u ic k ly an d d e cid e w h ic h person: Ron Copsey was one o f a group of contestants w ho agreed to live fo r a year on a desert island, w ith cameras fo llo w ing their attempts to survive together. He left the island after five months, and later accused the producers of the show of misrepresenting him, claim ing they had edited the film to make it look as if he was throw ing a c hair in the face o f one of the wom en. 'I'm not an argum entative, aggressive, 1nasty piece o f work. It w as shocking,' he told a journalist later. 'The producers led the public to believe that the other contestants w ere g lad to 2*see the back o f me but it w asn't true.' A fter returning home from the island, M r Copsey said he was unable to continue w ith his college course as other students w o u ld n 't talk to him, and he had to take antidepressant pills. The television com pany has agreed to pay him £ 1 6 ,0 0 0 3com pensation. B 1 had to overcome a physical problem, 2 lived on an island, 3 w on a singing com petition, 4 used to be a builder. 25 30 Craig Phillips w as the w inner o f one of the first Reality TV programmes to be shown in England, called Big Brother. C raig w as o rigin ally a builder, and comes from Liverpool. A fter the series ended he adm itted: 'I d o n't know w h y I w on - you'll have to ask all those people that voted for me.' C raig 4donated his £ 7 0 ,0 0 0 prize money to teenage friend Jo Harris, to help pay for a heart and lung operation in Am erica. 'She is a unique young lady and it is w onderful to be in the position to help her,' he said at the time. C ra ig later had a five-album 5d e a l w ith a record com pany but he 6was d ro p p e d after his first single. However, he has continued to raise money fo r 7charities as w ell as ap pe arin g regularly on daytim e television shows. C Denise Leigh w on joint first prize in a TV contest called O peratunity, in w hich o rd in a ry people had the chance to be transform ed into opera singers. But there is nothing ord ina ry about Denise. She is a blind w om an o f am azing determ ination w h o has succeeded aag ainst all the odds. She had alw ays dream ed of a musical career, but this was prevented by the births o f her children. Being a blind mother o f three is a challenge. 'It's the hardest job in the w o rld ,' she says. 'Keeping them safe is definitely more w orrying than anything that can happen to you on stage.' N o w the children are all a t school, she is free to UN IT 1 the road to success? so ss 60 6s 70 pursue her dreams, and after O peratunity she is better placed than she had ever hoped for. 'N o w I have sung on stage at the London Coliseum I am a different person,' she said the morning after her 9triumph. 'W in n in g the contest has changed my life.' D Will Young shot to success when he w on the TV com petition Pop Id ol out o f over a thousand contenders, and w as offered a contract w ith a m ajor record com pany. He is modest about his success. 'I d o n 't think it's me myself they're voting for, it's the TV contestant, and in that context I feel very '°fla ttere d by it a ll/ he said. His first single, Evergreen, became the fastest-selling single o f all time. It sold over a m illion copies in its first week. W ill thinks that being a pop idol isn't only a matter of having a good voice - there are generally other " factors involved. 'Performers over the ages have always given off a kind o f energy. I think it's about a w hole im age - the look, the clothes, the music w hich puts a distance between you and other people.' 3 Lo ok a t th e q u e s tio n s b e lo w . For each q u e s tio n , y o u have to choose o n e o f th e p e o p le A -D . TIP! B e fo re y o u s ta rt, h ig h lig h t th e key w o rd s in each q u e s tio n . Th en read q u ic k ly th ro u g h th e te x ts fo r w o rd s o r phrases w ith a s im ila r m e a n in g . To h e lp y o u , th e 'p a ra lle l expressions' have be en h ig h lig h te d fo r th e firs t six qu estio ns. W hich person 1 is doing som ething they always w anted to do? 2 gave away the money they w on on the show? 3 received money to make up fo r th e harm done by th e programme? 4 shared the first place in th e com petition w ith another person? 5 was im m ediately successful in their career after the programme? 6 does no t understand the reasons fo r their success? 7 says th e program m e gave an untrue picture of them ? What’s on? 8 fo und th eir personal relationships w ere badly affected by the programme? 9 has done w ell in spite o f a physical problem? 10 had a musical career th a t tu rned o u t to be disappointing? 11 feels they are diffe re nt fro m the general public? 12 finds fam ily life m ore stressful than giving a public performance? 13 feels th e other participants w ere sorry he/she left? 14 feels th eir success is n o t just due to personal qualities? 15 had not expected to be in such a good situation at this stage in life? 4 Discuss. Thousands o f people apply to go on these shows. W ould you apply to go on a Reality TV program m e o f any sort? W hy?/W hy not? 5 Find th e n u m b e re d w o rd s a n d phrases 1-11 in th e te x t. Lo ok a t th e c o n te x t, th e n choose th e c o rre c t m e a n in g a) o r b). 1 a) someone w h o is likely to cause trouble b) som ething very unpleasant CLUE: This is a colloquial expression. Look back at the subject o f the sentence to fin d w ho o r w h a t it refers to. 2 a) meet me b) see me leave CLUE: A nother/colloquial expression. In w hich situation w o u ld you see someone's b a c k ? 3 a) paym ent fo r w ork b) paym ent fo r som ething th a t w e n t w rong CLUE: Does the previous sentence refer to w ork o r to a problem ? b) to ok away 4 a) gave b) present 5 a) contract b) was no longer used 6 a) fell dow n 7 a) big companies b) voluntary organisations b) in spite o f difficulties 8 a) easily b) failure 9 a) success b) w orried 10 a) pleased b) things 11 a) voices UN IT 1 What's on? Grammar 2: present perfect sim ple and continuous 1 Look a t th e pairs o f sentences b e lo w . W h a t is th e d iffe re n c e in m e a n in g b e tw e e n a) an d b) in each case? Last m o n th actress Stella Glass g ave birth to her seco nd child - y e t now she is b ack on screen a n d looks m o re attractive th an ever. M a n y p e o p le (1) have w o n d e re d / have b e e n w o n d e r in g a b o u t her secret an d how she (2) has g o t b a c k / has b e e n g e ttin g b ack h e r near p e rfe c t fig u re so quickly. She claim s th a t th e secret is a m ixtu re o f d ie t and exercise. 'I (3) have n e v e r s m o k e d / have n e v e r b e e n s m o k in g an d I (4) h ave g o n e / have b e e n g o in g to th e gym regularly for years. To lose w e ig h t I (5) have h a d / have b e e n having five po rtio n s o f fresh fru it and v e g e ta b le s every d ay an d I (6) have e a te n / have b e e n e a tin g pop co rn as it's low in calories. R ecently I (7) have a ls o d ru n k / have a ls o b e e n d rin k in g a lot o f m ineral w ater. M y ap p e a ra n c e has always b e e n im p o rta n t to m e - I (8) h ave always w a n te d / have always b e e n w an tin g to lo o k m y b e s t .' 3 The fo llo w in g d ia lo g u e s c o n ta in exam ples o f th e p re se n t p e rfe c t sim p le. W h ic h o f th e m s h o u ld be c h a n g e d t o th e p re se n t p e rfe c t c o n tin u o u s so th e d ia lo g u e s soun d m o re n a tu ra l? b) He's been running th e marathon fo r charity. In a) he ran the m arathon a t some tim e in the past. In b) he has ju s t finished running the m arathon and you can still see the effects - he is o u t o f breath. a) He's appeared on a daytim e television show. b) He's been appearing on daytim e television shows. a) They've lived on the island all their lives. b) They've been living on th e island fo r th e last six months. a) I've sent 20 emails this morning. b) I've been sending emails all m orning. a) She's read Lord o f the Rings and says it's very good. b) She's been reading Lord o f the Rings and says it's very good. I— W a tc h O u t! stative and dynamic verbs Which sentence is NOT possible? Why not? 1 I've been knowing him for years. 2 I've known him for years. G ra m m a r re fe re n ce p.203 (19 .3-4 ) 2 C hoose th e best fo rm o f th e v e rb in th e fo llo w in g e x tra c t fro m a h e a lth a n d fitne ss m a g a zin e . B o th fo rm s m ay be possible in som e cases. 12 E xam ple: been waiting A: W here have you been? I've w a ited fo r ages. B: It's not my fault. I've been stuck in a tra ffic jam fo r th e last tw o hours. 1 A: Have you g o t these headaches regularly? B: Yes - I've had three in th e last week. 2 A: Where's Carrie? Have you seen her today? B: Yes, she's w orked in her office all day. 3 A: H ow long have you shared the fla t w ith Lucy? B: A m onth. But w e've know n one another fo r years. 4 A: Have you.spoken to Mrs Craven yet about the meeting? B: No. I've tried to contact her fo r ages, but she's -never in w hen Ip h o n e . 5 A: Laurie has ju st gone to spend six months travelling in Canada. B: Yes, I know. He's saved up to go there fo r years. 6 A: Haven't you finished th a t book yet? You've read it fo r ages. B: I know. But I keep fo rgettin g w hat's happened, then I have to go back to th e beginning. 4 You b u m p in to a frie n d w h o y o u h a v e n 't seen fo r six w eeks. R ole -play th e c o n v e rs a tio n yo u have. S tu d e n t A look at page 187. S tu d e n t B look at page 188. B egin lik e th is: A: Hi! I haven't seen you fo r ages. B: No - w h a t have you been doing? A: I've ju st come back ... U N IT 1 Use of English: key w ord tran sform ation s (Part 4) C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g t o th e firs t sentence, using th e w o rd g ive n . Do n o t c han ge th e w o rd give n . You m u st use b e tw e e n tw o an d fiv e w o rd s , in c lu d in g th e w o rd g ive n . The ta sk b e lo w o n ly tests th e g ra m m a r in th is u n it. Example: 0 I can't rem em ber th e plot at all. fo rg o tte n I ..........w h a t the plo t is about. 1 I d o n 't know w h o the w inn er o f the com petition is. has I d o n 't know w h o ................................the com petition. 2 I'm afraid I've lost th e tickets, find I'm a fra id .................................. th e tickets. 3 She planted some flow ers in th e garden, b u t they are nearly all dead now. have The flow ers she planted in the garden .................................. now. 4 I was talking to her m other a m om ent ago. been I .................................. to her mother. 5 It's been three years since I started to w ork here, w o rkin g I .................................. three years. 6 It is Miranda's first visit to Scotland. never M ira n d a ..................................to Scotland before. 7 It's over a year since I last saw him. seen I .................................. over a year. 8 They d o n 't know w h a t the problem is. found T h e y .................................. w h a t the problem is. 9 She hasn't g o t any money left, run S h e .................................. money. 10 Sue has just had her first child, birth S u e .................................. her first child. W hat's on? Vocabulary 2: w ord fo rm atio n 1 The fo llo w in g w o rd s com e fro m th e te x t o n pages 10-11. U n d e rlin e th e s u ffix o f each w o rd . W h ich g ro u p o f w o rd s are all a) no un s b) ad ve rbs c) adjectives? 1 shocking diffe re nt flattered 2 com petition perform er determ ination 3 regularly generally 1 contestant C o m p le te boxes 1 -1 0 in th e fo llo w in g ta b le w ith th e c o rre c t fo rm s o f th e w o rd s. Noun Verb A djective A dverb 1 ............ 2 .......... . confusing/confused confusingly 3 ............ 4 .......... . perform ing 5 ............ 6 .......... . original 8 ............ 9 .......... . flattering/flattered 2 7 ............ 1 0 ............ N o w choose th re e m o re w o rd s fro m th is u n it and c o m p le te as m a n y boxes as possible in th e last th re e row s. 3 C o m p le te these sentences using th e c o rre c t fo rm o f th e w o rd in capitals. 1 The show was re a lly .............. ENJOY 2 The w in n e r gave an e x c e lle n t.............. PERFORM 3 It was a b i g ............to me th a t I couldn't accept the invitation DISAPPOINT 4 I have to do a lo t o f ............fo r my exam. PREPARE 5 The actress gave a lo n g ............o f all the problems she’d had to face EXPLAIN 6 The volunteers had to live on a desert island as a test of .............. SURVIVE 7 The w inner gave a b i g .............to charity. DONATE 8 M any o f the contestants have bu ilt on th eir fa m e .............. and become very rich. FINANCE 4 A n s w e r th ese q u e stio n s. E xplain y o u r answ ers. 1 W hich lesson do/did you do m ost preparation fo r at school? 2 Are there any rules and regulations in your school, college or workplace th a t you th ink are unnecessary? 3 Have you ever given a public performance? M P f U N IT 1 What's on? Listening 2: extracts (Part 1) 6 You w ill h e ar p e o p le ta lk in g in six d iffe re n t s itu a tio n s . For q u e s tio n s 1-6, choose th e best answ er. A , B o r C. You w ill h e a r each e x tra c t tw ic e . TIP! The in fo rm a tio n in th e re c o rd in g is n o t alw a ys g iv e n in th e sam e o rd e r as th e o p tio n s . 1 You hear a man talking about a film . W hat does he say about the film ? A The story is d ifficu lt to follow . B The film is better than the book. C The setting is unusual. CLUE: You w ill hear his opinion ab o u t the setting first (C), then the story (A), then the comparison w ith the bo ok (B). 2 You overhear tw o people talking in the street. W ha t are they talking about? A a play at the theatre B a concert C a film on TV CLUE: Listen fo r inform ation a b o u t the setting an d the ending. 3 You hear an actress being interviewed on the radio. W ha t is the actress doing? A giving an explanation B making a comparison C offering advice CLUE: In this type o f question, y o u have to think ab o u t the m ain p o in t o f w h a t the speaker says. 4 You tu rn on the radio in the m iddle o f a programme. W ha t is th e relationship between the speakers? A m other and son B boss and employee C teacher and pupil CLUE: Listen carefully to w h a t the w om an says towards the end o f the conversation. 5 You hear a w om an on a phone-in radio program m e com plaining about a problem. W ho is responsible fo r her problem? A some workm en B the local to w n council C a m obile phone company CLUE: A t the end, the w om an says,:'That's n o t rig h t'. W hat is she referring to? You overhear tw o people talking in a cafe. W hat has the man ju st taken part in? A a com petition on th e radio B an oral exam ination C a jo b interview CLUE: A ll three answers may involve answering questions an d feeling nervous. Listen fo r additional inform ation to give you the correct answer. Vocabulary 3: entertainment 1 C o m p le te th ese sentences w ith an a p p ro p ria te w o rd . You have be en g iv e n th e firs t p a rt o f each w o rd a n d th e n u m b e r o f le tte rs . 1 It's the first Shakespeare p____ I have seen in the t_________ . 2 There w ere a lo t o f critics from th e newspapers at the theatre. I w a n t to read th eir r_________ to see w h a t they th o u g h t o f it. 3 The play was excellent and th e au_________ app_________ very enthusiastically at th e end. 4 I th o u g h t I d id n 't like o______ , b u t then I saw a W onderful p________________ o f Carmen and I changed my mind. 5 There was a c_________ last w eek w hich included a new sym________by a young Italian com________ . I t was alm ost s_____ o_ _ so I was lucky to ge t a seat! 6 It must be very d ifficult to con______ an ore_________ ;^here are so m any different in_______________being played by so many different mus_________ I 7 I enjoy po_ m______ as well, and I listen to diffe re nt si________and gr_______. I've g o t a big collection o f CDs. 8 On Saturday evenings I like going to ni____ cl_____I and di______ w ith my friends. 2 W h a t k in d o f e n te rta in m e n t d o y o u e n jo y m ost? P u t th ese in o rd e r fro m 1-7 a n d discuss y o u r p re fere nces w ith a p a rtn e r. □ □ □ □ pop concerts theatre opera television □ cinema □ comedy □ classical concerts I UN IT 1 What's on? This p a rt o f th e te s t gives th e e xam in ers th e ir firs t im pre ssion o f you, so it's im p o rta n t to a n sw e r th e qu e stio n s clearly, a c cu ra te ly a n d w ith e n o u g h d e ta il. 3 Read th is s h o rt re v ie w o f a m usical fro m an In te rn e t site. Have you h e ard o f th is show ? W o u ld yo u like to see it? W h y? /W h y n o t? DO speak clearly so the examiners can hear you. DO try to make your answers interesting and personal. D O N 'T give one-w ord responses, e.g. Yes or No. Add some details. D O N 'T learn long speeches by heart before you do the exam. You probably w o n 't give appropriate answers to th e actual questions. m I didik'-t e f f e c t -to fifsjoy ' L e .f M iiarA ble** ' becAw£e ^arxerAlly I' m ro-t t k v t kee.* o r MW£iCAl£, bu t I wa£ ^iver a tick e-t, t o I wer-t t o $ee i t . The p lo t i t q u ite coMpliCAted. I tV fe.± i r 19th c e r tu r y FrArce, Ard i t V bA^ed o r a £ to ry by t h e w r i te r V ictor Huqo. I tV A bout A MAr CAlled J e A r VAljeAr, who i f ^ e r t t o pri$ o r F or 19 yeAr f j u $ t For ^teA lirq A IoaF oF breAd. W her he qe.t£ o u t oF p ri£ o r, J e A r t r i e * t o MAk.e a rew liFe For hiM$elF, b u t he Fird^ th i* very diFFicult Af Ar e x -c o rv ic t, f o he breAk.* Inif pArole. FvertuA lly Ir^p ecto r J A v e r t Fird^ hiM, Ard ... well, I w or t reveAl t h e e rd ir ^ i The * to ry was v ery Movirq Ard t h e r e w ere SoMe worderFul SorqS. I th o u g h t t n A t t h e MAir StArS SArq Ard dArced b rilliA rtly, Ard t h e coStuMes w ere Superb. I t 's o re oF t h e b e s t shows I've ev er s e e r , Ard I' m very ^Ud th A t I decided t o qo. 1 Each o f th e fo llo w in g answ ers has tw o m istakes in g ra m m a r o r w o rd o rd er. Find th e m istakes an d c o rre c t th e m . Then m a tch each an sw e r t o o n e o f th e to p ic s above. 4 N o w w r ite a s h o rt re v ie w o f a show , c o n c e rt o r p la y th a t y o u have seen recen tly. F o llo w th e sam e o rd e r as th e re v ie w a b o ve an d re m e m b e r to w r ite a b o u t: • w h a t you saw • w h a t it was about • w h a t you th o u g h t o f it and why. Exam focus P a p e r 5 S p e a k in g : in tr o d u c tio n (P a rt 1) A b o u t th e exa m : P art 1 o f th e S pe akin g te s t lasts fo r th re e m in u te s . The in te rlo c u to r w ill ask y o u a n d th e o th e r c a n d id a te som e q u e s tio n s a b o u t yourselves. These m ay be: • • • • • th e place w h e re y o u live y o u r fa m ily y o u r w o rk o r studies w h a t y o u d o in y o u r fre e tim e y o u r fu tu re plans. 1 I am having tw o brothers. One is older than me; he has tw enty-one years old. The other is younger he's ju st tw elve. So I'm in th e middle. 2 I live in Milan. It's a very big city, w ith lots o f traffic. Just no w I stay in a hostel b u t I w a n t have my ow n apartm ent one day. 3 I like very much playing com puter games and doing sport, especially swim. 4 I have been studying English since five years, and I enjoy it very much. But I never been to England. 5 In ten years’ tim e I hope I'll be a doctor. I w a n t travel abroad, andTnaybe I married. Q 2 N o w liste n a n d check y o u r answ ers. (~ j 2 Listen t o som e s tu d e n ts d o in g P art 1 o f th e exam . H o w g o o d d o y o u th in k th e ir answ ers are? Choose A, B, C o r D f o r each speaker. A B C D A good answer. N ot good - makes a lo t o f mistakes. N ot good - does n o t answer the question. N ot good - does n o t say enough. 1 Joanna 2 Karl ....... ....... 3 Katerina 4 Jorge ....... ....... 3 W o rk w ith a p a rtn e r. You are g o in g to pra ctise asking an d a n sw e rin g qu estio ns. R em em ber to a d d som e d e ta il t o each o f th e answers. S tu d e n t A look at page 180. S tu d e n t B look at page 184. 1 Writing: inform al em ail (Part 1) ■ Read th e sam p le a n sw e r b e lo w , a n d p u t th e p a ra g ra p h s in th e c o rre c t order. 1 Look a t th e w r itin g ta sk b e lo w a n d an sw e r th e fo llo w in g qu estio ns. 1 2 3 4 Look back a t th e task. Has th e w r ite r in clu d e d all th e in fo rm a tio n need ed? W ho are you w ritin g to? W hy are you w riting? W ha t tells you w h a t you m ust p u t in your reply? H ow can you begin and end the email? The w r ite r has m a de fo u r m istakes w ith v e rb fo rm s , w h ic h are m a rke d . C o rre ct th e m istakes. □ You have been s tu d y in g h a rd b u t n o w y o u w a n t t o g o o u t to th e th e a tre fo r th e e v e n in g w ith som e frie n d s . Read th e tw o em ails a n d th e a d v e rtis e m e n t. T hen, using th e in fo rm a tio n in y o u r notes, w r ite a re p ly to Jack's em a il. (1 2 0 -1 5 0 w o rd s) Li *11 / rKv.n □ □ a 5* > D e a r Pedro H o w are you doing ? Still w o rking fo r your e xam s? It w o u ld b e grea t to g e t to g e th e r if you have tim e . Let m e k n o w if you h ave a n y ideas. □ □ MURDER MYSTERY Last performance Saturday 8.00 *11 t II 3 jK x V O ,, II Don't miss it!' □ n T h e a tr e news 'A* Would you lik.fi. bo Co m £ Alor^ ? ( Ijyfi fiLMAilficf} .£ufi. AAd Milo yfi^terdAy t o i f thfiy c a a c o m g , Afkd thfiy £Ay thfiy CAA, £o i t should bfi A ^ood five,ai ^ . Thfiy Su^aStfid ( t o go) f o r SoMfithi ^ t o GAt to ^ a th fir A fte r the. show - I kAow you lik.fi ItAliAA food So we. could All qo t o QiivoV p>i2.ZAS. I (fvfivfir weA t bfifore. b u t fiveryoAfi SAyS i t S vfiry ...................... / » o r e g o t o u t, tu f (■$) .... ................. the. d riv e r’s door opened end e women step p ed a r t o n to th e roed. (4 ) ...................... SSf: Read th e ta sk b e lo w . T h in k o f som e ideas fo r th e story. A sk a n d a n sw e r q u e s tio n s lik e these. 1 W ho is Emma? 2 W ha t can she see? 3 W here is she? 4 W ha t did she do? You have be en asked to w rite a s to ry fo r y o u r s tu d e n t m a g a zin e . The s to ry m u st b e g in w ith th e fo llo w in g w o rd s. Emma could n o t believe w h a t she saw in fro n t o f her. m 1 Read th e firs t p a rt o f a s tu d e n t's s to ry b e lo w . W h ic h o f th e fo u r stages fro m Exercise 2 are in c lu d e d here? Emma could not believe what she saw in -front o-f her. She had been sitting in the classroom -for the last two hours, not thinking about anything except ■finishing her history exam. Then suddenly, -feeling that something in her surroundings was not right, she had raised her eyes from the exam paper. The classroom had completely disappeared ... 1 sew h e r, X rem em bered h er. Sh e hed been in fh e re ste u re h f w h ere X hed fast seen Temes th re e 2 Discuss h o w th e s to ry c o u ld c o n tin u e . m onths CS) .......... ............... 3 W h ich o f th ese w o u ld be th e best e n d in g fo r th e story? W hy? A / "Die w o men seethed up f o th e f r o n t door o f th e house, mehjrg no e ff e m p t t o hide. X thought ebout fol/owirg h e r, but X derided th e t i f should be U t t e r n o t f o c o n fro n t h er. ( U ............. ........ hed gone in to th e house nothing heppened f o r e fe w minutes, th en I Emma le-ft the classroom with her friends, went home and told her mother about the day. h eerd e sh o t end someone sc reen ed . X g o t out mg mobile end phoned th e police. (7 ) ...................... X sues- suerhihg f o r them f o e rriu e , X vuefehed th e house, but no one e n te r e d o r l e f t if. (Q) ...................... th e police erriu ed end ste n t in to th e Emma knew that after what she had been through, her life would never be the same again. house. They seerch ed ell o v e r end C9> ...................... found I ernes tie d up in th e re!fa r, ediue end w e //. T)>c2~e vv*s ho +r *ce o f fte. worn*'). 2 A s to ry sh o u ld have th re e o r fo u r p a ra g ra p h s a n d in c lu d e th e fo llo w in g fo u r stages. □ □ □ □ background inform ation first events and/or a problem final outcom e later actions o r results Read th e s to ry a g a in an d n u m b e r th e stages in o rd er. Two weeks later, Emma heard that she had passed her history exam and she fe lt very pleased with herself. - 5 N o w w r ite y o u r o w n s to ry b e g in n in g w ith th e sam e sentence. You sh o u ld w r ite b e tw e e n 120-1 80 w o rd s. 6 W h e n y o u have fin is h e d , check y o u r w o rk . W ritin g re fe re n ce pp.206, 208, 215 1 N11 3 Review 1 A n s w e r th e fo llo w in g q u e s tio n s using a w o rd y o u have le a rn e d in U n it 3. 1 W ha t verb means to see someone o r som ething very quickly? 2 W hich phrasal verb means to continue to do som ething? 3 W ha t is the noun from nervous? 4 W ha t is the adverb th a t pieans n o t in a steady way? 5 W ha t adjective beginning w ith s is used to describe a headache th a t is very bad? 6 W hat verb has th e same meaning as to lo o k in to the cause o f som ething? 7 W ha t verb is used in the phrase to ... someone a stare? 8 W hat verb means to fa ll over som ething? 2 C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g t o th e firs t sentence, using n o m o re th a n fiv e w o rd s, in c lu d in g th e w o rd give n . 1 I fo und an old photograph o f my sister the other day. across The other d a y .................................. an old photograph o f my sister. 2 There's no po in t in going to Pete's house - he w o n 't be in. w a s te It's .................................. going to Pete's house - he w o n 't be in. 3 I c ouldn't see the car anywhere, sign There w a s ..................................th e car. 4 It's very noisy - w hat's happening in here ? on It's very noisy - w h a t's .................................. in here? 5 I never discovered w h o had w ritte n th e book, out I n e v e r............................... w h o had w ritte n the book. •6 Mrs Stevens w e n t up th e path to the fro n t door of the house, m ade Mrs S tevens..................................up the path to the fro n t door o f th e house. ■ 1 C o m p le te th e fo llo w in g te x t. You have been g iv e n th e firs t le tte r o f each w o rd . A dictionary w ill give you inform ation about ho w to w rite a w ord dow n - the (1) s ............ - and h o w to say it - the (2) p ...............It tells you w he the r the w ord is a (3) n ............ , a (4) v ..............o r an adjective, and may also give you inform ation about com m on (5) p ............ th a t the w o rd appears in. And, o f course, it also tells you w h a t the w ord (6) m ............... 2 Lo ok back th ro u g h U n it 3 an d choose th re e w o rd s th a t y o u d id n 't k n o w b e fo re . Look th e m u p in a d ic tio n a ry a n d fin d o u t th e in fo rm a tio n ab ove. 4 Each o f th e fo llo w in g sentences has a m ista ke w ith g ra m m a r o r vo ca b u la ry. Find th e m istakes an d c o rre c t th e m . 1 2 3 4 5 6 7 8 M y brother has th e same colour hair like me. You look like unhappy - w hat's the m atter? How's the w eather like w here you are? Is it raining? That o u tfit suits you - you look as a model o r a film star! I'm studying very hardly fo r th e exams. She spoke to him friendlily, and he fe lt better at once. / It was very freezing on the m ountain top. Your exam result was absolutely good. 5 R eplace th e in c o rre c t lin k in g expression in ita lics w ith a c o rre c t one. 1 He fe lt much better w hile he had solved the problem. 2 The weeks w e n t by and as soon as I started to feel better. 3 He p u t dow n his suitcase fo r a m inute and secondly he picked it up again and w alked on. 4 W hile I phoned my sister, she was having a shower. 5 Eventually you get there, please phone and let me know. 6 I used my dictionary a lo t la ter b u t no w I try to guess w h a t the w ords mean. 7 A t last I g o t home, I fo und my friends had arrived. 8 D uring you w ere sleeping, som ething really exciting happened. G o to w w w .iT e s ts .c o m o r y o u r C D -R O M fo r in te ra c tiv e e x a m practice. J UNIT 4 I Food for thought Vocabulary 1: fo od 2 W h a t s o rt o f fo o d sh o u ld th e fo llo w in g p e o p lea t? W h a t sh o u ld th e y a v o id ? W hy? 1 H o w m u ch d o y o u k n o w a b o u t th e fo o d yo u ea t? M a tc h th e sentence halves. a) b) c) d) a pregnant w om an an Arctic explorer someone w ith a cold a model 1 2 3 4 5 6 7 8 M ilk and cheese f) Potatoes, carrots and beetroot Cheese, b u tte r and oil Fresh fru it and vegetables Eggs and red m eat Rice, potatoes and bread Nuts and dried beans Proteins, fats and carbohydrates a) b) c) d) e) f) g) h) are rich in vitam in C. are high in cholesterol. are root vegetables. are good sources o f protein fo r vegetarians. are all high in carbohydrates. are dairy products. are needed in a balanced diet. have a high proportion o f fa t. 3 Is th e re a n y s o rt o f fo o d y o u d o n 't lik e m uch, b u t e a t because it is g o o d fo r yo u ? Listening: sentence com pletion (Part 2) m 1 M a tc h th e p e o p le to th e speech bu bb les. I m o s tly e a t fr u it ' and raw vegetables. I don’t to u c h m e a t or d airy p roducts, and I only drink w a te r — and cham pagne. I e a t lo ts o f protein and ca rb o h y d ra tes t o give me th e s tre n g th and energy I need. 1 L o o k a t th e p h o to s a n d discuss these q u estio ns. 1 W ha t jo b do you think the man does? 2 W ha t can you guess about his lifestyle? U N IT 4 ■ i You w ill he a r p a rt o f a ra d io p ro g ra m m e a b o u t a y o u n g m an w h o has b e co m e a c e le b rity because o f his jo b . 1 First, lo o k th ro u g h th e fo llo w in g g a p p e d sentences t o g e t a g e n e ra l idea o f w h a t th e p ro g ra m m e is a b o u t. W h a t to p ic s d o y o u th in k w ill be discussed? The w ell-kn ow n chef, Jamie Oliver, was brought up in ( 1 ) .................. ............ in th e country. Jamie started to help prepare meals at the age of ( 2 ) .................................. In London, Jamie m et his future w ife, Jools, w h o was w o rking as a ( 3 ) ..................................... Jamie appeared briefly in a ( 4 ) ................................... about The River Cafe in London w here he was w orking. The recipes in Jamie's firs t TV series were ( 5 ) .................. ............ b u t used good ingredients. Jamie's food was popular because it matched the ( 6 ) .................. ............ o f his trendy young audience. Both Jamie's TV series and his ( 7 ) ................................... w ere very successful. Jamie helped to prepare th e food fo r th e guests a t his ( 8 ) ................................................................ Jamie then opened his ow n restaurant and trained ( 9 ) .................. ............ and inexperienced teenagers. A part fro m cooking, Jamie enjoys playing the ( 1 0 ) .................. ............ in a band w ith his old schoolfriends. 2 N o w lo o k a t th e gaps in each sentence. W h ich gap(s) c o u ld be fille d by: Vocabulary 2: prepositions 1 C o m p le te th e fo llo w in g sentences u sin g th e c o rre c t p re p o s itio n . fo r to in on as of 1 Jamie Oliver was responsible............ training a group o f young teenagers. 2 He’s particularly in te re ste d ............ helping disadvantaged young people. 3 Jamie has made many appearances............ TV. 4 He's still very c lo s e ............his parents and childhood friends. 5 I d o n 't know if I'd like to t r a in ............ a chef. 6 W o r k ............ the catering industry is hard and involves, long hours. 7 Success d e p e n d s ............ luck as w ell as talent. 8 You need a ta le n t............ cooking and a real in te re s t............ good food. 9 'The idea o f runoing a coffee bar o r cafd quite a p p e a ls ............ me. 10 It w ould be hard w ork, but I'm not a fra id ..........that. 2 Tell a p a rtn e r a b o u t: 1 an activity th a t you • have a ta len t fo r • have lost interest in • doesn't appeal to you • never fin d tim e for. m 2 a jo b o r profession th a t you w ou ld like to w o rk in. © a number? a noun describing a place? a noun describing a job? an adjective describing food? the name o f a musical instrument? Discuss th e se q u estio ns. 1 Do you enjoy cooking? W ha t can you cook? 2 Are cookery programmes popular in your country? W ith w h a t age groups? 3 W hat types o f foreign fo od are popular in your country? W hat types do you like best? 4 In many countries, th e w ay people eat is changing. W hy do you th in k this is happening? Is this true in your country? 1 Listen a n d c o m p le te th e sentences, using a w o rd o r s h o rt phrase. © a) b) c) d) e) 4 Food for thought 2 Listen a g a in t o check an d c o m p le te y o u r answ ers. 3 someone you • are close to • are dependent on. TIP! You s h o u ld w rite n o m o re th a n 1-3 w o rd s fo r each answ er. W rite e xactly w h a t y o u hear: d o n 't c han ge th e w o rd /s in a n y w ay. 4 som ething th a t you • are afraid o f doing • are responsible fo r • takes up a lo t o f your tim e. 5 a TV program m e you w ou ld like to appear on. U N IT 4 Food for thought Exam focus P a p e r 1 R e a d in g : m u ltip le -c h o ic e q u e s tio n s (P a rt 1) A b o u t th e exam : In Paper 1, P art 1, y o u rea d a te x t an d th e n an sw e r e ig h t fo u r-o p tio n m u ltip le choice q u e stio n s. These q u e s tio n s m ay te s t th e m a in ideas, d e ta ils, o r th e w rite r's o p in io n . For each q u e s tio n , y o u choose th e c o rre c t answ er, A, B, C o r D. P rocedure 1 Read th e in tro d u c tio n to th e task. It w ill te ll yo u w h e re th e te x t com es fro m an d m ay say s o m e th in g a b o u t th e m a in to p ic . 2 Read th e t itle o f th e te x t an d any s u b h e a d in g , a n d skim th e te x t q u ickly. This w ill g iv e y o u a g e n e ra l idea o f w h a t it is a b o u t. 3 Lo ok a t each stem b u t NOT th e o p tio n s a n d m a rk th e p a rt o f th e te x t it relate s to . 4 N o w read th e te x t c a re fu lly. W h e n y o u reach a p a rt y o u have m a rke d , lo o k a t th e stem a n d th e o p tio n s , an d d e cid e o n th e c o rre c t answ er. M a ke sure y o u have checked ALL th e o p tio n s b e fo re y o u m a ke y o u r decision. 5 M a rk y o u r a n sw e r o n th e q u e s tio n paper. 6 W h e n y o u have c o m p le te d all th e qu estio ns, tra n s fe r y o u r answ ers to th e a n sw e r sheet. 1 You are g o in g t o rea d a m a g a zin e a rtic le a b o u t a m an w h o stud ies th e e a tin g o f insects. F o llo w step 2 o f th e sugg ested pro ce d u re . 1 W hy does Peter th in k eating insects is a good thing? 2 H ow does his w ife feel about it? Tickle your taste buds Peter Menzel thinks we are ignoring a tasty and nutritious source of food - insects.*205 away, and it exploded. The taste made me feel sick but there were all these people watching me so I had to swallow it.’ After that it got easier and Peter gradually became a line 29 connoisseur. One dish he recommends from personal experience is roast tarantula spider. ‘It’s the world’s largest spider, it’s bigger than your hand. You roast it, and it has juicy white meat inside, like a crab. And there’s actually very little difference between them, 35 except one of them lives in water and one on land.’ 30 First, take 30 to 40 live scorpions. Stir-fry in hot oil for 20 seconds. Add pork, ginger, salt and pepper. Cook gently for 40 minutes ... Not your average take-away, but a traditional dish in some parts of the world and one of s the unusual recipes collected by photographer Peter Menzel and his wife, Faith, during a nine-year study of entomophagy, the eating of insects, which has taken them all over the globe. ‘I remember as a child hearing a radio programme about io people eating live grasshoppers,’ says Peter, talking from their home in California. ‘At the time I thought it was just unbelievable that people could actually eat things like that. But then I came across a magazine called the Food Insect Newsletter and I just became fascinated with insect is eating and decided to find out more about it.’ 20 25 44 He vividly remembers the first time he actually ate insects himself. ‘It was in a village in a very remote region. There were all these people on top of a mountain who were hunting stink bugs. I walked up to a group of women who were mashing them up ready to cook them but some of the women were eating them live, and they offered me one. I knew that I couldn’t refuse, or they would have been terribly offended. But it was revolting. First it tried to crawl across my tongue and out of my mouth, so I had to crunch down on it so it didn’t get U N IT 4 2 Lo ok a t th e q u e s tio n s an d fo llo w steps 3 -5 o f th e sugg ested p ro ce d u re . C hoose th e a n sw e r (A, B, C o r D) w h ic h y o u th in k fits b e st ac co rd in g to th e te x t. 1 Peter and Faith have travelled round th e w o rld in order to A do research into people's eating habits. B learn how to cook scorpions. C take photographs o f unusual insects. D w rite a book o f traditional recipes. 2 W hen Peter read about insect eating, he decided th e idea sounded A shocking. B strange. C interesting. D unpleasant. 40 His wife, Faith, is still far from happy about insect eating. ‘I’m the reluctant bug-eater here,’ she says. ‘I know it makes sense in environmental terms, but I just don’t like the thought of it. I suppose here in the USA we’ve stopped thinking about where our food actually comes from - we just go along to the supermarket and buy something in a packet.’ ‘People have asked me why I do this,’ says Peter. ‘Well, the food we eat is a very basic part of our 45 culture, and when we share others’ food I think we gain more understanding of their culture. But as well as that, it helps us to examine our own attitudes towards what we eat. In fact, many species of insects are lower in fat, and higher in protein than beef or so chicken. And raising insects is environmentally friendly - you don’t need to destroy any wildlife habitat to do it.’ So what’s on the menu for lunch today for Peter and Faith? ‘Well, I’ve got a couple of kilos of dried ss worms,’ says Peter. ‘We could make a nice little casserole with spices and onions.’ ‘Oh no,’ says Faith, interrupting. ‘I’ll tell you exactly what we’re having. We’re going to have a very nice pasta with sun-dried tomatoes and a fresh salad - and no bugs in it.’ Food fo r th o u g h t 3 W hy did Peter accept a stink bug fro m th e w om en on the m ountain? A He did n o t w a n t to be im polite. B He did no t realise they w anted him to eat it. C He th o u g h t it had been cooked. D He did no t know w h a t it was. 4 Peter bit in to the stink bug because he w anted to A stop it stinging him. B prevent it fro m escaping. C sw allow it. D taste it. 5 W hat does 'it' refer to in line 29? A biting stink bugs B enjoying stink bugs C eating insects D cooking insects 6 Peter says th a t the tarantula spider is A similar in taste to a type o f seafood. B the m ost delicious insect he has eaten. . C not very different in taste fro m other types of insect. D only good to eat if it is carefully cooked. 7 Faith says th a t although she isn't enthusiastic about eating insects, she A is prepared to try anything to protect the environm ent. B is aware th a H h e re are good reasons fo r eating them . C w ill eat them if she know s w here they come from . D w ou ld buy them if she saw them in the supermarket. 8 Peter says th a t one advantage o f his w o rk is th a t he has A become more aware o f environm ental problems. B learned more about w h a t makes food healthy. C discovered new sources o f fo od. D fo und o u t ab ou t other ways o f life. 3 W h ic h o f th e fo llo w in g s ta te m e n ts d o y o u a g re e o r disa g re e w ith ? G ive reasons a n d exam ples. Adapted from THE INDEPENDENT s t in k b u g : a n in s e c t w h ic h give s o f f a s tro n g a n d u n p le a s a n t sm e ll 1 I w ou ld definitely eat insects if I was very hungry. 2 People have a lot o f unreasonable prejudices about food. 3 If w e th o u g h t about w here some o f ou r fo od came from , w e m igh t not w a n t to eat it. $ U N IT 4 Food for thought Grammar 1: countable and uncountable nouns 1 P ut th e no un s b e lo w in to fo u r gro u p s: a) countable b) uncountable c) countable or uncountable d) always plural accom m odation advice aerobics book chocolate clothes food fru it inform ation knife luggage maths meal news plate police potato progress scissors series spider tra ffic transport trousers 2 Read th e fo llo w in g pairs o f sentences. W h ich o f th e h ig h lig h te d no un s are c o u n ta b le a n d w h ic h are u n c o u n ta b le ? W h a t is th e m e a n in g in each case? 1 a) b) 2 a) b) 3 a) b) 4 a) b) 5 a) I've g o t a stone in my shoe - I'll have to stop, Our house is bu ilt o f local stone. She's had her hair dyed bright pink, Look! I've fo und a hair in my coffee. I d o n 't really like living in the country, I'd like to try living in another country. There's n o t much space in the boot. There's a space betw een those tw o cars to park. I fo rg o t to buy a paper today - I'll have to w atch th e news on TV. b) Have you g o t any paper to w rite on? 6 a) Spinach is fu ll o f iron. b) Have you g o t an iron so I can iron my shirt? 3 Find th e m istakes in th e fo llo w in g sentences a n d c o rre c t th e m . 1 2 3 4 5 6 7 8 9 10 Please leave your luggages at Reception. This scissor isn't very sharp. The police has been inform ed about the break-in. M aths are my least favourite subject. The trouser I bo ug ht last w eek doesn't fit. Can you give me some inform ations about train times? The news about th e election are n't very good. I need an advice about ho w to cook rice. Traffics in the city have increased a lot. They made several series o f Friends b u t the very firs t series w ere the best. G ra m m a r re fe re n ce p.195 46 4 C o m p le te th e ta b le b e lo w using th e h ig h lig h te d expressions o f q u a n tity in th ese sentences. 1 2 3 4 5 6 7 I d id n 't do much hom ew ork last night. I have lots o f aunts and uncles. No members o f my fam ily are teachers. I drink very little coffee. I have hardly seen any films this year. I did some shopping last week. I have a little money in my pocket. + u n c o u n ta b le n o u n s + p lu ra l c o u n ta b le no u n s a lo t o f/lo ts o f/m u ch a lo t o f /..................../m any ..................... a fe w ..................... some . ..................... no t many ..................... very fe w hardly any ..................... n o ta p y /n o n o t a n y/..................... G ra m m a r re fe re n ce p.196 (6.7) m t 1 Tick a n y sentences in Exercise 4.1 th a t are tru e fo r y o u . If a sentence is n o t tru e , m a ke it tru e by using a n o th e r expression fro m th e ta b le . 2 C o m pare y o u r answ ers w ith a p a rtn e r. Stress any in fo rm a tio n th a t y o u change. E xam ple: N um ber one is n 't true fo r m e - 1 d id a lo t o f hom ew ork last night. H ow a b o u t you? — W a tc h O u t! few and little < M atch the sentence halves. 1 He knew very fe w people in th e room He knew a fe w people in the room a) so he fe lt all right, b) so he fe lt a b it nervous. 2 W e've g o t very little money left I've go t a little money left c) so let's have a meal, d) so we can't afford a meal. W hat is th e difference in meaning betw een few/a fe w and little/a little ? Use of English: open cloze (Part 2) 1 Discuss th ese qu estio ns. 1 H ow many people in th e class have a bottle o f w ate r w ith them now? 2 W hy do people buy bottled water? 2 Read th e t itle a n d th e te x t b e lo w to g e t a g e n e ra l idea o f w h a t it is a b o u t. H o w does it a n sw e r q u e s tio n 2 above? D E S I G N E R WAT ER - The New A ccesso ry Many tourists nowadays walk around carrying plastic bottles ( 0) ...f?f.... water, even in cities. The bottles seem to (1 ).......... become an important fashion accessory, and not just for tourists. Nowadays everyone seems to carry a bottle of water with (2) .......... wherever they go. This fashion for being seen with bottled water, sometimes called ‘designer water’, (3 ).......... led to a massive increase (4 ).......... sales over the past few years. There are now (5 ).......... many different brand names available in the shops that it is hard to choose. But (6 ).......... do some people prefer their water from a bottle rather than a tap? To start with, water forms (7 ).......... vital part of a healthy lifestyle. We are now advised to drink two litres of water daily, as (8 ).......... as eating large quantities of fruit and vegetables. In addition (9 ).......... this, designer water offers the promise of purity. (1 0 ).......... is advertised as clean and natural, while tap water may be viewed (1 1 ).......... suspicion. But is there really any difference between bottled and tap water? Surprisingly, in (1 2 ).......... USA it was found that bottled water was not always as pure as most ordinary tap water. 3 You have t o c o m p le te th e gaps in th e te x t w ith o n e w o rd . The w o rd s are u su a lly g ra m m a tic a l. First, lo o k a t th e fo llo w in g sets o f w o rd s a n d m a tch th e m w ith th e g ra m m a tic a l labels a )-h ) b e lo w . E xam ple: G roup 1 are all expressions o f quantity. 1 2 3 4 5 6 any fe w little m any no some a an one the it them they you w h a t w here w hich w ho w hy as less m ore than anyone anything everything everywhere whatever w hoever v 7 am is are was w ere has have had being having 8 a t fo r fro m in w ith o f on to w ith a) b) c) d) e) f) g) h) articles/numbers auxiliary verbs comparatives expressions o f quantity indefinite pronouns personal pronouns prepositions relative pronouns/question w ords 4 Read th e te x t a g a in a n d th in k o f th e w o rd w h ic h best fits each ga p. Use o n ly o n e w o rd in each g a p . T h ere is an exam ple a t th e b e g in n in g (0). You w ill fin d m o st o f th e w o rd s y o u need in Exercise 3. TIP! You w ill fin d it easier to d o an o p e n cloze if y o u th in k a b o u t w h a t ty p e o f w o rd is m issing. U N IT 4 Food for thought X c.0iVf Reading 2: gapped text (Part 2) ' 1 You are g o in g t o rea d a m a g a zin e a rtic le a b o u t a y o u n g w o m a n c alled D an iela. Look a t th e t itle o f th e a rtic le an d th e p h o to g ra p h . T 5 1 W here do you th in k Daniela is? 2 W hy is she there? 3 H ow do you th in k she is feeling? m N o w rea d th e m a in p a rt o f th e a rtic le t o check y o u r ideas. 3 Seven sentences ha ve been re m o v e d fro m th e a rtic le . Choose fro m th e sentences A -H th e on e w h ic h best fits each g a p (1-7 ). T h ere is o n e e x tra sentence w h ic h y o u d o n o t ne ed to use. TIP! Read each p a ra g ra p h c a re fu lly an d try to p re d ic t w h a t is m issing in th e ga p. Look fo r to p ic and lexical links in th e e x tra c te d sentences. 1 Lo ok a t g a p 1. Then lo o k th ro u g h th e sentences in th e b o x. The h ig h lig h te d phrases m ay: • summarise inform ation th a t has already been mentioned in the text o r • be linked to th e to pic o f th e paragraph they come from . W h ic h sentence fits g a p 1? 2 D o th e rest o f th e task, u sin g th e h ig h lig h te d w o rd s to h e lp you. wo years ago, when I was 17,1 started feeling dizzy all the time and getting red spots all over my body. My doctor didn’t know what was causing them, so I went to see another, then another. Finally I saw a specialist, who explained that I was severely allergic to many of the chemicals found in everyday things like clothes, food and make-up. The only treatment was to cut these chemicals out of my life completely. To do this, the specialist said I had to live in isolation in a special room until I got better. 111 I My parents converted a small room for me at the top of our house, and I moved in straightaway. The room is very plain - 1can’t even have paint on the walls because the chemicals in it are too dangerous for me. I sleep on two blankets made of special material which 12 1 I hasn’t been treated with chemicals - 1can’t use a mattress or a proper bed. I have to be careful about what I eat too. My diet now consists of cereal, cabbage and beetroot, all cooked for an hour to make sure they don’t contain any harmful substances. The only thing I can drink is spring water. 13 1 I I really miss things like pizza and pasta and chocolate. There’s not really a lot I can do to pass the time. I can’t have a TV or a computer, or a radio. 14 1 ~1 I’m not supposed to use the telephone for the same reason, but that’s one rule I do break. I wrap the phone in a thick towel so I’m not directly in contact with it, then f call my old school friends once a day for a chat. That wagif can keep in touch with the outside world, the latest news, music and fashions. 15 1 IBut I do miss having someone I can hug and be close to. I can have visitors, but it’s a very complicated process. Anyone who visits me has to make sure that for three days before they come, they don’t use any soap, shampoo, or perfume. When they get to my house, they have to put on special clothes made out of material that hasn’t been treated with chemicals. 16 1 I I’ve been living like this for two years now. Sometimes it makes me feel depressed, but I just try to think about the future ahd living a normal life one day. Fortunately I finished my school examinations before I got ill. 17 1 I I’d also like a husband and children. But first I have to get better - and I’m determined I’m going to! 10 15 20 25 30 Adapted from SUGAR magazine UN IT 4 Food for thought Grammar 2: fu tu re form s ■ i 1 Look a t th e fo llo w in g s ta te m e n ts and u n d e rlin e th e fu tu re fo rm s . W h ich are m a de by th e p a tie n t an d w h ic h by th e d o c to r? A I talk to my ex-boyfriend too, and we're still B c D E F G H really good friends even though our relationship had to change when I moved into isolation. This means that if I get better I can have a career one day, maybe as a teacher. The floor is covered with special tiles made of stone, which is one of the few materials my body can tolerate. I'm allergic to the plastic in electronic equipment like this, and even to the ink in books. I was horrified by the news, but I realised I loved life too much to give up. As well as this, I've always been interested in fashion; before I got ill, I even did some modelling. And even after all these precautions they can’t stay for more than an hour because I start to get allergic to them if they're near me for too long. If I have anything else, I get terrible stomach cramps. 4 W h a t w o u ld y o u miss m o st if y o u w e re in D an iela's s itu a tio n ? 5 Im a g in e th a t a cure has be en fo u n d fo r D a n ie la a n d she is a b le to leave h e r ro o m . M a ke a p la n fo r h e r firs t day o u t in th e n o rm a l w o rld . T h in k a b o u t: • w here you w ou ld take her • th e sort o f fo od you w ou ld have • w h a t you w ou ld do together. 1 By the end o f this week, I'll have been in hospital fo r a m onth. 2 I'm going to get better - I'm determ ined! 3 I th ink this new type o f tre atm ent w ill cure you. 4 They to ld me about a new type o f treatm ent. Immediately I said, 'I'll try it!' 5 I begin my treatm ent next Monday. 6 I th ink th e treatm ent's going to w o rk - you're looking better already. 7 I'm leaving hospital tom orrow . 8 I hope th a t by this tim e next year, I'll be living a Completely normal life. 2 W h e n d o w e use th e d iffe re n t fu tu r e fo rm s? G ra m m a r re fe re n ce p.204 (19.8) 2 In each o f th e fo llo w in g sentences on e fu tu re fo rm is possible a n d o n e is n o t. Cross o u t th e in c o rre c t fo rm . 1 This tim e next w eek w e 'll ju s t be arriving / w e 'll ju s t arrive in America! 2 Be careful o r th a t glass w ill break / is breaking. 3 I'm go in g to apply / / w ill apply fo r an evening job as a waitress. 4 As you can see from the satellite pictures, it w ill rain / it is raining in all parts o f the country later this afternoon. 5 OK, w ell if you're getting a pizza, I'll have / I'll be having one too. 6 W hen are y o u finishing / w ill you have finished on the com puter? I w a n t to use it. m m U N IT 4 Q Food for thought 3 C o m p le te th e fo llo w in g d ia lo g u e s using o n ly th e fu tu re fo rm s g iv e n in brackets. Then liste n to check y o u r answ ers. 1 (present continuous/w/'//) A: ( 1 ) .........................lyou/go) to the m eeting in London to m o rro w too? B: Yes. H ow are you getting there? A: By car. I ( 2 ) ........................ (give) you a lift, if you like. I ( 3 ) ........................ (leave) quite early th oug h - at eight o'clock. Is th a t OK? B: Yes, that's great. Thanks very much. I ( 4 ) ........................ (be) ready. 2 (g o in g fo/present simple) A: W ha t ( 1 ) ........................ (you/do) fo r your birthday? It ( 2 ) ........................ (be) a w eek this Saturday, isn't it? B: Yes. Jack ( 3 ) ........................ (be) due back from L.A. th a t day - his plane ( 4 ) ........................ (land) at 6.00 p.m. so w e ( 5 ) .........................(not/have) a party, ju st a quiet meal together. 3 (future perfect/future continuous) A: W e need to talk to m o rro w - b u t I ( 1 ) ........................ (n o t go) in to th e office at all. You'll have to call me on my mobile. B: OK. H ow ab ou t tw elve o'clock? A: Let's see - I ( 2 ) ........................ (do) my factory to u r by then but a fter th a t there's a m eeting. I d o n 't th in k ( 3 ) ........................ (finish) by 12. Better make it one o'clock. B: ( 4 ) ........................ (yo u/n ot have) lunch then? A: Probably, b u t it doesn't matter. 1 A d d o n e le tte r to th e b e g in n in g an d e n d o f each w o rd b e lo w t o m a ke a p a rt o f th e body. 2 W h ic h o f th e pa rts o f th e b o d y b e lo w can y o u : 1 2 3 4 bend' cross raise shrug 5 nod 6 clench 7 stretch arms back eyebrows shoulders teeth fist feel? hands head legs E xam ple: You can bend y o u r arms an d y o u r legs. ■ i 1 D ra w fiv e b u b b le s lik e th e o n e b e lo w . In each b u b b le , w r ite no tes o n o n e o f th e fo llo w in g . • som ething you're definitely going to do some tim e this week • som ething you're doing to n ig h t • som ething you'll probably have done by this tim e next year • w h a t you'll probably be doing this tim e to m orro w E xam ple: ----------------------C learned to drive ___^ E xam ple: A: / th ink y o u 'll probably have learned to drive by this tim e ne xt year? B: Right. mm W h ic h m o v e m e n t w o u ld y o u m a ke in th e se s itu a tio n s ? 1 2 3 4 5 6 7 CO o 2 W o rk w ith a p a rtn e r. Try to guess w h a t th e no te s in y o u r p a rtn e r's b u b b le s re fe r to . 50 Vocabulary 3: body and health 9 10 w hen you w ake up w hen you're tired w hen you're doing exercise w hen you're angry w hen someone's trying to shoot you w hen you agree w ith someone w hen you d o n 't care after j^ou sit dow n w hen you're gardening w hen you d o n 't believe som ething E xam ple: W hen I wake up, I open m y eyes and stretch m y arms. U N IT 4 4 C o m p le te th e fo llo w in g id io m s w ith th e c o rre c t p a rt o f th e body. Discuss th e ir m e an ing s w ith a p a rtn e r. 1 I d id n 't say th a t at all - yo u 're p u ttin g w ords in m y .................. ! 2 He always tries to do the best fo r others - his is in the rig h t place. 3 I prefer chocolate and biscuits to fru it - I've g o t a really s w e e t........................... 4 He gave up w o rk last year so he has plenty o f tim e on h is ........................... 5 You should w o rk harder - you really need to p u t y o u r ........................ in to it! 5 C hoose th e c o rre c t a lte rn a tiv e in each set. O n ly o n e is correct. 1 The doctor gave me a receipt / prescription / recipe fo r some painkillers. 2 There w ere a lo t o f people w aiting in the doctor's surgery / w ard / pharmacy. 3 It's quite a deep cut, b u t if you keep it clean it should heal / recover / cure quickly. 4 You feel quite hot - I th in k I need to take your fever / heat / temperature. 5 If you go on holiday abroad, you may need to have some injections / needles / incisions before you go. 6 W hen you catch a cold, you often have a very rough / sore / injured throat. 7 I did a lo t o f exercise and afterw ards I had a h u rt/ pain / sore in my leg. 8 If you exercise w ith o u t w arm ing up first, you can damage / w o u n d / h u rt yourself. 9 If you keep fit, then you can get over / b y / o u t illness more quickly. 10 Fortunately, I d id n 't break any bones w hen I fell, b u t I was badly banged / dam aged / bruised. 6 Discuss w ith a p a rtn e r. 1 W hen was th e last tim e you w ere ill or had an accident? W ha t happened? H ow did you feel? H ow long did it take you to recover? 2 Think o f a person you know w h o is very fit and healthy fo r th eir age. H ow do they manage to stay th a t way? Food for thought Speaking: advantages and disadvantages (Parts 3 and 4) m ( J ) 1 S om eone has sugg ested th a t a c o ffe e m a ch in e sh o u ld be in s ta lle d in y o u r classroom . Listen to som e s tu d e n ts discussing th e s u g g e s tio n an d c o m p le te th e sentences. 1 I th in k it's a ...............I like coffee. 2 But o n e ............ is th e cost. C offee machines are expensive, aren't they? 3 A nd th in k about the mess, w ith paper cups everywhere. That m igh t be a ............... 4 But coffee wakes you up. So being able to get a coffee w hen you are tired is a b ig ............... 5 A nd a n o th e r............is th a t it w ill make the classroom feel more sociable. 6 I th in k the m a in ............ is th a t it w ou ld encourage people to drink to o much coffee. That isn't good fo r you. 2 N o w c o m p le te th e ta b le using th e w o rd s you w ro te . P ositive N e g a tive a g o o d id e a ............................................ 3 5r....................................... W h a t is y o u r o p in io n ? 2 W o rk w ith a p a rtn e r. Lo ok a t pa g e 181 an d d o th e S pe akin g task. m C o m pare y o u r de cision w ith th e class. H o w m a ny s tu d e n ts chose th e sam e idea? m Discuss th e fo llo w in g qu estio ns, w h ic h e x te n d th e to p ic y o u discussed in Exercise 2. 1 Do you enjoy keeping fit? W hy?/W hy not? 2 W ha t do you th in k is the best w ay to keep fit? 3 Do you th in k th a t people have become to o lazy nowadays? 4 Do you th in k w e rely to o much on cars? W ha t are th e advantages and disadvantages o f this? 5 H ow much do you th in k your health depends on the fo od you eat? UN IT 4 Food for thought Writing: article (Part 2) A b o u t th e e xa m : In Paper 2, y o u m a y be asked to w r ite an a rtic le . You w ill alw a ys be g ive n in fo rm a tio n a b o u t w h o th e a rtic le is fo r. This is im p o rta n t because it te lls y o u w h a t style o f w r itin g to use. A g o o d a rtic le sh o u ld have: • a title . You have to m a ke th is up. It sh o u ld be in te re s tin g a n d catch th e reader's a tte n tio n . D o NOT ju s t c o p y o u t th e task. • an in tro d u c to ry p a ra g ra p h lin k e d to th e title . This sh o u ld m a ke th e re a d e r in te re s te d in th e to p ic . O ne w a y to d o th is is to b e g in w ith a q u e s tio n . • o n e (o r tw o ) c e n tra l pa ra g ra p h /s th a t d e v e lo p y o u r m a in p o in ts. • a fin a l p a ra g ra p h th a t sum m arises th e m a in p o in ts an d gives y o u r o p in io n . 1 Lo ok a t th e w r itin g ta sk b e lo w . The key w o rd s have be en u n d e rlin e d fo r y o u . A n s w e r th e fo llo w in g qu estio ns. 1 W ho w ill be reading your article? a) older people b) doctors c) younger people 2 W ha t style w ou ld be m ost suitable? a) very form al b) neutral c) inform al You have seen th e fo llo w in g a d v e rtis e m e n t in a v o u n a p e op le's m a g a z in e . I I The ymmp veovle of today are likely to Hve_ longer and be healthier than any other generation. ■ ■ Read th e firs t an d last p a ra g ra p h s o f on e s tu d e n t's a rtic le b e lo w . Th en choose th e best title fro m th is list and w rite it above th e firs t paragraph. A Young people today B Healthier than ever before! C H ow to be healthy Why do the older generation complain that we young people eat the wrong food, take no exercise, and don’t look after our bodies? In fact, nothing could he further from the truth. Better education, more nourishing food, more intensive and varied exercise, medical advances - no wonder we’re going to be the healthiest generation ever! ~W 1 The last p a ra g ra p h a b o ve sum m arises w h a t th e w r ite r has discussed in th e p re v io us p a ra g ra p h . T h e w r ite r gives fo u r reasons w h y y o u n g p e o p le are h e a lth y . W rite th e m here: 1 ...................................... 3 ................................................. 4 ................................................ 2 W h y d o th ese fo u r th in g s m a ke p e o p le h e a lth y ? Discuss y o u r ideas a n d m a ke notes. E xam ple: 1 better education - learn how body works in Biology lessons - can help us avoid illness I I Why do you think that is? Write us an article answering this question. The best article will be published next month. 4 N o w w r ite th e w h o le a rtic le , u sin g th e firs t a n d last p a ra g ra p h s g ive n . Y o u r m id d le p a ra g ra p h o r p a ra g ra p h s sh o u ld have 7 0 -12 0 w o rd s. 5 W h e n y o u have fin is h e d , check y o u r w o rk . W rite y o u r a rtic le in 1 2 0 -1 8 0 w o rd s. W ritin g re fe re n ce pp.206, 211 52 UNIT 1 C o m p le te th e te x t b e lo w using w o rd s fro m th e b o x in th e c o rre c t fo rm . Use each w o rd on ce on ly. T h ere are tw o e x tra w o rd s y o u d o n o t need t o use. 4 Review C o m p le te th e w o rd tre e . experts transport information product progress research traffic produce climate health book Where does our food come from? Nowadays you can buy tropical fruit like lychees and mangoes all over the world. Many recipe (1).......... give useful (2).......... on how to prepare and serve it. However, imported (3).......... is much more expensive than locally grown food due to the high cost of air ( 4 ) ............ Now scientists are carrying out ( 5 ) ........... to see if they can genetically modify tropical fruit so that it can grow in cooler (6)............ They have already made (7)..........towards achieving this. But some (8)............ think that genetically modified food could be dangerous to our ( 9 ) .............. 2 W rite a list o f fiv e o f y o u r fa v o u rite fo o d s. T h en co m p a re y o u r list w ith a p a rtn e r a n d discuss th e se qu estio ns. 1 H ow many o f these foods are grow n o r produced in your ow n country? Do you know w hich part of th e country they come from ? 2 H ow many o f these foods are im ported? Do you know w hich countries they come from ? ■ 1 Each o f th e fo llo w in g sentences has on e m istake . C o rre c t th e m ista ke by a d d in g a w o rd , ta k in g a w o rd a w a y o r c h a n g in g a w o rd . 1 I d o n 't like riding my bike w hen there is to o much o f heavy traffic. 2 W hen I finish college, I going to apply fo r a jo b in a hospital. 3 I be graduating this tim e next year. 4 There w ere lo t o f insects in the garden. 5 That was good advices you gave me about how to cook vegetables. 6 I'm m eeting to my friend fo r lunch on Saturday. 7 They w ill had arrived in Australia by midday tom orrow . 8 Not many o f people know the answer to th a t question. 9 By th e end o f next year I have com pleted my medical course. 10 W e've g o t hardly any o f fo od left. CLUE This is fo und in bread, pasta and rice. It gives you energy. 1 This is the process o f preparing fo o d using heat. 2 Citrus fruits like oranges and lemons a rn ^o o d sources o f ..............C. 3 Some people a r e ............. to th e chemicals in our environm ent. 4 This is the naturaf environm ent w here an animal o r a plant lives. 5 You should chew your fo od th orou gh ly before y o u ................ 6 Foods th a t a r e ............. in cholesterol are bad fo r the heart. 7 M ilk and cheese are examples o f ............. products. 8 The m a in ............. o f jam are fru it and sugar. 9 Insects are a h ig h ly ............. source o f food. 10 As a result o f m e d ic a l............. , many diseases are n o w curable. 11 This vegetable is used to make chips and crisps. 12 If you w a n t to w o rk in t h e ............. industry, you have to be ready to p u t in very long hours. G o to w w w .iT e s ts .c o m o r y o u r C D -R O M fo r in te ra c tiv e e x am practice. » UN I T 5 M aterial w orld Reading: m ultiple-choice questions (Part 1) ' 1 You are g o in g to read an e x tra c t fro m a n e w sp a p e r a rtic le a b o u t h o w a c o m p a n y m a rk e te d a n e w p ro d u c t. First, read th e t it le a n d in tro d u c tio n . 1 W ha t do you th in k alpha pups are? 2 W hy m ight th e com pany be interested in alpha pups? 2 N o w rea d q u ic k ly th ro u g h th e w h o le a rtic le t o see if y o u w e re rig h t. 3 Discuss w h a t y o u th in k is th e best w a y to a p p ro a c h th e ta sk ty p e in Exercise 4. If necessary, lo o k back a t th e sugg ested p ro c e d u re o n pa g e 44. HERE COME THE A LP H A PUPS A company develops a video game about an alien virus. How do they make kids want it? The answer is easy: they give it to the coolest kids they can find. eading toy company Hasbro spent several years developing a new video game about an alien virus. The obvious way to market a game of this type would be to organise a huge advertising 5 campaign. But Hasbro thought of another possibility: to give free copies of the game to the coolest kids they could find, and let them do the marketing instead. So Hasbro’s market researchers went into playgrounds across Chicago looking for what they call io ‘alpha pups’, the young boys who set the trends in fashion among others of their age. They went up to boys between the ages of eight and thirteen and asked them all the same question: ‘Who’s the coolest kid you know?’ They didn’t bother to ask the girls, who seem is to define coolness in a different way from the boys. When the researchers were given a name, they would look for that boy and put the same question to him. Their goal was to go up the ‘ladder of coolness’, asking the same question again and again until L someone (irnKy answered, ‘Me’. They then had an line alpha pup —the coolest kid in the school. In a very short time, the researchers had questioned students in most of the schools in the city and identified the alpha pups among them. They then made them an 25 offer that sounded too-good to be true - the firm would pay them $30 to learn to play a new video game. One of the alpha pups they chose was Angel Franco, an enthusiastic player of video games. He was invited to the Hasbro office building near the town centre, where 30 he and several others were taken into a special conference room. Unknown to any of the boys, market researchers from Hasbro were sitting behind a one-way mirror in the next room, secredy watching their reactions. 35 The leader of the session, a casually dressed young man called Nino, introduced the game, explaining, ‘We chose you because you’re the coolest, funniest guys in your school. Raise your hands if you’re cool.’ Every hand shot up. Then Nino revealed what was special about the 40 game —a radio transmitter which allowed a player to compete against any other player within 10 metres. ‘Let’s say you’re at school waiting to go into class, and your friend has one,’ Nino said. ‘You could be in one room and he could be in another room and you could 45 be battling ... and no one else would know you were playing one another.’ 20 U N IT 5 Material world ■ i C hoose th e a n sw e r (A, B, C o r D) w h ic h y o u th in k fits best a c co rd in g to th e te x t. 1 A fte r developing a new video game, Hasbro needed to decide A w hen the game should be pu t on the market. B w h a t sort o f people the game w ou ld attract. C w h o should design th e advertising campaign. D h o w they could interest young people in the game. 2 The Hasbro researchers w ere looking fo r boys w ho A were born o r living in a certain area. B w ere successful in school lessons. C were admired by th eir fe llo w students. D w ere know n by a lo t o f people. 3 'They' A the B the C the D the in line 20 refers to alpha pups. schools. researchers. students. 4 W hen they w e n t to the Hasbro building, th e boys A w ere invited to meet the researchers. B w ere n o t to ld they w ere being observed. C w ere asked to choose someone as their leader. D w ere n o t all allow ed to play the game. so 55 60 65 70 The boys were immediately enthusiastic. ‘This game is great!’ ‘This is the best game ever!’ The adults behind the mirror were excited too. ‘Get the name of the kid who said it’s the best game ever,’ one publicist said to another. After they had learned to play the game, Nino gave each alpha pup a backpack containing the radio unit and ten copies of the game to pass on to his friends. Angel took four copies of the game into school the next day, and when he took them out in the cafeteria and handed them out to his friends, they - and the other less fortunate students - were immediately impressed. They started playing straightaway without looking at the instructions the classic boys’ approach to video games and computers. The manufacturers said the game was not meant to be used at school, but unofficially, everyone knew better. Within a few weeks it was being played on the school bus, in the halls, and in class in 900 of the 1,400 schools in Chicago. In the meantime, the search for the next great game begins at Hasbro with a brainstorming session in which designers and marketers sit around a table and say repeatedly, ‘Wouldn’t it be cool i f _* Adapted from THE INDEPENDENT ON SUNDAY 5 The boys were.enthusiastic about th e new game because they could A play it at the same tim e as their friends. B play against an opponent w h o was somewhere else. C play and listen to the radio at th e same tim e. D attack an op ponent unexpectedly. / 6 The boys w ere provided w ith copies o f the game A so th a t they could involve other boys. B to thank them fo r com ing to the session. C so th a t they could give them to their schools. D to check th a t th e instructions w ere clear. 7 The phrase 'everyone knew better' (lines 65-66 ) suggests everyone was aware th at A children w ou ld play the game in school. B th e game had an educational purpose. C the game w ou ld be accepted by schools. D children w ou ld miss school to play th e game. 8 Overall, th e w rite r suggests th a t the project involving th e alpha pups A developed in an unexpected way. B depended on the interest o f ju st one student. C resulted in the spread o f illegal copies o f the game. D was a very successful m arketing exercise. 5 W h a t d o y o u th in k are th e a d va n ta g e s an d d isa dvantage s o f th is m e th o d o f m a rk e tin g a) fo r A n g e l an d his frie n d s b) fo r th e c om p an y? 55 Mi 1 Look a t th e p ictu re s ab ove. W h a t d iffe re n t m e th o d s o f a d v e rtis in g d o th e y sh o w ? W h ic h d o y o u th in k is th e m o st e ffe c tiv e ? 2 1 Say th e w o rd s in each set a lo u d an d m a rk th e stress. T h en a n sw e r th e q u e s tio n b e lo w . E xam p le : consumer consum ption consume 1 announcer announce announcem ent 2 advertiser advertising advertise advertisem ent 3 commerce commercial commercialisation 4 prom oter prom ote prom otion 5 publicity publicize 6 economics econom y economical Discuss th e se qu estio ns. 1 H ow do you usually learn ab ou t new products and services? 2 W ha t is your favourite advert at the m om ent? W hy do you like it? 3 Can you th in k o f an advert th a t you d o n 't like? 4 Do you th in k direct m arketing o f products to children is acceptable? 5 Have you ever bo ug ht anything just because you saw an advert fo r it? Were you pleased w ith it or not? In w hich sets o f w ords does the stressed syllable change? Q Vocabulary 1: consum er society 1 C hoose th e c o rre c t a lte rn a tiv e in each o f th e fo llo w in g sentences. 1 M ore and more people live in a custom er / consum er society. 2 The streets o f our cities are fu ll o f advertisem ents/ propaganda. 3 Television programmes are regularly interrupted by commercials / announcem ents. 4 In some fashion magazines there is m ore p u b lic ity / advertising than there are articles. 5 A large com pany either has its ow n m arketing / selling departm ent o r uses an advertising agency / office. 6 The launch / take o f f o f an advertising cam paign / attack fo r a new luxury product is often accompanied by massive fam e / publicity. 7 Big stores often have special prom otions / p u blicity o r o ffer big discounts i rebates on certain products. 8 Products w ith w ell-kn ow n logos / brands are very popular. 56 2 Listen an d check y o u r answ ers. 3 C o m p le te th e fo llo w in g sentences using w o rd s fro m Exercises 1 a n d 2 in th e c o rre c t fo rm . / 1 The c ............o f ready-prepared meals has increased dram atically in th e UK. 2 Companies are always looking fo r ne w m ............ fo r th eir products. 3 Large departm ent stores often give away free samples w hen they are p ............ a new range o f make-up o r toiletries. 4 The governm ent has I............ a massive publicity c............ against smoking. 5 It is no t perm itted to a............ cigarettes on TV. 6 M any w ell-kn ow n celebrities have c ............ against experiments on animals. 4 Discuss th e ad va nta ge s an d disa d va n ta g e s o f th e c o nsum er society. E xam ple: One advantage is th a t there is plenty o f choice - fo r example, you can buy 2 0 diffe re nt types o f coffee in the shops. UN IT 5 Material world Use of English 1: m ultiple-choice cloze Listening 1: radio (Part 1) adverts 1 Read th e te x t b e lo w q u ickly. D o n 't try t o f i ll in th e gaps y e t. Is th e te x t de scrib ing : 1 You w ill h e ar th re e ra d io a d ve rts. Listen an d tic k w h ic h o f th ese p ro d u cts each o n e is a d ve rtis in g . a) the dangers o f brand names? b) the good points about brand names? c) both the dangers and the good points? m Read th e te x t c a re fu lly a n d d e cid e w h ic h a n sw e r (A, B, C o r D) best fits each ga p. T h ere is an e x a m p le a t th e b e g in n in g (0). ARE BRAND NAMES WORTH IT? How do famous companies get people to spend a (0) .A .......on brand names? To find the answer, just observe children in any school playground. Hannah is a (1 ).......... nine-year-old student at an English primary school. She’s not quite sure what a brand actually is, but she’s sure of what she wants. As part of a new sales (2 ).............all the students in her class have been given a free bag with the Nike (3 ).......... on it. Hannah hasn’t really (4 )...........the connection yet, or asked for Nike trainers, but it’s only a question of time before she does. But is it right that companies should (5 )...........such young children for their promotional activities? a) sham poo and conditioner b) penknife . c) make-up d) digital camera e) digital radio 2 Listen a g a in a n d tic k th e th in g s th a t are m e n tio n e d fo r each p ro d u c t. 1 2 3 W h o could use it W ha t it can do Effect o f the product Size Convenience Price Brand names seem to have (6 ).......... over us because they allow us to (7 ) .......... with a particular group of people. A brand name has a certain (8 ) ............It suggests that we’re able to afford this product - and most of us like to (9 ).......... off what we can afford. Some people also believe that brand names provide a (10).......... of quality. So a brand has to provide this quality, (11)...........people will eventually stop buying it. 3 W h ic h a d v e rt d id y o u th in k w as th e m o st e ffe c tiv e ? W h ic h o n e vyou ld in flu e n c e y o u th e m ost? W hy? So only time will (12).......... whether it’s really worthwhile paying extra money for a brand name. Meanwhile. Hannah is delighted with her free Nike bag. 4 Listen a g a in an d tic k th e phrases used to pe rsu ad e p e o p le t o b u y th e pro du cts. 0 1 2 3 4 5 6 7 8 9 10 11 12 A A A A A A A A A A A A A fortune similar battle diagram made target rule identify invention present guarantee since say B B B B B B B B B B B B B treasure typical campaign mark taken aim meaning indicate impression show bond or speak C deal C uniform c c c c c c c c c c c attack picture done focus pow er sign portrait carry security but tell D D D D D D D D D D D D D load regular propaganda logo pu t point force point image w ear receipt however state You'll never again be w ith o u t som ething to ... It's the best one ever! You'll w on der h o w you ever managed w ith o u t it. Take advantage o f ou r special discount. You've never seen anything like it! This o ffer w o n 't last long. W hy w a it fo r th a t perfect appearance? You w o n 't regret it. A price th a t suits your pocket. Pop in to see our w ide selection. UN IT 5 Material world Vocabulary 2: describing objects m 1 M a tc h th e ad je ctive s an d adverbs o n th e le ft w ith th e no un s o n th e r ig h t to m ake c o llo c a tio n s . T h ere m ay be m o re th a n o n e possible c o m b in a tio n . 1 2 3 4 5 6 7 8 incredibly w ide special total revolutionary amazing perfect free 2 N o w c o m p le te th e fo llo w in g sentences using th e c o llo c a tio n s . a) b) c) d) e) f) g) h) control com pact sample selection discount appearance price product 2 W o rk w ith a p a rtn e r. W h ic h o f th e fo llo w in g ite m s c o u ld th e sentences ab o ve be d e scrib ing ? a) a briefcase b) a penknife c) a pair o f earrings d) a microwave e) a dishwasher f) a laptop com puter Speaking 2: product presentation 1 Discuss w h a t skills an d q u a litie s y o u ne ed to be an e ffe c tiv e sales person. ® 1 It's lig h t ,........................ and fits easily in your pocket. 2 Pop in and see o u r ........................ o f handy penknives today. 3 Take advantage o f o u r ........................ - it's 10% o ff today. 4 You'll h a v e ........................ over unruly hair from now on. 5 W e're giving away a ........................ o f this revolutionary product fo r you to try. 6 W e can o ffer you a digital radio at the ........................ o f only £50. jj_______C 5 )| S3 "...And another amazing feature of this model - it'll b e e p on the 27th of e a ch month to tell you your payment's due.” m 1 C o m p le te th e h ig h lig h te d phrases w ith th e c o rre c t p re p o s itio n o r p a rtic le . 1 It's p e rfe c t............ a businessman or businesswoman. 2 It's very c o n v e n ie n t............ people w h o w a n t a meal quickly. 3 it c o m e s ............ h a n d y .............. people going on a picnic. 4 It w ou ld be id e a l............ a special birthday g ift for a friend. 5 It's u s e fu l............ students w h o have to do a lo t of coursework in diffe re nt places. 6 It's d e sig n e d ............ make life easier fo r people w h o lead busy lives. It’s just w h a t you n e e d ............ help you to learn English. 58 2 W o rk w ith a p a rtn e r. You are g o in g to p re p a re a s h o rt a d v e rtis e m e n t fo r th e ra d io . 1 C hoose an o b je c t t o sell an d p re p a re a tw o m in u te p re s e n ta tio n . T h in k a b o u t: • • • • th e advantages o f the product th e appearance w h a t it can do h o w you can persuade people to buy it. Look back a t L iste ning 1 an d V o c a b u la ry 2 fo r ideas. 2 G ive y o u r p re s e n ta tio n to th e class. W h ich p re se n ta tio n s w e re m o st e ffe c tiv e in se llin g th e p ro d u c t? UN IT 5 Grammar 1: indirect speech m 1 1 A: B: A: B: A: B: A: B: A: Read C o n ve rsa tio n 1. T h en c o m p le te C o n ve rsa tio n 2 b e lo w u sin g in d ire c t speech. I like your trainers, Kate. Are they new? Yes, they are. I only b o ug ht them last week. W here did you ge t them ? I saw them advertised on TV, then I found them in th a t new shop. Drum, in tow n. I w a n t to ge t a pair fo r myself. Where's the shop? It's no t fa r from th e bus station. I'm going in to to w n to m o rro w afternoon. I'll take you there if you like. I can't tom orrow , I've g o t som ething on. OK, w h a t about the w eekend instead? That'd be great. Thanks. 2 B: I'm going shopping w ith Jack on Saturday. C: Oh yes? H ow come? B: W ell, he said ( 1 ) ......heJ'ke.d... my new trainers and w anted to know w here I ( 2 ) ....................... them . I to ld him th a t I ( 3 ) ....................... them advertised on TV and then ( 4 ) .......................them in th a t new shop, Drum, in to w n . He said ( 5 ) ....................... to get a pair to o and ( 6 ) ....................... me ( 7 ) .......................th e shop ( 8 ) ........................... I told ( 9 ) ....................... in to to w n the (1 0 ) ......................... afternoon and said I ( 1 1 ) ....................... him there. But he said ( 1 2 ) ....................... go then, so I suggested the weekend instead and he said yes! 2 C o m pare y o u r answ ers w ith a p a rtn e r. W h a t s o rt o f changes d id y o u ha ve to m a ke t o th e o rig in a l w o rd s? 6 7 8 9 Material world Has anyone fo u n d o u t ho w m uch does it cost? Tim said he w ou ld m eet me the previous day. John said he has seen th e film last week. I to ld to him th a t I w ou ld be late. 3 M a tc h th e d ire c t speech in 1 -8 t o sentences a )-h ) b e lo w . Then c o m p le te each sentence using in d ire c t speech. 1 2 3 4 5 6 7 8 'Could you open your suitcase, please?' 'D o n 't w orry - it'll be fine.' 'W ill you please slow dow n?' 'There're some good shops in the to w n centre.' 'H ow much does this cost?' 'Hurry u p !' 'John, w ould you give me a hand, please?' T d o n 't have tim e.' a) Karen was going to miss th e bus, so I to ld her to huriy up b) The box was to o heavy fo r me to carry, so I asked c) W hen I w e n t th oug h customs at th e airport, the officials t o ld ....................................... d) Stephen w anted to buy some ne w shoes, so I to ld e) Laura was very w orried about her test, b u t I said f) I w anted to buy the camera, so I asked g) He d id n 't w a n t to go to th e m eeting, so he said h) Peter was talking to o fast, so I asked ■ 1 1 Lo ok a t th e p ic tu re . 1 W hy did the man buy JollyGel? 2 H ow tru e w ere the claims in th e advert? G ra m m a r re fe re n ce p.199 (12 .1-3 ) 2 Find a n d c o rre c t th e m istakes in th e fo llo w in g in d ire c t s ta te m e n ts a n d q u estio ns. we were E xam ple: Tom w anted to know w hen w ere w o going to arrive. 1 Jane asked her m other could she bo rrow the car. 2 Nobody to ld us w hy had the manager left. 3 I asked w hether she buys the jacket she wanted or not. 4 I asked to my friend to come to the cinema. 5 Can you tell me w here is th e library? 2 Have y o u e v e r b o u g h t a n y th in g th a t you re g re tte d ? W h o o r w h a t m a de y o u b u y it? » m Grammar 2: reporting verbs ■ i 1 O ne o f th e o p tio n s A, B o r C in th e fo llo w in g sentences is n o t possible. Cross o u t th e in c o rre c t w o rd an d e x p la in w h y it is w ro n g . Exam ple: M y u n c le ............ to buy me a CD fo r my birthday. A agreed B promised C-suggested ' 'Suggest' cannot be fo llo w e d by th e in fin itive form. Listening 2: m u ltip le m atching (Part 3) 1 C hoose o n e o f th e fo llo w in g s ta te m e n ts and c o m p le te it, g iv in g tw o reasons. a) I really enjoy shopping because ... and ... b) I d o n 't like shopping because ... and ... 2 You w ill h e ar fiv e p e o p le ta lk in g a b o u t th e shops a n d o th e r fa c ilitie s in a sm all to w n . Choose fro m th e list A -F w h a t each sp e a ke r says. Use th e le tte rs o n ly once. T h ere is o n e e x tra le tte r w h ic h y o u d o n o t need t o use. TIP! W h e n y o u liste n th e firs t tim e , m a rk any possible answ ers in p e n cil. Listen th e second tim e to c o n firm y o u r ideas. A B C D E F The shop buildings are very picturesque. The shops are rather expensive. There are some good specialist shops. There is a good choice o f cafbs and snack bars. The to w n has been spoiled by tourism . There is a lim ited range o f things to buy. Speaker Speaker Speaker Speaker Speaker 1 2 3 4 5 I I I I I 1I I2 I I3 I I4 I I I5I 3 H o w tru e is each s ta te m e n t in Exercise 2 a b o u t y o u r to w n o r city? T h in k o f exam ples to s u p p o rt o r o p p o se each s ta te m e n t. E xam ple: Some o f the shop buildings are really attractive in o u r town. For example, I really like the o ld shops rou nd the m ain square. 1 H e ............ her to buy the red jacket. A to ld B advised C offered 2 The shop assistant............ th a t I should try a smaller size. A to ld B recom mended C suggested 3 M a ria ............ us to stay to dinner. A invited B demanded C persuaded 4 I com plained ab ou t th e service and th e y ............ to give me a refund. A offered B advised C agreed 5 Did the m a n ............ taking the money? A remind B adm it C deny 6 I th in k R o b e rt............ th a t he was in the w rong. A realised B accepted C accused 7 I ............ him fo r breaking the glass. A apologised B forgave C blamed 8 P e te r............ us th a t he w o u ld n 't be late! A promised B to ld C explained 2 P ut th e verbs a b o ve in to th e ta b le . Som e verbs m ay g o in m o re th a n o n e place. verb + infinitive verb + object + infinitive verb + th a t verb + object + th at verb + -in g verb + object + preposition + -ing — W a tc h O u t! suggest ^ W hich pattern is NOT possible? Cross it out. He suggested a) paying her £20. b) th a t they paid her £20. c) th a t they should pay her £20. d) them to pay her £20. G ra m m a r re fe re n c e p.199 (12 .4-7 ) U N IT 5 2 R e w rite th e fo llo w in g sentences using th e c o rre c t fo rm o f th e verbs in brackets. M a ke a n y o th e r necessary changes. E xam ple: 'You should go to th e fish restaurant on the High Street - it's really good,' she said. (recommend) She recom m ended (going to) the fish restaurant on the High Street. 1 'I w o n 't g o ,' I said. (refuse) 2 'D o n 't fo rg e t to buy some bread on th e w ay home, Jake,' he said. (rem ind) 3 'W ell done Kerry, you passed your exam !’ said M um . (congratulate) 4 'I'm sorry I fo rg o t your birthday, Sally,' Clare said. (,apologise) 5 'D o n 't sit on th a t chair, Mary. It's bro ke n!' I said. (warn) 6 'M aybe w e could m eet at th e beach?' said Brad. (suggest) 7 'I'll give you a parking ticket if you d o n 't move the car,' she said. (threaten) 8 'W ould you like to come round fo r dinner on Saturday?' she asked me. (invite) WM 1 R ecently y o u w a n te d t o b u y a n e w gam e. S um m arise an d re p o rt w h a t th e sales assistant said to y o u in each shop. Use in d ire c t speech an d som e o f th e verbs in Exercises la n d 2. E xam ple: Right On: 'We don't have any games in stock at the moment. W hy d o n 't you try W ilkinson's dow n the street?' In Right On they to ld m e they d id n 't have any games in stock an d suggested th a t I try Wilkinson's. 1 W ilkinson's: 'W e've just sold our last copy. I'm very sorry. It's very popular, you see. But you m igh t find one in GamesRUs, as it's a bigger shop.' (tell/apologise/explain/say) 2 GamesRUs: 'W e're o u t o f stock, b u t they're on order and w e 'll be getting some more in next week. I'll give you a ring w hen they come in, if you give me your name and a contact number.' 3 VHM: ’I'm n o t sure if w e have any left. If you take a seat, I'll go and look in the stockroom fo r you ... You're in luck. I've g o t one copy left! Do you w an t it?' 2 Have yo u ha d any s im ila r experiences w h e n y o u w a n te d to b u y s o m e th in g ? Material world Exam focus P a p e r 3 U s e o f E n g lis h : k e y w o r d tr a n s fo r m a tio n s (P a rt 4 ) A b o u t th e e xa m : In Paper 3, P art 4, y o u are g ive n a sentence an d asked to c o m p le te a second on e using a 'k e y w o rd '. The m e a n in g o f th e second sentence m u st be s im ila r t o th e firs t. This task tests a ra n g e o f g ra m m a tic a l s tru c tu re s as w e ll as vo ca b u la ry. Each ite m w ill p ro b a b ly be te s tin g tw o th in g s . P rocedure 1 Read th e firs t sentence an d lo o k a t th e key w o rd . Id e n tify w h a t th e sentence is te s tin g an d w o rk o u t possible answ ers. 2 W h e n y o u are sure o f th e answ er, w r ite th e m issing w o rd s. 3 Check th a t y o u have n o t: • ch a n g e d th e key w o rd • ch a n g e d th e m e a n in g o f th e sentence • w r itte n m o re th a n fiv e w o rd s . C o n tra c tio n s (e.g. d o n 't) c o u n t as tw o w o rd s. • m a de any o th e r unnecessary changes, e.g. to tenses • m a de any s p e llin g m istakes 4 T ran sfer y o u r answ ers o n to th e an sw e r sheet. Check th e n u m b e r o f th e q u e s tio n c a re fu lly to m a ke sure th a t y o u w r ite y o u r a n sw e r in th e rig h t place. For q u e s tio n s 1-8, c o m p le te th e second sentence so th a t it has a s irfiila r m e a n in g t o th e firs t sentence, usin g th e w o rd g iv e n . Do n o t cha n g e th e w o rd g iv e n . You m u st use b e tw e e n tw o and fiv e w o rd s, in c lu d in g th e w o rd g ive n . H ere is an e x a m p le (0). E xam ple: 0 'W ho borrowed my book, Mary?' asked Andrew had A ndrew M ary who had borrowed ^is book. 1 It was Susie's firs t visit to London, n e ve r Susie.................................... to London before. 2 Chloe spent her childhood in th e country w ith her grandparents, b ro u g h t C h lo e .................................... her grandparents in th e country. 3 I'd like to go to India, appe als The idea o f .................................... me. 4 'D o you w a n t to have a drink, Peter?' asked Jane, like Jane asked P e te r................................... have a drink. 61 U N IT 5 Material world 5 They said they had found the directions he gave very confusing, been They said th e y .................................... his directions. 6 There w ere students fro m ten different countries in the class, u p The class.....................................students fro m ten different countries. 7 Melissa has n o t appeared on television much recently, m a de Melissa h a s .................................on television recently. 8 You need both luck and ta le n t to succeed, w e ll Success d e p e n d s .................................... as talent. ■ i 1 M a tc h th e fo llo w in g d e sc rip tio n s t o th e le isure fa c ilitie s b e lo w . i Large modem building with outdoor floodlit area, fitness room and snooker room. Wheelchair access to all areas. 2 Open 24-hours a day for a wide range of activities including skating lessons, ice hockey, public and disco skating sessions. 3 Includes displays of local history, archaeology, architecture and the environment. Vocabulary 3: shopping and leisure facilities ■ i 1 1 I like shopping in th e s u m m e r........................ w hen there are g o o d ........................ on everything! (sales / bargains / reductions) 2 W henever you buy anything you should always keep t h e ........................ in case you w a n t to ........................ it later. (exchange / receipt / prescription) 3 I never seem to be able to find a ........................ although my friend seems to get a ........................ on everything and never pays full price! (discount / bargain / refund) 4 Some people always p a y ........................ w hen they go shopping, b u t I prefer to p a y ........................ because I d o n 't like carrying to o much money. (on cre dit i by cheque t in cash) 5 I go shopping once a w eek - it's easier to ........................ th a t w ay so it's m o re ............................ (econom ical / econom ic / budget) 6 I hate w a itin g in a lo n g ........................ at the ........................ in the supermarket. (till / checkout / queue) 2 A sk a p a rtn e r th ese qu estio ns. 1 Do you like shopping in the sales? 2 Have you ever taken som ething back to the shop and exchanged it o r asked fo r a credit note? 3 Are you good at finding bargains? 3 62 A collection of books, videos, DVDs and CD Roms which can be borrowed by the general public. Reference and information services are also available. C hoose tw o o f th e w o rd s in bra ckets to c o m p le te th e sentences. N o w m a ke m o re q u e s tio n s fo r Exercise 1.1, sentences 4, 5 an d 6, an d ask y o u r pa rtn e r. Exhibitions by local painters and local contemporary craft, as well as a permanent display of British and international paintings. An ongoing programme of day and evening classes including computer skills, dressmaking, First Aid and foreign languages. 6 a) art gallery b) ice rink c) library d) museum e) sports centre f) Further Education college 2 W h ich o f th e fa c ilitie s a b o ve does y o u r to w n have? W h a t o th e r fa c ilitie s are a va ila b le ? 3 1 2 3 4 5 6 7 8 W h e re w o u ld y o u g o in y o u r to w n o r city: to to to to to to to to buy the trendiest clothes? buy the cheapest household goods? buy a really unusual present? listen to great music or dance till 2 a.m.? go fo r a relaxing walk? meet your friends fo r coffee? enrol fo r an evening class in pottery? get some serious exercise? U N IT 5 Material world Speaking 3: expressing uncertainty (Part 2) 1 M a tch th e w o rd s to th e c o rre c t p h o to s. checkout fittin g room cashier shelves trolley shopping bag rail special offers bargains assistant departm ent store advertisements 2 W o rk w ith a p a rtn e r. Find tw o s im ila ritie s a n d th re e d iffe re n c e s b e tw e e n th e p h o to s. E xam ple: Both photos s h o w people shopping. The first p h o to is in a supermarket, b u t the second p h o to is in a de pa rtm e nt store. 3 Listen to a n o th e r s tu d e n t ta lk in g a b o u t th e sam e p h o to s. He is n o t alw a ys sure a b o u t w h a t is h a p p e n in g in th e p ictu res. Tick th e phrases he uses. I'm no t sure, b u t (it/they) m ight be ... It's n o t very clear, bu t probably/ I th in k ... (It) could be ... Maybe ... Perhaps ... It looks as if ... It seems as th oug h ... They seem to be -in g ... m 1 Take it in tu rn s w ith y o u r p a rtn e r t o co m p a re p h o to s A an d B. Try to k eep ta lk in g fo r a b o u t 40 seconds. 2 Say w h ic h ty p e o f s h o p p in g seems to be th e m o st e n jo y a b le fo r th e shop pe rs (a b o u t 20 seconds). 5 W o rk w ith a n o th e r p a rtn e r. S tu d e n t A look at photos C and D on page 182, w hich show different kinds o f advertising. Compare the pictures and say in w hich place the advertising is probably m ost effective. S tu d e n t B look at photos E and F on page 182, w hich show people doing leisure activities. Compare the pictures and say w hich activity seems to be the most enjoyable. ■ ■ U N IT 5 M aterial w orld Writing: a review (Part 2) You re c e n tly saw th is n o tic e o n y o u r c o lle g e n o tic e b o a rd . m 1 W h a t k in d o f th in g s d o p e o p le re v ie w ? T h in k o f as m a n y as y o u can, an d a d d th e m to th e list b e lo w . • books • hotels We are hoping to make a college website, designed by the students. To give us some ideas for this, can you write us a review of your favourite website? Describe the type of information given on the website and the way it is presented, and say why you think it is good. 2 W h a t is th e pu rp o se o f a revie w ? C hoose one. A review is w ritte n to a) give factual inform ation. b) help the reader to make a choice. c) persuade th e reader to buy something. W rite y o u r re v ie w (1 2 0 -1 8 0 w o rd s). 2 3 H o w sh o u ld a re v ie w be w ritte n ? C hoose th re e . A review should a) use interesting vocabulary. b) use bullet points and headings. c) try to catch the reader's interest. d) be clearly organised. e) use a semi-form al style. 4 W h e n y o u w r ite a re v ie w y o u usua lly ne ed t o d o th e fo llo w in g th re e th in g s . N u m b e r th e m in ord er. □ Give details o f w h a t you are reviewing. □ Give your ow n opinion o f w h a t you are reviewing. □ Say w h a t you are reviewing. 1 C hoose th e b e st in tro d u c tio n fo r y o u r re v ie w . W h a t d id y o u n o t lik e a b o u t th e o th e K tw o in tro d u c tio n s ? a) I hate m ost websites fo r lots o f reasons, b u t I th in k this one is miles better than the others. b) One o f th e best websites I know is the one fo r the Sports Centre I belong to. c) I love the M id n ig h t Club website. It's so easy to use, it's colourful and it's g o t good music - and I'd recom mend th a t you look at it. 2 W h ich is th e best e n d in g fo r th e re v ie w ? m 1 Read th e ta sk an d a n sw e r th ese qu estio ns. 1 2 3 4 W o rk w ith a p a rtn e r. T h in k a b o u t: • w hich website you w a n t to describe • w h a t inform ation it gives • how it is presented (e.g. hom e page, links, pictures, graphics) • three reasons w hy you like it. W ha t do you have to review? W hat is the purpose o f th e review? W ho w ill read your review? W hat style w ill you use fo r your review? a) So overall I th ink th a t this is an excellent site, w ith lots o f good ideas th a t w e could use on our school website. b) I strongly recommend th a t you make a w ebsite fo r the school. c) W ha t I th in k is - it's great! 4 N o w w r ite y o u r o w n a n sw e r to th e task, using th e b e g in n in g a n d e n d in g y o u ha ve chosen. W h e n y o u have fin is h e d , check th a t y o u r re v ie w is cle a rly o rg a n ise d a n d has a g o o d ra n g e o f voca bu lary. U N I T S 1 —5 Progress test 1 T h ere is a m ista ke w ith v o c a b u la ry in each o f th e fo llo w in g sentences. Find th e m istakes and c o rre c t th e m . 1 The film Star Wars has a com bine o f tw o themes. 2 I th o u g h t th a t M o ulin Rouge had a very sad finishing. 3 The film ends w ith a close shot o f the hero. 4 The actress G wyneth Paltrow made a very em otion speech w hen she w on her Oscar. 5 I was very irritating by w h a t he said. 6 The Olympic Games have place every fo u r years. 7 He just made a glimpse o f th e tiger in th e long grass. 8 It is impossible to me to buy th a t car. 9 The reality o f th e situation was starting to fall in. 10 Eggs are know n to be high w ith cholesterol. 11 W ould you rather feed o u t in a restaurant? 12 The taste o f th e insect was absolutely revolted. 13 I had to eat th e insect living. 14 You m ust have used a fo rtun e buying th a t car! 15 The shop has a broad selection o f electrical goods. 2 D ecide w h a t w o rd is m issing in each o f th e fo llo w in g sentences an d w rite it in th e c o rre c t place. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 He know n her since he was a child. H ow many times you phone your sister every day? I had this car since I was eighteen. Have you running? You look hot. M y sister is lo t better at Maths than I am. This ride isn't exciting as the one w e w e n t on in Disneyland. Tom is n o t taller than I am - only ab ou t one centimetre. I'm going to Canary Islands fo r my summer holiday. M y father drives slowly than my brother does. He already finished th e w o rk w hen the teacher returned. I usually ju st have piece o f toast fo r breakfast. I'm w atching very interesting series about dinosaurs on TV. The police to ld me go away. Brad asked Vicky she w anted a drink o r not. They advised me not w orry as everything w ould be all right. 3 Lo ok a t th e fo llo w in g pairs o f sentences. D ecide if th e sentences in each p a ir have a) th e sam e m e a n in g o r b) d iffe re n t m e anings. U n d e rlin e th e pa rts o f th e sentences th a t have d iffe re n t m e an ing s. 1 In the m ost successful film s you get a com bination o f tw o types of plot. The most successful film s com bine tw o types o f plot. 2 I bo ug ht these trainers w hen I joined the gym. I've had these trainers ever since I joined th e gym. 3 I to ok to free diving immediately. I gave up free diving straightaway. 4 She d id n 't feel very secure as a child. As a child, she fe lt rather insecure. 5 I had no idea th a t I'd have to cross the valley by cable. I knew th a t I w o u ld n 't have to cross the valley by cable. 6 The journey was a bit longer than I’d expected. I had expected th e journey to be a b it longer than it was. 7 M y main concern is to develop awareness o f the environm ent. I am m ainly concerned w ith developing environm ental awareness. 8 Hang gliding is less risky than people think. Hang gliding isn't as safe as people think. 9 It looks as if they're having a party. They're looking forw ard to having the party. 10 She gazed at the view through th e open w indow . She glimpsed th e view through the open w indow . 1 1 Jamie's career really to o k o ff after he'd made the TV show. M aking the TV show destroyed Jamie's career. 12 Their study o f insects has taken them all over the globe. They have travelled all over the w o rld studying insects. 13 Daniela has a severe allergy to many com m on substances. Daniela is slightly allergic to many com m on substances. 14 The boys said they th o u g h t the game was great. According to the boys, it was a great game. 15 They said the sale w ou ld start at nine o'clock. 'The sale started at nine o'clock,' they said. 65 UNITS 1-5 Progress test Use of English: m ultiple-choice cloze Use of English: open cloze (Part 1) (Part 2) 4 For q u e s tio n s 1-12, read th e te x t b e lo w an d d e cid e w h ic h a n sw e r (A, B, C o r D) b e st fits each gap. T h ere is an e x a m p le a t th e b e g in n in g (0). 5 For q u e s tio n s 13-24, read th e te x t b e lo w an d th in k o f th e w o rd w h ic h best fits each ga p. Use o n ly o n e w o rd in each ga p. T here is a n e x a m p le a t th e b e g in n in g (0). M Y F IR S T F L IG H T My heart was (0) fast as I stood at the edge of the cliff with my hang glider for the first time. I looked straight ahead to where the ( 1 ) .......... disappeared in front of me, and ( 2 ) .......... that there was nothing between me and the valley lying (3 ).......... below. My flying instructor went ( 4 ) .......... the instructions once more, but I was not listening. The idea of jumping off this cliff suddenly seemed totally ( 5 ) .......... ! I hesitated for a moment. But I had to do it. I (6 ).......... a deep breath and began to move forwards. After only five steps I was lifted up into the air by the wind. I gasped as I flew over the ( 7 ) .......... of the cliff. Excitement surged through me, and I (8 )......... to laugh. I was excited and afraid at the same time, and I loved it. I (9 ).......... the control bar tightly, as if that was the only thing (1 0 ).......... me falling as I hung hundreds of metres above the valley spread out below. All too soon I was over the landing field, and I had to (1 1 ).......... hard on getting down safely. When I finally landed, I was triumphant. I had flown like a bird, and I would never be the (1 2 ).......... person again. 0 1 2 3 4 5 6 7 8 9 10 11 12 66 A A A A A A A A A A A A A running floor reviewed long over indecisive had bit burst held closing attend equal B beating B ground B reminded B far B out B unrepeatable B to ok B section B started B carried B keeping B consider B same C moving C base C reconsidered C fu rthe r C by C unreasonable C caught C border C set C touched C stopping C concentrate C similar D D D D D D D D D D D D D rushing bottom realised away in insensitive go t edge felt reached making apply typical T E A BAGS These days, in millions of homes around the world, people make cups of tea (0) ..Vtiti.... tea bags. But (1 3 )........... first thought of putting tea leaves into small bags? It was an American, in 1919. At (1 4 )........... time, the bags were mainly used by tea companies to allow customers to try the tea before buying it. But the idea of the tea bag took (I S )........... .. and by 1935 most were being bought for use (1 6 )........... home. It wasn’t long (1 7 )........... tea bags started to become popular in countries outside America. But they were not an immediate success everywhere. In Britain, for (18) ........... , people held very strong views on how to make a good cup of tea. There was a strict procedure which involved warming the teapot, putting 0 ne spoonful of tea for each person into the pot and then filling (1 9 )........... with boiling water. The pot was then left (2 0 )........... five minutes before the tea was poured into cups, and milk and sugar were added last. However, (2 1 )........... this tradition, nowadays things (2 2 )........... changed. Modern people lead busy lives, and making the perfect cup of tea properly is (2 3 )........... important than making it easily and conveniently. These days, over 75% of the cups of tea drank in Britain (2 4 ).......... made with tea bags. UNITS 1 -5 Progress test Use of English: w ord fo rm atio n (Part 3) 6 For q u e s tio n s 2 5 -34 , rea d th e te x t b e lo w . Use th e w o rd g ive n in ca p ita ls a t th e e n d o f som e o f th e lines t o fo rm a w o rd th a t fits th e g a p in th e same line. T h ere is an e x a m p le a t th e b e g in n in g (0). Space - fiction and fact In science fiction, space is often described as a silent, empty place but in (0 ).!??.{%., things are very different. In fact, all of the (2 5 )........... that is used to keep a space station functioning can be so (2 6 )........... that the astronauts working there cannot communicate with one another (2 7 )........... - they have to shout. The high levels of sound may affect their work, and can sometimes even mean that they are (2 8 )........... to sleep. In addition, they may face other problems in space. Scientists have (2 9 )........... over 70,000 items of rubbish left by former astronauts that still remain in orbit around the earth. Most of these are smaller than a tennis ball, but they still (3 0 )........... the safety of (3 1 )........... in space. Even a small piece of metal floating in space could cause a (3 2 )........... disaster if it hit a manned spacecraft. Although astronauts do (3 3 )........... try to bring most of their rubbish home, they don’t always manage it. And they don’t just leave their rubbish floating in space either. There is even a (3 4 )........... camera among the litter left behind on the Moon. Use of English: key w ord 37 transform ations (Part 4) 7 For qu e stio n s 3 5 -4 2 , c o m p le te th e second sentence so th a t it has a s im ila r m e a n in g to th e firs t sentence, using th e w o rd g ive n . Do no t change th e w o rd given. You m u st use b e tw e e n tw o an d fiv e w o rd s, in c lu d in g th e w o rd g ive n . H ere is an exam ple. Example: 0 You m ust do exactly as I tell you. carry You m ust ..c.a.rry .° u tm ....... instructions exactly. 35 There are hardly any copies o f the book le ft in the shop. very There a r e ..................................o f the book le ft in the shop. 36 I only ate a little at lunch, so I'm hungry now. to I d id n 't................................at lunch, so I'm hungry now. REAL EQUIP NOISE EASY ABLE IDENTITY THREAT EXPLORE CATASTROPHE GENERAL BREAK / Don swims better than Carlos. C a rlo s ..................................as Don. w ell 38 They do n’t know w h a t caused the problem yet. discovered T h e y ..................................o f the problem yet. 39 He said th a t th e accident was my fault, blam ed H e .................................. th e accident. 40 It's three years since w e w orked together, not W e .................................. three years. 41 'I'll come w ith you to m orro w ,' said Jaime, prom ised J a im e ..................................the next day. 42 I prefer w atching fo otb all to playing it. rather I ..................................play it. Go to w w w .iT e s ts .c o m o r y o u r C D -R O M fo r in te ra c tiv e e x a m practice. 67 UNIT 6 It's your call Vocabulary 1: technology 2 N o w discuss th e answ ers to th e q u e s tio n s w ith a p a rtn e r. 1 P ut th e fo llo w in g w o rd s in to th e co rre c t c a te g o ry b e lo w . Som e w o rd s m a y g o in m o re th a n o n e cate gory. Can y o u a d d a n y m o re w ord s? E xam ple: / d o n 't need to keep the negatives any m ore because I have a d igital camera. 3 battery cable CD cursor email engaged tone file film focus handset hard drive keyboard keypad line m onitor mouse negative plug ring tone screen scanner te xt message zoom lens Discuss. W ha t benefits have the camera, the phone and the com puter brought to everyday life? Listening 1: m ultiple m atching C o m p u te r C am era Telep ho ne battery battery 2 1 C o m p le te th e sentences using w o rd s fro m Exercise 1. You w ill ne ed t o m a ke som e w o rd s p lu ra l. 1 Do you keep the o f your photographs so you can get copies made if you w a n t to? 2 H ow often do you have to recharge the ............ in your m obile phone? 3 H ow many fingers do you use w hen you type on a c o m p u te r............ ? 4 Does your camera have a ...... allow s you to take close-ups? 5 Is t h e ............ on a com puter screen a flashing line or an arrow? 6 Do you use a ............ to save photographs and other docum ents on to your com puter? 7 W ha t kind o f ........... your m obile phone? 8 Have you ever had a problem w hen you sent a ............ to be developed (e.g. the shop lost it)? 9 Do you ge t a headache if you look at a c o m p u te r............ fo r a long time? 10 W hich finge r do you use w hen you press th e numbers on a te le h o n e .............. ? 68 (Part 3) 1 Look a t th e p h o to s. 1 W hat is happening in each one? 2 H ow do you th in k the people are feeling? U N IT 6 2 You w ill h e a r fiv e p e o p le ta lk in g a b o u t p h o to g ra p h y a n d th e m e dia. 1 Choose fro m th e list A -F w h ic h o p in io n each spea ke r expresses. Use th e le tte rs o n ly once. T h ere is o n e e x tra le tte r w h ic h y o u d o n o t need to use. A M odern developments in photography may affect the privacy o f ordinary people. B Photographs d o n 't always reflect th e tru th. C M odern technology means ordinary people can com pete w ith professional journalists. D Media attention is justifiable in certain situations. E Technology helps me to take more natural photographs. F I was upset w hen pictures w ere taken o f me w ith o u t my agreement. Speaker Speaker Speaker Speaker Speaker 1 2 3 4 5 ~ v n IJ U _ U J | |_ ± 5 J 2 Listen a g a in t o c o n firm y o u r ideas. 3 M a tc h th e h ig h lig h te d phrases to th e ir m e an ing s b e lo w . You h e ard a ll th ese phrases in th e re c o rd in g . 1 2 3 4 5 6 7 they'd kill or be killed f) film ing on location th e w ho le face of news reporting a breaking news story th e celebrity prom otion machine they'll do the rounds of they've all been touched up a) b) c) d) e) f) g) altered and made to look better organised publicity fo r fam ous people inform ation th a t is ju st beginning to arrive go to several different places in succession o u t o f th e studio risk danger and cause danger to others the w ay som ething appears to people 4 D o y o u a g re e w ith th e fo llo w in g s ta te m e n ts ? W h y ? /W h y n o t? • The camera never lies. • Celebrities shou ldn 't expect to have privacy. It's your call Use of English 1: w ord fo rm atio n (Part 3) 1 Read th e t itle an d th e te x t b e lo w . Does th e w r ite r w a n t t o be fa m o u s o r n o t? 2 Use th e w o rd g ive n in c a pitals b e lo w th e te x t to fo rm a w o rd th a t fits in th e g a p in each lin e . T h ere is an e x a m p le a t th e b e g in n in g (0). TIP! R em em ber to check if no un s ne ed a n e g a tiv e p re fix a n d /o r a p lu ra l e n d in g . W O U LD YOU LIKE TO BE FAM OUS? M ost people find the idea o f fam e (0) . But w ou ld you ( 1 ) ............ w a n t to be famous? The people w h o dream o f fam e d o n 't always realise ju st how many ( 2 ) ............there are fo r those w h o spend their lives in th e public eye. They see the ( 3 ) ............things ab ou t being a star, and the ( 4 ) ............ benefits th a t fam e brings, b u t they ignore th e problems th a t go along w ith it. Famous people have ( 5 ) ............ around them wherever they go, pointing cameras in their faces. They may have to put up w ith ( 6 ) ............ w ritin g things about them in the newspapers th a t are ( 7 ) ............ untrue. W ith this kind o f pressure, some celebrities d o n 't find it easy to keep up ( 8 ) ............ w ith friends, and they may even regret m aking the ( 9 ) ..... ... to seek fame. It's certainly true th a t once you've become w ell-know n you can't go back to an ordinary life. So is fam e actually w o rth it? It's a ( 1 0 ) .... .... choice, b u t I know th a t I w ou ld hate it. 0 1 2 3 4 5 6 7 8 9 10 ATTRACT ACTUAL ADVANTAGE ENJOY FINANCE PHOTOGRAPH JOURNAL COMPLETE RELATE DECIDE PERSON 3 W o u ld y o u lik e to be fa m o u s, even ju s t fo r a s h o rt tim e ? Discuss w h a t m ig h t be g o o d a n d bad a b o u t it. 69 U N IT 6 It's your call Grammar 1: certainty and possibility 7 S h e ........................ nervous, having to give a presentation to so many people. 8 Y o u ........................ this book useful fo r your essay. Present 3 1 U n d e rlin e th e m o d a l verbs in th e fo llo w in g sentences, an d m a tch th e m w ith th e d e sc rip tio n s b e lo w . 1 Look at this ph oto I to o k - I th in k I m igh t be able to sell it to th e newspapers. 2 She m ust be very pleased w ith the w edding photos - they've come o u t really well. 3 The President may be giving a press conference later today. 4 I suppose the reports could be true, but I do u b t it. 5 That can't be Nicole Kidman, can it? She looks com pletely different. a) It's certainly tru e ............... b) It's certainly no t tru e ............... c) It's qu ite likely to be tru e .............. d) It’s possible th a t it's tru e ............................. G ra m m a r re fe re n ce p.200 (14 .2-3 ) 2 C o m p le te th e sentences w ith m ust, may, m ig h t, c o u ld o r c a n 't a n d a s u ita b le ve rb fro m th e bo x in th e c o rre c t fo rm . Use each m a in v e rb o n ly once. come be rem em ber explain stay te4 be able to feel find E xam ple: She c.ou!d.^ e the tru th - it's hard to say. 1 Simone says s h e ........................ to the party, but she's not sure. 2 I'm afraid I can't help, but maybe my brother ........................ th e answer to you. 3 My gra nd pare nts........................ w ith us next week - they'll let us know by Friday. 4 Y o u ........................ Carrie, surely? She used to be in ou r class. 5 Y o u ........................ serious - you're n o t really going to leave, are you? 6 I ........................ finish th e report by Friday - I'll do my best. 1 M a tc h each o f th e fo llo w in g s ta te m e n ts w ith th e best response b e lo w . 1 2 3 4 5 6 7 I've w o n firs t prize! e) Is it just me, o r is it h o t in here? I w on der if I can ge t a cheap flig h t to New York. I fin d heavy metal music quite relaxing. I th in k a lo t o f telephone calls are unnecessary. I feel like going to the cinema. I can't use my new com puter because they d id n 't install the software. 8 I d o n 't know much about computers. a) b) c) d) e) f) g) h) You could try looking on th e Internet. You m ust be in a m inority these days. You may have a point there. You m ight be com ing dow n w ith som ething. Well done! You m ust be thrilled. You may be able to do it on your ow n, you know. You m ust be jo kin g ! Really? There may be som ething good on at th e Odeon. ( J ) 2 Listen a n d check y o u r answ ers. 3 W ith a p a rtn e r, pra ctise th e m in i-d ia lo g u e s using a p p ro p ria te in to n a tio n . Past 4 Choose th e best a lte rn a tiv e s in th e fo llo w in g sentences. 1 The photographer m u st / c a n 't have touched up th a t photo - she looks a lo t older than th a t really. 2 He m ig h t / c a n 't have m eant to upset you w hen he said th a t - he's a very kind man. 3 To take th a t photo, th e reporter c o u ld n 't / m ust have been hiding in the garden - o r maybe he was even inside the house. 4 I d o n 't th in k I could / m ig h t have done w h a t M other Teresa did - she was a very brave person. 5 He could / m ust have been mad to clim b the to w e r w ith o u t safety equipm ent. 6 'I w o n d e r w here they are?' 'They may / c a n 't have g o t lost.' G ra m m a r re fe re n ce p.200 (14 .2-3 ) 70 U N IT 6 5 C o rre c t th e m istakes in th e fo llo w in g sentences. Listening 2: song 1 Bruce can't has been chosen fo r th e jo b - he doesn't have the right experience. 2 This photograph is very dark - it co u ld n 't have being taken outside. 3 Be careful w h a t you say to him he can’t to be trusted to keep a secret. 4 The police m ig h t have w atching th e house. 5 He can't see th a t she was there, or he'd have spoken to her. 6 She may have w a n t to com e to th e film - w h y d o n 't you ask her? 7 It w asn't a good idea to phone at m idnight. I m ight be asleep. 8 They may been intending to leave the country. 9 You can't still doing your hom ew ork! 1 You are g o in g t o h e a r a song c a lle d W e are th e C ham pions. As y o u liste n, th in k a b o u t th is q u e s tio n : 6 Read th is e x tra c t fro m Dave's CV. Dave does n o t say w h a t he w as d o in g fro m 2 0 02 -200 4. H o w d o y o u th in k he becam e E d ito r o f H i! M a g a z in e ? E xam ple: He m ig h t have m e t som eone famous. m iL B ic u n iiu 1996-1999 1999-2002 v t t ^ p Bingly College: Diploma course in Journalism and Photography Reporter/photographer on Crawley Evening News (salary £12,000) 2004 - present It's your call W hat sort o f cham pion do you im agine the singer m igh t be? 2 Lo ok a t th e w o rd s o f th e song a n d c o m p le te th e c o llo c a tio n s using w o rd s fro m th e box. calls crim e made race cruise share done taken fo rtun e tim e I’ve paid my dues Time after (1 ).......... I’ve (2 ).......... my sentence But committed no (3 )......... And bad mistakes I’ve (4 )..........a few I’ve had my (5 )..........of sand kicked in my face But I’ve come through Chorus And we mean to go on and on and on and on We are the champions my friends And we’ll keep on fighting till the end We are the champions We are the champions No time for losers ’Cause we are the champions - of the world I’ve (6 )..........my bows And my curtain (7 ).......... , You brought me fame and (8 )..........and everything that goes with it I thank you all But it’s been no bed of roses No pleasure (9 ).......... I consider it a challenge before the whole human (10).......... That I’d never lose. Chorus Editor of Hil Magazine (salary £100,000) 3 Discuss th e fo llo w in g q u e s tio n s a b o u t th e song. W hat phrases from th e song tell us th a t the singer had a d ifficu lt tim e in th e past? The singer says 'I've made mistakes'. W hat sort o f mistakes m ig h t he have (nade? W ho do you th in k th e singer means by you in the third verse? a) friends and fam ily b) th e public c) the media H ow does the singer feel about the people w h o have brought him fame? 71 UN IT 6 It's your call Reading: gapped text (Part 2) 1 Discuss th e fo llo w in g qu estio ns. 1 Do you have a m obile phone? If so, h o w long have you had it? H ow im portant is it to you? 2 Do you send and receive te xt messages? H ow often? W ha t are they usually about? 3 W ha t do these messages mean? a) C U L8R b) r u OK? c) Thx 4 yr msg Check your answers below. 4 W ha t abbreviations do you use in your ow n language? 23 4 Discuss th e se qu estio ns. 1 The article m entions several advantages o f m obile phones and emails. Can you th in k o f any more? 2 Do you agree w ith Annabelle th a t te xt messaging is encouraging bad habits o f spelling and grammar? W ha t other problems are there? 5 1 M a tc h th e n u m b e re d w o rd s an d phrases in th e te x t to th e fo llo w in g m e anings. a) stay in contact b) a group o f people o r things th a t are connected in some way c) someone you know indirectly d) between only tw o people e) looking directly at someone 2 U n d e rlin e th re e m o re phrases in th e te x t (e.g. phrasal verbs and c o llo c a tio n s ) th a t y o u w o u ld like to re m e m b e r an d use. 2 Y ou are g o in g to rea d a n e w sp a p e r a rtic le a b o u t m o b ile ph on es an d e m a il. 1 Read th e t it le a n d s u b h e a d in g o f th e a rtic le . H o w d o yo u th in k e m a il a n d te x t m essaging m ig h t be 'c h a n g in g th e w a y p e o p le re la te t o each o th e r'? 2 Read th e firs t p a ra g ra p h an d c o m p a re y o u r ideas. 3 Choose fro m th e sentences A -H th e o n e w h ic h best fits each g a p (1 -7 ). T h ere is o n e e x tra sentence w h ic h y o u d o n o t ne ed t o use. A She can send them a message saying ‘Hi, thinking of you,’ much more easily than sitting down to write a long letter. B For example, they might write “tomoro” for “tomorrow,” ’ she says. C This flexibility when making social arrangements means she no longer has to plan ahead, she says. D But no one ever did before text messaging really started taking off. E In these situations, she says, it is better to communicate face to face. F Through such additions, she says, they have the chance to present themselves to others in the way that they want to. G But in fact, the rapid expansion of electronic communication in the 21st century has had the opposite effect. H She finds that she feels less nervous that way. 72 •a6essauu jn o /i joj s>)uem (a c>IO noA ajv (q •jate| no/i aas (e Now we’re getting the message Text messaging and email are changing the way people relate to one another. Sara Gaines reports*25304 When computers first started to be used on a wide scale, some people predicted that we would spend so long staring at computer screens s that we would end up forgetting how to talk to one another. 1 ............................ Rather than retreating into themselves, people are using new technology, in 10 particular email and text messaging, to find more and more ways to expand their 1network of friends. Alice Thompson, 23, is known « as the Text Queen to her friends because she sends out so many messages. ‘When we go out, my friends and I text other friends saying, “We’re in this club and it’s 20 really good. Come and meet us.” ’ 2 .................................... Instead decisions can be made on the spot, and friends can be gathered together at a moment’s notice. 25 Alice has found text messaging has other advantages too. ‘If there is a guy I like, I find it easier to send text messages initially rather than phone him up,’ she says. 30 3 ........................... ‘There is one guy, 2a friend o f a friend, who I don’t know that well, but we’ve started to text message each other and that’s how we communicate. I 35 would never have phoned him up but this way it feels OK.’ Text messaging and email also help Alice 3keep in touch with old schoolmates she would probably 40 have lost contact with otherwise. Adapted from THE GUARDIAN 4 And she finds who teaches at a London sixth it’s a great tool for relieving form college, encourages her boredom in the office where she students to text her when they works, by sharing secret messages have queries. ‘They don’t find it so and passing on jokes. 70 difficult to keep in touch that It seems these forms of way,’ she says. ‘I think they feel communication have filled a gap, that a phone call might be more of an interruption. I’ve always given offering something that 4face-toface conversation does not. my number out to students and Professor Pam Briggs, a 75 told them to call me if they have psychologist at the University of any problems. 6 ........................ ’ Northumbria, believes that people So is it all good? Annabelle has enjoy sending text messages and identified one negative result of emails because they can take their text messaging. ‘My students have time planning their message, and so developed their own way of they can be a bit more playful, writing as well, which can cause a inserting jokes, pictures and bits of few difficulties as they have video clips. 5 ........................... started using these abbreviations The fact that text messages are in their normal writing. so quick and easy is a big part of 85 7 ........................... ‘But they are the attraction. Many people also never rude. If I text them back find text messaging more informal answering their queries they than making a phone call or always send another message saying “Thx”, even though it’s not writing a letter, and therefore simpler to use. Annabelle Rose, » really necessary.’ Grammar 2: passives (1) 1 1 W h e n d id th e events b e lo w h a p p e n ? W rite th e c o rre c t ye a r in each gap. 1992 1876 1971 1844 1975 1895 1 The first telegram was delivered i n ............ ; today, telegrams have been replaced by email. 2 The first phone call was made i n ............ , and phone calls are still being made every day across the w orld - b u t today the m ajority are made by m obile phone. 3 The first w ords transm itted by wireless could be heard i n ............- and w h o knows - maybe transmissions w ill be received fro m other planets in the fu ture ! 4 The first personal com puter was launched in ............ and once they had been developed, they changed th e w ay w e w ork. 5 M illions o f email messages are n o w sent and received every day, b u t th e firs t one was sent in 6 M illions o f te xt messages have also been sent since the first one i n ............... 2 U n d e rlin e th e passive verbs in th e sentences ab ove. 234 2 C hoose th e c o rre c t a lte rn a tiv e in each o f th e fo llo w in g sentences. 1 Students are / are being allow ed to use the com puters in the library as often as they w ant. 2 Employers regularly m onitor th e emails th a t are / have been sent by th eir employees. 3 I hope th a t th e new building is being / w ill be finished next year. 4 H ow long did it take fo r the film The M atrix to be / being made? 74 5 As w e w alked dow n the road, w e realised w e have been / w ere being follow ed. 6 That hom ew ork should have been / should be finished by the end o f last week. 7 They say m obile phone bills are go in g to be / have been cut by 5% very soon. 8 W e d id n 't realise he'd given / been given a prom otion. G ra m m a r re fe re n ce p. 202 (17) 3 1 Read th e fo llo w in g a d v e rt. W h a t is special a b o u t th e iCEBOX? K IT C H E N COOL Slaving in the kitchen will never be the same again, thanks to the iCEBOX, an Internet-enabled entertainment centre that fits under your kitchen cupboard. Flip open its colour LCD monitor and you’ll be able to send emails to your friends or surf the web using the touch-sensitive screen. You can also use the iCEBOX to watch TV and DVDs and listen to CDs and the radio. iCEBOX comes with a wireless keyboard, which is washable to deal with those inevitable kitchen spills. iC EB O X has opened up huge possibilities y o u ’ll find it hard to catch up if you d o n ’t have one! 2 T h e fo llo w in g re p o rt gives th e sam e in fo rm a tio n as th e a d v e rt ab ove, b u t th e la n g u a g e is m o re fo rm a l. C o m p le te th e te x t using passive fo rm s o f th e verbs in brackets. U N IT 6 It's your call Use of English 2: open cloze ' .................... .. install) there. c e „ ; f th a S t ! : . Intemet-e" able^ '^ « a i n r n e „ t cupboard. The device n \ ..... {may/f “>under a kitchen at first but when the colour LOT monitor screen, allowing thffmeTtn^’ ,t.IBVeals a touch-sensitive The ICEBOX^ ° Send,emai,s * surf the web. S o n il = ^ £ X rp, (Part 2) 1 ' * Lo ok a t th e t itle o f th e te x t a n d th e p h o to . 1 W ha t do you th ink happened to Dave Mill? 2 W hat part do you th ink th e m obile phone m ight have played in the story? 2 Read th e te x t t o see if y o u w e re rig h t. S S « “ - ......... (can/deal with) easily. 3 Read th e te x t a g a in an d th in k o f th e w o rd w h ic h best fits each gap. Use o n ly on e w o rd in each gap. There is an exam ple a t th e be g in n in g (0). .rEeBmo x em C,aim that any°ne :,h0 does no. have an 1 .................... (will/leave behind). All thanks to the mobile phone 4 J ) 1 C o m p le te th e responses using th e verbs in b ra ckets in th e c o rre c t fo rm . Then liste n to check. 1 A: I w a n t to learn French. B: W hy? Spanish........................ {speak) by a lot more people. 2 A: W h a t’s Ken planning to do w hen he finishes his course? B: Well, I th in k h e ........................ (offer) a jo b w ith a telesales company. 3 A: I’ve g o t backache. I th in k I need to see a specialist. B: C an’t i t ........................ (treat) by your ordinary doctor? 4 A: I th in k th a t M arlow e w ro te Hamlet. B: Oh no - I'm sure i t ........................ (w rite) by Shakespeare. 5 A: That building looks really dangerous. B: Yes - it’ l l ........................ (have to /p u ll dow n) soon. 6 A: I th in k th a t bad w eather causes a lo t of accidents. B: W ell, I th in k m o re ........................ (cause) by dangerous driving. 7 A: Did you go to the party on Saturday? B: No, I ........................ (invite). 2 A n s w e r th e se q u e s tio n s using a passive fo rm . 1 W hy is it useful to learn English? 2 Was it Ren6e Zellweger w h o played the part o f Rose in Titanic? 3 W hat do you th in k causes accidents on the roads? 4 W h a t’s your favourite book and w h o w ro te it? Dave Mill owes his life (0) his mobile phone. He was trying to make history by walking to the North Pole alone, without any help or support. But after 50 days of extremely bad weather, during (1) ..........the temperature dropped (2) ...... low as minus 30°C, Dave (3) ..........forced to abandon his attempt. He had completed 185 miles of the 375-milc journey and had suffered several mishaps. He had broken his sunglasses, (4 ) ......... followed by polar bears and fallen intp freezing water twice. Then, after (5)......... the decision to give up, he had some more bad luck and found (6)......... stranded on a floating piece of ice that was slowly melting. The weather was too bad for any rescue attempt to (7)......... made. Dave waited (8)...........three days, hoping that conditions would improve. But the rescue planes could not land because dense fog prevented (9)......... from seeing the surface of the ice. Then he remembered his mobile phone. He marked out a runway on the ice and (10)......... a photograph with his digital camera. Then he used his phone to email (11)......... to the waiting air rescue team. Using the photograph to guide him, the pilot was able to land in (12)......... of the weather, and Dave was lifted off the ice to safety. 4 Discuss th e se qu estio ns. 1 Do you th ink th a t people should try to undertake this kind o f expedition? W hy?/W hy not? 2 Can you give any other examples o f people whose lives have been saved by technology? 75 U N IT 6 It's your call Vocabulary 2: com m unicating w ith others 1 1 C o m p le te th e sets o f sentences using a ve rb fro m th e b o x in th e c o rre c t fo rm . W h ic h v e rb fits a ll th e sentences in each set? say speak talk tell 1 a) I've n e v e r............ a lie in my life. b) I d o n 't believe i n ............ tales. c) You should a lw a ys ............ the tru th , no m atter ho w much it hurts. d) I'm good a t ............ jokes. 2 a) I d o n 't ............ a w o rd o f German, b u t I'd like to learn. b) M y teacher s om e tim es............ so quickly th a t I can't understand a w ord he says. c) If I get bad service in a shop, I always ask to ............ to th e manager. d) I like people w h o aren't afraid t o ............ their mind. 3 a) I ............ to my friend on the phone every day. b) I e n jo y ............ politics w ith my friends. c) M y boy/girlfriend and I h a v e ............ about getting married. 4 a) I'm a lw a y s ............ things I shouldn't. b) E veryone............ I w ou ld be a good manager. c) I c a n 't........ I enjoy learning English. 2 Read th e sentences a g a in , a n d say w h ic h are tru e fo r y o u . E xplain y o u r answ ers. 2 C o m p le te th e fo llo w in g d ia lo g u e s w ith an a p p ro p ria te p re p o s itio n . 1 A: I'm so sorry you're leaving. B: M e to o - b u t w e 'll k e e p ............ touch. 2 A: I'm calling to check on my pizza order - it hasn't been delivered yet. B: I'm sorry - did you o rd e r............ phone or ............ person? 3 A: Can I contact y o u ............ email? B: Yes, o f course - I'll give you my email address. 4 A: Steven's missed a lo t o f classes lately. B: Has he? Maybe w e should have a w ord ............ him. 76 5 A: H ow did you tw o ge t to know one another? B: Actually, w e m e t............ a friend. 6 A: Have you know n each other long? B: Yes, w e've been going o u t ............ one another fo r a year. 3 W o rk w ith a p a rtn e r. Lo ok a t th e h ig h lig h te d phrases in th e fo llo w in g sentences, an d d e cid e w h a t th e y m ean. Then w rite fo u r s h o rt d ia lo g u e s , e n d in g w ith th e sentence give n . 1 2 3 4 5 OK, I'll send them by post. Could you put th a t in w riting, please? No, I found o u t about it by w ord of m oulh. You can get more details on their website. It's in the post. Example: A: I'll em ail you the details, shall I? B: / d o n 't have email. A: OK, I'll send them by post. 4 C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g t o th e firs t sentence, using th e w o rd give n . D o n o t c h a n g e th e w o rd g iv e n . You m u st use b e tw e e n tw o a n d fiv e w o rd s, in c lu d in g th e w o rd g ive n . 1 I asked if I could talk to Sophie, w ord I asked if I c o u ld .................................Sophie. 2 I've g o t to present^the project to the Board o f Directors tom orrow . presentation I've g o t t o .....................................about th e project to the Board o f Directors tom orrow . 3 W e w ere able to fin d a solution to th e problem th a t w e could both accept. comprom ise W e w ere a b le .................................... over the problem. 4 I w asn't ready fo r the test because I ha dn 't done enough w ork. preparation I h a d n 't................................. fo r th e test. 5 I really enjoy m eeting friends and talking to them over coffee. chat I really enjoy m eeting friends and them over coffee. 6 I th in k w e should talk about this w ith the boss, discussion I think w e s h o u ld .......................... this w ith the boss. UN IT 6 Exam focus P a p e r 5 S p e a k in g : lo n g t u r n (P a rt 2 ) A b o u t th e exam : In P art 2 o f th e S pe akin g te st, y o u speak o n y o u r o w n f o r a b o u t a m in u te . The in te rlo c u to r gives y o u tw o p h o to g ra p h s o n th e sam e to p ic . He te lls y o u th e to p ic an d w h a t to ta lk a b o u t. The ta sk has tw o parts: y o u have to c o m p a re th e p h o to s a n d g ive a p e rso na l re a ctio n to th e m . The o th e r c a n d id a te is th e n asked a q u e s tio n re la te d to th e to p ic a n d has to g iv e a s h o rt a n sw e r (a b o u t 20 seconds). Th en y o u c h a n g e roles. P rocedure 1 Listen c a re fu lly to th e in stru ctio n s, especially th e second p a rt. Ask th e in te rlo c u to r t o re p e a t th e in s tru c tio n s if y o u are n o t sure w h a t t o do. 2 First, describe th e m a in th in g th e tw o p h o to s have in c o m m o n an d th e m a in d iffe re n c e , and th e n describe m o re s im ila ritie s an d d iffe re n c e s (a b o u t 40 seconds). 3 Leave y o u rs e lf e n o u g h tim e fo r th e second p a rt o f th e ta sk (a b o u t 20 seconds). 4 If y o u have som e tim e le ft, re la te th e p h o to s t o y o u r o w n expe rien ce . 5 W h ile th e o th e r c a n d id a te is sp e a kin g , lo o k a t th e ir p h o to s a n d liste n c a re fu lly, b u t d o n 't say a n y th in g . W h e n he/she has fin is h e d , be ready to an sw e r th e in te rlo c u to r's q u e s tio n . 1 Lo ok a t p h o to s A a n d B. W h a t is th e m a in th in g th e y have in c o m m o n ? It's your call 2 You w ill h e a r tw o c a n d id a te s d o in g a P art 2 L iste n in g task. (V ) 1 First, liste n to th e in te rlo c u to r's in stru ctio n s. W h a t does he te ll C a n d id a te A to do? ( J ) 2 N o w liste n t o th e tw o c a n d id a te s d o in g th e task. 1 Does the first candidate fo llo w th e interlocutor's instructions? 2 Does she do both parts o f the task? 3 Does the second candidate answer th e question correctly? 3 W o rk in g ro u p s o f th re e . You are g o in g to ro le -p la y P art 2 o f th e exam . Student A: You are the interlocutor. Look at the instructions on page 182 and tell the tw o candidates w h a t to do. Students B and C: You are the candidates. Student B look at photos C and D on page 184. Student C look at photos E and F on page 186. 4 W h e n y o u have fin is h e d , discuss th e ta sk to g e th e r. Student A 1 Did the candidates do both parts o f th e task? 2 Did they manage to keep talking fo r one m inute? 3 W hat w ere the good points ab ou t th eir talk? Students B and C 1 W hat do you thifnk you did well? 2 W hat did you find more difficult? Writing: report 2 Answer these questions about the report. (Part 2) A b o u t th e exam : In P art 2 o f Paper 2, y o u m a y be asked t o w rite a re p o rt. W h e n w r itin g a re p o rt: • y o u sh o u ld use fo rm a l English • y o u s h o u ld g ive y o u r re p o rt a title • y o u s h o u ld have an in tro d u c tio n g iv in g th e b a c k g ro u n d to y o u r re p o rt • y o u can use he a d in g s an d n u m b e re d p o in ts • y o u m ay in c lu d e re c o m m e n d a tio n s a t th e end. 1 In the introduction, the w rite r summarises w h a t the report is about. W ha t else does it mention? 2 W ha t recom mendations does the w rite r make at th e end? W ha t modal verbs are used? 2 1 T h in k o f som e reasons w h y s tu d e n ts m ig h t w a n t o r ne ed t o b rin g th e ir m o b ile p h on es to school. M a ke a list. Example: Students m ig h t need to phone hom e if they have transport problems. D O N 'T begin and end like a letter. 1 Read th e fo llo w in g re p o rt, w h ic h w as w r itte n by a te a c h e r fo r th e H ead o f a La ng uag e School. Does th e te a c h e r th in k th a t m o b ile p h on es are a g o o d th in g o r a bad th in g ? 2 T h in k o f som e w ays in w h ic h th e p ro b le m s de scrib ed in th e te a ch e r's re p o rt c o u ld be solved. M a ke a list. Example: Students should check th a t phones are sw itched o ff before classes start. 3E OF MOBILE PHONES IN CLASS 3 ^portdescribes problems caused by the use of ale phones by students, * * , c sss:-* :hers and administrative staff. 1 Read th is ta sk an d u n d e rlin e key w o rd s. You are a s tu d e n t a t a la n g u a g e school. Teachers have c o m p la in e d a b o u t th e use o f m o b ile phones by stu d e n ts in class. As a re su lt, th e D ire c to r o f th e school w a n ts to ba n th e m co m p le te ly . W rite a re p o rt fo r tine D ire cto r, e x p la in in g w h y m o b ile ph on es are necessary fo r s tu d e n ts an d re c o m m e n d in g w ays in w h ic h th e ir use c o u ld be c o n tro lle d . W rite y o u r repo rt in 1 2 0 -1 8 0 w o rd s. ssssS S s-stolen in the school. " There » re,ere. pod working order. tss. 2 This re p o rt sh o u ld have th re e sections. Plan th e m a in p o in ts y o u w ill m a ke in th e second an d th ir d sections. 4 N o w w r ite y o u r re p o rt. The in tro d u c tio n has be en s ta rte d fo r y o u . T h en check y o u r w o rk . Introduction This report explains why mobile phones are important for students, and makes recommendations about th e ir use in the school. The information comes from . . . W ritin g re fe re n ce pp. 206, 210 1N1T 6 Review 3 Someone m ust have seen him there! 1 1 C o m p le te th e fo llo w in g sentences, using th e c o rre c t fo rm o f th e w o rd in capitals. 1 Peter thinks th a t a lo t o f ...........about the fu ture may be w rong. PREDICT 2 Janet says th a t te xt messages have m a d e ........... between friends easier. COM M UNICATE 3 Maria feels th a t people have to o many telephone ...........on personal matters in public. CONVERSE 4 Ron to ld me th a t one o f t h e ...........o f text messaging is its cheapness. ATTRACT 5 Sarah explains th a t te xt messages u s e ...........to save tim e and space. ABBREVIATE 6 Jose complains th a t a phone call can be a n ........... if you are w orking. INTERRUPT 2 W h ich o f th e p e o p le a b o ve d o y o u th in k w a n t t o a) save m o ne y? b) w o rk h a rd? c) m a ke m o re frie n d s? 2 W h a t d o y o u th in k th ese te x t messages m ean? Say th e m a lo u d , th e n w r ite th e m as c o m p le te sentences. I | UJRN 2 CU 2D R V ! 2 3 LU V U 4 5 TALK 2U L8R CRN U LU8 4 M E ? THT M E B4 U GO 3 C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g t o th e firs t sentence, usin g no m o re th a n fiv e w o rd s, in c lu d in g th e w o rd give n . 1 They advertised th e m obile phone so intensively th a t it was an im m ediate success. was Because i t ................................... , the m obile phone was an im m ediate success. 2 The technician solved th e com puter problem quickly. d e a lt The com puter p ro b le m ................................... the technician. been H e ................................... there by someone! 4 Their normal business was continued after a short break. on A fte r a short break, th e y ................................... their normal business. 5 She may contact him by phone this afternoon, th a t I t ................................... she w ill contact him by phone this afternoon. 6 There's no chance th a t Peter was in th e house at the time. have P e te r................................... in the house at the tim e. 4 Respond to th e fo llo w in g s ta te m e n ts , using m ay, m ig h t, c a n 't, m u s t (have) + verb. E xam ples: I can hear the fro n t do or bell ringing. It m ig h t be the postman. Your frie nd m u st have com e to see you. 1 Lucy hasn't w ritte n to me fo r ages - I'm quite w orried about her. 2 I've g o t a splitting headache and I keep going ho t and cold. 3 I've just heard th a t Peter failed his entrance exam. He was top o f the class! 4 Have you seen my keys? I can't find them anywhere. 5 My m obile phone has stopped w orking. 5 C hoose th e c o rre c t a lte rn a tiv e in each o f th e se sentences. 1 I made the order w ith t by phone. 2 In / On his letter, he to ld me he missed me. 3 Can I contact you by / on email? 4 He's constantly a t / on the move. 5 All by / in all, it was an enjoyable experience. 6 Could I have a quick w ord to / w ith you? 7 If you're w orried, w e can talk it over / a b o u t tom orrow . 8 We arrived at the station just in t w ith tim e. 9 I fo und it from / on th e Internet. 10 You have to speak to him in / on person - you can't phone. G o to w w w .iT e s ts .c o m or y o u r C D -R O M fo r in te ra c tiv e e x am practice. 79 UNIT / Back to the future Listening 1: m ultiple-choice questions (Part 4) 6 H ow did Janet feel about colour w hile she was taking part in the project? A She appreciated small differences in colour. B She missed having bright colours around her. C She liked seeing how colours changed during the day. 1 For a te le v is io n series, a g ro u p o f v o lu n te e rs s p e n t seven w e e ks liv in g as p e o p le d id in th e Iro n A g e , a ro u n d 2,500 years ag o. Lo ok a t th e ph oto s, w h ic h w e re ta k e n d u rin g th e e x p e rim e n t. T h in k o f as m a ny d iffe re n c e s as y o u can b e tw e e n life in th e Iro n A g e an d now . 2 You w ill h e ar an in te rv ie w w ith tw o p e o p le w h o to o k p a rt in th e e x p e rim e n t. First, read th ro u g h th e q u e s tio n s to g e t a g e n e ra l idea o f w h a t w ill be discussed in th e in te rv ie w , an d h ig h lig h t key w o rd s in th e q u e s tio n . 7 W ha t did Janet realise w hen she to o k a h o t bath at th e end o f th e project? A th a t the project was really over B th a t she preferred living in th e m odern w orld C th a t th e project had been a w onderful experience 1 Janet says th a t the main aim o f the Iron Age project was A to discover h o w Iron Age people managed to survive. B to see if people o f the 21st century could live in Iron Age conditions. C to fin d w hich person on th e project could stay the longest. 2 One th ing Janet never g o t used to on th e project was A th e food. B th e cold. C the dark. 3 Daniel thinks th a t Iron Age people ate A an insufficient am ount o f food. B snacks as w ell as big meals. C only one big meal a day. 4 Janet says th a t w hile they w ere w orking, the people on the project did not A fin d it easy to fo llo w a routine. B have enough tim e to do everything. C w orry ab ou t w h a t they w ere wearing. 5 Daniel says th a t in the evenings, the participants A sometimes missed having TV and radio. B talked about the day's problems. C made th eir ow n entertainm ent. 80 3 1 Listen an d choose th e b e st answ er, A, B o r C. T h en c o m p a re y o u r answ ers w ith a pa rtn e r. Q 2 Listen a g a in t o check. / 4 Discuss th e fo llo w in g qu estio ns. 1 If you to ok part in a project like this, w h a t w ou ld be the hardest part o f the experience fo r you? 2 W hat w ou ld you probably do first w hen you returned to m odern life? 5 C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g to th e firs t sentence, using th e w o rd g ive n . You h e ard th e second sentence in th e re c o rd in g . 1 Five people left before the end o f th e project, d ro p p e d Five p e o p le .................................... before th e end of the project. 2 Nobody cared ab ou t th e ir appearance, m a tte r I t .................................... you looked like. 3 Nobody else could do it fo r us. had W e .................................... all fo r ourselves. 4 I'll always rem em ber h o w it was. n e ve r I ' l l ....................................it was like. UN IT 7 Back to the future 4 C o m p le te th e s ta te m e n ts using w o rd s fro m th e box. creatures disasters equipm ent facilit ies inventions vehicles subjects cosmetics Vocabulary 1: general nouns M a tc h th e fo llo w in g sentence halves. 1 1 2 3 4 5 6 7 8 If I lived in th e past, I'd miss luxuries d ) In the past people d id n 't have any m odern facilities Cold and hunger They used weapons The only types o f materials used fo r clothing H unting, farm ing and cooking O f course, there w ere no televisions or computers But life in those days had many advantages too, a) b) c) d) e) f) g) h) w ere often big problems fo r them . w ere skills needed by everyone to survive. o r any other types o f electrical equipm ent. like cakes and chocolate. such as lack o f pollution and closeness to nature. like central heating o r ho t showers. w ere w o o l and leather. such as swords and spears. 5 Choose th re e o f these w ords, and m ake a spid ergra m fo r each one. 2 Each sentence in Exercise 1 c o n ta in s a n o u n w ith a g e n e ra l m e a n in g , an d tw o o r m o re exam ples. Find th e m an d m a ke a list. Example: 1 1 Our school lias excellenl fVfilM?!?, including a library and cafeteria. 2 They shouldn't k e e p ............ such as lions and monkeys in zoos. 3 I th ink m o d e rn ............ like television have done m ore harm than good. 4 N a tu ra l............ like earthquakes cannot always be predicted or controlled. 5 ............ such as face creams and lipstick should n o t be tested on animals. 6 Do you t h in k ............ like politics and religion should be discussed in schools? 7 It is essential to reduce th e num ber o f ............ in ou r cities, especially private cars. 8 Hospitals need u p -to -d a te ............ such as scanners and ultrasound. / luxuries vehicles leisure facilities inventions consumer goods fabrics insects Exam ple: d e s ig n e r c lo th e s luxuries - cakes, chocolate ro s e s 3 1 M a tc h th e g e n e ra l no un s fro m Exercise 2 to o n e o f th e fo llo w in g stress p a tte rn s . one syllable tw o syllables th ree syllables three syllables fo u r syllables 0 0 o 0 o o o 0 o o 0 o o luxuries 2 Listen an d check y o u r answ ers. Practise saying th e w o rd s. 81 UN IT 7 Back to the future Grammar 1: relative clauses 1 1 C o m p le te th e fo llo w in g sentences, using a re la tiv e p ro n o u n {w h o , w h ic h , th a t, etc.). 1 Janet and Daniel are ordinary p e o p le ...........to ok part in a history project fo r television. 2 They said it was an expe rien ce...........they w ou ld never forget. 3 I'd like to go back to a tim e in h is to ry ...........there was no pollution. 4 A lo t o f tourists visit th e local museum .............. there are displays o f prehistoric pottery and tools. 5 I've visited th e site o f Machu Picchu in P e ru ,........... was an am azing experience. 6 Leonardo da Vinci was a s cie n tis t...........inventions prepared the w ay fo r m odern science. 7 ...........should w e give th e award to? (neutral style) 8 T o ...........should w e give the award? (fo rm al style) 5 I can do everything w h a t you can. 6 I w a n t to go to Wales, w here my * grandfather was born there. 7 Students w hich w a n t to go on the trip should sign up now. 8 Anyone w h o he w ants to return by bus m ust pay £5.00. 9 Alison is someone w h o m I th ink w ou ld do the jo b well. 10 The girl, th a t I'd seen before in the restaurant, was dressed in black. 3 The fo llo w in g te x t is ju m b le d . N u m b e r th e sentences in th e c o rre c t o rd er. T h en jo in th e m to g e th e r to m a ke a lo g ic a l p a ra g ra p h in c lu d in q fo u r re la tiv e clauses. I & I 2 A n s w e r th ese qu estio ns. 1 In w hich o f the sentences above are tw o different relative pronouns possible? 2 In w hich sentence can th e relative pronoun be om itted? 3 In w hich sentence does a relative pronoun refer to a w ho le phrase rather than to the preceding noun? — Watch Out! which, that < W hich sentence is NOT possible? W hy not? 1 2 3 4 The The The The car, w hich he owns, is a red Fiat. car, th a t he owns, is a red Fiat. car w hich he ow ns is a red Fiat. car th a t he owns is a red Fiat. G ra m m a r re fe re n ce p. 202 (18) 82 The h is to ry o f th e p a ra c h u te [0 □ □ □ 2 Each o f th e fo llo w in g sentences has a m ista ke in th e re la tiv e clause. Find th e m istakes an d c o rre c t th e m . D o n 't c h a n g e th e p u n c tu a tio n o f th e sentences. □ 1 The th in g w hich I value it the m ost is my grandm other's necklace. 2 Fie explained all w h a t his fa the r had to ld him to do. 3 That's the house w here I used to live in. 4 W hose does this book belong to? □ □ [2] A parachute is a piece o f equipm ent. Berry jum ped fro m a US Arm y plane in 1912. The parachutes w ere made fro m strong cotton cloth. Lenormand jum ped from a very tall tree carrying tw o umbrellas in 1763. The first person to ju m p fro m a flying airplane (and survive the fall) was Captain A lbert Berry. Later in the 18th century, some adventurous people jum ped from hot-air balloons using prim itive parachutes. The idea was first dem onstrated by a Frenchman called Lenormand. It is used to slow your fall w hen ju m p ing fro m a great height. E xam ple: A parachute is a piece o f equipm ent w hich is used to s low y o u r fa ll w hen ju m p in g from a gre at height. U N IT 7 4 Guess th e w o rd . S tu d e n t A look at page 187. S tu d e n t B look at page 188. Y ou each have a list o f w o rd s. Take tu rn s to e x p la in th e m e a n in g o f each w o rd w ith o u t using th e w o rd its e lf. Y o u r p a rtn e r m u st guess w h a t th e ite m is. B eg in w ith phrases lik e th is: This is a thing/an object/a device w h ic h /th a t... This is a person w h o ... This is a place w here ... E xam ple: A: This is a thing that a teacher uses for writing on the board. B: A board marker? A: Yes. Exam focus P a p e r 3 U se o f E n g lis h : o p e n c lo z e (P a rt 2 ) A b o u t th e e xa m : In Paper 3, P art 2, y o u rea d a te x t w ith 12 gaps. You have t o c o m p le te each g a p w ith o n e w o rd . The w o rd s y o u ne ed are g ra m m a r w o rd s (p ro n o u n s , articles, p re p o sitio n s, a u x ilia ry verbs, etc.). P rocedure 1 Read th e t it le an d th e n rea d th ro u g h th e w h o le te x t to fin d o u t w h a t it's a b o u t. D o n 't f ill in a n y gaps yet. 2 Read th e te x t a g a in sentence by sentence an d w rite in th e m issing w o rd s in p e n cil. Look a t th e w h o le sentence a n d espe cially a t th e w o rd s b e fo re a n d a fte r th e ga p. T h in k a b o u t w h a t p a rt o f speech th e m issing w o rd is. 3 W h e n y o u have fin is h e d , read th ro u g h th e te x t a g a in to check y o u r answ ers m a ke sense. 4 In th e exam , y o u tra n s fe r y o u r answ ers to th e a n sw e r sheet. Be c a re fu l to w r ite each on e n e x t t o th e c o rre c t nu m b er. Back to the future For q u e s tio n s 1-1 2, rea d th e te x t b e lo w an d th in k o f th e w o rd w h ic h b e st fits each ga p. Use o n ly o n e w o rd in each ga p. T h e re is an e x a m p le a t th e b e g in n in g (0). E xam ple: 10 1 w as ~| THE OLDEST POSTCARD IN THE WORLD The world’s oldest picture postcard (0) ..w33... sold yesterday to a European businessman. The card, which sold lor more (1).......... £31,000, was dated 18-10. It was addressed to a man called Theodore Hooke, (2) ....... lived in Fulham, London. Theodore 1looks was a novelist and playwright and was well known (3) ....... the time for his sense ( 4 ) ............humour. The picture on the card is a cartoon showing a group of post office workers with pens in (5).......... hands sitting round an enormous inkwell. It was printed in black and white, but had been coloured in (6).......... hand. Experts think that Hooke may have posted the card to himself for his own amusement. The card was discovered last year by Edward Proud, a historian who specialises in the history of the postal service. Up to (7).......... , it had been thought that (8).......... postcard was either an Austrian, German or American invention and that the first one was sent during the 1860s. However, the discovery of Hooke’s eard has proved that postcards were (9).......... fact invented at least twenty years earlier than ( 10) .............. ‘We know that Hook claimed to (1 1 ) .......... invented the picture postcard,’ said Mr Proud, ‘and this discovery suggests that his claim could well DO make sure you spell th e w ords correctly. D O N T w rite m ore than one w ord in each gap. 83 Reading: m u ltiple m atching (P a rt 3) ' 1 You are g o in g to read an a rtic le a b o u t w h a t som e h ig h ly respected scientists th in k c o u ld h a p p e n in th e fu tu re . First, discuss w h a t y o u th in k is th e best w a y t o a p p ro a c h th is ta sk ty p e . If necessary, lo o k back a t th e sugg ested p ro c e d u re in U n it 2, pa ge 24. 2 Lo ok a t th e t itle o f th e a rtic le , an d th e headings. 1 Have you heard o f any o f these people? 2 W h a t sort o f w o rk do you th in k each job involves? 3 Can you predict any o f the developments they m igh t m ention? 3 Look a t th e firs t q u e s tio n , an d a t th e u n d e rlin e d sentence in te x t B th a t it refers to . 1 W hich phrase in th e sentence relates to m odern scientific equipm ent? 2 W hich w ord means very small? 4 For q u e s tio n s 1-15, choose fro m th e p e o p le A -E . The p e o p le m a y be chosen m o re th a n once. W h e n m o re th a n o n e a n sw e r is re q u ire d , th ese m ay be g iv e n in any o rd er. T h ere is an e x a m p le a t th e b e g in n in g . 84 TIP! If yo u c a n 't fin d an answ er, leave it an d com e back to it la ter. You m ay s p o t th e p a ra lle l phrase w h ile y o u 're re a d in g fo r a d iffe re n t q u e s tio n . W h ich pe rso n m e n tio n s th a t m odern scientific equipm ent can help us see very small m . B| things? the distribution o f w ealth am ong the w orld's population is B T unfair? scientists need to get experience Cf diffe re nt ways o f living? a r the mass media can help people to learn ab ou t science? I.* I 1E some living creatures experience very exciting events? S the increase in the w orld's population could be a problem? 11 i I GE people may be unsure o f th e value o f some scientific S T advances? investm ent in scientific research should be regarded as a a sr priority? children need to be ta ugh t science in an interesting way? e e scientists need to find better ways o f dealing w ith ______ illness? 1121 I [ jT research could affect people's view o f w h a t the fu ture holds? progress may n o t need advanced technology? __ IS 5 C o m pare y o u r answ ers. W h a t p a ra lle l phrases in th e a rtic le h e lp e d y o u fin d th e m ? Where is science going? W e a s k e d five w e ll-k n o w n scien tists to give us th e ir v ie w s on s o m e o f th e m o st exciting scien tific d e v e lo p m e n ts w e could s e e in th e n ext fe w y e a rs A Susan Greenfield, brain scientist We’re going to see a way of linking information technology with brain research. Already scientists have managed to place an electrode in the brain of a paralysed man who was unable to 5 move any part of his body. This allowed him to use the electrical activity of his brain to move the cursor on a computer screen. This sort of research could have enormous value for people with brain damage and it’s important that we continue to look for ways to help patients with conditions like this. However, one 10 thing that worries me is that scientists don't use their imaginations enough. So I’m involved in a project in which young scientists are sent out into the developing world to help people in rural areas. I hope they'll come back more aware of other cultures, and more imaginative and creative about the way is they do science. B Sir David Attenborough, wildlife broadcaster Natural history film-making has always been very much affected by technology. With the latest technical advances we can take a close-up film of something as minute as the eve of a flv. This 20 means we’ll be able to make incredible films about insects like spiders and scorpions which actually have very dramatic lives. And I think these documentaries will change people's opinions of nature programmes and show them that they’re not just dry, educational stuff. If you can get people to watch cartoon 25 programmes like The S im psons on TV, you ought to be able to get them to watch films about scorpions too. As far as the future in general is concerned, I think the biggest change on the way is that there will be too many people around. There will be less and less of the emptiness, the wilderness, left in the world. 30 C Sir Patrick Moore, astronomer The most important thing in the field of space research will be to find out whether there is life on Mars. If we knew that we were not the only intelligent beings, then it would have enormous implications for our future and how we look at it - our 35 whole philosophy in fact. Personally, I think that there is life on other planets. Why should we be unique? But whether or not we’ll find this out all depends on money, and if we go on wasting our money on wars instead of using it for this type of research then of course we won’t get anywhere. I also think that « in the future we should spend far more than we do now on medical research, especially when the number of people in the world is rising at such a rapid rate. After all, one of the worst dangers we face is disease and we need to understand how to cure it. 4s D Lord Robert Winston, fertility doctor I'm excited by the idea of extending women’s reproductive life. I don't want to see women of 60 having babies. But women are now healthier, fitter and more able to have babies at 45 or 50 than they’ve ever been. However, there is a lot of public so suspicion of developments like this, and many people question whether we should be doing this sort of work. I think a lot of the problem is ignorance, and what we should be doing Is making science in schools relevant so that students don’t think of It as a boring subject. And I think there should be recognition that things 5s like television programmes where you have 5 million viewers - I've never had less than 5 million viewers for any programme - arc very influential as well. E Trevor Baylis, inventor of the wind-up radio I believe that we’ll have to go back to go forwards. We have to stop so depending on electricity for everything and look instead at other sources of power. For example, the wind-up radio I invented just works by clockwork, without needing batteries or anything, and we now have torches and lights powered like this as well. In general, I think greed is one of the biggest problems that we have to face up 65 to. It’s wrong that some people make billions and billions of pounds when there are other people in the world who can’t even afford to buy a packet of cornflakes. We have to do something about it. 6 Discuss th ese qu estio ns. 1 W hich scientist in th e te xt do you th in k is involved in the m ost useful o r im portant work? 2 Do you th in k any o f the w o rk described is not useful - o r could even be dangerous? 7 1 C o m p le te th e fo llo w in g sentences w ith th e c o rre c t p re p o s itio n an d h ig h lig h t th e w h o le phrase in each case. 1 W h a t’s your o p in io n ............ nature programmes on TV? Are they dry and educational or exciting? 2 It’s im po rtan t to make people m ore a w a re ............ environm ental p ro b le m s .......... general. 3 Big changes a r e ............ the way. For example, w om en may be able to have babies w hen they are over 50. 4 The greatest discovery in the f ie ld ............ space research could be finding there is li f e ............ Mars. 5 Recent developments in ou r understanding o f the brain could have enorm ous im p lica tio n s ............ our future. 6 W e are to o d e p e n d e n t............ electricity nowadays. 7 W e are w asting ou r m o n e y ............ wars w hen w e should be using i t ............ medical research. 8 It’s a good idea to get young people involved projects in other countries. 2 Discuss th e ideas ab ove. W h a t’s y o u r o p in io n ? 85 UN IT 7 Back to the future 2 C o m p le te th e fo llo w in g in fo rm a tio n a b o u t c o n d itio n a l sentences. 1 General tru th : i f + present + ........................ 2 a) Possible/likely in the present or future: i f + present + ........................ b) Unlikely o r contrary to present fact: i f + past simple + ........................ 3 Contrary to fa ct in the past: i f + past perfect + ........................ G ra m m a r re fe re n ce p.194 (5) "-I-f ijou puf ^your ea r to them upu hear the. land.1' can Grammar 2: conditionals (1) 1 1 C o m p le te sentence b) in each p a ir so th a t it has a s im ila r m e a n in g to sentence a). 1 a) It's likely there is life on other planets. If so, w e are not alone. b) If th e re ........................ life on other planets, w e ........................ n o t alone. 2 a) The w orld's population w ill probably continue to increase. If so, w e w ill need more food. b) If the w orld's p o p u la tio n ........................ to increase, w e ........................ m ore food. 3 a) O ther intelligent beings m igh t inhabit the universe. If so, they w ou ld be very diffe re nt from us. b) If other intelligent b e in g s ........................ the universe, th e y .......................very diffe re nt from us. 4 a) There aren't many TV programmes about science, so people d o n 't know much about it. b) If th e re ........................ m ore TV programmes about science, p e o p le ........................ more about it. 5 a) We shou ldn 't have spent so much money on space research. Instead, w e could have solved many other serious problems. b) If w e ........................ less on space research, w e ........................ many other serious problems. 86 2 T h e re is a m ista ke w ith th e v e rb in th e second p a rt o f each sentence. C o rre c t th e m istakes so th e second p a rt fo llo w s o n c o rre c tly fro m th e firs t p a rt. 1 He w ill pass his driving test if he w ill practise. 2 You can bo rrow the car to n ig h t if you w ou ld take good care o f it. 3 I w o u ld n 't have made so much food if I knew they w e re n 't coming. 4 If you buy tw o , you g o t a third one free. 5 I w ou ld have done better if I w orked harder. 6 If I had th e right tools, I can fix the fla t tyre myself. 7 If you'd to ld me Susan was going to be there, I w ou ld never go to th e party. 8 If I lived in th a t house, I w ill get smoke alarms put in straightaway. 3 H ere is a list o f d e v e lo p m e n ts th a t c o u ld h a p p e n in th e n e x t fe w years. Say w h a t y o u th in k w ill o r m ig h t h a p p e n as a result. 1 All phones w ill have a video com ponent. 2 Colonies w ill be established on Mars. 3 Protein and vitam in pills w ill replace the fo od we eat today. 4 Everyone w ill speak the same language. E xam ple: If all phones have a video com ponent, w e w ill be able to see the person w e are talking to. That may n o t always be a g o o d idea because ... 4 T h in k o f fiv e th in g s y o u ta k e fo r g ra n te d in y o u r eve ryd a y life . Say h o w and w h y y o u use th e m . H o w w o u ld y o u r life be d iffe re n t w ith o u t th e m ? E xam ple: I drive to w ork by car every day. I f I d id n 't have a car, I w o u ld have to g o by bus. UN IT 7 5 C o m p le te th e te x t b e lo w using th e c o rre c t fo rm o f a ve rb fro m th e box. Use each ve rb on ce only. go have n o t have Medicine then and now Nowadays, if you (1).......... a headache, you can (2).......... a painkiller like aspirin and it goes away. If you were suffering from something more serious and needed an operation, you could take not w an t Q Bark to the future 1 N o w liste n to tw o s tu d e n ts discussing w h ic h o f th e uses o f e le c tric ity th e y th in k are th e m o st im p o rta n t. C o m p le te th e c o n v e rs a tio n . A: OK, w here ( 1 ) ........................ ? B: Well, I think lifts are very im portant, (3) ...........to hospital and have it done under anaesthetic. But if you’d been born five hundred years ago, you (4) .......... any of the medicines we take for granted today, and you certainly (5).......... to have any sort of surgery as there were no anaesthetics. 6 T h in k o f fiv e w ays y o u r life w o u ld have be en d iffe re n t if y o u ha d live d 100 years ago. Exam ple: I f I'd lived 100 years ago, I probably w o u ld n o t have been able to g o to university. Speaking: ranking; discussion (Parts 3 and 4) 1 Lo ok a t th e p ictu res, w h ic h s h o w som e w ays w e use e le c tric ity . T h in k a b o u t: 1 w h a t each th in g is used fo r 2 ho w im portant each th ing is. ( 2 ) .................................... ? A: Yes, if w e d id n 't have them , w e w o u ld n 't be able to build tall buildings. So I think th at ( 3 ) ...........................And street lights are im portant to o - I hate w alking around in the dark! B: Yes, ( 4 ) ...........................But w e ( 5 ) .......................... w ith o u t street lights, couldn't we? I mean, cars have th eir ow n headlights. A: Yes, I th in k ( 6 ) ...........................A nd ( 7 ) ...................... microwave cookers? ( 8 ) ........................ they're riot very im portant? B: I ( 9 ) ........................ not. Even if w e d id n 't have them , w e could still cook our fo od in the stove. Some stoves use electricity, though. A: (1 0 ) ...........................W ha t do you th in k is the least im po rtan t thing? 2 Practise th e c o n v e rs a tio n w ith a p a rtn e r. Try to use s im ila r in to n a tio n to th e re c o rd in g . 3 W o rk w ith a n o th e r p a rtn e r. Im a g in e yo u have been asked to sugg est w ays in w h ic h p e o p le can save e le c tric ity . P ut th e th in g s in th e p ictu re s in o rd e r o f im p o rta n c e so as to save e le c tric ity . Try to ke e p ta lk in g fo r a b o u t th re e m in u te s. 4 Discuss som e o f th e fo llo w in g q u estio ns, w h ic h are re la te d t o th e to p ic y o u discussed in Exercise 3. Try to k eep ta lk in g fo r a b o u t fo u r m in u te s. W hat w ou ld you miss m ost if there was no electricity? In w h a t ways do people waste electricity? In w h a t ways do you th in k life today is easier than it was in the past? If you could travel back in tim e, w hich period in your country's history w ou ld you like to see? Why? Do you th ink th a t in the future th e w orld w ill be a better place than it is today? 87 UN IT 7 Back to the future Exam focus P a p e r 4 L is te n in g : e x tra c ts (P a rt 1) A b o u t th e exam : In Paper 4, P art 1, y o u h e ar e ig h t s h o rt u n re la te d ex tra c ts w ith p e o p le ta lk in g in d iffe re n t s itu a tio n s . You a n sw e r o n e q u e s tio n a b o u t each e x tra c t by c h o o sin g fro m th re e o p tio n s . Each e x tra c t is re p e a te d im m e d ia te ly . P rocedure 1 Read th e qu e stio n s a n d th e o p tio n s b e fo re y o u liste n . U n d e rlin e any key w o rd s e.g. w h o , w h a t, why, h o w an d a n y to p ic w o rd s (e.g. m useum s in Q u e stio n 1 b e lo w ). 2 The firs t tim e you listen, you w ill he ar th e question and th e n th e extract. M a rk th e answ er you th in k is best. 3 The second tim e , liste n to check y o u r answ er. A lw a ys p u t s o m e th in g - y o u d o n 't lose m arks fo r a w ro n g answ er. 6 You overhear a man talking to a friend about his new job. W hat good th ing ab ou t the jo b does he m ention? A the pay B the travelling C the am ount o f w ork 7 You hear th e w eather forecast on the radio. W ha t w ill the w eather be like tonight? A cold B w indy C cloudy 8 You switch on the radio and hear part o f a radio play. Where does the conversation take place? A in an airport B in a bus station C in a train station 4 In th e exam , y o u tra n s fe r y o u r answ ers to th e a n sw e r sh e e t a t th e en d o f th e te st. Vocabulary 2: collocations ( ^ ) You w ill he a r p e o p le ta lk in g in e ig h t d iffe re n t s itu a tio n s . For q u e s tio n s 1-8, choose th e best answ er, A , B o r C. You w ill he a r each e x tra c t tw ic e . The Longman Exams D ictionary shows you com m on phrases and collocations. l + fre q u e n cy , pron. part o f speech] 1 You hear a w om an talking about museums in New Zealand. W hy did she like looking at the textbooks? A because there was someone to explain about them B because they had a personal appeal C because she learned ab ou t education in the past 1 [CU] the opinion or feeling you have about someone or something because of the way they seem: make an impression (on sb) = make someone admire or remember you: It was th eir fir s t meeting an d Richard was determined to make an impression. 2 You hear the presenter o f a radio programme. W ha t sort o f program m e is it? A a science program m e B a history program m e C a discussion program m e 3 In an art gallery, you overhear this conversation. W ha t does th e man w a n t to do? A come back th e next day B have a guided to u r \ C go to another part o f th e gallery 4 You hear a w om an talking on the radio about her career am bitions. W ha t does she w a n t to be? A a w rite r B an archaeologist C an artist 88 You overhear tw o people talking about a fo otb all match. H ow does the w om an feel? A uninterested B disappointed C angry dW -H PM [+ fre q u e n c y , p ro n , part of speech] 4 do justice to sb/sth also do sb/sth justice to treat or represent someone or something as good, beautiful etc in a way that is as good as they deserve: The photo doesn’t do her justice. \ No words can do justice to the experience. 1 C o m p le te th e fo llo w in g sentences using e ith e r m a ke o r d o in th e c o rre c t fo rm . 1 2 3 4 5 Have y o u ............ th e travel arrangements yet? W ha t do y o u ............ fo r a living? W e ............ a lo t o f business w ith Japan. It's n o t easy t o ............ a living from w riting. ‘ Please............ sure you're on tim e .’ ‘ I ' l l .............. my best.’ 6 M y brother is a lw a ys ............ fu n o f my clothes. 7 I am w ritin g t o ............ a com plaint. 8 Recently S te fa n ............ a big e ffo rt to improve his English. 2 1 In th e fo llo w in g sentences, cross o u t th e a d je c tiv e w h ic h does NOT c o llo c a te w ith th e no u n . Exam ple: Being on the project was a valuable t w on derful / p re tty experience fo r me. 1 I can't afford spare / unnecessary / expensive luxuries. 2 The w ebsite advertises a range o f musical / scientific / cookery instruments. 3 In the last 100 years w e have seen many historical / technical / scientific advances. 4 Some recent / latest / m odem developments have had both good and bad effects. 5 Conditions on th e roads are g o o d t sunny / excellent today. 6 The nurse said the patient was m aking g o o d / satisfactory / s w ift progress. 2 M a tc h th e ad je ctive s y o u crossed o u t w ith th e se sets o f nouns. a) b) c) d) book / classes / lessons day / w eather / personality reply / runner pair o f shoes / set o f keys / room / tyre e) novel / film / research f) news / CD / gossip 3 W o rk w ith a p a rtn e r. Ask and an sw e r th e fo llo w in g q u estio ns. 1 W ho does m ost o f th e housew ork in your family? W ha t do you do? 2 Have you ever made a com plaint? W ha t about? W ha t happened? 3 W hich is your favourite musical instrum ent? Why? 4 W ha t expensive luxury w ou ld you buy if you had lots o f money? 5 Do you enjoy listening to gossip? Use of English 2: m ultiple-choice cloze (Part 1) 1 Read th e te x t b e lo w q u ickly. D o n 't tr y to f ill in th e gaps y e t. W h a t is special a b o u t th is lib ra ry ? 2 N o w read th e te x t c a re fu lly an d d e cid e w h ic h a n sw e r (A, B, C o r D) best fits each ga p. T h ere is an e x a m p le a t th e b e g in n in g (0). A FAMOUS LIBRARY The most famous library of all time was (0) .....by Alexander the Great over 2,300 years ago, in Alexandria. It was (1).......... at the crossroads of Europe, Africa and Asia, and was the perfect location for a centre of learning. The library was ( 2 ) .......... to have around 700,000 books, and at the time people thought it contained ‘all the knowledge in the world’. Copies of these books were (3).......... there, and these were then distributed around countries in the ancient world. But then the library was (4).......... by fire. Thousands of works of philosophy, science and literature were lost, and it took centuries to recover them. Now a new, modem library has been built in Alexandria, at a (5).......... of £120m. It has a vast reading area seating 2,000 people, and (6).......... in the library for eight million books. The (7).......... of the building is spectacular, with amazing use of light and space. There is a huge circular roof which slopes at a special angle. This means that it can (8).......... light from the sun into the museum. ( 9 ) .......... of sunlight shine through green and blue glass onto the desk? and bookshelves below, and letters from every known alphabet are carved on the walls. People in Alexandria (10).......... that the library will once again be a (11)............where scholars from all over the world come to study and (12).......... research. 0 1 2 3 4 5 6 7 8 9 10 11 12 A A A A A A A A A A A A A originated situated stated go t broken price room model show Sections hope scene fo llo w B B B B B B B B B B B B B founded stationed told made injured cost place creation m irror Pieces w ant place have C C c c c c c c c c c c c instituted installed spoken form ed destroyed w orth volume invention reflect Rays aim position accept D D D D D D D D D D D D D based inserted said achieved hurt charge extent design dem onstrate Slices target part do 89 UN IT 7 Back to the future W ritin g : essay (Part 2) 1 L o o k a t th e fo u r p a ra g ra p h o p e n in g s be lo w , w h ic h com e fro m o n e s tu d e n t's essay o n th is to p ic . M a tc h th e m t o each p a ra g ra p h above. A b o u t th e e xa m : In th e exam , y o u m a y have to w r ite an essay in w h ic h y o u p re se n t an a rg u m e n t. O ne w a y to d o th is is t o p re se n t b o th sides o f th e a rg u m e n t, a n d th e n say w h ic h o n e y o u a g ree w ith . A ...... 1 Read th e task b e lo w . Do y o u have to w rite a b o u t: B To stl** 1Apf i f se-e-ms t o ute t t i n t ... Some people claim that museums use up money wl-\\e.l-> would be better spent on other things. a) w he the r museums charge to o much fo r entrance? b) w he the r museums are im po rtan t in m odern life? Y o u r class has be en discussing w h a t p a rt m useum s p la y in life to d a y . Y o u r te a c h e r has n o w asked y o u t o w r ite an essay g iv in g y o u r o p in io n o n th e fo llo w in g s ta te m e n t: C However, o-tber people, believe -tlne-t if we onders.-ta.nd bow things happened in the past ... M useum s are a w aste o f money. W rite y o u r essay in 1 2 0-1 80 w o rd s. 2 W o rk w ith a p a rtn e r. 1 T h in k o f as m a n y ideas as possible e ith e r in s u p p o rt o f m useum s o r a g a in s t m useum s. Use th e ideas b e lo w to h e lp you. 2 Is th is s tu d e n t w r itin g fo r o r a g a in s t museum s? • cost • interest • tourism 1 W h ic h o f th e h ig h lig h te d lin k in g expressions in Exercise 3 • national im portance • education • research 2 C hoose th re e o f y o u r best ideas fo r each side o f th e a rg u m e n t a n d n o te th e m d o w n . Reasons for keeping museums Reasons against keeping museums 3 W h e n y o u w rite an essay like th is, y o u can use fo u r pa ra g ra p h s. Paragraph 1: Paragraph 2: Paragraph 3: Paragraph 4: a statem ent o f th e topic tw o o r three ideas supporting one side o f the argum ent tw o or three ideas supporting the other side o f the argum ent a conclusion giving your ow n opinion TIP! B e fo re y o u b e g in w ritin g , d e cid e o n y o u r o w n o p in io n . P ut th e ideas yo u a g re e w ith in p a ra g ra p h 3, so th e y s u p p o rt y o u r conclu sio n. 90 How iMportaivt Are m W p.wmS -to people living ia the l i f t century? 4 In an essay, it is im p o rta n t to lin k y o u r ideas. a) introduces a contrasting idea? b) introduces a conclusion? 2 C hoose th e c o rre c t a lte rn a tiv e s in th e s e sentences. 1 M ost people think museums are boring and because o f / in spite o f this they seldom go. 2 Museums tell us about ou r history and in addition / therefore people should be encouraged to visit them . 3 Despite the fa ct th a t / Because museums attract tourists, they should be maintained, even though / on the o th e r ha nd this costs a lo t o f money. 5 N o w w r ite y o u r essay, using y o u r ideas in Exercise 2. You can use th e p a ra g ra p h o p e n in g s a b o ve t o h e lp y o u if y o u w a n t to . 6 W h e n y o u have fin is h e d , check y o u r w o rk . W ritin g re fe re n ce pp.206, 213, 215 1X11 7 Review 1 C o m p le te th e fo llo w in g te x t u sin g re la tiv e p ro n o u n s . W h o invented toothpaste? Toothpaste is an invention ( 1 ) ...........doesn't seem to have a definite inventor o r date. Som ething like it was know n in ancient Egypt, (2) ...........people used a paste made o f a m ixture o f ash and powered egg shell, ( 3 ) ...........they rubbed on th eir teeth w ith th eir fingers. 4 The m ost exciting scientific discoveries may come a b o u t...........research in to the brain. 5 M any experiments on animals seem unnecessary to me and I ...........th in k they should be banned. 6 There may be life on Mars. If there is................ it m ight be hard to recognise. 4 Use th e w o rd s g iv e n in c a p ita ls b e lo w th e te x t to fo rm a w o rd th a t fits in th e g a p in each lin e . T h ere is an e x a m p le a t th e b e g in n in g (0). In 1873 th e C olgate Com pany - th e same one ( 4 ) ...........makes toothpaste today - introduced Colgate Dental cream, ( 5 ) ........... smelled and tasted much nicer than anything else used until then. Soon after this, people began to use toothbrushes instead o f sticks o r fingers, ( 6 ) ...........made cleaning teeth much easier. THE ORIGIN OF THE POTATO CRISP The potato crisp was the (0) of George Crum, in 1853. He worked as a chef at a popular resort in the USA. One day a (1 ) ......decided that he didn’t like the (2 ) ......of his fried potatoes, and sent them back to the kitchen. Crum made some more, but the man (3 )......... these as well, making the same ( 4 ) ........... Crum got angry and, hoping to annoy the man, he made a third batch which were much (5 )......... and could not be eaten with a fork. To his ( 6 ) ......... .. the man loved them - and so potato crisps were invented. Since then, their ( 7 ) ......... has increased ( 8 ) ......... , and they are eaten all over the world. But George Crum was (9 ) ......... at the time that his invention would cause great (10) ■......... in the future between the Americans (who call them chips) and the British (who call them crisps). However, m ost Americans d id n 't brush their teeth regularly until the 1940s, ( 7 ) ...........American soldiers ( 8 ) ........... had spent several years in Europe and learned th e habit there, w e n t home after the Second W orld War. 2 C o m p le te th ese sentences, g iv in g tru e in fo rm a tio n . 1 If I could go anywhere in the w orld , ... 2 In ten years' tim e, if all goes well, I ... 3 I ... if I'd lived tw o thousand years ago. 4 If I was show ing a visitor from abroad round my to w n , I ... 5 I ... if I have music playing w hile I'm studying. 6 If I had m ore free tim e, I ... 7 If I had been able to choose w h a t tim e to be born in, I ... 8 If I was offered the chance to live fo r 500 years, I 3 C o m p le te th e fo llo w in g sentences w ith an a p p ro p ria te lin k in g w o rd . 1 I believe th a t space exploration is a w aste o f money ...........I d o n 't th in k it should be banned completely. 2 Life in th e past may have been s im p le r............ , it was probably more dangerous in many ways. 3 The num ber o f people w h o read books regularly is declining............. this, I believe w e w ill always need libraries. 0 1 2 3 4 5 6 7 8 9 10 INVENT CUSTOM THICK TURN COMPLAIN THIN AM AZE POPULAR D R AM A AWARE CONFUSE G o to w w w .iT e s ts .c o m o r y o u r C D -R O M fo r in te ra c tiv e e x a m practice. 91 UNIT S We are fam ily Reading: m ultiple-choice questions (Part 1) 1 Lo ok a t th e p h o to s. W h a t d o y o u th in k th e re la tio n s h ip b e tw e e n th e p e o p le c o u ld be? T h en rea d th e title an d s u b h e a d in g to check y o u r ideas. 2 You are g o in g to read an a rticle . For q u e s tio n s 1-8, choose th e an sw e r (A, B, C o r D) w h ic h y o u th in k fits best a c co rd in g t o th e te x t. 1 In Stanley Milgram's experiment, one hundred people had to A exchange a parcel w ith someone else. B pass on a parcel to someone they knew. C fin d o u t w h o had sent them a parcel. D send a parcel to six diffe re nt people. 2 W ha t does 'it' in line 17 refer to? A the idea B the parcel C the Internet game D the w orld 3 W hy does the belief th a t it's a small w orld make us feel safer? A It is an assumption shared by friends and strangers. B It is supported by the w o rk of scientists. C It suggests w e are connected to other people. D It helps to create new friendships. 4 The w rite r chose to look fo r Purev-Ochir because A he w ou ld be d ifficu lt to find. B he had connections w ith the media. C he was in a place w here she had connections. D he was recom mended to her. 92 S te p p e by steppe Lucy Leveugle travelled round the w orld to put a theo ry to the test. C ould she get in touch w ith this M ongolian herdsm an by follow ing a chain of just six different people? W hat if everyone around th e w orld w as som ehow connected to everyone else? T h ere’s a theory called s ix degrees o f separation th at says you can m ake contact w ith anyone in the w orld by follow ing a chain of acquaintances. S om eone you 5 know know s som eone, w ho know s som eone else, and so on and in six of th ese steps, you can reach anyone. This idea is based on an experim ent carried out in 1967 by an A m erican psychologist called S tanley M ilgram . He sent parcels to 100 people in different states of th e USA. Each person had io to try to get th eir parcel to som eone else in another part of the country. However, the address of the person to w hom the parcel w as destined w as not given - only th eir nam e and a few personal details. M ilgram found that, on average, each parcel w as passed on from one acquaintance to another ju st six tim es is before reaching its final destination. 20 Since then, the idea has taken off. T h ere’s a play, a film and even an Internet gam e based on it. A lthough th e experim ent has never been repeated on a large scientific scale, it has becom e com m onplace to assum e th at it really is a sm all world. And this m akes us feel safer. A fte r all, w hen you m eet a friend of a friend, you tend to tru st them m ore than you w ould a strang er - because you know th at you have som ething in com m on: you are already linked together. I decided to te st out M ilgram ’s th eory on a w orld stage; to find 2s out how m any steps it w ould really ta ke to reach som eone on the other side of the planet. I decided on O uter M ongolia for m y target, because I had never m et anyone from there. I advertised in M ongolian new spapers, asking fo r volunteers to be film ed in a docum entary, and from the replies I chose 30 P urev-O chir G ungaa, a nom adic herdsm an in the m iddle of the M ongolian Steppes. I felt that if I could get to him, then I could get to anyone. UN IT 8 We are family For her firs t step, the w rite r had to fin d someone w h o A had a direct connection w ith M ongolia. B was in Milgram's original experiment. C was unavailable on th e Internet. D was already know n to her. So m y jo urne y to reach him began. I set m yself guidelines based on the original 60s experim ent. I could only contact som eone w ho I already knew on a first-n am e basis. T hat person had to pass m e on to som eone th ey knew personally, and so on. I w asn’t allow ed to use the Internet o r any other public resource. For my first step, I chose m y school friend Francis, as I knew he had travelled in Russia. Francis passed m e on to his sister, a m agazine editor, w ho sent m e to he r environm entalist friend R olf in G eneva. A nd then, unbelievably, R olf w as able to send me straight to som eone he knew in M ongolia. I had reached M ongolia in fo u r steps - so perhaps I really w ould m ake it to m y herdsm an in six. The w rite r was afraid she w ou ld never fin d Purev-Ochir w hen A she first m et Rolf in Geneva. B she m et a governm ent official in M ongolia. C she saw Purev-Ochir's tent. D she arrived in Ulan Bator. 35 40 I m et m y fourth link, a high-ranking civil servant, in Ulan Bator, th e 45 M ongolian capital. But language difficulties got in the way, and I began to think I w asn’t going to achieve m y goal in six steps - if at all. However, I w ent on trying, and w as passed on to tw o m ore officials, then a businessm an w ho lived several hundred m iles aw ay from Ulan Bator. I w as getting close. M y eighth step w as so O yuntuya, w ho w as a te acher in a tiny village - but m ore im portantly, she w as m y herdsm an's mother. W hen I finally found P urev-O chir I w as am azed th at it had not taken m e m uch longer. The 24-year-old lived in a traditional te nt in ss the m iddle of the desolate, em pty M ongolian S teppes w ith his relatives and m ore than 600 horses, cow s, sheep and goats. I w as the first foreigner th at he had met. O ur lives w ere totally different. W hile I am a real city girl, never w ithout m y m obile o r m y m ake-up, P urev-O chir rode across M ongolia w ith his herd. But he w asn’t particularly im pressed by m y m arrival, and w hen I explained the th eory he ju st laughed, and w ent back to looking after his anim als. Yet am azingly a chain of only eight different people connected P urev-O chir and me. A lthough I d idn’t actually m ake it in six steps, m y experience still show s that w e can take shortcuts through large es social netw orks and th at it really is a sm all world. Adapted from THE GUARDIAN 7 W hen he first m et the w riter, Purev-Ochir was A uninterested in her story. B shocked by her appearance. C unhappy ab ou t being film ed. D annoyed by th e problems she caused. 8 W hat does 'm ake it' mean in line 64? A decide B travel C move D succeed 3 C o m pare y o u r answ ers w ith a p a rtn e r. In w h ic h p a rt o f th e te x t d id y o u fin d each answ er? 4 W h o w o u ld y o u choose to lo o k fo r in o rd e r to te s t th is th e o ry ? U N IT 8 We are family What kind of friend are you? Speaking 1: quiz 1 W h a t ty p e o f re la tio n s h ip is each pe rso n ta lk in g a b o u t? acquaintance best friend relative stranger 1 2 3 4 5 S tart ► Staying with friends colleague Meeting new people W e w ork together. I've m et her once or twice. I've no idea w h o he is. I see her at fam ily get-togethers. I can tell him everything. 2 Do you prefer meeting new people or staying with the friends you know? In a boy/girlfriend, are looks ever more important than personality? Yes, No, sometimes never Are you happy to go to a party by yourself? D o th e q u iz w ith a pa rtn e r. 3 Check y o u r results o n pa ge 189. D o y o u a g re e w ith th e d e sc rip tio n s g ive n ? No I Yes When you go out, do you usually go to the same place every time? Do you think it's up to you to make people around you feel at ease? No No I Do you like to follow the latest fashions? When you're with your friends do you prefer to listen or talk? Listen Yes ^ Yes Do your friends often ask you for advice? Are you good at telling stories and jokes? Yes 1 rJ A few months Yes No l\0 No i_ A 1 B ♦ I How long have you known most of the people you are going round with at present? No I Not sure Years and years 1 r l- Do you love chatting on the phone? UN IT 8 Grammar 1: gerunds and 3 M a tc h th e sentence halves an d e x p la in th e d iffe re n c e in m e a n in g . infinitives 1 W o rk in pairs o r gro u p s. G ro u p A com plete the letter on page 189 using the verbs in brackets in the correct form . G ro u p B com plete the fo llo w in g letter using the verbs in brackets in th e correct form . D ear Aggie When 1fir s t m e t M arc we g o t on really well - and he seemed m ...........(enjoy) my company. We liked 2V " ..........(do) th e sam e th ing s and we were both keen ' f w .... ....................( 30) t o football to gether. He was my b es t friend a t t h a t tim e, and I dropped my o th er friends ........................(spend) more tim e w ith him. He hasn t changed, b u t I have. Now I can’t bear ( 5 ) .............. ( hear th e sam e jokes every tim e we go out, and 1 h a te having £0 ) ........................(w a tc h ) football on TV all weekend. 1 know he’ll be upset - b u t nothing can ( 7 ) ........................ g f I..!... (see) my o th e r friends and I’d ra th e r n o t L it (10).............. (s«y)with hima"the2 im!' i vetrl « « ........................(te ll) him, b u t I c a n 't - I m afraid of ^12) ........................ (h u rt) him. W h a t can I do? Stephanie We are family 1 I'd like to m eet her I like m eeting her a) on Saturday mornings, because w e go shopping together. b) at 9.30 to m o rro w m orning. 2 I stopped to talk to Rose I stopped talking to Rose a) because I realised I couldn't tru st her. b) w hen I bum ped in to her on th e street. 3 I remembered to phone Jack I remembered phoning Jack a) and he was very pleased. b) although I d id n 't make a note o f th e exact tim e. 4 He tried to w rite his essay in ha lf an hour He tried w ritin g his essay in half an hour a) but he co u ld n 't do it. b) and he g o t a bad mark fo r it. 5 I regret to tell you th at I really regret a) encouraging my brother to apply fo r the job. b) your application has been unsuccessful. 4 R e w rite th e fo llo w in g sentences using th e verbs in b ra ckets in th e c o rre c t fo rm . A d d a p re p o s itio n w h e re necessary. E xam p le : W e've th o u g h t about w he the r w e should move house. (consider) W e ’v e c o n s i d e r e d m o v in g h o u s e . G ra m m a r re fe re n ce p.196 (8) 2 W o rk in n e w pairs, o n e fro m G ro u p A and o n e fro m G ro u p B. 1 Tell y o u r p a rtn e r w h a t is in y o u r le tte r. 2 D ecide w h a t advice to g iv e th e w r ite r o f each le tte r. W a tc h O u t ! m a k e /le t/a llo w -y 1 W hat happens w hen you use m ake in the passive? a) The teacher made us do th e exercise again. b) We w ere made to do th e exercise again. 2 W hich sentence is NOT possible? Correct it. a) M y parents d o n ’t let me stay o u t late. b) I am n o t let to stay o u t late. G ra m m a r re fe re n ce p.197 (8.7) 1 She interrupts me all the tim e - it's really annoying. (keep) " 2 She w ants to invite all the fam ily to the party. (insist) 3 The man claimed he was a governm ent official. (pretend) 4 She hoped th a t he w ou ld explain everything to her. (w ant) 5 I th in k it's great w hen I d o n 't have to ge t up early on holiday! (enjoy/not) 6 I shou ldn 't have w ritte n the letter, (regret) 7 Even th oug h I was late, the examiner allow ed me to take the exam, (let) 8 I hate being dependent on other people, (rely) 5 Ask a n d an sw e r th e fo llo w in g q u estio ns. 1 2 3 4 W ha t are you th inkin g o f doing this weekend? Have you ever considered w orking abroad? Is there anything you can't stand doing? Have you ever done som ething you regretted or regretted n o t doing something? 5 Have you ever tried surfing? W ould you like to? 95 UN IT 8 We are family Vocabulary 1: adjective suffixes 1 1 M a tc h each g ro u p o f w o rd s t o th e c o rre c t a d je c tiv e s u ffix . The s u ffix m u st f i t a ll th re e w o rd s in th e g ro u p . W h a t s p e llin g changes d o y o u have t o m a ke w h e n y o u ad d th e s u ffix? W rite th e names in a circle in ju m b le d o rd e r and s h o w y o u r partner. Can y o u r p a rtn e r m atch th e nam es to th e descriptions? Example: A: / th ink y o u r gra nd m other is always supportive o f you. B: Right! 1 depend, love, wash 2 tru th , hope, harm b) -ive 3 act, create, support c) -fu l 4 nerve, fury, fame d) -a I Use of English 1: w ord fo rm atio n (Part 3) a) -ly 5 nature, nation, culture e) -y 6 friend, coward, heaven f) -able 7 fun, w ealth, health g) -ous 2 W h ic h a d je ctive s can y o u m a ke n e g a tiv e using un-, in - o r -/ess? Example: lovable - unlovable 2 C o m p le te th e fo llo w in g sentences using th e c o rre c t fo rm o f th e w o rd s g ive n . Be c a re fu l! You w ill ne ed m a ke som e o f th e ad je ctive s n e g a tiv e . Example: A t firs t I th o u g h t Tracey was unfriendly bu t then I realised she was just shy. FRIEND 1 Mario's friendship is re a lly ............ to me - I'd miss him a lo t if he left. VALUE 2 Couples often break up if one o f them becomes v e ry ...............FAME 3 The w ho le situation s e e m e d ............ until you came along to help. HOPE 4 M y parents are v e ry ............ o f me, and encourage me to try new things. SUPPORT 5 It's v e ry ..........to go w ith o u t breakfast. HEALTH 6 Tom is such a n ............person - he's always running around doing som ething. ACT 3 T h in k a b o u t th e p e o p le yo u k n o w . W h o : • is always supportive o f you, w hatever you do? • w ou ld you ta lk to if you fe lt nervous or w orried about something? • is friendly to everyone? • m igh t be fam ous one day? • is very active in sports and games? 1 Read th e t it le a n d th e te x t b e lo w q u ickly. W h ic h tw o o f th e fo llo w in g to p ic s does it discuss? a) m aking friends b) w h y friends quarrel c) w h a t keeps friends to gether 2 Use th e w o rd g iv e n in ca p ita ls b e lo w th e te x t t o fo rm a w o rd th a t fits in th e space in each lin e . T h ere is an e x a m p le a t th e b e g in n in g (0). FRIENDS Everyone w ants to have friends, b u t building up new (0) fnjationships js not always easy. A fe w people are born w ith ou tgoing ( 1 ) ............ ; they have a ( 2 ) .......... ability to make new friends wherever they go. But not many people are ( 3 ) ............ at ease in a room fu ll o f strangers. M ost o f us feel ( 4 ) ............ w hen w e meet new people, and this can occasionally make us appear ( 5 ) ....... ....., w hen in fa ct w e are ju st shy. In any case, the ( 6 ) ............ o f new friendships is a gradual process - it doesn't just happen overnight. Long-standing friendships ( 7 ) ............ have several things in com m on. The friends enjoy the same sorts o f ( 8 ) ............ , and share similar beliefs and values, they are ( 9 ) ............to one another, and they are also ( 1 0 ) ............ o f one another w hen they have problems. 0 1 2 3 4 5 RELATION PERSON NATURE COMPLETE NERVE FRIEND 6 7 8 9 10 DEVELOP GENERAL ACTIVE TRUTH SUPPORT 3 The te x t m e n tio n s fo u r q u a litie s o f a successful frie n d s h ip . W h a t are th e y ? W h ic h o n e d o y o u th in k is m o st im p o rta n t? 96 UN IT 8 Vocabulary 2: relationships 1 1 Som e o f th e fo llo w in g d e fin itio n s are in co rre ct. Find th e m a n d c o rre c t th e m . Example: Your m o th er-in -la w is th e m other o f your friend. W rong - she's the m o the r o f yo u r husband o r wife. 1 Your n e p h ew could be either your brother's son or your sister's daughter. 2 Your g rea t-g ran d m o th er is your mother's m other's mother. 3 Your au n t could be your mother's sister o r your father's brother. 4 Your cousins can be either male o r female. 5 Your stepbrother shares one parent w ith you, bu t n o t both. 6 Your great-uncle is th e father o f one o f your grandparents. 7 Your niece is your brother's o r sister's daughter. 8 Your b ro th e r-in -law is the husband o f your brother. 9 Your grandson could be the son o f your son or daughter. 2 Say h o w m a ny o f th e re la tive s ab o ve y o u have. Example: / d o n 't have a m other-in-law because I'm n o t married. B ut I have three cousins. 1 M a tc h th e ad je ctive s in th e bo x to th e fo llo w in g de scrip tion s. stubborn m odest o p tim istic reliable sensible sym pathetic sociable th o u g h tfu l talkative generous am bitious Example: My brother always looks on the bright side of life. He's optimistic. 1 M y cousin Maria w ill never let you dow n. 2 M y younger sister is the kind o f person w h o makes a party go w ith a swing! 3 M ark is determ ined to be a success in life. 4 John always leaves a big tip fo r the waiter. 5 W hen Pietro starts on his favourite topic, I just can't shut him up. 6 Carla never boasts about her achievements. 7 M y aunt is th e rig ht person to go to if you feel depressed. We are family 8 M y nephew doesn't let his heart rule his head. 9 M y older sister is always th inkin g o f things she can do to make other people feel good. 10 Arek is so sure he's right, it's hard to get him to change his m ind ab ou t som ething. 2 W o rk w ith a p a rtn e r a n d th in k o f th e o p p o s ite o f each a d je c tiv e ab ove. Use y o u r d ic tio n a ry if necessary. 3 D escribe th e d iffe re n t m e m b ers o f y o u r fa m ily t o y o u r p a rtn e r. G ive exam ples o f th e ir b e h a vio u r. C o m pare y o u rs e lf w ith th e m . 3 1 C o m p le te th e fo llo w in g te x t using w o rd s o r phrases fro m th e box. T h ere are tw o e x tra w o rd s o r phrases yo u w o n 't need. bridegroom g o t married bridesmaids ceremony honeym oon bride g o t engaged w edding reception Jenny met Rob at work and they soon started going out. After a few months they (1).........., and the following year they (2)............ They had a lovely big (3)..........,. and invited all their friends and family. Jenny’s nieces were the (4)............ The (5)........... was held in their local church, followed by a (6).......... at a hotel with dinner and a band. Afterwards they set off on a romantic (7).......... in Italy. ’ 2 Discuss th ese q u estio ns. 1 Is th e relationship described above typical fo r your country o r not? 2 H ow popular is marriage in your country? 3 Do you th ink th a t marriage is outdated nowadays? 4 W hat do you th ink is the best age to ge t married? UN IT 8 We are family Exam focus (J ) P a p e r 4 L is te n in g : s e n te n c e c o m p le tio n (P a rt 2 ) W e d d in g a d v ic e A b o u t th e e xa m : In Paper 4, P art 2, y o u h e ar o n e o r m o re speakers. You ha ve to c o m p le te sentences w ith a w o rd o r w o rd s fro m th e re c o rd in g . The in fo rm a tio n o n th e pa g e is in th e sam e o rd e r as w h a t y o u hear. You he a r th e re c o rd in g tw ic e . P rocedure 1 Read th e sentences b e fo re you liste n. U n d e rlin e key w o rd s a n d th in k a b o u t w h a t s o rt o f in fo rm a tio n is m issing. R em em ber th a t th e w o rd s in th e sentences m a y n o t be e x a c tly th e sam e as th o s e used in th e re c o rd in g (e.g. choose in q u e s tio n 1). 2 The firs t tim e y o u liste n, f ill in as m a n y gaps as y o u can, using a p p ro x im a te ly 1-3 w o rd s . You d o n 't ne ed to c h a n g e th e se w o rd s in any way. 3 If y o u c a n 't f ill a gap, lo o k a h ea d to th e n e x t one. 4 The second tim e y o u listen, check an d c o m p le te y o u r answ ers. A lw a ys p u t s o m e th in g - y o u d o n 't lose m arks fo r a w ro n g answ er. 5 In th e exam , y o u are g ive n tim e t o tra n s fe r y o u r answ ers t o th e a n sw e r sh e e t a t th e end o f th e te st. Be c a re fu l n o t to m a ke m istakes w h e n y o u d o th is (e.g. w ith s in g u la r/p lu ra l). 98 1 You w ill h e ar p a rt o f a ra d io ta lk a b o u t h o w t o o rg a n ise a w e d d in g . For q u e s tio n s 1-1 0, c o m p le te th e sentences. O n e y e a r ah ea d, choo se th e ( 1 ) ................................ fo r th e w e d d in g , a n d select th e b e st m a n a n d bridesm a id s. D ecide o n lo ca tio n s fo r th e w e d d in g ( 2 ) ................................ an d re c e p tio n , a n d m a ke th e b o o k in g s. M a k e a ( 3 ) ................................an d send o u t th e in v ita tio n s . Six m o n th s ah ea d, choo se th e bride's an d b rid e s m a id s' dresses a n d sele ct th e ( 4 ) ................................ a c c o rd in g to th e tim e o f year. C ho ose th e ( 5 ) ................................ fo r th e re c e p tio n , a c co rd in g to y o u r b u d g e t. O rgan ise a c c o m m o d a tio n fo r guests a n d fin a lis e a rra n g e m e n ts fo r th e ( 6 ) ................................... Three m o n th s ah ea d, yo u m a y need to c h e c k th a t y o u r ( 7 ) .............................is valid. A t th is stage, y o u s h o u ld also o rg a n ise th e ( 8 ) ................................... T h in k a b o u t th e ( 9 ) ..............................(e.g. by th e b rid e g ro o m an d po ssib ly by th e bride). Finally, re m e m b e r th a t th e d a y s h o u ld be a ( 1 0 ) ......................... one! (J ) 2 Discuss th ese qu estio ns. 1 H ow much o f the advice given above w ou ld apply to weddings in your country? 2 Is it better to spend a lo t on a big w edding ceremony o r save the money fo r the future? 3 W hy do some people w a n t to have a big expensive ceremony? 4 Tell a partner ab ou t th e last w edding you w e n t to . W ho was there? W ha t was it like? 5 W ha t other celebrations are im portant fo r families? Describe the last one your fam ily had. U N IT 8 Grammar 2: expressing We are family — W a tc h O u t! w is h a n d w o u ld hypothetical m eanings Decide which sentence in each pair is NOT possible. Then match the correct sentences to the explanations below. 1 a) I wish I would have a big car. b) I wish I had a big car. 2 a) I wish she would go out with me. b) I wish she went out with me. 1 Read Cris's story. T h en m a tch each sentence 1 -8 to o n e o f his w ishes a )-h ) b e lo w . A We use wish + past simple when we want our own situation to be different. B We only use wish + would when we are referring to another person. G ra m m a r re fe re n c e p.198 (11 .1-2 ) 2 C hoose th e c o rre c t a lte rn a tiv e in each o f th e fo llo w in g sentences. 1 2 3 4 5 6 I th in k I'm in love w ith Eleanor, g ) She's going o u t w ith Carlo. He's the captain o f the basketball team. He's very rich and he drives a silver BMW. Eleanor's eyes lig h t up w hen she sees him driving it. I heard there was a big party yesterday fo r the basketball team and Eleanor was there. 7 They say Carlo drove another girl hom e from the party and Eleanor was crying. 8 But I know she'll never leave Carlo, even though he'll never make her happy. a) b) c) d) e) f) g) I wish she w ou ld look at m e like that. I wish I'd been invited. I wish I'd had a clean tissue to dry her tears. I wish I had lots o f money and a big car. I wish she was going o u t w ith me instead. I wish I could ge t picked fo r the team too. I wish she'd never m et him. I could make her much happier. h) I wish I w asn't - 1 d o n 't have a chance w ith her. 2 U n d e rlin e th e v e rb fo rm s a fte r I w ish in a )-h ). W h ic h ones re fe r to : • th e present or future? • th e past? 1 I wish I h a d n 't lost / d id n 't lose my favourite scarf. 2 I really wish my sister w ou ld stop / stopped sm oking so much. 3 I wish I w o u ld / could dance as w ell as my friend. 4 If only I d id n 't have / d o n 't have to take exams next m onth! 5 I wish I can / could get a jo b abroad. 6 I wish I w asn't i w o u ld n 't be so bad at sport! 7 If only a m illionaire w ill / w o u ld fall in love w ith me. 8 I wished the-concert w ou ld be / was over - it was aw ful. 3 1 C o m p le te th e fo llo w in g w ishes fo r y o u rs e lf. 1 2 3 4 5 I wish I could ... I wish I'd n e v e r... If only my parents w ould . . . , bu t they w o n 't. If only I had ... I wish I w a s ... 2 N o w e x p la in y o u r w ishes t o a pa rtn e r. Examples: I wish I could sing well. I f I had a g o o d voice, I could becom e an opera singer. I wish I'd never gone o u t w ith Sam. I f I'd gone o u t w ith Peter instead, I w ou ld have enjoyed m yself m uch more. 99 U N IT 8 W e are fam ily 4 The fo llo w in g expressions are also fo llo w e d by past te nse fo rm s t o s h o w h y p o th e tic a l m e a n in g . 1 C hoose th e best m e a n in g fo r each expression fro m th e a lte rn a tiv e s g ive n . 1 It's tim e w e w e n t home. a) They have already gone home. b) They haven't gone hom e yet. 2 I'd rather you left. a) I am pleased th a t you left. b) I w ou ld like you to leave. 3 Suppose I read your em ail! You'd be in trouble then! a) He is thinking ab ou t reading th e email. b) He has read the email. 2 Listening 2: song 1 1 M a tc h th e sentence halves t o m a ke th e firs t verse o f th e song D ro w n in g . 1 2 3 4 5 W h a t is th e d iffe re n c e in m e a n in g b e tw e e n th e sentences in th e se pairs? 1 a) You talk as if you know all about it. b) You talk as if you knew all about it. 2 a) W hat if w e can't find the answer? b) W ha t if I c ouldn't speak English? 1 pretend you're sorry You know you g o t th e pow er Girl you leave me breathless but it's okay 'cat N ow hear me say I can't im agine life Even forever d o n 't seem a) you are my survival b) to make me w eak inside c) w ith o u t your love d) like long enough e) I k n o w you're not G ra m m a r re fe re n ce p.198 (11 .3-6 ) 5 C o m p le te th e fo llo w in g sentences in a lo g ic a l w ay. 1 2 3 4 5 6 7 Isn't it tim e ........................ ? It's already nine o'clock. S uppose........................ - w o u ld n 't th a t be great? I th in k I'd ra th e r........................ than ju st sit here on my ow n. You look as i f ...........................Shall w e find som ething to eat? W ould you rather w e ........................ or .i It's high tim e y o u ...........................You can't afford to fail this exam. Suppose I ........................ - w ould th a t help you? \^ { casual Discuss th e se qu estio ns. 1 W hich look is a) form al and professional? b) sm art but casual? 2 H ow fashionable is each o u tfit? 3 W ho do you think is speaking in each description, A and B? Discuss th e fo llo w in g qu estio ns. 1 W ha t sort o f clothes do you like w earing fo r school/for w o rk /a t home? 2 W hat is your favourite item of clothing? W hen and w here did you get it? W hy do you like it? 3 Have you ever b o ug ht an item o f clothing th a t you have never w orn? W hy did you buy it? W hy haven't you w o rn it? 4 H ow has fashion changed in the last five years? Do you like to keep up w ith th e latest fashions? 5 Is there any type o f m odern fashion th a t you w ou ld never wear? Vocabulary 2: phrasal verbs w ith u p 1 M a tc h each phrasal v e rb w ith th e best e n d in g . 1 2 3 4 5 6 7 8 9 10 I w rapped up I closed up I finished up I tidied up I zipped up I sewed up I gathered up I washed up I drank up I saved up J) a) all th e sandwiches b u t I was still hungry. b) the shop and w e n t home. c) my books and le ft the library. d) my jacket to keep the w ind out. e) the hole in my jeans. f) all the dirty dishes. g) enough money to buy a car. h) my orange juice. i) th e w ho le house. j) Jane's birthday present. 2 W h a t d o all th e phrasal verbs a b o ve have in com m on? a) They are all to do w ith upwards movement. b) They are all to do w ith com pleting som ething. 2 T h in k o f som e phrasal verbs to d o w ith u p w a rd s m o v e m e n t. E xam ple: pick up - I picked up m y suitcase. 108 Speaking 1 1 In a p o p u la r TV series, m e m b ers o f th e p u b lic w e re v is ite d by a te a m o f p ro fe s sio n a l designers, w h o c o m p le te ly tra n s fo rm e d a ro o m in th e ir h o m e . The o w n e rs w e re n o t a llo w e d to see th e results u n til th e tra n s fo rm a tio n w as c o m p le te . They w e re th e n ta k e n in to th e ro o m a n d th e ir re a ctio n s w e re film e d . Lo ok a t P hotos A a n d B, w h ic h s h o w th e sam e ro o m b e fo re and a fte r it w as tra n s fo rm e d . D escribe th e ro o m in p h o to A. Then co m p a re it w ith p h o to B. H o w has th e ro o m chan ge d? 2 Discuss th e se qu estio ns. 1 W hich room do you prefer? 2 H ow w ould you feel if this was your room? U N IT 9 Exam focus P a p e r 4 L is te n in g : m u ltip le -c h o ic e q u e s tio n s (P a rt 4 ) A b o u t th e e xa m : In Paper 4, P art 4, y o u h e a r o n e o r m o re speakers. You have t o a n sw e r seven m u ltip le -c h o ic e q u estio ns. You h e a r th e re c o rd in g tw ic e . P rocedure 1 Read th e in tro d u c tio n to th e ta sk c a re fu lly. This w ill te ll yo u s o m e th in g a b o u t th e speakers and th e to p ic . 2 Read th e q u e s tio n s a n d u n d e rlin e key w o rd s. T h in k a b o u t th e s o rt o f in fo rm a tio n y o u need to liste n fo r. 3 The firs t tim e y o u he a r th e re c o rd in g , liste n fo r w o rd s a n d phrases w ith a s im ila r m e a n in g to th e key w o rd s an d m a rk th e answ ers y o u are sure o f. 4 The second tim e y o u liste n, check an d c o m p le te y o u r answ ers. 5 In th e exam , y o u are g iv e n tim e t o tra n s fe r y o u r answ ers to th e an sw e r sh e e t a t th e en d o f th e te st. 1 You w ill h e a r an in te rv ie w in w h ic h Phil B rad sh aw ta lk s a b o u t his experiences o n a TV p ro g ra m m e . For q u e s tio n s 1-7, choose th e best answ er, A , B o r C. 1 Phil agreed to take part in the program m e because he w anted A to appear on TV. B to help his friend. C to ge t free advice. 2 During the makeover, Phil w anted his desk lam p to be A mended. B given away. C le ft as it was. 3 Phil to ld the designers he w anted A a more up-to-date computer. B room to store his possessions. C a com pletely new image. A new look 4 W ha t was Phil's first impression o f his room after the makeover? A The fu rnitu re had disappeared. B There was no w indow . C It was all one colour. 5 W hen he firs t saw his made-over room, h o w did Phil react? A He showed his delight. B He hid his true feelings. C He said the w ords he'd prepared. 6 A fte r film in g was finished, Phil found A his cupboard doors had been removed. B there w ere no curtains. C th e w ho le fla t was untidy. 7 Phil says the TV crew w ou ld have been prepared lo film him A crying. B losing his temper. C explaining his tru e feelings. 2 Read th ese extracts fro m th e re c o rd in g . Can y o u re m e m b e r w h a t each o f th e u n d e rlin e d w o rd s re fe rs to ? 1 It sounded like a great idea, b u t in fa ct it w asn't all plain sailing. 2 M y grandm other had given it to me. 3 ... they'd definitely seen better days. So I th o u g h t th a t w ith any luck they m igh t get me some new ones. 4 W e had a quick chat ju st a fe w days before they started film ing. 5 JtS no t exactly my favourite colour in the first place. 6 They'd had th e television crew in there fo r three days. 7 I'm sure th ey'd have been quite prepared to show th a t on film . 8 A nd that's the only good th ing th a t came o u t o f it really. 3 T h in k a b o u t th e place w h e re y o u live. W h ic h ro o m w o u ld y o u choose f o r a m a ke over? W h a t in s tru c tio n s w o u ld y o u g iv e th e TV te a m ? 109 UN IT 9 A new look Vocabulary 3: things in the hom e P a p e r 3 U s e o f E n g lis h : w o r d f o r m a t io n (P a r t 3) 1 1 W h e re m ig h t y o u fin d th e fo llo w in g item s o f fu rn itu re ? P ut th e m in to th e best c a te g o ry in th e ta b le b e lo w . Som e m ay g o in m o re th a n o n e cate gory. S tu d y -b e d ro o m C lassroom O ffic e blinds bookshelves a carpet a coffee table a sofa a com puter a cupboard curtains easy chairs a filin g cabinet a w ardrobe pictures cushions a photocopier upholstered chairs a w a te r cooler an electric fan a rug a hot drinks vending machine a reading light 2 Can y o u a d d m o re item s to th e ta b le ? 3 W h ic h item s d o y o u have in y o u r o w n roo m ? W h ic h w o u ld y o u lik e to have? 1 C hoose w o rd s fro m th e b o x th a t a p p ly best to y o u r o w n ro o m . Then describe y o u r ro o m t o a p a rtn e r, e x p la in in g w h y y o u have chosen th e w o rd s. tid y cluttered messy organised cramped neat relaxing A b o u t th e exa m : In Paper 3, P art 3, y o u read a te x t w ith te n gaps. A t th e e n d o f som e lines, th e re is a w o rd in c a p ita l le tte rs . You have to c h a n g e th e fo rm o f th is w o rd in to th e c o rre c t p a rt o f speech to fill th e g a p in th e same line. P rocedure 1 Read th e t itle an d th e w h o le te x t to g e t an id ea o f w h a t it is a b o u t. This m akes it easier to d e cid e th e fo rm o f th e m issing w o rd . 2 Read th e te x t ag a in , s to p p in g a t each gap. T h in k a b o u t th e m e a n in g an d g ra m m a r o f th e w h o le sentence an d d e cid e if th e w o rd needs to be p o s itiv e o r n e g a tiv e , s in g u la r o r p lu ra l. 3 Fill in th e space w ith th e w o rd in th e a p p ro p ria te fo rm . 4 W h e n y o u have fin is h e d , read th e te x t a g ain a n d m a ke sure y o u r answ ers m a ke sense. 5 Tran sfer y o u r answ ers o n to th e a n sw e r sheet. DO make sure you spell the w ords correctly. 2 com fortable E xam ple: M y room is messy because I never p u t m y clothes away. 2 If y o u c o u ld c h a n g e o n e th in g in y o u r ro o m , w h a t w o u ld it be? 3 W o rk w ith a p a rtn e r. Plan a m a ke o v e r f o r y o u r p a rtn e r's ro o m . You d o n 't have m uch m o n e y t o spend, so y o u ha ve t o set p rio ritie s . T h in k a b o u t th ese p o in ts: • W hat things w ill you keep? W ha t w ill you replace? • W ha t style o f decoration w ill you choose? For example, w ill you go fo r a them e like oriental/futuristic/traditional? • W ha t colours w ill you choose fo r the walls, curtains and flo o r covering? 110 Exam focus 1 Do th e exam ta sk o n pa ge 111. 2 N o w discuss th e se qu estio ns. Do you/Have you had to share a room w ith anyone else? W ha t are/were the advantages and disadvantages o f this? Are you easily annoyed by other people's noise? W ha t kind o f room do you like to w o rk in? Do you enjoy being alone? W hen? UNIT 9 A new look For q u e s tio n s 1 10, rea d th e te x t b e lo w . Use th e w o rd g ive n in c a pitals a t th e en d o f som e o f th e lines to fo rm a w o rd th a t fits in th e g a p in th e sam e lin e . T h ere is an e x a m p le a t th e b e g in n in g (0). E xam ple: 10 I com plaints | SHARING SPACE O ffice workers often make (0) comPla in te . about their w orking environm ent, b u t these vary according to the type o f office they w o rk in. For those in open-plan offices, lack o f ( 1) ............is often a m ajor problem . Because people sit dose together, it is alm ost ( 2 ) ................to make a telephone call w ith o u t being overheard. This may be a problem w hen ( 3 ) .............. inform ation is being discussed. It may also be d iffic u lt to concentrate w hen th e person next to you is on th e phone. One ( 4 ) .............. may be to divide divide an open-plan office in to smaller units. However, this can sometimes lead to a feeling o f (5) ........... am ong office workers w h o resent being separated fro m th eir colleagues. ® .............. approach is needed to deal w ith these problems. Some companies allow people to choose w here they w o rk in the building .............. t° w h a t they are doing. So they may go to a coffee bar or m eeting room fo r sociable and ( 8 ) .............. activities, or to a private room w hen they w a n t to w ork quietly on their ow n. This system results in the ^ ................. ° f individual desks, as these are no longer required. Instead they are ( 1 0 ) .............. by different kinds o f w o rk stations in the various w ork areas. COM PLAIN PRIVATE POSSIBLE CONFIDENCE SOLVE ISOLATE ALTERNATE ACCORD NOISE APPEAR PLACE Grammar 2: participle clauses 1 Read th e firs t p a rt o f a d e s c rip tio n o f som eone's h o m e . C o m pare th e h ig h lig h te d phrases w ith th e re la tiv e clauses b e lo w . I u s e d to lo v e v is it in g m y g r a n d f a t h e r 's h o u s e . I t h a d a b l u e f r o n t d o o r , w h ic h o p e n e d in to a la r g e h a ll. A p ic tu r e o f m y g r a n d m o th e r , p a i n te d in 1 9 3 0 . h u n g o n th e w a ll a n d th e r e w a s a th i c k b lu e r u g c o v e r i n g th e flo o r. *• 2 Read th e rest o f th e d e s c rip tio n a n d re w rite th e h ig h lig h te d clauses w ith o u t u sin g a re la tiv e p ro n o u n . M a ke a n y necessary changes. O f f t h e h a l l, th e r e w a s a c o r r i d o r ( 1 ) w h ic h le d in to d if f e r e n t r o o m s . In th e liv in g r o o m th e r e u s e d to b e a h u g e c h a n d e lie r ( 2 ) w h ic h h u n g f r o m th e c e ilin g . A r o u n d th e w a ll s th e r e w e r e b o o k c a s e s f u ll o f in t e r e s ti n g b o o k s ( 3 ) w h ic h h a d b e e n c o l le c t e d b y m y g ra n d f a th e r . A f lig h t o f w o o d e n s ta ir s le d f r o m th e h a l l u p to th e • ... w hich was painted in 1930. • ... w hich covered the floor. f i r s t f lo o r. U p s t a ir s th e r e w e r e f o u r b e d r o o m s , ( 4 ) w h ic h w e r e a ll d e c o r a te d in d if f e r e n t c o l o u r s In th e m a in b e d r o o m w a s a h u g e p a i n te d w o o d e n c h e s t 2 The h ig h lig h te d phrases are re d u ce d re la tiv e clauses w ith a p re se n t o r past p a rtic ip le . W h ich ty p e o f p a rtic ip le has an a c tiv e m e a n in g an d w h ic h has a passive m e a n in g ? ( 5 ) w h ic h c o n t a in e d m y g r a n d m o th e r s lin e n . T h e h o u s e a l s o h a d a w o n d e r f u l g a r d e n (6 ) w h ic h s tr e t c h e d d o w n to a s tr e a m a t th e b o tto m . G ra m m a r re fe re n ce p.202 (16) 111 U N IT 9 A new look 3 Read th e fo llo w in g d e s c rip tio n o f B irm in g h a m , th e UK's second city. T h en c o m p le te th e te x t using th e p re se n t o r p a st p a rtic ip le fo rm s o f th e verbs in brackets. Use of English 3: key w ord transform ations (Part 4) C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g t o th e firs t sentence, using th e w o rld g iv e n . D o n o t c han ge th e w o rd g ive n . You m u st use b e tw e e n tw o a n d fiv e w o rd s, in c lu d in g th e w o rd g ive n . H ere is an e x a m p le (0). Once considered to be the last place anyone would want to live, the city of Birmingham has been given a new look. Birmingham, once (1 )......... (think of) as dirty and unglamorous, has suddenly become a cool place to be. Architecture is at the heart of the revolution. The city, once (2 )......... (despise) for its ugly concrete buildings, has undergone a major facelift at a cost of billions of pounds. Everywhere you look, there are new shopping malls (3 )......... (compete) to attract shoppers (4 ).......... (look for ) high-quality designer goods. The hugely unpopular Bull Ring, a grey shopping centre (5 )......... (build) in the 1960s, has been knocked down and completely rebuilt. Birmingham’s canals, once (6 )......... (hide) away among decaying factories and (7 )......... (treat) as rubbish tips, are now surrounded by modem offices, apartments, terrace bars and eateries. Young people come here in their hundreds every evening to see and be seen. In the east of the city, formerly (8 )......... (consider) one of the poorest areas, an old custard factory has been converted into a lively complex of studios, galleries and cafd-bars. For anyone (9 )......... (consider) a move to a new town, Birmingham is well worth a look. 4 C o m p le te th e se sentences, g iv in g tru e in fo rm a tio n . 1 One o f my tow n's oldest buildings i s ............. located ... 2 The liveliest area is ............. offering young people the chance to ... 3 A typical dish o f our region is ........... , made f r o m .............and served w ith ... 4 One o f th e m ost fam ous people o f my country w a s .............. born i n ...........and celebrated because ... 5 Discuss h o w th e place w h e re y o u live has ch a n g e d in th e last fiv e years. Is it b e tte r o r w o rs e th a n it used to be? 112 Example: 0 He said he regretted w ritin g to her. only He said: w ritte n to her!' 1 His last film , starring Julia Roberts, was his best. w hich His last f ilm , .................................... Julia Roberts, was his best. 2 W hen I was a child, I w alked to school every day. . used W hen I was a child....................................... to school every day. 3 If John was com ing, he'd be here by now. looks I t .................................... John isn't coming. 4 It was a more d iffic u lt jo b than they had anticipated. easy The j o b .........:........................... they had anticipated. 5 'D o n 't touch th e w e t paint Eddie,' said Kate, w arn e d K a te ...................................th e w e t paint. 6 The last tim e I w e n t surfing was ten years ago. fo r I .................................... ten years. 7 It was unfair th a t Eva was fired, deserve E v a .................................... fired. 8 W hich part o f the book interested you most? the W hich w a s .....................................part o f the book? Speaking 2: stressing key in form a tion (Part 2) 1 Look a t p h o to s A an d B an d rea d th is ta sk. Then a n sw e r th e q u e s tio n s b e lo w . ^ Both these photographs show people m aking changes to a place. I'd like y o u to com pare the photos, an d say w hy y o u think the people m ig h t w a n t to change these places. ' 1 W ha t tw o parts does th e task have? 2 In w h a t order w ill you say the fo llo w ing things? □ w hy people m igh t w a n t to change the places □ w h a t is similar □ w h a t is different 2 1 C o m p le te th e s e sentences c o m p a rin g th e p h o to s, using w o rd s fro m th e box. nervous in good condition amateurs confident professional decorating private being rebuilt 1 In th e firs t photo, w e can see th e outside of a large building, b u t th e other ph oto shows a room in a ........................ house. 2 The large building looks as if it's ..........................b u t the house seems to be 3 The people w orking on the large building a r e ........................ builders, b u t the people in the house are p ro b a b ly ........................... 4 The couple are doing th eir ow n ........................ . but the builders are w orking fo r someone else. 5 The man could be ra th e r..........................but the builders a r e ........................ about w h a t they are doing. 2 M a rk th e w o rd s y o u th in k s h o u ld be stressed. Th en liste n t o see if yo u w e re rig h t. 3 Practise saying th e sentences an d stressing th e c o n tra s tin g in fo rm a tio n . 3 W o rk w ith a pa rtn e r. Student A: Do the task in Exercise 1. Try to keep talking fo r about a m inute, and use some o f th e language in Exercise 2. Student B: Listen to your partner. W hen he/she has finished, answer this question (about 20 seconds). ^ W hich place do yo u think w ill show the greatest im provem ent? } 4 N o w tu rn t o p h o to s C an d D o n pa g e 185 and c han ge roles. Student B: Both these photos show people changing the w ay they look. Com pare the photos and say h o w you think these people are feeling. Student A: Listen to your partner. W hen he/she has finished, answer this question (about 20 seconds). ^ Do y o u like dressing up fo r special occasions? ' 113 UN IT 9 A new look Writing: report (Part 2) 1 1 C o rre c t th e fo llo w in g s ta te m e n ts a b o u t re p o rts. 1 You should begin Dear Sir o r Madam . 2 You should use inform al language. 3 You should give your ow n opinion at the beginning. 4 You should n o t use headings. 5 You should try to use interesting vocabulary. W ritin g re fe re n ce p. 210 2 3 Choose fo u r s e ctio n he a d in g s fro m th e ideas b e lo w , a n d d e cid e o n th e b e st o rd e r fo r y o u r re p o rt. (A ll th e he a d in g s are possible choose th e ones y o u pre fe r.) Changes needed Furniture and decoration Suggested room Introduction Final recom m endation Location o f the com m on room 4 Lo ok a t th e ta sk b e lo w a n d u n d e rlin e key w o rd s . H o w m a n y th in g s d o y o u have to d o in th is re p o rt? 1 Read th e fo llo w in g sentences an d d e cid e w h ic h s e ctio n o f y o u r re p o rt th e y sh o u ld g o in. It seems to me th a t th e best place fo r the com m on room w ou ld be ... because ... The d ire c to r o f th e place w h e re y o u s tu d y E nglish w a n ts to set u p a n e w c o m m o n ro o m f o r s tu d e n ts t o use w h e n th e y are n o t in class. You have been asked to w r ite a re p o rt saying w h ic h ro o m in th e school s h o u ld be chosen fo r th e c o m m o n ro o m , an d m a k in g sugg estio ns fo r h o w it c o u ld be m a de c o m fo rta b le an d a ttra c tiv e . There could also be ... so t h a t ... W rite y o u r re p o rt in 1 2 0 -1 8 0 w o rd s. This report is to ... 2 W o rk w ith a p a rtn e r. B ra in s to rm ideas fo r th e re p o rt a n d c o m p le te th e no tes b e lo w . I suggest th a t there should be ... as this w ou ld ... In my view, it w ou ld be best to make these changes quickly, because then ... 2 C o m p le te th e sentences ab ove, using y o u r ideas fro m Exercise 2. E xam ple: E xam ple: € 6 6 rt 6 1 ^ 2 e .w 1 6 6 6 c o » w H o ri c5 6 rt cf 6 ro o rn l' 6 u Introduction T h is r e p o r t is to r e c o m m e n d a r o o m in th e s c h o o l f o r a s tu d e n t c o m m o n r o o m . W h e -re .? I f u r t ii+ u r e . ? P c c o rx f/o rj — w a ^ lls ? - 5 N o w w r ite y o u r re p o rt, m a k in g y o u r s ugg estio ns an d g iv in g reasons. flo o r ? A r)y e x f r u s . '’ TIP! D o n 't w o rry if y o u r a n sw e r is s lig h tly lo n g e r th a n th e w o rd lim it, b u t be c a re fu l. If yo u w r ite a very lo n g a n sw e r in th e exam , y o u m ay n o t have tim e to check it p ro p e rly. 6 W h e n y o u have fin is h e d , check y o u r w o rk . W ritin g re fe re n ce pp.206, 210 114 UNIT 9 Review 1 H o w m a n y type s o f c lo th in g can y o u th in k o f fo r each o f th e fo llo w in g de scrip tion s? 1 2 3 4 5 6 7 8 som ething som ething som ething som ething som ething som ething som ething som ething th a t you w ear on your fe et that's g o t sleeves th a t you w ear fo r sport that's usually made o f w oo l form al fo r your head that's more often w orn by w om en than men th a t you never w ear 2 T h ere is a m ista ke w ith v o c a b u la ry in each o f th e fo llo w in g sentences. Find th e m istakes and c o rre c t th e m . 1 I did a really late nigh t - 1 d id n 't get to bed until after fo u r o'clock. 2 W hen I firs t m et Jake, he struck me like a rather shallow person. 3 Then I g o t know ing him and my opinion changed. 4 My society life has been fantastic since I met Corinna. 5 It's a problem , b u t I'm sure I can make som ething about it. 6 I can't w o rk up the answer to this maths problem can you help? 7 That colour really fits you - it goes w ith your eyes. 8 I'm not very interested in keeping on w ith the latest fashions - I ju st w ear w h a t I like. 9 The trouble w ith my fla t is th a t there isn't much store space. 10 W hen I saw w h a t the decorators had done to my room, I ju st burst into crying. 3 T h in k back t o te n years a g o a n d a n sw e r th e fo llo w in g qu estio ns. 1 2 3 4 5 6 7 8 W here w ere you living at th a t tim e? W ha t did you like m ost about your home? W hich room did you use to spend m ost tim e in? W hich other members o f your fam ily did you use to visit? W hich visits did you enjoy the most? Why? Did you ever use to stay w ith other relatives o r friends w ith o u t your parents? W ha t did you do on these visits? Is it a good th ing fo r children to get used to spending tim e away fro m th eir parents? W hat was your to w n centre like ten years ago? Did you use to go there often? Do you still like going there? W hat do you do there n o w th a t you d id n 't use to do? 4 W rite a fe w sentences a b o u t a place y o u k n o w in y o u r local area, saying w h a t it used to be lik e a n d w h a t it's like n o w . Then read y o u r sentences o u t to th e rest o f y o u r class an d see if th e y can guess th e place th a t y o u are de scrib ing . 5 Read th e te x t b e lo w a n d th in k o f th e w o rd w h ic h best fits each space. Use o n ly o n e w o rd in each space. T h ere is an e x a m p le a t th e b e g in n in g (0). THE M EANING OF COLOUR We may choose ( 0 ) wear particular' colours just because of personal preference or fashion. However, particular colours ( 1 ) ........ always had special meanings or uses. Black, for instance, is generally thought ( 2 ) ........ as suitable for serious occasions and in the West it is traditional for funerals. This is ( 3 ) ........ the case in China, however, ( 4 ) ........ white is worn at funerals. Some colours may be chosen for practical reasons. Road workers, who need to (5 )........ easily seen, often wear jackets (6 )........ bright yellow or orange stripes (7) ........ are clearly visible to drivers. Green is generally regarded as (8 )........ calming colour, and so it is often used in places (9 )........ doctors’ waiting rooms. Blue is many people’s favourite colour, and there may be a connection (1 0 )........ this and the popularity of blue jeans. Blue also symbolizes loyalty and for (1 1 )........ reason fashion consultants recommend wearing blue clothes to job interviews. So the next time you buy something to wear in your favourite colour, stop and think. (1 2 )........ does it say about you? G o to w w w .iT e s ts .c o m o r y o u r C D -R O M fo r in te ra c tiv e e x a m practice. 115 UNIT 10 Use your brain (c / C 6 » **' Listening: sentence com pletion (Part 2) 1 D o y o u have a g o o d m e m o ry? W h ic h o f th e fo llo w in g d o you fin d e a siest/ha rde st to re m e m b e r? • • • • • telephone numbers people's names shopping lists things you have to do new English w ords 2 W h a t d o y o u d o to h e lp y o u rs e lf re m e m b e r th e se th in g s ? Explain y o u r ideas. E xam ple: W hen I have to rem em ber som ething, I d ra w a star on m y hand in pen o r biro. Then w hen I see it, I rem em ber I have to do som ething. As a schoolboy, D om inic had problems seeing ( 1 ) .................................... clearly. Dominic's teachers th o u g h t he was a ( 2 ) .................................... student. 2 You w ill h e a r p a rt o f a ra d io p ro g ra m m e a b o u t a m an called D o m in ic O 'B rie n , w h o has an a m a z in g m e m o ry. First, read th ro u g h th e g a p p e d sentences o p p o s ite t o g e t a g e n e ra l idea o f w h a t th e p ro g ra m m e is a b o u t. A n s w e r th ese qu estio ns. 1 Do you th in k th a t Dom inic has always had a good memory? 2 H ow do you th in k he remembers things? 3 H ow does he n o w help others? D om inic did no t manage to com plete'his education at ( 3 ) ....................................... A fte r w atching someone on ( 4 ) ..................................... Dom inic w orked o u t a w ay o f training his memory. Dom inic can n o w rem em ber a sequence o f nearly (5 ) ...................... cards. Dom inic remembers each card by thinking o f it as the (6 ) ...................... o f someone famous. Dom inic makes up a story about a ( 7 ) .................................... to help him memorise the order o f th e cards. Because o f Dominic's skill w ith cards, he is n o t allowed to go into ( 8 ) ....................... ............ any more. Dom inic n o w runs courses fo r people such as ( 9 ) .................................... w h o w a n t to improve th eir perform ance. Dom inic thinks his mem ory w ill improve as his ( 1 0 ) ....................... .............increases. 116 UN IT 10 3 Lo ok a t sentences 1 -5 a g a in a n d m atch th e m to th e fo llo w in g extracts fro m th e re c o rd in g . Use th e h ig h lig h te d w o rd s t o h e lp you. Grammar 1: ob lig a tion , necessity and perm ission a) Then one day by chance he saw 4 b) he dropped o u t before finishing th e course c) He had reading problems - w hen he tried to look at d) his teachers regarded him as e) soon he could memorise all the cards 1 R e w rite th e fo llo w in g sentences w ith o u t c h a n g in g th e m e a n in g , using {d o n 't) ha ve to , h a d to , can, c a n 't o r co u ld . TIP! The g a p p e d sentences sum m arise and p a rap hrase th e in fo rm a tio n yo u h e a r in th e re c o rd in g . Listen fo r th e same ideas expressed in a s lig h tly d iffe re n t w ay. (J ) Use your brain 4 Listen an d c o m p le te sentences 1 -1 0 w ith a w o rd o r phrase. R em em ber: d o n 't cha n g e th e w o rd s y o u hear. Then liste n a second tim e to check a n d c o m p le te y o u r answ ers. 5 Test y o u r po w e rs o f m em ory. 1 L o o k a t th e sequence o f p la y in g cards b e lo w f o r 30 seconds. T h en close y o u r b o o k a n d try to re m e m b e r w h a t th e cards w e re , a n d w h a t o rd e r th e y w e re in. 2 C o m pare w h a t y o u re m e m b e r w ith a p a rtn e r. T h en lo o k a t th e b o o k a g a in to check. 1 H ow m any cards did you remember? 2 Did you rem em ber them in the rig ht sequence? E xam ple: To rem em ber things, it's necessary to review them several times. To remember things........review them several times. 1 Is it necessary to pay to go in? Do y o u .....................................pay to go in? 2 They said it w asn't necessary fo r me to take the exam. They s a id .....................................take the exam. 3 W e asked if it was possible fo r us to take th e exam another day. W e a s k e d ....................................take the exam another day. 4 You're not allow ed to use a dictionary in th e exam. Y o u .................................... use a dictionary in the exam. 5 Staff are n o t obliged to w ear a uniform . S ta ff.....................................w ear a uniform . 6 Guests are perm itted to use the sw im m ing pool free o f charge. G u e sts.....................................use the sw im m ing pool free o f charge. 7 I was forced to w a it an hour fo r the bus. I .................................... w a it an hour fo r the bus. U N IT 10 Use your brain 2 Discuss th e fo llo w in g qu e stio n s w ith a pa rtn e r. 1 W hich sentence is th e odd one out? Why? a) You aren't allowed to w a it here. b) You can't w a it here. c) You d o n 't have to w a it here. 2 W hich o f the sentences below expresses: a) som ething th e speaker has been to ld to do? b) som ething the speaker recommends? c) som ething th e speaker w ants to do soon? 1 You must see th a t new film at the Odeon. 2 I have to take my holiday by the end o f May. 3 I really m ust buy some new shoes these are w orn out. 3 W hich sentence is the odd one out? Why? a) You d o n 't need to go yet. b) You needn't go yet. c) You d o n 't have to go yet. d) You m u stn't go yet. 4 H ow can you rew rite these sentences w ith should? a) You are supposed to speak English in class. b) You aren't supposed to speak your ow n language in class. 5 W hich sentence is not possible? a) You shou ldn 't have done th a t - it was w rong. b) You m u stn't have done th a t - it was w rong. 6 Did they actually pay? a) They d id n 't need to pay. b) They needn't have paid. c) They shou ldn 't have paid. G ra m m a r re fe re n ce p.201 (14 .4-7 ) 118 3 W o rk w ith a pa rtn e r. C hoose o n e o f th e fo llo w in g a n d say w h a t is necessary o r n o t necessary t o b e co m e ve ry g o o d a t it. Use a p p ro p ria te fo rm s o f ha ve to , m u s t o r need. • play basketball/chess/ com puter games • speak another language • ride a bike • be an actor 4 C o m p le te th e second sentence so th a t it has a s im ila r m e a n in g t o th e firs t sentence, using th e w o rd give n . You m u st use b e tw e e n tw o an d fiv e w o rd s. 1 You can't use a m obile phone in here, allo w ed Y o u .................................... use a m obile phone in here. 2 It w asn't necessary fo r you to bring all those books, need Y o u ......................................brought all those books. 3 You should park on the other side o f the road, supposed Y o u .................................... on this side o f the road. 4 The library was bu ilt to o fa r aw ay from the to w n centre, should T h e y .................................... the library nearer the to w n centre. 5 These exercises should be continued fo r six weeks, must Y o u .................................... on doing these exercises fo r six weeks. 6 It was w rong o f you to give him my address, let Y o u .................................... know my address. 5 1 2 3 4 C o m p le te th ese sentences g iv in g tru e in fo rm a tio n . This w eek I absolutely m u s t... A t hom e I'm supposed to ... b u t I d o n 't always do it. I'm glad I d o n 't need to ... today. M y parents say w hen they w ere young they had to ... and they c o u ld n 't... 5 I really s h o u ld n 't... b u t ... 6 I th in k I should have ... U N IT 10 Use of English: open cloze (Part 2) Vocabulary 1: 1 H o w m uch sleep d o y o u th in k d iffe re n t a n im a ls need? M a tc h th e a n im a ls t o th e h o u rs s p e n t s le e p in g every day. H ours s p e n t s le e p in g 2 3 4 10 12 16 18 C him pa nzee....... G ira ffe ........ T ig e r ....... C a t....... African e le p h a n t....... P y th o n ....... S h e e p ....... 2 H o w m u ch sleep d o y o u th in k a person needs? Does th is c h a n g e w ith age? Can y o u guess th e w o rld re cord fo r th e lo n g e s t p e rio d th a t a person has g o n e w ith o u t sleep? 3 1 Read th e te x t b e lo w q u ickly. W h a t does it say a b o u t sleep? a) It is im portant to have eight hours sleep a night. b) Lack o f sleep can affect children's physical development. c) Sleep is linked to ou r m ental processes. Sleep - why bother? T h e E m p e r o r N a p o le o n g o t b y o n f o u r h o u r s s le e p a n ig h t a n d th e s c ie n tis t T h o m a s E d i s o n c l a im e d it w a s ( 0 ) .. a .... w a s te o f tim e . S o w h y ( 1) ...........w e n e e d to s le e p ? T h e a n s w e r ( 2 ) .............th a t n o o n e k n o w s . S o m e b e l ie v e th a t s le e p g iv e s t h e b o d y a c h a n c e to r e c o v e r ( 3 ) . . . . . ■• t e d a y ’s a c tiv i tie s , b u t in r e a lity , t h e e n e rg y s a v e d b y s le e p in g f o r e i g h t h o u r s is m i n im a l - a b o u t ( 4 ) ...........s a m e a s th a t o b ta in e d f r o m e a tin g a O n e w a y to u n d e r s ta n d th e r o le o f s le e p is to lo o k a t ( 5 ) ...........h a p p e n s i f w e d o n ’t g e t it. L a c k o f s le e p h a s s e r io u s e f f e c ts ( 6) ...........o u r b r a i n s a b i lit y to f u n c tio n . A f te r o n e n ig h t w ith o u t s le e p , c o n c e n tr a t io n b e c o m e s d if f ic u lt. I f s le e p le s s n e s s c o n t in u e s , t h e p a r t o f th e b r a i n (7 ) c o n t r o ls la n g u a g e , m e m o r y , p la n n in g a n d o u r s e n s e o f ti m e is a ff e c te d . In ( 8 ) ...........w o r d s , it s e e m s w e m u s t a ll s le e p in ( 9 ) ............. to m a in ta i n o r m a l le v e ls o f s k ills ( 1 0 ) ...........s p e a k in g . B u t ( 1 1 ) ............. w e s p e n d a th i r d o f o u r liv e s s le e p in g , it s e e m s th a t ( 1 2 ) . - . • • • is n o s e t m o u n t o tim e t h a t e v e r y o n e n e e d s to s le e p e a c h n ig h t. T h e o n ly d e f i n ite f a c t is t h a t n o n e o f u s c a n m a n a g e w ith o u t it. 2 Read th e te x t a g a in a n d th in k o f th e w o rd w h ic h b e st fits each ga p. Use o n ly o n e w o rd in each gap. T h ere is an e x a m p le a t th e b e g in n in g (0). 4 Read th e c o m p le te te x t a g a in t o check y o u r answ ers. A c c o rd in g to th e w rite r, w h a t is th e firs t e ffe c t o f g o in g w ith o u t sleep? 5 H o w m uch sleep d o y o u need? H o w easy is it fo r y o u to g e t e n o u g h sleep? ■ H o w d o y o u fe e l if y o u d o n 't g e t e n o u g h sleep? Use your brain expressions w ith m in d 1 M a tc h th e s ta te m e n ts o r q u e s tio n s 1 -8 t o th e responses a )-h ). 1 2 3 4 5 6 7 I just can't decide w h a t to wear, g ) Are you going to apply fo r the job? I'm going to w alk to th e North Pole. Is som ething w orrying you? Can I have fish? W hat does telepathy mean? I'm really nervous about my interview next week. 8 I'm sure I'm going to fail my exams. a) You m ust be o u t o f your m ind! b) I th o u g h t you w anted chicken - have you changed your mind? c) Let's go to a movie - th a t'll take your m ind o ff things. d) Is it to do w ith reading other people's minds? e) Oh, no. The idea never crossed my mind. f) You'll pass if you p u t your m ind to it. g) Com e on - make up your m ind! h) Yes, I've g o t a lo t on my m ind at present. 2 A sk a n d a n sw e r th e se q u e s tio n s w ith a pa rtn e r. 1 Do you fin d it hard to make up your m ind w hen there's a choice? 2 Have you ever changed your mind ab ou t an im po rtan t decision? 3 W ha t do you do to take your mind o ff your w ork or studies? 4 Have you ever done anything th a t made your friends th in k you w ere ou t o f your mind? 5 W ould it be a good th ing o r a bad th in g if w e could read other people's minds? 1 BROAD /V\ 1 M D I i * 5 5 1 ABSWT p , ix ^ r v is B a . SMALL & , S 119 UN IT 10 Use your brain Reading 1: m ultiple-choice questions (Part 1) 1 You are g o in g to rea d an a rtic le a b o u t in te llig e n c e . First, discuss th is q u e s tio n . Is an intelligent person someone w ho: • has a good memory? • knows a lo t o f facts? • is good at passing exams? • understands new ideas quickly? • is good at crosswords? • gets on w ell w ith people? • has a successful career? • is im aginative and creative? • know s ho w to ge t w h a t they want? 2 Read th e t itle an d th e firs t p a ra g ra p h o f th e a rtic le . A c c o rd in g to th is a rtic le , w h a t has p la y in g c o m p u te r gam es to d o w ith in te llig e n c e ? 3 N o w rea d th e w h o le a rticle . C hoose th e an sw e r (A, B, C o r D) w h ic h y o u th in k fits be st a c co rd in g to th e te x t. Look back a t th e suggested p ro c e d u re in U n it 4, pa ge 4 4 if necessary. K eep p la y in g that here used to be a general feeling that computer games were bad for you. and books were good. Now people are not so sure. Researchers have found that computer games, television and the Internet have become key factors in boosting children’s IQs up to levels never reached by past generations. The idea that intelligence can be measured was first suggested about a century ago, but at that time it was hard to find tests that gave useful results. Over the past two decades, however, tests have become more subtle and complex and researchers have found that IQ scores can give a good indication of what children’s future exam results will be. Some experts have even claimed that IQ scores can accurately predict what level of income and status young people will achieve ill adult life. Why are today’s youngsters doing so much better than their grandparents? Of course, better nutrition, higher standards of living and improved education all play their part in raising general levels of intelligence. But there seems to be more to it line 1 7 than that. Scientists are attributing the change in intelligence levels to the complexity of modern life. In today’s fast-moving world, young people are required to interact constantly with electronic gadgets and equipment. Research has shown that they are constantly exposed to an increasingly complex and visual world - a world far more stimulating than previous generations lived in. This is developing youngsters’ brains in ways that older generations never experienced. Computers are one of the major sources of stimulation, and activities such as playing games and using the Internet seem to be particularly important. There are still some things that remain unexplained, however. For example, the increase in children’s IQ scores varies according to the type of intelligence being tested. It appears that nowadays people are better at abstract thinking than their ancestors were - but their verbal and mathematical abilities have T In th e first paragraph, th e w rite r says th a t com puter games A have g o t much better recently. B are n o t as good fo r children as reading. C can im prove the intelligence o f young people. D are no w used in m any different ways by children. “Mum, Dad, good news! My IQ test proved negative.’ 120 According to the w riter, in the last tw en ty years IQ tests have become A a substitute fo r examinations. B more d ifficult than they were in the past. C a w ay o f increasing young people's income. D more reliable than they used to be. UN IT 10 COM PUTER G A M E? 35 « 45 so 55 so 65 remained the same as those of previous generations. No one knows why this is the case. Nevertheless, during the last few years there has certainly been a general upward trend, and it has been found that the present generation have IQs about 15 points above their parents. Although this is clearly good news, the surging popularity of computer gaming and other activities has caused concern in some quarters, for two reasons. Firstly, there have been claims that the high levels of violence in the games could encourage children to be aggressive. There have also been fears that children could become addicted to the games, and so be unable to stop playing them. But a recent study found no reliable evidence to prove that computer games contribute to long-term violence or anti-social behaviour. Indeed, it has been claimed that, in moderation, computer gaming is positively good for youngsters. It requires positive qualities such as perseverance, fast thinking and rapid learning. However, it seems that improvements in IQ may not last very long without continuing stimulation. The brain seems to be like a muscle and requires repeated and vigorous exercise to stay fit and healthy. When it comes to IQ, it’s a case of ‘Use it or lose it’. Others argue that computers have only limited value. They fear that young people who spend too much time playing computer games alone will never learn to think independently. They claim that the danger with a computer is that doing repetitive tasks can actually reduce intelligence. In the end, computer games are no substitute for real-life experience and for imagination. Use your brain 5 According to th e w riter, w h a t remains unexplained about children's intelligence? A w hy levels o f some types o f intelligence have remained unchanged B w h y there has been such a rapid rise in general intelligence C ho w children can develop their verbal and m athematical skills D ho w the im provem ent in intelligence levels can be continued 6 Research indicates th a t violence in com puter games A can sometimes be addictive fo r children. B may lead to aggressive behaviour in children. C can make some children nervous o r afraid. D may have little effect on children. 7 W ha t does 'Use it or lose i f mean in line 57? A If you d o n 't use your IQ, you'll become less healthy. B If you d o n 't use your computer, it may be taken away. C If you d o n 't use your brain, your intelligence w ill decrease. D If you d o n 't use your muscles, you'll get unfit. 8 Some people say th a t playing com puter games may affect young people's ability to A make decisions on their ow n. B tell original stories. C fin d w o rk w hich satisfies them . D develop physical skills. 4 C o m p le te each sentence using th e c o rre c t fo rm o f th e w o rd in capitals. 3 'I f in line 17 refers to A the use o f tests. B the effect o f education. C the increase in intelligence. D the im provem ent in fo od standards. 4 W ha t does th e w rite r say about young people and electronic equipm ent nowadays? A They sometimes fin d th e equipm ent confusing. B The equipm ent makes things to o easy fo r them . C The equipm ent is an im portant part o f their daily lives. D They depend on th e equipm ent fo r th eir entertainm ent. 1 T h e ............ o f m odern life can be stressful as w ell as stim ulating. COMPLEX 2 T h e ............ o f com puter games is likely to increase am ong older people. POPULAR 3 Violent com puter games can make the people w h o play them v e ry ............... AGGRESSION 4 C om puter games do not really stim ulate people's .............. IM AG INE 5 Fears th a t playing com puter games can make you less intelligent a r e ............ GROUND 5 If y o u w o u ld like t o tr y som e IQ puzzles t o te s t y o u r m e n ta l a g ility , tu r n t o pa ge 190. U N IT 10 Use your brain Grammar 2: i t is, th e re is T h i s IS a b o a r d g a m e f o r tw o p la y e r s . ( 1 ) is b e h e v e d to h a v e c o m e f r o m In d ia o r ig i n a l l y ( 2 ) 1 1 T h ere are seven m istakes in th e use o f i t and th e re in th e fo llo w in g sentences. Find th e m istakes a n d c o rre c t th e m . There E xam ple: tt used to be a feeling th a t com puters were bad fo r you. 1 There's going to be really h o t tom orrow . 2 It's no need to hurry. 3 It's a pity th a t you can't come. 4 It once used to be a river here. 5 There was very crow ded in the market. 6 It is said th a t fish is good fo r th e brain. 7 It's no po in t in getting upset. 8 It's a long w ay to the to w n centre. 9 It is no charge fo r admission. 10 There's no t w o rth w orrying about. 2 N o w c o m p le te th e rules w ith i t o r th e re . A W e u s e ............ t o b e g in a sentence d e sc rib in g w h e th e r o r n o t s o m e th in g exists. This is o fte n fo llo w e d by an in d e fin ite n o u n (e.g. a riv e r). p iee c e s° s , omr Z m e n , to p la y w ith W * .■ « ....... j o n e o f th e m o s t c o m p lic a te d g a m e s in th e w w l d . ° ° w a d a y s ( 4 ) .............is p o s s i b le to p la y th e g a m e a g a in s t a c o m p u te r . ^ T h i s i s a q u ic k g a m e a n d ( I ) .............» l° p la y l m s is a 4 6 • n o s p e c i a l e q u i p m e n t ( 3 ) ............. ” IS [nay d With.w o p e o p l e , w h o u s e t h e i r h a n d s to T ' f TM’£ « > » three c^ 0 ices Ol *** « *»1 to d e c id e w h o w in s e a c h tim e . ^ ^ ........ ^ one in most daily newsnan^rc onri people are addicted to this ga” ) f aw 2 game, in which you write the answer to questions in a nrir 7 °f,nU™bered boxes- Sometimes (3).. is a pnze for the first person to send in the correct answers ( 4 ) .......... js claimed that this game keens B W e u s e ............ to b e g in a sentence g iv in g in fo rm a tio n a b o u t tim e , w e a th e r an d dista nce. C W e u s e ............ as th e su b je c t o f a sentence t o re fe r fo rw a rd s t o a clause w ith th a t, an in fin itiv e o r an -in g fo rm . • DSROSROCW ZULEZP • SHESC • PPARE, SCSISROS, TSNOE 3 G ra m m a r re fe re n ce p.200 2 1 C o m p le te th e d e sc rip tio n s o f th re e d iffe re n t gam es using i t o r th e re . 2 Th en d e cid e w h a t g a m e is b e in g described. Use th e ju m b le d le tte rs in th e b o x to h e lp you. Discuss th ese q u estio ns. 1 W ha t kind o f board games do you enjoy playing? 2 W h a t w ord games do you know? 3 W hich games are you best at? 4 W rite a s h o rt d e s c rip tio n o f a n o th e r ga m e o r pu zzle , w ith o u t g iv in g th e nam e. Then g ive it t o a n o th e r s tu d e n t a n d ask h im /h e r t o guess w h a t th e g a m e is. UN IT 10 Vocabulary 2: education This t_ is -a _n;^u> rapidly nmufinn growing r.icourse with a very I T protectsapproach. After the first two years of (2) placement taSght in the university, students.dc.a year s (3) coursework working with a company^before returning to the university for the final year Studente will need to have their own computer for this course, as some of the work involves doing special (4) continuous assessment which need to be submitted electronically. A system of (5) practical is used and there are no final examinations. 1 Read th e fo llo w in g te x t a n d choose th e c o rre c t a lte rn a tiv e in each sentence. I really enjoyed my first experience o f school. I w ent to the local (1) prim ary / nursing school where th e (2) classes / lessons w ere small and the (3) professors / teachers w ere kind and friendly. A t eleven I w en t to a secondary school and although I d id n 't enjoy studying all th e (4) subjects / topics I d id like learning languages and I loved learning to play th e guitar. I g o t especially go od (5) po in ts / marks in music! My older bro the r trie d to (6) teach / learn me everything I d id n 't understand in Maths, and he spent a lo t o f tim e (7) revising / reviewing w ith me before I (8) to o k / made my exams. It was due to his help th a t I (9) succeeded / passed my final exams and I d id n 't have to (10) retake / remake them . N ow I'm at university and I'm enjoying th e (11) course / study very much. I'm (12) fo llo w ing / studying Sociology. 2 T h in k a b o u t y o u r o w n experiences o f e d u c a tio n , e ith e r n o w o r in th e past, a n d discuss th e se to pics: • similarities w ith o r differences fro m th e description in Exercise 1 • your most/least favourite subjects • your experiences o f examinations • ho w much you enjoyed/are enjoying your education Use your brain 2 W h ich o f th e tw o courses a b o ve w o u ld y o u p re fe r to ta k e ? W hy? 4 1 Read th e fo llo w in g sentences a n d m a tch th e h ig h lig h te d phrasal verbs to th e ir m e an ing s. 1 I can't w o rk these figures o u t in my head! e) 2 I was so nervous th a t I c ouldn't take in w h a t he was saying. 3 He catches on to new ideas very quickly. 4 He's good at getting complex ideas across. 5 She couldn't get dow n to her hom ework. 6 She picks up languages very easily. a) b) c) d) e) f) begin to understand concentrate on som ething explain som ething to someone learn som ething w ith o u t trying calculate som ething understand som ething you listen to o r read 2 W o rk w ith a p a rtn e r an d ask each o th e r q u e s tio n s using th e verbs above. 3 1 Read th e fo llo w in g ex tra c ts fro m a co lle g e h a n d b o o k . T h e w o rd s in italics are in th e w ro n g place. D ecide w h e re th e y sh o u ld go. E xam ple: Can y o u w ork o u t M aths problem s in y o u r head? 5 W h a t d o y o u th in k is th e m a in pu rp o se o f g o in g t o school? Is it: This is one of the most popular degree dn?ffedrentPs°fba S i * ? :Z h n g S • to learn facts? • to pass exams? • to learn ho w to get on w ith other people and develop social skills? • to learn skills th a t help w ith real life? in rrlSZSSESsSB? 123 UN IT 10 Use your brain Grammar 3: structures w ith g e t and g o t 1 W h a t d o y o u d o in o rd e r to p u t o f f s tu d y in g ? T h in k o f th re e th in g s . E xam ple: / g o an d g e t a cup o f coffee. N o w rea d th e no te s b e lo w , w h ic h w e re m a de by a s tu d e n t c alled O liver. A re a n y o f th e th in g s m e n tio n e d th e same as yours? 124 UN IT 10 2 O liver's no te s ha ve e ig h t h ig h lig h te d phrases w h ic h a ll c o n ta in th e w o rd s g e t o r g o t. C o m p le te th e ta b le b e lo w by a d d in g th e m issing w o rd s to th e firs t c o lu m n , a n d c o m p le tin g th e list o f exam ples fro m th e notes. 1 S tru c tu re M e a n in g E xam p le 1 have g o t + noun possession I haven't g o t the instructions. 2 g e t + noun obtain, receive. fetch 3 have g o t to + obligation 4 g e t + ............ become 5 g e t + past participle passive 6 g e t + ............ movem ent 2 W rite s h o rt (tru e ) answ ers t o fo u r o f th e q u e s tio n s in th e circles b e lo w . I d o n 't w a n t to get hungry. to get to Arizona fro m here ! N o w fin d fo u r m o re phrases w ith g e t in O live r's no tes a n d m a tch each t o o n e o f th e s tru c tu re s in th e ta b le above. 3 Lo ok back a t O liver's no te s an d fin d a phrasal v e rb w ith g e t w h ic h sums u p w h a t O liv e r needs to do. 3 1 Use your brain Read th e se qu estio ns. W rite tw o m o re q u e s tio n s w ith g e t. • • W hen did you last get your hair cut? • H ow long does it take you to get dressed in the m orning? • W ha t have you g o t to do this week? • H ow long does it take you to ge t to th e m iddle o f to w n fro m your home? • H ow many CDs have you got? • Where's th e nearest place to your classroom w here you can get a drink o f water? • H ow many cousins have you got? 3 N o w lo o k a t y o u r p a rtn e r's answ ers a n d try to guess w h a t in fo rm a tio n each o n e relate s to . You: Have you g o t 21 CDs? Your partner: No. You: OK. So have you g o t 21 cousins? Your partner: Yes' 4 W h a t ad vice w o u ld y o u g ive O liv e r o n h o w to be a b e tte r s tu d e n t? W h a t are th e fiv e m o st im p o rta n t chara cte ristics th a t m a ke a g o o d s tu d e n t? 125 UN IT 10 Use your brain Exam focus P a p e r 5 S p e a k in g : c o lla b o r a tiv e ta s k /d is c u s s io n (P a rts 3 a n d 4 ) A b o u t th e exam : In P art 3 o f th e S pe akin g te st, y o u a n d y o u r p a rtn e r discuss a s itu a tio n o r ta sk o u tlin e d by th e in te rlo c u to r. You are g ive n som e p ictu re s to base y o u r discussion o n . In P art 4, y o u an d y o u r p a rtn e r discuss q u e s tio n s w h ic h e x te n d th e to p ic o f P art 3. P rocedure 1 Listen c a re fu lly t o th e in s tru c tio n s fo r P art 3. If y o u d o n 't u n d e rs ta n d e xa ctly w h a t y o u have to do, ask th e in te rlo c u to r t o re p e a t th e m . 2 Discuss th e visuals w ith y o u r p a rtn e r, and fin a lly com e to a co n clu sio n to g e th e r. You have to ta lk fo r th re e m in u te s, so y o u ne ed to discuss a t least som e in d e ta il. You d o n 't have to agree. 3 In P art 4, tr y t o in itia te discussion as w e ll as a n s w e rin g th e in te rlo c u to r's q u estio ns. DO respond to w h a t your partner says and ask him /her questions. D O N 'T try to dom inate o r in terru pt your partner in an abrupt way. (J ) 1 Y ou w ill h e a r tw o s tu d e n ts d o in g a P art 3 task. Writing: article 1 Read th is task a n d u n d e rlin e key w o rd s. T h en an sw e r th e q u e s tio n s b e lo w . Y o u r co lle g e m a g a zin e is p ro d u c in g a special e d itio n o n e d u c a tio n . S tu d e n ts ha ve be en asked t o w r ite a rticle s o n th e fo llo w in g to p ic : H ow do you learn best? Tell us a b o u t y o u r favourite ways o f studying, an d the things th a t help you to learn. W rite y o u r article in 1 2 0 -1 8 0 w o rd s. 1 2 3 4 2 Plan y o u r a rtic le . You can lo o k ba ck a t U n it 8 pa g e 102 fo r h e lp w ith p la n n in g . 3 Look a t th e sentences th a t s tu d e n ts have w r itte n . Find a n d c o rre c t th e m istakes. ^ 1 Lo ok a t th e pictu re s o n pa g e 186 an d liste n to th e in te rlo c u to r's in s tru c tio n s . W h a t tw o th in g s d o th e s tu d e n ts have t o do? When w e a r e d iscu ss ideas Ao^eAher^ Ahey a r e e a s ie r Ao remember- buv 1 alw ays need Ao wriAe Vhem down. 1 interacted w ell w ith his/her partner? 2 had the best range o f vocabulary and grammar? 2 W o rk in g ro u p s o f th re e . Student A: You are the interlocutor. Turn to page 184 and tell the candidates w h a t to do. Students B and C: You are the candidates. Turn to page 186 and fo llo w th e interlocutor’s instructions. 2 W h e n y o u have fin is h e d , fo rm n e w g ro u p s and cha n g e roles. 3 N o w discuss th e a c tiv ity. H o w w e ll d id th e c a n d id a te s fo llo w th e sugg ested p ro ce d u re ? 126 1 find AHaA iA helps a loA Ao vary a way AhaA 1 svudy because Ahen 1 n o ^eA boring. I p refe r io siudvj w iih oilier peoples, raiher ifian io siudvjing alone, because i i ’s more moiivaiing. 2 N o w liste n to th e s tu d e n ts, A g n a a n d M a rtin , d o in g p a rt o f th e task. W h ic h s tu d e n t: 1 You are g o in g t o ro le -p la y Parts 3 an d 4. W ho are you w ritin g this article for? W ha t style should you use? H ow many things do you have to w rite about? Are you giving general facts or personal inform ation? 4 I f I am sTucfcj some-thing difficult, I like To have music placing as rt helps me To fe el relax. We aren’t need t o W rite o u r c o m p o s itio n s on c o m p u te r, b u t i f X do th is X fin d i t ea sier t o see my m is ta k e and c o y y &c + t o them . 4 N o w w r ite y o u r a rtic le . W h e n y o u have fin is h e d , check y o u r w o rk . W ritin g re fe re n ce pp. 206, 211 1 m Ts 6 _ 1 0 Progress test 1 T h ere is a m ista ke w ith v o c a b u la ry in each o f th e fo llo w in g sentences. Find th e m istakes an d c o rre c t th e m . 1 The battery o f my mobile phone needs refilling. 2 The tw o stars w ere upset at being snapped by journalism during th eir honeym oon. 3 I need to do an urgent phone call. 4 She claims she never says lies. 5 You shou ldn 't speak bad things about people in your family. 6 It doesn't m atter ho w you look like here. 7 Several people dropped o u t th e project before the end. 8 The shop sells microwaves, toasters and other types o f kitchen equipments. 9 The school has excellent facility, including a sw im m ing pool and com puter centre. 10 The design o f the new library is spectacle. 11 Lucy carried an interesting experiment. 12 M y grandm other was always very supporting of me, and helped me a lot. 13 I don't feel confidence about making a speech. 14 I can't make my m ind w h a t to w ear to nig ht. 15 Scientists can be rather unaccurate in their predictions. 2 T h e re is o n e m ista ke in each o f th e fo llo w in g sentences. This m ay be an in c o rre c t w o rd , an e x tra w o rd , o r a w o rd m issing. Find each m ista ke a n d c o rre c t it. 1 That m ust be photograph o f my grandm other w hen she was young. 2 You could try w ith looking on the Internet. 3 Ben m igh t been abroad in 2006. 4 Once personal com puters had been developed, th eir use it spread quickly. 5 It's likely th a t you w ill offered the jo b if your qualifications are satisfactory. 6 I've fo und the book th a t you left it at school. 7 The to w n w here I used to live in hasn't changed much. 8 If I having a headache, I take an aspirin. 9 W e'd ge t there m ore quickly if she take th e car. 10 You w o n 't make me to change my m ind. 11 It's high tim e Benjy having his dinner. 12 W hen w e w ere little, w e w ere used to go to bed very early. 13 I have tw o brothers, w h o are both older me. 14 Surely you needn't going yet? 15 You need to checking his w o rk carefully. 3 Lo ok a t th e fo llo w in g pairs o f sentences. D ecide if th e sentences in each p a ir have a) th e sam e m e a n in g o r b) d iffe re n t m e anings. U n d e rlin e th e pa rts o f th e sentences th a t have d iffe re n t m e anings. 1 That photograph has been touched up a bit. That photograph has been slightly enlarged. 2 You can't be serious! You d o n 't have to be serious! 3 Flow long did it take to w rite the book? Flow long did it take fo r the book to be w ritten? 4 This sort o f research could have enorm ous value fo r some people. Some people could benefit greatly from this type o f research. 5 If the bus was cancelled, w e could get th e train. W hen th e bus was cancelled, w e w ou ld get the train. 6 They d o n 't let th e children go o u t on th eir ow n. The children aren't allow ed to go o u t on their own. 7 I'd like to go sailing every day. I like going sailing every day. 8 Fie tried to record the lecture. Fie tried recording th e lecture. 9 Colin is my sister's son. Colin is my uncle. 10 I feel very bad ab ou t having argued w ith him. I really wish I ha dn 't argued w ith him. 11 Miles received a lo t o f encouragem ent fro m Cindy. Miles encouraged Cindy a lot. 12 In the past, w hen people had to travel long distances, they w ou ld often w alk. People in th e past often used to w alk w hen they had to travel long distances. 13 They d id n 't notice th e sign saying th a t it was a private path. There was a sign th a t said the path was private, bu t they d id n 't see it. 14 Those jeans really fit you. Those jeans really suit you. 15 She had a lo t o f difficulty m aking up her mind about w h a t to do. She fo und it very d ifficu lt to decide w h a t to do. 127 UNITS 6 -1 0 Progress test Use of English: m u ltiple choice cloze Use of English: open cloze ( P a r ti) (Part 2) 4 For q u e s tio n s 1-1 2, rea d th e te x t b e lo w a n d d e cide w h ic h an sw e r (A, B, C o r D) best fits each ga p. T h ere is an e x a m p le a t th e b e g in n in g (0). 5 For q u e s tio n s 13-24, read th e te x t b e lo w a n d th in k o f th e w o rd w h ic h best fits each ga p. Use o n ly o n e w o rd in each ga p. T h ere is an e x a m p le a t th e b e g in n in g (0). A MODERN ROMANCE I ‘met’ Christie early one Friday evening in an Internet (0) ....room. She was American, and I was completely (1) .......... by her. We began emailing each other immediately. The first few days of our correspondence were wonderful, and although it felt (2).......... we already knew each other, there were still lots of things to (3)............ As the days became weeks, I realised I was (4)..........in love with her. Soon we found that we were spending a fortune on phone bills, and so we decided that we had to meet. She was at college and couldn’t (5).......... to come to England, so I flew out to New York. It was incredibly romantic. As I walked into the Arrivals Building at Kennedy Airport our eyes (6).........., and even though we had never exchanged photographs we immediately (7)..........each other. We just talked and talked for a week. Our relationship felt perfect, but we both knew that if it was going to (8).........., one of us would need to (9)..........the idea of moving to the other (10)..........of the world. In the end, we tearfully decided that it was not possible, and we (11) ............We still write and talk on the phone from time to time, and I think (12)..........Christie as one of my dearest friends. 0 1 2 3 4 5 6 7 8 9 10 11 12 128 A A A A A A A A A A A A A talk secured as though make o u t dropping afford m et recollected operate accept surface broke up on B chat B caught B in case B look in B falling B spare B touched B recognised B run B receive B section B cut dow n B to C speak C held C if only C fin d out C going C spend C joined C revealed C w ork C take C part C p u t o ff C of D D D D D D D D D D D D D tell charmed such th at take on slipping account contacted recalled perform agree side w e n t ou t fo r SAFE AT HOME Most people are concerned about (0) ..f#?.?... their houses look like - but maybe they should be more worried about how safe they are. Every year, over two million people in England injure (13)..........at home. Injuries are often caused (14)........... falls on the staircase. But every room in the house has (IS)...........own special dangers. Accidents may happen in bedrooms if people climb up (16) .........reach a high shelf, or fall over things on the floor. Shoes, (17) .........particular, seem to cause a lot of injuries. In the bathroom, faulty electrical wiring or a tube of toothpaste left lying on the floor could cause you or (18) ......... else in your family to end (19) ..... . in hospital. Your living room may seem a safe place, but last year more (20)........... 35,000 people needed hospital treatment after accidents involving chairs and sofas. Toys also cause injuries not (21).........to children but to all age groups. However, (22)...........most dangerous place in the house seems to be the kitchen, with its sharp knives and hot liquids. Even outside the house (23)...........arc dangers. In the garden you may be bitten by insects or fall from a ladder. Garden equipment such (24)...........spades can be especially dangerous. But nearly all these accidents can be avoided with just a little care. UNITS 6 -1 0 Progress test Use of English: w ord fo rm atio n (Part 3) 6 For q u e s tio n s 2 5 -3 4 , read th e te x t b e lo w . Use th e w o rd g iv e n in capitals a t th e e n d o f som e o f th e lines to fo rm a w o rd th a t fits th e g a p in th e same line. T h ere is an e x a m p le a t th e b e g in n in g (0). HOW TO BOOST YOUR BRAIN POWER Many people would like to know how to improve their (0) /(?£?/!!£?!??.?. . There are several (25)............... things you can do in order to achieve this. Try to eat more fish, especially oily fish such as sardines. Scientists believe that this will help you to remember things more (26)................. Some people also believe that eating vegetables will keep your brain cells (27)................. It’s important to make sure you get enough exercise, and enough sleep. You could also take up something (28) ......., such as painting or drawing, as things like this develop the (29) .......power of your brain. No matter what your age, it’s important to keep on using your brain, and to look for (30)............... which will stimulate it. If you’re not sure how to do this, you could give some (31)............... to joining an evening class. You could learn how to improve your computer skills, or learn a new language. If you do decide to do this, try to use new and (32)............... ways of recording the vocabulary from your lessons, to help you to (33)............... the new words and expressions that you meet, so that you can remember them without any (34)............... when you need them. Use of English: key w ord transform ations (Part 4) 7 For q u e s tio n s 3 5 -4 2 , c o m p le te th e second sentence so th a t it has a s im ila r m e a n in g to th e firs t sentence, using th e w o rd g ive n . Do not change th e w o rd given. You m u st use b e tw e e n tw o a n d fiv e w o rd s, in c lu d in g th e w o rd give n . H ere is an e x a m p le (0). Example: 0 You m ust do exactly as I tell you. carry You m ust ..?.a rry ° u*. T V .....instructions exactly.3567 35 You should make an e ffo rt to stop smoking, up You should t r y ..................................sm oking. 36 Edward has the ability to succeed in his exams, capable E d w a rd ..................................in his exams. IN TELLIG EN T PRACTICE EASY HEALTH ART CREATE ACT T H IN K USUAL MEMORY DIFFICULT 38 The num ber o f people studying inform ation technology has increased sharply. rise There h a s ............-..................... the num ber of people studying inform ation technology. 39 You answered all the questions so I'm sure you passed th e exam. must You answered all th e questions so ..................................the exam. 40 W riting a letter is no t necessary in this case, need Y o u ..................................w rite a letter in this case. 41 I hated my new school at first, th oug h no w it's not so bad. g e tting I hated my new school at first, th oug h I ..................................now. 42 It was Julia w h o w ore th a t dress, by That d re ss ..................................Julia. 37 I w ou ld really like to be able to play the piano, w ish I ........................... play the piano. Go to w w w .iT e s ts .c o m o r y o u r C D -R O M fo r in te ra c tiv e e x a m practice. UNIT 11 Hard at work PERSONALI TY QUIZ Speaking 1 Are you a ‘people person’? j>V 1 The q u iz b e lo w aim s t o h e lp p e o p le d e cid e w h a t s o rt o f w o rk m ig h t be s u ita b le fo r th e m . Do th e q u iz w ith a p a rtn e r. 1 W o rk o u t y o u r score. 1 You have ju s t jo in e d a Keep Fit class. D o y o u : A stand at the back and avoid everyone's gaze? B stand in th e m iddle and say hello to th e person next to you? C jo in the big group at the fro n t and start chatting? A = 5 marks B = 10 marks C = 15 marks 2 You’ve been In vite d to a p a rty but y o u r best frie n d c a n ’t go. Do y o u : stay at home? T here’s no way y o u ’ re go in g w ith o u t them , call the person dow n the street w ho y o u ’ve been m eaning to make frie n d s w ith and ask if they w ant to go w ith you? go to the party on y o u r ow n it ’ll be fun m eeting new people! Are you a leader or a team player? 2 N o w lo o k a t pa g e 190. D o y o u a g re e w ith th e results? You’ve been asked to lo o k a fte r y o u r six y o u n g e r cousin s. Do y o u : refuse? agree u n w illin g ly and send them to bed im m ediately so you can w atch a video? arrive early w ith a pile o f toys and games to play w ith them? 3 D ecide w ith y o u r p a rtn e r w h ic h o f th e jo b s b e lo w w o u ld be best fo r y o u . T h in k a b o u t: • w h a t th e jo b involves • w h a t qualities are needed fo r the job. 4 You are w o rk in g in a coffe e bar on S aturdays and th e m anager is o ff s ick. Do y o u : A w ait fo r one o f th e others to tell you w hat to do? B make a list o f the jo b s to be done and share them o u t fa irly betw een you? C te ll the others to do the w ork w hile you th in k up new ways to im pro ve business? How do you feel about change? architect director doctor fire fighter illustrator interior designer nurse vet politician Press O fficer actor Public Relations (PR) sales assistant sports coach w rite r m arketing executive magazine editor teacher You and y o u r frie n d s are p la n n in g a h o lid ay. W h a t’s y o u r idea o f fun? cam ping o u t in a local cam ping area tw o weeks by the sea w ith lots o f n igh tlife a ro u n d -th e -w o rld tic k e t fo r th ree m onths 6 W hich o f the fo llo w in g phrases best de scrib es you? A You love ju s t being at hom e. B You w ant to try new things but th in k in g about it can be a bit scary. C You’ re hungry fo r adventure. You're no t afraid to try anything! What motivates you? 7 A B C W hich o f these th in g s w o u ld you fin d th e m o st satisfying ? s hop pin g fo r designer clothes a bike ride on a sunny day p a in ting a m ural on y o u r bedroom wall i^r$r$r^Y^Y^Y^Y^Y$r$r^Y^Y 130 Exam focus Paper 4 Listening: multiple matching (Part 3) A b o u t th e e xa m : In Paper 4, P art 3, y o u h e ar fiv e s h o rt re la te d extracts. T hey m ay be a b o u t th e same s itu a tio n o r a b o u t th e sam e to p ic . You have to m a tch fiv e sentences o r phrases to th e extracts. T h e re is an e x tra sentence w h ic h does n o t m a tch a n y o f th e extracts. You h e a r all th e extracts tw ic e . P rocedure 1 Read th e ru b ric , w h ic h te lls y o u th e g e n e ra l to p ic o f th e extracts. You w ill also h e a r th e ru b ric in th e re c o rd in g . 2 Read th e sentences o r phrases a n d u n d e rlin e key w o rd s. 3 W h e n y o u h e ar th e ex tra c ts th e firs t tim e , listen fo r phrases w ith a s im ila r m e a n in g to th e key w o rd s. R em em ber th a t th e actu a l w o rd s in th e re c o rd in g w ill p ro b a b ly be d iffe re n t. 4 W h e n y o u liste n th e second tim e , check y o u r answ ers an d m a tch any item s y o u d id n 't g e t th e firs t tim e . TIP! If y o u c han ge o n e o f y o u r answ ers th e second tim e y o u liste n, re m e m b e r th a t th is m ay a ffe c t y o u r o th e r answ ers as w e ll. 1 You w ill h e a r fiv e p e o p le ta lk in g a b o u t w h a t it's lik e to liv e an d w o rk in a b ig city. C hoose fro m th e list A -F w h a t each speaker says a b o u t his o r h e r jo b . Use th e le tte rs o n ly once. There is on e extra le tte r w h ic h y o u d o n o t need to use. ha 7 ,r/r “* “»■r. = r ■{ ^v/cf > a day/week/month/year five times [ several times J every day/week/month/morning/afternoon/evening every three/couple of/few years on Monday/Wednesday/weekdays, etc. 2 These adverbs usually come at the end of the sentence: I phone my sister several t i m e s a d a y He goes jogging e v e r y m o r n i n g They go abroad e v e r y f e w y e a r s They may come at the beginning for emphasis. S e v e r a l t i m e s a m o n t h I go to the cinema. 2.6 Sentence adverbs Sentence adverbs do not modify the verb, but express the speaker's opinion or attitude. 1 The following adverbs explain how he/she is speaking: honestly, personally, seriously etc. P e r s o n a l l y , I think it's wrong to hunt animals. S e r i o u s l y , this is an important question. 2 The following adverbs comment on how likely something is: actually, certainly, clearly, definitely, maybe, obviously, perhaps, possibly, probably, surely, etc. P e r h a p s / M a y b e it will rain tomorrow. S u r e l y he is going to come? We'll p r o b a b l y be late. 3 The following adverbs explain the speaker's reaction to some event: annoyingly, hopefully, luckily, naturally, surprisingly, understandably, etc. H o p e f u l l y , we'll win the match. 4 Sentence adverbs usually come at the beginning of the sentence. However, the adverbs certainly, definitely possibly and probably usually come in the middle of the sentence, after the verb be, before the main verb, or after the first auxiliary verb. He is d e f i n i t e l y not a friend o f mine. I'll c e r t a i n l y be seeing her tomorrow. 2.7 Intensifiers: a lm o s t, b a r e ly , h a rd ly , n e a r ly , s c a rc e ly These adverbs have a negative meaning. They come in the middle of the sentence. / a l m o s t / n e a r l y missed the train. We could b a r e l y hear the speaker. She h a r d l y knew anyone at the party. 3 Articles 3.1 The definite article: t h e We use the definite article the: • when the person or thing referred to is unique T h e s u n came out and soon we were dry. T h e P r e s i d e n t is giving a speech tonight. th e Lo n d o n M a ra th o n , t h e O ly m p ic G a m e s • to talk about specific things when the context makes it clear what we are referring to Your shoes are in t h e c u p b o a r d Your dinner's in t h e f r i d g e • to talk about previously mentioned things A man and a woman walked into the room. T h e m a n was wearing sunglasses. • with superlatives He's t h e b r a v e s t p e r s o n in the team. • to talk about a generic class of things T h e b i c y c l e was invented about 200 years ago. T h e t i g e r is in danger o f becoming extinct. • with oceans, seas, rivers and deserts He's sailed across t h e A t l a n t i c and t h e P a c i f i c . We went by canoe up t h e O r i n o c o She said she'd driven across t h e S a h a r a Grammar reference • with plural mountain ranges and island groups Are t h e A n d e s as high as t h e H i m a l a y a s ? T h e B r i t i s h I s l e s include t h e I s l e o f W i g h t and t h e I s le o f M a n • with continents and countries whose name includes a common noun He's from t h e C z e c h R e p u b l i c , but he's living in t h e U n it e d S t a t e s • areas There is a range o f mountains in t h e n o r t h • with hotels, cinemas, theatres They had afternoon tea at t h e R i t z That new Polish film is on at t h e O d e o n • with newspapers 2 Also use no article in the following expressions: to/at/from school/university/college at home go home in/to class to/in/intolfrom church to/in/into/out o f prison/hospital/bed to/at/from work for/at/to breakfast/lunch/dinner by car/bus/bicycle/plane/train/tube/boat on foot by accident/chance T h e T im e s , T h e G u a r d ia n , T h e I n d e p e n d e n t • with national groups T h e E n g l i s h are a mixed race. 3.2 The indefinite article: a /a n Use the indefinite article a/an: • with (singular) jobs, etc. She's a n a r c h i t e c t Is your sister a f o o t b a l l f a n , too? • with singular countable nouns (mentioned for the first time or when it doesn't matter which one) I'd like a s a n d w i c h and a g l a s s o f o r a n g e j u i c e . What you need is a r e s t • with these numbers: 100, 1,000, 1,000,000 There were over a h u n d r e d people at the wedding. He made a m i l l i o n dollars in one year. • in exclamations about singular countable nouns What a n a m a z i n g v i e w ! 3.3 The zero article 1 We use no article (the zero article) when talking about: • uncountable, plural and abstract nouns used in their general sense We had awful w e a t h e r on holiday H a p p i n e s s isn't the only thing in life. • continents and countries They are going to visit A f r i c a Have you been to N e p a l ? • mountains and lakes They are going to climb M o u n t E v e r e s t Is L a k e T i t i c a c a in Peru? • villages, towns and cities S a n M a r c o is a pleasant little fishing village. S a f f r o n W a l d e n is a small market town near Cambridge. A u c k l a n d is the biggest city in New Zealand. • streets, roads, etc. In London, there are some good shops on O x f o r d S tre e t. • magazines Do you read T i m e magazine? • illnesses I've got f l u and Sue's got i n d i g e s t i o n W a tch O u t! I've got a h e a d a c h e and I think I'm getting a c o l d . 4 Comparison 4 .1 Types o f comparison There are three types of comparison: 1 to a higher degree (comparative form + than) Mountain climbing is more dangerous than windsurfing. The Andes mountains are higher than the Alps. 2 to the same degree {as... as) Hiring a car would cost just as much as getting a taxi. I don't enjoy swimming as much as I used to. 3 to a lower degree (with less + than and the least) I am less keen on taking risks than I used to be. Antarctica is the least densely populated continent. 4.2 Comparative and superlative form s o f adjectives 1 One-syllable adjectives Add -erand -est to'form the comparative and superlative of one-syllable adjectives. Which is the highest mountain in the world? For one-syllable adjectives ending in a vowel + a consonant, double the consonant, e.g. h o t-h o tte r hottest. For one-syllable adjectives ending in -e, add -r and -st, e.g. fine - finer - finest. 2 Two-syllable adjectives ending in -y and -ow For two-syllable adjectives ending in -y after a consonant, drop the -y and add -ier and -iest. Childhood is the happiest time o f your life. For two-syllable adjectives ending in -ow, add -er and -est. The road became narrower as we went along. For other two-syllable adjectives see 4.3 below. 4.3 m o r e and m o s t + adjective Use more and most with: • two-syllable adjectives (except for those listed in 4.2) Walking at high altitudes is more tiring than at sea level. It was the most boring magazine I'd ever read. • adjectives with three or more syllables This exam was more difficult than the last one. This is the most interesting book I've read. Grammar reference 4.4 Irregular com parative and superlative adjectives 5 Conditionals These are the most common irregular forms: good - better - best bad - worse - worst little - less - least much - more - most far - further/farther - furthest/farthest Jim is a better player than I am, but John is the best. It's the worst game I've ever seen. It's even worse than their last one. You live further from the station than I do, but Pedro lives the furthest away. 5 .1 Conditional linking w ords and punctuation 4.5 Comparing adverbs Most adverbs of manner have two or more syllables. Therefore they form their comparatives and superlatives with more and most. If you speak more clearly, everyone w ill be able to hear you. Sami works the most quickly 2 Adverbs with the same form as adjectives form their comparatives with -er and -est. I can run fast, but Toni can run even faster We were the earliest people to get to the party. He’ll need to work much harder if he’s going to pass the exam. It’ll take much longer if we walk - let’s get the bus. Who’s the quickest at mental arithmetic? We’ll get there sooner if we walk. 1 4.6 Irregular com parative adverbs 1 badly and well use the same comparative and superlative forms as bad and good. I did worse in Maths than I’d expected, but better in English. 2 Other irregular forms include: late - later - latest, much more - most, little - less - least Tom arrived later than Peter, but Mary arrived last. I don’t go to the cinema much, but I go more than I used to. She likes Howard less than Dean, but she likes Sylvester least o f all. 4.7 M odifying com parisons We can use the following words to modify comparatives: far / much / a lot cheaper/less expensive very much bigger/better rather harder a bit / slightly / a little faster no worse than not any quicker just as good as almost / not quite as expensive as not nearly as cheap W a tch O u t! You cannot use very with comparatives. Common conditional conjunctions are: if, as/so long as, unless, even if, providing, provided (that), on condition that, no matter how/who/what/where/when When the clause with the conditional linking word (if, unless, etc.) is at the beginning of the sentence, there is a comma. When the main clause begins the sentence, there is no comma. I f y o u g i v e m e y o u r n u m b e r , I'll phone you tomorrow. A s l o n g a s y o u t a k e y o u r m o b i l e , I can phone you any time. I w on't go u n l e s s y o u c o m e w i t h m e (= if you don't come with me) We're going on the walk e v e n i f i t r a i n s I'll help you o n c o n d i t i o n t h a t y o u d o n ' t t e l l . N o m a t t e r h o w m a n y t i m e s y o u a s k m e t o , I won't do it. N o t e : in case is used to describe things we do as precautions against what might happen. I'll take the mobile i n c a s e I need to phone you. 5.2 General truths F O R M : If + present simple U S E : to describe a general + present simple in the main clause truth I f there i s life on other planets, we a r e n o t alone. U n l e s s lions a r e frightened or hungry, they're n o t very dangerous. 5.3 Possibility/likelihood in the p resen t or future F O R M : If, etc. + present simple/present continuous/present perfect + present continuous, future or imperative in the main clause . U S E : to describe what is possible or likely in the present or future You w o n ’t g e t an interview u n l e s s you've f i l l e d in an application form. A s k Tom to buy the land n o m a t t e r how much it costs. I f you're w a t c h i n g TV, you w i l l see him presenting the news. 5.4 Unlikely o r contrary to p resen t fact lf + past simple/continuous + would/could etc. + past participle in the main clause FORM : USE: 1 To talk about something: • that is contrary to the present facts, or seen as very unlikely to happen If I w a s / w e r e twenty years younger, I ’ d e m i g r a t e If I w a s / w e r e Prime Minister, I ' d m a k e health care free. • which is very unlikely to happen in the future N o m a t t e r how safe it w a s , I w o u l d n ' t w a n t to travel in space. I w o u l d n ' t a p p l y for that job u n l e s s I t h o u g h t I had a good chance o f getting it. 2 To give advice. I ' d w r i t e it out again i f I w e r e y o u Grammar reference 5 .5 contrary to fact in the p a st FORM: lf + past perfect + would/could etc. have + past participle in the main clause USE: to describe something in the past that could have happened but didn't, or that shouldn't have happened but did I w o u l d n ' t h a v e t o l d her that i f I ' d k n o w n she'd tell everyone else. She c o u l d h a v e g o t there on time i f she'd n o t m i s s e d the bus. 5.6 M odal verbs in conditional sentences Modal verbs can, could, might, etc. can be used in all types of conditional sentences. I m i g h t s e n d him an email i f I c a n f i n d his address. I f she h a d someone to look after the children, she c o u l d g o o u t to work. I f they h a d t o l d us about the danger, we m i g h t n e v e r h a v e g o n e there. 5.7 M ixed conditionals It is possible to have sentences that mix conditionals: • an if clause referring to the past with a main clause referring to the present or future I f I h a d i n v e s t e d in that company ten years ago, I w o u l d b e rich now. I f we h a d n ' t b e e n g i v e n all that homework, we c o u l d g o swimming. • an if clause referring to the present or future with a main clause referring to the past I f you d o n ' t l i k e sweet things, you s h o u l d n ' t h a v e o r d e r e d that dessert. I f you've g o t an exam tomorrow, you o u g h t t o h a v e s t a r t e d revising by now. 5.8 Polite expressions 1 would can be used after if in polite expressions. I f you w o u l d n ' t m i n d waiting here, I'll find someone to look after you. 2 if + should is common in formal letters. I f you s h o u l d require any further information, please do not hesitate to contact us. For even greater formality, if can be omitted, and should can begin the sentence. S h o u l d you wish to contact me, I can be reached at the above address. 6 Countable and uncountable nouns 6 .1 Uncountable nouns These have no plural. The following are common nouns that are usually uncountable: accommodation, advice, behaviour, bread, copper (and all other metals), meat, sugar, English, (and all other languages), furniture, health, information, knowledge, luggage, maths (and other school subjects), news, progress, research, rice (and all other grains and cereals), salt, (and all other condiments, e.g. pepper), scenery, spaghetti, traffic, transport, travel, trouble, water (and all other liquids), weather, work. Note: Use a slice, a lump and a piece with uncountable nouns for food. Just o n e l u m p o f sugar, please. I'll just have a s m a l l s l i c e o f cake. Would you like a n o t h e r p i e c e o f toast? 6.2 Nouns which can be countable o r uncountable 1 Nouns we can think of as a single thing or substance, e.g. chicken, chocolate, egg, hair, iron, paper, stone There are only t w o c h o c o l a t e s left in the box. You've got c h o c o l a t e on your T-shirt. We'll have to buy a n e w i r o n Green vegetables are rich in i r o n Have you read today's p a p e r ? I need to go and buy s o m e p a p e r for the printer. There's a h a i r in my soup. She's go t short dark h a i r The house is built o f s t o n e (= rock) The necklace is made o f semi-precious s t o n e s (= gems) 2 Nouns which are used to refer to particular varieties, e.g. wine, country Would you like s o m e w i n e ? This is a very good w i n e . I'd like to have a house i n t h e c o u n t r y He's worked in f i v e d i f f e r e n t c o u n t r ie s . 3 Words for some drinks, e.g. coffee, beer. The countable noun means a glass of, a cup of, a bottle of, etc. C o f f e e is produced in Africa and South America. Shall we have a c o f f e e and a piece o f cake? 4 time, space, room There's n o t i m e to talk - we have to rush! I didn't have a very g o o d t i m e at the party. There's n o s p a c e left. You'll have to get another bag. Fill in the s p a c e s with the correct preposition. There's r o o m for seven people in this car. This is my favourite r o o m in the whole house. 6.3 Uncountable nouns ending in -s Some nouns ending in -s are uncountable and followed by a singular verb, e.g. maths, physics, genetics, aerobics, athletics, news. The n e w s i s bad, I'm afraid. 6.4 Nouns ending in -s that are always plural Some nouns are always plural and are followed by a plural verb, e.g. clothes, glasses, jeans, trousers; pliers, scissors. These t r o u s e r s d o n ' t f i t me. To refer to a single item, use a pair of. I need a new p a i r o f g l a s s e s Grammar reference 6.5 Irregular plural forms Some nouns have the same form in the singular and plural, e.g. aircraft, crossroads, series, sheep, species. There are many different species o f dogs. This species is very rare. 7 hardly any + uncountable nouns and plural countable nouns There were h a r d l y a n y c u s t o m e r s in the shop. 8 no, not any + uncountable nouns and plural countable nouns There was n o m i l k left./There wasn’t a n y m i l k left. There w e r e n o s t u d e n t s on the bus./There w e r e n ' t a n y s t u d e n t s on the bus. 6.6 Collective nouns Some nouns can be used with a singular verb if we see them as a single unit, or a plural verb if we are referring to members of the group, e.g. the army, the family, the government, the media, the press. My family is very big. A ll my family are coming to the wedding. These nouns only take a plural verb: cattle, the people, the police 6.7 D eterm iners u sed with countable and uncountable nouns 1 lots/a lot o f+ plural countable and uncountable nouns (informal) I've go t lots/a lot of homework, so I can't go out. I've got lots/a lot of brothers and sisters. 2 much + uncountable nouns We don't have much homework How much money do you need? 3 many + plural countable nouns How many bags have you got? There are many interesting places in the world. 4 little, a little, a bit o f + uncountable nouns a) a little, a bit o f means at least some Just a little rice, please - not too much. I've got a bit of money, but not enough to get a taxi. b) little without a means almost none. This can be emphasised with very. The government has done very little to improve the situation. 5 few, a few + plural countable nouns (= some but not many) a) Before few you can use: • the indefinite article a There were quite a few people in the room. There were only a few people staying at the hotel. • the last, the first, the next, every Over the next few weeks, we have a lot to get ready. For the first few minutes, you may feel a bit nervous. I phone her every few days b) When few is used without a, it means almost no. This can be emphasised with very. (Very) few people know the secret. 6 some + uncountable nouns and plural nouns (= between a little and a lot) There's some useful information on that website. There are some good scenes in that film. N o t e : If some is stressed in speaking, it often means not many. I suppose he's written some good books. 196 7 Emphasis with w h a t This structure is a relative clause introduced by a wh- word. We use it to put emphasis on key information in a sentence. It is more common in spoken English, but is also used in writing. Many people do not realise that these accidents can be avoided W h a t m a n y p e o p l e d o n o t r e a l i s e I S that these accidents can be avoided. The authorities are collecting as much information as possible. W h a t t h e a u t h o r i t i e s a r e d o i n g I S collecting as much information as possible. You should learn to say no. W h a t y o u s h o u l d l e a r n t o d o I S say no. 8 Gerunds and infinitives 8.1 The gerund form -in g The gerund form -ing is used: • after some main verbs (see 8.2) • after an adjective, verb or noun followed by a preposition She's really good at s w i m m i n g He apologised for a r r i v i n g late. I quite like the thought o f w o r k i n g in a travel agency. • in some fixed expressions I c a n ' t b e a r l i s t e n i n g to people who complain. I c a n ' t h e l p f e e l i n g that he's cheating us. That book is not w o r t h r e a d i n g 8.2 Common verbs fo llo w ed b y the gerund form -in g admit, appreciate, consider, delay, deny, detest, dislike, enjoy, escape, face, feel like, finish, forgive, give up, imagine, involve, mention, mind, miss, postpone, practise, prefer, pu t off, recommend, resent, risk, suggest, understand I d o n ' t r e c o m m e n d going to that restaurant. 8.3 The infinitive w ith t o The infinitive with to is used: • after some main verbs (see 8.4 and 8.5) • after some adjectives I was h a p p y t o s e e her. They were w r o n g t o r e f u s e • after some nouns She never regretted her d e c i s i o n t o b e a teacher. It's t i m e t o l e a v e He has no w i s h t o b e c o m e involved in the matter. » to express purpose I went to London t o s e e my aunt. Grammar reference 8.4 Common verbs follow ed b y the infinitive with t o afford, agree, appear, arrange, ask, attempt, bear, begin, care, choose, consent, decide, determine, expect, fail, forget, happen, hate, help, hesitate, hope, intend, learn, like, love, manage, mean, offer, prefer, prepare, pretend, promise, propose, refuse, remember, seem, start, swear, try, want, wish I can't afford to eat in that restaurant. 8.5 Common verbs fo llo w ed b y o b ject + infinitive w ith t o advise, allow, ask, cause, command, encourage, expect, forbid, force, get, hate, help, instruct, intend, invite, leave, like, mean, need, oblige, order, permit, persuade, prefer, press, recommend, remind, request, teach, tell, tempt, trouble, want, warn, wish He asked me to help him. Her parents forbade her to see Tom again. Did you r e m e m b e r t o l o c k the door? She had completely f o r g o t t e n t e l l i n g him about her brother. I f o r g o t t o g i v e Sally the book. • regret + -ing means be sorry about an action in the past; + infinitive means be sorry about a present action I r e g r e t g o i n g to the party last night. I r e g r e t t o h a v e t o t e l l you that your car has been stolen, (formal) • stop + -ing means stop something you do; + infinitive with to means stop in order to do something I s t o p p e d d r i n k i n g coffee because it kept me awake at night. We s t o p p e d t o h a v e a coffee on the way home. • try + -ing means do an experiment - doing the action may not be successful; + infinitive means make an effort - the action may be difficult or impossible to do T r y s t u d y i n g at a different time o f day - it might suit you better. T r y t o s t u d y at regular times. 8.6 The infinitive w ith out t o The infinitive without to is used: • after some main verbs (see 8.7) • after modal verbs You must leave now. • after would rather/had better You'd better come in now. 8.7 Common verbs fo llo w ed b y an o b ject + infinitive w ithout t o let, make, hear, help, see He made me repeat the exercise. Her parents won't let her stay out late. I heard her play in Milan. W atch O ut! In passive sentences make, hear, help are followed by an infinitive with to. He was made to report to the police. Let cannot be used in the passive form. Instead, allowed must be used. My parents let me stay out late. I am allowed to stay out late by my parents. 8.8 Verbs follow ed b y a gerund o r t o infinitive with a difference in meaning 1 can't bear/stand, hate, like, love, prefer When these verbs are used with the infinitive, they refer to more specific situations. When they are used with the gerund, they refer to more general situations. The difference in meaning is very slight. I prefer to work on a computer than to write by hand. I can't bear listening to her complaining all the time. 2 remember, forget, regret, stop, try • remember/forget + -ing refers to an action that happened before the moment of remembering/ forgetting; + infinitive refers to an action after the moment of remembering/forgetting I remember seeing you somewhere before. (= that I have seen you) 9 Habit 9 .1 Past habit: u s e d t o FORM : P o s it iv e s t a t e m e n t s used to + infinitive N e g a tiv e s ta te m e n ts did/didn't + use to + infinitive Q u e s t io n s Didyou/she/they, etc. use to + infinitive USE: We use used to to talk about past habits and states that do not occur now or no longer exist. We u s e d t o b e driven to school, but now we walk. What d i d people u s e t o d o before electricity was invented? Ken u s e d t o b e s h y , but he's more confident since he met Cindy. W a tc h O u t! 1 used to is not used to say how often things happened or how long they took. 2 Be careful not to confuse used to with be/get used to + noun/gerund. This means be/become accustomed to something because you have been doing it for a while. I ' m u s e d t o making my own meals. I can't g e t u s e d t o the cold winters. Do you think we'll ever g e t u s e d t o eating dinner at six o'clock? 9.2 Past habit: w o u ld Would is also used to talk about past habits and repeated actions but n o t about past states. When I was little, I w o u l d / u s e d t o play with my brother's model cars. NOT: We would live in a small village. m m Grammar reference 9.3 Past habit: p a st simple This can also be used to describe past habits and states. When I w a s a child, I w a l k e d to school every day. 9.4 P resent habit: p resen t sim ple or continuous To talk about present habits we can use: • present simple, often with a frequency adverb I g e n e r a l l y p a r k outside the library. • present continuous + always He's a l w a y s g o i n g abroad on conferences. This often suggests an annoying habit. My sister i s a l w a y s b o r r o w i n g my clothes. 4 We use wish + past perfect to refer to things we are sorry about in the past. I w i s h I h a d b e e n i n v i t e d to the party. S h e w i s h e s s h e h a d n ' t t o l d him about Carlo. 11.2 I f o n ly If only is used with the same verb forms as wish, and is used when your feelings are stronger. It is often used with an exclamation mark (/). It is often used with would/wouldn't to criticise someone else's behaviour. I f o n l y I c o u l d find the answer! I f o n l y t h e y w o u l d stop talking! I f o n l y I h a d n e v e r m e t him! 11.3 It's t im e 10 havelget som ething done F O R M : have + object + past participle (the most common form) get + object + past participle (also possible when people are speaking informally) U S E : to say that someone else did something for you because you wanted them to He h a d h i s h a i r c u t specially for the interview. He's got such big feet he h a s t o h a v e his shoes specially m ad e Where can I g e t t h e s e p a p e r s p h o t o c o p i e d ? He decided to g e t t h e p h o t o g r a p h e n l a r g e d We also use have something done to say that someone else did something to you even though you didn't want them to. He h a d t o h a v e a k i d n e y r e m o v e d She said she'd h a d h e r n e c k l a c e s t o l e n 11 Hypothetical meaning 11.1 w is h 1 We use wish + past simple to express a wish that has not come true in the present or to talk about wishes that might come true in the future. We use this structure when we want our own situation (or the situation of the person who is doing the wishing) to be different. I w i s h Eleanor l i k e d me. D o n ' t y o u w i s h you h a d a big car? I w i s h she w a s / w e r e going out with me. W e a l l w i s h the weather w a s n ' t / w e r e n ' t so bad. 2 We use wish + would and could to refer to general wishes for the future. I w i s h the sun w o u l d s h i n e I w i s h I c o u l d b e in the basketball team. 3 wish + would is used to talk about wishes we have for other people. I w i s h my sister w o u l d stop smoking. I w i s h he w o u l d n ' t chew gum all the time. W a tch O u t! This form is not often used with / or we. To talk about wishes we have for ourselves we use could. I w i s h / c o u l d have a holiday. " It's time is used with the past simple to talk about the present or future. We mean that the action should have been done before. For emphasis, we can also say It's a b o u t time and It's h i g h time. I t ' s ( a b o u t ) t i m e y o u s t a r t e d revising for the exam. I t ' s ( h i g h ) t i m e w e s e t o f f The train leaves in half an hour. 11.4 w o u ld r a t h e r 1 We use would rather + past simple to say what we want someone or something else to do in the present or future. I ' d r a t h e r y o u d i d n ' t t e l l anyone about all this. W o u l d y o u r a t h e r I a s k e d someone else? I ' d r a t h e r w e d i d n ' t d i s c u s s that, if you don't mind. 2 We use would rather + past perfect to say what we wanted to happen in the past. I ' d r a t h e r y o u h a d n ' t t o l d her that. I ' d r a t h e r y o u h a d a s k e d me first. N o t e : would rather + infinitive without to is used to talk about our or other people's preferences in the present or future. I ' d r a t h e r g o to the concert than to the opera. T h e y ' d r a t h e r g o on foot. 11.5 s u p p o s e /w h a t if? Suppose means What i f ...? It is used with: 1 the present simple to describe something that may possibly happen or may have happened. S u p p o s e someone s e e s her with us. S u p p o s e someone h e a r s you coming in. 2 the past simple to talk about something that is just imagination or which is unlikely to happen in the future. S u p p o s e Eleanor k n e w you loved her. What would you do? S u p p o s e you w o n the prize. How would you feel? 3 the past perfect to talk about something that could have happened in the past but didn't. S u p p o s e we h a d n ' t t o l d her. Do you think she would have found out? S u p p o s e you h a d m a r r i e d Carlos. Would you have been happy together? Grammar reference 11.6 as if /a s t h o u g h As if and as though can be followed by a present tense to talk about something that is likely to be true. When followed by the past tense, the implication is that the situation is unlikely. You look a s i f y o u a r e hungry, (likely) He talks a s i f h e k n e w all about it. (unlikely) 12 Indirect speech, reporting verbs 12.1 Indirect speech This is when we report something that has been said or written. 1 If the report is after the time the thing was said or written, the verb form generally changes as follows: D ir e c t s p e e c h 2 • • • R e p o r te d sp ee ch Present simple/continuous —► Past simple/continuous 1 like your shoes, Kate,' said Jack. Jack said he liked Kate's shoes. Past simple/continuous —► Past simple/continuous or past perfect simple/ continuous 7 saw them advertised on TV,' said Kate. Kate said she saw/had seen them advertised on TV. Present perfect simple/ —► Past perfect simple/ continuous continuous I've bought a hat,' Helen told me. Helen told me (that) she had bought a hat. will —► would I'll take you there if you want,' she said. She said she would take me there if I wanted, must (obligation) —► had to 'You must buy a ticket,' he said. He said that we had to buy a ticket, can —* - could 7 c a n speak Spanish well,' said Mel. Mel said he could speak Spanish well. The verb form does not need to change when: the situation being reported is unchanged 'Bananas are good for energy,' said the doctor The doctor told us that bananas are good for energy. 'The castle is 800 years old, ‘ said the guide. The guide told us that the castle is 800 years old. the thing reported contains the modals would, could, might, ought to and should or must for logical deduction 7 ought to buy a new car,' she said. She said she ought to buy a new car. 7 think he must be coming,' she said. She said she thought he must be coming. the thing being reported contains the past perfect ‘He had already been given a prize, ‘ she said. She said he had already been given a prize. 3 Other changes that occur in reported speech are: Direct speech Reported speech tomorrow the next day, the day after, the following day yesterday the day before, the previous day last week the week before here there this morning that morning today that day next Friday the following Friday ago before 12.2 R epo rted statem ents FORM: verb (+ that) + clause 'He works in television,' she said. She s a i d ( t h a t ) h e w o r k e d in television. 'I took the money,' she admitted. She a d m i t t e d ( t h a t ) s h e h a d t a k e n the money. 12.3 R epo rted questions 1 Reported Yes/No questions FORM: When there is no question word in the direct speech question, we use if/whether. Word order is the same as in the statement. The verb tense and other changes are the same as for other types of reported speech. 'Could I borrow your bike?' she asked. She asked i f / w h e t h e r she could borrow my bike. 2 Reported wh- questions FORM: The wh- word is followed by statement word order (subject followed by verb). All tense and other changes are the same as for other types of reported speech. 'Why did you leave that job?' she asked him. She asked him w h y h e h a d l e f t t h a t j o b . 'Where is the swimming pool?' he asked her. He asked her w h e r e t h e s w i m m i n g p o o l w a s . 12.4 R epo rted orders FORM: verb + object + infinitive with to 'Please open your suitcase', said the customs official. The customs official t o l d / o r d e r e d me to open my suitcase. 12.5 Repo rted recom m endations FORM: recommend + (that) + clause; recommend + -ing 'I'd buy the red coat,' my friend said. My friend recommended b u y i n g / ( t h a t ) I b u y the red coat. 12.6 Repo rted suggestions FORM: suggest + -ing suggest + that + past simple suggest + that + (should) + infinitive w ithout to 'Let's pay half each,' she said. She s u g g e s t e d p a y i n g h a l f e a c h . She s u g g e s t e d w e p a i d h a l f e a c h . She s u g g e s t e d t h a t w e s h o u l d p a y h a l f e a c h . W a tch O u t! We can't say: She suggested to pay! suggested us to pay half each. 199 Grammar reference 12.7 Reporting verbs 1 Verb + infinitive with to agree, decide, offer, promise, refuse, threaten We a g r e e d t o g o to the meeting. 2 Verb + object + infinitive with to advise, beg, encourage, invite, order, persuade, remind, tell, warn She a s k e d m e t o t e l l the truth. 3 Verb (+ that) + clause accept, admit, claim, explain, promise, recommend, say, suggest She s a y s ( t h a t ) w e s h o u l d b e r e p a i d t h e m o n e y . 4 Verb + object (+ that) + clause promise, remind, tell, warn He t o l d u s ( t h a t ) h e w o u l d b e o n t i m e . 5 Verb + gerund -ing admit, deny, recommend, suggest He a d m i t t e d t a k i n g the money. 6 Verb + preposition + gerund -ing apologise for, insist on She a p o l o g i s e d f o r b e i n g late. 7 Verb + object + preposition + gerund accuse (of), blame (for), congratulate (on), discourage (from), forgive (for) She d i s c o u r a g e d m e f r o m g o i n g in for the competition. 8 Verb + wh- word + infinitive describe, explain, know, wonder She e x p l a i n e d w h a t t o d o . 9 Verb + object + wh- word + infinitive ask, remind, tell They t o l d u s w h o t o s e e . 14 Modal verbs and expressions with similar meanings 14.1 A bility 1 We use can/could to express general ability and typical behaviour of people or things. Temperatures c a n r i s e to over 30’C in the summer. Employers c a n b e unwilling to employ people over 50. My father c o u l d b e very generous, (past) 2 We use can/be able to for present and future ability. I c a n use a word processor but I c a n ' t type very well. W i l l your parents b e a b l e t o help you? I like b e i n g a b l e t o cook my own meals. 3 We use can for the future where there is a sense of opportunity. I c a n c o m e tomorrow if you like. You c a n p r a c t i s e your French when you go to Paris. 4 We use could/couldn't to talk about general past ability. I c o u l d s w i m before I c o u l d walk. Andrew's father c o u l d n ' t g e t a job. 5 We use was/wasn't able to to talk about past ability in a specific situation. Fortunately, he w a s a b l e t o swim to the shore. 6 We use could/couldn't + perfect infinitive to talk about unfulfilled ability in the past. I c o u l d h a v e g o n e to university, but I decided not to. I c o u l d n ' t h a v e b e e n a ballet dancer. I was too tall. 7 Other expressions for ability: Do you k n o w h o w t o type? He s u c c e e d e d i n b e c o m i n g a professional footballer at 18. We m a n a g e d t o find our way home, (suggests difficulty) 14.2 Possibility 13 it is, there is 1 We use There is/There are to begin a sentence describing whether or not something exists. It is often followed by an indefinite noun. T h e r e i s a little house at the foot o f the hill. T h e r e a r e some trees growing along the side o f the road. T h e r e ' s no point in worrying about it. 2 We use It is/was, etc. to begin a sentence giving information about time, weather and distance. I t i s a bright, sunny day. I t w a s half past six in the morning. I t ' s just over 10 km to the nearest town. 3 We use It is as the subject of a sentence to refer forwards to a later clause with that, an infinitive or an -ing form. I t i s a pity that no one can help. I t ' s good to see you again. I t ' s no use crying over spilt milk. 1 We use can or could for theoretical possibility. C a n there be life on Mars? C a n that be Peter over there? The weather c o u l d b e better tomorrow, (it's possible) 2 We use may, might, could + infinitive to talk about likelihood in the present or future. He m a y b e in a meeting, (quite likely to be true) She m i g h t / c o u l d b e here already, (less likely) 3 We use could/may/might + have + past participle (perfect infinitive) to talk about the possibility that past events happened. His face was familiar. We m a y h a v e m e t somewhere before. He's no t in the office. He m i g h t h a v e f i n i s h e d work early. She c o u l d h a v e b e e n at the party, but I didn't see her. 14.3 Certainty (deduction) 1 We use must to say that we are sure about something in the present or past. You m u s t b e pleased with your exam results, (present) He m u s t h a v e t o u c h e d u p the photograph, (past) Grammar reference 2 We use can't or couldn't, not mustn't, in negative sentences. That c a n ' t b e Nicole Kidman. She's not young enough. (present) They c a n ' t h a v e g o t l o s t . They know the area really well, (past) It c o u l d n ' t h a v e b e e n Tom that I saw. (past) 14.4 Strong obligation and necessity 1 We use must/mustn't to talk about present and future obligations/prohibitions imposed by the speaker, often on him/herself. Payment m u s t be made in cash. I m u s t get some new shoes. You m u s t read that book - it's excellentI (= recommendation) M u s t I really go now? You m u s t n ' t park here. (= prohibition) You m u s t n ' t eat so much. (= strong advice) 2 We use have to/have go t to to talk about present and future obligations that are imposed by someone other than the speaker. Note: have go t to is more common in British than American English. I h a v e ( g o t ) t o t a k e my holiday in February. Do we h a v e t o p a y to go in? 3 We use had to to talk about past and reported obligations of all kinds. They told us we h a d t o leave our bags in the cloakroom. We h a d t o stand up when the teacher came in. I knew I h a d t o make a decision. 4 We can also use need to to talk about obligation and necessity. Do we n e e d t o type our work? 14.5 Obligation and advice: s h o u ld and o u g h t to , b e s u p p o s e d t o 1 We use ought to and should to talk about obligations and duties in the future, present and past, or to give advice. Vou o u g h t t o / s h o u l d s p e a k English in class. S h o u l d n ' t w e t e l l someone about the accident? O u g h t n ' t w e t o h a v e i n v i t e d Mandy? 2 We can use be supposed to when saying what someone should or should not do according to rules or regulations. You're n o t s u p p o s e d to park here. 3 Should + have + past participle is often used to criticise your own or other people's behaviour. I s h o u l d h a v e t o l d you before. You s h o u l d n ' t h a v e p r o m i s e d that. 4 Other phrases for advice: I t i s a d v i s a b l e / w i s e to keep documents in a safe place. You s h o u l d r e m e m b e r th a t... Travellers a r e r e m i n d e d t h a t banks close on Saturdays. Guests a r e r e c o m m e n d e d t o keep documents in a safe place. 14.6 Lack o f obligation o r necessity We use needn't, don't need to, don't have to to talk about a lack of obligation in the present or future. You d o n ' t n e e d t o / n e e d n ' t m e e t me at the station. We d o n ' t h a v e t o w a i t We can go straight in. 2 We use needn't + have + past participle to say that somebody did something, but that it was unnecessary. You n e e d n ' t h a v e g o n e to all that trouble. 3 We use didn't need to + infinitive to say that something wasn't necessary without saying whether the person did it or not. You d i d n ' t n e e d t o b r i n g any extra money. 1 14.7 Asking fo r and giving perm ission We use can to ask for and give permission. C a n I b o r r o w your calculator for a few minutes? Yes, you c a n s t a y u p and watch the late night film. You c a n ' t w a i t here. It's private. (= not allowed to) 2 We use could to ask for permission when we are not sure what the answer will be. A: C o u l d I open the window? B: Ves, o f course you c a n . W atch O ut! could is not used for giving permission. 3 We use may to ask for or give permission in formal situations. M a y I take that chair? You m a y use pen or pencil. 1 15 Modifiers and intensifiers U S E : We can use adverbs to make adjectives, other adverbs and verbs stronger or weaker. 1 We can use these adverbs before gradable adjectives (i.e. adjectives that can be used in the comparative) and adverbs: • very, extremely, really, particularly, terribly (emphatic) • quite, pretty, fairly, rather (weaker than very) • a bit I felt t e r r i b l y u p s e t when I heard the news. He drives r a t h e r f a s t I thought the story was a b i t s i l l y W atch O ut! quite has two meanings. The picture was q u i t e good. (= good but not very good) Her cooking was q u i t e wonderful. (= very, very good) 2 Extreme or absolute (non-gradable) adjectives include: amazing, boiling, disastrous, fantastic, freezing, impossible, marvellous, superb, wonderful. We can use the following adverbs with extreme adjectives: absolutely, really, utterly. The special effects were u t t e r l y a m a z i n g 3 We can use these adverbs to emphasise adjectives and verbs: just, completely, totally (= in every way). / c o m p l e t e l y / t o t a l l y forgot about your birthday. It's c o m p l e t e l y i m p o s s i b l e to finish in time. You look j u s t f a n t a s t i c 201 Grammar reference 16 Participle clauses We can use a participle clause to make our writing more economical. USE: 16.1 -in g participle clauses An -ing participle clause has an active meaning. It can replace relative clauses which have an active verb. This is the road leading to the school, (which leads ...) There was a huge lamp hanging from the ceiling, (which h u n g ...) 16.2 -e d participle clause An -ed participle clause has a passive meaning. It can replace relative clauses which have a passive verb. The cathedral, b u ilt in the Middle Ages and recently restored, is well worth a visit, (which was b u ilt... which has recently been restored) 17 Passives F O R M : appropriate P r e s e n t s im p le : tense of be + past participle Most phone calls are made on mobile phones. P r e s e n t c o n t in u o u s : Calls are being made every day. The first email was sent in the 20th P a s t s im p le : century. I thought I was being asked to P a s t c o n t in u o u s : help. Millions o f text messages have been P re s e n t p e rfe c t: sent Once personal computers had been P a s t p e rfe c t: invented, they spread quickly. She'll be given her own room. F u t u r e w ill: The arrangements w ill have been F u tu re p e rfe c t: made by the end o f the week. The event is go in g to be organised go in g to: by the manager. The machine m ust have been left M o d a ls : switched on. Messages may n o t be delivered immediately. G e r u n d (-ing f o r m ) : Our dog doesn't like being le ft on his own. They hope to be chosen to take P r e s e n t i n f in it iv e : part. I was happy to have been selected P e r f e c t i n f in it iv e : for the team. N o te s : 1 Verbs that do not take an object (e.g. ache, arrive, sit down) do not have passive forms. It is not possible to say: I was ached. For verbs with two objects, one of them a person, the passive sentence usually begins with the person. Someone gave Mary a present. M ary was given a present. NOT: A present was given to Mary. 3 The verbs make, hear, see, help are followed by the infinitive with to in active sentences, but the infinitive without to in passive sentences. They made him go home. > He was made to go home. 4 Let does not have a passive form. We use be allowed to in the passive. They don't le t us talk in class. We are n o t allow e d to talk in class. U S E : the passive is used: • to talk about actions, events and processes when the action, event or process is seen as more important than the agent. This is often the case in formal or scientific writing. The equipment was checked carefully. Rats have been trained to open boxes. • to put new information later in the sentence Hamlet was w ritte n by Shakespeare. 17.1 b y + agent When we are interested in the agent, we use the preposition by. He was saved b y his mobile phone. The team were guided by a local climber. 17.2 Im personal passive structures We often use reporting verbs such as believe, claim, report, say, think in the following passive structures when we don't know or don't wish to specify the subject. • It + be + verb + that It is th o u g h t th a t the criminal is a local man. (present) It was claimed th a t the minister had been involved. (past) • Subject + be + reporting verb + infinitive The crim inal is th o u g h t to be a local man. (present) The m inister was claimed to have been involved. (past) 18 Relative clauses and pronouns 18.1 Relative pronouns The most common relative pronouns are: w ho (subject), w hom (object): to refer to people w hich to refer to things th a t to refer to either people or things whose: the possessive of who and which w hen used after nouns referring to time w here used after nouns referring to place w h y used to refer to reasons N o t e : what is not a relative pronoun. W atch O ut! The relative pronoun replaces the subject or the object. People w ho (they) live in glass houses shouldn't throw stones. The vase, w hich I bought (it) years ago, is very valuable. Grammar reference 18.2 Defining relative clauses In defining relative clauses: 1 the relative clause defines or identifies the person, thing, time, place or reason. Chris is the son o f a women w h o w o r k s i n t e l e v i s i o n . That's the man w h o s e s o n i s a n a c t o r . Winter was the time w h e n p e o p l e t e n d e d t o g e t in s u f f ic ie n t f r e s h fo o d I know the place w h e r e t h e p l a y i s s e t . I can't imagine w h y h e w o u l d w a n t t o l e a v e y o u . 2 that can be used instead of who or which. The girl t h a t ( w h o ) l i v e s n e x t d o o r rides a motorbike. The sports centre t h a t ( w h i c h ) i s o p e n i n g s o o n will offer great new facilities. 3 the relative pronoun can be left out if it is the object of the verb in the relative clause. The person ( w h o / t h a t ) I spoke to yesterday said it would be free. Sue bought the watch ( w h i c h / t h a t ) she'd seen. 4 no commas are used before and after the relative clause. 18.3 Non-defining relative clauses The relative clause gives extra information which c a n be omitted. Commas are used before and after the relative clause. The pronoun that c a n n o t be used instead of who or which. The museum, w h e r e y o u c a n s e e R o m a n p o t t e r y , is free. The witness, w h o r e f u s e d t o b e n a m e d , said the police had acted unwisely. 18.4 Prepositions in relative clauses Prepositions can come before the relative pronoun or at the end of the relative clause, depending on whether the sentence is formal or informal. The person t o w h o m I s p o k e told me the hotel was fully booked, (formal) John, w h o I b o u g h t m y c a r f r o m , has gone abroad. (informal) 19 Verb tenses 19.1 Present simple We use the present simple: 1 for routine or regular repeated actions (often with adverbs of frequency like always, usually, often, sometimes, never, every Saturday morning, twice every week). We g o running e v e r y e v e n i n g She d o e s n ' t d o any work a t w e e k e n d s I n e v e r g e t home before eight o'clock in the evening. 2 when we are talking about permanent situations. She c o m e s f r o m South America. They l i v e in London. 3 with scientific facts. Water f r e e z e s at O'C. 4 with stative verbs (verbs which are not normally used in continuous forms): be, have, depend, know, think, understand, disagree, like, want, hear, love, see, smell, taste. They d o n ' t h a v e a car. D o e s she u n d e r s t a n d ? I'm sorry, but I d i s a g r e e completely. That perfume s m e l l s too strong. 5 when we are talking about the future as expressed in timetables, regulations and programmes. The plane l e a v e s at 8.45. When d o the holidays b e g i n ? 6 in time clauses with a future meaning after as soon as, if, until, when. I'll see her w h e n / a s s o o n a s she's free. Give this to Susie i f you see her. Tom can't apply for the job u n t i l he gets the right qualifications. 19.2 Present continuous We use the present continuous when we use dynamic (action) verbs to talk about: 1 actions happening now. I think h e ' s w a t c h i n g TV. 2 changing/developing situations. My broken leg i s g e t t i n g better. 3 temporary situations. I a m s t a y i n g in this hotel for two weeks. 4 annoying or surprising habits with always. She's a l w a y s l o s i n g her keys. He's a l w a y s b u y i n g her flowers. 5 plans and arrangements in the future. A r e you g o i n g o u t this evening? 19.3 Present p erfect sim ple We use the present perfect simple: 1 to talk about states, single or repeated actions over a long period of time up to the present (often with ever/never, often/always). I ’ v e a l w a y s w a n t e d to be an actor. H a v e you e v e r b e e n to Australia? I ’ v e o n l y u s e d my mobile phone o n c e since I bought it. She’s r e a d that book a t l e a s t t e n t i m e s . That's the first time I ' v e e v e r e a t e n octopus. It's the worst concert I ' v e e v e r b e e n to. 2 to talk about recent single actions with a present result (often with just, already, yet). I ' v e a l r e a d y s e e n that film and I don't want to see it again. H a v e y o u f i n i s h e d your essay y e t ? Our friends h a v e j u s t a r r i v e d N o t e : In American English, it is acceptable to use the past simple in sentences like these. I didn't have breakfast yet. I already saw that film. 203 G ram m ar reference 3 to talk about an unfinished period of time up to the present (often with for/since, this week/month/year). Tomoko h a s l i v e d in England f o r f i v e y e a r s I ' v e b e e n in love with Stella s i n c e 2 0 0 2 I ' v e l o v e d travelling a l l m y l i f e I ' v e d i s l i k e d bananas s i n c e I w a s a c h i l d We h a v e n ' t h a d a holiday t h i s y e a r 19.4 P resent p erfect continuous We use the present perfect continuous: 1 to talk about a recent activity when the effects of that activity can still be seen. A: Why are you out o f breath? B: I ' v e b e e n r u n n i n g 2 to emphasise how long an action has been going on for, or that it has been repeated many times. I ' v e b e e n r e p l y i n g to emails all morning. I ' v e b e e n c l e a n i n g the house all day. 3 to suggest that an activity is temporary. I ' v e b e e n l i v i n g here for five years but I'm going to move soon. 4 to suggest that an action is not complete. I've b e e n r e a d i n g War and Peace, but I haven't finished it yet. W atch O ut! We don't use verbs that refer to a state (e.g. be, know, love) in the continuous form. 19.5 Past simple We use the past simple: 1 to talk about a finished event that happened at a specific time in the past. I s a w Paul l a s t n i g h t I w e n t to Brazil five years a g o 2 to describe a sequence of finished events in chronological order. I t o o k out my key, o p e n e d the door and w a l k e d in. 3 to talk about habits in the past. D i d your parents r e a d to you when you were younger? 4 to talk about states in the past. When I w a s a child, I didn't enjoy watching TV at all. The house b e l o n g e d to my father from 1990 to 2000. 5 in reported speech. She s a i d she d i d n ' t w a n t to join us. 19.6 Past continuous We use the past continuous: 1 to describe an action in progress in the past, often to set the scene for a particular event. I w a s s i t t i n g in the garden, reading a book. 2 to talk about temporary situations in the past. Rodolfo w a s l i v i n g in South America at the time. 3 to talk about an event that was in progress in the past and was interrupted. I w a s g o i n g out o f the house when I heard a noise. 4 to talk about actions in progress at the same time in the past. W h i l e I w a s p a i n t i n g , you were watching TV. 5 to talk about anticipated events that did not happen. We w e r e g o i n g to Greece for a holiday, but then I broke my leg. 19.7 Past p erfect We use the past perfect: 1 to refer to a time earlier than another past time, when this is needed to make the order of events clear. The bird's wings h a d b e e n c l i p p e d so I didn't think it could fly. By the time the fire engine arrived, the house h a d completely b u r n e d d o w n W a tch O u t! Be careful not to overuse the past perfect. It is not necessary with beforelafter, which make the sequence of events clear. Once we have established the time sequence, we can revert to the past simple. 2 in reported speech. They said they h a d m e t before. 19.8 The future FORMS: shall/will + infinitive going to + infinitive Present continuous (see 19.2) Present simple (see 19.1) Future continuous (will + be + -ing form) Future perfect (will + have + past participle) 1 We use will + infinitive: • for predicting something based on our belief or our knowledge of characteristic behaviour This medicine w i l l m a k e you feel sleepy. You'll f e e l b e t t e r when you've had a good night's rest. W a tch O u t! We cannot use the present continuous in this case. • for promises, threats, offers and requests If you tell anyone, I'll kill you! I promise I'll pay the money back. I'll meet you at the station if you want. Shall I meet you at the station? Will you do the washing-up for me? W a tch O u t! We cannot use going to in this case. 2 We use going to or the present continuous to talk about things that have already been decided. She's decided she's g o i n g t o lose 10 kilos. Where a r e you g o i n g t o h a v e the wedding reception? W a tch O u t! We cannot use will/shall + infinitive in this case. 3 We use going to to talk about things that are certain to happen because there is present evidence. I've go t a terrible sense o f direction - 1 know I'm g o i n g t o g e t lost. Look out - you're g o i n g t o f a l l ! W a tch O u t! We cannot use will/shall + infinitive or the present continuous in this case. Grammar reference 4 We use will/shall + infinitive to talk about future actions decided at the time of speaking. I think I ' l l g i v e u p smoking. I ' l l w e a r my black dress. 5 We use the future continuous (will/shall + be + -ing) to say that an action will be in progress at a definite time in the future. I ' l l b e l i v i n g a normal life by this time next year. 6 We use the future perfect (will/shall + have + past participle) to describe something that will be completed before a definite time in the future. By the end o f the month I ' l l h a v e b e e n at this school for a year. 20 Words that cause confusion 20.1 lik e 1 like can be a preposition, meaning similar to or in the same way as. Do you l o o k l i k e your sister? L i k e John, I hate cooking. 2 We use the question W ha t... like? when we are asking for a description of a person, place or thing. 'What's the restaurant l i k e ? ' 'Oh, really good.' 3 like can mean such as/for example. Let's buy him something nice l i k e / s u c h a s a CD. 4 feel like + object/-/ng is used to talk about something that we want or want to do. I f e e l l i k e ( e a t i n g ) some crisps. 5 seem/sound/look like + object is used to introduce an idea we may not be completely sure about. It s e e m s l i k e a good idea. 6 like is not used before an adjective on its own. They seem happy. It feels cold. 20.2 as 1 as can be a preposition, coming before the name of a job or a role, or to describe the purpose of something. She works a s a sales manager. As your father, I can't allow you to do this. We use the lo ft a s a play room for the kids. I think o f her a s my best friend. 2 as can be a conjunction, followed by subject + verb. You should do a s your parents say. I'll do a s we agreed earlier. W a tch O u t! In colloquial English like is also used as a conjunction in this way, but this is regarded as incorrect by some people, and is not used in formal writing. L i k e I said, he's a really nice guy. (colloquial) I want you to do l i k e I tell you. (colloquial) 20.3 as if /a s th o u g h To show that something is imaginary or unlikely, they can be followed by the past tense. He looks a s i f h e h a d s e e n a ghost! He behaves a s i f h e k n e w more than us. (See also 11.6.) W atch O u t! In colloquial English like is often used instead of as if/though. You look l i k e you're worried, (colloquial) It looks l i k e we're going to win. (colloquial) 20.4 s o /s u c h /t o o /e n o u g h /v e r y 1 so and such FORM : • so + adjective/adverb/determiner (+ noun) (+ that clause) The journey was s o d a n g e r o u s t h a t they gave up. He has travelled s o w i d e l y t h a t he's forgotten what home is like. I had s o l i t t l e i n f o r m a t i o n t h a t I couldn't make a sensible suggestion. It was s o h o t ! (emphatic) • such + (adjective) + noun (+ that clause) The taxi took s u c h a l o n g t i m e to come t h a t I d e c i d e d to w a lk in s t e a d He had s u c h g o fu n at the party t h a t h e d id n 't w a n t to hom e. We had s u c h a good time! (emphatic) USE: so and such are used to introduce a clause of result, or for emphasis 2 too F O R M : too + adjective/adverb/determiner (+ noun) (+ to infinitive) USE: too has a negative meaning - the speaker is not happy about the situation It was t o o h o t to sleep Y o u ' r e s p e a k i n g t o o q u i c k l y - 1 can't understand. That's t o o m u c h ( m o n e y ) I can't afford it. 3 enough FORM : • adjective/adverb + enough (+ to infinitive) He's r i c h e n o u g h t o b u y u p the whole town. You're not doing that work c a r e f u l l y e n o u g h • enough + noun (+ to infinitive / + for + noun) Have you got e n o u g h m o n e y t o g e t a t a x i ? USE: enough has a positive meaning - the speaker regards the situation as possible 4 very F O R M : very + adjective/adverb/determiner (+ noun) USE: very is used for emphasis in either a positive or negative statement. It is sometimes used when we wish to avoid using a negative word. It's v e r y d i f f i c u l t , but I think I can do it. He's working v e r y h a r d - he's bound to pass. V e r y f e w p e o p l e agree with her. As if/as though are conjunctions followed by subject + verb. They are followed by the present or present perfect tense when referring to something likely. It looks a s i f i t ' s g o i n g t o b e a nice day. He looks a s i f h e h a s j u s t w o n a prizeI 205 Writing reference (Paper 2) Semi-formal letter/email (Part 1) Contents Checklist o f key points fo r w ritin g M odel answers, w ith hints and useful phrases Semi-formal letter/em ail Story Letter/email to a friend Report Article Letter o f application Essay Review Set book (article) Useful linking w ords and phrases Sample answers Semi-formal letter Story Letter to a friend Essay Report Article Review General m arking guidelines p. 206 p. 206 p. 208 p. 209 p. 210 p. 211 p. 212 p. 213 p. 214 p. 215 p. 216 p. 217 p. 218 p. 219 p. 220 p. 221 p. 222 p. 223 p. 224 Checklist A nsw ering th e question Have you • answered all parts o f th e question? • included all the necessary inform ation? • w ritte n th e required num ber o f words? • organised your ideas appropriately, using paragraphs w here necessary? • w ritte n clearly so th a t it is easy to read? Accuracy Are there any mistakes in grammar, vocabulary, spelling o r punctuation? Range Have you used • a variety o f gram m atical structures? • a range o f interesting vocabulary? • a range o f linking words? Style • Is your language appropriate fo r the type of w riting? (Remember to th in k about w h o you are w ritin g for.) • Is your answer interesting fo r the reader, and w ou ld it have a positive effect? (For w o rk on sem i-form al letters and emails, see pages 28 and 140.) Task You recently had a short holiday in a large city w hich you booked through a com pany called Citibreaks. You w ere very disappointed w ith the holiday. Read the CitiBreak advertisem ent fo r the holiday you booked and the notes you have made. Then w rite a letter to CitiBreaks, explaining w h a t th e problems w ere and telling them w h a t you w a n t them to do. Citibreaks Enjoy a short holiday in the capital city. We offer two nights’ accommodation in a four-star hotel in a central Not c e n tra l location. long w ay out! i) All rooms have their own bathrooms, View n o t and a view of the river.--------- river - only c a r park The price of £150 per person includes all meals as well as D inner c o s t e x tra a ticket for a show of your choice in one of the city’s leading theatresN\ This will be a real holiday to remember! N o choice o f ehow R efund h a lf c o s t? W rite a le tte r o f between 120 and 150 words. You m ust use gram m atically correct sentences w ith accurate spelling and punctuation in a style appropriate fo r the situation. Writing reference (Paper 2) M o del answ er Dear Sir, DO begin by saying why you are writing. DON'T begin by saying who you are. DO list your complaints clearly, using linking words to connect your actual complaint w ith the details. When you are writing a letter or an email to someone you don't know, use a semi formal style. If you don't know their name, a le tte r starts with Dear Sir/Madam and ends Yours faithfully. If you know their name, a le tte r usually starts with Dear M rs/M r/M iss/M s + surname, and ends I am writing to complain about a short holiday I had recently organised by your company. There were several problems with the holiday. First, your advertisement promised a hotel in a central location, whereas in fact the hotel was a long way from the centre. You said all rooms had a river view, but my window overlooked a noisy car park. I had to pay extra for dinner, —although you stated that it was included. To make matters worse, I couldn’t choose which show to go to. I had hoped to go to a new musical, but I had to go to one I had already seen. I had been looking forward to my holiday very much, but it was completely ruined. I therefore feel that you should refund half the cost of the holiday in compensation for my disappointment. You don't need to put an address for a letter in either Part 1 or Part 2. DO make a dear connection between your letter and the task input. DON’T repeat the exact words in the task input. If you expect a reply to your letter, DO finish with this sentence on a separate line. I look forward to hearing from you soon, Yours faithfully, U rsine Schmid-t Yours sincerely. Ursine Schmidt If you're writing an email, you can use 'Best wishes'. (149 words) Useful language C o m p la in in g • / a m w ritin g to y o u a b o u t (several p ro b le m s re la te d to m y c ity b re a k in June). • / have been w a itin g fo r (tw o w eeks fo r a re p ly to m y letter). • To m ake m atters w orse, (w e w e re in fo rm e d th a t th e re w a s n o re c o rd o f o u r ch e q u e • / w o u ld b e g ra te fu l i f y o u could (re fu n d m y d e p o s it as s o o n as possible). b e in g cashed). R e q u e s tin g in fo rm a tio n • / a m w ritin g in response to (y o u r a d v e rtis e m e n t in The D a ily S ta n d a rd o n Ju ly 2 0 th ). • / w o u ld b e g ra te fu l I f y o u could (se n d m e fu r th e r d e ta ils a b o u t th e p o s itio n ). • / a m w ritin g to enquire w h e th e r (yo u c o u ld le t m e ha ve fu r th e r d e ta ils a b o u t th e holid ay). • / w o u ld lik e to k n o w m o re a b o u t (th e a rra n g e m e n ts fo r th e e v e n in g m eal). G iv in g in fo rm a tio n /R e s p o n d in g t o re q u e s ts f o r in fo rm a tio n • In response to y o u r query, I w o u ld like to in fo rm y o u th a t (I passed th e F a in June). • W ith referen ce to y o u r le tte r o f ... (I enclo se d e ta ils o f m y q u a lifica tio n s ). • You asked m e to te ll y o u a b o u t (m y tra v e l p la n s a n d I enclo se fu r th e r details). Writing reference (Paper 2) Story Useful language (For w o rk on stories, see pages 40 and 152.) • We h a d b een (talking a b o u t John) ju s t b e fo re (he phoned). • It w a s n 't u n til (I read the letter) th a t (I realised h o w dangerous the situation was). • W hile (I was w a itin g fo r m y friends, I sa w som eone g o in to the house Task opposite). Your teacher has asked you to w rite a story fo r the school's English language magazine. The story m ust begin w ith the follo w ing words: I w an ted to do m y best, b u t m ore than th a t I w an ted the team to win. • As soon as (m y friends arrived, w e w e n t to have a look). • / w as ju s t a b o u t to (open the door), w h e n (I heard a noise downstairs). • By the tim e (I g o t back to the house, there was no one to be seen). • A fte r w a itin g (fo r a fe w m inutes, I decided to d im b in th ro ug h the window). • A fe w seconds later, (the lights w e n t out). • E v e n tu a lly/A fte r a w h ile , (m y friends arrived). • A t last (I kn e w w h a t I had to do). W rite your story. (You should w rite betw een 1 2 0-1 80 w ords.) M o del answ er DO use phrases to show w h e n things happened in your story (e.g. It w as th e la st fo o tb a ll g a m e o f th e season. W h e n th e se co n d h a lf s ta r te d ...). D O N 'T m ake mistakes w ith narrative tenses. D O use direct speech because it m akes th e story m ore interesting to read. DO try to create some suspense. DO try to have a dram atic end. I w a n te d to d o m y best, b u t m o re th a n th a t I w a n te d th e te a m to w in . It w a s th e last fo o tb a ll g a m e o f th e season, a n d if w e w o n , w e w o u ld be th e c h a m p io n s . A s w e ran o n to th e p itc h, I c o u ld n 't he lp fe e lin g ne rvo us. The c ro w d w a s c h e e rin g , b u t th e o p p o s itio n lo o k e d s tro n g . It w a s n 't g o in g to be easy. The g a m e s ta rte d . I g o t th e ball a n d raced to w a rd s th e go al. 'G o o n !' r o a r e d jth e jr o w d, b u t I k ick e d it s tra ig h t in to th e ha n d s o f th e goalkeeper. 'N e ve r m in d ,' y e lled m y te a m -m a te Jo e ~ rG o o d tr y !' W e played ha rd , b u t a t h a lf-tim e th e score w a s 0 -0 . W h e n th e seco nd h a lf s ta rte d , it w a s ra in in g heavily. O u r chan ce o f w in n in g th e c h a m p io n s h ip ^ w a s T lip p in g aw ay. W e s tru g g le d to g e t th e ball th ro u g h th e d e fe n ce , b u t tim e a fte r tim e th e y s to p p e d us. N o w th e re w e re o n ly tw o m in u te s le ft. S ud de nly I ha d th e ba ll. I passed it to Joe, w h o he a d e d it s tra ig h t in to th e g o a l, ju s t as th e referee b le w his w h is tle . The c ro w d w e n t crazy. W e w e re th e c h a m p io n s ! (179 words) D O N 'T w rite ab o u t a topic if you d o n 't kn o w some specific vocabulary related to it (e.g. score, goalkeeper, goal, p itc h ). D O use interesting vocabulary (e.g. raced, ro a re d ). DO add extra detail to add to th e atm osphere o f th e story. Writing reference (Paper 2) Letter/email to a friend Useful language (For w o rk on inform al letters and emails, see pages 16 and 164.) Task You have received a letter fro m your pen friend inviting you fo r a visit in July. W rite a letter to your pen friend, accepting the invitation, suggesting som ething you w ould like to do and asking w ha t you should bring w ith you. W rite your letter. Do n o t w rite any postal addresses. (You should w rite between 1 2 0 - 1 8 0 words.) B e g in n in g t h e le t t e r o r e m a il • M a n y thanks fo r y o u r le tte r ( - it w as re a lly n ice to h e a r fro m y o u again). • I th o u g h t I'd b e tte r w rite (a n d g iv e y o u s o m e m o re d e ta ils a b o u t . . .) • It's been such a lon g tim e since w e w ro te to each other. • H o w a re y o u a n d y o u r fam ily? • H o w a re things w ith you? • H o w w as (y o u r h o lid a y)? In tro d u c in g th e to p ic • / k n o w y o u 're lo n g in g to h e a r a ll a b o u t (m y holid ay). • You re m e m b e r I to ld y o u In m y la s t le tte r (th a t I w as g o in g to ...) E n d in g t h e le t t e r o r e m a il • Once again , (th a n ks ve ry m u c h fo r a ll y o u r help). • Give m y love/regards to (y o u r fam ily). • Please w rite /d ro p m e a line soon. • / lo o k fo rw a rd to (m e e tin g u p a g a in soon ) M o d el answ er DO invent a name. D o n 't w rite D e a r Pen friend . D e a r C a rla , Ih a rJ c s fo r y o o r le t t e r tjo u . I'm i t u )a i g r e a t t o h e a r fro m s o r ry I h a v e n 't to ritte n fo r a g e -., bat- I'v e b e e n re a lly b u s y p re p a rin g fo r m y e x a m s . I t ’s re a lly g o o d n eu )s t h a t y o u ’v e p a s s e d y o u r driving t e s t . C o n g ra tu la tio n s ! D O think o f some specific details to include in each paragraph - this will m ake your letter or email m ore interesting. Thank, you s o m uch fo r yo u r in v ita tio n t o you fo r a u>eek_ in July — I 'd lo ve t o s t a y u tfth c o m e. I k.nou> - t h a t you h a v e a lo o n d e rfu l b e a c h n e a r y o u r h o u s e , a n d I d re a lly e n jo y s p e n d in g s o m e tim e th e r e . I e x p e c t t h a t th e c o e a th e r uMll b e h o t, s o I h o p e u>e c a n go stem m ing. You s a id t h a t I d o n 't n e e d t o b rin g m uch u tth m e. W h a t s o r t o f c lo th e s sho uld I pack.? C a s u a l o r fo rm a l? Would you lik_e m e t o lik-e t o D O m ention the next tim e you w ill see the person you are w riting to. D O use an appropriate phrase to end your ietter or em ail, e.g. Love, A ll th e best, Best w ishes. D O N 'T finish your letter or em ail w ith Yours since rely/ fa ith fu lly. b rin g a n y th in g fo r you? I u>oold b rin g s o m e th in g s p e c ia l fo r you a n d y o u r fa m ily fro m m y c o u n try . I 'd b e t t e r s to p nou> a n d g e t o n u tth m y s tu d y in g . I h o p e y o u 're e n jo y in g driving yo u r c a r, a n d I'm fo ru Ja rd t o s e e in g yo u in July! T h an k-s a g a in fo r th e in v ita tio n . All th e b e s t, Ir e n e (169 words) look-lng D O m ention a letter or em ail you have received from the person you are w ritin g to , or refer to a shared experience. DO say w h a t you've been doing recently. Writing reference (Paper 2) Report Useful language (For w o rk on reports, see pages 78 and 114.) In tro d u c tio n • The a im o f this re p o rt is to ... • This re p o rt is in te n d e d t o ... Task R e p o rtin g resu lts The school w here you study English has decided to spend some money on e ith e r buying more com puters o r im proving the library. You have been asked to w rite a report fo r the school director describing the benefits to the school o f both these things, and saying w hich one you th in k should be chosen and why. • M o s t p e o p le seem to fe e l t h a t ... W rite your report. (You should w rite between 1 2 0 -1 8 0 w ords.) • / w o u ld th e re fo re recom m end • Several p eo p le s a id /to ld m e /sug gested/thought t h a t ... P re s e n tin g a list • They gave/suggested th e fo llo w in g reasons: • They m a d e th e fo llo w in g points: 1 ... 2 ... M a k in g re c o m m e n d a tio n s • ( th a t w e e x p a n d th e lib ra ry /in s ta llin g a n e w c o ffe e m ach ine). It w o u ld seem th a t (b a n n in g m o b ile p h o n e s) Is th e b est idea. M o del answ er Use o f m oney fo r school im provem ents D O N 'T begin and end your report w ith D e a r S ir/M a dam , like a letter. DO use headings because this m akes it easier fo r the reader to find th e main inform ation. D O include tw o or three points under each heading. D O use num bering or bullet points to highlight main points. Introduction The aim o f this report is to compare the advantages of additional com puters and o f im proving the library, and to suggest w hich o f these w ou ld be best. I interviewed a num ber o f students to fin d o u t th eir views. Buying m ore com puters Some o f th e students th o u g h t th a t this was a good idea, saying com puters w ere useful for: • practising w ritin g • using the Internet • playing games. • However, other students said th a t they preferred to use their ow n com puters at home. Im proving th e library M ost o f the students preferred this suggestion, giving th e fo llo w in g reasons: 1 M any students do no t have a quiet place to study at home. The library w o u ld be a good place fo r private study, but at present there are not enough tables and chairs there. 2 They feel th a t up-to-date dictionaries and reference books are needed. 3 They w a n t to be able to read m odern books w ritte n fo r young people. R ecom m endations Both ideas have benefits, bu t th e m ajority o f students — fe lt th a t im proving the library w ou ld be m ore useful. . I w o u ld therefore recom m end this. DO use form al language. (179 words) D O say h o w you collected the inform ation. D O use a range o f specific vocabulary or set phrases e.g. S om e th o u g h t this w a s a g o o d id e a .. ./o th e r s tu d e n ts s a id th e y p r e fe r r e d .... but D O N 'T use lots of adjectives and dram atic language as you d o in a story. A report gives factual inform ation. D O N 'T include irrelevant details o r description. DO express opinions impersonally. D O N'T express recom m endations or opinions until the conclusion. Writing reference (Paper 2) Article (For w ork on articles, see pages 52, 102 and 126.) Useful language In v o lv in g th e re a d e r • A re y o u th inkin g o f (g e ttin g m a rrie d in th e • I'm sure y o u 'll a g re e fit w as a g re a t idea). Task You see this advertisem ent in a local English _____ language newspaper. Hey! m a g a z in e is a b o u t c e le b r a t io n s lo o k in g a ro u n d f o r a r t ic le s th e w o r ld . Write us an article about a celebration that is important ,n your country explaining why the celebration is important and descnbmg what people do. If your article is chosen for the magazine, you will win a weekend in a city of your choice.____________ n e a r fu tu re )? D e v e lo p in g y o u r p o in ts • Let's s ta rt w ith (w h y i t is s o im p o r ta n t to ta k e p le n ty o f exercise). • A n o th e r a d v an ta g e ( o f u sin g a c o m p u te r is t h a t ...) • On to p o f that. G iv in g y o u r o w n o p in io n • / th in k th a t/ln m y o pinion (tra d itio n a l ce le b ra tio n s are very im p o rta n t). • It seems to m e th a t (p e o p le a re m u c h m o re a w a re o f th e im p o rta n c e o f a g o o d d ie t now a days). W rite your article. (You should w rite between 12 0-1 80 words.) M o d el answ er D O think o f an interesting title. D O N 'T start and finish your article in the same w ay as a letter. O linda's carnival - som ething fo r everyone W hen m ost people th ink o f Carnival, they th in k of Rio de Janeiro. But Rio isn't the only city in Brazil that know s how to have parties. I live in Olinda, a lovely city in the north-east o f Brazil. W hat can w e say -------about the carnival at Olinda? Just th a t it's th e best in the w o rld ! • Carnival has its origins in ancient Egyptian and Roman festivals. It was introduced to Brazil by the Portuguese, and was influenced by African rhythms and Indian costumes. N ow it's a big national celebration. Once Carnival starts, the w ho le to w n goes crazy! Everyone's singing and dancing. Parades o f people wearing costumes typical o f ou r north-eastern folklore dance through th e streets. I love th e g ia n t__ street dolls, both the traditional ones such as 'the man o f m idn igh t' and the ne w ones th a t appear each year. D O finish your article by summ arising your main point and giving your opinion or expressing your feelings. The best th ing about ou r carnival is th a t no one has to pay and there are no big stars. Everyone takes part, rich and poor, old and young, residents and tourists. If you come, I promise you'll never fo rg e t it! (179 words) DO try to involve your readers, e:g. by using a question. D O use inform al language to involve the reader. D O N ’T fo rg et to express your opinion. Writing reference (Paper 2) Letter of application (For w o rk on w ritin g applications, see page 140.) Useful language • / have alw ays been in te re s te d in (u sin g E nglish in m y w o rk). • O ne o f th e m a in reasons I am apply in g fo r this jo b is th a t (I w a n t to w o r k in England). Task • / have a lo t o f experience o f You see this advertisem ent in a local English language newspaper. W e are looking for stu d e n ts of English to spend two mornings a week helping in the local tourist office. Good pay and conditions for the right applicants. Write to us, giving information about your level of English, and explaining why you would be suitable for the job. (d e a lin g w ith th e public). • I a m available to s ta rt w o rk (a t a n y tim e /fro m th e e n d o f th e m o n th ). • Thank y o u fo r considering m y application. • I w o u ld be g ra te fu l i f y o u w o u ld (se n d m e fu rth e r deta ils o f th e jo b ). • I can be contacted (on 0 84 9 5 8 4 8 43) a t a n y tim e. • / can be contacted (a t th e a b o v e address). • I look fo rw a rd to h e a rin g fro m y o u soon. W rite your a p p lic a tio n . Do n o t w rite any postal addresses. (You should w rite between 12 0 -1 8 0 words.) M o de l answ er Dear Sir/Madam, I am writing to apply for one of the positions helping in the local tourist office which were advertised in ‘Kent Weekly!—, on August 23r Gabriella Daniels (183 words) D O say w hich job you are applying for and w here and w h e n you saw it advertised. You can invent a newspaper and d ate if you need to. D O N T fo rg e t to m ention w h y you th in k you are suitable. DO say w h e n and h o w you can be contacted. Writing reference (Paper 2) Essay Useful language (For w ork on essays, see pages 90 and 176.) • Som e p e o p le claim th a t (y o u r te e n a g e years a re th e b e s t years o f y o u r life). • It is o fte n said th a t Task You have been doing a class project on technology. Your teacher has asked you to w rite an essay giving your opinion on the fo llo w in g statement: People in the m odern w o rld depend too m uch on computers. W rite your essay. (You should w rite between 1 2 0 -1 8 0 words.) (T V is a b a d in flu e n c e o n y o u n g pe o p le ). • H ow ever, in m y v iew /opinion, .. • Firstly, it is d e a r th a t (m o n e y c a n n o t b u y happiness). • W hile it is tru e th a t (c o m p u te r g am e s a re s tim u la tin g , th e y m a y n o t b e g o o d f o r y o u in th e lo n g term ). • From m y p o in t o f v iew , (jo b s a tis fa c tio n is m o re im p o rta n t th a n a la rg e salary). • Finally, it is im p o rta n t to re m e m b e r t h a t . • On balance then, I fe e l t h a t . • To sum u p /ln conclusion, it seems to m e t h a t ... M o del answ er D O state the topic in your first sentence, but use your o w n words. In today’s world, nearly every aspect of life is affected by computer technology. Computers are used for business, public services, education and entertainment. Some people are concerned by this development. They fear that vital skills are being lost as computer technology replaces traditional ways of working in a wide variety of areas, from art and design to banking and commerce. They point out the chaos that can occur when computer systems fail, leading to the breakdown of essential services such as transport, law and order. DO use linking expressions to introduce points. D O N 'T forget to express your opinion in th e conclusion. However, people could not continue to enjoy their present standard of living without computer technology. There are now far more people in the world than there were a generation ago. The fact that there is enough food for them, that they can travel safely from one place to another, and that they can be provided with medical care, is largely due to computer technology. In my opinion, therefore, we have to accept our dependence on computers, but at the same time we should work to find ways of making this dependence less dangerous. (178 words) D O N 'T start by saying / a g re e w ith th is - your essay should present your o w n argum ent. DO include supporting detail fo r the points in each paragraph. Writing reference (Paper 2) Review Useful language (For w o rk on reviews, see pages 15 and 64.) In tro d u c tio n • The (film ) I w o u ld lik e to re v ie w is ... • The la s t film I s a w / b o o k I re a d w a s ... Task S u m m a ris in g t h e s to ry You recently saw this announcem ent in an English language magazine called Film Scene. H a v e y o u e v e r th o u g h t o f w r itin g a re v ie w ? We need a young person’s perspective on films today. Write us a review of the last film you saw. Include information on the story, characters and any special features of the film, and say whether you would recommend the film to other people. The best review will be published in next month’s edition of the magazine. W rite your review . (You should w rite between 1 2 0-1 80 words.) • It's s e t in ... • The s to ry is b a se d o n (a b o o k ) ... • It's a b o u t ... • There a re m a n y m e m o ra b le chara cters in c lu d in g ... • The m a in th e m e o f th e film is ... • W h a t th e film is sayin g is ... R e c o m m e n d in g t h e film • / w o u ld re c o m e n d th is film to anyo ne. • A lth o u g h I e n jo y e d it. I w o u ld n o t re c o m m e n d i t f o r ... • It's o n e o f th e b e s t (show s) I'v e e v e r seen. • A lth o u g h I a m n o t n o rm a lly ke e n o n (m usicals), I'm g la d th a t I d e c id e d to go . • The (film ) lifts y o u o u t o f y o u r eve ry d a y life. M o de l answ er The last film I saw was not new; in fact it was T he L o rd o f th e R in g s. D O say w h a t it is about, but not in too m uch detail. DO try to use a range of interesting vocabulary, to bring th e film to life for th e reader. It is based on the well-known book, and tells the story o f a creature called a hobbit who takes a dangerous magic ring back to the place where it was made in order to destroy it. There are many memorable characters apart from the hobbit and his friends, including a wizard called Gandalf and a suspicious creature called Gollum. This is a film about friendship and loyalty. However, it is the special effects that make it truly magical. There are vivid battle scenes with fantastic animals and birds, and sets that are so imaginative that you want to believe they are real. But as well as this, the actual locations are beautiful, too. I would recommend this film to anyone, even those who do not usually enjoy fantasy films. What I would say to them is - go and try it! Like me, you might find that the film lifts you out o f your everyday life into a world you will not want to leave. (180 words) D O rem em ber to m ention im portant o r m em orable characters, but don't spend to o m uch tim e just describing them . DO rem em ber to link ideas clearly, and to link paragraphs together. D O rem em ber to give your opinion clearly, as this is the purpose o f a review, but not until th e end. Writing reference (Paper 2) Set book Task A b o u t th e e xa m : In Q u e stio n 5, y o u a n sw e r o n e o f tw o q u e s tio n s based o n y o u r re a d in g o f o n e o f th e set books. You m a y be asked t o w r ite an essay, an a rticle , a re p o rt o r a le tte r. (a) An international student magazine is running a series o f articles on interesting characters in fiction, and has asked readers to send in th eir suggestions. W rite an article on the character you fo und m ost interesting in the book you have read, saying w h o th e character is and w h y you th in k they are so interesting. You d o n o t ha ve t o a n sw e r Q u e stio n 5. If y o u do, m a ke sure th a t y o u k n o w th e b o o k w e ll e n o u g h to be a b le to an sw e r th e q u e s tio n p ro p e rly . H ere is a suggested p ro ce d u re fo r w ritin g a b o u t th e set te x t. (b) Your friend is going on holiday and w ants to take a book to read on the journey. W rite a le tte r to your friend, recom m ending the book you have read and giving reasons w h y you th ink they w ill enjoy it. 1 Read th e b o o k a ll th e w a y th ro u g h , to g e t a g e n e ra l id ea o f th e s to ry a n d th e chara cte rs - a n d to e n jo y it! M o d el an sw er (article) ■ ]_________ A lady w ith no nam e DO focus on 2 Read th e b o o k ag a in , th is tim e m o re c a re fu lly. M a ke no te s u n d e r th e fo llo w in g headings. Plot: include the main events and the order they come in the story. Characters: include inform ation about w h a t they are like and h o w im po rtan t they are in the story. Relationships: include inform ation about w h o likes/dislikes w ho, and th e things th a t affect th eir relationships. Places: include quick descriptions o f the most im po rtan t places. Your o w n reactions: w rite dow n your feelings about th e book, w ith some reasons fo r your opinion. 3 M a k e a list o f th e k in d o f q u e s tio n s you m ig h t be asked to w r ite a b o u t, and discuss th e m w ith o th e r stu d e n ts. H ere are som e ideas: • W ha t makes the book interesting/ exciting? Describe an exciting o r m emorable m om ent in the book. • Choose the m ost interesting character. Describe him/her. Is this your favourite character? • Is th e title a good one fo r the book? Why? • Does the book have a good ending? Explain w hy/w hy not. • Do you th in k the book w ou ld make a good film ? Explain your reasons. • W ould you recommend the book to a friend? Say w hy/w hy not. It seems strange to experience a story through th e eyes. w h at you have been o f a nameless person - b u t this is the case in 'Rebecca', x asked to do. by Daphne du Maurier. Rebecca is th e name o f the first D O N 'T just tell the story w ife o f M axim de W inter. She dies before the story of the book. begins, and the novel is narrated by M axim ’s second w ife, w hose name w e never learn, b u t w h o is to me th e most interesting character in th e book. As w e read, w e learn o f her feelings fo r M axim, and o f w h a t she discovers about ms past me ana m e w ue sne nas repiaceo. DO m ake links So w hy do I th ink the narrator is such an in te r e s tin g / character? A lthough she is nameless, she has a strong personality She is em otional and her problems and feelings are vividly described, so th a t you teel sorry fo r her. She has n o t had an easy life, and you w a n t her to be happy, in spite o f the strange things th a t happen after her marriage. betw een paragraphs clear. I--------------DO describe a characteristic and then say w hy you like it so much. All in all, her lack o f an identity makes her all the more m emorable - and perhaps th a t is w h y I fin d her so fascinating. (182 words) Useful language • The bo o k is re a lly exciting because (it s ta rts w ith a m u rd e r). • The best m o m e n t is w h e n (th e m u rd e re r is revealed). • The b o o k tells the s to ry o f (a fa m ily w h o ha ve b e e n separated). • The • The • The • The firs t th in g th a t happens is (Sarah leaves hom e ). m ain character, (M aria n, is a te e n a g e r w h o . . .) m o st interesting character is (Joe, th e y o u n g m a n w h o lives . . .) title is re a lly good, because (it is m yste rio u s a n d i t m ake s y o u w a n t to fin d o u t w h a t i t re a lly m eans). • The sto ry takes place in (th e S o u th o f France). • Events revolve aro u n d (a robb ery). • The e nding is very exciting because ( it is c o m p le te ly unexpected). • It w o u ld m ake (a re a lly g o o d film ), because (it is su ch a n e x c itin g story). • The best th in g a b o u t th e b ook is th a t (th e chara cters a re s o in te re stin g ). • / w o u ld recom m end this b o o k because (it is easy to read). Writing reference (Paper 2) Useful linking words and phrases Tim e sequencers before, after, a fte r a while, eventually, later, then, finally, as soon as, a t first, a t last, when, w hile I im m ediately ph on ed the police. While I was w aiting fo r them to arrive, I w atched the house. A t first, no one g o t o u t o f the car, b u t after a while the driver’s d o or opened. A n d then I finally fo u n d w h a t I was looking for. Listing points first, firstly, first o f all, to begin w ith, secondly, thirdly, finally O ur holiday was spoiled, firstly because the h o te l was uncom fortable an d secondly because the w eather was bad. A dding inform ation/em p hasisin g points as w ell as (that), in addition (to), moreover, furtherm ore, n o t o n ly ... (bu t a ls o ).... w hat's more, on top o f that, to m ake m atters worse, in fact, as a m a tte r o f fact The ho tel was miles from the beach. On top o f that, the view from o u r bedroom w in d o w was terrible. Not only was the ho te l miles from the beach, but the view fro m o u r bedroom w in d o w was terrible to o l In fact, everyone is d iffe re n t w hen it comes to personal taste. G iving exam ples fo r example, fo r instance, such as I like po p groups such as The Backstreet Boys. M y to w n has a lo t o f things fo r youn g people to do. For example, there are three cinemas. Reasons, causes and results as a result, because, because o f (this), so, therefore I have visited Britain several times and, as a result, my English is quite good. By the en d o f the day, y o u haven’t m anaged to fin d anything th a t you like. So, y o u g o hom e frustrated. Contrast 1 but B ut links tw o contrasting ideas. It is n o t norm ally used at the beginning o f the sentence. M any people argue th a t TV is bad fo r you, but I disagree w ith this. 2 how ever H ow ever can come at th e beginning o r end o f a sentence. It m ust be separated o ff by commas. The advert claim ed th a t there w ere huge discounts fo r students. However, the discount was on ly 5% . I love travelling. I d o n 't enjoy lo ng flights, how ever 3 although, even though, though These expressions introduce a subordinate clause of contrast. If the subordinate clause comes first, it is separated fro m the main clause by a comma. Although he practised every day, he d id n 't manage to improve. I w alked hom e even though it to ok m e tw o hours. Note: though can be used after a com m a at the end o f a separate sentence th a t expresses som ething surprising. We lived in the m iddle o f a city. We still had a large garden, though. 4 whereas, w hile Whereas an d w hile are used to com pare tw o things and show ho w they are different. She likes fo otb all whereas I p re fer tennis. M y sister is very like m y fa the r while I take a fter m y mother. W hile is also used in the same w ay as although. While com puters are im portant, we s h o u ld n 't le t them rule o u r lives. 5 in spite o f (the fa ct that), despite (the fa ct that) These expressions must be fo llo w e d by a noun or -in g fo rm . Despite is slightly more form al. In spite o f the fa ct th a t they are expensive, many people w a n t to buy designer clothes. Despite all the research th a t has been done, we still ha ve n't fo u n d a cure fo r cancer. 6 in fact, the fa ct o f th e m a tte r is This is used w hen you are saying w h a t the real tru th o f a situation is. A ccording to the brochure, the service is free fo r students. In fact, students are charged a t the same rate as everyone else. 7 On (the) one h a n d .... On th e oth e r h a n d ... These expressions are used to introduce an opposite po in t in a discussion. (On the one hand,) i f I take the jo b in Milan, I'll be able to g o to the opera. On the other hand, if I take the jo b in Barcelona, I'll be able to g o to the beach. 8 otherw ise This is used to say w h a t w ill happen if som ething else does n o t happen first. You have to choose y o u r holiday carefully. Otherwise, you could be disappointed. Writing reference (Paper 2) Sample answers Sam ple answ er The fo llo w in g scripts w e re w ritte n by students. Read th e Paper 2 general m arking guidelines on the inside back cover, and use th em to help you evalu ate each an sw er and decide on its strong and w e a k points. Then read th e com m ents given and th e suggested band score, and com pare yo ur ideas. Den*- M n s Thom pson, T W k you v e ry m uch f o r +hc k H o r pleased th a t I ’ve won +he p v.ze. 1 would like +o 90 +0 So*. Fv-cncisco because 1 U e " e v e r b ee- +0 +he USAr b e fo re . However, th e r e are several ^ u e s t.o rs I would lik e t o a sk . f i r s t o f all, X would like t o know whether th e Semi-formal letter (Part 1) r e t u r v f li* + ,s a d ir e c t f l i ^ t o r r o t . 1 would l.ke t o book a d ir e c t flig h t because ,t i s much m o re Task com fovr+flWfi- You recently entered a com petition fo r learners o f English, and have just received a letter fro m the organisers o f th e com petition. You have made some notes on th e letter. Secondly, 1 would like t o know how long we are being teached every day and i f th e r e are c la s s e s m th e m orning o r th e a fte rn o o n . I s th e r e a d if f e r e n c e between Vancouver and San F r a r c .s c o c o rc e rrin g t h is point? Congratulations! You have won first prize in our competition - a two-week trip to Vancouver or San Francisco. ■D ire c t flig h t? Your prize includes * FREE return flight to the city of your choice * FREE two-week course at the Vancouver or San Francisco School of International English-------------- H o u rs ? M o r n in g /a fte r n o o n ? * Two week’s FREE accommodation with a family ■ D is ta n c e fr o m s c h o o l? M e a ls ? You w ro te about a f r e e accom m odation with a fa m ily . Ame th e m ea ls included a v J / o r do 1 have th e o p p o rtu n ity t o co o k by m y s e lf? Please le t me a lso know th e dista n ce f r o m th e school, finally, 1 would like t o a s k you i f i t .s p o ss.b le t o .stay a t school f a r an ex tra week, i f .+ 'S po ss,b le please le t m e know th e p ric e 1 have t o pay. 1 like t o thank you in advance f o r y o u r a s s is t a n c e and 1 look fo rw ard t o hearing f r o m you soon. Yours sincerely, Lennart Moser We need to know your choice of city, your preferred dates, and if you would like us to make any special arrangements for you. ' ' 1— S ta y a n e x tra week? We look forward to hearing from you. Once we have the information we will send you your tickets and further details. Yours sincerely Jackvj Thompson Jacky Thompson Competition Manager W rite a le tte r o f between 120 and 1S0 w ords in an appropriate style. Do n o t w rite any postal addresses. Com m ents This is rather long, but there is no irrelevant inform ation and the student answers all parts of th e question. He makes a couple o f gramm atical mistakes (e.g. we are being teached: a free accom m odation), b u t these do n’t cause problems in understanding th e meaning. He uses quite a w ide range o f structures, although he tends to repeat / w o u ld like to know . Vocabulary is appropriate and ideas are organised in clear paragraphs. The style is sometimes to o form al (e.g. concerning this po in t) b u t the letter w ou ld have a very positive effect on the reader. 8and 5 Writing reference (Paper 2) Story Task Your teacher has asked you to w rite a short story fo r th e school's English language magazine. Your story m ust begin w ith the fo llo w in g words: It was n o t easy, b u t Carol k n e w she had to do it. W rite your story. B Sam ple answers It ^ m t e a s y . b u t C arol fa n e * *b c had to do tt. In fro n t- o f b e r -m e re w a * -m i* t*9 rwex, w ttb u a-re r -m a f w ar, rim in g re ru j fa s t, and -m is robber dinghy. behind b e r s b e could b e a r -tbe guide explaining tb a f 1 b e w a te r i* onl^ a b o rt 8 C yarm . fu (tb e rm o re , b e -fold t o C a r d '* group -m a t -m e re a re som e dangerous p laces, w here -th e t) b a re -To -Take special c a re . A fte r -tb a f, -tb e g lid e sm iled and coed: 'L e t's go!' fo r one m om ent, C arol m as -thmkung o f a n es c a p e , b u t -m is rw e rra fttn g to u r w as b e r b irth d a y p re s e n t fro m b e r fn a o d s , and -th e y uiere all -m e re. S he w ar. -m e la s t one uibo g o t in to -me b o a t, and s a t down a t -m e back, o f it. S be -tried to sm ile and y*n -m e o th e rs p leasure, how ever, s b e w a s n t veruj successful. Sbe closed b e r ecjes and tb e b o a t s e t o ff. A fte r a uiblle, C arol began t o anJpy tb e -trip . In fa c t, i t w as g re a t fu n, and a t -tb e end, W ren tb e u j arnued, C arol decided t o b o o t a n e x t -trip "two la.'te.r. H was not easy, but Corot knew She bod to do ■t She was in Trieste, Italy. She came there to " 3 ,f her friend. His name is Stefano who she met in their language school in England xctual/y she didn t know about Italy until she met him. do She coutdn t speak Italian, was not good a t HaJiOn geography. Ab the fir s t mistake, she thought th a t Trieste was d o se to his house, but it was his fault. He ln ed in Trento, near Verona. She should hare u sed a d iffe re n t airport. Trieste airport was p i t e small She w asn't able to fin d a person who can speak English. A s the biggest mistake, she couldn V call him" dhe usually contacted with him by emails, so she didn 1 knouj hcM f o CQJI. She trie d to communicated with Italian people with body language many times. She d id n 't give up. If she gave up, she couldn't meet him. One r p a st ... and she learned ha*/ to caJI him" Eventually she was able to talk With him three hours later Stefano come to her a t the airport. She shouted fo r jo y ’S tefa n o !! I m issed you!!" Com m ents A This answers th e question and gives some detail, B This is a lively story. There are quite a lo t o f and there is a clear beginning, m iddle and end. There gram m ar mistakes (e.g. w ho she m e t instead o f and is some good accurate use o f language (Behind her she had m e t him, she tried to com m unicated w ith). she could hear the guide explaining; A fte r a while, However, the student also uses a range o f structures Carol began to enjoy the trip) b u t there are several accurately (e.g. She should have used; She d id n 't give mistakes w ith reported speech (e.g. he to ld f© Carol's up.) There are some mistakes in vocabulary so th at group th at there are som e dangerous places) and the m eaning is n o t always clear (e.g. it was his fa ult other mistakes (e.g. art escape; a next trip). There is instead o f H e'd m ade a m istake; she learned h o w some use o f direct speech to add interest and there is instead o f she fo u n d o u t how ). Unking o f ideas and quite a good range o f vocabulary, b u t the student sentences is n o t always clear. However, there is good has n o t divided the story in to paragraphs. It has a use o f direct speech and a strong ending w hich has a positive effect on the reader. positive effect on the reader. Band 4 Band 4 (lo w ) Writing reference (Paper 2) Letter to a friend Task You have received a letter fro m a pen friend w h o is planning to visit you in July. W rite a letter to your pen friend, describing the activities you have planned fo r h is ^ e r visit. Give them advice on w h a t to bring and ask about any special requests. W rite your letter. Do n o t w rite any postal addresses. Dear Diego, Hi! How are you*? Thank \jou fo r your Sam ple answers le tte r! I ’m very happy about your plan! OK! I f you let me know your arrival A tim e, I u/ill come to you, a t N arita airport. I ’ve thought about our plan in B ea r C * h * , . ^ “ . de+ivi+iftS +W e. For examp e, * * -s . Japan. I know you really like football! So, how about visiting &iadium& o f the World Cup*? You can visit a locker +V*+ you « re ) f ~ r .r |ik.e / X , t o r o s t +o Inr'w'J 13 f w to 3 . I f 3 s r r it jsl.- -«— —i »— E *». ' * ' * * * >“ * J J E * 'c z : z z z - j i - 5 ' ,1— - i - r - * - X JSCZ» iw i+ citse fo *- ye"*" 14 you Uve my yes+ 'W ivT leok iej " ““ ■-——^ room in Yokohama International Stadium where the final was held, and you can see autographs o f Brazilian national team members. In July, Japan is very hot, bu t sometimes there is a heavy rain so you have to bring an umbrella. And there are lots o f mosquitoes, you m ust bring a medical cream to p ro te c t yourself against them. Do you have any special requests'? I f you have any, please le t me know. 1 II try to do it! I ’m looking forward to your reply and x ’ll do m y be3+ to solve ' to meeting you in July! Lots o f love, +o U»h"9 -from you &e3+ wi-she*, Yuka C d re l Com m ents A This is a fu ll answer to the question, w ith a fairly good range o f grammar, bu t there are quite a fe w gram m atical problems (e.g. recom m end you some places w here you instead o f recom m end som e places to you w hich; interesting in instead o f interested in). Vocabulary problems sometimes make the meaning unclear (e.g. I can arrange the shopping table fo r you). Paragraphs and connecting w ords are w ell used and the style is generally suitable fo r a letter from a friend. It has a satisfactory effect on the reader. Band 3 B All parts o f th e question are dealt w ith , in an inform al style. There are some gram m atical mistakes (e.g. there is a heavy rain) and problems in pronoun use (e.g. I’ll try to do it!) b u t th e student uses tenses accurately and shows a good range o f vocabulary, and the paragraphs are clear and w ell constructed. The letter has a positive effect on th e reader. Band 4 Writing reference (Paper 2) Essay Task You have had a class discussion on w h a t people do in th e ir free tim e. Your teacher has no w asked you to w rite an essay, giving your opinions on the fo llo w in g statem ent: Shopping has little value as a leisure activity. B W rite your essay. X believe 1t i i t shopping te n b e one o f th e b n p o rte n t th in g -, people do, luce e a tin g and Sam ple answ ers A sleeping, and fo r som e shopping is th e ir chance +0 do th e ir fa v o u rite th in g s U te w aiting and P o e s O o p p in g A eve //V -f/c veW e -*> - fe /c w -e tL + h ti+ y ? X t h in k . m o S t p e o p / e . b u t is F o r to if r e A jly in A *-SK S t u d e n t s *vA*y t h e y 'r e . g o in g b ig c it y , 's h o p p in g ', A n d t h e y m u se u m s th e y d o n 't d o n 't o f - to h o w e v e r , p e o p le in T A /s A c t iv it y A c t iv it y . is p ro v e d In d e e d , t h in K n ic e a H ow ever, o th e rs h m n t o f r t a s a chance to V/S/'y-. th e y e v e ry to y© 4 e S A t is f ie d w it h t h e ir lik e be a a h o u se , o r f A S h io n c o m p le t e X re A d A n A r tk J e r e / A X A t io h s h o p p in g yA e fA m o u S p lA c e s A n d m e e t som e fn e n d s who you only s e e fro m tim e to tim e . In ad d itio n , tt Is useful -tim e to discuss e v e ry d a y problem s - fo r exam ple, if you have g o t som e problem s, in t h a t shopping tim e you m ight lis te n to o th e rs problem s and ■mint t h a t yours a re n othing com pared to -th eirs . I t can m a te a b re a t fro m e v e ry dau, w o rt p ressu re and s o i t is valuable fo r som e who have a hard jo b and life s ty le . s tA g e y-Aey s h o u ld b u y o r n o t , t o is m ir r o r c A ile d 1S h o p p in g is t h is if S tA g e o f t h e ir +0 W /Afltow S t o p p in g , f r y in g y A e y A ^ve b o u g h t in fro n t A lo s y t o u r is t s g o se e S td m O S t A b o u t g o in g w A o e t y o y s h o p p in g lik e o n , f h in K in g b u y in g . T h e . f in e d w hAt t h in K tO A T h A b o u t p /A C e S A b o u t S h o p p in g , f r o m c lo t h e s « |f)S w c rS th e A n d s ig h t - s e e in g . s o m e -t/rn e . in s t e A d SO On -th e o n e hand, I h u n t -th a t is tru e th a t shopping h a s no value in som e life s ty le s . People -m in t o f shopping only a s a chance to do w h a te v e r th e y w a n t, and th e n H- is an es cap e fro m doing th in g s th e y should do. I m ean people go shopping in s te a d o f do w o rt. u s e f u l? e x A m p le , do m eetin g frie n d s . r e V / y K te .') o o sA c p p in g W Ay to And n o t re /A X in \ a W e f e e l g u ilt y . s e e in g w e A r in g it Show . le is u r e n e w spA p er s h o u ld a J I u s e D o n 't In conclusion, t t s tru e t h a t buying th in g s h as tthhe value, b u t people a re d iffe re n t, which you so ? m eans t h a t shopping will b e p ric ele ss fo r som e. Com m ents These answers are both Band 4, fo r different reasons, A This has clear organisation, w ith paragraphs giving points fo r and against th e statem ent. However, the first sentence just repeats th e task. There are some good expressions (e.g. if w e ask ... the answers are alm ost always ’shopping') b u t also some gramm atical mistakes (e.g. g o shopping som etim e instead o f la see). There is quite a good range o f topic-related vocabulary, b u t the style is to o inform al in places (e.g. D o n 't you th in k so?). It has a positive effect on the reader. B This answers the question clearly and uses a w ide range o f vocabulary and some good expressions (e.g. th in k th a t yours are n o thing com pared to theirs). However, there are gram m atical mistakes (e.g. instead o f d o w ork). The style is appropriate. The conclusion clearly returns to the question and gives a nice summ ary o f th e writer's opinion. It has a positive effect on the reader. Writing reference (Paper 2) Report Task The ow ner o f the school w here you study English has decided to make some changes to the school classrooms. He has asked fo r ideas from students about w h a t should be done to make the classrooms better places to study in. W rite a report m aking suggestions fo r how the classrooms could be improved. W rite your re p o rt. S am ple a n s w e r I-K -fro d u ctio -w T k is re p o rt is to s l i e s t w k a t we -need to w aK * tk e cfassroow s b e tte r in o u r sckoof. X asKed s tu d e n ts to r tk e ir id eas. EacKgrou-nd s itu a tio n W k a t i t ’s n e e d to be in s id e a good sckoof cfassroow s is t k a t t k e |j a ft leave a f i tk e egu ipw e-nt s tu d e n ts w ig k t n e e d s ta r tin g tro w , tk e e s s e n tia i tk i-n g s fiK e c k a ir, bfaeK boards, rm is k m ^ w itk accessories fiK e te fe v is io n s . S u c tio n s X c e r ta in ty b efieve t k a t tw o tk in g s n e e d to s t a r t o u r p fa n to iwprove tk e sckoof cfassroow s, tk e -jj a re w one-jj a n d good w a n a g e w e n t. idea o t im proving tk e cfassroow s is to s t a r t w itk w k a t we leave a n d see w leat n eed s to be rep ared a n d w k a t k a s to be tk ro w n a w a |j a n d rep faced w itk a new e g u ip w e n t a n d sowe co w p u ters t k a t tk e s tu d e n ts w ig k t n ee d afso leaving a m assive fib e r r a r jj is one o t tk e w ore im p o rta n t tk in g s t k a t s tu d e n ts re g u e s t. H e a tin g a n d a ir c o n d itio n in g a re n e c e s s a ry to waKe tk e atw o sp k ere in tk e cfassroow s cos^-. P ersonaf opinion I n c o n c fu s io n , tk e c k a n c e o f k a v in g a good cfassroow s fooKs e a s |j tro w a d is ta n c e , in f a c t i t is n 't , a n d t k a t we w u s t t r y to f in d tk e b a fa n c e b e tw e e n k a v in g a verjj- good sckoof a n d n o t sp e n d in g too w u c k . C om m e nts This report makes some relevant points, b u t the style is more suitable fo r a com position than a report. It w ould be m uch better in bullet points. It is no t easy to identify the main suggestions because o f problems w ith sentence linking and punctuation. M y idea o f ... is to start w ith w h a t w e have is good. The problem is th e sentence is to o long and needs splitting up, e.g. M y idea o f im proving the classrooms is to start w ith w h a t w e have. Then w e can see ... . There are some problems w ith passive form s (e.g. w h a t it's need instead o f w h a t is needed) b u t also some good expressions (e.g. to start w ith w h a t w e have; w e m ust try to fin d the balance between). The student has a good range o f vocabulary although this is not always appropriately used (e.g. massive; cosy) and there are some spelling mistakes (e.g. repared, liberrary). It has a satisfactory effect on the reader. Band 3 Writing reference (Paper 2) Article Task You have seen this advertisem ent in a magazine fo r young people. I ’d love to have ... Write an article about something you would like to have, saying why you would like to have it and what difference it would make to your life. The writer o f the best article will win a lap-top computer. Sam ple answ er u J * 'o f o f although I abilities. in this & se i d £ Z f df ' ? op ° t ^ f ee o f education in % £ T .c l as L g J r a ^C ondh, / would like to prepare a lore,, W rite your article. * P Z ness depressed. ** W *» « « at £ £ j £ ‘H Tfead. " *** ' “ 5-/ read, tZ F,ts TI an, ; Ta *rich5 person, * te ^ / w,//* a bad wau Hit *°r me, but I a h ? 4 £ 7 . opportunity to others 3 * » *°* * V Com m ents This answer gives relevant inform ation and answers the question. There is quite a good range o f structures and vocabulary but these are no t always used very accurately (e.g. If I am a rich person, I w ill spend them on n o t only fo r m e instead o f If I w ere rich, I w o u ld n 't ju s t spend th e m oney on myself). It is also d iffic u lt to understand exactly w h a t she w ants to say about her parents in th e line A lthou gh they d id n 't say to m e a t all, I th ink ... . The paragraphs are w ell planned b u t there are mistakes w ith linking w ords (e.g. On the o th e r hand instead of, e.g. As w ell as that) and w ith punctuation. There is a m ixture o f inform al language (e.g. O f course n o t!) and form al language (e.g. Therefore). It has a satisfactory effect on the reader. Band 3 Writing reference (Paper 2) Review Task Reviews needed! We need a young person’s perspective on films today. Write us a review of your favorite film. Include information on the story, characters and any special features of the film and say why you would recommend the film to other people. The best review will be published in next month’s edition of the magazine. W rite your re v ie w A I w ito +o -ten o)Oo about a movie really discussed to Italy , VUHimo tiacio' (Trie l a s t Hiss) directed by firabnele Mocdno My favour,te is catted V only' be3f ra* W ‘C (,lm l have ever seen. Hi 1001- the ' j 3 s e t in London and abort a hardworking and a lovely violinist ^ ^ I t is s e t m an Italian c ity m -the. sam e time m which a c to rs play, m fa c t, trie d irecto r's purpose is -rate. a plausible picture o f people's life. Trie movie tell os about trie crisis o f tw o d ifferen t generations worried b y trie difficulty o f grow up and -rate. trie r responsibility. * * m £ d ie instead o f his g ,rid .e n d I have seen ,t 5 times. Unfit / saw , / j . v t,mes On trie otrier riand, fif ty y e a rs old people a re f ty r te n e d o f grotorig old. i Tst t Z * ,I “ *e (e s fon/ u,%3irajr5e(ee/ings bo * if* la tone. can e t character's I trim*, trie s to ry Is really topical and show a widespread situation, trie a c to rs ' performance Is really good, trie dialogues a re f a s t and accurate. Atthoug/i is a g re a t film I must admit -th at it Is a b it to o shouted, but -this is MucGlno'd A'+ijle.. A g-w i sto ry , g re a t a c to rs and good dialogues and editing, 'L'Ultimo &acio' is really interesting, n o t boring a t all Z tV T Z ^ (* * and the song to O h Z T r “ * S faM a3iiC story could j h f a' * f e a / and (O n-fetched But J you (OCUS on Character's (e e ti^ s you can t o g len a good precept T>0„ / calculate your tore, ju s t appreciate her! ^ faJ‘ * la K » y o u '// /o re /t o Comments A This review is a b it long, has some style problems and is no t always easy to follow . On the one ha nd / On the oth e r ha nd does not link w ell to tw o d iffe re n t generations. There is a good range o f vocabulary (plausible picture, taking responsibility, widespread situation) but some w ords are misused, e.g. too shouted. There are basic gram m atical mistakes, e.g. -in g fo rm after prepositions (difficulty o f g ro w up). The review only has a satisfactory effect on the reader. Band 3 B This is a bit long, bu t is organised and easy to fo llo w . The style and paragraphing are both generally appropriate, and th e w rite r has given her opinion. There is some interesting vocabulary although some w ords are misused, e.g. precept. The sentences are simple, b u t there is a range o f structures including present perfect and modals. Mistakes do n o t usually im pede com m unication. The review generally has a satisfactory effect on the reader. Band 3 Paper 2 W ritin g : general marking guidelines Both Parts o f th e W riting paper carry equal marks. W hen m arking, examiners use the general assessment guidelines below fo r both Parts, as w ell as a task-specific m ark scheme fo r each question on the paper. Band 5 • Answers th e question com pletely and makes some original points • Uses a w ide range o f gram m atical structures at this level w ith alm ost no mistakes • Uses a w ide range o f vocabulary appropriately • Uses clear paragraphs w ith well-organised ideas • Uses a variety o f appropriate connecting w ords • Uses the correct style fo r this type o f w ritin g th ro u g h o u t • Has a very positive effect on th e reader Band 4 • Answers th e question giving enough detail to be effective • Uses a good range o f gram m atical structures at this level w ith fe w basic mistakes • Uses a w ide range o f vocabulary, m ostly appropriately • Uses paragraphs w ith logically organised ideas • Uses suitable connecting w ords appropriately • Uses the rig h t style fo r this type o f w ritin g m ost o f th e tim e • Has a positive effect on th e reader . < Band 3 • Answers th e question • Uses a satisfactory range o f gram m atical structures a t this level, w ith some errors • Uses a satisfactory range o f vocabulary, w ith some errors in appropriacy • Organises ideas into paragraphs, th oug h n o t always clearly • Uses some simple connecting w ords • M ostly uses the rig h t style fo r this type o f w riting, th oug h there may be some lapses • Has a satisfactory effect on th e reader Band 2 • Does n o t answer th e question fully, and/or is n o t always relevant to the question • Uses a lim ited range o f gram m atical structures, w ith errors w hich interfere w ith com m unication • Uses a lim ited range o f vocabulary, w ith errors th a t cause d ifficu lty in understanding • Does n o t organise ideas in to paragraphs • Uses very fe w connecting w ords, o r does n o t use th em correctly • Uses a style th a t is n o t appropriate fo r this type o f w ritin g • Has an unsatisfactory effect on the reader and does n o t com m unicate clearly Band 1 • O mits some parts o f th e question and/or is irrelevant • Uses a narrow range o f gram m atical structures, w ith m any basic errors • Uses a narrow range o f vocabulary, w ith errors th a t prevent understanding • Does n o t organise ideas at all • Does n o t use connecting w ords • Does n o t dem onstrate any understanding o f th e style and fo rm a t needed fo r this type o f w ritin g • Has a very negative effect on the reader ... Perky w ou ld fly awc'T? W t happened w hen the w rite r g o t outside w ith Perky? U N IT 3 [ue Sfces hen I was a child, I lived in W Arizona One day in 1956, I was walking around the house with