Oxford supplementary skills elementary rosemary scott

A-PDF MERGER DEMO ROSEMARY SCOTT E L E M E TN A R Y O X F O R DS U P P L E M E N T A SRKYI L L S SERIES EDITOR:ALAN MALEY PRESS OXFORD UNIVERSITY Oxford University Press WaltonStreet,OxfordOX26DP Oxford NewYork Athens Auckland Bangkok Bombay Calcutta CapeTown Dar esSalaamDelhi FlorenceHongKong Istanbul Karachi Kuala Lumpur Madras Madrid Melbourne MexicoCity Nairobi Paris Singapore Taipei Tokyo Toronto in andassociated companies Berlin Ibadan Oxford and.Orford EWlish are trade marks of O#ord University Press ISBN0 194534006 @Oxford Universify Press1987 First published1987 Fifth impression1994 No unauthorized photocopying All rights reserved.No part of this publicationmay be reproduced,storedin a retrieval system,or transmitted,in any form or by any means,electronic, mechanical,photocopying,recgrdrng,or otherwise, without the prior written permissionof Oxford University Press This book is sold subjectto the conditionthat it shall not, by way of trade or otherwise,be lent, re-sold, hired out, or otherwisecirculatedwithout the publisher's prior consentin any form of binding or coverother than that in which it is publishedand without a similar conditionincluding this conditionbeing imposedon the subsequentpurchaser Setby PromenadeGraphicsLtd, Cheltenham Printed in Hong Kong Illustrationsby: RobertAltham JudyBrown JohnCooper CbristyanJones DavidMurray Sue Scullard Katie Thomas The publisherswouldlike to thankthe followingfor their permissionto usephotographs: Ash CameraPress ExpressNewspapers Library FolgerShakespeare Impact InternationalDefenceandAid Fundfor SouthAfrica Just Seventeen MadameTussauds Network FionaPragoff Rex Features BirthplaceTrust The Shakespeare ACKNOWLEDGEMENTS I am grateful to RachelBelgrave, Director of the RegentSchoolof Englishfor all her help and advice,and to teachersat the Regent School,Oxford Street for testing the materials Acknowledgementsare also madeto the followingwriters and publishers for permissionto use texts which fall within their copyright: CaroleLynn Corbin and Franklin Watts Ltd for an extract from Lennon (198a); ElizabethGrant SutherlandOctopusBooks Limited for extracts from WhoKilled Harry Oahes?;Adrian Henri for the poem'TalkingAfter ChristmasBlues'fromThe MerseySound (1967);Here'sHealthMagazinefor'Diet Profile'andthe texts on hypnotherapyand teenagesmoking;InternationalDefenceandAid Fund for South Africa for an extractfromNelson Mandela: The Struggleis My Life; JwstSeuenteen for'It's a Living'; Oleg Kerensky and GuinnessSuperlativesLtd for an extract fromGuinness Guide to Ballet (1981);PlantagenetSomersetFry andBell & HymanLtd for an extract fromThe ZebraBook of FamowsWomen;PhilippaStew and WaylandPublishingfor an extract from Shakespeare and his Theatre(1973):SueTownsendandMethuenfor an extractfromThe SecretDiary of Adrian Mole Aged 13*(1982);Peter Watsonand Hutchinson& Co for an extract from Twins; WaylandPublishersLtd 'Welcome for to Britain' from London Life CONTENTS Ahashare.com Foreword uii Introductionto the teacher LOVE I Spring DiaryofAdrianMoleagedlfi TheSecret Lovinga cat Loveor money? Wherehasmy lovegone? 10 LIFESTYLES 12 Whichfamilywouldyouchoose? 12 The 'city gent' 14 A femalebusdriver 16 A royallife 18 Life in Bhutan 20 MINDANDBODY 22 Howimportantis your diet? 22 Hypnotherapy 24 Doesyourteenagedaughtersmoke? 26 Twins 28 FAMOUSNAMES 30 l Violentdeath 30 WilliamShakespeare32 Nureyev 34 MadameTussaud 36 NelsonMandela 38 CRIMEANDPUNISHMENT40 Oakes?Part 40 WhokilledSirHarry Oakes?Part2 42 WhokilledSirHarry Oakes?Part3 44 WhokilledSirHarry Part4 46 WhohilledSirHarryOakes? Key 48 uL| This series covers the four skill areasofListening, Speaking, Readingand Writing at four levels - elementary,intermediate, upper-intermediateand advanced.Althoughwe have decidedto retain the traditionaldivisionof languageuse into the 'four skills', the skills are not treated in total isolation.In any given book the skill being dealt with serves as thefocus of attention andis always interwoven with and supportedby other skills This enablesteachers to concentrateon skills developmentwithout losingtouch with the more complexreality of languageuse Our authorshave had in commonthe followingprinciples,that materialshouldbe: o creative- both through author-creativityleadingto interesting materials, and through their capacityto provoke creative responsesfrom students; interesting - both for their cognitiveand affectivecontent, and for the activities required of the learners; r fluency-focused- bringingin accuracywork only in so far as it is necessaryto the completionof an activity; o task-based- rather than engagingin closedexerciseactivities, to use tasks with pay-offsfor the learners; o problem-solvingfocused- so as to engagestudentsin cognitive effort and thus provoke meaningfulinteraction; o humanistic- in the sensethat the materialsspeakto and interrelate with the learnersas real peopleand engagethem in interactiongroundedin their own experience; o learning-centred- by ensuringthat the materialspromote learningand help studentsto developtheir own strategiesfor learning.This is in oppositionto the view that a pre-determined content is taught and identicallyinternalizedby all students.In our materialswe not expect input to equalintake By ensuringcontinuingconsultationbetween and amongauthorsat different levels, andby piloting the materials,the levels have been establishedon a pragmaticbasis.The fact that the authors,between them, sharea wide andvaried body of experiencehasmadethis possiblewithout losingsight of the need to pitch materialsand tasks at an attainablelevel while stil allowingfor the spiceof challenge There are three main ways in which these materialscanbe used: as a supplementto a core coursebook; as self-learningmaterial Most of the books canbe used on an individualbasiswith a minimumof teacherguidance,thoughthe interactive elementis thereby lost as modularcoursematerial A teachermight, for instance,combine intermediateListening andSpeakingbooks with upperintermediateReading andelementary Writing with a classwhich hada goodpassiveknowledgeof Englishbut whichneededa basic groundingin writing skills (Alan Maley, Madras H8A FOREWORD uctc Structure of book INTRODUCTION The book is dividedinto five units, eachcontainingfour or five TOTHE sectionson the sametheme The themes are:.Loue,Lifestyles,Mind and body,Famous names,Crime andpunishment TEACHER Eachunit is similar in length and containstexts that are on the whole, short and of the samelinguisticsuitability.Where a text is slightly more demanding,the tasks are not, and it is hopedthat by the time studentsreach the last chapterthey will have acquiredthe strategiesnecessaryto cope with a more complextext Chapter5 is different in style from the other four in that it is a crime story dividedinto four parts This is a deliberatechoiceto give the studentsthe opportunity to read and respondto a lengthy narrative Choice of texts The choiceof texts was made accordingto the followingcriteria: reading Responsiae Many readingskills booksfocus on readingfor informationthrough the exploitationof maps, diagrams,timetables,etc While this type of functionalreadingbook has its place,the aim of this book is to provide the kind of text which encouragesresponsivereading through exposureto a variety of extracts of written discourse includingpoetry Generalappeal The texts have been selectedfor their generalappealand an effort hasbeen made to provide a wide range of topics Skills The texts are suitablefor providingpracticein the followingskills: Operational scanninga text in order to get a generalimpression Macrolinguistic recognizingthe topic sentenceof a paragraphand then being ableto identify the functionof it Microlinguistic deducingthe meaningof unfamiliar words by relating them to words alreadyknown Authenticity Authentic texts can be discouragingfor foreign languagelearners becauseof linguisticdifficulty and length The texts and their accompanyingtasks are designedto build up the students'confidence in dealingwith authenticmaterial Communication The texts are designedto generatefurther communicativeuse of languagein that studentsrespondto them through oral interactionor short, written activities (which provide an integratedskills approach to reading) Choiceof tasks The linguisticlevel and demandsof the tasks reflect the linguistic content of the text, i e where the text is not unduly 'difflcult' linguisticallythe tasks are relatively demanding;where the text is linguisticallydemandingthe tasks have been gradeddown appropriately The tasks tend to fall into the followingcategories: Pre-readingand predictiontasks The aim of the pre-readingtasks is to arousestudent interest in the topic This is done by elicitinginformation(thus drawingon students' knowledgeof the world), discussinga picture or the title of the text or by doinga questioruraire Globalreadingtasks The tasks demandthat studentsread quickly to acquirean overall impressionof the text There is a pre-questionto focuson or a postquestionaskingfor a very brief summaryof the text There are often True/Falsetasks basedon the globalreading.The emphasison these tasks is to encouragethe studentsto read for gist andto demonstrate how a text can be read and understoodwithout understandingevery word Intensiae reading tasks Here the students are required to take a more in-depthlook at the text by completingtasks which includereferenceexercises, identifyingparagraphtopics, recognizingdiscoursemarkers and sequencingof events The aim is to help studentsto see how a text hangstogether Vocabularytasks One of the main aims of the book is that studentslearn how to cope with unknownlexicalitems Where the vocabularytask is one of the first tasks it is becausethe knowledgeof particularitems is essential for further reading; where the vocabularytask is after the globaland intensivereadingit is becauseunknownlexicalitems will probably not impedeoverall understanding.Vocabularyis dealt with in a variety of ways, e.g through identifyingsynonyms,by re-phrasingor by providingthe sameword in a different context for identification R esponsiue readingtashs The last task in eachunit is designedto provide an opportunityfor studentsto discusstheir reactionsto particularpoints arisingfrom the text, to draw on their knowledgeof the world in expressing opinions/ideasand as often as possibleto this through communicativeinteractionwith a oartner Suggestedlessonplan One way of presentinga text is shown on the next page.A similar approachcouldbe usedfor other lessons PLANFOREXPLOITING LIFEIN BHUTAN SUGGESTED STAGE TASK Warm up TEACHERACTIVITY STUDENTACTIVITY Ask studentsif they know/canguess where Bhutanis If a student does know, the others can ask her/him questionsabout it Books closed | Tell studentsto open booksand explain Task After or minutes ask studentsfor their answersand write them on boardfor use in Stage4 StudentsdiscussTask in pairs and write answersin note form ExplainTask and give vocabulary necessary,e.g archery, bows and arrows New vocabularycanbe written on board Studentslook at picture and discuss Task in pairs Remindstudentsof informationelicited in Stage2 (on board) Tell studentsthey are goingto read a text about Bhutan Get them to anticipatethe kind of informationit could contain,e.g the people,politics,etc Tell studentsnot to worry aboutunfamiliarvocabularyin this Task AJter reading, tell them to Task as a discussionexercise (in pairs) Studentsread text and discuss questionsin Task They should comparetheir answerswith what they had anticipatedin Task 5 StudentsshouldnowdoTask5 by first re-readingthe text carefully.Teacher checksanswers(classactivitv) Studentswrite answersto Task5 andcomparewith a partner 6 Divide classinto smallgroupsto discuss Task The last part of the lessonshouldbe devoted to a feedbacksessionwhere the whole classcanexchangeideas Somereferencework would be worthwhile before this, henceTask Part of Task couldbe done for homework Studentsdiscusstheir opinionsand feelingsin groups Task can be doneindividuallyor in groups.The task will enablestudents to supplementthe ideasthey expressed in Task for the finalfeedbacksession Homework You have the opportunity of meeting someonewho has been to Bhutan, what questionswill you ask them? Write them down Spring Task o What is your favourite season? Why you like it best? o Why are the seasonsimportant? Canyou think of words andphrasesfor eachof the seasons?List them below Spring Summer Autumn Winter Love Think about this or discussit in pairs Autumnis often describedas a'melancholic'time.Canyou explain why? 'hope' Canyou explainwhy? Spring is often describedas a time of Task Look at the picture Can you nameany birds and animalsyou see in spring?List them below WhokilledSir HarrvOakes? Part I Task Before readingthe story aboutHarry Oakes,look carefullyat the map of the Bahamasanddiscussthe questionsbelow C r i maen d punishment o o o r o Where are the Bahamassituated? What you think the climateis like? What kind of peopledo you think go to lve there? What makesthe Bahamasan attractivetourist resort? Wouldyou like to spenda holidayin the Bahamas? Why?Why not? Task Readthe followingtext quickly Lyingsomeonehundred andtwentymilesoffthesouthcoastof America - the planejourney fromMiamiis aboutan hour- liesNassau, the playground of the rich.lt hasfabulous gardens houses, beautiful and magnificent shops.Menlooking forfieldsof investment tookover Freepod, building luxuryhotels, andtheeconomy supported hundreds of bankers andproperty companies Nassau wasa taxhaven for Englishmen people'retired'to andmanywell-known Nassau to buildfinehouses, eachcomplete pool withitsswimming Unit 41 'paradise This,then,wasthe island' I wentto liveon in March1969 My homewason the Eastern Road,sixmilesfromthe towncentre.I was soonbeinginvited to coffeemornings andlunchparties andit waswhileI 'That wasdrivinghomefromoneof thesepartiesthatsomeone said, is SirHarryOakes' house.' 'Was thatthe manwhowasmurdered?' I asked lmmediately a strange silence fellandI realized thenthatI hadsaid no oneelsewished something to hear 'Did Nevertheless, I triedagain anyonefindoutwhodid it?'.0ne of my 'No, friends turnedto meandsaid, we didn't,although therearemany different stories.However, Elizabeth, it'sbetternotto talkaboutit while vouareherein Nassau.' The0akesmurderhadtakenplaceon B July1943,andhereit was, 1969,andI wasstillwarnednotto talkaboutthemurder! Yetthissilence mademe veryinterested I wentto the locallibraryto lookupthe facts Task3 The text givesus informationabout: TRUE I E Z I FALSE I fifeonNassau I ffe in Miami I the life of Harry Oakes Task Readparagraph1 again.Find phraseswhich tell us that Nassau: attracted peoplewho no longer worked was a placewhere someforeignersdid not have to pay tax is a placewhere wealthy peoplehave a good time hada lot of businessmen Task 'Immediately The phrase a strangesilencefell.' suggeststhat there is a mystery surroundingthe deathof Harry Oakes.Find four more phrasesin the text which suggesta mystery Task What you think Part2 will be about?Discusswith a partner the suggestionsbelow and chooseone answer o The secretary'smurder Elizabeth'slife The library Sir Harry Oakes'life 42 Unit WhokilledSir HarryOakes? Part2 Task Readthe text quickly Checkyour answerto Task Themurderof SirHarry0akeswasnewsin papers allovertheworld.He wassaidto be the richestmanin the world,a resident of Nassau withhis wife,Eunice, anda respected memberof a largesocialcircle SirHarrywasbornin Maine, USA.Hisfatherwasrich,so hesentHarry to a fineschoolin Brunswick, Maineandlaterto university Harrywasa quietboy,butwhenever he wasaskedwhathewasgoingto whenhe 'l'mgoing grewup he alwaysreplied, to makea fortune' Hestudied medicine fortwoyearsandthen,realizing therewasnot muchmoneyin thatcareer, turnedhisattention to a goldmining camp calledDawson City Hisobsession withdreamsof wealthgavehimthe motivation he neededto survive the verylongworkinghoursandthe difficultlifein the goldmine.At firsthewasunluckyin hissearchfor gold- hetravelled fromthe Yukonto Alaska; he wentto the Philippines andto Australia At the Kirkland Lakein northern0ntario,twoyearsafterhisarrival, the secondlargestgoldmine in the worldwasdiscovered Therearemany stories abouthowHarryOakes became theownerof the mine,butthe mostpopularonewasthathe boughtthe rightsfor fivedollarsfroma starving Chinese cook.Unfortunately, he did nothaveenoughmoneyto workit, andwasforcedto takeothermenintopartnership Thiswas frustrating for him- he stillpreferred to workalone- andassoonas he could,Harrypaidoff hispartners yearsafterleaving By 1927,twenty-three medical school, he had achieved hisambition- he hadmadehisfortune.Butthe struggle to makethisfortunehadchanged him.Hewasno longerpoliteandhis youngladiesof histimewanted language wasnotthe kindof language to hear Task2 Completethe chart below about the informationin eachparagraph PARAGRAPH INFORMATION I He gaveup studyingto be a doctor z lTl tr T I S/henhe madehis fortune How he becamethe owner of a mine What the paperssaidabouthim 43 Unit Task3 Matchthe wordsor phrasesfromthe text (A) with thosein B A 'I'm goingto makea fortune!' drop-outs liverough wages starving his ambition achieved the struggle A B C D E F G B have no comforts one without any food I'm goingto be wealthy.' great effort money earnedweekly people who choosenot to live in society got what he wanted Task4 Workin pairs.Discussthe wordsbelow.WhichdescribeHarryand whichdo not?Writethe evidencefrom thetext that givesyouyour answer He nas Euidence from text dishonest sociable ambitious adaptable strong Task I Do youthinkHarrywasanunusualman? The last sentencetellsus two things.Explaintheirmeanings and describewhattheycouldsuggestfor Part3 44 Unit Whokilled Sir HarrvOakes?Part3 Task Readthe text quicklyandcheckyour predictionat the end of Part2 Then choosethe best title for Part The marriageof Harry Oakes The successfullife of Harry Oakes o Harry Oakesin England Yethe metandmarrieda girlwhowashisoppositein everyway.She washalfhisage,gentle, always smiling andthedaughter of a government officialin Sydney, Australia At firsttheylivedin a chaletnearthe mine buthiswife,Eunice, didnotlikethe lonelylifeandpersuaded himto moveintoan enormous castlenearthe Niagara Falls lt wassaidthat KingEdward Vll hadoncespenta nighttherel Now,therichestmanin Canada, Oakes cameto a greatdecision He wouldrenounce hisAmerican natronality andbecomea Canadian citizen However, he becameunhappy whenhe realized ihathewasthe most heavily taxedpersonin Canada Sohe decided to buildanother home, thistimein PalmBeach, Florida Buttherehewasnowthreatened with evenhigher tax At PalmBeachhe meta realestatemanfrom Nassau whohadideas 'sold'to 'lnvest yourmoneyinthe whichhe theattentive HarryOakes 'There Bahamas', hetoldhim arenotaxes That's the placeforyou.' So he movedwithhiswifeandfivechildren intoa housein Nassau 'Westwood'called a mansion withtwentyroomsandwithineasy reachof the Bahamas Country Thiswasthehousethathadbeen CIub pointedoutto mefromthecar Afterestablishing themselves in the British colonyon Nassau, Harry andEunice Oakes wentto London Theyboughta houseoutside London andbecameinterested in British andColonial affairs and,perhaps remembering hisearlier medical training, Harry0akesgavehalfa million dollars to helpSt George's Hospital, London Because of this,andother generous offers, hisnameappeared inthe honours listfor KingGeorge Vl'sbirthday in 1939.Eventually, SirHarry0akes,theformergoldminer wasaskedto becomea memberof the Bahamas Houseof Assembly 'made' Hewasnowa man.Hewaswellin withBahamas society and wasentertained by,andentertained in return, thenewGovernor of the Bahamas, the Dukeof Windsor andhiswife,the Duchess Thencamedisaster HarryOakes hada friendwhowasan estate agentnamedHaroldChristie, whoarranged a meeting between SirHarry andsomemenwhowished to opensomecasinos onthe island Lady wasin America Oakes at thetimeandSirHarryagreed to meetthe men on a oower-cruiser inthe harbour Unit 45 Task2 in the text whichtell us: ReadPart3 againcarefully.Findexpressions Exprasitns in text I Harry'schoiceof wife wasa surprise His wife liked company Harrywasgenerous Harrvbecameverv successful Somethingterrible happened Task Find the namesof the four placesHarry and his wife lived andwrite down any informationabout eachone or their lives there Task4 Completethe followingexercisewith evidencefromthe text Eddenre from text I Eunicewas possiblya snob Harrywasinterestedin avoidingtax Nassauis a tax haven Harry wanted to stay in Canada The OakesbecameSir and Ladv Oakesin 1939 Task Look at the first sentenceofthe last paragraph.What youthink the disasterwas?Discusspossibilitieswith a partner Unrt5 46 Whokilled Sir HarrvOakes?Part4 Task Readthe text quicklyandexplainin onesentencewhathappened to Sir Harry probably didnotknowwasthatthemenwere WhatHarold Christie leaders of a gangheaded bya mannamed MeyerLansky Hewasa powerful forceinAmerica, wherehecontrolled manygambling clubs withtheMafia; andhewasruthless andwasconnected whenhemet anyopposition to hisplans Nowit wasnecessary for Lansky to getthreeofthemostinfluential menonNassau to signa contract whichwouldallowhimto startworkon hisgambling clubs and,it issaid, hadpromised SirHarry hishelp.Hehad donethisbecause hisfriendHarold wouldbenefit Christie fromthe building ofthecasinos SirHarrymetLansky's menonthecruiser, asarranged Butsomething musthavehappened during thediscussion thatmadeSirHarryhave thoughts anddisagree withLansky second ButLansky likednobody to disagree withhimandhewasa manusedto disposing of people if they himanytrouble Harold triedto warnhisfriend, caused Christie butSir Harrylosthistemperandrefused to goahead withtheproject Thenext moment oneof Lansky's menmoved forward, brought backhisarmand struckSirHarryontheheadwitha metalbar.Hecollapsed to thefloor, whileChristie looked onparalysed andhelpless Themenassured him thatSirHarry hadonlybeenknocked unconscious to teachhima lessonl It didnotpayto disagree withLansky Theythenhalf-carried, halfdragged theunconscious SirHarryto thequayside andputhiminhis 'Westwood', owncar.Theyordered Christie to driveto wheretheymade himcarryhisunconscious friendupto hisbedroom Bythetimetheygot wasshocked there,SirHarrywasdead.Christie Lansky's mentoldhim pyjamas to putSirHarry's onthedeadbodyandto puthimto bed Butthedrama wasnotfinished Oneofthegangsters returned with matches, setfireto thebedandordered Christie to watchhisfriendbe burntin hisownhome Thegangster ordered thefrightened not Christie withanyone to tryto makecontact untilafterseven thenextmorning Thenheturnedandracedfromtheroom Hiswarning aboutthetimewasto allowthecruiser to getwellaway fromNassau andhideamong thehundreds ofotherboats inandaround lt waslatersuspected theisland thattheAmerican Police wereinvolved withLansky andhisgang, andmayhavebeenordered to coverupthe wholeaffair Theremustbepeople stillliving ontheisland whoknowthereal murder answer, butto theothers thisterrible a mystery stillremains Unit 47 Task2 aretrue or false Decidewhetherthe followingstatements I TRUE I Z I tr I FALSE I I I I I Lansky'smenwere criminals Lanskyhadbeenin prison Sir Harrydidnot havethe sameideasasLansky Sir Harrydiedimmediately Christiedidnot wantto helpSir Harry Task3 fromthe text Decidewhothey Lookat the followingexpressions lettersbesidesthem.H (SirHarry), refer to andput the appropriate L (Lansky),C (Christie),G (thegangsters) tr t] tr t] I t] I racedfromtheroom wasruthless wasshocked struckSirHarry losthis temper him haff-carried triedto warn n tr tr I I t] tl orderedChristieto drive fikednobodyto disagreewith him set fire to the bed coilapsedtothefloor of people wasusedto disposing hadbeenknockedunconscious disagreed with Lansky Task4 Usingyournotesfromthe chart,describeLanskyto yourpartner Withoutlookingbackat the text, numberthe eventsin Task3 (1-13) astheyhappened Now tell the storyof Sir Harry'smurderto yourpartner Task5 Discussthe followingquestions with a partner o WhatdoyouthinkSk HarryandLanskydisagreed about? Do youthinkit wasnecessary for Lanskyto orderthekillingof Sir Harry? Do youthinkChristiehadanyideahowdangerous Lanskywas? r HowwouldyoudescribeSir Harry'slife?Do youthinkhe got what he deserved? a KEY AGEstodosedqrestidrs UMT T f Spring Task4 I tirds (you so liked to) hear Thepoet Herex-boyfriend Becauseshe hada particularboyfriend Becausehe hasgone Tfu Secret Diary ofAdrian Moleaged13i Task I (suggestedanswers) I A Valentine'sDay card February 14th Usuallybecausethey like/lovesomebody Task2 a c c Task3 Number of Valentinesin the text is Task4 she, she it, it, it its, its them it" it Task5 l Notreally Shewasembarrassed They did not have a very goodrelationship To have a goodrelationshipagain 'adore' Probablynot becausehe says'I imploreye, Don't ignore me' Lovinga cat Task2 f Fahe False True True False Loveormoney? Task I A womanwho hasa babyfor someoneelse Task I True False False False Task4 Becausethe newspaperwas very interestedin the first commercialsurrogatebaby Becauseit presentsproblemsof moralityandidentity Becauseit was the first andbecausethe British public hadstrongresponsesto it - somepositiveandsome negative Becauseshe hadknown from the beginningthat she wasdoingit for moneyandprobablydid not allow herselfto becomeemotionallyinvolved Where has my love gone? Task night, stocking,applesandoranges,dinner,brandy,nuts andraisins Task away,there, fine, face Task4 Food Drink Others apples wine stocking oranges brandy aftershave dinner crackers chocolates pudding turkey fiunceples nuts andraisins mashedpotato Task I the poet his girlfriend (or ex-girlfriend) We not know n o His girlfriend hasleft him T]NIT2 I Which family would you choose? Task2 I 1and3 2land3 3 1and4 Key 'city gent' The Task I trendy commute brigade Task3 I hugecity, there, the city, greatmetropolis theCity, this greatfinancialcentre Task4 London manydifferentelements quietresidentialdistricts The trainljoumey rushhour 07.25train The cily gent pin-stripedsuit regularas clockwork occasionally nodding Financial Times A female bus driver Task l N o Yes Yes Yes Task3 I I must havea medical I must havea cleandrivinglicence I must go to trainingschool I mustpassthe test Task I Sheworks'shifts' free tube andbus travel tease hobble moan lt's reallyuplifting A royal life Task I True Shelikes to drive her own car whenevershe hasthe opportunity False.BeforeshemarriedPrinceCharles,shewas a kindergartenteacher False.Her Londonhomeis KensingtonPalace False.Shehastwo sons,WilliamandHarry Task Para.2 Para Para.3 Task3 N o The last sentence 49 That perhapsthey are trying to fool us - if we see them doingthings,we will think they somework anddeservethe moneythey get Task4 Disaduantages: Shegaveup manyrights Shecannotreallyvote Shecannotexpressreal feelingsin public Shehasa disruptedprivatelife Shehasvery little 'freedom' Adaantages: money,beauty,travel Shedoesn'thaveto anyof the mundanethingswe have to Task5 (suggestedanswers) Shehasgivena new imageto the RoyalFamily Shestill hasthe right to vote, but becausethe Royal Familyis not involvedin politics,shewill not vote Shehadto stopdoingthethingsthatwe do, e.g she stoppedworking Shecaffiot what shewants,whenshewants Whenthe RoyalFamilyis shownon televisionor in newspapers,they are usuallydoingsomecharitywork or makingspecialvisits (somepeoplethink that this impressesthe public) Life in Bhutan Task5 begging opinions theocracy monastery shorl ofcapital remote 'rediscovertheir roots' UNIT3 How important is your diet? Task I Decrease:foodadditivesor preservatives,sugar,salt, coffee,tea, cigarettes,non-medical drugs,spirits, wine andbeer, fried foods,red meat,pasta,pastry, milk, bread,chocolates Increase:yoghurt,water, raw fruit andraw vegetables Hypnotherapy Task I I True False False Task Theroom warrn quiet comfortablearmchair 50 Key no speciallights calmatmosphere People's fears beinginfluencedby strangepowers losingcontrol beingmadeto what they wouldnot in'real life' revealingsecretsor fantasies Whatdoesnot happen no drugs,electricshocksor injections patientcannotbe 'manipulated'bytherapist(seepara.1 and2) Task3 yes yes yes yes n o Does your teenage daughter smoke? Task I para.4 para.1 para.3 para.2 Task peoplewho smokeonecigaretteafter the chain-smokers: other theodd cigarette.'a cigarette from time to time packetof ten:ten cigarettes anti-smokingcampaign:waysof trying to stop people smoking roll-ufs: cigarettesyou makeyourself Task I 'we havegivenher an allowance' 'Iamveryconcerned cigarettes' 'we don'twant her to feel shehasto lie to us.' ' ,a boytriendwho hateseventhe smellof tobacco 'I wonderhow other parents problem?' Twins Task a b b Task3 I 'managedto keepthem alive(andbringthem up as normalas possible).' 'connectedby a bandof tissue4| incheslong' 'spending3 daysin oneandthe next in the other.' 'the endof their liveswaspoignant.' Task4 I Probablybecausehe thoughtthey were abnormaland in somesocietieslongagoeven'unjoined'twinswere regardedas 'strange' Becausethey were unique Becauseif his brotherhadto stayin bedfrom illness, thenhis life was restrictedtoo Perhapsbecausedoctorshadnever donean operation of this kind before andthe risk of dying was high Physicallyhe couldnot havegoneon living,but also one of the phenomena of twins is that they sometimesdie oneafter the other I.INIT4 Violent death Task JohnLennon pop singer(a former memberof The Beatles) shotwith a 38 calibrerevolver Four Task I returningfrom a recordingsession startedto walkto the Dakota droppedinto a combatposition fired his 38 calibrerevolver screamed Task 'I'm shot'; staggered;turnedto John: fell,downgasping, facehim Yoko: screuned John and Yo&a.'steppingout of their limousine,startedto walk; working on a single Thegwtrd: stoodon duty Themurdzrer:he calledout; fired his 38 calibrerevolver; stoodin the shadows William Shakespeare Task 1 N o N o Task True True False True Task l b b a a Nureyev Task Assertiue:demanding,persuaded,threatening Sociable:'fraternizng',stayingout at night Task Assertiue He persuadedthe auttroritiesto givehim a placewith the Kirov Ballet Companyby threateningto join the Bolshoi He hadvariousconflictswith the authorities He took an instantdecisionto defectandhe fled across the airportto the Frenchpolicefrom whomhe demanded politicalasylum Sociable He dancedwith amateurlocalfolk groupsin Siberia He stayedout at nightin Paris,fraternizingwith French friends Task He 'starteddancingas an amateur.' ' he persuadedthe authoritiesto admithim ' 'He hadvariousconflictswith ' 51 Key 'Takingan instantdecision .' 'the first He was Sovietdancerto defectto the West.' Madame Tussaud Task 1 andC and,A andD andB Task I Para3 Para4 ParaZ Paral Task Nationality: Swiss Maiden name: Grosholtz Countryof study:France Subjectof study:Wax modelling First etchib'ition:1802in London Museum today:MaryleboneRoad,London Task famous notorious leading figures severed figures Task5 artistic careful Nelson Mandela Task3 Para Family background Para2 Qualificationsand family life Para3 His introduction to politics Par:a4 Comingof age/leavinghome Para5 lnvolvement in the ANC Task 1918 He was bornUmtata,Transkei(l8July) 1930 His fatherdied 1941 He marriedhis first wife 1944 He joinedthe AfricanNationalCongress 1958 He marriedhis secondwife TINIT5 ' supportedhundredsof bankersandproperty owners.' Task 'Did anyonefind out who did it?' ' it's better not to talk aboutit ' ' I was still warnednot to talk aboutthe murder.' 'Yet this silencemademe very interested.' Task Sir Harry Oakes'life WhokilledSir Harry Oakes? Part2 Task I Paragraph3 Harry's boyhood His daysofpoverty Paragraph6 Paragraph5 Paragraph1 Task landC 2andF 3andA 4andE 5andB 6andG TandD Task4 dishonest: No, he paidoff his partnersandrepaidhis sister 'was quiet soci.able: No, Harry a boy' ambitious:Yes, his obsessionwith dreamsof wealth goldmine adaptable: Yes, he survived'the very longworkinghours andthe difficultlife in the goldmine.' strong:Yes, he workedhardin the minesandtravelleda lot Task Hehad becomevery rough Womendidn't like the way he spoke Becauseof his,roughness it maybe dfficult for him to find girlfriends WhokilledSirHarry0akes? Part1 WhokilledSir HarryOakes? Part3 Task True False False Task ' ' r e t i r e d ' t o N a s s.a u ' 'ataxhaven' ' the playground of the rich' Task I The successfullife of Harry Oakes Task I 'Yet he met andmarried a girl who was his oppositein everyway.' His wife 'did not like the lonelylife' 'gavehalfa milliondollars andother generous He offers' 'He wasnow a'made'man.' 'Then camedisaster.' 52 Key Td3 Fr"sf Caada- First they lived near the mine andthen reatr{ugaraFalls Second:Bahamas.They had a twenty-room mansionin Nassaucalled'Westwood' Third: London They becameinterestedin British affairs andgavea lot of moneyto localcharities,especiallythe St George'sHospital,London Fourth: Bahamasagain.They mixedwith highsocietyand Oakesbecamea memberof the Bahamas'House of Assembly Task I True ShepersuadedHarry to moveto an enorrnous castlewhereKing Edwardis saidto havespenta night True Informationin Paragraphs 2, and.4 True.'Thereareno taxes.' False Informationin paragraphs2 and4 True They appearedin the honourslist for King GeorgeVI's birthday WhokilledSir Harry Oakes? Part4 Task I He was murdered Task I True False True False False Task andTask SIRHARRY disagreedwith Lansky lost his temper collapsedto the floor hadbeenknocked unconsclous CHRISTIE 11 wasshocked tried to warn LANSKY was ruthless likednobodyto disagreewith him wasusedto disposing of people ERS struckSir Harry t half-carriedhim 12 set fire to the bed 10 orderedChristieto drive 13 racedfrom the room The numbersindicatethe order in whichthe events happened('wasruthless'isnot includedas this is a stare rather thanan event) 53 onpage22 HowTo ScoreYourDiet Questionnaire For question1 scoreis the sameasthe answer 2, 3, 7, L3, 14, 16score0 for 'no'and2 for 'yes' For questio;ns For questions4, 5, 10scorehalftheanswer 8, 9, Il, 12,15,score0 for'lessthan2',score1 for For questions 'lessthan4', score2 for 'lessthan8', andscore3 for'8 or more' For question6, score0 for '0', score1 for 'lessthan2',score2 for 'lessthan10',score3 for'10 or more' o For question17,score0 for '2 or more',score1 for '1', score1 for 'lessthan1' For question18,score0 for 'morethan49Vo',score1 for 'more tlnn 30Vo',score2 for'morethanIjVo', score3 for' lj%oor less' ... northern country rather than a Latin one.' l a h - l a h- B l a h- B t a h 6lah-6lqh-Blal ,-6 la^ 9lah -9 lc ^- Slah -9 1 B q h-,B " h - " r. ^- Task If you were ableto chooseone of these families,which.. .ROSEMARY SCOTT E L E M E TN A R Y O X F O R DS U P P L E M E N T A SRKYI L L S SERIES EDITOR:ALAN MALEY PRESS OXFORD UNIVERSITY Oxford University Press WaltonStreet,OxfordOX26DP Oxford. .. fluency-focused- bringingin accuracywork only in so far as it is necessaryto the completionof an activity; o task-based- rather than engagingin closedexerciseactivities, to use tasks with pay-offsfor