Longman exam skills new proficiency use of english teachers book

• a comprehensive introduction to the new format Cambridge Proficiency Use of English paper wih exercises analysing the tasks and building up efficient strategies for dealing wih them..

Fiona Scott~ Barrett

LONGMAN

EXAM SI<ILLS

Teacher's Bool<

CONTENTS MAP

University of Cambridge sample

43answer sheets

C am br l ~e G eltifLcate o Le.t QfLc l e JJ C'J " JJ £ n glisb

The UCLES (University of Cambridge Local Examinations Syndicate) examination leading

to the Certific te ofProficiency consists of fivepapers:

From De ember 2002 each paper contributes 40 marks to the overall total of 200 marks

In order to pass, a candidate must achieve a minimum score of about 60% of the total

marks The marks for all the papers are combined; i is not necessary for candidates to

achieve a pass mark in each individual paper

1 a cloze test with fifteen the learner's knowled e One mark for each

2 a text containing ten gaps the learner's knowled e of One mark for eachEach gap must be fi ed with vocab lary and word formation correct answer

a word formed ii'om the stem

provided

3 six questio s e ch containing the learner's knowledge of Two marks for eachthree sentences with agap in vocab lary (phrasal verbs, correcty answeredthem The missing word is the collocatio s, set phrases, etc.) question

same for the three sentences

Can idates must find one word

which fits all three sentences

4 eight sentences which must be the learner's knowledge of Two marks for e chtransformed using a given word grammar and voc b lary correct answer

5 • two texts on which you • the le rner's awareness of • Two marks for eachanswer a total of four questions the use of lan uage in a text core t answer

•a summary-writing task based •the learner's ability to extract •Up to a total of

o the two texts relevant informatio from texts fourte n marks

and write a sh r summary

New Prof ci e ncy Use of English Stu ents' Book consists of

• a comprehensive introduction to the new format Cambridge Proficiency Use of English

paper wih exercises analysing the tasks and building up efficient strategies for dealing

wih them

• fifte n main units each consisting of a grammar sectio , avocabulary section and a

section devoted to the summary task

• fivefull-len th Practic tests at Proficiency level and in Proficiency format, including exam

tips

• appendices coverin frequenty-used idioms, p rasal verbs, and verbs, n uns and

adjectives used wih depen ent prepositions

The fifteen main units are theme-based and cover all the main topics that are listed by

UCLES for the new format exam (from December 2002 onwards)

111e fifteen main units are theme-based and cover all the main topics that are listed byUCLES for the new format exam (from December 2002 onwards).

New Proficiency Use of English Teacher's Book contains the sections listed below

• Introduction

• Diagnostic test This photocopiable test contains 50 fouroption, multiple-choice

q estions and is based on the Advanced grammar points contained in the fifteen mainunits of the Stu ent'.s Book You may use it at the start of a co rse to identify which areas

of advanced grammar a class or individual student has most diffculty wih

• Diagnostic test answer key

• Answer key to the Students' Book Introduction, Units 1 to 15 and the five Practice tests

New Proficiency Use of English may be used in a number of ways:

• Sequentialy (.e from Unit 1 to the end in order)

• In non-seq ental order to su plement grammar practice in the class's main coursebook

• In no -sequental order to provide practice of advanced grammar points which have beenidentified as causing difficulties by means of the diagnostic test

• In non-sequential order to complement the topic of a coursebook unit and to provideextension and further practice of relevant vocabulary

• Bydoin the summary sections in sequential order, to provide thorough, step-b -steppractice of the skills required for Part 5 of the Use of English paper

Whichever of these methods you use, it is stongly recommended that you work through theIntroduction to the new format Paper 3 on pages 6- 19 of the Studei1ts' Book with y urclass before your stu ents attempt any of the other sections

Each unit starts wih aGrammar overview This summarises the main points related to theunit grammar that learners at this level are expected to be familiar wih For easy reference,the information ispresented in the form of tables One way to exploit these would be to askyour students to study the tables ath me, and to check any p ints of difficulty wih you atthe start of the next lesson

Each unit then presents anumber of Advanced grammar points These are points whichcommonly cause difficulty at this level and/or which are frequently tested in CambridgeProficiency Paper 3 questions Each point consists of one or more Focus questo s whichare desig ed to get the students thinking actively and analytically ab ut the grammar point,rather than just reading a grammar rule Abref explanation of the structure and usage ofeach point follows the Focus activity You may want to ask your students to cover thisexplanatio with a piece of paper whie they do the Focus actviy The Focus questions foreach Advanced grammar point have answers in the key

A variety of Practice exercises follow the Ad anced grammar points Those which comeearlier in the grammar section practise only the items presented in the Ad anced grammarpoints The later Practices may also include iems from the Grammar overview In thegrammar section of each unit there is at least one Practice exercise in the style of ProficiencyPaper 3 Part 1 an /or Part 4 Each Practice activity has answers in the key

Some units also contain activities entitled Use your English These are designed to

encourage feer practice of grammar points that have been studied These sections do nothave answers in the key

These sections have been specially designed to reflect the stronger emphasis on vocabularyand word grammar in the new format Cambridge Proficiency exam The vocabulary itemsand word grammar which are presented and practised in these sections relate to the overalltheme ofeach unit and thus do not follow exactly the same pattern in everyunit However,every unit contains aword formato task in the style of Proficiency Paper 3,Part 2 and agap ed sentences task in the style of Proficiency Paper 3,Part 3 The vocabulary sections insome units also contain tasks in the style of Proficiency Paper 3,Part 1 and/or Part 4.

Special features

Phrasal verbs and idioms are presented in the context of texts or sentences which relate tothe unit theme This makes it easier for the students to learn how they actually function insentences and to deduce their meaning from the context Practice of these phrasal verbs isalso contextualised within the theme Alphabetical lists of idioms and phrasal verbs appear

in the appendices in the Students' Book

Several activities recommend using dictionaries in class.At Proficiency level,bilingual

dictionaries or companions are not a sufficient guide to the subtleties of meaning or usagewhich need to be understood and handled by students Therefore, it is recommended thatyou have sufficient copies of advanced levelEnglish-English dictionaries, such as the

Longman Dictionary of Contempora r y English , for students to consult while working together

in pairs or small groups Bylooking up new words and alternative meanings, students take

an active part inexpanding their own vocabulary and are more likely to remember newitems than if they were translated for them

In addition, several activities in the vocabulary s ction invite students to add their own ideasand examples to those offered in the book Again, this encourages an activerole in their ownlearning process and helps to build the learners' confidence Possible answers to theseactivities are suggested in the answer key

Study tips in this section offer ideas for recording and remembering new vocabulary It isrecommended that you read through these tips in class and invite comments and furtherexamples, where appropriate, from the students You may also want to check later if studentsare using any of the strategies that have been suggested in earlier units and to discuss whichthey have found helpful

The vocabulary section also contains Use your English activitie The e are word games,pairwork activities or discussion activities which are designed to offer freer practice ofvocabulary and word grammar These activities do not have answers in the key

• Units 1 to 4 focus in detail on how to answer questions 40 to 43

• Units 5 and 6 focus in detail on how to identify the four content points to be included inthe summary

• Unit 7 focuses on how to rephrase the content points in your own words

• Unit 10 deals with paraphrasing the first draft of a summary

• Units 8, 9,1 ,12,13,14 and 15 offer practice of complete Part 5 tasks

(Questions 40 - 44) with varying levels of help and guidance

In addition, Practice tests 1 - 5 contain complete Part 5 tasks (Questions 40 to 44) withsome tips

Before doing any of the Summary s ctions, it is strongly recommended that you workthrough the introductio to the new format summary task on pages 14 -19 of the Students'Book with your class

For some units, Information boxes including background information about the topic areprovided in the key

Practice tests: marking

There are five full-len th Practce tests in the Students' Book

Part 1: Questions 1 - 15 1 mark per correct answer

Part 2: Questio s 1 - 25 1mark per correct answer

Part 3: Questions 26 - 31 2 marks per corre t answer

Part 4: Questions 32 - 39 2 marks per correct answer

Part 5:Questio s 40 - 43 2 marks per correct answer

content p int plus up to 10 marksforthe summary-wriing task

'.' To co v rt to a score out of4 (the total possible adjusted score for

Proficiency Paper 3), divide the student ' s total marks by 75 then multiply

th t figure by 4

Note: Answers to questio s 4 - 43 are provided inthe key.For question 44, the fourcontent p ints are listed, but model summaries are not provided as it isnot possible toantcipate the range ofappropriate answers that may be given

Summary: marking

First, allocate o e mark for each content point which has been correctly identified

There is amaximum number of ten marks available for the summary writing task itself

Toqualfy for high marks (between eight and ten) the summary:

• must be within the limit of 50 - 70 words

• must not include sections copied word-forword from the original texts

• sh uld be logically organised wih appropriate use ofconnecting phrases

• should be grammatically accurate and correctly spelt

If the summary fulfils none of the criteria listed above, allocate marks between zero and two.Allocate marks for average summaries between three and seven,depending on how wellthecriteria above have been fulfilled

Diagnostic test

•

This tes t can be used at the start of a course to identify w h ich areas of

advan ce d g r ammar a learner entering the CPE level has most difficulty with.

2 Their train is to get in at 19.05.

3 It gets on my nerves that way that Carol about her job.

a forever boasts b is forever c never boasts d is never boasting

boasting

4 Since I : you; I have never seen you cry.

5 When I lived in Paris, I strolling along the banks of the river Seine.

6 We to the new Harry Potter film on Saturday If we can get tickets, would y u like to come too?

d had been meaning

to go

7 Our last holiday in Italy was marvello s.

a very irritated b so irritated c the more irritated d more irritated do

9 She prefers an evening at the cinema to bars or clubs:

a to going out b rather than c than going out d to go out

go out

a that he can buy b so as to b y c for buying

11 He be famous, b t that doesn't necessari y mean he's interesting to talk to.

1 The lecture's been canc lled, so we as well go for lunch now.

13 Given the chance, many children TV uninterruptedly for hours.

a are watching b will have c will be watching d will watch

watched

15 is an in s t ument f or looking a t s mall o bjec ts

a A micr os cope b Micr o scop e c T he m i crosc o pe d On e micr os cope

16 My b ro th er ha s in t h e p e r s onn e l d e p art m e n t w h migh t b e abl e t o h e lp you

17 Th a t 's s t rang e - I s ent th e p arce l b y co uri er, s o yo u have re c eive d i t b

n ow.

18 T h e en g agem en t rin g h e ga ve her b een m ore be a u tifu l.

a co uldn 't h ave b mi g ht ha ve c sho ul dn' t h ave d m ust h ave

19 My tea ch er s a ys it's a pity I didn't sta r l esso n s whe n I was yo un ger, beca u se she

t hin ks I have be c ome a p r o fe ss i o nal mu s ici an

22 Th is is t o b e t h e best fil m t h e fam ou s director h as ma d e

a th at s h e b t hat she c fo r h e r fo r g i ving d h e r t o f o rg iv e

24 T h at w a s party l ast n i g t - I h aven't had so much fun for years!

25 Unfort u nate l y, c hil dre n n ow a days are ab l e, or prepared , to read c l assic works, s u ch as Peter Pan o r Treasure I s l and , i n the original versions

26 I wo uld nor m a ll y h ave bee n on th at t r a in th a t was derai l ed yesterday, but

to ld me I s h uld take m y ca r to work i n stead.

27 We've had a bur g l ar a l ar m i n s tall ed in o r holi day cot t age f ee l happ ier

ab o t l eavi n g it uno cc u pied for l ong p e r iods.

a l est we s h ul d b in order t h at c so th at we wi l d fo r fear t h at we w ill

we sho uld

28 her exce ll e nt qu a li fic a t o s, sh e h a s n 't y e t fou nd a s uit a bl e j o b.

29 The plot w a s compli c ated it spoiled m y enjo y m e nt of the book.

30 t h ese new r egulations to come into fo r ce , our work w ould b e come much

m o r e d i f ficult.

31 If y ou keep teasing the dog , y ou shouldn 't be surpri se d t hat it snap s at

y ou

33 Sh e can ' t ha v e s t udi e d ch e mistr y at sch oo l if she w ha t a heav y element

i s.

a do e sn ' t ev e n b h a dn' t eve n c w ouldn ' t eve n d wo n' t ev en know

3 I ' d rather a l l those stories about me as a child to m y ne w boyfriend ,

Mum I was awfully embarrassed

a not have told b you didn't tell c you wouldn ' t tell d you hadn't told

3 I w ish y ou wh e n I ' m telling y ou s om e thin g i mportant

a w on ' t inte r rupt b w ouldn ' t c didn ' t in terr up t d h a dn ' t interrupted

in terr upt

36 What's the m a tter? You lo o k a s though y ou a ghost.

3 Oh n o! It looks like my rucksack behind i n the scramble to g et on the bus

38 The book w as banned in B r i ain becaus e it w as see n o ff ensi v e to racial minorities

3 I think it ' s disgrac e fu l that the chi l dren aren't go outside during the

br e ak.

40 The c o lours you ' ve chosen are lo v ely , dear , but ne x t time tr y y our

s h ad i n g within the l ines a bit more

4 T h e gi r l sa id s h e w ent up the tree because her brother c limb i t.

a h a d d a re d h e r b had dared c was dar e d d had dared

her to

4 2 th e n ew s of the birth of her first grandch i ld, Ma r y burst into tears of joy.

43 are staff to enter this area without wearing protective clothing.

a Absolutely not b Out of the c On no account d In no way

question

44 Scarcely had the islanders recovered from the earthquake the volcano began to erupt.

45 Only after a dozen attempts her driving test.

a did she pass b she passed c passed she

vote

47 It's the long, light evenings I like most about summer

48 I don ' t think it ' s my fault; I did was touch that key there, and the whole computer crashed!

a is that you b would be for you c is for you to d is you tidying

50 He doesn ' t like children chatting in class he will not put up with.

I<ey to diagnostic test

Present and future tenses

6 Modals II: past

I<ey to the Students' Bool<

16restrictio s; 17upbringing; 18invaluable; 19o tdoors;

20 o servant; 21sleeplessness;22 increasin ly;

26 laid;27 deep;28 flight 29 sank; 30 custom; 31stan

ar ~ t: Key' word tranSfOJ 1 UatLnns Strategy building I

• identifying syn n mous phrase: s t op be in g u n rea li st c - +

br ing someone down toe arth

• chan ing verbton u : os t - + t h e loss

• identifyin depen entprep si on the l os s of

• identifying sy o ymous phrase:

b e ause- +but fo r ( not)

• changin verbtense andmaking i negative:

simple past- + w ouldn't hav e+past par ciple

36

• identif)ing synonymo s phrase:

itI'asn't so meone'sfau l - +so m eone's n ot to blame

• identifying dependent preposition +gerund folowingi

to bla m e for+geru d

37

• changing activemodalverbto passive verb:

must not ( enter ) - + ( entr y) is forbidden

• identifyingdependent prepositon: for b idde n to

38

• identifying emphatic construction: it was ( my father ) wh

• identifying syn n mo s phrase:

pers u ade- +t a l k someo n e i nto

• identifyinguse of gerund afterta l k into

39

• identifyin sy onymous phrase:

h d ju st got d ressed- +had fin i s h ed d r essi n g (her e l

• chan ing wo rd connectin clauses:when- + than

32 matter h ow oftenshewarns

33 sooner had she graduated thanshe went

34 1 55ofhisjo brought Phildownto

3S for her father's assistance, shewould 't have

36 n t to blame forthedog chewin

37 is strictlyforbiddento anyone

38 myfather who talked meintole rnin

39 hadshefnisheddressin (herselO than

Detailed look at the task:

Cogent th u h these arguments against human reproduct ve cloning ar e, the prospe c t of success is even more a larming.

Imagine this scenario: a young boy grows up in the shadow oEa giEted brother killed in a car accident At each stage in his liEe, the achievements oEhis decease sibling are held up to him and his own failings are constantly ridiculed Normally such a child would protest that be should not have to live up to unreal

expectations But this boy cannot , for he is a clone, created Eroma cell take from his brother's body Or consider the s i u tion in which a erso n creates a cl o e of himse l or herse l to overcome i n ferti li ty A child created this way would be the identical genetic copy oEhis Eather(or mother ) So how would he react iEhis parent succumbed prematurely to an illness oEgenetic origin? Such worr i es may once h v seemed fanc i ul and remote , but , accor di ng to I an Wi l m u cr eator o f the w or ld' s fir s t c loned mammal , Do ll y the s h eep , t he issue isso

pr es sin g as to d e mand a natio al deb t e among ps y h log i sts and bi o l o gists.

Text 2

a nd thus w ould ask for those genes t o be e l minated from

th e d nor c ll But where should the client, or the law, draw the line? What iEthe parent knew heorshe was likely to pass on a genetic predisposition Eor

depression ordyslexia, or evenfora body shape they happen to dislike? Such questions must be resolved before we start playing God with our genes

Furthermore , i customised cl o in g beca m e w i de ly acc p t e d

and pract i sed , how would people regard children who weren't cloned and customised to design

specifications? What about children born with disabilities, oreven those who did not fit the accepte norms oEcloned beauty, health o r i ntelligence? Would society view suc children with toleranceorcome to see them aserrors in th genetic code - in short as defective products? I t h at we r e t o h pp en , we mig h t l ose

t h e m ost precio s gi of a l , the hu ma capac i y to empat h ise with each othe r

D

2,3,4 and5(p ints 1an 8aresummarised b point 2,points 6an 7

are irrelevant

D3,2,4,5 (3 and 2relatetoclo ing in general 4and5

related to customised cloning)

reph ra sed in the

write r 's own wor d s?

Practice 0

10are bringing; 11 will have spent; 12agree;13appreciate;

Pattern 3 look downo ,put upwith

Pattern 4falloutwith, get alo g with, lashout at

1revolution; 2connections; 3 development 4fo ndaton;

5 existence;6significance;7 stabil y;8 commitment

9intimacy; 10happiness

Em

a 3c(cut someone of without a penny)

b 4b(thereislttlelovelostbetween)

1'v iew ' (line 11);2' hop e less l y ros y'( ne 11);

3' hopelessly ros y view ' (ine 11)

1' a a t tractive f e at u re ';2' eyes like saucers ' (line2)

Questio 3

1 'a th irdofchi l d r en wa iti ng to be a d opted r ema in in

care for mo r e tha n t hree years.' (negative comment)

2' languishing ' ( ne 7)

1 'c hi l d r en awaiting adopt on'; 2 ' t hose being l ooked a f e r

by l oca l authorities ' (lines 8 - 9); 3' come with

considerable baggage ' ( ne9)

1' bounc i n b bies and tottering todd l er ' (ine 12)

2 ' obstructive ' (ine9)

3 ' a stra p ping adolesce n t ' (ine 15)

Advanced _ramm _ a r oints Grammar point 1

1 moved,has improved; 2has become, haslived;3have

existed, hasdone; 4 haveknown, hasalwaysused; 5 havealways worn,fell,sprained; 6havebeen;hasnever even

offered; 7 has nevercleaned, has owned;8have become,

havebeen married; 9has onlylearnt, got mar ed; 10have

Practice C

1 havelearnt; 2 monopolse; 3 was;4 had existed;5hadled;6 epitomised; 7 involved;8remain; 9 was;10swelled;

11werejoininglhad joined; 12werefashioninglhad

fashio ed; 13played; 14was; 15fueled; 16had alreadydefeated; 17multiplied; 18peaked; 19had begun;

20 sou ht;21 grew;22 hasbecome;23 remains;

24 willbecome;25 willprove

) Locab ula y, :-~~ -,."

1 blow up - d;2 break in- c;3 break out from- p;4 bring

1blow;2 up;3off/away;4 broken; 5before; 6up; 7in;

8of 9sent; 10on;11 in

n preposition den ,regret

for apologise,arrest,blame, forgive,

punish, feelbeheldresp nsible

3 was acquittedof murderin / havin murdered

4 was found innocent of murdering / having murdered

5 pled/pleaded guiltyto (Note: plead has two possible

noun/adjectiveisquite commonlyused Hy hens are

frequently used incombinations likea t i-t e r rorist , a n ti

-f asc i s t , a nti- n c l ear In somewords,both spellings maybe

used, depending on individual preference e.g a nti c l o c w e

ora t i- c l oc k w ise , a t so c i a lora ti - soc i a l

anti- anti-colonialanticolonial, antiseptic

dis- discomfor, disinterest, disobedience, dissatsfied

im- immature, immobile, impolite, implausible

in- incapable, ineligible, inex erience, intolerant

mal- malformatio , malpractice

mis- misbehave,misconduct, misgovernment, misinform

un- uncomfortable, undesirable, undo, ungrateful,

untrustworth

immigrate (verb) to comeinto a countyinordertolive

1 antsocial (oranti-SOCial);2mistrust; 3malnutri on;

4 inedible; 5miscalculated; 6impatience; 7disinclinaton;

2' d e p r e s io n ' ; 3 ' 25- yea r o Id s ' ;4 the d epre s ion suff e red

by 2 5 -yea r oIds / youn g pe o l e/ p e ople in t hei r mid - tw e n ties

1wealthy westerners /people who livein developed

countries

Information boxt

P age4 , T ex t2,l ne s 1- 2

' eve n t hos e of us w ho h ave n ot lai n on th e c ou c h ' =those of

may go home

Practice E

D

D

1

a hearty laugh/meal

9g (as pretty as a picture)D

1c;2a;3e;4d;Sb

Complimentary as pretty as a picture, took to i like a

duck towater

Derogatory as dull asdi hwater, drinks like afish,

mutton dressed aslamb, like a bul in a

china shop, looks like butter wouldn't

mel in her mouth

Neutral as different as chalk and cheese, as

it depends hard asnails, as similar as two pea in

a pod, like ared ragto abull

-ul blissful, che rful, delightful disgraceful,

forgetful, playful, restful, wateful

-ic artistic, chaotic, dramatic, ecstatic, idyl c,

materialistic, sarcastic, therapeut

dreadful- dread (n un and verb) =a feeling of / feel anxiety

ab ut something that may happen

Dartful- clever at de eiving people

Possible answers - archaic, aquatic, atavistic, chic, eccentric,

erratic, frenetic, prolific, rustic, septic, sporadic

1meanin ful 2 therapeutc; 3 stressful 4uneventful;

5at ospheric; 6 distasteful 7enthusiatic; 8resentful;

9 unrealistic; 10hypocritical

They are both ab ut the twenty-four h ur society and its

drawbacks

Question 1

1'a f e r i x0' c l ock' , ' eve ni ng', ' lat e - nigh t ', 'at a ll h ou r of

th e d yornig h , ' a ll - night ' Most of these refer to

2 is severely affected in anegative way

3 the people who were studied

4to emphasise that working at night is not natural for

people

t ~ actLceie~ U

Part 1

1some; 2 of;3 merely/just; 4over; 5 here; 6 one;

7such/similar; 8 contrast 9 in; 10so; 11 who/that;

12more; 13 only; 14while; 15 al l

Part 2

16sainthood; 17misrepresentation; 18impulse;

19transform; 20 improbable; 2 exceptional

22 humanity; 23 admirable; 24 unsuccessful;

25submissive

Part 3

26 dead; 27 face; 28 charged; 29 given; 30 last; 31 line

Part 4

32 sh uld havebeen repaired along

33 no question of the team giving up

34 that he should accompany her

35 gap appears/seems to be narrowing these

36 expressed a preference for goinglbeing taken

37 letting/having let his friend talk him into robbin

38 found her novel so absorbing (that) she forgot

39 found the test plain sailing except

Part 5

40 not workingvery wel /operating only withdifficulty

4 a depressing/ financialyuncertain one (for olderpeople)

42Oneinwhichall unemployedpeoplearepaidby the

state

43 'the growingburden on the healthcare system posed by

the ageingpopulatio ' (lines 1 -16)

44Content p ints

The social budget hasbeen depleted byhighmedical

costsdueto greater life expectancy (Texts 1 and 2)

Thisbudget also paysout a lot of moneyto support the

unemployed (Text2)

Fewerpeople are now working andcontributing to the

b d et (Text 1)

By2010 more than athird of the Britsh pop lation will

havereached or be approachin retirement age(Text 1)

Grammar point 1

1 and 3

Practice A

1 may notbe easyto work with,but

2 mayn tbe muchof a cook,but

3maybeexpensive,but itismoredurable

4 maybetheboss,but thatdoesn't

5 mayworkinadjoining offices,but

5 do 't have to/don't needto/needn't 6may/might/could;

7 may/will/could/might 8 can;9will/would;

1 brou ht in,taken up; 2 take on; 3amsnowed under,

takeno ;4layoff,turn their hands to;5bring up, toiling

away/slaving away;6 put infor, chan ed over to;7bringing

in,tookup,keepon topof

over overdraw,overindulge,overpopulated, overrule,

oversee,oversleep,overtime, overview

under undercut, underdevelo ed, underemployed,

undergraduate, undern urshed, underprivileged

both overestimate/underestimate, overpaid/underpaid,

o erqualfiecl/undergualifed, overrated/

underrated, overstaffed/understaffed, overake/

1 underachieving; 2 overestimated; 3 overnight;

4 underscores; 5 underminin ; 6underclass; 7 over me;

8 underpaid; 9 u dertake; 10overlooked

Grammar point 2

1 , 3 and4 (but4is onlyusedwhengivinga definition)

They are all adje tivesused asnouns

1The good=good people;the great=greatpeople

8Theunk own can befrighteningbut ofen turns out obe

more enjoyable than thefamiliar

Countablenouns Uncountable nouns Plural nouns

events,llowers, clothing, courage, pliers, scissors,

friends,lies, land, news,sand, stairs, trousers

DPossibleanswers

1 abunch of grapes,bananas, amateurs

2agroup of people,buildin s, children

3apack of cards,dogs,rog es

4 a seriesof accidents,coincidences, tests

N ote : se ri es relates to thingsarran ed in orevents

3a sack of p tatoes, coal,cement

4 a packetof cigarettes, matches, cereal,soappowder

6 Themeek shall inherit the earth (A saying ofJesus

Christ =Humble people wil behappier in theendthan

powerfuland proud people.)

7 Youcan't teachanold dognew tricks (Old people

d n't wantorliketolearnan thing new.)

8 Theproofof hepudding is in the eating (Youdo 't

knowhow goodorbad an thing will beuntilyou try

i )

9 Foolsrush inwhere angelsfear totread (Foolish

peopled thingsin a hurry, without considering the

consequences first)

10 Neither a borrower nor alender be (Don't borowor

lend money.)

outdo, outgrow,

outlast, outlaw,

outlive,outnumber,

outburst (bursto t) =anexplosion /sudden occurrenceof

somethin , e.g noise,anger, protest

o took (ook out) = theprospects for something, e.g.the

economic outook;the outook fortomorrow's weather or

your attitude to lie,e.g an optimistic outlook

outset (set out = the beginning

o tspoken (speak out)=unafraid tovoice an opinion openly

1outstrip; 2backgrounds; 3 outperforming; 4 achievement

5underperformance; 6discouragement; 7resentment;

8 underprivileged; 9outstandingly; 10o tsh ne

comeupon =come across(4)

geton =getahead (5)

make up =think up (1)

putacross=getacross( 4)

worko t=think out(1)

~ummar~

They are bothaboutthe waysinwhich theDutcheducatio

system helpspupils wh aren tacademically gifted

Studentscan move to a more academic pathway /to

a higher level aftercompleting a less academic one /

1c(no difference): 2b;3c (should have become = ad ice;

could have become=unfulfilled possibility) 4c (nodifference);Sb; 6b; 7c (would havetaken = decision made

inthe past,b t abandoned; could havetaken=u fulilledpossibil y)

Practice B

1 couldn't have chosena better present

2 could havegonetolecture/work as a lecturer

3 could/might have given methat

4 sh uld havebeen handed in

5illness I would havefinished

6mig taswel n thave gone

7 couldn't havebeenAuntie Maude wh

Practice C

1must have struck; 2 would/must havefo nd;3 shouldhavebeenpreserved; 4 had to;5was able to; 6 would/must

havebeen worn; 7could not have been; 8would havebe n

crushin ; 9 must have dazzled; 10mustwould havebeen;

11had to

) LQ cab u lary

1plough through - d; 2 delve into - f 3hunt down - b;

4 piece together - j; 5dig up- c;6 pore over - g; 7 look up

- e; 8 carry out- i;9 trace back - h; 10turn up - a

beneficial colonial biological, farcical

commercial conspiratorial methodical, nonsensical

experiential pictorial philosophical, typic l,

preferential substantial whimsical

vestigial

mPossible answers

bicentennial burial, commercial cordial, editorial initial

material, memorial perennial potential serial testimonial

classic =avery ty ical example of something

classical =based on or belonging to a traditional style or set

ofideas, especially in art or science or connected with thelanguage, literature etc of Ancient Greece and Romecomic =amusing, making youwant tolaugh

comical =fun y in a strange or unexpected wayeconomic =connected with trade, industry, and themanagement of money

economical =using money, tme, goods etc carefully and

without wasting any

historic =important because i is,orwill be, remembered aspart ofhistory

historical =connected with the study ofhistory

politic =snsible and likely to bring advantage; prudentpolitical =connected wih the government or public affairs of

a country orwith the ideas, activities, or advantage of aparticular party orgroup in politics

1p litical 2lyrically; 3 archaeological 4 essentially;

5 providentially; 6 classical; 7mythical 8 financialy;

9 dictatorially; 10 controversial

Eland D

1 no (irrelevant tothe subject ofthe summary)

2 n (irrelevant to the subject of the summary)

3 yes

4 possibly

5 possibly

6 n (n space toinclude this in a 50 to70 word summary)

Ma n y anthropo l og i ststak e the l atter vi e w Th ey b e lie v that homo sapiens strangled th e opposition , s l o wly b t

e ff ec t v l y ,by monopolising resou r ces Neanderthals liked to move around but r eturned to favourite caves when times got hard Slowly groups would find th t

wh e n they went back to those caves they had been taken over by spre a ding tribes of homo sapiens it i s h ardtoavoi d th e not i on t ha t our meetin g s with Neanderthals were often vi o l e nt a nd f a tal Ba c e d b y imp ro ved lin g uisti c ab i litie s a nd a c ap ac ity to use mental sym bo ls when workin g out pr o blems , h mo sapiens w ould ha ve be e n a de adly foe

m oder n hum a s h d more comp l ex a nd s p e i a li sed t oo l s

a d t h eir s u e ri or l a g age s k ill s wo u l d h ave a ll owed the m

topl a a nd a a t t h eir met h d s o f hu n t in g t o th e

c ir cu m stances As the Neanderthals had to compete with

the shrewder homo sapiens [or their meals, they would

have suffered bouts o[starvation and a consequent

decrease in the overall Neanderthal population, which

could have been the causeo[extinction

It is also possible that when homo sapiens first

encountered Neanderthal man, he could have

introdu c ed devastating new diseases, m u c h as th e

co nqu is t a dors d i d w h e n th ey a r i ved in L a t in A m e ri ca Not

having developed immunity to these illnesses,

Neanderthals would have quickly perished.

A n ot h er t h eor y post ul at e s t h at Neanderthals interbred to

a greater orlesser extent with the incoming homo

sapiens, whose genes eventually became dominant at

the expenseo[the genes delivering Neanderthal

c haracterist i cs

o Suggested answer

Homo sapiens were more eficient and tech olo ically

advanced than Neander als and thus starved them of

resources, such asshelter an food

[IPossible answers

The Neanderthals could havebecome extinct as a reult of

bein delberately exterminated b mo ern humans

Homo sapiens may also have introduced deadly illnesses to

w ch the Neanderthals were n t immu e

Another p sibiliy isthat homo sapiens and Nean erthals

interbred and the former's genes dominated

19disappearance; 20 discovered; 21 spacio sness;

2 powerful; 23 inscriptions; 24 achievements;

34 is put atrisk, you must adhere

35 but Paul can shed (some) lig t on

36 the merry-go-round span, the more piercin ly

37 it not been for the heavy downpour

38 until five years had gone by did

39 their faiure tolearn anything on the fact

Part 5

40 They have lit e significance nowadays / They are less

important in people's lives than they used tobe

41 are the first adopt the idea ofcreating y ur own career

42 'has alsop shed work up the agenda' (line 8)

43 'an increase in the levels of personal interactio at work'

(line 1 - 16)

Work is now the main means by which we define o ridentity

People shape their own creers, which makes workmore interesting

More women work than before, and do a greater variety

ofjo s

Work has become more sociable and enjoyable

~d~arLced gramm ar P _ Q iIlts Grammar point 1

1a; 2e;3i;4 , c,h;Sf; 6i; 7d;8 iPractice A

1 could goh me early since she wasn't fe ling wel

2 would be here/ ere by six thirty

3 (that) she didn't need to/didn't have to/wouldn't have to

help him with his h mework th day since he was ableto/could manage iton his own

4 we should have taken the second turning o the right n tthe first

5must be Daphne's daughter since she looked just likeDaphne had at he same age

6 might join usfor adrink after dinner but hehad to go and

visi his sister in hospital first

7 were not towrite onthe questo sheet