Progress to proficiency students book

Progress to Proficiency Student’s Book Leo Jones t « i * * Tkf tighi rif ittr Đ « U i»t capable of flving on And when she finally every second of those 360 hours." It is reassuring to know that every Rolex Oyster QuDnometer is consưiicted to withstand a flight 30 Judith Chisholm's ROLEX ofGmtvo 1.5 Idioms with TAKE Use of English Riewrite each of the sentences so that it still means the same, using the words on the left togcthei w ith the correct form of the verb TAKE Look at the exam ple first The explorers disregarded the mosquitoes, flies and snakes N O T IC E T h e ex plo rers ,to o k n o n o ti£ eo ft> iem csq u tto cs,* fl4 C san d L sn ak C First o ne of the parrv steered the boat, then the o th er steered it TURNS The members of the party They had to dismantle their vehicles to get them across the gorge PIECES They had t o A sudden thunderstorm surprised the climbers and they got very wet SURPRISE The climbers w ere Bob agreed to undertake the leadership of the expedition O N Bob agreed The world believed his fantastic story of having got to the Pole alone IN The world was After a pause for questions and refreshments he continued his story UP He That reminds me of the time I climbed to the top of M ount Fuji BACK T h a t He couldn’t stop looking at the crocodile’s jaws EYES H e 10 They assumed that someone would pick up their signals and come to their aid G R A N TED T h e y 1.6 The white man in Africa Questions and summary Read this passage through and then decide with a parm er how you would answer the questions below Then write down vour answers The transition from the slave trade to the colonial invasions was a complex one Bui an African trade unionist, J.H Mphemba, looking back in 1929 believed that the essentials of the storv from an African standpoint, could be compara­ tively simply staled; First, the white man brought the Bible Then he brought guns, then chains, then he built a jail, then he made the native pay tax The saying passed into African folklore When the whites first came, it was said, “They had the Bibỉe and we had the land After a while, we found that things changed rouiid Now they have the land and wc have the Bible." The Ethiopian emperor Theodore made much the same point when, lacing British invasion, he 10 said: “I know their game First, it's traders and missionaries Then it’s ambassa­ dors After that, they brini! the guns Wc shall better to go straight to the guns.” The missionaries may have begun the process, but scientific inquiry camtt first One June evening of 178S at a meeting of the Saturday's Club - a scientific 15 society that was aiso interested in lỉeocraphical questions - the members decided to form an Association for Promoting the Discovery of the Interior Parts of Africa The task proved long, but bv the 1870s the Association’s successor, the Royal Get>yraphical Society, knew a great deal about the principal topocraphv of Africa, even if much detail had still to be explained 20 The explorers followed African trails, and the missionaries came after them or, like Livingstone, took part in the work of geographical research Great numbers of missionary societies were founded in France between 1816 and 1870, while Portugal and Spain, as weil as Italy, Germany and the Scandinavian countries, launched many others Saving the Africans from themselves became 25 something of a popular craze in those high evangelical times The driving inspiration, as wc can now see, came from a perverse interpretation of the hir.tory of the slave trade Europeans had initiated and promoted the Atlantic slave trade, but this was forgotten Following the line of pro-slaving apologists of earlier times, it was held that the trade was only an extension of 30 what was mistakenly believed to be the ever-present practicc of slavery inside Africa itself Europeans must therefore help Africans to liberate themselves And by now, of course, the argument had some colour of truth, for the slave trade had indeed extended the condition of siavcry inside Africa Geographical exploration and missionary zeaJ combined in the work of 35 “liberation" Financing an expedition up the Niger from the sea in 1832, the British government ordered it “to make treaties with the native chiefs for the suppression of this horrible traffic; and to point out to them the advantages they will derive, if, instead of the wars and aggressions to which It gives rise, they will substitute an innocent and legitimate commerce." 40 But soon it appeared that exploration and missionary zeal were nol the only forces at work, for now the European coastal traders came in with loud demands They were particularly active along the coastland of the Niger Delta, where an “innocent and legitimate commerce” in palm oil - much needed in nineteenth-century Europe for soap and lubricants - had taken the place of 45 slaving The Europeans had obtained a monopoly on the sea,andwere now determined to achieve a monopoly on land as well, which meant that firm action would have to be taken against African producers and traders In 1861 the British seized Lagos Island and proclaimed it a colony Step-by-step invasion of the Hiainiand duly followed 50 (from The Story of Africa by Basil Davidson) Explain what each of these words and phrases mean in the context of the passage: ' standpoint (line 3) missionaries (iine 14) successor (line 18) peputai* crazc (line 26) slave (line 28) ^Now that you’ve read the passage once dirough, it’s a good idea to underline these words in the passage.) U) What is the w riter’s attitude to the 19th century European missionaries? What was ‘perverse' about the European interpretation of the history of the slave trade? Why does the word iiberation’ have inverted commas in the passage in line 36? Why is ‘innocent and legitimate commerce’ in inverted commas in line 44? What IS meant by ‘this h o rrib le traffic’ in line 38? What were the reasons for Britain proclaiming Lagos Island a colony? 1.7 Safety in the hills Listening Before y o u h e a r the reco rd in g can you guess o r deducc w h a t the missing inform ation in the chart below might be? Listen to the recording, filling in the missing information below C om pare your answers with a p a rtn e r’s before listening to the recording again to d e a r u p any d o u b ts you m ay still have a n d to ad d any points you m issed'first time From yo ur ow n experience and com m on sense w hat other advice would you give to someone who was setting off for a walk in the hills or mountains? Do vou agree with all the pieces of advice given in the prograrnme? SAFETY PRECAUTIONS FOR HILL-WALKERS DO go as a party of at l e a s t and DON'T walk DO e x p e c t and DON'T rely o n DO allow e n o u g h and DON'T get caught b y DO walk at the pace of t h e and DON’T continue walking i n DO carry a and a and DON'T rely on your own sense o f DO take w a r m clothes DO wear p r o p e r and DON'T w e a r o r DO let others know before y o u you're going a n d you'll be and DON'T forget to report y o u r 1.8 A Japanese adventurer Listening You’ll hear part of a radio broadcast about Naomi Uemura As you listen to the recording for the first rime, fill in the dates missing from the chart below As you listen to the recording for the second time, fill in the other missing details below and put a cross (X) beside any feats that Uemura has not achieved, according to the interview Compare your answers carefully with a partner’s If necessary, listen to the recording again to sort out any discrepancies Year Ascent Year Mont Blanc (highest mountain in Europe - 4,807 m) Down the Amazon (6,000 km) Mt Everest (highest mountain in Asia Across Greenland ice cap by dog sled - 8,848 m) ' ( km) Mt McKinley {highest mountain in ' -6 ,1 m) From Atlantic to Pacific by dog sled { km) Mt Aconcagua (highest mountain in - 6,960 m) Mt Kilimanjaro (highest mountain in -5 ,8 m) Across the Pacific by rowing boat (9,000 km) Mt Jaja (highest mountain in Australasia - 5.029 m) Across Antarctica by dog sled (3,500 km) 1.9 Solo foumey b y To the North Pole by dog sled (750 km) Dangerous pursuits Picture conversation W ork in pairs One of you should look at communication activity on pr’ee 256 while the other looks at activity 37 on page 280 Each of you will see different photograph there —so not look at your partner’s picture Use these qu'-‘stions to find our as much as possible about each other’s pictures: How many people are there in the photo? W hat is happening? W hat has just happened and what’s going to happen next? W h e re d o you th in k the picture w as taken? Where was the photographer standing to take it? H ow you chink the people are feeling? W h y d o vou th in k they decided to d o w h a t th e y ’re doing? W h a t is y our a ttitu d e to people like that? 1.10 Around the world Communication activity W ork in pairs O ne of you should look at activirv' o n page 261 while the ocher looks at activity 39 on page 281 You will be finding o u t about the record-breaking solo voyage of Naomi James Do not look at each other’s in fo rm a tio n , just at y our own Naomi James 1.11 Writing a narrative Composition 'Describe an exciting or frightening experience you have had ’ Look at the composition below W hat you like about it? And what you dislike about it? Working with a parcner, can you suggest how it could be improved? The f e r r y , I t h a d b e e n a l o n g , t i r i n g j o u r n e y t o Sw h i c h s h o u l d h a v e t a k e n a t m o s t f i v e h o u r s , had had e n g i n e t r o u b l e an d d i d n ’ t a r r i v e t i l l z a m As t h e h a r b o u r i t s e l f was s e v e r a l m i l e s fr o m t h e m a in to w n - t h e o n l y p l a c e w h e r e a c c o m m o d a t i o n was a v a i l a b l e - an d much t o o f a r t o w a lk e v e n b y d a y l i g h t , we h o p e d a a a i n s t h o p e t h a t t h e l o c a l b u s s e r v i c e w o u ld s t i l l b e r u n n i n g * S u r e e n o u g h o n e t i n y , a n c i e n t b l u e b u s w a s s m i t i n g on t h e q u a y s i d e bu't i m a g i n e o u r d is m a y when we s a w t h a t a b o u t 9Ỗ o t h e r p a s s e n g e r s w e r e a l s o d i s e m b a r k i n g w i t h t h e sam e d e s t i n a t i o n l We f o u g h t o u r w a y o n t o t h e bus a n d w a i t e d f o r t h e d r i v e r t o a p p e a r * A man s t a g g e r e d o u t o f t h e b a r n e a r b y a n d g r o p e d h i s w ay i n t o t h e d r i v i n g s e a t - p r e s u m a b l y h e * d b e e n d r i n k i n g s i n c e e a r l y e v e n i n g when t h e s h i p w as s u p p o s e d t c a r r i v e * We w e r e v e r y f r i g h t e n e d M o st o f t h e p a s s e n g e r s h a d n ' t s e e n t h e d r i v e r come o u t o f t h e b a r T he b u s w e n t v e r y s l o w l y up t h e s t e e p r o a d On o n e s i d e t h e c l i f f s d r o p p e d v e r t i c a l l y down t o t h e s e a h u n d r e d s o f f e e t b e l o w We A r r i v e d i n t h e at b u t t h e r e was a c c o i i M o d a t i o n ,* We f o u n d a t a x i t o t a k e u s t o t h e o t h e r s i d e o f t h « i s l a n d * We s l e p t on t h e b e a c h As i t b e g a n t o g e t l i g h t a n d t h e s u n r o s e o v « r t h e s e a , w a k i n g u s from o u r d r e a m s , we r e a l i s e d t h a t i t h a d a l l r e a l l y h a p p e n e d and t h a t we w e r e l u c k y t o b e a l i v e W rite about an exciting or frightening experience of your own Show your completed story to another student and ask for his or her comments before you hand it in to your tcacher  ... based on a different topic, will help you to develop and improve your English up to the standard required in the Proficiency exam The exercises are designed to help you to improve the specific... and to remember better - and it’s enjoyable too Although w orking through this book will help you to m aintain your progress in English, don’t forget th at it is your teacher who can help you to. .. going to be tested objeaively Many of the exercises and activities are designed to be done in co-operation with other students, working in pairs or small groups This is to encourage each of you to