Advanced Expert CAE_New Edition - Teacher's Resource Book

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TEACHER’S RESOURCE BOOK

Drew Hyde Jan Bell Roger Gower Nick Kenny

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PEARSON

CAE

Longman

Pearson Education LimitedEdinburgh GateHarlowEssex CM20 2JEEnglandand Associated Companies throughout the world.

www.pearsonlon2man.com

Pearson Education Limited 2004 and 2008

The right of Drew Hyde and Rawdon Wyatt to beidentified as authors of this Work has been asserted bythem in accordance with the Copyright, Designs andPatents Act 1988.

All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise without the priorwritten permission of the Publishers.

First published 2005Second edition published 2008Third impression 2008

ISBN 978-1405-84838-I

Set in 10/ l2pt Times New Roman

Printed in Malaysia (CTP-VVP)

Illustrated by Chris Pavely

Designed by Jennifer ColesSecond edition layout by 320 Design Ltd

Edited and project managed byCatriona Watson-Brown

New edition edited by Alice Kasasian

Acknowledgements

We are grateful to the following for permission toreproduce copyright material:

Bloomsbury Publishing Plc for an extract adapted fromThey ~** you up: How to Survive Family Life by OliverJames published by Bloomsbury; Classic FM Magazinefor an extract adapted from ‘Henry meets EvelynGlennie’ by Henry Kelly published in Classic FMMagazine April 2003 © www.classicfm.com; PaulDaniel at English National Opera and Jane Gilchrist forthe text of an interview about Operatunity; AmandaHolloway at BBC Worldwide for an extract adaptedfrom ‘Operatunity’ published in BBC Music Magazine;The Independent for an extract adapted from ‘The lastmenageries’ by Michael McCarthy published in TheIndependent 3”’ November 2001 The Independent;Solo Syndication Limited for extracts adapted from‘Giving some direction to some artistic career paths’ byTina Bexson published in The Evening Standard 26th

November 2001 and ‘Is little Jack really on the road toa life of crime?’ by David Cohen published in TheEvening Standard I 1~ December 2002 © The EveningStandard; Telegraph Group Ltd for extracts adaptedfrom ‘A tale of two Everests’ by Charlotte Corypublished in The Sunday Telegraph 13th May 2001 ©Telegraph Group Limited 2001; ‘Now, they ask for myautograph’ by Elizabeth Grice published in The DailyTelegraph 10th October 2002 and ‘Turning the page’ bySally Williams published in The Telegraph Magazine 12October 2002 © Telegraph Group Limited 2002; and‘Be lucky it’s an easy skill to learn’ by RichardWiseman published in The Daily Telegraph 8th January2003 © Telegraph Group Limited 2003; TimesNewspapers Limited for extracts from the articles ‘Welove T-Shirts’ by Sheryl Garratt published in The Times22”~ June 2002 © The Times 2002; ‘The Cash LadySings’ by Richard Morrison published in The Times 26February 2003 and ‘Lifeline across the sea’ by RosalindRenshaw published in The Times 3Qth July 2003 © TheTimes 2003; Meagan Tudge, Ethically Me Ltd andNational Magazine Company for an extract adaptedfrom ‘What counts: job satisfaction not salary’ by EmilyPartridge published in Prima Magazine May 2003: A PWatt Ltd on behalf of Sadie Plant for an extract fromHow the mobile changed the world by Sadie Plant; BBCWildlUè Magazine for extracts adapted from ‘DigitalNoah’ by Pam Beddard published in BBC WildlifeMagazine May 2003; and Richard Wiseman,Psychologist, University of Hertfordshire for extractsadapted from The 2003 UK Superstition Surveypublished on www.luckfactor.co.uk.

Sample answer sheets are reproduced by kindpermission of Cambridge ESOL.

Every cliort has been made to trace the copyrightholders and we apologise iii advance for anyunintentional omissions. We would he pleased to insertI he appropriate ack nowledgement in any subsequentedition ol this publication.

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Contents

IntroductiOnTeacher’s notes and keys for coursebook modulesModule I New directionsAnswers to Module 1 Review 1 8Module 2 Seeing is believing 19Answers to Module 2 Review and TRB Exam practice 1 27Module 3 ValUes 29Answers to Module 3 Review 38Module 4 Lif~’s rich tapestry 39Answers to Module 4 Review and TRB Exam practice 2 48

Module 5.bGkbal issues 49Answers to MoZJule5 Review 59Module 6 Lpoking forward, looking back 60Answers to Mg~e16 Review and TRB Exam practice 3 70Module 7~ Breaking the mould 71Answers to Module 7 Review 80Module 8 Making life better? 81Answers to Module 8 Review and TRB Exam practice 4 91Module 9 Communication 92Answers to Modulè9 Review 101Module 10 The world of entertainment 102Answers to Module 10 Review and TRB Exam practice 5 110

Photocopiable materialOMR answer sheets for use with Exam practice 113

Photocopiable activities: teacher’s notes 116Photocopiable activities 137Exam practice 1 178Exam practice 2 184Exam practice 191Exam practice 197Exam practice 5 203Audio scripts 210

Introduction to the course

ComponentsAdvanced Expert CAE consists of:

a Coursebook for classroom use with CD ROM

a Student’s Resource Book for homework, private studyor classroom use (with or without Answer key) withaudio CD

Teacher’s audio CD pack, containing the Listeningniaterial for the Coursebook, the Student’s ResourceBook and the Teacher’s Resource Book

this Teacher’s Resource Book.

Interactive exam practice at wwwiTests.com allowsstudents to test themselves, monitor their progress andimprove exam performance.

Six key featuresI Advanced Expert CAE is flexible. It is designed in a

modular way so that teachers can either follow theorder of the material in the book or choose their ownroute through the course to meet the needs ofspecific classes. Each page or double-page spread isfree-standing, and almost always follows the sameorder in each module, making it easy to access andisolate separate elements of the course and integratethem in different ways.

So, a teacher might follow a linear route througheach module, and through the book. Alternatively,you might decide to follow different, tailored routesthrough each module, for example starting withSpeaking or Listening rather than Reading. And youmight choose to do the modules in a differentsequence, depending on your students’ interests.

2 While each section can be taught independently,there are usually links between the sections toprovide a coherent progression when the linear routeis chosen. For example, the Language development inthe ‘A’ units is contextualised in the previousReading, as well as the Use of English text. Writing Iusually provides useful skills related to Writing 2 inthe ‘B’ unit. The Speaking usually has a topic whichrelates to the Listening in the same unit. TheLanguage development in the ‘B’ units often provideslanguage which will be useful for students in thefollowing Writing section.

3 Most of the Use of English/Language developmentpages follow a test-teach approach, in which thelanguage is first tested by means of a Use of Englishtask, then focused on in the Language developmentsection, using the examples from the Use of Englishtask to clarify form and meaning. Students are

referred to the Grammar reference for a detailedsummary of the grammar and to the Student’sResource Book for extra practice.

4 The sub-skills needed for the different parts of Paper4 Listening and Paper 2 Writing are systematicallypractised in Listening I and Writing 1 sections in the‘A’ units. These include:Listening: understanding text structure, identifyingattitudes and opinions, etc.;Writing: using appropriate register, planning yourwriting, coherence and cohesion, etc.

5 The Writing and Speaking strands in the ‘B’ unitsprovide practice for each part of Paper 2 Writing andPaper 5 Speaking. However, the focus is more onprocess than end product. In other words, studentsare trained to build up good habits, develop the skillof self-monitoring and so become more independentlearners.

6 Most sections contain a Help feature, with clueswhich help students complete the task at hand. Theseoften focus attention on how the task is constructed,and thus help students to help themselves in theexam.

CoursebookThe Coursebook consists of ten modules, each dividedinto two units (A and B). Each module practises all thepapers of the exam, and includes grammar andvocabulary consolidation and development.

Each module is designed around a theme. There is alead-in page, with an Overview listing what the modulecontains, which facilitates planning. Photos andquestions prompt discussion aimed at getting studentsinterested in the theme.

Then each of the two units in the module is based on atopic linked to the overall theme of the module.

At the end of each module, there is a Module reviewwith revision and further practice of the languagecovered in the module.

After Modules 2,4,6, 8 and 10, there is an Exampractice section in the Teacher’s Resource Book, eachcontaining a selection of tasks from Paper I Reading,Paper 2 Writing, Paper 3 Use of English and Paper 4Listening.

Other elements of the Coursebook are:

• Exam overview at the front of the book, giving an ata-glance outline of what is included in each paperand what skills are tested in each section

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INTRODUCTION

• Exam reference section at the end of the book, givingmore detailed information about what to expect ineach part of the paper, plus a list of recommendedstrategies for each task type

• Grammar reference section, giving more detailedinformation about the main grammar pointspractised in each module

• Writing referen•ce which provides:a mark sch~’riTe, ~howing what the examiners arelookingfdP~’hcn determining the three passgrad&I(Bãiids 3, 4 and 5)a checklist to help students monitor and edit theirown writinga sample question for each type of writing task inthe exam, with model answer, specific guidance,and another question for further student practicesections to give useful support on the followingareas practised in the Writing sections: linkingdevices; punctuation; spelling; attitude clauses andphrases; sentence structure

• $peaking material/Keys section with extra material(e.g. photographs and audio script extracts) neededfor the modules

Module and unit structureEach module contains the following sections. For easeof use and flexibility, the spreads are in the same orderin each unit. The teaching notes indicate

when the photocopiable activities at the back of thisTeacher’s Resource Book may be used to expand orsupplement the lessonswhen there is additional follow-up material in theStudent’s Resource Book.

Overview and Lead-in questionsUse the Overview to introduce the module contents.You could discuss with the class in what order theywould like to cover the module.

Use the photos and Lead-in questions to generateinterest in the overall theme of the module.

‘A’ units

ReadingThe texts have been chosen for their interest value aswell as their potential to provide a ‘window on theworld’ and generate discussion. There is a three-stageapproach.

Stage I A Before you read exercise establishes the topicand gives a purpose for reading the text through a firsttime. For exampl; in Module 7A (Against the odds),students discuss questions about the headline andsubheading of a newspaper article. They then skim thearticle to compare how the writer answers the questionsand discuss whether they agree with him.

Stage 2 Students do an exam-style reading task. Theyshould be referred to the relevant Task strategy pointsbefore attempting the task for the first time. These canbe found at the back of the book in the Exam reference.Each task is followed by a Task analysis exercise, inwhich students are encouraged to discuss and comparehow they performed and which strategies they founduseful.

Stage 3 A discussion activity, based on the text, whichmay incorporate some vocabulary. Questions fordiscussion relate to the students’ own lives andencourage them to give their opinions.

VocabularyThis section practises and sometimes extends languagefrom the reading text in the previous section. Areasfocused on include collocation, idiomatic expressions,phrasal verbs, prepositions and easily confused orsimilar words. Students are given opportunities to usethe vocabulary in a different context and personalise it.

This section is always followed up in the Student’sResource Book by a Paper 3 Use of English-stylemultiple-choice doze or word formation task, topicallylinked to the Reading text.

Listening IIn Modules 1 6, this section develops the listening skillsneeded for different parts of Listening Paper 4. The lastfour modules (7 10) provide further exam-style practicetasks.

Stage I The Before you /isten exercise encouragesstudents to think about the topic, and introduces, orgets the students to generate, vocabulary.

Stage 2 Exercises that focus on and develop the sub-skills needed for Paper 4 Listening. For example,Module IA (Learning experiences) practisesdistinguishing main points from details (important skillsfor Parts 2 and 3) and identifying attitudes and opinions(important for Part 3).

Stage 3 A discussion activity based on the text.

Use of English IThis section practises one of the tasks found in Paper 3Use of English, using a text which relates to the topic ofthe unit. There is further practice of all parts of Paper 3in the Student’s Resource Book and in the Teacher’sResource Book (Exam practice).

In terms of language development, the aim is to followa test-teach procedure, as some of the language testedin the Use of English task is focused on and practisedin Language development I.

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INTRODUCTION

Stage I The Lead-in exercise aims to build upmotivation in relation to the topic of the text andgenerate some of the vocabulary needed. This is usuallydone through a short discussion.

Stage 2 Students are referred to the Task strategy at theback of the book and asked to complete the task.Graded guidance is supplied, e.g. students are usuallyasked to read the text quickly first for generalcomprehension. They are further supported by Helpclues, which give specific guidance for individualanswers. This support is reduced throughout the book.

Students are then asked to analyse the language testedin the task. The questions often relate to languagefocused on in the following Language developmentSection.

Stage 3 A discussion based on the content of the text.

Language development 1This section generally focuses on an aspect of thelanguage tested in the Use of English section in thesame module. For example, in Module 4A (Lift’s richtapestry), the focus is on word formation which is testedin Use of English 1.

These sections contain a range of controlled and lesscontrolled practice activities, linked to the topic of theunit. There are opportunities for personalisation.

There is a cross reference to the Grammar referencesection at the end the book, which provides a detailedsummary of the language point being practised.Students should be encouraged to use this resource tocheck their answers.

Further communicative practice of the language area isoften provided in the photocopiable activities at theback of the Teacher’s Resource Book.

This section is always followed up in the Student’sResource Book by further language practice, plusanother exam-style Use of English task that provides afurther test of students’ understanding of the language,as well as exam practice.

Writing IEach Writing I section practises a sub-skill required forthe Writing tasks that students may be required to do inthe exam. For example, Module 5A (In the slow lane)focuses on selecting and ordering information, animportant skill for Paper 2 Part I, the compulsory task.Module 9A (Something to say) focuses on editing yourwork for accuracy.

Stage I A ‘Writing strategy’ note explaining to studentshow practice of the sub-skill helps prepare them forPaper 2, plus an activity aimed at raising awareness ofthe issue.

Stage 2 A controlled practice task. The task mightconsist of sequencing notes in the most appropriate

order, rewriting a paragraph, choosing the mostappropriate language, identifying the key information ina text or matching information in a student answer withlanguage in the input.

Stage 3 A freer practice activity. This could consist of afilm review, a letter or a newspaper article. In manycases, students are encouraged to exchange their workwith a partner.

This section is sometimes followed up in the Student’sResource Book, with practice of relevant vocabulary forthe task, or further sub-skills practice.

‘B’ units

Listening 2This introduces the topic of the ‘B’ unit. It may becovered before or after the Speaking section, whichusually has a linked topic.

Stage I A BeJbre you listen activity. This aims toestablish the context, to get students to predict thecontent and to generate the vocabulary needed for thetask.

Stage 2 An exam task, with relevant strategies providedin the Exam reference section. Students are usuallyprovided with Help clues, which give them guidance asto how to answer some of the questions. A Taskanalysis exercise encourages students to reflect on thetask they have completed and share the strategies theyhave used.

Stage 3 Discussion based on the topic of the text.

This section is sometimes followed up in the Student’sResource Book, e.g. with practice of relevantvocabulary for the task.

SpeakingEach section provides relevant vocabulary for the exam-style task students have to do, covers the strategiesneeded for the task and provides useful functionalexponents. In Modules 1 8, there are recorded sampleanswers for students to evaluate from the point of vieof appropriate language and effective strategies.

Stage I Vocabulary that students might find useful tothe Speaking task is introduced and practised. Forexample, in Module I, students practise adjectiveswhich describe personal qualities. The exam task is todiscuss the qualities needed for certain jobs illustratedin the photographs.

Stage 2 Sample answer. Students are referred toappropriate Task strategies at the back of the book.They then listen to the examiner’s instructions and anexample of a student or students doing the task. Theyevaluate the performance of the speaker or speakers.Then they listen again to focus on useful languageexponents.

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INTRODUCTION

stage 3 Students perform the exam task themselves,using the same photos, or different ones at the end ofthe book. A Task analysis exercise encourages them toreflect on how well they performed.

his section is sometimes followed up in the Student’sResource Book, e.g. with practice of relevantvocabulary for the task.

In Module 9B (Making a statement) there is a completeSpeaking paper.

Use of English 2The task in this section focuses on another part ofPaper 3. The texts are related to the topic of thesesction, and the exercises follow a similar structure toUse of English I (see p.5).

Language development 2As in Language development I, this section usuallypractises an aspect of the language tested in thepreceding Use of English section.

This section is always followed up in the Student’sResource Book by further language practice, plusanother exam-style Use of English task that provides afurther test of students’ understanding of the language,as well as exam practice.

Writing 2The Writing 2 sections cover all the types of writingthat students may be required to do in the exam. Thereis particular emphasis on the compulsory Part 1, whichrequires analysis of input material such as letters andadverts.

The printiple behind the section is to establish ‘goodpractice’ through a clear set of procedures consistentlyapplied, which can be used when answering any examWriting task.

The approach focuses on process more than endproduct. Each spread is graded, and the aim is to givecarefully guided preparation, so that students build upto complete the main task at the end of the section. Ineach section, there is considerable language support; inparticular, a range of functional exponents is given andlinked to the task.

In the Writing reference, there is a model answer foreach type of writing in the exam, plus notes forguidance and a second task for further practice ifdesired.

The procedure in the Writing sections is as follows:

I Lead-in2 Understanding the task3 Planning the task4 Thinking about the language and contentS Writing6 Checking and improving the writing output

This section is always followed up in the Student’sResource Book with further practice of the sub-skillsrequired by the task.

Module reviewsThese revise the grammar and vocabulary of theprevious module in non-exam formats. The exercisescan be used as practice in the classroom, given as a testor set as homework.

Student’s Resource BookThe Student’s Resource Book is an integral part of theAdvanced Expert CAE course. It contains ten modulesthat mirror the themes and contents of the Coursebookunits. It can be used:

• by teachers to supplement and extend theCoursebook lessons

• by students on their own to consolidate and enrichtheir language and practise exam skills

• as an intensive course, for example, in the last termbefore the exam.

It provides: extensive grammar practice, following upthe Language development sections of the Coursebook;vocabulary consolidation and extension; and additionaltopic-related exam practice for Papers 1—4. There is acomplete Practice Exam at the end of the book.

The Student’s Resource Book comes with an audio CD.The Listening material is also available on the Teacher’sCD pack.

Each module contains the following sections.

‘A’ units

Use of EnglishThere are two pages related to this part of the exam.The first contains a Paper 3 Use of English-stylemultiple-choice doze or word-formation task, topicallylinked to the Reading text in the Coursebook. It isintended as a follow-up to the Vocabulary section in theCoursebook, providing an opportunity to practiserelated language in an exam format.

The second contains another exam-style task whichprovides further exam practice and also tests thelanguage area in the Language development section. Inearly modules, the task type is the same as in theCoursebook, but in later modules, there are differenttask types.

Language developmentThis section provides extensive practice of the languagearea focused on in the Language development section ofthe Coursebook.

INTRODUCTION

ListeningThis provides further practice of a Paper 4 exam tasktype already practised in the Coursebook. The contentis always linked to the topic of the ‘A’ unit in theCoursebook.

Modules 2A, 3A, 6A and 7A also contain a sectionfollowing up Writing I in the Coursebook. For example:

. Module 2A: Vocabulary of film reviews

. Module 3A: Coherence

‘B’ units

Language developmentFurther practice of the language area focused on in theLanguage development section of the Coursebook.

Use of EnglishAnother exam-style task which provides further exampractice and also tests the language area in theLanguage development section. In early modules, thetask type is the same as in the Coursebook, but in latermodules, there are different task types.

ReadingFurther practice of a Paper I exam task type alreadypractised in the Coursebook. The content is alwayslinked to the topic of the ‘B’ unit in the Coursebook.

WritingFurther practice of the sub-skills required by the examtask type covered in the Coursebook module.

Modules 2B, 48, 5B, 78, SB, 9B and lOB also contain asection following up Listening or Speaking in theCoursebook.

Complete practice examA complete exam provides the opportunity for timedexam practice. It can be used at the end of the course,or at any stage of the course.

Teacher’s Resource BookAs well as this introduction, the Teacher’s ResourceBook contains:

Unit-by-unit teacher notesGuidance on how to use the Coursebook material;‘books closed’ activities to get things going at thebeginning of modules and sections; backgroundinformation on the texts; ideas for additional activities;and answers to all exercises with explanations wherehelpful.

OMR answer sheets (photocoplable)Replicas of the answer sheets students have to use in theexam for the Reading, Listening and Use of Englishpapers. They can be photocopied and given to studentswhen they do the Exam practice sections (see below) orthe Practice exam in the Student’s Resource Book.

Photocopiable activitiesA pre-course exam quiz to see how much students knowabout the CAE exam; three photocopiable activities tosupplement each Coursebook module, providingcommunicative classroom practice for grammar,vocabulary and skills; full teacher’s notes and answerkeys for each activity.

Exam practice (photocopiable)Five exam practice sections for use after Modules 2, 4,6, 8 and 10. Each section provides practice tasks forPaper I Reading, Paper 2 Writing, Paper 3 Use ofEnglish and Paper 4 Listening. The recordings for thePvper 4 Listening tests can be found on the Coursebookaudio CDs after the appropriate module, and answerkeys are at the appropriate points in the unit-by-unitteacher’s notes.

Audio scripts (photocopiable)These are all at the back of the book for ease ofreference and photocopying.

Teacher’s CD packThe Teacher’s CD pack contains all the listeningmaterial from the Coursebook, Teacher’s ResourceBook and Student’s Resource Book. There are threeCDs for the Coursebook, which include the listeningtests in the Teacher’s Resource Book, and one CD forthe Student’s Resource Book, which includes thecomplete Practice exam.

Abbreviations used In the Teacher’s Resource BookCB CoursebookSRB Student’s Resource BookTRB = Teacher’s Resource BookOMR Optical Mark Readercf. compare1./Il. line/linesp/pp. page/pagespara. paragraph

Module 1 New directions

This module includes topics such as learningexperiences (including travel), education, university life,and work (getting and changing jobs).• .~. . . • . . .. . . ~•~••••• ~ • • •••••~•• .

photocopiable activity :: The pre-course photocopiable activity on page 137: provides an introduction to the CAE exam.

Students answer questions about the examreferring to the Exam overview on page 6 or theExam reference on page 168 of the Coursebookwhere necessary.

•~.••~•~ • ~ .5•••••• ~~~•••• .. . • •

After the quiz, show students other features of thebook. This could be done as a quick quiz withquestions such as Where can you find the Grammarreference? How is it organised? By module or by topic?What can you find on page 188? (the Writing reference)Use the contents pages to ask questions such as Whattype of writing is practised in Module 5? (an article)

Lead-in p.7

The purpose of the lead-ins is to introduce the generaltheme of the module. Try to avoid giving too muchaway at this stage by keeping the discussion brief andby not focusing specifically on points that are coveredlater.

2 If students are not familiar with the concept ofskimming, explain that the purpose is to quickly geta general understanding of the text as well as toestablish the type and style of the text and itsgeneral organisation and layout. One way to skim isto read selected sentences, such as the first and thelast in each paragraph. Another way is to move theeye quickly over the page, picking out selectedwords to get an idea of the topic of eachparagraph. Suggest a suitable time limit to skimeach text (e.g. 30 seconds) to discover the text typeand topic. Point out that Paper 1 Part I consists ofthree texts, of different types but linkedthematically.

3 Most students will be familiar with multiple-choicequestions, but, having read the rubric, start bylooking at the task strategy on page 168. Use thestrategy to do the first text together, before lettingthe class do the other two texts on their own.

4 In the Task Analysis ask the students how long theythink they would have to do the task in the exam(about 12 15 minutes) and what the task tests(detail, tone, opinion, purpose, main idea, attitudeand text organisation).

5 Extend the discussion by getting students to sharesome of their learning experiences.

Getstudents to discuss the questions together. Themain themescof the photos are travel, marriage andwork. Encourage students to identify and discuss lessobvious aspects such as growing up, freedom andindependence~ taking on responsibility, etc.

The iphoto’s~W~w a couple on their wedding day (topright),a~vonj~n in ajob interview (bottom right) andthree young9,eople backpacking in Machu Picchu,Peru.

IA Learning experiencesOne way to begin would be, with books closed, to getstudents to discuss what they understand by theexpression ‘Lifelong learning’ and brainstorm thepeople and places they are likely to learn from in theirlives.

Reading p.8I Extend the initial discussion asking who they have

learnt most from already and who they think theywill continue to learn most from in the future.

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Key2 lB

2 A (It is from Australian writer Clive James’autobiography, Unreliable Memoirs.)3C

3 1 C It was then revealed I had Dropped Behindthe Class2 D ... why I grew up feeling I needed to causelaughter was perpetual fear of being itsunintentional target.3 B all the second paragraph4 A ... film is the other way round. Thewriting feels more detached in an environmentthat favours realism5 D ... they taught him to gather informationfrom a wide range of disciplines.6 A ... film making is now a second careerthat converges and subsidises what he reallyloves doing best.

5 Text 1: primary school, dealing withauthority, using humour as a defence.Text 2: secondary school, relationships betweenteachers and pupils.Text 3: university, travel and exploration,organisation.

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MODULE 1: TEACHER’S NOTES

Vocabulary p.10The vocabulary sections that follow the reading textspick up on and extend the vocabulary in the text. Theyfocus on topical areas as well as concepts such ascollocation, connotation, phrasal verbs and other lexicalforms. You could use this opportunity to give studentssome advice on keeping/learning vocabulary throughthe course.

Students search the text for phrases containing on.If necessary point out to students that such phrasesare an important aspect of advanced vocabularyand are often tested at CAE. As a follow up askstudents to search the texts for expressions with in.(Text A: in those days. in the window; Text B: intranslation, be set in (a period of time), in amedium; Text C: in good stead, follow in someone’sfootsteps

2 Highlight or put the following sentence from Text Aon the whiteboard, ‘I did everything to get out offacing up to Miss Turnbull.’ Use it to teach orremind students what phrasal verbs are. Askstudents to identify the phrasal verbs and to thinkhow it could be rewritten without using them (e.g. ‘Idid everything to avoid confronting Miss Turnbull’).Draw students’ attention to the fact that of in getout of is a preposition and that the second phrasalverb is therefore a gerund. Exercise 2 could befollowed by a quick review of the grammar ofphrasal verbs; e.g. bounce back is intransitive, startsomething off! turn down are separable, go on to Imiss out on are inseparable. Ask students to findother phrasal verbs in the text and to identify whattype they are. (e.g. Text A: end up, come up bothintransitive)

Students could be asked to make other sentenceswith the verbs but point out that pluck up is almostalways used with courage. This would be a neat linkto the next section on collocation.

3 If necessary, explain the concept of collocation (theway in which some words are often used togetherand others are not). Awareness of collocation willhelp students in various parts of the exam, as wellas improving their writing and speaking. Follow upthe question by getting students to think of wordsthat collocate with the odd one out (e.g. win a prize,there’s a danger that).

4 Point out that collocation also exists betweenadjectives and nouns as well as other word forms(e.g. verbs + adverbs).

5 Check that students know what a potter is.(Students will probably know the famous scenefrom the film Ghost where Demi Moore works on apotter’s wheel with the ghost of her boyfriend(Patrick Swayze) behind her.)

6 Other questions students could discuss include: Didyou miss out on anything when you ;i’ere younger? Dyou find it easy to bounce back after a setback?

Extra!Now would be a good time to talk to students aboutkeeping systematic vocabulary records that they canexpand as the course progresses. Encourage them togroup words thematically or by stem. They couldstart here with a page for prepositional phrases withon, adding to it as they come across more examples.Other pages could have expressions with in, for, etc.or types of collocation.Remember that the module reviews and thephotocopiable activities help to recycle vocabularyfrom the module, and that each yocabulary sectionis followed up in the Student’s Resource Book with aUse of English task on a related topic. This willeither be multiple-choice doze (to test collocations,fixed phrases, etc.) or a word-formation task.

Student’s Resource Book, page 6

Listening 1 p.11The purpose of the Listening I sections in Modules 1 6is to develop various sub-skills that are needed tocomplete the exam tasks. For Parts 2 and 3, theseinclude: distinguishing main points from details (gist)and, for Part 3, understanding attitude/opinion.

I This could be done in groups or as a brainstormwith the whole class. Point out that this sort ofprediction exercise helps focus on possible contentand therefore understanding.

KeyI I heaps praise on 2 getting on (a bit)

3 reflect on 4 set (his) heart on 5 on a whim6 doing research on 7 (some years) on

2a I start off’ 2 go on to 3 turned down4 bounce back 5 make up for 6 pluck up7 missed out on

3 1 a prize 2 a danger 3 realise 4 finish5 backache 6 notice

4 1 ideal way 2 future generations3 positive outlook 4 real world 5 personal goal6 survival skills 7 sheltered upbringing8 open mindNote: in the rg.gJ world (real and unique)compared with in an j4ggi world (hypothetical)

5 1 gone on to 2 missed out on 3 on a whim4 gatheringlcollecting S turned down6 set my heart on 7 plucked up8 make sacrifices 9 on 10 took the plunge


2 Repeat theintrOdUCtion if necessary. Students couldcothpare;~mflsWerS~ identifying aspects that helpedthemdeCide. They need to be aware that they arelookin4or a summary, not a specific point.

3a EXplaiQfo~students that this exercise helps themanalys&$o* a good talk is organised.~Jnder~tânding the structure of a talk will help themfollow arid understand the content more easily. Givestudeni~a minute to read the main points beforeplayingipart 2.

3b If necessary, play it again so that they can completethe examplêsand tips.

3c Studen&mtefl for useful language. These discoursemarkers;help to signal aspects of her talk. Getstudents~to identify which expressions are used forgiving ex~thples and which are used for tips.

4a Here, stbdents are listening to identify the speakers’attitudes thisistested in Part 3 of the Listeningpaper.

4b Here, they are listening for language, so play it twoor more times.

5 Students could discuss the points in groups,followed by whole-class feedback.

Extra!This would be a good opportunity to raise someexpectations for this course, such as the amount ofwork students will be expected to do, how muchhomework they will have and how they can mosteffectively use their time out of class!

Note: There is further listening practice in the Student’sResource Book on a topic related to the first part of themodule. You can use this for extra listening in class, orstudents can listen at home to give themselves extrapractice.

Key2aA2b Rita.is kcin~to talk about different ways of

approaching university studies and offer advice.3aIb 3 Set your own learning objectives and

deadlines ‘.1e.g. decide how many hours a week to spendstudying ~tTip: buii’dtth a~safety marginI Make sure you know what you have to do.e.g. number of assignments and deadlines forthem •~

Tip: use a wall pthnner or diary2 Check what standard of work is expected.e.g. how you;twork should be presented

.._~‘p: get hold of some examples of good ii’ork

Use of English 1 p.12I Students could discuss the questions in groups.

Then get them to expand their answers withexamples.

Background b -

Jamie Oliver was born in 1975. Having worked inthe family restaurant, he went to catering collegeand then trained in a number of top Londonrestaurants. His lucky break came when hisenthusiasm and personality was ‘spotted’ when heappeared in a TV documentary about the famousrestaurant the River Café where he was working.This led to his own TV shows and books, called TheNaked Chef because of his attempts to strip cooking

I down to its basics. He is especially keen on breadsand salads. Lucrative advertising deals and regularnewspaper columns keep him busy.

2a Begin by getting the students to read the title thenjust the first sentence before looking at the photoand answering the first question. Then get them toskim the rest and answer the other two questions.

2b When students have read the instructions, get themto look at the task strategy on page 169. Emphasisethat they can use only one word.

2c Look at the example together and do question Itogether as a whole class before giving them tenminutes to complete the exercise.

3 These questions provide a good introduction to thefollowing Language development section and couldbe left until then.

4 Discuss this in groups.

3c Examples: You know ... and all that, forinstance, things likeTips: One way of doing thi~ It’s a good idea to, Ialways find it useful

4a Ann: B Nick: D4b Ann: I think she had a point when

Nick: for me, the most relevant part was whenthat was really what Rita helped them to grasp


Language development 1 p.13This is designed to be a rapid review of the majortenses. Students that have particular difficulties shouldbe given suitable remedial exercises.

I Check that students are familiar with perfect tensesby eliciting the form (have + past participle), use(linking two time frames) and examples ofpresent/past/future perfect forms. One way toapproach the exercise would be to get students toanswer the questions individually before referring tothe grammar reference to check their answers.Finish with whole-class feedback.

2a Repeat the process above for continuous forms.

2b Do this as pairwork.

3 The exercise includes simple, continuous and perfectforms of the same verb (sleep) to focus attention onthe use of each particular form. The exercise couldbe extended by giving students some of the same orsimilar stems to complete themselves with otherverbs (e.g. This time last week ... / Ifeelterrible/great today because ...).

4a The assumption is that students will be familiarwith basic future forms, and this exercise is designedto increase awareness of the many other, oftenlexical, ways speakers use to refer to future events.When students have matched the expressions totheir functions, ask them to spot the odd one out tohighlight form (all are followed by infinitive exceptbe on the point of -ing). Elicit examples with aphrase such as when ... happened.

4b Tell students that there may be more than one wayto answer these questions.

4c Most students are likely to disagree, so encouragethem to think of both sides of the argument.

5a This section uses many of the same structures as inExercise 4 but in the past form. Use conceptquestions to establish that they refer to events thatwere planned or predicted but then didn’t happen.For example, in sentence I Where did we meet? (atmy house) Was I expecting you? (no) What had!planned to do? (go out) What would have happened iyou had arrived much later? (you would have missedme)

5b If students are having difficulty coming up withideas of changes of plans, give them more specificprompts.

Note: There is further practice of tense forms in theStudent’s Resource Book, followed by another chanceto test themselves through a Part 3 Use of English task.

~ Student’s Resource Book, pages 74

Key2a I Jamie Oliver

2 When he was eight (in his parents’ pub)3 He set up a charity restaurant to traindisadvantaged young people as chefs.

2b Write one word in each space to completethe text.

2c I until 2for 3the 4before Shad 6if 7be8 such 9 where 10 into 11 around 12 for13 out 14 has IS despite

3 1 Questions 5, 7, 142 perfect verb forms: have discovered, hehad worked, Oliver has done, more FUleenshave openedcontinuous verb forms: chefs are cookingsimple verb forms: Oliver went on, learnt, hestarted, he trainspassive verb forms: be given

Key1 is (now); have ever been (unfinished time)2 has lived (unfinished action linking past andpresent); ~noved (finished action in specifiedpoint in past)3 has been (unfinished time then to now);changed (finished past action)4 got (past action); had left (previous past event)Shave practised (unfinished action); did(finished action)6 will have broken (action completed by a pointin the future); has ended (unfinished event)

2a I /(The meaning of loving here is similar toenjoy and can be used in the continuous; thereare other meanings that cannot.)2 At the moment, she’s staying (temporaryaction) at her sister’s flat until she finds a placeof her own.3 Vanessa enjoys (general) entertaining, so she’salways inviting (habit with always) peopleround.4 Last week I visited (single complete action)her for dinner.5 1 hadn’t seen (previous to past action) Vanessafor over a month and I was looking forwardto it.6 Vanessa was cooking (action in progress)when I arrived (short complete action) at theflat, so I offered to help.7/8 Tonight I’m cooking (personal arrangement)for her. I’m making! will be making(arrangement) my speciality.


• • . .• . • S S 55••••••• S S S 55••••••• • ••• S S S S S S

: Photocopiable activity

: Activity 1A could be used here. It is a pairwork: activity in which students identify and correct :: common structural mistakes. :• .5S5 • S • S • S 55••••••• S S S 55••••••• S 55•••••••

Writing 1 p.14Writing 1 sections are designed to develop writing sub-skills that will help students to produce better writing inthe exam format Writing 2 sections. These includeplanning, organising and linking ideas in a logicalsequence, selecting and ordering information (importantfor Part 1 tasks) and sentence skills. This section focuseson using an appropriate style for the type of writing.

Ia One way in would be to ask students what theythink training with Jamie Oliver would be like. Thenget students to read the comments and identifywhich of the options are less formal before choosingthe most likely expressions used. Read the Writingstrategy note.

lb As well as checking the answers to Exercise I a,students listen for the three stages in the training,which they need to complete Exercise id.

Ic Students identify the, features of formal writing andinformal speech with examples.

Id Look at the example (0) and demonstrate howstudents need to both combine information fromExercises la, lb and Ic and also change it to a moreformal style. Some variations are possible here (e.g.a 14-week course I a course which lasted 14 weeks).Get students to compare answers in groups beforewhole-class feedback.

2 Do sentence I together, pointing out that for mostsentences, they require two words from the box.

3a Give students a couple of minutes to decide on asuitable course and to think about its good or badpoints; give more prompts if needed (e.g. first-aidcourse, sports/music coaching).

3b This can be done in class or at home as a contrastto the informal speaking exercise of Exercise 3a.

Extra!At this point, you could spend a few minutes on anaspect of learner training, highlighting theimportance of keeping a record of whether a newphrase/vocabulary is more or less formal.

3 1 f (habit/routine) 2 c (action in progress)3 e (action in progress at a point in past)4 h (recent repeated past with presentconsequence) 5 b (action previous to past state)6 d (single past action specified when) 7 a (pastactivity previous to other past action) 8 g(unfinished time)

4a 1 immediate future: be about to, be on thepoint/verge of -ing.2 expected to happen at a particular time: bedue to3 official arrangements, etc.: be to (not)4 probability/certainty: be bound/sure to, be

un likely to, expect sb. to4b 1 is to 2 are likely to / are expected to

3 are bound/sure to 4 expect fewer people toapply $ is unlikely to 6 is on the point/verge ofannouncing

5a 1 was Gust) about to 2 were going to3 would have 4 was due to 5 would be6 were to have / would have

KeyIa I There was no messing about. 2 go through;

demanding 3 He got us into; top-class4 round off; cooked 5 We were shattered halfthe time.

lb 1 college course 2 work placements in topLondon restaurants 3 cooking in Jamie’srestaurant

Ic In interview: phrasal verbs (go through / roundoff), colloquial expressions (shattered), questiontags (the training was really hard, wasn’t it?),contractions (Jamie’d let)In formal writing: passive structures, clearsentence structure, linking words

I d Suggested answersI First, the trainees were required to attend arigorous 14-week basic training course at aLondon college.2 Then they were given two-month workplacements in reputable London restaurants.3 Finally, they completed their training byworking as chefs in ‘Fifteen’, Oliver’s Londonrestaurant.4 According to the trainees, it was anexhausting but rewarding experience.

2 1 Everyone thought the tuition wasoutstanding.2 It wasn’t suitable for beginners.3 On completion of the course, everyone waspresented with a certificate.4 The practical parts of the course were verydisorganised they weren’t well prepared.S The course was not well publicised, so notmany people attended.6 It was a (big) advantage having such anexperienced teacher.7 Unfortunately, he was sometimes a bitirritated.8 I’d like to congratulate everyone involved.


.. . .. . . . . . .. . . .. . . . . . . . . . . . .. . . . .. . . . . . .

: Photocopiable activity :: Activity 18 follows this section. Done in pairs or :: groups, students complete a crossword by thinking :: of alternative ways of expressing the same idea. :• • • • •• . .. • . •• • • •• . • •• . . • . • • . • •• . . • • •• . . .

lB A job for lifeThe module theme continues with a focus on ‘work’,with the following topics: changing careers, speakingabout jobs and the qualities needed for them, interviewtechniques and written references.

One way to begin would be, with books closed, to putthe following words on the board job, work,occupation, caree,; livelihood and get students todiscuss what they perceive are the differences inmeaningluse.

Listening 2 p.15I For the first question, students could come up with

factors as they discuss the question or they could bebrainstormed first and then ranked in some way.

For the second one, ask students if they know ofanyone who has retrained later in life.

2 Start by getting students to read the task rubric andrubric for each part. Check understanding of thetask with suitable concept questions. Point out thatboth tasks refer to the same recording (so questions6—10 still refer to speakers 1 5). Three of theanswers in each case are not used. Then referstudents to the Task strategy notes on pages 170and 171. Emphasise that although it is best toanswer Task I the first time they listen and Task 2the second time, it will help them if they skim bothparts before they listen. It might also be worthpointing out that although the people are speakingabout career change, students do not have toidentify what job they changed to, only why theychanged and the negative aspects of the new job.

As this is the first time students have done this typeof task, you could pause the recording before it isrepeated and look at the Help notes together.

3 Students compare their answers in groups. If theycan identify and remember the phrase that helpedthem, the comparison can be discussed in class.However, emphasise that it is not necessary in theexam task they only need to have heard andrecognised the similar points. If you have time, playthe recording again now that students know whatthey are listening for and give examples of howunused answers act as distracters (e.g. Task 2 answerA: Speaker I talks about colleagues, but says theyare terriflc: Speaker 2 talks about colleagues in anegative way, but says it doesn’t bother him).

4 Another discussion question could be: Which persondo you think is happiest?

Speaking p.16The speaking sections aim to extend vocabular3 in thetopic area as well as providing exam practice.

Ia Stronger students could do this by covering up thebox and trying to guess the word from thedefinition. If students have problems with thepronunciation of any of the words, correct them butdon’t emphasise the point, as it is covered inExercise Id.

lb Encourage students to write their own definitionswhere possible and only use a dictionary for wordsthat are unknown to them.

Ic Students could read out definitions to a partner orto the whole class, who can shout out the answer assoon as they know it.

Id Check students understand the terms syllable andst,~ess by using other words from the page (e.g.personal, vocabulary) as examples. Students couldput the words into columns. Give examples ofdifferent ways students could mark syllables (e.g.circles, striking through silent syllables) and theword stress (e.g. underlining, highlight, mark above)in their notebooks.

Patterns they may notice are that two- and three-syllable adjectives ending in -ible are often stressedon the first syllable: other three-syllable words oftenhave the stress on the middle syllable.

2a As in the examples, get students to think about boththe necessary qualities and why other qualities

Key2 TASK ONE

I H (I could make a useful contribution tosociety supeificial atmosphere)2 A (the actual work didn’t stretch me)3 B (not ... commercially viable, without aregular mcome)4 E (I just happened to be present when ...)

5 G (out of the blue, I avis offered a part ... It;i’as too good to be true)TASK TWO6 F (hon much is expected of you. working allhours)7 G (out of my depth ... under pressureahnost gave up)8 H (the commutbig caine as a bit of a shock)9 B (I can’t affbrd to do half the things fusedto, ii’hich is a pain)10 C (having to give up my regular job for a sixmonth contract)


would be no good for a particular job. Alsoencourage students to use the negative or oppositeforms of the words where possible (e.g. tactfultactless) or to change the word form (e.g. you’d needa lot of tact ...).

2b1C Emphasise that here they should give theiropinions, and reasons to justify them, somethingthey need to get into the habit of doing for thespeaking paper, and that there are no right orwrong answers.

3a Exercises 3 6 focus on exam technique for Paper 5Part 2, the individual long turn. You could askstudents what they know about the speaking exambefore they look at the Task strategy on pages 171and 172.

3b Students listen to the instructions and identify thetwo aspects of the task.

3cId Play the sample answer twice. After the first time,the students can discuss the content and after thesecond time, how successfully the task was achieved.Refer them to the task strategies again and gothrough them, using them to help evaluate thesample answer.

4a Here the stems are the useful language that studentswill be able to use as they attempt this type of taskin the future. See how much of each sentences thestudent can complete before you repeat therecording again.

4b Ask the students what effect it would have on thelistener if the speaker had used I think ... fourtime&

5 If necessary, remind students of the points in theTask strategy before they start. Remind the partnerto stop the speaker after about a minute.

6 Task analysis could be done in the pairs or as awhole class, with students giving good (or bad!)examples from their partner’s answers.

: • •. . . •• • •• • • ••

Use of English 2 p.18Ia Ask students to say what the person in the picture is

doing then look at the example sentence. Elicit theway to complete the second sentence so it means thesame as the first. Draw students’ attention to thechanges that were necessary; grammatically thechange from passive to active and in vocabularychanging ‘to assume’ to ‘to take something forgranted’.

Students who have taken FCE will be familiar withKey Word Transformations but should note thedifference that in CAE they should use three to sixwords (two to five in FCE). Take time to gothrough the task strategy. Highlight the fact that thequestions are not related or even linked thematicallyand that they are designed to test both grammarand vocabulary.

lb Show students the help section before doingquestion 1 together as a class. Give students a fewminutes to do questions 2-4 before checking theanswers and highlighting vocabulary such ascomparing convert I exchange and rake hack Ii,’irhdra;i’.

KeyIa I tactful 2 sensitive 3 fair-minded 4 resilient

5 gregarious 6 tolerant 7 sensible 8 persistentId two syllables: friendly, patient, tactful

three syllables: assertive, creative, decisive,efficient, fair-minded, flexible, persistent.sensible, sensitive, tolerantfour syllables: energetic, gregarious, resilient

3b 1 Say what qualities the jobs would require andsay why2 One minute

3c He spoke about the doctor, the hairdresser andthe teacher,

3d He completed the task well, He stuck to therelevant jobs, he mentioned the personalqualities they would need, comparing those thatall would need and contrasting those that wouldbe different. He had a couple of hesitations, butkept talking for the right length of time.

4a I ... both require sensitivity and tact.2 ... you must need a lot of patience.3 ... would survive without a good sense ofhumour.4 ... a doctor needs a lot of knowledge andtechnical skills ... for a teacher of youngchildren ... creativity and energy5 ... a good listener ... a teacher ... a doctor.

4b I suspect, I imagine, I suppose

...

.Photocopiable activityActivity IC should be done after Exercise Id.Students work in groups to revise adjectives of :character and personality by building up a :crossword_type grid from clues. :


2 Again give students a few minutes to complete thetask, pointing out that there may be more than onepossible way to complete each sentence, before theycompare answers.

3 The task analysis should reinforce the changesrequired in Paper 3 Part 5. Highlight the fact thatchanges in vocabulary are often related to changesin register in the same way that changingactive/passive is (e.g. take back withdraw; getsomeone down depress; get on board).

This area of language is expanded in the followingLanguage development section.

Language development 2 p.19The section assumes students are familiar with howthe passive is formed in different tenses and focuseson its use. Practice of forming the passive indifferent tenses is available in the Student’s ResourceBook.

Extra!If you have time, you could follow up by gettingstudents to put the sentences into the active tocompare and see why the passive is moreappropriate.

2 Start by getting students to notice that each paircontains the same information, but one uses thepassive and the other the active. Encourage studentsto extend their answers by saying not only which iscorrect but why.

As an extension, see if students can think ofsituations where the other sentence might be used.

3 Students decide if the five ideas are true or false,with examples to support their opinions.

4a Use the points in Exercise 3 to explain why sentence2 is more formal than sentence I (uses the passive).

4b The vocabulary should all be known to students atthis level. It is noticing the contrast in register thatis important.

4c Start by getting students to skim the text andidentify why the letter needs to be more formal (it isa business letter to a prospective customer unknownto the writer).

5 Emphasise that there are a number of possible waysto paraphrase some of these sentences.

6 Remind students of the factors that make textsappear more formal (choice of language, use ofpassive, more distant/less emotional). Check thatstudents are using passive forms correctly.

Note: There is further practice of passives in theStudent’s Resource Book, followed by another chancefor students to test themselves through a Use of Englishtask.

~ Student’s Resource Book, pages 11—12

Students could work in small groups to decide whythe passive is used in each case before checking theiranswers by looking in the Grammar reference. Getstudents to match the sentences to the examplesthere. If necessary, start with a review of passivestructures, either using some of the sentences fromthe Use of English exercise (e.g. It will be assumedby your interviewers that ...) or with sentences fromthe Grammar reference. Elicit how the passive formis constructed (using a form of be + past participle)

Keylb I In the latest famine crisis there are estimated

robe over/more tItan 10,000 refugees.2 Our offer can be withdrawn at any time beforeacceptance.3 Can you convert these dollars into eu,vsfor me?4 I’d rather you’d asked me before you usedmy computer.

2 5 There’s no doubt that the harder we work thehappier we are.6 Several men who had been imprisonedforpolitical offences were released yesterday.7 The weather really gets me down/gets medepressed/gets to me at this time of the year.8 Your mobile phones must be switched offbefore boarding the aircraft.

3 1 active to passive: I, 2, 6, 8passive to active: Example2 vocabulary: Example, 1, 2, 3, 7, 8

and how various tenses are formed


1 who said it (police) is known/understood2 don’t know who by3 distance avoiding attributing blame4 general law who makes it/who does itunimportant5 to provide a link between publicity andposters6 who sends them unimportant part of animpersonal process7 general widespread belief

2 1 b it is less personal, more formal2 a friendly conversational style3 b who interviewed them is not important4 a appeal direct to customer

3 1 True 2 False 3 False 4 True 5 False4a Sentence 2 is more formal.4b lh2d3i4eSa6j7b8f9clOg4c 1 We organise excursions to the following

destinations.2 We guarantee that you will not bedisappointed.3 I have enclosed prices until the end of the yearand trust that is satisfactory.4 We anticipate a huge response to theadvertisement.5 Customers are therefore advised to reserve aplace now while there are sufficient placesavailable.

5 Suggested answers1 A lot of people like these tours.2 We will tell you your seat numbers one weekbefore we travel.3 Children less than five years old can have adiscount.4 If we have to cancel the trip, we’ll give you allyour money back.

6 Suggested answers1 On some trips, proof of age will be required.2 We apologise for the lack of a guide.3 The cheap hotel room was satisfactory.4 The trip was cancelled due to insufficientnumbers.

Writing 2 p.20The Writing 2 sections are directly related to the examtasks. They follow a process approach, getting studentsfirst to plan the organisation, language and contentbefore they actually attempt the task.

This page focuses on a character reference, one of anumber of possible options in Part 2 of Paper 2.

I Use the discussion questions to establish thepurpose, nature and content of character references.

2 Give students a moment to carefully read the taskbefore looking at the questions together. It is worthspending some time going through them to getstudents familiar with the process of identifyingstyle, register and content. Refer students to theExam reference on page 169 and point out thefactors that examiners are looking for (taskachievement, correct register, etc.). Encouragestudents to highlight or number each of the keypoints that have to be covered.

Elicit the name of this type of job (au pair) andfind out if anyone has any experience of being anau pair.

Background

The term cia pair comes from French and means ‘ona par’ or ‘equal to’; this denotes the fact that theperson is considered not as staff but as living on anequal basis in a caring relationship within a family.Au pairs can be male or female and are usuallyyoung people from another country that come andlive with a family for up to a year. In exchange forlight housework and childcare duties, they receiveboard and lodgings, some ‘pocket money’ and achance to learn the language.

3a Students look at the notes and start to group theminto topics.

3b Apart from the first and last paragraph, the orderof the other three is not that important.

3c The emphasis here is on being selective, onlyincluding relevant information and being able tocomplete the task within the word count.

4a When students have identified the tenses used, elicitwhy a range of tenses is important (for variety andto impress the examiners!).

4b There are clearly more expressions here than couldbe used in one reference. Go through them with theclass, checking why, for instance, a particular tenseis used, working out what the next word(s) is likelyto be or, for alternatives, to fit into the gaps.Emphasise that the phrases are generative and canbe used in any reference.

5 As all the preparation has been done, the writingwould best be done for homework.

6 As this is the first piece of writing on the course,spend some time on the editing checklist. Whenmarking the compositions, look for evidence ofediting and return those that have clearly not beenedited. One idea for early in the course would be toget students to edit each other’s work beforehanding it in to be marked.

KeyI


Note: There is further Reading practice in the Student’sResource Book on a topic related to the second part ofthe module (jobs).


Key2 1 Include five topics: relationship I how long

you’ve known them I their character andpersonal qualities I attitude to children /relevant skills.2 Anything that fits the points in I. They do notall have to be positive.3 Neutral4 If the reader has a clear impression of theperson concerned.

4a Present perfect for unfinished actions I timeperiodsPast simple for completed actionsPresent continuous for a present temporaryactivity

5 Suggested answer

Module 1: Review p.22The reviews at the end of each module are designedto recycle, extend and reinforce both the vocabularyand the grammar covered in the module (includingthe listening texts). They could be used immediatelyafter finishing the module or returned to sometimelater. The sections could be done at different times,either in class or for homework. Additionally, theycould be teacher-marked to assess progress or peer-marked to assist learning.

I2

ID 28 3A 4C SB 6C 7D 8A 98 101 Sorry I didn’t make the plane on Friday. Ihope it didn’t mess you around too much. Iknow you had already booked me a hotel roombut presumably you were able to cancel it.Unfortunately, my father hasn’t been very wellrecently, and on Friday morning, while he wascleaning the car, he fainted and was rushed intohospital. Luckily, the doctors say he’s likely tobe home in a few days.2 I got a job in Scotland about ten years ago,and I have been there ever since. Recently, I metthis really nice guy and we’re getting married onthe 27th of next month. Of course, mother’sscandalised because by the time we tie the knowe’ll only have known each other for twomonths! When you get some time off, why notcome and see us? If you do, I’ll organise a get-together with some old friends.

3 11 was encouraged to undertake furtherresearch.2 My money has been transferred into myaccount.3 You’ll probably be given a grant.4 The candidates are being interviewed rightnow.5 I had to cut short my visit.6 We were greeted with nothing but kindness bthe locals.7 Your proposal must be received by next week.S He must have been badly hurt I hurt badly.

4 1 been unemployed 2 required; inform; arrival3 received; accepted 4 need; have5 pleased; recommend; position/post

/ have known Anna /<urtz far sixyears, both as acolleayue anda friend We first met at secondaty schoolwhen we did two weeks’work experience toyether in alocal kinderyarten. Since then, / haveyet to know her vet7well andha ye come to appreciate her many talents. Atpresent, we are both at the same teacher trainmy colleye,leamm5 to becomeprima1’y-le ye/teachers.

Whatever she does, Anna brmnys two outstandiny

qualities te her work — a sense ofresponsibility andherability to handle new and unexpectedsituations caItn{~’andsensibfy. She has always provedherselfto be honestandhard.-workiny in whateverprofessional situation shefinds herself in, andyives the impression that she isactiny in the best interest ofothers.

with children, Anna inspires confidence. She has a stronysense ofdis4oline, yet children find her fun. In schoolswhere we wor4 she is much likedand respected

I reyret haviny to say anythiny neyative about Anna, butin the classroom she is not always vety tidy As acolleayue, this can sometimes be a b~t irritatiny, and it isall the more surprisiny because her bedroom in colleye isalways meticulous~y neat anddean. Nevertheless, ‘t isnot a majorproblem anddoesn’t real(y interfere withAnna’s ability to do ayoodjob.

For the reasons I haveyiven, I have no hesitation insupportiny Anna’s application as an aupaitc I believe shewouldcareforyour twoyouny children vety well

(250 words)

Module 2 Seeing is believing

81

This.modUl~1nCiUde5 topics such as magic, mysteries,and luck.

Lead-in p.23Start by getiiiTh”~tudents to focus on the photos andsaying wl{atthey knowabout the images shown.Establish that4the creature ‘lives’ in Loch ( lake) Ness,which isjust’south of Inverness in central Scotland.

Check stude~t&knoW what the letters UFO stand for(Unidentifie?Flying Object) and that in (British)English they are p ?ndunced as an abbreviation, letterby letter, noCas an icronym/single word.

Background

The photo of the Loch Ness Monster was taken in1934 by Marmaduke Wetherell, a big-game hunter,who was commissioned by a newspaper toinvestigate the.ni9stery. It was later revealed to havebeen an elaboratd.Iidax. It is one of the mostfamous pictures~of the monster ever taken.The UFO photo was taken on 16 January 1958 froma ship off •t~1öoastof Brazil. The photographer, aBrazilian named Almiro Barauna, claimed to haveseen a dark,grçy ‘object’ approach an island, flybehind amountain peak and then turn around andhead back3the~way it came, disappearing at highspeed.ovesithe.horizon. On board the ship, around50 otherjcrewtmembers are claimed to have seen theobject. ~The ghost~phöto~was taken around 1910, and isalmost certainly,a fake; the Victorians’ interest inthe relatively new science of photography resulted ina spate of?experimental photos such as this.

Before students discuss the questions, check some of thevocabulary (phenomena (plural) I phenomenon (singular),rationally explained).

2A The inexplicableOne way to bäjit~vould be to keep books closed andask students~to~br~instorm what they associate with thew?rd mag1~!4Th~j/~ight come up with black magic,Witchcraft, Flàrry Potter, etc., as well as magic as a formof entertainm~fii. Jf possible, elicit conjuror, which theywill need to’know before reading the text.

-r.

Reading p.24Make sure students only read as far as the firstparagraph. Emphasise the importance of usingtitles, sub-headings and illustrations to get an ideaof the content and style of a text. Skimming thefirst paragraph should confirm these ideas and addinformation, not provide a first impression. Thephoto shows the conjuror Steve Cohen performing acard trick for a small audience. For questions 2 and3, ask students to justify their answers and focus onwhich elements of the paragraph convey the writer’sattitude.

2 Give students a suitable time limit to read thecomplete text (e.g. two minutes) before they discussif their ideas in Exercise I were correct. If necessary,explain that they need to read quickly at this stage,as they will need the time to do the task. Confirmthat the purpose of the initial reading is to say in afew words what the topic of each paragraph is.

3a Read the task rubric and check understanding withsome simple questions. Elicit the factors thatstudents could use to match the paragraphs. Thenrefer them to the task strategies on page 168,reading through them together.

3b Do the first question together, getting the studentsto match the highlighted words in the text withthose in the paragraphs.

3c They can then finish the task on their own or inpairs. Encourage them to read through the completetext once again to check that the paragraphs followon from each other.

4 These tasks are both a way of finding out howstudents arrived at the answers they did (e.g. aguess, a hunch, using the lexical clues) anddeveloping the right techniques for the future.Students will need to learn to spot the linksthemselves. Point out how this will also improvetheir own writing.

5 The discussion could be done in a number of ways(pairs, groups, whole class, etc.), depending on thetime available. Encourage students to develop theiranswers by adding experience of magicians thatthey are familiar with.

Extra!With extra time, they could also discuss the finalquote in the text (‘Magic works for everybody ...‘);

for example, is it equally popular with men/women?ni


.. . . .. . . . . . .. . . .. . . .. . . . .. . . . .. . . . . S S S S S

Photocopiable activity :: Activity 2A fits here. It is a jigsaw reading activity :: that focuses on words and expressions that give :: cohesion to a text. :• . . S• • S 55•••••• •• • S S S S S S S S S • • •S S S S 55••••

Vocabulary p.26I All the words except well-paid and close are used in

the text. Students need to work out the differences inmeaning and use. Check understanding of PIN(Personal Identification Number).

Extra!Having completed the exercise, students could beasked to find other contexts to use the sentences.

2a Students could start by comparing the meaning ofthe three words before completing the sentences, orwork from the completed sentences to derive thedifferences in meaning/use.

2b Students could use a dictionary to check theiranswers. Check the pronunciation of words derivedfrom deceive before they complete the sentences.

2c If students answer ‘no’ to all the questions, askthem how cheating in other contexts (e.g. exams)should be punished, or whether advertising tricks ordeceives people.

3a/b Students could be introduced to the idea ofcomponential analysis to compare the items byputting the words in a grid on the board and tickingcolumns according to whether they are firm/gentle,with palm/hand/finger/nail, long/short action, etc.

3c The story endings could be written as group workor individually for homework. If you ask them touse exactly 50 words, there will also be some focuson structure, as students add/delete words asnecessary. Brainstorm any other ‘touching’ wordsthat students know and compare.

KeyI I a lucrative b well-paid 2 a number b digit

3 a visualise b see 4 a intimate b close2a 1 trick 2 deceiving 3 cheats2b

Noun idea Noun person Adjective Adverb

trick [C] (trickster) trick

trickery [U]

cheating [UI cheat

deception [UI deceptive deceptively(deceit) deceitful deceitfully

NB Tricky (adj.) usually means ‘difficult,complicated or full of problems’, and istherefore not related to these meanings of trick.I trick 2 deceptively 3 deceptive 4 trickery5 cheat 6 deceitful 7 deception 8 Cheating

3a I rubbed 2 tapped3b I pressed 2 holding 3 rubbed (scratched is also

possible, but you are more likely to rub yourneck when feeling tired and tense (as here), andscratch it when you have an itch or are thinking)4 tapped 5 scratched 6 pushed 7 patted8 stroked 9 touched (felt is also possible, butthe verbfeel is needed for gap 10, where it is theonly possibility) 10 feel

Note: There is further practice of some of thisvocabulary in the photocopiable activity that comesafter Language development 2.

Listening 1 p.27Ia Ask students what the pictures show and whether

they are lucky or unlucky. (NB Black cats areconsidered unlucky in many countries, but lucky inothers, e.g. the UK.)

lb Students may need to be given examples or asked tothink of what other people do, such as carryingcertain objects (good luck charms), wearing specialclothes, crossing themselves, using a familiar saying.

Key2 A performance of magic by a famousconjuror to a small group of people.3 The writer is impressed by Steve Cohen (usesadjectives such as astonishing and remarkable).

3bIc I E Steve Cohen = T/ze young red-hairedAmerican = he (line 10); highly intimate / a tinycrowded room = small and personal/privatefunctions2 A I can’t go and see it = I don’t really believethe story, either his ,nobile goes off = When itrang (parallel phrase), One member of theaudience = he = the owner of the p/zone = theman; he is ... astonished = jumped out of his seat3 D It’s tricks like these = refers back to thephone trick; sell-outs/popularity = his success4 B the language of eastern philosophy = his talkof spiritual energy; ... must surely do the trick =

Well, up to a point5 F Any magician ... ought to be able + Which iswhy tonight I have managed to sustain myscepticism; However (contrast) now things arebeginning to get weird (refers forward to twotricks with women’s arms and wedding rings)6 C It’s this last one (refers back to the last ofthe three tricks mentioned in the paragraphbefore); They want ... to believe in something =

[they] dont want to knoii’ how it’s done.

20

MODUtE 2: TEACHER’S NOTES

2 Remind students that more formal talks start with aclear introduction which summarises the main aimof the talk. This helps the listener to orienthim/herself to what they are going to hear.

3a Give students a minute to read the five summariesand guess the order they will come in before theyhear the main part of the talk. They can write theirguesses beside the boxes, then number the points asthey hear them in Exercise 3b.

3b After checking Exercise 3a, give students a minuteto look through the points a—d and possibly givefurther examples. Stronger students could note theword/phrase used as they listen and match points toeach section. Point out that rhetorical questionsraise interest as well as summarising what thesection will be about. You may need to play therecording a couple of times. Follow with somediscussion on why it is important to hear thesemarkers at the start of each section.

4 Here, students are practising the skill of listeningfor specific information. First, check the rubric andconfirm what they have to do (e.g. How many wordscan they use? Do they use their own words or wordsthey hear?). Get students to write as they listen.

5 You could discuss the following additional questionwith students:

How far do you agree with the speaker’s conclusionabout these types of superstitions?

KeyCC, E, A, B, DI c The main explanation Jbr this seems to be2 b Another reason is3 d What is hardest to understand, however,is4 a So what kind of people are mostsuperstitious?S b Finally, we must

4 1 75/seventy-five 2 salt 3 touch wood4 cross their fingers 5 set phrase 6 ‘Bless you’7 blame themselves 8 eats fish 9 putting on(his) socks

•~ ‘(IcJ1~

2a Students first read the title and skim the text to geta general idea of the content and to answer the twoquestions.

2b Give students a couple of minutes to read the taskstrategy before they start the task. Remind studentsthat the correct word must fit both the meaning andstructure of the sentence. Look at the example andthen do question I together comparing the choicesin each.

3 The task analysis draws attention to some but notall areas covered in Paper 3 Part I.

4 As a follow-up question, ask students what otherancient monuments they are interested in or wouldmost like to visit.

Language development 1 p.29There are a number of ways to approach this review.Weaker students could start by reading theGrammar reference on page 175 before using it tofind and correct the mistakes. Stronger studentscould attempt the task first and then use thegrammar reference to check their answers.Alternatively, raise awareness by putting a pair ofsentences (e.g. Egyptologists, who have studied theSphinx closely, believe it is 5,000 years old with andwithout the commas) on the board and get tostudents to compare and contrast them before doingthe task.

2 This exercise looks at words such as pronouns,prepositions and quantifiers that are often used inmore advanced relative clauses. Emphasise that one,two or three of the choices might fit each gap.

3a The exercise starts by giving four examples of howrelative clauses can be reduced. Students rewrite thesentences using the complete clause.

Use of E1i~ijsh 1 p.281 As a 1ead~jn, ask students what the picture shows

and what they know about it but be careful not todIscuss~in detail correct or give information that iscontained in the text.

.‘ttii

Key2b 1A2B3A4D5C6A7B8D9A

10 Cli B 12 D3 1 choice of verb: Example, 6, 7, 8, 9, 10

2 adjective + noun: 1, 5

23a3b

tim


3b Then students reduce clauses in the same way.

4 Emphasise that students should use a range of waysto combine the points. Also, establish what effect itwill have on the text (reduce word count, avoidrepetition, read better, etc.). If necessary, do thefirst one or two sentences as an example.

Extra!As a follow-up, ask the students if they agree withMiranda, who believed her bad luck was more thancoincidence. Could it have been the ring?

Key1 A beautiful part of Britain is Wiltshire, wherethe ancient monument of Stonehenge is.2 Stonehenge is a circle of stones which theydate (which refers to stones) / dates (ii’hiclirefers to circle) back over 5,000 years.3 The monument, which thousands of peoplevisit each year, is 50 metres across. (non-defining clause must have the pronoun)4 The original purpose of the monument, thetwhich has not been discovered might have beenfor sun worship. (Needs a non-defining clause; abetter answer to avoid confusion would be Themonument, the original purpose of ;i’hich hasnot been discovered, ,night ...)

5 June 21st, the longest day, is the day on whichthe stones line up with the rising sun.6 Little is known about the people who builtStonehenge, or their beliefs. (needs a definingclause)7 Some of the stones, which weighed up to 3tonnes, were carried over 200 kilometres. (nondefining clause must have the pronoun)8 Modern engineers, whose ciforta to repeat thisachievement have failed, don’t know how thestones were transported. (needs a possessiverelative pronoun their efforts)

2 lB/C2B3 A (pilots needs who m not which)4 C (with two, both is possible; neither andnone are not)5 BID6 A ( it doesn’t inattcr ii’hat can be used

I B (all they read(C would be possible if it

with/without that)with/without that).was all that not all ;t’har)

3a I Tibet, which is situated between China andNepal, is home to the famous yeti.2 The yeti is a human-like creature, which issaid to live in the high Himalayas.3 People who live in the area say it is a commonsight.4 The first person who catches a yeti willbecome famous.

3b 1 Many years ago, people walking in themountains claimed to have seen a tall, hairyfigure in the distance.2 However, there was no one carrying a camerawho could take a photo.3 A photo of a huge footprint, taken in 1951,remains the only real evidence.4 The hunt for the yeti, also described as beinglike a giant bear, continues.

4 Suggested answersI Miranda Seymour is a well-known writer whohas written many books, some of which arebiographies. 2 In 1995, she wrote a book abouta poet called Robert Graves who had travelledextensively in Egypt. 3 After the book waspublished, someone gave her an antique goldring which had belonged to the poet. 4 Shestarted to wear the ring, at which point strangethings started to happen. 5 Her husband, towhom she had been married for 14 years, lefther, after which, she was burgled. 6 The nextthing to happen was that her mother, who hadalways been healthy, was diagnosed with cancer.7 Then Miranda lost her teaching job, andfinally her tenant, who had only just moved in,left. 8 Miranda looked at the ring which she waswearing on her finger. 9 That very day she gaveit away to a museum which collects objects thatbelonged to the poet. 10 Immediately she founda new tenant who was perfect I a perfect newtenant. 11 Her mother, who hadn’t had cancerafter all, got better. 12 On top of this, she gother job back, which she had lost earlier.

• . . . . • . .. . . .• . .• • . .• . . . . . .• . . .• . . . .. .. ..


: Activity 2B is designed to be used here. Students: play a version of noughts and crosses to review: relative clauses, expressions using relative: pronouns and reduced relatives.• . .• . . . . . . . . . . . . .• . . S S S •• S S S S •• •• 55


Writing 1 p.30Many students are able to write reasonably goodsentences, but are less able to construct and link goodparagraphs. In an exam, they do not spend enough timeplanning what they are going to write. This section isdesigned to teach them an appropriate way to approacha piece of writing.

One way to start would be to give them all a piece ofpaper, set them a writing task with a time limit of 30—40minutes and let them get on with it. Then stop themafter ten minutes, collect in the papers and comparetheir approaches. See how many of them have startedwriting and how much they have written already.Compare with those that have produced a plan andwhat it looks like.

I

22


øiseuss’~~ questions as a whole-class activity.RemindIstud~ts that an hour is more than enoughtime towrite~22O26O words, so there is plenty oftime to plan. Equally, it is hard to include a5~ffidiently wide range of structures, vocabulary andlinking de~ni~çs within the word count unless it isplanned care,fplly. Many students will say that it is agood idea t’o i~se the time to write the piece outagain neatly. point out that:

• it is a~waste of time to write the same thingouttwice

• if the writing is planned initially, there will be noneed for major rewrites;

• neat-crossing out is perfectly acceptable in theexam; itis the content that is being marked, notthe presentation;

• students often make careless mistakes (e.g. missingwordsrobt)’as-they copy out a piece of writing.

2 The feattires~listed are those of a formal text;studentssh’&uld be able to identify which of thepieces of writing are more and less formal.

3a Having read the task, students should identify thenumber-of-paragraphs needed. One way to showthis would be-to, underline the different parts thatneed to be1answered and then add a conclusiongiving their pyerall view, such as a recommendationto seethe film::

3b As they r~adilie brainstorming notes, students maynot know the Wdrds spooky, eerie and hypersensitive.They shodid-notice that the two crossed outsentencesi~Rot directly relevant to the task.

mi~r3cId Having.decided on the best order, students

completejtheparagraph plan using the headings inExercise 3c and the points in Exercise 3b.

4 If necessaj-y,~brainstorm a few recent or classic filmsof the genfl’ti~at students might have seen.Encourag~~s’(üdents to follow a similar plan for theirreviews. I~ 5

Extra!The reviews could be written for homework .and be’displayed where students could readthem before orafter the following class. -

Key2 l,2;4.3c I Title/type of film/overall impression

2 Plot’siIffimary 3 Opinion in detail4 Recom~endation

3d A ‘good”paragraph plan might be:Paragraph f~Introduction Title/type offilmJovth(jfith’press~~~

T~~e °cftcr~; spooky ghost story keeps youIn sZLSØense~

2B It’s only logical!One way to begin would be to brainstorm words formedfrom the noun luck un lucky, un luckiest,(an luckily and how the word is used. Luck isuncountable, so for specific events, we say a bit/piece/so-okelelement of luck; we say someone is lucky not hasluck unless we use other words before the noun, e.g.have good/bad/no luck, did you have any luck? I had a bitof luck.

Or use a good dictionary to identify idiomaticexpressions with luck (including those in questions Iand 2 of Exercise I).

Listening 2 p.31I Before students discuss the questions, check that

they understand accident prone.

2 The task type sentence completion should givestudents a big clue as to what they have to do here.Start by looking carefully at the task strategies onpages 170 and 171 and asking a few questions tocheck they fully understand what is required (e.g.How many words do you need? Do you need tochange the words you hear?). Give students aminute to read the notes before they listen. At thisstage of the course, students could be given a fewminutes to compare answers before they listen forthe second time to ensure that everyone is listeningfor more or less the same information.

3 Ask students if they remember any of the othersignals/markers he used. If there is time, allowstudents to listen again, stopping after each sectionto identify the markers used.

4 Students could discuss the questions in groups.Remind them that there are no right or wronganswers and that they should get into the habit oftrying to express an opinion rather that saying thatthey don’t know. You could ask students who saidat the beginning that they were unlucky if theythink it is possible to change.

Paragraph 2: Plot summarySimple plotaway at warhypersensitivity

well structured. Grace husbandt;t’o children mysterious illness

to light three servants arrivefrom nowhere ~ strange eventsParagraph 3: Opinion in detail: acting,direction, musicGreat acting N Kidman a.s Grace slowmoving eerie atmosphereParagraph 4: Conclusion RecommendationSee it! Best Jihn of the yeai:

23


Speaking p.32One way to start would be to brainstorm what studentsknow about Paper 5 Part I. Then get them to read theExam reference on pages 171 2. In Part 1, students areexpected to answer questions about themselves. As wellas covering a wide range of grammatical structures, ittests their ability to use interactional and sociallanguage, hence the need to listen and respondappropriately.

I One way to approach the exercise would be to playthe two exchanges with books closed, askingstudents to compare them. Then play it again withbooks open so they can give examples of why thesecond is better. They should notice that there issome interaction in the first exchange. The speakeranswers the questions he is asked. However theresponses are much too brief and mechanical, andrepeat too much of the question. Elicit the factorsthat make the second exchange so much better.

These include: substitution (What do you like?What I enjoy...), expansion (football I play ... we’vegot a match ...), linking phrases (inflict), shortanswers (Oh, very), the use of linking words tocreate longer sentences (Apart from I ...; but;as well as I ...) and the sense that the speakerwants to communicate something interestingabout himself.

2a Get students to work together, deciding which is thebest response to each question and why.

2b Give students a few minutes to look at the usefulphrases, thinking about what questions they couldbe used to answer and various ways to use them.Remind them of the points they made in Exercise Ibefore they practise answering the questions.

3 Start by getting to students assess the conversationsthey just had and what the strengths andweaknesses were. Read the introduction and pointout that Part I of the speaking test has itself twoseparate parts (I The examiner asks basicquestions such as ‘Where are you from?’; 2 Theexaminer asks further questions on topics such aswork, leisure, travel and future plans.)

3a Stop the recording after the first part so studentscan discuss the question.

3b After the second part, give students a few minutesto answer the questions, particularly to think ofsuggestions for the second question.

3c Here, the focus is on dealing with difficult momentssuch as not being able to think of a suitable answer.At this point, the class could brainstorm other‘fillers’.

4a This would work best with groups of four, butwould be possible with groups of three, with allthree students acting as assessor at the end. Ifnecessary, remind students of the key points in thetask strategies before they begin. Ensure that onlythe ‘interlocutors’ look at the questions on page205.

5 The ‘assessors’ could use the task strategy as a ticklist to record each candidate’s strengths andweaknesses on this part of the paper, and thencompare their opinions with those of the‘candidates’ themselves!

Note: In any future speaking activities, notice andcomment on how well students are responding, andrefer back to this section to remind them of the phrasesthey could have used.

Key2a I A is a better answer as it is a personal

response that reflects an aspect of studying. It isa more complex sentence. B repeats words fromthe question then just gives a list.2 B is a better answer, expressing his likes withgood varied vocabulary (not that keen on, areaddicted to). A doesn’t answer the question as itis not about his/her personal opinion.3 A is a better answer. It is longer, morecomplex and has a richer vocabulary (e.g. it willcome in useful). In B the sentences are short,simple and without any interesting detail.4 A is better as it answers the question being apersonal opinion about parts of the country. Bis a generalisation focussing on the weather.S B is better as it includes interesting phrases(e.g. Well, as a ,;:auer offact) and moreinteresting vocabulary (e.g. A I/ike to sleep IB I try to catch up on my sleep).

3a He answers fully, and gives relevant answers. Hesounds relaxed and natural, whereas Cecile’sanswers are short and formulaic, as if she hasrehearsed them.

3b I That’s a tricky question ... I’ll have to thinkabout that.2 She should have made one up.

Use of English 2 p.341 Go straight into the questions. Encourage students

to expand their answers with examples.

2 The open doze will be familiar to students whohave taken FCE, but it would still be wise to spenda few minutes focusing on the best way to approachthe task.

Key2 1 national magazine 2 diaries 3 think; behave

4 pictures 5 message 6 (more) relaxed7 instinct(s) 8 positive

24


Give students a suitable time limit (e.g. 60 seconds)to skim the text to answer the first question and toscan the text to find the answer to the secondquestion.

2b Check the rubric, then read through the taskstrategies on page 169, highlighting the key points.Do the first question together to demonstrate howto approach the task. Remind students to readthrough the text once more when they have finishedto check that it all links together correctly. Point outthat, in the exam, they would have about 15 minutesfor this task.

3 The first question should raise awareness of articlesbefore the following Language development section.The second question may help students to focus onareas of grammar that they find hardest.

Language development 2 p.35One way to begin would be to start by brainstormingwhen the various articles are used, and putting somerules on the board. Another approach would be to getstudents to attempt Exercise I in pairs first, then checktheir answers.

Ia Students should work individually to complete thetext before comparing their answers. Getting themto justify choices should help them focus on howwell they know the subject.

lb Give students a few minutes to think about andplan their coincidence stories before they tell them.

2 This exercise focuses on nouns that can causeconfusion because they are unusually singular,

plural or uncountable. When going through theanswers, get students to compare how the words areused in their own language. Errors may arise fromtranslation. This section could be followed withstudents forming their own similar sentences fromstems that focus on the required form (e.g. Atschool. my favourite subject In my country, thepolice ... , There ... a number of differences bet it’een

3 This exercise focuses on other common quantifiersand some of their more advanced uses. Again,students could refer to the grammar referencebefore or after attempting the task. If appropriate,ask about other games of chance students try.

4 Many of these quantifiers express the idea of ‘none’or ‘all’. However, only one fits in each gap. Studentsshould identify the differences between them.

Key2b auxiliary needed for present perfect

plural after such eventsreflexive, two people, each one sits next

KeyIa

1 havepassive,2 eachto the other3 out expression = 990

4 in preposition before the noun in a fixedexpression = shared, known to both5 the definite article, only one other6 all quantifier before number7 or fixed expression = approximately8 not negative in contrastive expression not

i o notice = U2 a holiday = C3 o before most countries4 0 accommodation = U50 spaceU

only A but B9 One10 than11 themgathered

6 a fixed expression (knowledge is U, but agood knowledge of something)7 the specified earlier (France)8 the the industry as a whole

only/first reason of many givencomparative expression, after morepronoun refers back to the people

90 adviceUlOan11012 a13014 the

area = C + sing.good weather = Uhotel = C + sing. unspecifiedin general

specified (the food

12 if conditional clause13 be auxiliary needed in passive structure14 most superlative structure needed after the15 would modal before infinitive be, expressesa hypothetical point

3 1 articles: 5, 14 quantity terms: 3, 6, 7, 9, 10, 14

oneof that hotel)

15 an16 the17 anISo19 a

specifiedone of many

fixed expressiontime C = moment

200 contact = U21 the specified22 o plural23 the specific (news24 a expression25 the defined26 the defined27 0 before a number

of people we knew)

name of sportbefore musical instrumentsuperlative

28 0

29 the30 the31 the only one

2 1 The police have not charged the suspectbecause there isn’t any evidence.2 If you think you’re getting a thelo flu, somegood advice is: stay in bed and drink lots offluids!3 Politics isn’t a subject that most people enjoysstudying.

25


2 In order to write any composition well, the writerneeds to have a clear idea of: why they are writing,who they are writing to/for, what they need toinclude. Start by getting students to read the taskbefore answering the four questions.

3 Students start by planning the content andorganisation of the information sheet. Remind themof the three areas that must be covered: backgrou~~information, practical information and reasonsfor joining.

3aIb Students divide the points into the headingswhich best fit the points above.

3c Emphasise the need to invent any facts, figures ordetails for the information sheet.

4a This part focuses on a suitable style. Start by gettingstudents to compare the two openings. Checkunderstanding of the vocabulary (e.g. budding = juststarting, a grandmaster = a chess player of a veryhigh standard).

4b Draw students’ attention to the fact that some ofthe points are in the less formal first person (We are

Our members we participate ...), some inthe direct second person (It doesn’t matter “hetheryou are ...) and some in the more formal thirdperson (The club offers The club meetsMembers have the opportunity to ...). Studentscombine phrases to form complete sentences thatthey could use in the information sheet.

5 Now that the information sheet has been planned indetail, give students 20 minutes to actually write it

. . . . . . .. . . . .. . . . .. . . . . . . and another five to ten minutes to check it.: Photocopiable activity : 6 Remind students of the importance of checking

: Activity 2C could be used here. It is a pairwork their work for errors and simple mistakes there is: activity designed to practise the vocabulary : a checklist in the Writing reference on page 188.: covered in the vocabulary section on page 26 and :: in this Language development section. :• •• . • •• . • • • • • .• • • •• . . • . • . . •.• . • •.• • . •• • •

~ Student’s Resource Book, page 23

Writing 2 p.36

For many students used to producing discursive ornarrative text, this type of writing is very different fromanything they have done before. They therefore needhelp in developing the necessary register, style andformatting.

Ia First, check that students understand what is meantby a ‘information sheet’ (this particular type is oftencalled a ‘leaflet’) and elicit examples of where youmight find them. Then look at the two extracts andanswer the questions.

lb Students talk about any clubs or societies (the twowords have the same meaning, but in some contextssociety is more formal) that they belong to or wouldlike to belong to.

4 At school, maths was my favourite subject andathletics was my least favourite.5 On the flight home, some of my luggagescame open and some of my belongings aremissing.6 Four days is a long time to wait for anappointment.7 Two per cent is a small pay rise, and I expectat least 80 per cent of the staff are going to goon strike.8 A number of coincidences have been noted.9 The number of lucky escapes has increasedyear on year.

3a 1 Many people are countable 2 Most ingeneral; much = money (U) 3 many need ofafter lots 4 afew positive, a significantnumber 5 little negative, dismissive

3b 1 Each/Every used before plural noun (bothnot possible as more than two colleagues)2 Each before of (every not possible)3 both two games (each/every can’t be used aspronoun compare with each/every one)4 each/every Wednesday and Saturday of everyweek5 Every before plural time expression(each/every week/month, etc. but eaSt/everytwo/few weeks, etc.)

4 1 Both two 2 either one of two3 none negative of many 4 not negativeemphasis on none 5 neither negative of two6 no negative uncountable 7 the wholecomplete 8 all the every one of them

KeyIa I Both aim to give information simply and

clearly to the casual reader, who might be apotential member.2 The Film Club information sheet is tryingmore to ‘sell’ the club directly to the reader (theplace for you), giving special offers, and thelanguage is more marked (as little as/one of thebest). The Hillwalking Club information sheet IS

more neutral in approach and style. Both,however, make their points clearly andsuccinctly. Both start with an introductorymessage to the reader saying who the club is for,then proceed in a friendly tone giving the keypoints, almost in note form. An informationsheet of this kind is often very brief.3 Headings, subheadings (either neutralWalks, Activities or persuasive Join now andget) and bullet points.

26


I To tell people about a chess club with the aimof getting new members. It is addressed to localpeople.2 Three main parts (I background, 2 practicalinformation, 3 reasons for joining), which canbe broken down into sub-parts (e.g. 1 whenfounded, who the members are; 2 where/whenmeet, who can join, how join; 3 reasons forjoining, other benefits)3 Probably a mixture of neutral facts, a friendlytone addressed to the reader, and phrasesintended to persuade.4 If it persuades people to become members!

4a Text A is a fairly neutral opening and gives twokey facts very simply (club history andmembership). It is a better opening, as it ismore appropriate for a council informationinformation sheet focusing on the facts andinformation stated in the question. Text B isaddressed directly to the reader in an attempt todraw him/her in.

4b Suggested answersI One of the most popular features of our clubis2 New members3 We are4 Members have the opportunity to/are able to

S The club meets6 We participate in/organise/run7 Experienced players are often on hand8 Anyone wishing to

5 Suggested answer

Clii’ CHESS CLUBWho are we?The thrMng and popular City Chess Club wasestablished in 1904, and has members from theirearly teens to near SO.Where and when do we meet?We meet at the City Leisure Centre everyMonday, Tuesday and Thursday evenings, 7 Fm.—10p.m. There is a large car park and easy access bypublic transport.Who can join?Anyone Interested in playing chess. Our membersInclude novices and county champions, men andwomen alike.Why join the club?• AtmosphereThe club has a relaxed, friendly atmosphere. Manymembers come for a nice, quiet game after work.• FriendshipYou will have the opportunity to meet members of allages and form friendships with people from manydifferent backgrounds,• Improving your gameWe offer coaching for those wanting to achieve the

lghes~ level of personal ability, and experienced

I Her films are deceptively simple.2 As a matter offact, I’m quite superstitious.3 He’s got a very good attitude to his work.4 Who is responsible for this mess on the floor?S There’s always someone on hand to help.6 Most people hear about the shows by word ofmouth.7 There hasn’t been an accident yet touchwood!8 Many young people feel his films strike achord. / His films strike a chord with manyyoung people.9 What do you attribute you?’ success to? / Towhat do you attribute your success?10 His mobile phone went off unexpectedly.

2 1 cheating 2 origins 3 ability 4 upS roundlover 6 digit 7 itching 8 in 9 prone10 leap 11 explanation 12 legendary

3 1C2B3A4DSC6B7D4 Reincarnation is the belief that, after death,

some aspect of each I every one of us lives againin another body, eitherlwhether human oranimal. Indeed, most of tho tribes avoid eatingcertain animals because they believe that thesouls of their ancestors live in them.Reincarnation was once a belief mainly of theHinduism and Buddhism, both of which areEastern religions. Recently, however, a numberof Western belief systems have started toincorporate it into their teachings. Perhaps thereason for this is that it seems to offer anexplanation for a range of unexplainedphenomena, such as the ability of people toregress to a past life under the hypnosis. Ofcourse, reincarnation remains a belief, andthere’s very liftie chance that it will ever beproved.

2players will often be happy to offer adassistance to beginners.• CompetitionsThere is a range of tournaments: from quick-playtournaments (maximum 20 seconds a move) toweekend tournaments. We also participate in anumber of live on-line tournaments.What other benefits are there?• Social eventsWe organise a regular social calendar of dinners anddances.• Games Centre facilitiesMembers are able to use the Games Centre bar, andhave access to other activities in the centre atreduced rates.How do you become a member?If you would like to join our club, you can phone thenumber below r impy turn up on club nights.will always be g aranteed a warm welcome.

Module 2: Review p.38I

27


Exam practice 1, TRB p.178Paper 1: Reading1E 2B 3A 4D SAID 6D/A 7C 8D9E 1OE hA 12C l3F I4AIE 1SE/A

Paper 3: Use of EnglishPart 41 drop 2 depth 3 led 4 running 5 settledParts1 never been to a more 2 been going to dancingclasses 3 it is unlikely that Yasmin 4 is said tobe the most S book in advance are entitled6 deadline for handing in your assignment7 have/stand little chance of 8 is responsible forleaving

Paper 2: WritingSuggested answers (NB Question 3 is designed forstudents who are taking the set-text option in theWriting paper and answers are dependent on thenovel they have read.)

Paper 4: Listening1 website 2 2,068/two thousand and sixty-eight3 lucky charm(s) 4 Touch wood 5 ladders 6 science7 teenagers 8 developing/evolving (either order)

And thinllg, what kind ofsalarg wouldgou be

offiring?

/ hope ing application S ofinterest togou. lam

available for interview’ atgour earliest convenience.

Yours/àith/icllg

2

SOCIAL ACTIVITIESHere are some ideas of things to do in theevening during your stay.

The town has an excellent Olympic-sizeswimming pool with additional facilities, suchas sauna and a warm-up gym area. Use of theswimming pooi and gym costs £3 per visit,whilst use of the sauna is £2. It is not necessaryto book.

There’s also a leisure centre with indoortennis, five-a-side football, bowling and manyother activities. The centre charges £10 per visit,plus a book of tickets which you use for eachactivity. Tickets are £1 each. You need to bookin advance, stating your choice of activity.

Just outside of town, there’s a place where youcan go horse-riding. This costs £15 per hour ifyou can already ride, while the cost of aninstructor is £10 extra per hour. Horse-riding canbe booked online or by phone (010-334-445 7).

For those who prefer something less energetic,the town offers various museums and amodern art gallery, which are all definitelyworth a visit. Highly recommended is theMuseum of Sculpture which has works bymany famous international artists as well aslocal sculptors. Entrance is free to localmuseums, but the art gallery charges £5 (groupdiscount may be available).

Shopping is, of course, a favourite amongstvisitors, and most shops are open until 9 p.m.The Burrlngton Mall is extremely popular,but not particularly cheap. In the small streetsbehind the mall, local craftsmen still producehand-made jewellery and pottery. They arealways willing to give demonstrations oftheir work.

Dear Sir or Madam,

With reforence togour newspaper advert.icement

of2sth Ma~ lam writing to express interest in

thepost oftemporarg assistant at the art

gallerg for the summerperiod. / am 26gears old,

single andyraduated in Modern Languages last

gear I have a valid driving licence.

/ have a certain amount ofexperience as aguide,

having spent two months lastgear working at a

localfolk museum. Thisjob involved

accompanginggroups offore(qn tourists around

the museum. Twogears ago, / workedpart time

as a courierfor a local travel agencg, takaig

touriLcts to areas ofcultaralinterest fri the region

where I live.

Mg first language is Italian, but lam fluent hi

English and have agood command ofFrench

and German, plus a limited knowledge of

Spanish. I believe lam the r(qht sort ofperson to

work as aguide, as I amgenuinelg interested in

historg and art and enjog dealing with large

groups ofpeople.

AIthoughgour adverttcement was quite

informative, there are afàwpoints I would like to

clars’,4 withgou. First ofalt whatperiod would

thejob cover? Secondlg, as thegallerg is not in

mg town, wouldgou be able to help me find

accommodation, or suggest someone who could?

28

Module 3 Values

This module includes topics such as the nature andpressures of fame/celebrity, autograph collecting,standing up for beliefs, expressing ideas and opinions,and raising money for charity.

Lead-in p.39

Start with books closed. Ask students to define theterm celebrity (NB it can be uncountable (= theconcept) or countable ( a person)) and to giveexamples of the types of people (actors, singers,designers, sports stars, etc.) who become celebrities. Ifappropriate, ask students who the biggest celebrities intheir countries are at present.

Get students to look at photos on page 39 and discussthe questions and quotes below. Do not spend long onthis, as some of the downsides feature in some of thefollowing exercises.

Background

Julia Roberts, born in October 1967, is one ofHollywood’s most successful actresses. She hasappeared in numerous hugely popular films and wasthe highest-paid female star for four years(2001 2005). The first picture reveals the downsideof beingsuch a big celebrity: even when outshoppingand wearing casual clothes, she cannotescape the cameras her privacy is constantlyinvaded.The second picture shows her winning a GoldenGlobe for her role in the film Erin Brockovich(2000), for which she also won a BAFTA (TheBritish Academy of Film and Television Arts) andan Academy Award (better known as an Oscar).This amazing clutch of accolades pushed her careerto even higher levels, and in 2003 she broke recordsfor female earnings when she was paid US$25million for her role in Mona Lisa Smile. In 2007 shewas estimated to be worth around US$140 millionsurely an illustration of the upside of being acelebrity!You might want to tell students that they are goingto read an interesting anecdote about Julia Robertsin the reading exercise on pages 40—41.

3A The~burden of fameOne wayt~4’~~in would be, again with books closed, togive students the phrase the _____ offame on the boardand brainst3r~ possible words that could fit in the gap(nature, price~ pursuit, rewards, pressure, etc.).

Reading p.40Get students to look at the title and subheadingcheck the meaning of limelight (a situation in whichsomeone receives a lot of attention) and fierce glare(harsh attention). Then get students to discuss thequestion. If students find it difficult, ask them toguess what some of the stranger effects of beingwell known might be.

2 Be careful here that students only skim the article.Point out the method suggested here of reading thefirst and last sentence of each paragraph andintroduce the idea of topic sentences. In multiple-choice questions, it is especially important thatstudents do not waste time reading the whole text indetail, as each of the five questions (seven in theexam) will only relate to a part of the text. Elicit thepurpose of skimming here (to get a general sense ofthe text, its style and a rough idea of itsorganisation/layout so students know where tosearch for specific ideas).

3aIb Having read the rubric, students should study thetask strategies on page 168. Then get them to coverthe four answers and read the first question. Askthem to scan the article to find the anecdote aboutJulia Roberts (lines 12 22), then in their own wordssay what the writer’s point was. Then they canuncover the four answers and find the one closest totheir own. Remind students that, for each correctanswer, there are three wrong answers and if theyhave time, they can check why the other three arewrong often it will be that the information is justnot stated.

3c Students should work on their own doing questions2 5 in the same way.

4 They should then compare answers in small groupsbefore checking the answers with the whole class.

5 The discussion could take some time and raiseinteresting issues such as the relationship betweenthe press, celebrities and the readers, and what thelimits are, if any, on what the press can/shouldreport.

Key3 1 C this casually dressed wo~nan did not

conform to the image lie had in his head (line 19)2 A fame can engender distrust and isolation,~neaning that nobody can be taken at face value.(line 30)3 C seem less well-adjusted ... perceivingslights ii’here none exist (line 38)

29


Vocabulary p.42Ia Start by finding the nouns in the text and eliciting

the verbs from which they are formed.

lb All the nouns needed are in the text, so studentscan search for them to check they are correct andto check the spelling. Focus on the endings (-ness, -

(ion, -ity, -ance, -ence) that are typical of nouns. Getstudents to identify patterns (e.g. the adjectivesending in -anti-en! form nouns ending in -ance/ence).

Ic When students have identified the nouns, get themto decide which syllables are stressed. There is anopportunity for some learner training here. Getstudents to check how the word stress is marked intheir dictionaries before they listen and check theiranswers. Focus attention on words that change thestress according to word class (e.g. ickw~fyidentiJi~cjtion).

I d Pre-teach soap opera , minor and naive ifnecessary. Point out that the text uses eight of theten nouns in Exercise lb. Finish by getting studentsto use the other two words (devotion, imagination) insentences of their own related to ‘celebrity’. Pointout that pay more attention to something(question 3) is a strong collocation and link toExercise 2.

le The discussion is a quick focus on soaps, which area worldwide phenomenon, and whether studentswatch and enjoy them.

Background

Soap operas, now better known as ‘soaps’, were socalled because, like many classic operas, they focuson the complications of love in everyday life.Originally shown on daytime TV, they were aimed athousewives stuck at home, and funded by the soapmanufactures that targeted them, advertising in thebreaks. Then longest radio soap in Britain has beengoing every day for over 50 years, and the longestTV soap, C’oronation Street, has been shown threetimes a week since 1960. (One actor has been in itsince the beginning!)

2a Collocations exist across various word forms. Here,the focus is on adjective + noun. The collocations,but not the sentences, are all from the reading text.When students have matched the halves, theyshould underline or highlight the collocations.

2b Focus on some of the vocabulary before studentswrite their own sentences. For example, appetite isnot just for food; beliefs and convictions are verysimilar, so religious beliefs and political convictio,,3are also strong collocations; a household name issomeone famous; and the popular press refers tonewspapers with the widest readership but whichfocus more on gossip and human-interest stories.

3a Again, the expressions are all in the text, sostudents could use it to check their answers and seethe expressions in context. There is also anopportunity for some learner training here, asstudents find the expressions in a dictionary to seehow idioms are listed. For example is to play a jokeon someone listed underplay or joke? They couldthen guess which word to check first in the othersbefore looking them up in their dictionaries.

3b When students have completed the sentences, theycould be asked to personalise them a little by givingexamples from their own experience, for example ofwhen they have played a joke or got on the wrongside of someone.

KeyIa I contradict 2 isolateI bid scijitiny 2 ~rogance 3 w~ness

4 inconyçgience S attention 6 devotion7 imagip~tion 8 neuinlity 9 j~nocencePatterns: stress on penultimate syllable forwords ending in -tion, stress two syllables beforethe last on words ending in -ence or -ance andon words ending in -my or -fly.

Id 1 inconvenience 2 attention 3 rudeness4 neutrality 5 scrutiny 6 arrogance 7 innocence

2a I f (insatiable appetite) 2 c (vast array)3 h (different perspective) 4 a (religiousconvictions) 5 g (casual clothes) 6 d (badtemper) 7 b (social skills) 8 e (household name)~ j (public scrutiny) 10 i (popular press)

3a 1 joke 2 wrong 3 face 4 sorry S power 6 far3b Suggested answers

I take you far 2 get on the wrong side of3 have power over 4 be taken at face valueS playing a joke on me 6 feel sorry for


: Activity 3A could be used any time after this: section. It is a groupwork activity to review: vocabulary and aspects of text cohesion for: reading and writing purposes. Students match: sentences from different texts and complete with: the missing words.

4 D embody a ii’ide array of archetypal traits(combine various qualities) which have currentappeal (are desirable) (line 56)5 B the public have an insatiable appetite Jbrseeing the famous toppled (line 64)



~jsteniflg I p.43

One way to begin would be to ask students to comparethe words signature (anyone’s name written a distinctiveway to identify them or show they have read/written5omething) and autograph (famous person’s signaturegiven as a souvenir). They may translate into the sameword in the students’ language.

I Ask students to look at the photo and say what theyknow about the person. Ask if they can read thesignature and why they think that some peoplecollect autographs.

Background

The photo is of Ray Charles (1930 2004) who isfamous for being the ‘father of soul music’. He wentblind at the age of six, but went on to have a highlysuccessful musical career.

2a Read thesubriçJogether and ask students to predictthe order of~thefour topics covered. It is reasonableto assumç thauthe talk will follow a conventionalchronological order, from how he started, to how itdeveloped, to’his feelings now. Multiple-choicequestions test sections of a text in order. The textcontains signalsifor each section, and in interviews,the signals aré~often in the questions.

2b Students listerf?orlhe gist. Play the recording once‘‘Dr.through without stopping and ask students to

‘i-ct:identify the content of each section. Get them tonu~ Iidentify the wordsor phrases that helped them.

They can relate”tany details they remember, butemphasise t14a15’the purpose at this stage was to get ageneral understanding and order of the content.

3a Students read the rubric and the first question withits three possibleanswers. Ask if they expect thespeaker to use exactly the same words as in theanswer. Hopefully they will realise that, as thesection is identifying paraphrase, he will not. Elicitexamples of howone or two of the answers couldbe Paraphrased\~what would be another way ofsaying to please/impress someone, to be like hisfriends?)

3b When studezjjs’fj’ave listened to the first part andanswered thei?4’i.testion they should match theanswers to the eicplanations and check the script.

~ Give students a minute to read the questions andanswers befo~’e~’hey listen to the rest of theinterview Ask them if they can remember theparaphrase used in each answer.

~ Ask students~the pros and cons of

Charlie’s job on the board before going on to thesecond question, What is the most unusual Job theclass can come up with?

Language development 1 p.44Ia As with previous Language development sections,

the exercise could be done first as test to see howmuch they know before using the Writing referenceto explain the mistakes. Alternatively, studentscould start by reading the Writing reference andthen refer back to it as they do the exercise.Problems with capitals vary according to LIinfluences. Generally, they are not a problem at thestart of a sentence, but are often missed in namesof days/months and for nationality adjectives.Adding the full stops should help students to thinkabout how a piece of writing should be separatedinto distinct sentences.

lb Brainstorm other uses than those in this text or getstudents to find them in the Writing reference.

2a Students should answer the five questions byreferring to the five sentences a—a The mainproblems with apostrophes are usually confusingits and it’s and including an apostrophe wherenone is required (e.g. apple’s Sop). Point out thatirregular plurals form possessives in the normalway (e.g. children’s, men’s).

2b The trickiest point in this text is probably thepossessive form of Dr Curtius. Also watch out forlSOOs it is a common error to include anapostrophe here when it is actually a plural. Theword o’clock requires an apostrophe because it is acontraction of of the clock; however, this is neverused in its uncontracted form.

Key2a 4,2,1,32b The questions shape the structure of the

interview (e.g. first question What started youoff as an autograph collector? signals that he isgoing to speak about how he started collecting).

3a B3b 1 C He collected something else (model

planes) to be like his friends.2 A His father (my dad) gave him his firstautograph, but that’s not why he continued tocollect them.3 B The autograph impressed people (madepeople ... look up to me).

4a 2 C Today looking back, it makes me blush3 B Once I realised there was a financial angleto it all, collecting became that much moreentertaining.4 B I like the fact that ... I don’t want to do thistoday I don’t have to.


Background

The famous wax museum was founded by MarieTussaud; therefore the apostrophe in MadameTussaud’s wax museum is correct. However, it isoften seen without the apostrophe, even on themuseum’s own website and literature.

3 Commas are harder, as they are often required incomplex grammatical structures, and so correct useof the commas comes with understanding the waythe clauses of those structures function. There ismore work on the use of commas in subsequentunits, for example with conditional and cleftsentences. The use of a comma before and in lists isconsidered acceptable by some people (e.g. London,New York, Tokyo, and Rome).

4a Speech marks can be singular (“) or double (“) butmust be consistent throughout a piece of writing.The points to emphasise are: the use of capitals tobegin a quote, the use of commas to separate thedirect quote from the rest of the sentence and thefact that other punctuation comes inside the speechmarks.

Background

Fred Allen (1894—1956) was a popular radiocomedian in USA in the 1930s and 40s, moving toTV and films in the 50s. He has a long list ofhumorous quotes.

4b Get students to skim the dialogue for generalunderstanding before they try to punctuate it.Hopefully they should realise that it is meant to behumorous!

5 These three punctuation marks are less common butuseful nevertheless. The uses of dashes and semicolons sometimes overlap. It would be helpful todraw students’ attention to examples of their use insubsequent modules.

Extra!An extension exercise would be to get students tocomplete these sentences from the board using theirown ideas, taking care to use the correctpunctuation.I My ambition is simple2 The things that interest me are3 My motto in life is

KeyIa People interested in celebrity should visit the

popular London attraction Madame Tussaud’swax museum on Marylebone Road. It featureswax images of people from all walks of life:from modern music superstars (e.g. MissDynamite) and Hollywood legends to scientistssuch as British astrophysicist Prof. StevenHawking. Avoid Saturdays in July and A ust.The winter months are much quieter.

lb In Exercise Ia, capitals are used for: star gsentences, cities, names, titles, roads,nationalities, days, months.They are also used for: countries, geogra icalfeatures (rivers, mountains, etc.), someabbreviations (e.g. BBC, UNESCO) and,importantly, the pronoun I.

2a 1 contractions, possession2 just use apostrophe, no extra s3 one sister, more than one brother4 it’s: contraction of it is; its: possessivepronoun5 actors: plural needs no apostrophe; actor’s:possessive of actor

2b Madame Tussaud’s is one of London’s oldestattractions. One of its most popular displays isthe Chamber of Horrors. The collection wasstarted in Paris by Marie Tussaudts mothed~employer, a Dr Curtius. Marie brought DrCurtius original collection of heads to Londonin the early I 800s, and itfs been constantlyupdated ever since. lt~s only two minutes walkfrom Baker Street tube station. But don t forgetthat the museum shuts at six o’clock!

3a I in lists (the ‘serial comma’)2 to separate subordinate clause from mainclause when the subordinate clause comes first3 before question tag4 after introductory adverb or adverbial phrase5 non-defining relative clause

3b I not necessary2 An autograph collector needs a notebook! acouple of pens, a camera and a lot of patienCe3 Tell me what are you going to do next?4 not necessary5 I managed to get a ticket, believe it or not.6 Pierce Brosnan~ the actor who played JamesBond, is Irish.

4b A: ‘A table for two,’ said the celebrity, ‘in a quietcorner preferably.’B: ‘Sorry, sir,’ replied the waiter, ‘we’re full.’A: ‘Do you know who I am?’ asked thesurprised celebrity.B: ‘No, sir,’ said the waiter, ‘but if you ask YO°Tmother, I’m sure she’ll tell you.’


Sb I To be successful, you need three things: talent,determi9t~01~ and good luck. (to introducealist)2 Pd like to see the show again in fact, I’mgoing to boplç tickets tomorrow. (adding extrainformation)3 Katieis~ great actress; she has sensitivity anda good voice:Q’lbsely linked points)

Student’s Res ice Book, page 29

Use of English 1 p.45Elicit nam’csThfthe people in the photo or getstudents to~kim the text to find out. If thedifficulties;raisçd in question 2 have not come up inprevious dispyssiqns, spend a few minutes talkingabout them.now.

2a Students skiin’the text for general understanding.Remind them tà focus on the text that is there andnot to worry about the gaps at this stage.

2b Read the rubric together and then the taskstrategies. Remind them to check each gap for boththeform oflhi& word required and whether it ispositive or •ne~ative.

Do question I together, using the Help point as anexample, befc*e giving students a suitable time limitto complete the task.

3 The task analysis should highlight the changesstudents are required to make in this task. The tasktests formation of all types of words, especiallynouns. Language development I in Module 4 looksat word formation in more detail.

4 You could also ask students if they know of anyother lasting relationships, celebrity or otherwise.

Key

of information and how the paragraphs linktogether. Get students to analyse both texts,highlighting the good and bad points.

2 Students read the four ways of organising a textand identify which way was used in the first text.Different ways of organisation will be appropriatefor different pieces of writing.

3 Rewriting the second paragraph could be done stepby step, or the students read the four steps and thenbe left to rewrite the paragraph, comparing theirattempts at the end.

4 One approach to this writing task would be to getstudents to plan it in class, possibly in pairs, leavingthe actual writing to be done at home.


I I Paul Newman and Joanne Woodward2a Because of the pressures Paul’s fame had on

their family life.2b I unpredictable 2 stability 3 glamorous

4 difficulties 5 uncomfortable 6 popularity7 professional ~ unacceptably 9 partnership10 performance

3 11,5,8,22,4, 6, 9, 10

Writing 1 p.46Start by asking students what, if anything, they

understand by the term coherence. Then get them toread the Writing strategy notes. An understandingof coherence is also important for Paper I, as Part 2relies to some extent on understanding the sequence

KeyI A (the ideas are in a logical sequence with

linking expressions)2 The information is presented in time order.3 Suggested answer

If you want to become famous, you need tothink positively. You have to believe that youdeserve success. Therefore, the first thing Iwould do if I wanted to become famous wouldbe to decide how I was going to achieve it. ThenI would set myself a small number of dailypriorities and make sure I started to reach mygoals. Finally, the most important message tomyself would be ‘Never give up!’


3B What I believe inOne way to begin would be to compare to believesonieonelsomethmg and to believe in someone/something.

Introduce the topic of public protest by getting studentsto discuss the picture, which shows people campaigningagainst a third runway at Heathrow airport.

Listening 2 p.47I Start by getting students to skim the task to

establish what it consists of: three unrelatedextracts, with two, three-option multiple-choicequestions per extract. Read the strategy for dealingwith the task and give students a minute to read thequestions before they listen.

One option would be to stop after the first extractto compare answers and review strategy.

2 Students could be given a copy of the audio scriptfor the analysis to highlight how the informationthey were listening for was presented and how thedistracters worked.

The paper tests mainly feeling, attitude, opinion,purpose and gist rather than specific facts.

3 You could start the discussion by asking studentswhich of the three causes they would be most/leastlikely to support. Then ask for others. Ifappropriate ask students if they have everparticipated in a public protest of any type.

Speaking p.48Following on from the discussion after the listening, ifany of the class has demonstrated for/againstsomething, you could start by asking them what exactlythey did to protest. Try to elicit some of the items in thepictures.

Ia When students have matched the vocabulary to theillustrations, spend a few minutes focusing on thefive verb + noun collocations (sign + petition, handout + leaflet, etc.). The five forms of protest aregood examples of strong collocations. In thecontext of protesting, it would be easy to guess thenouns in each case (e.g. sign a ... , hold a ... , write

in to a ...). Remind students to learn the vocabularyas single chunks.

lb Students could choose the correct prepositionbefore checking their answers in a dictionary. Give afew examples of how the first seven can be usedwith things or people (e.g. put pressure on thecompany/the boss, have an influence on t/ieleader/decision, generate publicity for thecandidate/cause, contribute to the appeal), but thelast three can only be used with things.

Ic Students may have to use their imaginations here tothink about reasons for and impact of protests. Oneapproach might be to divide the class into fivegroups and give them an illustration each, askingthem to come up with a scenario that answers thethree questions. Then judge/vote on the mostlikely/imaginative/amusing, etc.

2 The missing words/phrases are from either ExerciseIa or lb. Tell students that they might need tochange the tense of the verbs.

3aIb Elicit or remind students of the format of Paper5 Part 3. It is a collaborative task with thecandidates discussing a task together and aiming ata consensus. Give students a few minutes to readthe task strategy before they listen to theinstructions. The emphasis is on the two parts ofthe task.

3cId Play the recording a couple of times if necessaryfor students to analyse the task.

4a One way to do this would be to stop the recordingafter each sentence that begins with one of thephrases in the box and establish which of the fivefunctions it has. Another approach would be to getstudents to number the phrases 1 5 as they hearthem and let them compare at the end. Encouragestudents to think of the longer phrases as ‘chunks’with lots of linking of the words (e.g. As_amatter ofjact) to make them sound natural.

KeyI B ;ve actively encourage a way of living inwhich no creature has to suffer needlessly2 C we also offer fi’ee talks to schools ... It’s aparticularly worthwhile thing to do3 C it was just that one of my friends talked meinto keeping her company4 B The actual arrangements left a bit tobe desiredS A to protest about the firm not offeringservices in the Welsh language.6 A Istill think that by fighting for the thingsyou believe in, ... you can contribute toglobal justice.


4b Students identify the option that can’t be used andwhy.

5 students use the same pictures to do the taskthemselveshmn’P~s.01

6 The task analysis should link back to the points inthe task strategy. If the discussion went on a lotlonger than four.minutes, remind students that inthe exam they.need to be conscious of the time ifthey are to c~vër. both parts.

: • • • .• • . . . . . . .. • • • •• • • • • • ••

• Photocopiable activity :Activity 3B is designed to work here. It is a whole-class discussion of hypothetical situationsInvolving moral dilemmas, designed to practisediscourse markers, getting a point across andParaphrasing.~. . . . . . . .. . . . . . .. . . .

Language development 2 p.50Start by reminding students of the theme of thelistening on page 47 and ask them to complete thesentence. ‘Sometimes you ______ stand up for yourprincipals.’ (Answer: have to) Elicit other ways ofexpressing necessity, prohibition, advice and permission.

Ia Explain that ‘semi-modal’ refers to structures likehave to that are not true modals because they differgrammatically but express the same functions.Remind students that different modals can expressthe same function, and tell them that they should beable to find two different ways to rewrite each ofthe sentences. If necessary, do question 1 togetherfirst. Students can use the Grammar reference tocheck their answers.

lb Students use a suitable modal/semi-modal structureto complete the transformations.

Ic Other questions that would practise the languagewould be:

What have you done recently that you didn’t have todo?What do you have to do before the end of the month?Have you made any mistakes in the last few days?What advice would you give a classmate aboutlearning to use modal verbs?

2 This exercise focuses on ability and relatedmeanings. The greatest difficulties tend to be inreferring to the past. As students correct thesentences, get them to think of reasons why thesentences are not possible as written.

3 Will and related forms (shall, won’t, would) is oftenover used as a future form and underused fortalking about intention, volition and habitualactivities. This exercise is designed to highlight someof those uses.

Students should identify the time reference andpurpose of each sentence before using one of theforms to complete it.

4 Introduce the idea of expressing modality lexicallyby asking students how they express the meaning ofmust. From obligation, elicit the verb oblige and itspassive form be obliged to do something. Then elicitother verbs that express the same concept (required,made, forced, etc.). Point out that many of thestructures are passive, especially the more formalones, as we are usually more interested in the actionthan who requires it.

r

KeyIa l82133C4E5Alb I on 2iin l3about 4 on Son 6 for 7 on

8 down 9to;about 10 to2 1 took part in a march 2 change 3 minds

4 back doWn 5 held a meeting 6 put forwardtheir vitws~oal express their opinion on7 hand out~8 generate publicity for9 sign a~petition 10 put pressure on

3b I You haveito(1) talk about the advantages anddisadvantages of each method of showing yourfeelings ab6t~tdifferent issues; (2) decide whichwould be ~h&iiibst effective2 About four ~ninutes

3d They carriJ~ Siit the task very successfully.They discüsséd the first part of the task beforecomingto a~’cbnclusion. Each speakerparticipated fully, but did not dominate, andthey encouraged each other to speak.

4a I qualify~pg~ Mind you . . .;Having said that,2 emphasising Of course As a matter offact,3 adding Besides that Not only thatAs well as that4 disagreeing Well, actually ‘ As a matteroffactS moving on Anyway Anyhow,

4b I Anyway 2 Having said that 3 Actually

.


Extra!A follow-up here, especially in an English-speakingcountry, would be to get students to look for noticesoutside the classroom and note down how theyexpress modal concepts.

I You can’timustn’t demonstrate here.2 1 think you shouldiought to go on strike.3 We must!have to have a vote before we call astrike.4 We don’t have toldon’t need tolneedn’t send allthese letters today.5 1 think it’s too late to protest now, you oughttolshould have protested before.

lb 1 must/have to speak2 don’t have to be in a union3 had to go on strike4 needn’t have closed I didn’t have to close5 didn’t have to go6 could have moved on7 should I ought to have been back

2 1 Harry started collecting last year and so farhas been able to raise £10,000 for charity. (use beable to for present perfect)2 We couldn’t get to meet the minister yesterdaybut eventually we were able tolmanaged to speakto him on the phone. (could is not possible forpast ability at a specific time)3 Jack could have photocopied the leaflets at theoffice yesterday, but he forgot. (to expresssomething that was possible but didn’t happen)4 They say there couldimight be nearly half amillion people on the march tomorrow. (couldor might for possibility)5 Why not come with us on the demo? Youmight enjoy it. (possibility)6 The damage might have been caused by thepeople who were demonstrating. (modal + have+ past participle when referring to the past)7 You must have known there was going to betrouble when you saw the crowds. (pastdeduction)

3 1 will (future intention/fact) 2 would (pasthabit) 3 won’t (refusal) 4 would; it’ouldn’t(characteristic annoying activity) S shall (offer)6 Would (request) 7 won’t (refusal) 8 will(annoying habit) 9 would (prediction) 10 will(obligation/order)

4 1 Visitors are required to report to reception onarrival. (formal)2 You are under no obligation to answer thefollowing questions. (quite formal)3 I’d better phone home and tell them that I’mgoing to be late. (informal)4 1 felt obliged to invite my cousins to ourwedding. (neutral)

5 All library books are to be returned by the~endof term. (very formal)6 It is forbidden to use mobile phones in thisarea. (formal)7 It is advisable to take out insurance whentravelling abroad. (formal) -

.. . . .. . . .. . .. . . .. . . .. . . S S S 55 • • •5 • • •‘• S 5 55

: photocopiable activity• - S

: Activity 3C would work well here. It is a variatip~: of the traditional game ‘Bingo’, designed to revise: the form and use of modals and semi-modals.• S• . . •5•e•••• SS • • 55••••••S • • S• • • • • • •

Student’s Resource Book, pages 33—34

Use of English 2 p.51The task will be new to most students so spend iwhilereading the task strategy to establish exactly whatneedsto be done. Establish that they must find one wor’d thatfits in the gaps of all three sentences.

Ia Ask them first to think about what type of wordisrequired: a verb in the infinitive after the modalsmight, should and could. Elicit possible words~forthe first sentence (relieve, reduce, break, etc.). Thenask which of them fits the second sentence (breok)and confirm it also fits the third (to break out tostart suddenly).

lb Give students a couple of minutes to do the-nextpart using the Help clues before checking theanswers.

2 Give students three minutes to complete the task.

3 The task analysis should highlight the fact thatPaper 3 Part 4 is testing various aspects ofvocabulary such as homonyms (different ~eaniflgsof words with the same spelling and pronunciat10~)~idioms (e.g. look on the bright side), phrasaliverbs(e.g. break out) and collocation (e.g. ,.unning.W0t~lrunning battle).

Key ~1

lb I body 2 bright2 3 drawn 4 running 5 personally3 idioms: break bad news; bright ideas

phrasal verbs: break out; draw out

KeyIa

36


Start by getting students in small groups to come upwith ways that anyone can help to raise money for agood cause. Get examples of activities they havebeen involved in.

Background

The photo on this page shows a Coinstar machine.These are often located in supermarkets; their mainpurpose is to enable people to convert coins intonotes without going to a bank, but partnershipswith charities also give users the option to donatetheir coins to charity, in this case Cancer ResearchUK.

2 Remind students that the Paper 2 Part 1 task iscompulsory and that it involves combininginformation from more than one source. Givestudents a couple of minutes to firstly read the task,underlining the key points, and secondly look at theinput material. They can then answer the sixquestions designed to help them plan the report.

3 Students could be left to work through the steps ina—e individually or there could be some feedbackafter each stage to check that everyone is heading inthe right direction.

4a Elicit the fact that the formality and impersonalnature of such reports makes the use of the passivecommon.

4b Remind students that many of these sentence stemscan be adapted for a wide variety of reports andthat there are clearly too many to include in onecomposition.

5/6 Now that the report has been so carefullyplanned, 20 30 minutes should be plenty of time towrite and check it.

~nting 2 p.52

rtenik)to

KeySuggested answersSponsorship, jumble sales I car-boot sales /garage sales (where used articles are sold);dances, dinners, talent shows where admission ischarged; going round knocking on doors; doingerrands for people (e.g. washing car, gardening,taking dog for a walk); auctions, etc.

2 1 The director of a charity has written to you (ahelper) asking you to write a report about arecent fund-raising day.2 The Board of Governors will want a clearsummary of what happened, whether or not theevent was successful and any recommendationsfor the future.3 An overview of the day, who was involved,how the money was raised, recommendationsfor the future.4 The pie chart shows the relative percentages ofhow the money was raised (i.e. where it camefrom).5 The style will be impersonal/formal.6 Whether it is clear and succinct, well laid out(clear headings) with techniques (e.g. bulletpoints) which help the reader to read it.


3 Suggested answer

JULY FUNP-~AISING PAYIntroductionThis report is intended to:1 give an overview of our recent fund-raising dayfor your charity;2 indicate who raised the money and how;3 make recommendations for next year.OverviewOn 22 July this year, a substantial sum ofmoney was raised for the charity. The totalraised for disadvantaged children exceeded thesum achieved last year. In the main, the day wasvery successful.ParticipationMost of the 50 volunteers were students fromthe university.How the money was raisedThe largest part of the total raised (40’6) camefrom visiting houses and knocking on doors.Collections were also carried out in the street,accounting for 30%, and we raised a further2O’/~ from a jumble sale. The remainder camefrom a variety of sources.RecommendationsIn the light of this year’s experience, I wouldmake the following recommendations:1 that we organise a wider variety of activities,including street parties (if we could make themwork successfully);2 since some members of the public thought ourstreet collectors were not legitimate fundraisers, we should, in future, issue them withspecial badges to avoid misunderstanding.ConclusionTo sum up, I would say that this year’s fund-raising day was a great success and that wecould make it even more successful next year.(220 words)

Module 3: Review p.541A 2C 3C 4D SC 6A 7B 8D 9A be

2 1 The arrogance of some politicians isbreathtaking.2 She was jealous of her husband’s popularity.3 Switzerland preserved its neutralitythroughout both World Wars.4 There were many contradictions in what hesaid.5 Their partnership has lasted a long time.6 Getting a fine is an inconvenience, but nothingmore.7 Her fame gives her a feelinglsense of isolation,8 He was proud of his (many) achievements.9 She’d never expected so much devotion from somany fans.10 Can you put your signature on this form?

3 1 mustlshould 2 CanlMay 3 have 4 could5 been 6 better 7 able 8 shouldn’t

4 Al! the President’s Men, directedby Alan Pakula and starring Robert Redfordand Dustin Hoffman, is about two youngreporters from the Washington Post who, after alengthy investigation, discover that PresidentNixon had been lying to the nation about abreak-in that occurred in the Democratic Partyoffices in the Watergate Hotel. Pakula’s filmpraised by everyone for its acting, won manyplaudits from the critics, including VincentCanby, the film critic of the New York Timeswho said, ‘In my view, no film has come soclose to being such an accurate picture ofAmerican journalism at its best.’


Module 4 Life’s rich tapestry

This module includes topics such as relationships,personalitY. ~~cjsion-making, types of intelligence andmemory.

Lead-in P.S5fig with books closed, put students into small groups to

on brainstorm different people they have relationships with(e.g. within family, at work colleagues I boss, differenttypes of friends, neighbours, teachers, shop assistants).See which group can get the most in two minutes. Thenask them in what ways the relationships differ.

Alternatively, ask them to draw some concentric circleswith the word me in the centre and then add thenames/titles of people they have relationships with torepresent how important those relationships are tothem. In pairs, they should choose a couple ofexamples to explain why.

Then ask students to open their books, look at thepictures and discuss the questions. Get the students togive as much information as possible. Are the two boysbrothers, twins, identical/non-identical twins? Are theother two colleagues? Equals? Is she tellinglshowinghim what to do? Or what she has done? etc.

4A Making choicesOne way to begin would be, again with books closed,ask the students to think of any famous partnerships ordouble acts that they can think of (give hints as to areasof work: comedy, design, fiction, cinema, retail, etc.).Alternatively, give them half of the double act (choosesuitable pairs according to where you are teaching, theirexperience or what is topical) and see if they can comeup with the other partner, e.g. Laurel and ... (Hardy),Simon and ... (Garfunkel), Butch Cassidy and ... (theSundance kid), Bonnie and ... (Clyde), Batman andRobin), Nureyev and ... (Fonteyn), Lennon andMcCartney), Rogers and ... (Hammerstein), Sherlock

Holmes and ... (Dr Watson), Don Quixote and(Sancho Panza), Fred Astaire and ... (Ginger Rogers),Adam and ... (Eve), Samson and ... (Delilah), Starskyand ... (Hutch), Tom and ... (Jerry), Marks and(Spencer), etc.

Read in9 p.56I Get students to look at the photos and headings.

See if they know the saying where the main headingcomes from (Two’s company, three’s a crowd) andpredict the answers to the subheading.

2 Emphasise the importance here of just skimming.They should not be answering questions yet, justgetting an idea of the style of the article as a wholeand content of each section. If necessary, give atime limit to skim the article as a whole and thenimmediately ask for answers. Alternatively, do itsection by section with 20 30 seconds to skimbefore asking what the important ‘ingredient’ is,and then quickly repeating with the next. Don’t givestudents long to keeping searching for an answerafter the allotted skimming time. Finding one pointfor each section is enough.

3 Start by reading the rubric. Then look at the taskstrategies on page 168 together. Check that studentsknow what they have to do by asking one or twoconcept questions (e.g. Will the answers in the textuse the same words as in the questions? No, aparaphrase). Do question I together. Get studentsto underline the key words in the question (have agood effect) and the words in text D that express thesame idea (He can make me less impatient and I canmake him less hesitant . NB It might be worthpointing out that in the exam there is no examplequestion. Give the students an appropriate timelimit (15 minutes) to answer the questions beforethey compare and justify their answers.

4 To justify their answers, get them to underline therelevant sentences in the text. Spend some timefocusing on the alternative ways to say the samething and comparing the items of vocabulary thatdo the same (e.g. important crucial, trivialargument squabble) in terms of meaning,connotation or register.

5 Students could discuss the first question as a whole-class activity before doing the second one in smallgroups.

Background

Ian Hislop is the editor of the satirical magazinePrivate Eye and appears regularly on British TV.

Extra!Other discussion questions could be• Do you think you work better on your own or if

you have someone else to bounce ideas off?• Do you have an idea for setting up a business?

Who would you like to have as a partner?• If there is time, students could create a business

plan for their idea and present it to the class afew days later.


2 The expressions highlighted here are used to addemphasis, to say how much something happens. ~students to compare a simple phrase such as A ischeaper than B with A is a bit/slightly/much/considerably cheaper than B and the effect theadverbs have on meaning and style. It is unlikelythat these will be new to students, but the idea is tohighlight the usage.

2a Students should first see the phrase in contextbefore they mark the meaning. See notes andalternatives in the key which could be elicited rornthe class. Students should be very familiar witabsolutely before an extreme adjective, but wiprobably be less familiar with its use here at the endof the clause.

21, Students should skim the text in 30 seconds b forethey start. Get students to see that most of thesentences work with nothing in the gaps; the addedwords add emphasis and degree. The exception isquestion I where barely (like hardly) has a negativemeaning and therefore totally changes the sense.

2c Focus here on the grammar of the expressions.

3 Start by getting students to look at the picture andskim the text. When they have completed the textwith the correct prepositions, get them to identifywhich are prepositional phrases and which aredependent prepositions (following a noun or verb).


: Activity 4A could be used here or after: Vocabulary. It is a pairwork activity in which: students match short paragraphs to sentences that :: summarise the main meaning of the each :: paragraph... . ... . . .. . . .. . . . .. . . . .. . . . .. . . . .. . . .. . .

Vocabulary p.58

la Ask students to read the extract and identifyidiomatic expressions. Discuss what effect usingthese types of idiomatic expression has onproducing this type of writing.

lb As all the expressions are from the text, there aretwo possible approaches here. One would be to getstudents to scan the text to find the answers; theother would be to give them an opportunity toguess/remember the answers before checking themand finally scanning the text to see them in context.A number of follow-ups are possible, depending onthe teaching situation. Students could be asked tocome up with paraphrases for the expressions (e.g. Ibig-headed, 2 argue). Alternatively, ask them tocompare them with similar expressions in their ownlanguage and decide whether they translate thesame way. Additionally, discuss the usage notes inthe key (see below).

Key3 2 B (line 33) it’s healthy to have a bit of

confrontation3 A (line 14) you’ve the right to say ... without oneof us feeling crushed by it.4 D (line 57) we hardly ever see each other socially$ B (line 18) the fact that we were meant to worktogether6 B (line 23) ,Stefano dislikes the business side ofthings, and I would rather stay in the backgroundwhen it comes to public relations.7 C (the paragraph starting at line 41)8 A (line 11) Isometimes appear to be the onechosen to do a particular joh9 C (line SI) a very clear demarcation of the areaswe’re in charge of10 A (line 8) squabbling about who left the top offa pen11 A (line 6) it doesn’t feel like work at all12 D (line 54) it’s crucial to have a partner who youcan bounce ideas off13 D (line 61) we help each other to be objectiveabout things14 B (line 30) We take a cocktail approach ... red

white ... end up pink!15 B (line 21) we have a common purpose

KeyIa hit it off get on well , have a good relationship

from the word go immediately, right from thestartthe che,nistry’s working there is a mutualattraction/rapport

lb I full of To say someone isfullof Xiscommon in both positive (e.g. hope/good ideas)and negative expressions (e.g. rubbish)2 have3 take Can be used in positive form with anegative connotation (e.g. he takes himself/hiswork too seriously)4 toes5 bed Always used in the negative. The wordbed refers here to a flower bed.6 sense7 eye Note that eye is countable, whereasvision and sight are uncountable.8 heated Compare a heated discussion (

passionate) with a heavy discussion ( about aserious topic) and a hot debate ( aboutsomething topical).9 out Multiword verbs are types of idiomaticexpressions


2a I not upset not one bit’(NB only used withquestions and negatiw’~tatem~ts)~) of-2 much also by far, by” long shot3 quite a lot compar~be difference whenNi..?’

stress is on fair (cautious/guarded) to when it ison bit (positive/upbeat)4 100% — ,orallylcOtflPletj?lywould work in thesame way here, too.

2b I barely 2 quite 3 absdluCély 4 a fair bitS by a mile 6 a bit of 7 ataIl 8 full of

2c The expressions are used .iq4he text to modifyverbs, adjectives, noun clauses andN31comparative&Used after a verb clause: Jr all, absolutelyUsed before a verb clause: barelyUsed with a cornparatW&rby a mile.tqnUsed before an adjective:;quite

tkh~- ,flp

Used before a noun clause;afdir bit,full of3. I on on a regular basi~

2 in in the business3 on an effect on something4 hetnctn rivalry betweenS of full of something ‘~

6 it’ll/i deal with ‘ “

7 in in the background8 in in perspective

rb. ~ Student’s Resource Book, page 39

Listening 1 p.59 — I

I Start by eliciting the job title sales manager and whatthe job might involve (leadi~a team of sales reps,dealing with customers, thinldi4g up newpromotional ideas, etc.). Ask students to look at the

“3list of words and say if they are positive or negative.aheck thepronunçiation, especially the word stress,

before students work in small groups to choose thelop four. Groups could then cothpare their list

-. inUstifying their choices withexamples.

2 Give students a minute to read the rubric and threequestions before they hear the first part. The idea isthat students use the introduction to get a generalUnderstanding and scope of the programme. ThisI k is preparation for multiple matching, where the

rder of information in the questions is not the samein the recording. There are four people to whom

*e information has to be matched, plus overlap anddisiracters, This exercise requires understanding gistmc fling and paraphrase

b Remind students that in Part 4 they will need todentify and interpret information given by thePeakers to complete a multiplematching task. Thisercist. is designed to help practise that skill. They

hould read the rubric before listening to the secondtion twice, either listening for strong points the

i t time and weak Points the second time, or

answering both sections the first time and checkingtheir answers on the second time.

3c This section highlights the parts of the recordingthat should have helped students to answer thequestions. All the speakers use interesting idiomaticexpressions to express the point summarised moresuccinctly and formally in the question. Getstudents to match the notes to the person who saidit and to which point A Lit corresponds.

4a/b Depending on the class and time available, thiscould be a quick discussion or a longer, moredetailed activity if they start to include their ownideas about what effect the loss of each one willhave or what each of the managers is likely to doin the future.

4c Listen to the final part and see if any of the groupshad the same combination. They could compare hisdecision with their own.

Language development 1 p.60The focus here is on word formation using affixation,an area that is directly tested in Paper 3 Part 3, but isclearly also relevant in other papers.

Start by looking at the summary box together. Establishthat suffixes are added to the end of a word and usuallychange the word class, and that prefixes are added tothe start of words and often change the meaning of aword. Also emphasise that changes might involve acombination of the four change types, including addingmore than one suffix e.g. fortune (n.) fortunate (adj.)fortunately (adv.), and that the addition of affixes mightinvolve other spelling changes, e.g. dropping the e infortunate or adding an extra I in travel (v.) traveller (n.).

Ia The aim here is to highlight the range of suffixesthat can be used for changes between different wordclasses and their associated spelling changes. Pointout that sometimes two adjectives can be formedwith different meanings or uses (e.g. amuseamused/amusing) or that two nouns can sometimesbe formed from a verb (e.g. from verb teacli

Key2 1 Tom has to decide who to make redundant.

2 Four people are involved in his decision, andhe has to make two of them redundant.3 Corporate printing, packaging, digitalsupplies and labels

3a Mike Strong point: D Weak point: KJoanne Strong point: F Weak point: HJason Strong point; A Weak point; LCarol Strong point: C Weak point: J

3c I Jason (L) 2 Carol (C) 3 Carol (J) 4 Jason (A)5 Mike (K) 6 Joanne (F) 7 Mike (D)8 Joanne (H)

41


teacher for the person and reaching for the idea).Some suffixes can be used for more than one wordclass (e.g. -ing to form both nouns and adjectives).

Students should use dictionaries to find the wordsneeded or to check the spelling of them, wherenecessary. Spend some time on the pronunciation ofthe words, highlighting those where there is achange in stress position.

lb Students should copy the table into their notebooksbefore using the words they found in Exercise Ia tocomplete it. Then identify any inherent meanings inthe suffixes as in the example (e.g. if someone isdependable you are able to depend on them). Notehow the verb participles (-ed and -ing) arecommonly used to form adjectives from verbs.

2 The internal changes here all involve changes fromverbs and adjectives to nouns, although in the examthe changes could be in either direction!

3 Look at the table together, highlighting the meaningof each group of prefixes and emphasising therange of word classes they are used with; forexample, the negative prefixes with adjectives(unbelievable), but also with nouns (non-fiction) andverbs (disobey); the prefix mis- with the verb(misunderstand) but also with the noun(misunderstanding) and adjective (misunderstood).Students should then add the extra words to alarger version of the table in their notebooks. Pointout that some of the words can be used with morethan one prefix (e.g. print misprint, reprint).

4 The emphasis here is on learner training. The twowords given are just examples of how studentscould record a complete word family. Another waywould be do it in table form. The point is to add asmany words as they can to complete the group, tocompare and contrast words of the same class andto organise the words in some way. As a follow-up,get students to do the same with other words suchas profession, connect or persuade.

KeyIa 1 amused/amusing, collapsible,

dependable/dependent, different,hesitating/hesitant, influential, pleasing/pleasedproductive2 affectionate, aggressive, dangerous, energetic,envious/enviable, funny, historical/historic,hopeful/hopeless, successful3 amusement, confrontation, decision, defence,discovery, participation/participant, persistence,pleasure, safety/saviour4 accuracy, cruelty, confidence, diversity,happiness, jealousy, loneliness, popularity,toleranceS beautify, deepen, generalise, legalise,popularise, strengthen, widen

lb 1 Suffixes: -ing, -ible, -able, -ent, -ant, -ful, -its!,-ed, -iveExamples: amusing, collapsible, dependable,dependent, hesitant, influential, pleased,productive2 Suffixes: -ate, -ive, -ous, -etic, -c(al), -ftil, -lessExamples: affectionate, aggressive, dangerous,energetic, historic al , hopeful, successful,hopeful, defenceless3 Suffixes: -ment, -ation, -ion, -cc, -y -ness, -ant,-ence, -ure, -iourExamples: amusement, confrontation, decision,defence, discovery, participant, persistence,pleasure, saviour4 Suffixes: -cy, -ty, -ence, -fly, -y, -ness, -fly, -anceExamples: accuracy, cruelty, confidence;happiness, diversity, jealousy, loneliness,popularity, toleranceS Suffixes: -en, -iseExamples: deepen, generalise6 Suffixes: -jfy, -enExamples: beautify, strengthen

2 breadth, choice, death, flight, height, length,proof, strength, success

3 disappear, unbelievable, non-fiction, nonconformist, unpopulated, irreversible, insecure• misunderstand, misprint• co-develop, co-education, co-exist, co-worker• enlarge, endanger, enrich, empower• replace, reappear, rearrange, redrawn, reprint,redevelop• underpaid, undercook, underdevelop,underpopulated• overpaid, overcook, overdevelop, overdrawn,overpopulated, overpower, overprint• prearrange, pre-cook, prefix, predate,pre-exist, pre-school

4 1 envy 2 enviable 3 unenviable 4 enviablyS envious 6 enviously 7 hesitation 8 hesitancY9 hesitant 10 hesitantly


• .*•• . •• S S •• • • •• • • •• S S S 5555555••~~.5•~•• Photocopiable activity

Activity 4B can be used at any time after thissectiofl. It is a board game activity to reviewaWixatio1~1 and word formation in which studentsjdentify and correct the wrong word forms.

:.. .. •.SSS S 55•••••• 55••e•••• S 55•••e•~• S

Use of English 1 p.61start withibooks closed and ask the class a fewquestioJ about their shopping habits and theirattitude towards shopping. Then ask them to brieflydiscuss tlie4iiestion together.

2 Find out-what students know/remember aboutPaper 3 Part~; Elicit that it always consists of a textwith a total of 10 questions; that the base wordswill requir~ q~a~ges to make them fit grammaticallyas well as to the sense of the sentence/text; that eachword might require a number of changes; that atleast one word in the text will require a prefix; andthat in the exam they would have about 10 minutesto complete the task.

2a Students skim the text, ignoring the gaps anddiscuss what they recognise about themselves.

2b First, read the rubric, then the task strategy on page169. Look at the example together and the processof identifying the correct word; before a noun(shoppers), the word is likely to be an adjective; itdoes not need to be made negative. Remindstudents to look out for negatives and plurals.

3 When they have completed the task, they coulddiscuss the questions in the task analysis and whichwords helped them to decide the class of wordrequired.

4 The discussion could include how people shop (e.g.at home, at night, online) as well as the increase insites such as eBay where people buy from otherindividuals

Key2b 1 disastrous 2 exceptionally 3 curiosity

4 temptation 5 restricted 6 substantial 7 decisive8 uncharacteristically 9 persuasion10 introductory

3 1 4, 9

Writing 1 p.62One way to begin would be to ask students to discuss ingroups whether their parents and teachers were strict orrelaxed with them when they were younger and howmuch freedom they were given.

Ia Students should start by looking at the twoparagraphs and answering the three questions abouteach one to establish the style and purpose of eachtext.

lb Having identified the style, purpose and targetreadership of each paragraph, students can choosean appropriate opening for them.

Ic The idea here is to identify certain techniques andthe terms used to describe them. Students identifyfive types of sentence.

I d These are some other ways of making informalwriting more interesting.

2a Students skim the second paragraph and decidewhich paragraph it follows on from and whatfeatures link the two.

2bIc Before students rewrite the second paragraph tofit the second text, quickly recap some of thefeatures in Exercises Ia Id that they should try toincorporate. Look at the phrases and elicit how theymight be used, for example by asking what theymean (talk things through = discuss theconsequences of something).

.SS..SS..SS.

KeyIa A I a formal article 2 to educate/advise/inform

3 other teachersB I a less formal article/report 2 to complain/

criticise 3 other teenagerslb A 2 the other opening is too informal, not

directly relevant and more illustrative /lessfactual.

B I the other is too formal, too distant(written in third person) and less emotional

Ic a A2b 81 c 82d Ale 82I d Intensifying adverbs (i,nrnensely), adjectives

(unthinking), mixture of short and longsentences (Maybe ii’e are.), lively expressions(easily led astray, it’s hard/y surprising ~j)

2 1,6


4B Human natureStart by asking students to talk for a few minutes aboutany brothers and sisters they have and whether they areolder or younger or their experience of being an onlychild. Elicit or teach the word sibling.

Listening 2 p.63I Remind students that Part 3 is a conversation

lasting about four minutes; the task is eithersentence completion or multiple choice. Thisexercise is the latter, with a choice of four optionsto complete sentence stems or answer questions.Students will need to understand specificinformation as well as opinions and attitudes.

Give students a moment to read the task strategyon page 171 and the rubric, but ask them not toread any further. Elicit a suitable strategy. Oneapproach is to start by reading only thestems/questions before listening for the first time.As they listen, students should try to note down theanswers in their own words. Then, before it isrepeated, they look at the options, choosing theclosest. Use the second listening to check theanswers.

2 Give students a few minutes to compare and justifytheir choices before giving them the answers.Exercise 3b on page 43 gives examples of differenttypes of distracters that they could identify here. Ifthere is time, play the recording once more,stopping after each of the interviewer’s questionsand showing how they reword but signal thedifferent questions in the task.

3 In the discussion, students can refer to people intheir extended families (their own siblings or theircousins), as well as to what they know of theirfriends and how they relate to their siblings. On thebasis that people are similar to their friends, findout if there is any tendency for older siblings tohave best friends who are also first-born childrenand for younger siblings to have best friends witholder brothers and sisters.

Speaking p.64The section starts with vocabulary development on thetopic of families before using the theme to give practicein Paper 5 Part 2, the individual long turn.

Ia Ask students to look at the photos for a momentbefore discussing the six sentences. Then commenton some of the phrases used. Note the dependentprepositions (e.g. engrossed in), the collocations (e.g.a caring parent) and the language of conjecture(They obviously, They probably It looks as

lb Get students to note the dependent prepositionsand emphasise that the topic is the relationshipbetween the individuals as they try to use theexpressions in complete sentences.

2a This looks at similar and/or confusing words andphrases. As well as asking students to identify thecorrect one in each case, ask them to give examplesof how the other might be used.

2b Ask students to focus on the box containingadditional idiomatic phrases (including somemultiword verbs) that relate to relationships, andthen to match them to the phrases in italics in thesentences below. Do the first one together as anexample.

2c This discussion could be done immediately after thepreceding exercises or the following day as areview/revision of the vocabulary.

2a A formal in vocabulary (e.g. belittle) and style(e.g. use of passive Advice and guidance needto be given), aimed at teachers about children

2c Suggested answer

Basically, when it come,s to making choices, ourparent.s need togive us more freedom than they oftendo. Perhaps we’ll make mistakes. FYne, then we’ll ta/kthings through and tiy and learn from them. Maybethey should start by letting us make smaller choicesfirst, togive us a chance to show that we can reallybe trusted to be responsible. And i/our decisions tarnout to be the r~qht decisions, howgood it would be ifourparents told us so! Then maybe they could sag tous, ‘Negt time there’s a b(y choice to be made, we’lltry leaving it toyou!’(102 words)

KeyI B at the time of each birth, parents are in anew situation ... they relate to the new child in adifferent way.2 C the oldest child typically dislikes and avoidschanges and risk-taking3 C they seem to cultivate different personalitycharacteristics or skills.4 B how great an impact ... is mainly related tothe gap between them5 D adopt spec j/Ic patterns of behaviourlearnedfrom the people who take care of them6 A help people become aware of why theythink and behave in the way they do


3a Remind students that in Part 3 they need to reactand respondLtothe pictures, not just describe them.Their coinñ~nt5 should include speculation andhypothesisa~~well as description. Remind them ofthe comments in Exercise I a.

Sb Elicit what;th~~first thing in the task will be(compare And contrast the pictures) before theylisten for th?seeond thing.

3cId Students listen to her answer and discuss it firstin terms of content then focusing on her taskachievement. Tell them not to worry aboutgrammar and vocabulary, etc.

4 Apart from missing one part of the task, it is agood attempt. Ask students to look at the extractsfrom what she said and predict what the missingwords are. Play the recording again for students tocomplete the text and highlight the phrases she usesto speculate or hypothesise.

Sa It would be useful to move students around at thisstage to get them to do the task with someone theyare less used to working with. One can be theexaminer starting the other off and stoppinghim/her after one minute.

5b This reflects the way Part 2 moves into the two-waydiscussion in Part 3. There is obviously no correctanswer; it is the flow of ideas and the interactionthat are important.

6 Encourage students to be honest about themselvesand their partners.

.. . . .. . . . .. . .. . . . . . . .. . . .. . . .. . . .. . . .. .


: Activity 4C can be used after this section; it is a: pairwork activity to review useful vocabulary for: talking about family relationships.... . . .. . ... . . .. . . .. . ... . .. . . ... . ... . . ..


Language development 2 p.66

Suggested answers1A,B,C 2A,B,C 3D 4B 5A,B,C,D6 A, B

2a I tightly-knit ( closely connected) compareintimate (private);strong bond (= emotionally) compare tightbond (physically);we relied on each other compare each reliedon the other;have interests in common compare share thesame interests

2 extended (definition beyond parents andsiblings) compare increased (bigger)only child compare single parent

3ofget on (= relationship) compare get by(survive)

4 expectations ( beliefs) compare aspirations(desires/ambitions)conscientious (= diligent/hard-working)compare conscious (aware/concerned)disappoint them compare let them down(separable phrasal verb so pronoun goes inthe middle)

Probably the best way to begin is to analyse a nounclause on the board to show how a group of words canfunction like a noun. Then read the explanation ofnoun clauses in the summary box and look at theGrammar reference for examples of the various types.One of the main problems with noun clauses isconfusing them with other clauses, such as relativeclauses. Get students to compare:

1 It is amazing that she knew the answer noun clause2 She was the only one that knew the answer relative

clause3 1 liked what she said noun clause (what she said it)4 1 didn’t like the way that she said it relative clause

(can omit that)

I Ask students to skim the text for general contentand say how teachers can use MI theories in theirwork. They should then study it more closely,looking for examples of the three basic types ofclauses.

2 Ask students to look at each sentence and decidewhich type of clause is possible before choosing thecorrect word in each pair. Before checking theanswers, give students time to compare and justifytheir choices.

S sheep an idiom meaning the rebelfrom the start compare from the word godo as + clause compare do anything that +

defining clausehave cross words ( argue) compare speak inany wayhealthy a positive thing

2b 1 takes after 2 get their own way3 looked up to 4 see eye to eye5 runs in the family 6 lost touch7 got on with 8 fell for

Sb 1 compare and contrast the pictures2 say how important the relationships are andhow they might change

3c She talks about pictures A, B and C.3d The candidate was a bit vague when saying how

important the relationship is. She could haveused clearer signposts for the examiner.

4 1 there’s definitely 2 might 3 obviouslybecome less 4 bound to 5 may well6 could affect

KeyIa

.

.

.

.

.

.

.

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3 Start by asking students to skim the text and saywhat the writer’s problem is and what he/she plansto do about it (keeps forgetting things, would like totake a dietary supplement). It is worth pointing outthat it’s slightly unnatural to have quite so manynoun clauses in a text of this length. Secondly, aswell as giving practice of noun clauses, it is alsogood practice for Paper 3 Part 2 (the open doze), asthese type of words are often tested there.

4 The exercise uses transformation to compare usingdifferent noun phrases to express similar ideas.After students have completed the exercise, askthem to compare each pair in terms of emphasisand degree of formality.

5 Students could spend some time writing thesentences in class or do it for homework. Elicit howto follow on from the first stem and give an example(to + infinitive + clause, e.g. It’s easy Jbr me tounderstand why some students find noun clausesconfusing).


Use of English 2 p.67Key word transformations were covered in Module lB.Start by eliciting what students know about the task:eight questions, requiring candidates to complete thesecond sentence so the meaning is the same as the first,using between three and six words including the wordgiven. The task tests both grammatical structures andvocabulary.

Ia Look at the example and the two possible answers.Using concept questions (e.g. Are both answersgrammatically correct? yes; Do they use the wordgiven? yes; Do they use 3 6 words?) to establishthat the first answer is correct and that the second isincorrect as it uses too many words.

lb Give students a suitable time limit (8 10 minutes) tocomplete the task before they compare answers.

2 Use the task analysis to review noun clauses and thegrammatical (e.g. active passive in example) andvocabulary (e.g. dependent prepositions in question5 preventedfrom) areas covered.

phrase (but if would avoid repetition) 11 thatafter adjective 12 what what was the ending?13 Howl Why as subject 14 ho,v afterpreposition 15 that after noun + be 16 ;t’hatas subject (what is it called?)

4 1 parents to want 2 How parents; bring up3 to be confused 4 Knowing who to turn to5 Jt is important to understand 6 for parents toignore 7 Why some people have children

KeyI a evidence that more people are becoming

awareb encouraging that more teachers are

adoptingc suggests that people learn differently

2 a What is good for one learner, How you teachb One feature ... is how it identifiesc depends on whoiwhat you are teaching

3 a Using words, To achieve the best resultsb If the goal is to help learnersc it is important to adopt, no desire to change

2 1 which wh- clause as object of the verb, whichbecause of limited choice. Question wordclauses are related to questions (which areas notWhat area: of the brain are associated withintelligence?)2 that following an adjective3 that that clause as object of a verb, notrelated to a question4 both that clause after adjective (likely) ornoun (likelihood)5 both degree (how far) or simply yes/no (isintelligence affected by diet).6 both to + infinitive (more formal) or -ingclause (less formal) as subject7 what What have researchers been trying todiscover?8 What what clause as subject (What we learnnow)

3 1 how method 2 where location3 who person 4 which 5 whether with or not6 that after adjective 7 what what time8 ifiwhether indirect question 9 whetherchoice, before to + infinitive 10 iflui’hetherboth possible when or not comes later in the

KeyIa l How far our intelligence is affected by

environment is unclear to scientists. [Adding ourmakes it seven words.]

lb 1 It struck me that Jessica is looking well thesedays.2 Having a pet to take care of makes somepeople very happy.3 There’s a strong likelihood/possibility that theconcert will be cancelled.4 The discovery of the letter was an incrediblesurprise to us.5 As a result of his back injury he waspreventedfrom playing in the game.6 Whether or not you attend the meetingdoesn’t really matter to me.7 I’m sorry. I take back everything/what I saidabout your sister.8 We should cut down on the amount of saltin our food according to Nick.

2 1 Noun clauses: Example, I, 2, 3, 62 Vocabulary: 1,2,3,5,7,8

46


writing 2 p.68

Ia The task here is a competition entry, so start byasking students of their experiences of~~~eringIwinning competitions of any type.hopefully at least one student will have a successstory of some type.

lb Within the broad description of a competition,there are a number of possible writing styles. Thisexercise highlights the range of format and stylesand how they might differ.

2 As with all writing tasks, it is important to analysethe question carefully, to identify the content,purpose and style of the piece. When students havelooked back at the task strategy, give them a fewminutes to read the task, highlighting the importantparts and to answer the five focus questions.

3a Students should follow the steps here and the adviceon page 30 to plan the content and organisation ofthe article.

3b Both plans would be appropriate in this article.

4a Having planned the content and organisation,remind students that the next thing to do is plan thestyle and some of the language to include. Elicitways of making informal writing more interesting.If necessary, refer back to the Writing strategy onpage 62.

4b Students compare the openings and justify choices.

4c Spend a moment highlighting how noun clauses canbe used to introduce the topic, give examples andmake suggestions.

5/6 As with previous compositions, now givestudents an appropriate time to write the article(20—25 minutes) and 5 10 minutes to check it.

Key• a story: strong narrative coherence, interestingstory (use of adverbs)• an article: interesting points, coherentargument, helpful/useful for the reader• a review: clear idea of what is beingrevlewedjcjear (and balanced) opinion, will ithelp the reader decide to read/see it (opinionlanguage)

a description: does it bring the person/place to

2 life, vivid picture (use of adjectives)I Two main parts (importance of good memoryvs. bad memory; suggestions)2 To inform and entertain; the competitionJudges, and then the readers of the magazine3 article4 informal style (but not too informal)S enga~j~~j~ readers and choosingexamples/situations the reader can relate to;

making useful suggestions4b I b Asking the reader a question directly is a

good way of opening an article.2 a A clear statement is used as a ‘topic’sentence. b) is probably too informal3 b This is more of a topic sentence, a) soundslike the middle of a paragraph, not the topicsentence.4 a In short helps connect the paragraph withthe rest of the text and indicates to the readerthe purpose of the paragraph.

5 Suggested answer

THE IMPORTANCE OF A GOOD MEMORYAre you one of those lucky people with a goodmemory, someone who can remember everyone’sname at a party and never forgets anappointment? Or do you have the misfortune toremember little of what you read and hear, andare generally absent-minded?Having a good memory is useful at all stages ofour life. Being able to remember facts and figureshelps us sail through our exams at college, andwhen we are at work, we are superbly efficient. Onthe other hand, if we suffer from a poor memory,we struggle with our studies, writing out notes forourselves hoping this will help the information to‘stick’. And of course at work, our office will be ina state of chaos, with little reminders andforgotten bits of paper all over the place.But the idea that there is nothing we can do abouta bad memory is wrong. For a start, when we wantto remember something, for example someone’sname, we should try to concentrate on it and useit as often as possible in conversation. But by farthe most useful technique is to build up a visualpicture around the name to create an amusingmental image of it. In other words, we can learn toremember the name by association.In short, we might have a naturally poor memorybut there are ways of improving it andremembering things we never thought possible.After all, once something is in our memory it takesan awful lot to forget it!(261 words)

lb


47


Module 4: Review p.701C2B3A4D5C6A7C8D9A10B11 C 12 D

2 1 I was impressed with/by the breadth of hisexperience.2 He was an only child.3 It was a really tough decision.4 There is a very close bond between all thebrothers.5 She was made redundant because of thecutbacks.6 He is very/so full of himself.7 Why have they fallen out?8 In the end, I always get my own way.

3 1 depth 2 energetic 3 productive 4 influential5 actors 6 happiness 7 unhesitatingly8 non-conformist 9 endanger(ed) 10 belief11 confrontation 12 responsibility 13 enrich14 lives 15 discoveries

4 1 Deciding who to live with is the mostimportant choice we make in life.2 Some people really know how to dress inorder to show their personality.3 If you want to understand a person, look atwhat their life choices are. / ... look at their lifechoices.4 It’s always difficult to decide what to spendour money on.5 I know that if our choices reflect ourpersonality, they turn out to be better choices.6 It’s interesting that decisions based on theopinions of others are usually wrong.7 The question is how far we really have a choicein any particular situation. / The question iswhether or not! we really have a choice in anyparticular situation.8 It’s easy to say that we don’t have a choice.

Exam practice 2 TRB p.184Paper 1: ReadingID 2C 3A 4D 5A 6B 7CPaper 3: Use of EnglishPart 2 1 set 2 their 3 to 4 the 5 which 6 of 7 make8 in 9 on 10 whose 11 of 12 What 13 bring14 Although 15 werePart 4 1 draw 2 gain 3 slow 4 landed 5 pointPart 3 1 daily 2 unexpected 3 unaware4 embarrassment 5 volunteers 6 spontaneous7 debatable 8 publicly 9 convincing 10 attractionPaper 2: WritingSuggested answer

Paper 4: ListeningID 2B 3A 4A

Report on Information DayBy: Antonia Marinova

I have compiled this report using feedback fromFamilies who attended, plus my personal impressions.Although things generally went well, there is clearlyroom for improvement in some areas.TimetableThe start time of 10.30 was probably too early, as noteveryone had arrived in time for the informativeopening speech. I suggest beginning at 11.30 in future.Also, we must be careful to limit the amount of timedevoted to closing speeches. I noticed many peopleleaving before these had finished. In addition, thesession on practical details might come better earlier inthe day.Video diariesIn general, these were popular, but we receivedcomplaints about sound and picture qualit~ and somepeople felt that one would have been enough. I suggestwe update our equipment and, in future, check videosfor quality and length in advance.Question-and-answer sessionNext year, we must be much more careful whenchoosing the Families. Although it’s important to showboth sides of the situation, we must avoid Families whohad particularly negative experiences.ConclusionsMy impression was that the event was successful. If wemake the changes I have suggested, it could go evenbetter next year.

SA 6C

Module 5 Global issues

This module links together related topics such as the•se of slow cities (cities reacting against uniformity and

other aspects of modern life), the development of aglobal brand, sensitive tourism, island communities andenvironmental concerns.

Lead-in p.71Start with books closed and introduce the topic ofglobalisation One way to do this (which also acts as areview of word formation in the previous module)would be to firstly elicit the noun globe (the world),then from that the adjective global (around the world),then the verb globalise (to spread around the world) andfinally the fairly new noun globalisanon (havingbusiness activities around the world).

Alternatively, ~iveostu,dents a gapped definition andelicit the missifi~’ords, finishing by asking which wordthe definition rejw~sents, e.g. The’______ of,nakingsomething such rJ~Pa ______ operate in a lot ofuroundihe .~. . (Answers: I process, 2 business,3 countries, 4 w~id)

However it is d6ne, they need to know the word and itsmeaningbefore idbking at the pictures and discussingthe three questions. Students might need some helpwith some of the concepts in the quote (e.g. growth of amaterial kind, afihite environment, evolving).

The photos shovta woman in Kenya gathering the beancrop (left); the check-in area at London’s HeathrowAirport (top right); and a monkey in Thailand drinkingfrom a can bearing one of the most recognised logos inthe world.

Background

E.F. Schumacher was born in Germany in 1911 andmoved to Britain in the 1930s. By the 1950s, he hadbecome a government economic advisor. While inMyanrnar (Burma), he developed the principles ofwhat he called ‘Buddhist economics’, based on thebelief that good work was essential for properhuman development and that ‘production from localresources for local needs is the most rational way ofeconomic life’. He became a pioneer of what is nowcalled appropriate technology: earth- and user-friendly technology matched to the scale ofcommunity life. His bestselling and highlyInfluential book Small is Beautiful was published in~975~ He died in 1977.

5A In the slow laneWith books closed, spend a few minutes elicitingexamples of what students like or dislike about city life.Encourage them to think of big cities in general andmake sure they know the word urban.

Reading p.72I Stress that students should only read the title and

subheading at this stage before they discuss thethree questions, which are designed to createinterest in the text and to help them develop theskill of prediction.

2 Give students a suitable time limit to read the textquickly (e.g. two minutes), trying to find answers tothe three questions above. They do not need to lookat the missing paragraphs at this stage.

3 This is the second time students have looked atPaper I Part 2, as it also featured in Module 2 thedifference here is that, like the exam, there is oneextra paragraph. Quickly look at the task strategyon page 168 together to remind students of the bestapproach.

3a Get students to read the paragraphs on either sideof question I looking for linking words or ideas.Look at the highlighted words and elicit suggestionsas to what they refer to. Find the most suitableparagraph and find the links within it.

3b Get students to follow the same process with theother five questions using the Help section ifneeded, before comparing answers. Remind them toread through the complete text once again to makesure it all fits together properly.

4 Ask students to go through the text highlightingand joining all the linking words, phrases and ideas.

5a Ask students to scan the complete text looking forexamples of what Slow Cities are doing or havepledged to do.

5b Put the list on the board and check some items ofvocabulary (e.g. linger, frenzy, drift by) before thediscussion. Finally, ask students where they wouldprefer to live!


Key3aIb I B They were inspired by refers back to Bra

and three other Italian towns; The movement wasfirs! seen refers back to they gathered to the‘Slow’ banner in droves.2 G the enjoyment offood and wineconviviality = long lunches3 C To win it = the designation Città Slow Imark of quality; the ... manifesto pledges (line28) refers back to the list in paragraph C4 F Again in keeping refers back to traditionaldishes; a more traditional way of looking at l(fe =

Despite their longingfor kinder, gentler times$ A a balance between ... (line 46) = this idealcombination; the negative point afterNevertheless (line 48) contrasts with thesuccesses in paragraph A6 D At the very least contrasts with it is hard tomake people ... (line 54)

5a closed some streets to traffic, bannedsupermarket chains and neon signs, given thebest sites to small family-run businesses,subsidised renovations that use regionalmaterial, serve traditional dishes in hospitalsand schools using local produce, cut noise andtraffic, increased green spaces and pedestrianzones, closed food shops on Thursdays andSundays, opened the City Hall on Saturdaymornings, encouraged use of local produce,promoted technology that protects theenvironment, preserved local aesthetic andculinary traditions, fostered spirit of hospitalityand neighbourliness.

5b The Slow City way of lifelinger over coffeewatch the world drift byenjoyment offood and winefostering of convivialitypromotion of unique, high-quality and specialistfoodssmall family-run businesseshandwoven fabrics and speciality meatsmaterials typical of the regiontraditional dishestraditional architecture, crafts and cuisinegreen spacespedestrian zonesThe globalization of urban lifehigh-speedfrenzyfrenetic trayprocessed mealsnoise pollutionpeople shouting into mobile phonesspeed through the streetsculture of speedstress of urban living

Background

‘Slow Cities’ were inspired by the Slow Foodmovement to preserve their unique character.According to the Mayor of the Tuscan town ofGreve, ‘The American urban model has invaded Ourcities, making Italian towns look the same. We wantto stop this kind of globalisation.’ The Slow Cityprogramme involves enlarging parks and squaresand making them greener, outlawing car alarms andother noise that disturbs the peace, and eliminatingugly TV aerials, advertising posters, neon signs.Other priorities include the use of recycling,alternative energy sources and ecologicaltransportation systems. The movement rejects thenotion that it is anti-progress and holds thattechnologies can be employed to improve the qualityof life and the natural urban environment.To qualify, a city must be vetted and regularlychecked by inspectors to make sure they are livingup to the Slow City standard of conduct.The movement hopes eventually to build aworldwide membership inspired by the notion of‘civilized harmony and activity grounded in theserenity of everyday life by bringing togethercommunities which share this ideal. The focus is onappreciation of the seasons and cycles of nature,cultivation of local produce and growing throughslow, reflective living.’ For more on the movement,including their charter of principles, seewww.cittaslow.org.uk

2002 New Internationalist MagazineThe movement currently has about 100 cities in tencountries.

Vocabulary p.74Knowledge of idiomatic phrases will help students invarious parts of the exam. The text on pages 72 3 isrich in idioms; this exercise focuses on some of the morecommon ones that students should be able to usethemselves.

la Students identify and explain the idioms in theextract; one way would be by rewriting it usingother expressions.

lb After students have matched the halves andidentified the idiomatic expressions, they could findeach one in the text and explain the meaning.

Ic This is only meant to be a short discussion toreinforce the expressions and their meaning.

2a The correct words are all used in the text. Thewords to choose from in each question have asimilar meaning or appearance, but only one iscorrect in the context. Remind students that theyshould be looking out for collocations, distractionsand prepositions as well as nuances of ~~aning

50


The exercise is good practice for Paper 3 Part 1.When they have done the exercise and compared5~sWer5, ask them why the other two words in eachgroup are wrong or how they could be used.

2b This could be:aquick discussion or expanded toinclude other aspects of government control of thefreedoms of~individuals.

3 The texVcofltaifls a number of words/expressionsderived from the word live. Students could start byfinding them, it1 the text to live (lines 57/58), goodliving (line 47YTstbndard of living (paragraph 6), life(paragraph 6), quality of l(fe (line 22) andexplaining thóii meanings. Students could usedictionafles, either to help them answer or to checktheir answers~~en they have finished. Encouragethem to think of1the differences in meaning or useof each itern:.~ -

If there is tiilTh, ask students some questions toreinforce the;.vocabulary. For example, if they arestudying abroafl, ask how the cost/standard ofliving compát6i~with their country, how theirlifestyle has chIñged since arriving, etc.

rb4a When student~ have looked at the extract and the

meanings of~the two verbs, discuss theirconnotation~ J~pint out how gulp has a negativeconnotation, whereas sip is very positive; also howthis creates attitudes towards the two drinks cokeand wine an~Uadds to the overall feel of the text.

4b Students c6üid~either think about the meanings ofthe verbs before they try to match them to thecomplemeñts?or use the complements to help themdeduce the~A~eaning after they have matched them.

Extra!Expand the exercise by eliciting other foods orSituations they would use the verbs with or bygetting students to mime some of them.

2a I promote (+ positive) — encourage cf.provoke (+ negative), proceed (continue)2 pledged = promised (what and when) cf.decided (an idea), wished (not possible inpresent perfect)3 ban = prevent/prohibit something cf. barsomeone, censor books/films, etc.4 implement (a policy) = make changes(collocation) cf. carry off outS curb = control/limit cf. bring down (anumber/amount), crack down on6 epitomises = is a typical example of cf.equalises (make the same), expands (makelarger)7 cut = reduce cf. slice (cut thinly), chop (cutinto pieces)8 preserve = keep/maintain as is cf. serve(help/assist), reserve (keep for the future/aparticular purpose)

3 1 a cost of living the expenseb standard of living the quality

2 a way of life of a community over a longerperiodb lifestyle of an individual, easy to change

3 a livelihood source of your incomeb living what you earn to live on

4 a alive predicative (after a verb, not usedbefore a noun)b living attributive (only used before a noun)

S a lifelong (adj.) continuing/existing allthrough your lifeb lifetime (n.) period of time that someoneis alive

6 a live out to live until the end of your lifeb outlive to live longer (than someone else)

4a gulp: to swallow something quicklysip: to drink something slowing, taking smallmouthfuls

4b I e noisily2 c using muscle of mouth through a smallhole

KeyIa turning the clock back (also turn back the

clock, put the clock back) to return to a goodsituation experienced in the past.strike a balance = to give the correct amount ofimportana~ttention to two things

lb If getM4~9 from it all (line 2)., .qM -‘a disturb the peace (line 51)3 h havèi~iong way to go (line 48)4 c swirn~gainst the tide (paragraph G)S b slowlS~but surely (line 27)6 d qualit~ not quantity (line 37)7 g corne~in droves (also with other verbs,e.g. gather.q~~j~~ etc.) (paragraph B)8 e to stfike the right balance between A andB (line 465k

3 b drink large mouthfuls, especially from abottle4 g/h eat quickly, in big pieces because you arevery hungry5 a taking very small bites6 g/h eat small amounts because you are nothungry or don’t like/want it7 f (negative) eat or drink a lot of somethingquickly and eagerly8 i with teeth9 d empty the glass because you are thirsty


51


Listening 1 p.75I Start by looking at the advertisement and eliciting

which company it is for (Nike tnarki:/). Ensurestudents know the meaning of logo and slogan. Tocheck, ask for other examples. It doesn’t matter ifstudents don’t know much about the company, asthey will hear all they need to in the listeningexercise. It might be interesting to do a quick surveyto ask everyone in the class to estimate how manyitems of clothing, footwear or equipment they havemade by Nike to give an indication of thecompany’s size and influence.

2a Ask students what they can learn from the firstsentence (I It is a talk therefore a monologue, not adiscussion; 2 It is about the company Nike; 3 It willbe a man’s voice). The first time they listen is toidentify the four parts of the talk and to summarisethem in three or four words. The idea here is toraise awareness of text structure and of signals (e.g.time references, discourse markers) which indicatethis.

2b Again, emphasise how these four sentences dividethe listening up and clearly mark the content ofeach section.

3a Check that students are clear what is meant bystressed before they listen to the first part of thetalk again. Note that it is repeated on the recordingand that although all the words listed are used inthe recording, students only need to identify thosethat are stressed. This is to draw attention to thefact that, in the exam, the words they need to do thetask are likely to be stressed, as they provide keyinformation in the text.

3bIc Having heard the piece twice, students shouldhave no difficulty answering these questions. Thepoint to emphasise is how knowing what thepronouns and other references refer to may be thekey to getting the correct answer in the exam.

4 Give students a moment to read the notes beforethey hear parts 2—4 again and complete questions3 6.

5 This could be done by dividing the class in two andgetting one half to think of positive points and theother half negative points.

• . . .• • • • • • . . . •• . . . . . . . . • • • . . . . . .• a a a a a a a


: Activity 5A can be used after this section or: anywhere else in the module. It is a simulation :

focusing on the theme of big-business ethics and :: globalisation. :• . a.. a a a. • • e •a a a a a a a a a a • • • • • a a a a a~ a a a •a a

Use of English 1 p.76I Brainstorm the positive and negative effects of

tourism on both large and small communities. Itmight be better to focus on the positive points, asmany of the negative points are covered in the text.

2a Students should skim the text to get a generalunderstanding and answer the two questions.

2b Look at the example together and establish why B iscorrect (it is the availability of cheap travel that haslead to mass tourism, not its suitability orconvenience, and it collocates with readily). Givestudents 10 15 minutes to complete the task.

3 This is designed to reinforce the idea thatcollocation is important in this task.

4 Have students answer yes or no to the threequestions in the survey on page 206. Using a showof hands, estimate the percentage of yes answers.Compare with the results at the bottom of page207. Note: The survey was probably carried outwith a much wider age range than in the class.

Key2a Suggested answers

I The history of Nike3 Accusations against Nike4 How Nike has/have responded

2b ld2c3a4b3a 1 Blue Ribbon Sports 2 Nike 3 logo3b I it/the company = Nike 2 it/it = the logo3c I Nike 2 (Nike) logo4a 3 footwear 4 working conditions

S child labour 6 Opportunity International

KeySuggested answersPositive: creates work (many jobs needed intourist industry), good for local economy(tourists spend money and brings foreignexchange into the country), educational (peoplelearn about other places, languages, etc.), helpsto preserve and protect monuments, traditionsand cultures, as that’s what tourists like to see)Negative: increases local prices (tourists willingto pay more than locals), uses valuableresources (water, land, food, etc. go to touristsinstead of locals), creates pollution, disturbswildlife, destroys local culture (everywherebecomes the same), jobs are seasonal and loWskilled, tourists don’t respect the places theyvisit (can offend local people)


2a problem: Tourism damages local communitiesSolution: Involve local people and respect theirrights

2b IA 2133848 $A 6D 7C SB 913 bChA 12C

3 17,8,92 I, 2, 5-r

~3~guage development 1 p.77

This section reviewrthe concept of gradable and~and the adverbs that can be usedto modify them.Hdwever, it also links to the previous~cLion in thatmuchiof time the combinations are dueto collocation.

Ia Start by looking at the extract and the threequestions. Students should establish that there aretwo types of adjktives, which use different adverbsto modify them.11f students have difficulty with theconcept, spend~sothe time going through theGrammar referende on page 180.

lb When student’~i&ve corrected the mistakes, givethem a mom~ittb check their answers against theGrammar reference before giving them feedback.

2 Remind studènts~of some of the adverb + adjectivecollocations from the English in Use text on theprevious pa~Qeadily available, poorly paid). Askthem to skith the text and answer two questions:What is the~shuation on the islands? What do thelocal people want to do? (Oil has been discovered,they want to getrich). Students might finddictionaries helpful for this exercise. For example, inthe Longinan Exams Dictionary, under thedefinition of slow, it highlights the collocationpainfully slow in the examples.

Background

São Tome an&PrIncipe form a country in the Gulfof Guinea off th’e west African coast with aPopulation ofabout 175,000. Uninhabited until1471, it wasa Portuguese colony until independenceIn 1975. Thwpeopie and culture are a mix ofAfrican (Angolan) and European.

3a Students: should start by looking at the adjectives in

the.second.box and identifying any that have similarmeanings (e.g. furious + irate) and any that areextreme versions of another (e.g. unusual + unique,Similar + ide’ntical, pleased + delighted). Then whenthey have skimthed the passage, ask them tocomplete each gap with a suitable adjective only.

inally, gefthem to go through it again, addinga verbs to each gap to modify the adjectives. To

rlve the point home, ask them to compare theversions with and without the adverbs and say inWhat ways the fuller text is better.

4 This exercise could be done in class or at home.Stress to students that they should try to stick tothe theme of the module when they complete thesentences in ways that are true for them.

• . • S S S S S S S S S 55•••••• S• • S S S S S S S S S S S S S S S S S•.

: Activity SB is designed to be used after this: section. It is a pairwork activity to practice: modifiers with gradable/ungradable adjectives.: Students search for adjectives in a word grid and: match them to a suitable modifier.• SS S S S 55~*•••e• S • • 55•••••• S• S S 55•••••

Writing 1 p.78Start by looking at the picture and finding out ifanyone in the class has been there or knows anythingabout it.

Background

Uluru, known for many years to English-speakingAustralians as Ayers Rock, is 450km south-west ofAlice Springs, the largest town in central Australia.Sometimes described as the world’s largest monolith(block of stone used for religious purposes), it is335m high and 9km around its base.

Students did a Paper 2 Part I task in Module 3. Asit is a compulsory question, it is worth spendingsome time on. This section deals with the sub-skillsof selecting the key relevant information andordering it logically to answer the question.

Photocopiable activity .S.•..S•

SSSS

•5•

KeyIa Ito intensify the adjective

2 very, really3 used only with ungradable adjectives

lb 132 very!virally important or absolutely essential3 absolutely unique (ungradable)43S very/extremely rich (gradable)6 absolutely furious (ungradable)7 utterly/entirely opposed (more formal)

2 IB2A3C4B5C6A7C8B9CIOBhA 12B 13C

3a I absolutely/completely/pretty furious2 pretty/quite/fairly cheap 3 virtually empty4 rather/really pleased S fairly/quite/prettysimilar 6 almost/virtually identical7 quite/slightly/somewhat unusual8 totally unique


-U

53


Ia When students have read the three pieces of input, 3 Suggested answercomment on the different styles of the three types ofwriting. Check for any unknown vocabulary (e.g. /sawyour recent editorialabout the (Warn Nationalsacred, vandalism). Park andi am writiny to say / cannot ayree withyour

lb Get students to find the answers to the questions by criticisms ofthe Ananyu policy ofrestrictiny tourism.highlighting relevant parts of the input. U/nra is a sacredsite/br the ,4nanyu, who have been

2aIb Divide the points into three or four paragraphs there/br over 2o,000years, and while 400,000 tourists4and produce a plan. year may not be huye numbers in national terms, it is

stilla lot.3 Students use their plans to produce a letter of

180 220 words. /ayree that tourism is important to theAnanyu, but it

_________________________________________________ needs to be manayedso that its sacredsites are

Key respected For example, the ,4nanyu themselves neverclimb the roc4 and in my view, tourists shouldbe

lb I It’s been a sacred site for them for over 20,000 preventedfrom doiny so out ofrespect/br the Ananyucyears. traditions.2 Benefits: provides work, educates visitors3 Discourage the current type, encourage / also think the Ananyu should ha ye a muchgreater role 2respectful tourism in how the site is promotedand in tour oryanisation. At4 To increase visitor numbers, the moment, most Ananyu are onfy able toyet low-pai%5 For the Anangu people not to restrict seasonalemploymen4 and theprofits from tourism go totourism.6 More control for local people in tourism and outsiders. However~ they are t,yiny, through the Cultureno climbing. Centre, to encourage a greater understanding ofall

2a Notes that could form basis of sample answer: aspects oftheir culture, notjust the rockParagraph Isaw your recent editorial ... writing to say that Ifthe Government wants to increase tourism to UlurssI cannot agree with your criticisms of the which seems to be its aint it must do so together with theAnangu policy ... important site Anangu and implement measures to reduceIJluru is a sacred site for the A, who have been environmentaldamage~there for thousands of years. (208 words)Paragraph 2 ____________________________________________

Tourism is important, but needs to bemanaged so that these sacred sites arerespected 5B A fight for survivalParagraph 4 The sub-skills focused on in this section will helpIf government wants to increase tourism to students with the Part I tasks in Paper 4 of the exam.Uluru, they must do this together with A; A aretrying to do this by encouraging greater Ask the class if they have ever studied history, whetherunderstanding ... through Culture Centre. they enjoyed it and what people can learn from studyingIn my opinion, A should have greater control the past.over tour promotion so they get a fairer shareof profits. At the moment, only get 24%. Listening 2 p.79

Ia Find out if any of them know where Easter Island 4is or anything else about it. Read the rubric andspend a few minutes getting possible answers to thetwo questions.

lb The sentences don’t give direct answers, but studentsmay be able to infer information.

2


Background

Easter Island, o~~2pa Nui (also the name of thepeople and ~~eirlangUage), was discovered byEuropeans on E~,t,er Day 1722 by the Dutch sailorci

RoggeVee~ The now part of Chile, itsnearest ~~~abited’n gl~boisr, 3,500km away, and hasa current popu1at~h1 01’ about 1,900, havingdropped to a few hundred after young men weretaken tO America as s1a~es and European diseasesravaged the population. Apart from a small areareserved for the ii{’digenous people, it is mainly usedfor sheepand cdttle, grazing. There are about 100 ofthe statues, whiclräre between 3 and 12 metres high,standing.

2 More formal talks start with a clear introductionwhich summari~esihe main point of the talk. Thishelps the listeherto orient him/herself to what theyare going to hear. Give students a moment to readthe.introduction and check what they have picked

Hiup (e.g. Isita~monologue or a conversation?, Is hetalking about Easter Island today?). Look at the(ask strategies,~on pages 170 and 171. Remind them(hey will hear the’recording twice and that theinformation for the answers will come in the sameorder as the questions; but the sentences summarisethe information in the recording, so students shouldlisten for similar ideas. Look at the first questionand elicit what type of word students should belistening for (a two or more syllable adjective afterthe most).

3 Remind students that well-organised talks areclearly divided fnto sections, and each section willbe signalled by s~me kind of discourse marker.When the stiidë’nts have heard the recording twice,give them a.sIiori time to check their answers ingroups before~giving them feedback. Pick up onsome comparisons of how the ideas were expressedon the recordiiig~against the summary (e.g.fineriribal competition competition bet iveen rivaltribes)

id 4 Allow some I~fi~’for students to discuss thequestio~5• Sttidents might know of other events

he from!theipa~that serve as a warning or that peoplecould learn from.

‘liiI isolated 2 coast 3 protection 4 potatoes;birds ~ competItion 6 transport 7 populationScaves LJ

Speaking p.80This continues the theme of environmental problemsfrom the listening and contains a lot of relatedvocabulary before practising it in an exam format.

Ia Ask students not to look at the vocabulary in thebox when they first talk about the pictures. The ideais just to get the concept of each, i.e. climate changeleading to flooding, dumping of rubbish leading topollution, vehicle fumes leading to air pollution andthen to global warming, etc.

lb Then give them sufficient time to work through thelist and match the items to the pictures, usingdictionaries where necessary. Highlight bothindividual words and collocations (e.g. triggerallergies; build-up of greenhouse gases). N B a GMOis a genetically mocflfled organism; DNA stands fordeoxyribonucleic acid.

Ic Students should first try to match the captions tothe pictures before completing them with suitableexpressions.

I d There is obviously plenty of scope for argumenthere. Equally, it is too vast a subject for manystudents to have firm ideas on. Another questionmight be Which of the problems do you think itwould be easier to tackle?

2 Remind students that, in the exam, Part 4 is anextension of Part 3, a three-way discussion

3 1 The talk is divided up into clear sectionscontaining one main idea, with one questionper section being the norm. Signals that helpstudents to identify when the information theyneed is going to come up include sentences thatintroduce the sections, and parallel phrases tothose in the questions.Question I Introduction describing EasterIsland: this tiny Pacific islandQuestion 2 The focus of social life were the stoneplatforms called ahu ... , these platforms wereconstructedQuestion 3 the fact that they all face inwardsQuestion 4 At first, the islanders had noproblems finding foodQuestion 5 Because of easy access to stone,the statues were always at least five metres high,butQuestion 6 The amazing thing is how these hugestatues got from the quarry where they werecarved to the stone platformsQuestion 7 By this date, many of the treesQuestion 8 the absence of trees also led to soilerosion, so that plant and animal species becameextinct, ... When the first Europeans arrived in17222 The words were mainly nouns. This is a sub-answer of Q3

55


developing the theme of the collaborative task. Thissection gives practice in both.

2a Start by looking at the task strategy for Paper 5Part 3 on page 172.

2b Let students listen to the examiner giving theinstructions for the task. Point out that much of itis fixed (Now I’d like you to discuss somethingbetween yourselves ...) and that the important partis signalled with something like Thlk to each otherabout

2cId The students should comment first on what thecandidates said, then on how successfully theyachieved the task. Did they speak about both parts?Did they reach a conclusion? Did they keep theconversation going? Were there any long pauses?Was there much interaction and turn taking/giving?

3a Ask students to complete the notes as they hear therecording again. Some of these structures (e.g. thesnore ... the mole hotter and hotter), are focusedon later in the review of comparative andsuperlative structures in Language development 2 ofModule 8.

3b Don’t let this discussion go on too long, as it is onlya warm-up for when they do the exam taskthemselves.

4aIb It would be a good idea to give students newpartners at this point to do the exam task. Theyshould feed back in one or two sentences.

5 Look briefly at the task strategy for Part 4 on page172. At this point, the interlocutor (examiner) joinsthe discussion and extends it. Ask them to look atthe questions and notice how they move into areasmore directly related to the students’ experience(where you live, ... do you think ...). Give them fouror five minutes to continue the discussion, againconcentrating on keeping the discussion going andturn-taking.

Use of English 2 p.82Remind students what they have to do inPaper 3 Part 4.

Ia Look at the first sentence in the example andestablish that all three words (strange/odd/peculiar)would fit here. Then elicit which of the words fits inthe second sentence (odd) and what it means in thiscontext (not a matching pair). Finally elicit whetherit fits in the last sentence and what the word meansin that context (occasional).

lb Give students five minutes to complete the task andthen let them compare answers. 2

The two verbs used for diseases referred to in theHelp for question 2 are catch and contract (moreformal). The three verbs used with hold are: catcii,take and get.

2 The task analysis again draws students’ attention tO

types of collocation and idioms tested in this partof the paper.

Photo D: Species lossldeforestationbio-diversitydeforestationextinctionloss of natural habitatwipe out/kill off (animals/fish/birds)Photo E: Genetically modified cropsbecome pest/disease resistantDNA technologygenetically modified cropshealth hazardsimprove flavour/nutritionspray crops (with pesticides)

Ic 1 F I recycled 2 bio-degradable 3 conserve4 resources2 A 5 give off 6 pollute3 D 7 build-up 8 global warming9/10 famine/flooding4 B II genetically modified 12 pesticides13 health hazardsSC 14 Deforestation 15 habitat loss/loss ofhabitat 16 extinction

2b I Talk about relative importance of problem2 Decide which is most urgent to address

2c air pollution2d They cover both aspects of the task. Student 2

is better at turn-taking, responding to whatstudent I says and asking questions. Student 1tends to dominate, cuts student I off and doesnot invite responses from her.

3a I the more 2 and more 3 anywhere near4 hotter and hotter 5 pretty much 6 nearly7 by far the most

KeyI alb Photo A: Waste disposallrecycling

bio-degradable materialsdispose of / dump (waste/rubbish)incinerate/recycle wasteuse up/run out of/conserve resourcesPhoto B: Air pollutioncontaminate water suppliesdestroy the ozone layergive off/emit carbon dioxide/toxic fumespollute the atmospheretrigger allergiesPhoto C: Climate changebuild-up of greenhouse gasesglobal warminglead to/run the risk of famine/drought/flooding

2c

56


Keyja oddlb i sense 2 caught 3 date 4 beaten S company.2 Idioms: Question I not much sense in, a sense

of panic; Question 2 catch hold of something;Question 5 to be in good company

~~flguage development 2 p.83

This section assumes students at this level are familiarwith (he idea and basic forms of conditionals andfocuses on more advanced uses and forms. If somestudents find the first part difficult, it might need to besupplemented with extra practice from elsewhere in thefour basic types.

Ia This is a review of the basic types of conditionalsentences (‘zero, first, second and third’ or ‘real,unreal (present) and unreal (past)’). However, theexamples use less typical structures than wouldnormally be found in grammar books (e.g. inquestion 1 might not would, in question 2 pastLenses not present, in question 4 present continuousnot ~i’ill). Give students a chance to match theexamples to the explanations before comparing andlooking at the Grammar reference on page 180. Usesome concept questions to check their meaning. Forexample:

I Are the farmers happy? Has it rained enough? Isit likely to?

2 Did it happen once or many times? Does ithappen now?

3 Is the town flooded? Why not? (It stoppedraining.)

4 Am I definitely staying at home tomorrow? Whywill 1? Is it4likëly to snow?

lb Advise the stude~ts to look carefully at the wholeentence and to think about both the time referencend whether the situation is real or not before theyhoose an answer. Allow some time for discussion

and Justificati~”before giving them feedback.Manipulate~the six sentences to compare otherforms with diff~’i~nt meanings.

2a Tell studentsjihat: these two sentences give examplesof (he two types of mixed conditional that are most

d Common. .Ask,students to identify how each is madeup and why..

2b They will need to identify the time of each part asthey complete the sentences.

2c Encourage students to use their imaginations to

complete the sentences in either thought-provokingor amusing ways and in various time combinations.

3 Start by asking students if they enjoy air travel and

eliciting Some negative aspects of it (cost, noise,pollution, space needed for airports).

3a Look back at sentence I, question I in the Use ofEnglish exercise on the previous page. Ask studentshow it could be reworded and establish that unless isan alternative to ~t in this case ~f not. Do question Itogether and draw students’ attention to the otherchanges that were necessary (removing don’t) beforethey work through the rest, referring to theGrammar reference if necessary.

3b Also ask them how they would feel if a new airportwas built near where they lived.

4a When the students have compared the first pair ofsentences and established that b is more formal, askthem to complete the exercise and justify theiranswers in pairs.

4b When students have completed the three sentences,reinforce the idea of when to use the structures byeliciting where they might have come from (e.g.sentence 2 could be from a notice in a hotel room),establishing that they are all quite formal.

KeyIa 1 c second conditional for unreal situations in

present or future2 a zero conditional for real, repeatedsituations that are always true3 d third conditional for unreal situations inthe past4 b first conditional for real situations in thefuture

lb 1 If it snows again this week, the match onSaturday could be cancelled. (real possibility)2 If it rains during the night (future), the groundmight be (possible) too wet to play. (cf. If it hadrained during the night (past) the ground mighthave been too wet to play.)3 It was a good holiday (past), but ~f it had been(unreal past) sunnie,; I would have enjoyed(unreal past) it more. (cf. It is a good holiday(present still there), but if it was sunnier I wouldenjoy it more (but it isn’t).)4 If there is an avalanche warning (future realpossibility), I won’t go near the mountain (result1st conditional) (cf. If there is a warning, I don’tgo near the mountain (regular timeless event).)5 If the typhoon had hit the island (unreal pastit didn’t), everything would have been destroyed(it wasn’t). (cf. If the typhoon hit the island(unreal future), everything would be destroyed.)6 If a giant hailstone hit you (past tense forunlikely future possibility), it would hurt (secondconditional)! (cf. If a giant hailstone hits you, ithurts (general truth)! or If a hailstone had hityou, it would have hurt (unreal past)!)


• . • . • • . • . . • .• . • •. . . .• • . • •• • • • . •• • • . • .• • .

Photocopiable activity

: Activity 5C can be used at any time after this :: section. It is designed to recycle and practise :: language from across the module. Students can :: work either individually or in small groups. :• . • •• . . . • . • S S S • •S • S S S S S Sees s • • S 55••••eee


Writing 2 p.84Start by establishing the difference between litter(unwanted items dropped in a public place) and rubbish(UK), trash (USA) and refuse (/refju:s~ (unwanteditems put in ‘official receptacles’).

I Give students a few minutes to discuss the twoquestions without looking at the task.

2 Check the Writing reference on page 192 ifnecessary. Get students to read the task, includingthe input, before they answer the six questions.

3a If there is time, let students look back at the noteson planning and coherence on pages 30 and 46before they start. First, they highlight the keypoints.

3b Students should think about the number and scopeof each paragraph.

3c Match the points highlighted in Exercise 3a to theparagraphs in Exercise 3b.

3d Discuss the pros and cons of each title and ask ifanyone has a better one.

4a The focus here is on style. The six sentencesdemonstrate different ways to achieve aninformative, lively, informal style.

4b As before, point out that they will not be able to useall the structures in one article.

5/6 It might be useful to let students write the articlein their own time, but then spend some time in classgoing through the checklist with them before theyhand in their work for marking.

2a 1 2nd for the condition (unreal present I’mnot afraid and never am) + 3rd for the result(unreal past I did go out)2 3rd for condition (unreal past we didn’tlisten) + 2nd for result (unreal present result ofpast inaction is that we are in trouble now)

2b 1 had not destroyed (unreal past); would/mightstill live/be living (unreal present)2 were not (always); would not have built (past)3 would not be (present); had not erected (past)4 did not use (present); ;i’ould not have killed off(past already)S had invested (past); would/might not be(present)

3a 1 Air travel will continue to grow unlesseconomic conditions deteriorate again.2 The total number of flights will not declineunless fares rise steeply.3 Many people will continue to fly whether theprice of tickets goes up or not. / whether or notthe price of tickets goes up.4 Targets for reducing atmospheric pollutioncan be met, provided that air travel isdramatically reduced.5 Most people are in favour of new airports, aslong as they are not built near their own homes.6 A new airport might already have been built,but for opposition from local groups.7 People should protest, otherwise the newairport will go ahead.

4a Sentence (b) in each case omits if and invertssubject and verb. Additionally, in sentence 3 waschanges to were. It is formal, whereas sentence(a) is neutral in register.

4b 1 Had (formal letter) 2 Should (formal notice)3 Were (formal letter/report)

S

e

S•

Key2 1 Student representative on the Health and

Safety committee; article for student newspaper2 To inform students about Clean-up Day andthe campaign3 What happened on Clean-up Day; what theeffect has been; what the principal’s mostpopular new policy is; which of her measureshave been unpopular4 The context: who you are, what has happened.what you’ve been asked to write and why; fromthe poster: volunteers, bags/gloves provided,leaflets distributed, free supper; from the notes:successes and failures5 Informal, conversational: you are a studentwriting to other students.6 Is it persuasive, lively, interesting, wellorganised?

3d B (A is too formal, C is not about the litter dayand the article is not about threatening litterlouts but encouraging them to change)

4a lc2a3d4eSf6b

58


Module 5: Review p.861C2B3A4D5C6B7A8D9BJOCliD 12B

2 1 catch on 2 wiped out I dying out 3 given off4 away from 5 runs 6 swim 7 disturbing8 over 9 dependent 10 go

3 As people are becoming more weight-conscious,the major fast-food chains are now offeringhealthy options as an alternative to traditionalburgers and chips. However, if customers hadn’tcomplained, there probably wouldn’t now besalads on the menu at all. Some customers havebeen terriblyiextremelyIreally!very pleased orabsolutely!highlyireallylquite delighted with thesenew additions, while others have beenbitterlyIdeeplylverylextremelylreallylterriblydisappointed or deeplylreallylterribly upset. Ifyou’re I Should you be one of the ones deeplyattached to burgers and chips, don’t worry,they’re still on the menu.But for this change of strategy, the fast-foodchains’ profits would decline I would havedeclined even further. The effect on profitmargins has been entirelylextremelyIhighly!verybeneficial. What people don’t realise is thatwhen you eat a Caesar salad, you often consumejust as many calories as you would if it waslwerea plate of burger and chips! It’s painfullylfairlyltotallylextremelyIveryiperfectlylquite obvioustha if people simply ate less, there wouldn’t bethe current obesity crisis.

4 1 Provided we make a concerted effort to fightracism, it will decline. (... to fight it, racismwill...)2 Whether or not genetic modification of foodis safe, many people are suspicions of it.(Whether or not it’s safe, many people aresuspicious of genetic modification of food.)3 Unless something is done about climate

~ 4’ change, there’ll be a severe water shortage in afew years4 Had the Soviet Union not collapsed,globalisation might not have spread so quickly.5 As long as we carry on burning fossil fuels,there will always be pollution.6 Should the population carry on declining,there’ll need to be more immigration intowestern Europe.7 But for the Internet, we wouldn’t know what’sgoing on in some countries.

n

g Suggested answer

The big cIean~P CamPaigniHave YOU ever’wondered what our college

would be like ifit ~ cleaned up? If so, youshould have beenrwith us after Clean-up Daylast Saturday.

The idea wasithat we would tidy it up and theprincipal would~iriti’OduGe a number of newpolicies to keep it tidy. On the day itself, weissued ~~bbis~,~g5 and rubber gloves and setyou to work, whilé1otherS distributed leafletsabout how to kè’ep the college clean. As areward, everyone was given a delicious buffetsupper free of~pharge!

And what a~t?ansformation! For the first timethat any of uscan’remember, the college islitter-free, and doesn’t it make everyone feelmore positive aboUt the place?

The most popular of the policies has been toban smoking, even among smokers who, itseems, hated seeing cigarette ends around theplace! Also, it’sclearly been a good idea to putextra bins around the place.

The idea of leaflets, however, wascounterproductive, since it only created morelitter! Also, students feel that the new fines fordropping litter ar6•unworkable, particularly asthey are too hi~ii!

So now it’s clown to us. If we all like a cleanercollege, which~if ééems we do, let’s try to keepit that way! 7(218 words)

iS

Module 6Looking forward, looking back

This module reflects the focus on aspects of the futureand the past. Topics include health and appearance inthe future, changes in lifestyle, medical discoveries,personal experiences, visiting museums and the contentof guidebooks.

Lead-in p.87Start with books closed. If possible, take in somephotos of some well-known people or models frommagazines, both men and women, who are consideredbeautiful. Alternatively, elicit names of some and listthem on the board. If the class is roughly equallydivided, ask the male students to decide on the mostattractive man, and the female students to decide on themost beautiful woman. Then see if the other groupagrees! Ask if any of the people would have beenconsidered beautiful 100 years ago and if any are likelyto be considered beautiful that far in the future.

Then look at the photos on page 87 and discuss thequestions. Ask if beauty is about body shape, physicalappearance, hair, skin tone, fitness or anything else. Thephotos show three different examples of ideals offeminine beauty: a 17 -century French aristocrat (left),a catwalk model from the present day (top right) and anEgyptian queen from ancient times (bottom right). Thediscussion does not, however, need to be limited tofeminine beauty.

6A Health and fitness• • •• • . •. . . . . . . . .• . . . . • . . . • • • . . • • .• . . • • . .

: Photocopiable activity :: Activity 6A could be used to introduce the module :: or at any stage during it. Students work in pairs to :: do a quiz about health and fitness, which pre- :• teaches or reviews a lot of vocabulary related to: the topic. :• . . . • . . •• • • •• • . • •• • . • •• • • . • •• • • • • •• • • .• •

Ask the class if they are concerned about their healthand fitness and what they do about it. Or ask if theyare more concerned with their health or appearance andwhich they spend the most time and money on.

Reading p.88Remind students that Paper I Part I consists of threetexts each followed by two, four-option multiple-choicequestions. The texts are related thematically but vary intype.

I Give students a moment to determine the functionof each text from the headings alone. Note that Kin 10K is an alternative to the more common kmabbreviation of kilometre.

Background

Cancer Research UK is the world’s leadingindependent organisation dedicated to cancerresearch, supporting the work of more than 3,000scientists, doctors and nurses across the UK. Itraises and spends over £250 million each year onscientific research.

2 Allow 90 seconds for students to skim the texts toget a gist of their content and function.

3 Remind students that in multiple-choice questionsonly one answer is correct and that the other threeanswers must be incorrect. If they have time, it isuseful to establish why the other three choices arewrong as a way of checking that their choice is theright one. Give the class a suitable time limit (15 2minutes) to complete the task before getting themto compare and justify their answers.

4 Conduct the discussion in small groups. Includeother sponsored activities that students haveentered.

Again with books closed put the words health andfitness on the whiteboard and ask students to compareand contrast the meanings. Elicit related words andcollocations (e.g. fit, get fit, physical fitness, fItnessfanatic, heal, healthy healing, healthily, health cent relclub/farm/food, etc). Put the expressions/collocationsHealth andfitness and Fit and healthy on the whiteboard and ask students why the word order changes. (Inbinomial expressions two connected words joinedwith and where the words have similar importance theshorter word precedes the word with more syllables.)

Key3 I A All routes pass through beautiful

locations, the other points are all mentioned buldo not apply to ‘every route’2 A online only, ii’ith no entries accepted onthe day3 C the change in body weight ... most impacton those under 204 C scientists develop ways of giving uswrinkle-free complexions


S A itisithe only one that fits the criteria ofbein&of uiiversal appeal, positive and able tobenefitS e”eryone.6 B empii?ical (based on scientific testing)~vjdence’isJeqhi11~ed in the research questions,

data collection, analysis and interpretation ofresults. N0S1A as the paper can be submitted bystudent~iiqt C as it can be published orunpub1ish,4d,~n0t D because presentation style isndt mei~iiibned in the article.

Sb The exercise gives common examples of this suffix.

Sc It is a suffix that is common on food and drinklabelling e.g. alcohol-free, cctffeine-free, additive-free.Other examples are stress-free, risk-free, accidentfree, etc.

Extra!There is an opportunity for some learner traininghere. Encourage students to keep lists of differentsuffixes in their notebooks, constantly adding tothem as they come across further examples.

VocabularY p.90There is a lot of vocabulary in the section, so it wouldbe useful to taãicl.e it’in stages.

Ask students to keep their books open on the readingtext. Start byasking them to look through the secondtext.for expressions that express;

optimism, e~g.j~is likely thatpessimism, 4irny,rnain concern isthere is nott&shred of evidence thatIfear thatdoubt, e.g. Ih~Thsceotical about...

Now ask students to look at the table on page 90. Showthat column A contains ways of expressing opinionsabout the future. Column C contains time referencesand column B predictions for the future. Note the useof they to refer to scientists in they will find a cure.

Ia Give students time to prepare some sentences, thenput them in groups to discuss them. It might beuseful to revise some ways of agreeing ordisagreeing first.

lb Leave studèntsin groups to discuss their opinionsof when the’!~’&ond list of events will occur (ifever.). ‘An eal-anything pill’ is a drug that allows youto eat whãt~you want without putting on weight.Finally, ask~f they have any other predictions thatthey would like té share.

2a This exercise picks up some interesting vocabularyitems (some of~which are from the text) andcontrasts them with similar words. Remind studentsthat they need1to choose the verb that fits thecontext according to its meaning or collocation.When they have finished, ask the students how theyWould use the other verbs.

2b If necessa~ give prompts, such as which of the

following can be affected by diet: hair, avoidingCoughs and colds, fighting major illnesses, energylevels, etc.

The Sentence is from the second text. Elicit the factthat a wrinkle is a noun, but wrinkle-free is anadjective so in this case adding the suffix changes

e form as well as the meaning.

Suggested sentencesI I’m confident/optimistic that a cure for cancerwill be found in the not-too-distantfuture/within a decade/at some stage/one day.2 I predict that no one will look their age acentury from now/in 100 years’ time.3 1 fear that obesity will reach epidemicproportions in the near future.4 It seems far-fetched to think that we will beable to change our appearance at will a centuryfrom now/in the near future.5 1 don’t hold out much hope that hair loss willbe cured in the short term.6 1 can’t see any evidence that we are going toachieve the perfect body in the near future/inthe short term.7 I think/believe that living to 100 will havebecome the norm one day/at some stage/withina generation.I believe that hair loss will be cured in the longterm.8 In my opinion, it is highly unlikely thatexercise will become unnecessary in 100 years’time.In my opinion, it is highly likely that lasertechnology will make glasses and contact lenseshistory in the not-too-distant future.9 I’m sceptical of claims that exercise willbecome unnecessary one day.

2a I deteriorate qualities deteriorate; numbersdecline, standards slip2 pumped pump money into something3 pinpoint to discover/explain exactly;diagnose an illness, place an object or person(remember where you last encountered them)4 replicate get the same result again; imitatecopy, indicate showS point to point to a fact or link6 reversing reverse a trend — move in the otherdirection, restore — return to a former state7 applying apply a cream, etc. to skin; installmachinery8 weigh weigh up consider both sidescarefully

KeyI

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Use of English 1 p.92If there is time, start with books closed and expandthe discussion, getting students in groups to discusstheir sleeping habits. They could discuss ideas suchas: what time they like to/usually go to bed/get up,how they sleep, if they ever oversleep, if they haveever fallen asleep when they shouldn’t have, thestrangest place they have ever slept, the longest timethey have been without sleep/have slept, etc.

2a Give students 30 seconds to skim the text and toanswer the two questions.

2b Remind students of the task type by looking backto page 34. Brainstorm the types of words thatstudent will need to complete the text or look at thetask strategy on page 169. Remind them to look atthe words both before and after each gap. Givethem 10—15 minutes to finish the task.

3 Students should now go back through the text andidentify what type of word was needed each timeand what clues told them so.

4 Examples for the discussion could include: peoplewho work at night, people with really boring jobs~people who work where not much happens, museumattendants, security guards, exam invigilators.

3a Without wrinkles. The suffix -flee is added tonouns to form adjectives with a positiveconnotation.

3b I debt-free 2 rent-free 3 interest-free4 sugar-free 5 trouble-free 6 tax-free7 lead-free S fat-free


Listening 1 p.91The aim of this section is to practise skills for Paper 4Part I where candidates need to recognise feelings,attitude and opinions.

I The exercise is designed to create interest in thetopic. Keep it short and general as students have achance to say what they do to keep fit at the end. Itcould be done in small groups or as a whole classactivity brainstorming ideas on the whiteboard.

Suggestions include; Food eat more organic/lessfatty food; Exercise take the stairs not the lift,cycle to work/school; Other get lots of sleep, moveto the countryside.

2 Get students to read the questions in a and b beforethey listen for the first time.

3a Give students a moment to read the opinions. Pointout that these are summaries, not the words used inthe extract. This time they listen for meaning.

3b Play the extract for a third time. This time they arelistening for language used to express the opinionsin Exercise 3a. Remind them that this part is notnecessary in Part I of the exam.

4a Give them a moment to read the opinions. Point outthat it is not a multiple-choice activity but for eachof the points A E they should decide if thespeakers agree or not.

4b After they have listened again and identified theexpressions used, elicit other possible ways ofindicating agreement and disagreement..

5 Ask students if it is easier to exercise well or eatwell. Ask if they prefer to spend a little extra to buyorganic foods.

LangCleft Sare notwill themuch o

You coand gutranspl

TheLouisdaysfe ma Iweakepatien

Ia Loobasiempthe

lb Refrefe

Ic Thisit cocomcan

2a Studthe(he t

in thand(PerChri

2b EmpknosenteExe

Key2a 1 A medical condition which causes sufferers to

fall asleep without warning at any time of day.2 It would help narcoleptics and other groups ofpeople stay awake; it can improve other aspectsof mental functioning.

2b I their (plural possessive to match sufferers)2 that (cleft sentence)3 One (before a non-defining clause; A manwould need to be followed by a defining clause)4 himself (reflexive pronoun)5 nobody (cf. no one fits grammatically but isusually written as two words)6 all (before plural noun sufferers, cf. nearlyevery sufferer)7 the (definitive article before noun only oneconclusion)8 due (is due to, cf. is because of)9 What (cleft sentence)10 no (before noun + at all)11 of (noun + of+ noun12 such (before a + noun)13 like ( such as)14 out (multiword verb: carry out a test/trial)15 in (in addition)

3 16,7,10,122 2,4, 53 1,9

Key2a A2b suggestions: which way to turn, when to change

partners, tripping over my own feet, keeping intime to the music

3a 152B3M4B5S3b 11 realise that 2 You and me both 3 Come off it4a A,D,E4b Agreeing: I don’t deny; You do; You might have a

point there4b Disagreeing: So how come ; Yes, but hang on!

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development 1 p.93

Cleft sentences are one of the few bits of grammar thatre not really studied until an advanced level. Students

will theref0I~ be much less familiar with them than withmuch of the other grammar reviewed in this course.

You could start by asking students to close their booksand guess where and when the first human hearttransplant took place.

Background

The recipient of the first transplant, 55-year-oldLouis Washkat~çy, died of pneumonia only 18days after receiy~~ng.the heart of a 25-year-oldfemale donor after ~e anti-rejection drugsweakened his ii~mune system. Barnard’s secondpatient lived much longer.

...ft

Ia Look at the--four senknces and establish that thebasic information in each is the same, but theemphasis changes.- Then spend some time looking atthe Grammii ‘eference starting on page 181.

lb Referring back to the table or the Grammarreference, students rewrite the sentences.

Ic This is noPmeint as a serious discussion, althoughit could beco~e one! Encourage students tocomplete the sentences in a humorous way if theycannot~do them for real.

2a Students should’look back at the table at the top ofthe page to do this, noticing that it is just reversingthe two parts. Sentence 2 could also be transformedin this way, but would involve an additional changeand would be very formal and rarely used(Performing the first heart transplant was whatChrist iaan Barnard did.).

2b Emphasise that this is more a test of generalknowledge than grammar, the idea being that theSentences give further examples of the structures inExercise 2a.

Background

• Crick and Watson’s discovery of the structure ofDNA as a double helix also explained how geneswere coded and how DNA could divide andreproduce. With Maurice Wilkins, they wereawarded the Nobel Prize in 1964.Gene splicing is the manipulation of the geneticmaterial of an organism to introduce genes fromother organisms to alter the characteristics of thefirst. It has led to medical advances such as theproduction of artificial insulin and thedevelopment of super tomatoes.

• The first of well over a million born worldwide,test tube baby, Louise Brown, was born inOldham, UK, in July 1978 as a result of thepioneering work of Patrick Steptoe and RobertEdwards. She worked for a while as a postalworker, leading to plenty of jokes about ‘specialdeliveries’.Dolly the sheep, said to be named after the singerDolly Parton because the cells that cloned hercame from her motherftwin sister’s udder, wasborn in 1996. She went on to have lambs naturallyherself, but died at the young age of six in 2003. Itis not known whether it was because she wascloned.

3a To focus on form, the content of the examples is thesame. Elicit other ways that the structure could beused (e.g. it was on + day/date, it was at + time, itwas by + method). Elicit and practise situationswhen the structure is commonly used, such as whencorrecting information (e.g. ‘The first transplant waspeijbrmed in 1977.’ ‘No, it was in 1967 that ...‘) orresponding to questions (e.g. ‘Was the firsttransplant peiformed in the USA?’ ‘No, it was inSouth Africa that ...‘) or emphasising a difference(e.g. It was in South Africa, not the USA, that thefirst ...).

3b Point out that the structure can be use in the past,present or the future before students attempt thetask.

3c This time, encourage students to complete thesentences in a way that is true for them.

Extra!Get the class to look back at the Use of English texton the previous page and identify the two cleftsentences (It is not just their own safety that is atrisk. What this discovery has led to is ...).



Writing 1 p.94This section looks at aspects of cohesion: therelationships based on grammar or vocabulary betweenparts of sentences or across them that hold texttogether.

Ia When the students have identified what the linksrefer back to, ask them what the sentences would belike without them (repetitious). Ask if referencesalways refer back. (No, they can also refer forward,e.g. It used to be consideredjust sport, but now formany people exercise is an essential part of their lift.)Spend some time looking at the Writing referenceon page 200, which lists examples of logical,grammatical and lexical links.

lb Get students to skim the box and answer a gistquestion such as What does the writer believe is thebest way to remain young? Then give them time tocomplete the text.

2aIb Students should have no problems findingexamples of repetition in this piece of writing.Later, they could look for repetition in a piece oftheir own writing and try rewriting that, focusing onthe cohesion.

3 It could also be a sports club or health spa if thatwould be easier for students.

Photocopiable activityActivity 6B is designed to practise the cohesivestructures covered in this section. Students work ingroups, playing a game like dominoes, matchingtwo sentences together and completing the secondsentence with a word or part of an expression thatprovides cohesion to the first.

........................................

KeyIa 1 the subject (ii’ho) 2 the action 3 the time

4 the placelb I The country where the most cosmetic surgery

is performed is Brazil.2 The reason many people have cosmeticsurgery is to improve specific facial features.3 What I’d really like to change is the shape ofmy nose.4 What you need to do is take more exercise.5 The thing that companies are most keen todevelop is a drug that prevents obesity.6 All my sister has ever wanted is to look like amovie star.

2a I Dr Christiaan Barnard was the person whoperformed the first heart transplant.3 1967 was the year when Dr ChristiaanBarnard performed the first heart transplant.4 South Africa was the place where DrChristiaan Barnard performed the first hearttransplant.

2b I DNA 2 1973 3 1978 4 Edinburgh3b 1 It was the Danish geneticist Wilhelm

Johannsen who coined the term gene, notGregor Mendel.2 It is obesity rather than cancer that is now themajor cause of death in the UK.3 It wasn’t until the 1950s that the link betweencigarette smoking and cancer was identified.4 It was three years ago that/when we last had aholiday abroad.S It was only when I got to the airport that Irealised I’d left my passport behind.6 It’s because you work so hard that you’realways stressed out.7 It is only by identifying its causes that we canovercome stress. / ... identifying the causes ofstress that we can overcome it.

.

.

.

.

.II

KeyIa 1 One method > several ways; Another>

several ways/method.2 there> a gym; then > last month; which iswhy > been going there every day since then;her> Tania3 those people> people who eat a lot of meat;it > eating a lot of meat; so > you are one ofthe people who ... ; millions> those people;such > eating lots of meat4 neither do > doesn’t believe in plastic surgery

lb I whatever no matter what2 What’s more in addition to people believingin the need to use creams etc.3 their unscrupulous food manufacturers4 such claims food supplements can reversethe ageing processS neither do don’t believe the claims6 the ones the scientists7 prevent ageing stay looking young8 this aim prevent ageing9 First of several ways10 which eating sensibly11 Secondly of several ways to achieve theaim of preventing ageing12 such as an example of exercise13 Finally of several ways14 That’s why in order to keep mind active

2b Suggested answer

INTROPLJCTIONWe appreciate that the ast thing that manyyou have time to do is to keep fit. However,physical exercise is the key to maintaining a

64


~ted

~ uxury club’ that offers a convenient andenjoyaW way to achieve your personal fitnessgoalSi whatever they may be. What’s more, wepride ourselves on offering a welcomingatmosPF~&8 one in which you can feel relaxedand at ease.FACILITIESOnce inside this urban paradise, you will find arange of facilities, all of which are free tomemb’er~ Why not take a dip in the heated pooior enJoy a snack by the poolside? Or perhapsyou’d prefer astrerluous workout? If so, the Club’offers a Iarge~variety of state-of-the-artexercise machines which will challenge thefi~test,afl1OMg:y9U.We think our cJ[~ié the best in the city and, weare pleased to ~y, so do our members.

ljI~


68 Unveiling the pastStart with books closed and ask students to define theverb to ii,,veil, and elicit two related meanings: I tortmove the cover (the veil) from something, to uncovere.g. a new statue or plaque); 2 to show or tell people

about something for the first time (e.g. to unveil newplans.)

So unveiling the past’ means both to uncover and tolell someone about the past.

LIstening 2 p.95

ing Remind students that Paper 4 Part I consists of threeshort extracts, usually dialogues, with three multiple-choice questions on each.

I Give students a moment to skim the introductionsto the texts for the gist and match the pictures tothe extracts.

Ask students to read the questions and find theconnection between questions 2, 4 and 5. (Answer:feelings 2 I-low did Liz feel ...; 4 Hoii’ did he feel5 Host’ does the caller feel?)

Either deal with the extracts one by one, stoppingafier each to check the answers, or closer to examconditions playing them all without stopping beforechecking the answers.

2 Giv .e Students a few minutes to discuss their choices.If Possible, follow by giving them the audio script to

eck their answers.3 Students could be asked to think of their earliest

memories as well as vivid ones, either happy or not!

Speaking p.96On way to start would be, with books closed, to askstudents to talk about the last time they went to amuseum/art gallery, where they went and what theythought of it. This should create some interest in thetopic and bring up some of the vocabulary.

Ia The photos feature an animated dinosaur thatmoves, roars (and smells!) at the Natural HistoryMuseum in London, and a guide who dresses andacts in character as a period solider at the ImperialWar Museum, as well as more traditional museumdisplays. Students can use the adjectives given, aswell as any others that they think appropriate.

lb There are a number of possible answers here. Forexample, are the two girls really into their drawingsor bored stiff?

2a Students can use dictionaries or pool knowledge forthis task. Encourage them to think of examples, notjust definitions. Pay attention also to thepronunciation also (e.g. stress in exhibit andexhibition).

2b When students have completed the text, they couldwrite related sentences to use some of the otherwords.

3a Students should by now be used to listening for twoparts to the task.

3b He talks about photos A, B and C, and says thatmuseums are more interesting when visitors interactsomehow with the exhibits or staff. If necessary,refer back to the task strategy to have some pointsto assess his performance against.

3c He answers both parts of the task. He compares theway the exhibits are brought to life when the visitorsinteract with them in different ways, and he talksabout how successful exhibits of this type (but notthese specifically) might be. However, he includessome comments on the negative effects of queuing,which could be seen as irrelevant.

KeyI C I was just so ines,nerised by the sheervolume of people there2 A so overwhelming ... that I it’as in tears formost of the time3 A we were able to match a single hair foundon the scene all those years ago with one fromour current investigation4 C I’d been rather hoping to spend my yearscoining up to retirement doing somethingrelatively undemanding5 B I lie awake all night wondering si’hether ornot I should let her know6 B If you speak to the teacher without sayinganything to your friend, you run the risk she’llfind out you’ve gone behind her back

65


4a Establish that, to make what they say moreinteresting, students will need to add emphasis toimportant parts. This reviews three ways of doingso. When students have categorised the fiveexamples, remind them that sentences 3 and 5 arecleft sentences.

4b Allow students to look back at page 93 if they needhelp to transform the sentences. Check they knowwhat fossils are.

5 Remind students to answer both parts of the task.The instructions for student B in Task 2 are abovethe pictures on page 206. What is introduced here isthe type of questions students will be asked tofollow up their partner’s long turn.

6 Encourage students to analyse their performanceseriously and also to think about ways they couldimprove.

7 The discussion is a perfect opportunity for studentsto focus on their weaker areas.

Key2a 1 admission fee: fixed amount of money paid to

get involuntary donation: variable amount of moneygiven by choiceseason ticket: pass for a fixed amount of timethat gives admission (probably at a reducedrate)2 an exhibit: an object in an exhibitionan exhibition: a collection of objects on show tothe public Lan exhibitor: the person who puts the object(s)on show3 a guide: someone who shows visitors aroundand gives them informationan attendant: someone who works for theinstitution and provides a specific service (e.g.security, information on request, cloakroom)a curator: someone with specialist knowledgewho looks after the objects4 an event: a special performance/exhibition/etcorganised for a specific time periodan incident: a single, noteworthy happeningan experience: something that happens thatinfluences or affects you5 a catalogue: a detailed list of every objecta guidebook: a description of the mostinteresting objects bound into book forma brochure: a short guide to the exhibition inleaflet forman audio guide: a description of the objects inaudio format (e.g. cassette, CD)6 wander (around): to walk slowly, in a relaxedway, without specific aimstrudge (along): to walk heavily, as if tired andboredstride: to walk quickly and purposefully

2b I exhibition 2 season ticket 3 event4 wandering 5 catalogue 6 audio guide7 attendants

3a I Compare and contrast photos2 Say how successful the places might be inencouraging young people to take an interest I

the past3b He talks about photos A, B and C.3c Yes, he dealt with both parts, but also includ~

something irrelevant (the comment aboutqueues).

4a I A stress on doing2 B use of intensifier much3 C change of normal word order: emphasisusing cleft sentence structure (see ~5nguagedevelopment I)4 C introductory expressionS D use of auxiliary verb do

36

4


4b why so many people are interested in fossils Ijust don’t know~2 It was the cost of admission that put me off’going to the exhibition.3 what i particularly enjoy is doing hands-onactivities.4 I’m not at all/in the least bothered aboutgoing on the museum trip.

~~ngua9e development 2 p.98s) Start by asking the class if anyone has ever tried to

trace their family tree and if so, how far back they wentand what they discovered.

Ia Students could look through the Grammarreference eitherbefore or after doing the firstexercise. Establisl~ that the choice of whether to use-big or to-infinitive is determined here by the verbbefore (e.g. volunteer/guarantee/agree + to-infinitive,coirtemplate/in valve/fancy + -ing).

lb First, elicit howeach verb should be followed (e.g.contemplate/im~agine + -ing, pretend/refuse + to-infinitive). To h~lp make the interaction moreinteresting, enco’urage students to form questionsthat they woulhTeally like to hear the answers to.

2 Here, the focus i~ on verbs that are followed by anobject before the second verb. When correcting themistakes, studeiTiishould notice the form that eachparticular verb;fSllows. Some verbs (examples aregiven in the Gramiliar reference) can be used withor without an~object before the following verb.

“F I3a Ask students.to,compare the two sentences:

I I rememberedlo write everything down.2 1 remembered1writ ing everything down.

Establish that both are grammatically possible andelicit the difference in meaning. In sentence I, themeaning is ‘I didn’t forget to do what I had to’ theremembering~pr~e~ed the writing. In sentence 2,the meaningds ‘I had a memory of the action ofwriting it down’ the remembering came after theWriting.

onThe text contains a number of the most commonverbs that can £~efollowed by either form with achange in meaning. Students should identify thedifferences and choose the correct form for each gapbefore checking in the Grammar reference.

3b Give students suitable thinking/preparation time

before they complete their sentences.4 This exercise combines a number of differences

between -ing forms and infinitives, determinedeither by the form of the preceding verb or by thenature of the -big form, which suggests repetition orduration

KeyIa I finding 2 to help 3 to find 4 to trace

5 spending 6 to share 7 drawing 8 to discoverlb I contemplate + -ing 2 imagine + -ing

3 be forced + to-infinitive 4 consider + -ing5 pretend + to-infinitive 6 refuse + to-infinitive

2 1 We chose A lice to represent us at theinvestigation. (choose + object + to-infinitive)2 / Ifound out (cf. I never expected him to findout = he found out)3 1 arrangedfor the library to send me all theinformation. (arrange for someone to dosomething)4 / 1 miss Amanda moaning (verb + object +

—big) or I niiss Anianda ‘s moaning (verb +

possessive + gerund ( more formal))5 I didn’t expect them to discover anything veryexcitbig. (They discovered it.)6 can I recommend yett visiting (or you to visit)the industrial ~nuseunz in ton’,i? (reconvnend +

-ing or reconvnend + object + to-infinitive (moreformal))7 1 it’as made to gofirst because I was known tohave experience. (made in passive + to-infinitive(cf. made in active + object + infinitive: Theymade me go ...)

8 / (formal) (cf. like + object + -ing: I didn’t likethem suggesting)

3a 1 visiting thinking back to an earlier action2 to spend intention 3 to lea??? reason/purpose (we stopped travelling in order to learn)4 seeing thinking back 5 to set didn’t dowhat we had to, future action 6 waitingresulted in 7 to find objective 8 hitchingmethod 9 worrying this activity ceased10 to have change to another action11 exploring continued 12 mivsing feelingsorry about the past

4 1 a ii I like to pay my bills at the start of themonth. (I don’t enjoy it, but feel it is thebest thing to do thinking of specificoccasions with future reference.)

b i I like paying less than other people forthings. (I enjoy the activity in general.)

2 a i I prefer reading about an exhibitionbefore I see it. (present simple + -big for ageneralisation)

b ii I’d prefer to read about the exhibitionbefore I see it. (would prefer + infinitivefor a specific case)

3 a i I saw the driver drop his ticket before hewent into the museum. (single shortaction)

b iii saw the driver dropping people offoutside the museum all afternoon.(repeated action)


• •. . •• • . •• • . •• . . . •• . . • •• • . • ••• • • . • . • . • ••

• Photocopiable activity

: Activity 6C can be used any time after this section,: as it reviews language from the Vocabulary section: and both the Language development sections. It is: a grammar auction, with students working in: groups to find mistakes in the sentences they are• given.• •••• . . •• • •• • • • •• . . .• • . . •• • • • • .. • • . . •.• . •.

)~ Student’s Resource Book, page 67

Use of English 2 p.99Start by eliciting requirements and tips for Key wordtransformations.

Ia Establish why the answer given in the example iswrong, referring back to the Language developmentsection if necessary. (imagine + object + -ing)

lb Either do the exercise in sections, with studentsusing the Help section, checking answers as you go,or if the class is more confident, do it under examconditions with a time limit of 8 10 minutes.

Pick up on any areas of grammar that causeproblems referring students to sources of helpwhere necessary. Areas might be the noun clauses inquestion 3, Future perfect tense in question 5,reported speech in question 7, cleft sentences inquestion 8.

Note that in question 3, Ruby (female) would like tobe an actor, not actress as the female form of thenoun is becoming less common and the word actorbecomes non-gender specific.

2 The task analysis reviews -ing forms and infinitivesas well as some structures used for giving emphasis..

KeyIa I could never imagine him refusing free ticketslb I He told me not to forget to lock the door

when I went to bed.2 The speaker’s jokes went down badly withthe audience.3 What Ruby would like (to do) is (to) take upacting as a career.4 What was it (that) persuaded you not toaccept the job offer?5 Next our parents will have been married for25 years.6 If you don’t turn up soon, it will mean (that)we’ll have to leave without you.7 Chloe wanted to know why Tom had actedso irresponsibly.8 It was only when Emily arrived that everythingstarted to go wrong.I Example, 1, 3,423,8

Writing 2 p.100

: I In the discussion about guidebooks, ask what agood one should contain, e.g. historicalinformation, enthusiastic descriptions,balanced/strong opinions, suggestions on where to

: eat, hotel reviews, etc.

2 The format is similar to previous modules. Studentsread the task, highlighting the key points, then lookat the six questions to focus on content and style.

3 At this stage, students just make notes on the twoplaces of interest and why they are worth visiting.before deciding how many paragraphs they willneed. Three should be enough: one to describe eacattraction and one to compare and contrast them.but they could possibly include a fourth tointroduce the attractions or sum them up.

4a Give students plenty of time to read the threeextracts, highlighting words and phrases that giveeach its style and catch the reader’s interest.

4b Go through the list of expressions, highlighting hoeach would be continued and noting its style.

5 Students could write and check their guidebookentries, and then give them to classmates tocomment on the content, organisation and geflC~readability.

4 a ii I can’t bear to go to a museum today.(specific case)

b i I can’t bear going to museums when I’mon holiday. (generalisation)

S a iii watched him painting a portrait; he onlydid the nose while I was there. (part ofunfinished action)

b i I watched him paint a portrait; it onlytook 30 minutes. (complete finishedaction)

6 a ii I left Duncan waiting for the gallery toopen and went home. (duration: hecontinued waiting while I went home)

b i I left Duncan to wait for the gallery toopen while I bought us some coffee.(purpose: his purpose was to wait for it toopen)

7 a ii I don’t want you to go there tonight.(specific case)

b i I don’t want you going there every night.(generalisation)

2

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KeyI To try to give the reader a ‘picture’ of the2 attractiohls and clear idea whether they are

worth visiting. The target reader is an overseastouflst.2 Three. Describe two attractions, saying whythey interesting and what can be seen there,then compare them.3 Both: facts are important, but so is anevaluation of the place. Note that in thisquestions you are not asked to give practicalinformation such as times, prices, etc.4 Descriptive/semi-formal/impersonal style:language which creates a picture, brings theplaces to life and engages the reader.5 Yes and no. A guidebook is independent anddoes not have the same aim as a brochure,which tries to sell a place. However, guidebooksneed to make a place sound interesting.6 If they can decide whether or not to visit theplace. To know what sort of person it is mostsuitable for (e.g. children).

3 1 The talk is divided up into clear sectionscontaining one main idea, with one questionper section being the norm. Signals that helpstudents to identify when the information theyneed is going to come up include sentences thatintroduce the sections, and parallel phrases tothose in the questions.Question 1 Introduction describing EasterIsland: this tiny Pacific islandQuestion 2 The focus of social fife were thestone platforms called ahu ... , these platformswere constructedQuestion 3 ... the fact that they all faceinwardsQuestion 4 At first, the islanders had noproblemsfinding food...Question 5 Because of easy access to stone, thestatues were always at least five metres high.butQuestion 6 The amazing thing is how thesehuge statues got from the quarry where theywere carved to the stone platformsQuestion 7 By this date, many of the treesQuestion 8 the absence of trees also led to soilerosion ~ that plant and animal speciesbecame extinct ... When the first Europeansarrived in 1722

5 Suggested answer

Located in the centre of the cit)c you’ll findtwo museums quite unlike the sedate museumselsewhere in the city, both with a gruesome past.

The Bishop’s Prison Museum, used originallyin the 12th century as a prison for disobedientchurch people, later became a dumping groundfor the city’s lowlife. Not surprisingly, it became amuch-hated institution and was frequentlyattacked by rioters in the 18th century. Theexhibition features several scenes from prison lifeand dwells on the torture and grim conditionsinside. The museum doesn’t take long to walkthrough, but several audio stories from ‘inmates’make you linger by the waxworks.

The Dungeon Museum, on the other hand, isa large Gothic horror show and one of the city’smajor crowd pleasers.Throughout its history,until the middle part of last century, this was theplace where royalty, politicians and ordinarycriminals were imprisoned and put to death.Inside today, medieval torture has become aspectator sport with all the ketchup—splatteredauthenticity of a horror movie. At every turn, thespine-chilling exhibits give you some nastysurprises.You are assaulted by rats, attacked byfire or put in a boat and sent backwards down adark river. All the while, the music is ghoulishand the lighting spooky. Although teenage kidslove the place, there is plenty to offend, so it’sbest avoided by young children.

In fact, both museums are really best avoided ifyou are of a nervous disposition or prone tonightmares. The National Museum is a muchcalmer experience!(257 words)



Module 6: Review p.1021D2B3A4CSB6D7A8B9CIOD

2 1 There has been a startling rise in the numberof anti-ageing products on the market.2 Do you believe the world will be trouble-freein the future?3 I’m a pessimist. I don’t hold out much hopefor a better world.4 First published in the l930s, the data remainsan absolutely indispensable resource.S Most health-food companies have onlinebrochures of their products.6 He has a very selective memory he onlyremembers what he wants!7 Can you pinpoint the site on the map?8 The government’s refusal to hand back therelics caused a major diplomatic incident.9 What is the price of admission to theexhibition?10 We need many alternative forms of fuel.11 We need to ensure there are fewer nastyweapons about.12 He leads a very solitary life.

3 II really regret not being able to come to themuseum with you.2 The shuttle is expected to reach / It’s expectedthat the space shuttle will reach its destinationby next Tuesday.3 It is considered to be the most daring spacemission yet.4 What they did was make us work 12 hours aday.S The archaeologist has stopped talking to hisassistant.6 Do/Would you mind me sharing yourprogramme?7 It is the director who decides who goes on themission.

4 1 where 2 were 3 What 4 was S making6 reason 7 that 8 It 9 who 10 things 11 is12 to 13 be 14 did 15 Whatever/Despite

Exam practice 3 TRB p.191Paper 1: ReadinglB 2F 3A 4C SG 6D

Paper 3: Use of EnglishPart II D 2 A 3 C 4 D 5 A 6 B 7 D BA 9 D 10 C11 B 12 A

Part 51 if/when there is no alternative 2 had the aim opromoting 3 stop burning fossil fuels 4 soon beshortage of water 5 suggested that we should6 a book is preferable to 7 reminded Tom to pos(her) 8 have the choice of staying

Paper 2: WritingSuggested answer

Pear Sir,I am writing on behalf of my class in reply toarticle in the college magazine about the 5€

provided by the company Gymwise which holdthe franchise for the college gym.As it seems there is some confusion aboutwhether the gym has improved or not, wedecided to conduct interviews and a surveyamongst college students. We discovered the!following:• almost half the students we contacted we

wholly satisfied with facilities, and another.third were generally satisfied. That makesless than 20% who were dissatisfied, withmere b7~ completely dissatisfied. I think thispeaks for itself;

• many students felt that the gym had greaimproved in the last year, with new staff w’are helpful, and new equipment which is mu’appreciated:

• students also like the extended opening hoand Internet booking system, although weregistered complaints about the fact thatthe gym gets very crowded at peak times.

Overall, the gym has improved, and those whohave been there have recognised this.Unfortunately, a few students who have notbeen back since the improvements were made!think that nothing has changed, and it seem.,to have been their views which were reported iyour article.I hope this letter will be printed and thatGymwise will continue to provide this invalua~facility.Yours faithfully

Paper 4: Listening1 A 2C 3A 4B SB 6C

Module 7 Breaking the mould

mis module Incorporates features on various people~ha( have dared to be different in some way and have~ruggled against adversity. In Part B, the focus shifts to

~~eaking the habit, where the link is various types ofaddiction.

powerful force not the devil that causesproblems) and ask them how wide they think theAtlantic is (3,000 miles/4,800km) before discussingthe questions.

Background

tead-in p.103Start by asking studej3ts,to look at the title Breaking the,,,ouldor’bY givingit,jQthem on the board and elicitingwhat a mouldis and.i,~vhat the expression means (tochange a 5jtuationcon~~letely, by doing something thathas not been doneibefore).

Then look at the ph’ tos together and discuss the waysin which the peopjcLaie breaking the mould. Theskateboarder is att~iii~ting higher and harderjumpsltricks; the kite-surfer is trying to make surfingmore unusual and exciting by using a kite or smallparachute to catch the wind; the BASE jumper has justjumped from the world’s second tallest building (thePetronas Twin Towers in Kuala Lumpur).

Background

The term BA SEjumping comes from Building,

Antenna, Span, Earth, which summarises the type ofobjects (tall buildings, radio masts/towers, bridgesand cliffs/mountains) that BASE jumpers leap fromwith nothing but a parachute.

Discuss the other three questions, encouraging studentsto use suitable language when giving opinions ormaking suppositions. For the last question, they couldconsider: accidents in the home (a very high source ofaccidents) journeys to/from work, working life as wellas hobbies, dangerous or otherwise.

7A Agajnst~the odds

Reading p.104With booksclosed,~ask students to talk in groups aboutsomething~which they considered verydifficuit, demanding or dangerous; a time they wereSticr~ssful ‘againWthe odds’. Alternatively, ask them tothink of any feats of endurance that they have read orheard about that iiWpressed or inspired them in someWay. Ask what the ~Jr~on/people did, why it was so‘~nusual and why if~nj~ressed them so much.

Ask studentsLto.look at just the title andSubheading/of the article. Check that theyUnderstand what is meant here by demons (a

The photo shows the author of the article, JonathanGornall, with his fellow crew members, Pete Bray,Mark Stubbs and John Wills, training for theirattempt to beat the record for rowing across theAtlantic in 2004.

2 Remind students how to skim and give them aminute to look for the answer to the question. Theycould look out for any words or ideas related tomotivation or personal qualities.

3a First, look at the rubric which is the same for allmultiple-choice questions.Then elicit a suitable taskstrategy (e.g. reading the questions, but not the fourpossible answers, before finding the part of the textthat answers it; answer in their own words, thenchoose the option which is closest). Remindstudents that in Cambridge exams, no marks arelost for incorrect answers, so if they don’t know ananswer, they should attempt to rule out one or twowrong answers and then guess.

3bIc Do question I together as an example, followingthe questions that analyse each option.

3d Give students 10 15 minutes to finish the task.

4 The analysis should help focus attention on thetypes of question asked and the best way to answerthem. Ask the students to look at each questionand decide if the answer was contained in specificdetails or in the sense of the paragraph as a whole.They should notice that individual phrases willsuggest a particular answer, but they will need tounderstand the general sense of the paragraph andother points that rule out the incorrect options.

5 Spend some time on the vocabulary in thediscussion questions, drawing students’ attention toboth the connotations and the meanings of thewords. In the first question, shallow, se/fish anddestructive are all clearly negative, but in the secondquestion there might be some disagreement as tothe connotation of eccentric (often positive in UKsee line 7) or macho (negative in UK see line 50).For the third question, emphasise that a personalchallenge could be large or small; it’s a question ofovercoming our limitations, doubts and fears. Forexample, for some people, picking up a spider couldbe as much a challenge as an Atlantic crossing!

I’

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Vocabulary p.106

The first two parts of this section explore thevocabulary from the text by comparing it to similarexpressions, as paraphrasing is such an importantelement of CAE.

Ia Start by asking students to look through the text forwords or phrases connected to the topic ofmotivation. Then get them to compare their listwith the items in column B. As they match theexpressions, they should note how the words areused. For example, search and quest have similarmeanings and are both followed byfor + noun,whereas the adjectives able and capable are similar,but followed in very different ways (able to dosomething, capable of doing something). Give asmuch information as possible about how the wordsare used, or alternatively get the students to look upthe words in a dictionary and then ask themquestions about them. For example grip, like manyverbs of emotion, is usually in the active to describethings (e.g. it was gripping, it gripped me from startto finish), but in the passive to describe personalfeelings/reactions (e.g. I was gripped).

lb Having matched the expressions, it should be quiteeasy for the students to complete the second text.Point out that they might have to make some smallchanges to make the words fit.

lc There are five other similar parallel expressions tobe found.

Background

Erik Weihenmayer from Denver, USA, was bornwith a condition that meant he was partially sightedthrough his childhood and totally blind from 13. Agreat athlete, he also runs, cycles and scuba dives. Inaddition to climbing and writing, he works as ahigh-school teacher and wrestling coach and is oneof about 100 people to have climbed the ‘sevensummits’, the highest peaks on the seven continents.There is a documentary film of his ascent of Everestcalled Farther Than The Eye Can See.

2 If students are unsure of the meaning of theexpressions or how they are used (i.e. what followsthem), they should find them in the text on theprevious pages. For example, no allure is precededby have or hold.

3a The text was about motivation but also about risk.The box gives some of the dictionary phrases usingthe word. To reinforce various aspects ofvocabulary, ask the students to look at the box andgive an example of risk:

• as a noun (take a risk)• as a verb (risk life and limb = everything)• as an adjective (risky business)• in an adjective + noun collocation (calculated risk)• in a verb + noun collocation (run a risk)• in a noun + noun collocation (a health/fire?

security risk)• in a prepositional phrase (at risk)

The aspect of learner training to focus on here isthat, at CAE, it is not enough to know a word likerisk; the students will need to be familiar with arange of fixed expressions that use the word. Theyshould therefore get into the habit of building upword groups like this (see Exercise 3c).

3b When they have completed the six sentences, askthem to make a few more with some of the otherexpressions.

3c Students could start by noting down any phrases orcollocations that first come to mind before checkingin a dictionary. Many dictionaries will listcollocations or at least use them in examples. Agood dictionary like the Longman Exams Dictionar;groups these types of expressions. Students couldrecord the expressions in whatever way works bestfor them, whether that is as a list, a table orwhatever.

KeyIa le2d3f4aSh6g7b8clb I succeeded in 2 quest 3 driven

4 prove himself 5 gripped 6 compulsion7 pushes himself S capable of

lc despite great difficulties against the oddsto give up = to abandonproblem setbackto give in to to be defeated byto show to prove

2 1 There is no chance of beating this record.2 The fact that someone else has alreadyclimbed Everest is beside the point.3 The compulsion to succeed against the odds Is

far from being a male preserve.4 This compulsion to take risks may come do’~to a basic human need for challenges.S The routines of everyday life have/hold flO

allure for people who crave risk.

Key3d I C (line 9 in pursuit of what?)

2 C (line 16 before succumbing to mental andphysical pressures)3 B (line 32 We all have strange compulsions andwe al/choose to prove ourselves in d(fferent ways)4 A (line 47 we need to be free of ourcomfortable lives at times; to push ourselves ...)

5 D (line 53 her husband ... left her to it andline 56 she finished the competition)6 B (line 68 spare a thought for a man hauntedby his sense of self-worth and wish him well)

72


3b heaItWCh1flt3~ 2 life and limblo~ 3 element of risk 4 risky business / calculatede risk Sat yourO~1!.g6 runded Sc Competition hold/run/launch a competition;

enter/W~o~ a competition; knock someoneouUbe knocked out of a competition; be in

risk ~0mpet1ti~1~ wi;h;.fiecpe/stiff/intense‘$1 corn etition; notmuch/little competition;

ro~ign/internat~IP1?~ competition; a competitiona winner it; -

Doubt: have (yo~r/n0) doubts;~cast/throw doubt on

soniething be:b~?nd/withoUt/oPen to/in doubt;there’s no/ ittle/so e doubt; serious/gravedoubts; naggin~1ingering doubts; an element ofdoubt; to dou 5i~s ieone’s wordSuccess: be a big/huge/great success; thesecreiichances.dnSMccess a box-office/overnightsucceSs;a successstory; without success; havesuccess in doing something

ufr Student’s Resource Book, page 72

1.

Listening 1 p.1.07’sk tart by asking studènts,to think of different types ofher mmon disability, such~as being blind, deaf, physically

ndicapped or with leariiing difficulties.

I Identify the disabilities the people have and discussihe question in sitiâll-groups.

Background

e man is Stephen ,Cunningham, who has beenblind from the agerof~q2 He was the first blindperson to fly around the UK in a light aircraft. Thewoman is Paula Crii~, a former police officer, who

st the use of her legs in a road accident in 2001.

2 Remind students that in Paper 4 Part 2 the answerswill fit grairsnatically as well as contextually. Elicitthe type of word students are listening for inquesti~~ I (the + noun + of). Remind students tonote down the answers they hear the first time theylisten and then to check them the second time. Givethem a moment to check their spelling before goingthrough the answers

Background

Evelyn Glennie, who gives about 100 performancesa year, has played with a long list of top orchestrasaround the world. She has never considered herselfas anything other than normal and prefers people toenjoy her music and forget her deafness.

3 Get students to think of different areas in whichpeople could succeed such as the music business, thearts, business, entertainment, etc. Examples include:

Beethoven: continued to compose despitehis deafness

• Franklin Roosevelt: longest-serving US presidentdespite severe physical handicap following polio

• Goya: great Spanish artist was deaf from hismid-40s

• Stephen Hawking: remarkable physicist despitebeing in a wheelchair and needing a computerto speak.

Language development 1 p.108This section focuses on spelling. Remind students thatthis is important in most papers, but is particularlyimportant in word formation in Paper 3 Part 3. It isdesigned to show common patterns and words that areoften spelt incorrectly.

Start by asking students which English words theycommonly misspell. (You might want to give some ofyour own problem words.)

Ia The mistakes in the section all break one of the(loose) rules or patterns of English spelling.Students should correct the mistakes in eachsentence and say why each one is wrong. Then letstudents check their answers by referring to thespelling guide in the Writing reference on page 202.

lb This time, students have to first identify theincorrectly spelt words before correcting them. Tellthem that there are one or two mistakes in eachsentence. Note that in question 4, Yours truly is amore common ending in USA; in question 5, theUK spelling is centre, but in the USA it is center.

2 The sentences in the section contain typical studentmistakes. The idea is to train students in spottingmistakes in their own written work. Encouragestudents to get into the habit of checking their ownwork in the same way. They should by now have afew pieces of written work to look back through.

Key2 1 originality 2 delicately 3 clothes

4 flower(-)pots; spoons 5 600 6 music colleges7 research centre 8 ‘role model’

I0

uldbest

73


From these, they could produce a list of the wordsthey spelt incorrectly (in the corrected form!) andthen in future check specifically for them.

3 The words here are examples of those that are oftenconfused. As students do the exercise, they shouldthink about the difference between the words ineach pair, considering word type (noun, verb,adjective), pronunciation and meaning.

3a The first part gives students examples of how theycould keep a record of example sentences in theirown notebooks. Draw students’ attention to thecollocations and phrases used (e.g. lose your head,stationary vehicle, complementary medicine, to have abig effect on someone).

3b Students write their own sentences. Encourage themto use collocations or other words that link to themeaning.

Extra!The exercise could be extended with furtherconfusing pairs (e.g. site/sight, fair/fare, break/brake,peace/piece, hole/whole, accept/except, steel/steal) oras warmers in future lessons.

4 Start by asking students when hyphens are used;they should know that they are common incompound adjectives (e.g. open-minded, face-to-face), especially those formed from participles (e.g.heart-broken, hard-working), and used to avoidconfusion with certain prefixes. They are seldomused now in compound nouns.

When students have tried adding the hyphens, getthem to check in the Writing reference on page 202,noticing how they help avoid confusion withprefixes.

Draw students’ attention to question 6, which givesan example of how a hyphen is sometimes usedwhen nouns are formed from multiword verbs.Another way is by reversing the order of the verband particle.

5 It might worth pointing out that spelling is muchharder for some students than for others (althoughall will have some difficulties), and these studentswill have to put more effort into learning spellingpatterns. Different techniques wilt work best fordifferent people. Mnemonics to specificallyremember individual words such as ‘don’t getseparated from your parachute’ are as effective asthe general ones. Remind students that the ‘i beforee’ rule only applies to (some) words with the /i:/sound.

KeyIa 1 boxes; heroes 2 wonderful; visiting

3 swimming; entered 4 beginner; success;surprising 5 beautiful; prettier 6 regretted;cancelling 7 panicked; arriving 8 niece;unwrapped 9 humorous; practise (v.)

lb I cities; families 2 relieved; receipt 3 movin4 truly 5 neighbour; opening 6 advice (n.)

2 1 accommodation 2 necessary 3 immediately4 medicine S separate 6 pronunciation7 professional; skilful 8 assistance

3a I a loose b lose (compare pronunciation andmeaning with choose/chose)2 a stationery b stationary3 a complementary b complimentary4 a effect b affect

3b Suggested answersI Their coats are over there.2 1 can’t hear what you’re saying please comeover here.3 He has a nasty cut on his heel that won’t healproperly.4 He’s bone idle he just sits on the sofa all daywatching his idol, the TV.5 The miners had a minor crisis down the coalmine.6 They had to give their boots a thorough cleanafter walking through the mud.

4 1 The BBC offers a 24-hour up-to-the-minutenews service.2 The band split up in 1998 but re-formed aftera three-year break.3 She still sees her ex-boyfriend quite regularly.4 His co-star in the film was a very down-to-earth person.5 The economy has enjoyed a consumer-basedrecovery.6 There have been several break-ins in ourneighbourhood recently.


: Activity 7A provides further practice in identifying S: easily confused pairs of words. Students work in~: pairs, identifying and correcting the wrong word in: each sentence.:.....................................


Use of English 1 p.109Start by looking at the picture and discussing thequestions. The difficulties she had to overcomecould include racism and being rejected by both thewhite people that controlled the sport and her ~people for wanting to compete.

1

2

3

4

74


Background

Cathy Fttemflhg born 1973, was trained initially byher 5tepfat ,bpfore getting a professional coach.At first, she JjftII trduble being accepted as a seriousathlete before~g6~ñg on to win the 400 metres in theWorld ChamøibflshiPs of 1997 and 1999. She now~~~paignstforbginal rights.

Theword aborigine comes from the Latin ‘aborigine’ meaning~f,rom the beginning’ and is used tosignify a region’s’indigenous inhabitants. TheAustralian Ab~[!giflal5 have existed there for over~io,000 years. ~h~urrent number of 220,000, downfrom about 300Th20 when Europeans first arrived in1788. makes.up~ie5~ than 1.5° of the population.Nearly 40’ o ofthêfn still lead a traditional way oflife in the NorØern Territories. The majority of therest livein townsand cities and have much loweremployment ancPiife expectancy than otherAustralians. —

ay 2 Remind students that Paper 3 Part I is the multiple-choice doze: ltis always a single text with 12questions. Each question has a choice of four wordsalways of thë~iaine type (all adverbs, nouns,participles, et~F~o all fit grammatically. However,only one~fits, either in meaning,collocation or surrounding structure (such as toform a phrasal ~èrb).

2a Give student~$J~jnute to skim the text and answerthe questions. “

2b Allow students a suitable period of time (10minutes) to complete the task before they comparechoices and~easons and then check the answers.

3 In the task ai{aly~is look for phrasal verbs as well ascollocations

4 Follow with the exercise with a discussion.

Writing 1 p.110This writing skills section looks at ways of rephrasingideas (or expressing them in other ways!). It is a skillthat is specifically required in Paper 2 Part 1, butstudents should also be able to see similarities with theregister transfer task in Paper 3.

Start by asking students what they know aboutexchange trips and if anyone has been on one. If so, askthem to talk a little about it and what they gainedfrom it.

I Ask students to read the rubric and look at the mapshowing where the Orkney Islands are. Ask themwhat they think life would be like there.

Background

The Orkney Islands, with a surprisingly mildclimate, being warmed by the Gulf Stream,comprise about 70 islands, of which 16 areinhabited. The vast majority of the 20,000inhabitants live on the largest island, confusinglycalled the Mainland. The population, originally ofScandinavian descent, was in decline for a numberof years, but is increasing again, as the islands’remoteness becomes more attractive.

Background

g Students might be interested to hear of the great• Olympian Steve Redgrave who won gold medals in

“ : five successive Olympics from 1984 2000 in rowing,One of the most physically demanding sports, and

• therefore maintained his level of commitment andtraining for 20 years.

la/b Get students to read the input material, markingthe parts that they consider will be most useful.

2 Ask students to read the two extracts and establish:a) that they contain the same information as theinput material, and b) that it is expressed slightlydifferently. Get students to find examples of parallelexpressions and to note different techniques used torephrase the input.

3 Elicit where extracts A and B would come from (thebeginning and the end) and give students a suitabletime to complete the middle section, including allthe parts they highlighted in Exercise I.

Key2a I She became the first Aboriginal to be selected

for the Australian Olympic team.2 She is having to come to terms with not beingsuccessful in athletics now.

2b IA2B3D4C5D6B7CSA9BIOD11 C 12 B

3 Examples of collocations: Question I fulfil anambition; Question 2 — running track;Question 4 a role model; Question 6 take abreak from something; Question 7 activelysupport; Question 9 troubled by injuries;


Key2 The paraphrases use a variety of changes:

• in vocabulary (e.g. partner someone up with /matc/i someone with, began tounderstand/realised)

• numerical (e.g. four-week / 30 days)• positive negative (e.g. not there long? there

only a short time)• change of word class (e.g. to lead a happy

(adj.), life (nj; in safety (n.), to live (v.)happily (adv.) and safely (adv.); afour-week(adj.) exchange, for four weeks (nfl

• register change (e.g. have the sameasp irations I want the same things)

• other paraphrases: to welcome / to host; myown age I the same age as you; became one ofthe fanuly / as part of the fanuly / made mefeel at home; learning about how people inother countries live / get to know people from adifferent culture; who we are or where we live /it doesn’t matter where people come from

3a Suggested answer

7B Kicking the habit

Listening 2 p.111Start with books closed and elicit the word obsessj~hAlternatively, introduce the word by playing a quickgame of a variety of hangman (e.g. put the nine d~sh~on the board to represent the letters, telling studenVs.itis a noun, and draw ten chocolates. Tell the student~that they have to guess the word before you eat ali’ihechocolates, eating one/rubbing one out each time theychoose an incorrect letter). Either way, elicit types &obsession.

Ia In the task rubric, get students to note theimportant words (habits which they are unable t~

control) and to look at the list of eight possible’habits in Task I, before discussing the questions.

lb The class could be divided into groups, with eachgroup brainstorming words and expressions for.oneof the eight problems before sharing them. Thg ideahere is for them to start thinking about what thetopic might include and some of the language thatmight be used.

2 Remind students of a suitable strategy for this~typeof matching; they can either answer both parts thefirst time they listen and check them on the secondtime or (a better idea) answer Task 1 the first timeand Task 2 the second time. Remind them that theyhear all five speakers once before the whole piece isrepeated. Give students a chance to read throughthe complete task and the Help points beforetheylisten. Check the meaning of any difficult wordswith paraphrases (e.g. needless = unnecessary,deteriorating = getting worse).

3 Before the role-play, check that students can dse theexpression correctly by eliciting the type of wordsthat come next (e.g. 1-fave you tried + -ing?, If youdidn’t/were ... (2nd or 3~ conditional), Would youconsider + -ing?).

I havejust returned home after the best ~&ur weeks ofmy I~fr. For 30 days, I lived on one ofthe OrkneyIslands,just offithe coast ofScot/and, as part ofastudent-exchange programme. The organiserspartnered me up with a boy my own age and,although I was there only a short time, / became one oJthe/àmily. Nextyeai / will be welcoming their son,Tom, into my own home.The/àmily I lived with were marvellous. Althoughthey’d never met anyone from my country before, they

gave me a warm welcome. They were very friendly andpleasant and showed me around And Tom wasgreat,wegot on so well because we shared many ofthe sameinterests.The whole programme was extremely s(qnificant for mebecause not only was this the first time i’d ever beenabroad, it was the first time 1W ever been away frommy family. At first! was very friqhtened, but! soonlearnt to look after myselfand I think I’ve become amuch betterperson. What I also enjoyed was learningabout how people in other countries live. I began tounderstand that no matter who we are or where welive, we all want the same thing: to live happily and

saftly.

(217 words)

El



i G gym membership ... it’s taken over my Ilfe.2 I’m now working out five nights a week.

2 H tort? myself’ away from the screen ... Onelink leads to another3 E a ready-meal on a tray ... the wrong kindof stuff4 F Half,tfte time, I don’t need the stuffS A I’mjftst ringingfor the sake of it6 B none~of them ever calls any more7 F my parpits think ... and I let them thinkthat8 0 My girlfriend’s always telling me ... Wehad a big row about it9 H it infuriates my parents10 D my~lc~st bill was astronomical

Background

The athlete is Kelly Holmes who, at the age of 34,won gold medals in the 800 metres and 1,500 metresin the Athens Olympics in 2004.The man is celebrating his retirement. The legal agefor retirement in the UK is 65, although there arecurrently moves to raise this to 70.The couple with the cheque are winners of theBritish national lottery, a twice-weekly draw with atop prize of many millions of pounds.

2 There are various possible answers here thatstudents could argue as they wished (e.g. I b, e,then d). Note use of second (unreal) conditionalstructures.

r

speaking p.112Ia Start by getting students to look at the words in and

below the box. Establish that they are all adjectivesand that the majority, like most adjectives ofemotion, are formed from a noun (e.g. thankful,regretful) or from the past participle of verbs (e.g.astonished, stunned, relieved).

lb The box contains idiomatic expressions ofemotions, some of which are similar in meaning tothe words in Exercise I a. See if students can matchthem before rewriting the sentences (prey on yourmind worried; come as a huge surprise surprised;be a weight off your mind relieved; be over themoon pleased).

Ic Focus on the example and point out to students thedifference between using the vocabulary in ExercisesIa and lb and just saying he looks happy/unhappy.

Extra!ere is a chance to expand the use of modals of

deduction. For example, have students look at theample again and fmd the modal (he must be

eeling really thrilled about it) then go on to askWhere he is from (He must be in an English-speakingOwliry because the cert4Jicate is in English. He can’t

British or Australian because he’s in a left-handr,ve car. He could be American or Canadian).

3 As in previous modules, students first identify thetask, then they listen for content, and finally theycomment on performance.

4 Allow students to listen again, this time notingdown specific functional phrases.

5 Emphasise the need for fluency and task completionwithin the minute available.

6 Remind students of their answers to Exercise 4 andask them if they managed to use any of theseexpressions in their answers to Exercise 5.Emphasise to them the importance of these auralsignals to help their listener follow what they aresaying.

7 If students have not experienced any of thesituations in the pictures (it could be winning anyrace/competition it doesn’t have to be an Olympicgold!), spend more time on the second questionwhere they can select other important/emotionalevents in their lives.

heeyI

KeyIa I PLEASED: thrilled, elated

2 RELIEVED: thankful, grateful3 WORRIED: anxious, apprehensive4 SURPRISED: astonished, stunned5 SAD: regretful, dejected

lb 1 Now the exams are over, it’s a weight offmy mind.2 The news came as a huge surprise.3 My parents were over the moon when theyheard I was getting married.4 The thought of losing my job has beenpreying on my mind for months.5 Even though I didn’t win, I have no regretsabout taking part.

2a Mostlikelyanswers: I e 2c 3b 4a Sd


• • • •• . . .• . • .• . • ..• • . .. • • . • •• • . • . . •• • . .


: Activity 7B is an extension of Exercise 7. It: reviews the vocabulary of emotions and gives: practice in describing situations and their: implications. It also practises the use of: paraphrasing techniques.•••••••••S••.•••••.••..

fr Student’s Resource Book, page 77

Use of English 2 p.114Start by putting the class in groups to discuss theirattitudes to chocolate. They could discuss how muchthey like it, whether they have an addiction or allergyto it, suffer cravings and what type of chocolate theylike best.

I Then get them to look quickly at the four questions.

2a They then skim the text to find the answers to thequestions. Ask them not to look at the words on theright at this point but to read just the words in thetext. Remind them that in the exam they shouldfollow the same process to get an idea of thecontent and style of a text before they attempt thequestions.

2b Remind them that will have 8 10 minutes tocomplete the ten questions and that they shouldcheck for plurals and negatives as well as focusingon changing the word class.

3 The analysis should again help focus on the type ofchanges to look out for in the exam. If time, focuson some of the spelling patterns. For example;please pleasure, (drops the e, add -are to formnoun), profit profitable (add -able to formadjective), innovate innovation (change -ate to -donin verb to noun).

4 Here the idea is both to demonstrate the range ofword forms that can be derived from one stem andto give students a chance to extend their vocabularyin an organised way. Look at the example together:price can be both a noun and a verb, from whichthe participles priced and pricing can be used, inaddition to the adjectives priceless (too valuable toestimate) and pricey (expensive). Allow them tochoose the words that they think are most useful.Alternatively, divide all the words between thestudents, give them a few minutes with a dictionaryto do the research and then get them to teach theclass all the words that can be derived from theroot, by coming up to the whiteboard andproducing a word tree.

Language development 2 p.115I The first part is designed to give an overview of the

grammar, so it might be a good idea to get studentsto do it, to see how much they understand, beforelooking at the Grammar reference on page 183.Encourage students to think of the meaning of thecomplete sentence.

2a Here, students can choose the correct options andthen check the answers in the Grammar referen~or refer to it as they are doing each question. StitSSthat in some questions, only one answer is ~05sibk~but in others, where there are two possible ansWe~~they should try to identify the differences.

2b Students move from recognising the correct answerto producing it. Suggest that they look back atExercises I and 2a for help.

3a This part deals with other useful structures that a’come up in the exam at this level. They arealternative ways of expressing unreal situatlOfl~

3b Emphasise that there are a number of ~0ssibleanswers for many of these questions.

4 The missing words in the text cover ~~~rythm~ ?~the page. Students need to complete it by selectitthe most suitable tense for the verbs.

3a 1 Compare and contrast the photos.2 Say what impact these events might have onthese people’s lives.

3b She talks about photos C, D and E.3c She achieves the task well. She talks about all

the photos and the impact of each. Shecompares the similarities (lifestyle changing, nogoing back) and mentions some differences (lessfreedom for the couple, more for the manretiring). She keeps speaking, structures heranswer well and ends with a summary.

4 1 Right, well ...; So ...; WellWhat about ...?

2 both ... and ... are ...; but in a differnt waybecause ... whereas ...; On the other hand3 1 think ...; perhaps ...; maybe ...; I’d say —I

••

•

•

rKeyI la2b3b4b2b I undrinkable (negative adjective)

2 countless (adjective) 3 recognisable (adjective)4 distinctive (adjective) S profitable (a adjective)6 Unbelievably (adverb) 7 beneficial (adjective)8 innovations (noun plural) 9 manufacturing(uncountable abstract noun) 10 pleasure (noun)

3 1 undrinkable, unbelievably2 innovations needs to be plural as there is noindefinite article and is followed by an exampleproceeded by such as


One variation here would be to get students to writesentences that were true for them, collect them inand read them out for the rest of the class to guesswho wrote them.

Keyi is wish + past for unreal present2 watch TV If only = I wish3 not optimistic wish + would for actionsbeyond our control that are unlikely to change4 know If only I wish + past perfect forunreal past5 doesn’t he lived = past tense for unrealpresent (compare he acts as though he livesthere = he might)6 should leave now unreal past: we haven’tleft yet7 shouldn’t smoke I’d sooner + past = politerequest8 might Supposing = If in a secondconditional (it’s possible)

2a I hope real future possibility (compare I wish= unreal, I want to pass ...)

2 could wish + past form to express unrealpresent3 was If only I wish + past form to expressunreal future4 wishes 3 person present needs -es; ongoingwish in the presentwished single act in the past he no longerwishes it)5 didn’t past simple for present habit, he doesit regularlyhadn’t past perfect for single act in the past6 had to past obligation for unreal present7 could for unreal present ability (comparewould cannot be used to refer to oneself/things,should for real situations)8 you/he wish + would possible with otherpeople, but not with I as it expresses thingsbeyond our control9 you only I only you If you only is a moreemphatic variation of If only you (compare Iwish you knew or If you knew — conditional)10 had paid I had been paying wish + pastPerfect simple or continuous (the reality is Ihaven’t paid ... or I haven’t been payingrecently)

2b j, Wlsn Ihad a persona! trainer about present21 wish Ihadn’t eaten so much last night aboutpast3 1 wish he wouldn’t keep sending me textmessages another person’s annoying habit thatI don’t expect him to stop4 If only Icould get into these clothes IhadflveYCar5 ago own present ability

I Wish I had paid I been paying my girlfriend

more attention regret about past (repeated)action

3a Ito stop! Istopped it’s time + to + infinitive!it’s time + subject + past2 you changed only use subject + past after it’shigh time3 stopped! would stop I’d prefer + past like asecond unreal conditional; would stop is moredistant/formal4 was! were past because I’m not stupid5 get / got / had got get = real likely possibility;got = unreal or unlikely possibility; had got =

unreal past6 doesn’t / didn’t doesn’t = present for realpossibility; there’s a good chance it won’t / didn’t= past for unreal; there’s a very small chance itwon’t work7 know / knew know = real and timeless theystill know; knew = real past they did at thetime

3b Suggested answerslit’s time to go! I went / I was going backto work,2 Supposing I was/were to join a gym, howmuch would it cost per month?3 i’d rather/sooner you didn’t spend all yourtime watching TV4 He looked as if he had been sitting in front ofa computer all night.S I’d rather! I’d sooner you hadn’t told me whatthe film was -about.

4 1 did 2 hadn’t done (unreal I have done some)3 had been 4 exercises (he might) 5 was/were6 didn’t try 7 could get

• . . . • . . .. . .• • . • .• • • S ~ • • •• • •• • S S 55•eS~~•


Activity 7C reviews expressions with hypotheticalmeanings. The class works in groups, playingagainst each other, to see how many correctlymatched sentences they can form in a given time,

S • 55•••••• 55•e••~~• S S S 55•••••• 55••••••


Writing 2 p.116Start by asking students in groups to think aboutsomething that they have complained about or wantedto complain about, Ask them to say what the problemwas and what they did or could have done to complain.

I Spend a few minutes discussing the two questionstogether. it might be interesting to comparesmokers’ and non-smokers’ opinions.

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2 Give students sufficient time to carefully read theinstructions and all the input material. Then answerthe five questions designed to help them determinecontent and style.

3a Students select what is and isn’t relevant for theletter.

3b They then need to decide how to organise the pointsinto paragraphs.

4a Some of the phrases are more formal and so aresuitable for the letter.

4b Here, students select a suitable opening, consideringthe purpose and style of the letter.

4c They can choose to use these expressions or rejectthem if they wish.

516 Time how long it takes students to write thecomposition and check it systematically, ensuringthat they write it once carefully from the plan anddon’t waste time writing it then copying it outagain. Ask them what they were checking for and ifthey followed the checklist on page 188. Module 7: Review p.118

_______________________ I ID2C3A4B5C6D7A8C9DIOC

liD 12B2 1 If we club/clubbed together, we could get her

a great leaving present.2 1 got/became hooked on TV soap operaswhen I was ill in bed recently.3 He spends money (just) for the sake of it.4 1 apologise for not ringing you.5 She’s not short of money.6 There’s no point (in) pushing him too hard.7 I never tempt fate by saying I’m going to winin case I lose!8 Her speech had/made apowerful/great/huge/profound impact on me.9 What drives him is the desire for success.10 There’s no chance of me ever giving / that I’llever give up eating chocolates!

3 1 complimentary; practice 2 procedure; entered3 realise; priceless 4 Unbelievably; lose5 two-year; swimming 6 Unknown; idle7 heels; receipt 8 There; unprofitable9 beautiful; behaviour 10 truly; ineffective

4 1 as 2 were/was 3 could 4 would 5 were6 only 7 had 8 sooner/rather 9 were 10 whaL11 wish 12 had

On top of that, I think the amount of notice youhave given people is unreasonable. If you are going tomake such a huge change, there needs to be muchwider public debate, and if a majority of peopleagree, they should be given enough time to get usedto the idea.To support my argument, I would like to tell youwhat happened in my country when a ban wasintroduced. Firstly, it was almost impossible toenforce. There simply weren’t enough police to goround checking every public place. Secondly, businesssuffered enormously, with many people objecting thatthey should be given the right to smoke if theywished. In the end, the government had to backdown and instead tried to persuade restaurants andcafés to provide non-smoking areas.This approach strikes me as much more realistic, andI urge you to reconsider before it is too late.

(214 words)

Key2 1 A part-time worker in a restaurant; a ban on

smoking has been proposed in public places.2 Letter: to complain to the City Council about aproposed smoking ban in public places3 Leaflet: council explaining ban to localbusinesses (with your reactions); letter: to a fellowstudent saying what happened in your countryand your plan to write a letter4 Leaflet: reason for ban; timing/extent of ban;consequences of flouting; letter: details of theexperience5 Aim of letter: to get council to change its mind;style: formal, diplomatic but firm, not too forceful(to persuade the reader)

4a 1 drop 2 take 3 introduce 4 damage S round6 majority 7 wider 8 oppose 9 suffer 10 down11 effect 12 right

4b I correct level of polite formality 2 tooinformal

5 Suggested answer

I am writing to express my great concern at yourproposed smoking ban. I fear that such a movewould damage businesses, and many workers wouldlose their jobs.At present, I am working for Café Noir, a well-known restaurant popular with visitors, many ofwhom have told me that if such a ban wereintroduced, they would take their custom elsewhere.

Moçlule 8 Making life better?

module includes toØics such as the effects of‘sion. moderflisatlo1~1~ change, the 24-hour

ely. and athefhsj gbefore moving on to aspects ofand order, ~~cJudit g.fighting crime and crime

s ntiOfl

L.ad~1 pall9c way to begin would be to start with books closedbrainstorm different ways or places to advertise.

~~~rnatiVely. ask students to talk in groups about aturite advert from television, print or elsewhere, and

thaL really annoys them.

en look at the photos and discuss the questions. Iftu ems say that they are not influenced by advertising,

them why they think companies spend so muchney on it. The photos show: an advert for a snack

inted on the side of.a bus (top); a plane towing anner advertising a lottery (middle); the neonvercising panels in Piccadilly Circus, London (bottom

and a magazine advert for a mobile phonenom right). 4 on

1c~BA A changing;’society

Reading p.120 a dith books closed, ask students to spend a few minutesIking about televisiôm Ask them how much theytch and the type of. programmes that they most enjoytching. Then (to lihkto but contrast with the text),

k (hem whether th&j have always had television atme and how theirtlives would change if theydenly started tollive without it.

I Get students to look at the picture, title andSubheading of thetext, asking them not to readfurther at this stage.’ Ask them what, if anything,they know about Bhutan, and what effect televisionmight have’had~on such a remote country.

Background

Bhutan, which lies at the eastern end of theHimalayas, with Tibet to the north and India to thesouth, is certainly a little-known country; currentestimates of its population vary between 700,000and two million. It has one of the lowest urbanpopulations in the world, with only 30,000 living inthe main city Thimpu, said to be the only capital inthe world without traffic lights. Seventy-five per centof the people are Buddhist, with 25° Hindu ofNepali origin. An Indian protectorate, it has notalways been the peaceful paradise it is made out tobe; the monarchy was only established in 1907 after200 years of fighting and feuding. There arecurrently 100,000 refugees living in Nepal followingethnic unrest. The government welcomes tourists,but only on organised tours and charges them $200a day.

2 Give students a suitable time limit (two to threeminutes) to skim the text to get a generalunderstanding of its scope and style and to look forany mention of the effects television has had.

3 Elicit a suitable strategy and the type of cluesstudents should be looking out for to help matchthe paragraphs (grammatical links, such asadverbials, pronouns, articles, and other referenceor linking words, and lexical links such as repetitionor parallel phrases). Give students 10 15 minutes tocomplete the task, reminding them to finish byquickly reading through the complete text to makesure it all fits together grammatically, logically andcohesively.

4 Allow students enough time to scan the text forreferences to life before and after television so theyhave plenty of ideas for the discussion. Focuson/elicit useful vocabulary during this discussionmake sure students mark relevant parts of text (e.g.crime wave vs. only social vice ... was overindulgence in rice ivine, etc). Discuss how thesuddenness of the introduction of TV was a majorfactor, compared with the country’s previousisolation from the world, forced on it by its leaders.

Key3 1 D the first sentence (The explanation

answers the question before the gap; the changerefers back to the sudden crime wave. In line 16,after the gap, Only afew years later refers backto lifting the ban in 1999 in paragraph D; it

81


Vocabulary p.122Ia The first part focuses on verb phrases which are

idiomatic expressions or strong verb collocations.As the verb phrases are all from the text, studentscould first match the halves, underlining the keypart, before finding them in the text to check and tosee them in context. Check students understand themeaning of them by asking them to paraphrasethem (e.g. bowed to popular pressure = finally agreedto do what the people wanted him to do).

lb The passage uses paraphrases, which students needto replace with forms of the expressions in ExerciseIa. Follow up by finding out how many of the classenjoy playing computer games. The passage refersto the Sony Playstation and the Microsoft Xbox.

2a Students should first skim the text to get an idea ofwhat it is (a political party’s policy leaflet) beforecompleting it with verbs taken from the text, using adictionary to help if needed. Again, it would beuseful to compare their use here with their use inthe original text to develop understanding of theirmeaning and connotation.

2b This could be just a quick discussion or extended bygetting students, possibly in groups, to write theirown manifestos.

3a This section aims to review aspects of wordformation, looking at the relationship betweenadjectives and nouns. When students havecompleted the table, either from their knowledge ofthe words, from a dictionary or by finding them in

the text, point out that sometimes the adjective isformed from the noun (idyll idyllic) and sometimevice versa (content contentment).

3b The important point for students to note is that insome words (e.g. content contentment), there is noshift in stress, but in others there is, and somesuffixes follow generalised stress patterns.

3c To complete this text, students will need either anoun or an adjective in each gap.

Background

The are many styles of yoga, such as Hatha(traditional), Sivananda and Ashtanga (or poweryoga), all variations of the basic philosophy whichdates back thousands of years. Yoga becamepopular in the western world in the l960s andremains so. B.K.S. Iyengar has been teaching hisstyle, which emphasises precision in each posture,for over 60 years.

KeyIa I e (bow to (popular pressure) subheading

2 d (play a (crucial role) line 463 g (capture the market) line 614 a (think nothing of -ing) paragraph C5 h (can’t be bothered to) paragraph C6 c (1W a ban on) paragraphs DIG7 b (reel off a list) paragraph E8 f (stand accused of -ing) line 16

lb I captured the market 2 reel off’ a list of3 think nothing of playing 4 can’t bebothered 5 play a crucial role 6 to standaccused of 7 to bow to popular pressure8 lift the ban

2a I initiate 2 consume 3 transform 4 maximise5 erect 6 inhibits 7 relent 8 confide in

SaIb I materialistic, materialism2 influ~tial, influences3 prepccupied, preoccu~tion4 contcjfl, conkifiment5 pQpular, popui~rity6 conftQllable, conirQj7 ~jritual(Iy), spirituilhity8 idyllic, idyll9 beneflcial, b~nefitAdjectives (and nouns, e.g. cynic fanatic)ending in -Ic are stressed on the syllable before(e.g. idyllic, ,naterialistic), as are nouns endingin -ity (e.g. spirituality, popularity) and -tion(e.g. preoccupation).

3c 1 materialistic 2 beneficial 3 influential4 popularity 5 preoccupied 6 spiritual7 contentment 8 control 9 idyllic


refers back to the new cable television service.2 B In the real Bhutan contrasts with themention of the fictional Shangri-La; his in line28 refers back to the current Dragon King’sfather3 F It ( outlook, line 39); wasn’t completelyspiritual either contrasts with not quite somaterialistic. Later that same year (line 40)refers back to the mention of In 19984 A Three clear links between the firstsentence of paragraph A and the previoussentence: Beneficial or not links to will be good;it is certainly omnipresent refers back totelevision; and to this crowded country refersback to for our country. Also the impact offoreign influences such as this (line 58) refersback to a violent Australian programme.S E pupils refers back to children; thisonslaught refers back to the negative impactmentioned in the previous paragraph; They (line68) and their parents (line 69) refer back to thechildren mentioned in the paragraph.6 C this new materialism refers back to theexamples of consumerism mentioned in theprevious paragraph.

82

MODULE B: TEACHER’S NOTES

ten”U ~The lead-in is to create interest in the topic of livingin ~ ,4~hoUr society. Students could also be asked iftheY have shops that are open 24 hours where theylive and if so, whether they use them late at night,

pd whether any of them use Internet bankingservices out of hours.

2 Give students 30 seconds to look at the questionsbefore playing the recording twice, with only 30seconds between. Give them a chance at the end tocompare and justify their answers, but remind themthat, in the exam, picking the right letter is enough.Remind them also that if they are unsure, theyshould guess. Compare strategies. One way is toattempt both parts the first time they listen and thencheck/confirm the answers the second time. Theliernative is to answer the first task the first time

they listen and the second task the second time. Thetrategy will determine how much they read at first.

3 Ask them to pick up on any interesting points thespeakers made, encouraging them to support theirarguments with reasons of their own.

Key2 Task One

I A sending their kids to history c/assesfind myself marking exercise books2 E many employers like ,nyself . . .1 needpeople to help me get that urgent dealsorted out3 H pets and zoo animals don’t take anynotice of surgery hours4 C you have to be if you work on newspapers

My job involves both writing and sub—editing5 F people are always wanting lifts to andfrom airports at ridiculous times ... added extrato the sum on the meterTask TwoI D I cant see people sending their kids ... intile middle of the night2 H there’s a danger that some bosses mighttake advantage3 A I’m not really too bothered one way orthe other ~ six of one and half a dozen oftile other.48 and of course more cars at night would“lean not so many during the day, ;i’hich wouldhave to be an advantage for everyoneSF usjust not goodfor you it plays havocWith your body clock ... there are risk.st

Language development 1 p.124This section focuses on an aspect of grammar that maybe new to some students, as it is not usually studiedbelow this level. It relates to earlier writing sections,such as ‘Making your writing more interesting’ on page62, by looking at ways certain parts of a sentence can bemade more emphatic.

The two ways highlighted here are by using a number offixed negative expressions at the start of the sentenceand by changing the word order.

I a The idea of the first part is just to recognise theemphasis and identify how it is achieved. Getstudents to look at the three pairs of sentences andthen answer the four questions before consulting theGrammar reference on page 183.

lb Students need to make the necessarytransformations. Do the first one together as anexample, eliciting the changes required: highlightthe change of word order, the inversion of we andwill and the change from not ... any to no. Point outthat, in some sentences, they will need to add otherappropriate auxiliary or modal verbs. Otherexpressions that can be used in this way includeseldom, scarcely, only by, not until, nowhere, so.

2 Start by asking students if they use an Internetbanking service and whether it is efficient or not,then ask them to skim the passage and ask what thewriter thinks. The exercise is designed to givefurther practice of these structures, but it would beworth pointing out that the type of words that theyneed in the gaps are similar to those required inPaper 3 Part 2, the open doze.

3 This section focuses on the method and purpose ofchanging the word order of a sentence to give moreemphasis to a certain part. Put a sentence usingsuch a structure on the board with and without theemphasis (e.g. I looked every ii’here for my glasses.Finally I put my hand in ‘ny pocket and they werethere / there they were.) and elicit the differences.Point out that the second is more emphatic andthere links more closely to my pocket.

3a The idea here is to see how the emphasis is achievedwith a variety of structures. By changing them backinto a less emphatic form, students should be ableto see what is emphasised and how the emphasiswas achieved.

3b Students first identify the part to emphasise andthen, using the patterns in Exercise 3a, rewrite thesentences.

Ii


Extra!If there is time, extend the exercise by askingstudents to complete some sentences in a way that istrue for them. Suggestions include:Under no circumstances would IAt no time have I...Not for months/years have ISeldom do ISo...amlthat...

ry as Imight, I...I ..., as do/does

Imaybe, but ... rmnot/

• •. . •• • . •• . •• . . •• . . •• • . •. . • • •• • • . •• • • • . •


Activity 8A can be used here. It is a type of boardgame that students play in groups, using key wordsto complete sentences to revise the language ofthis section and the vocabulary from page 122.

• •• . . •• . •• . . •. . .• • . • •• • • •• • . . •.• . • •.. • •

4 It may be difficult, but it isn’t impossible.S The restaurant serves excellent food. Thefrstarters are (the) best of all.6 The response to our offer has been so great thatthe deadline has been extended.7 The King is very worried about the situationand his government is, too.8 However hard we try, we will never surpasstheir achievements.

3b 1 So tense was the competition that tempersflared.2 Try as they might, they weren’t able toovertake the leaders.3 Shakespeare wrote many plays, but Hamlet ishis best-known work. / The best-known ofShakespeare’s many plays is Hamlet.4 We stayed in a hotel in the old part of town.Opposite it / the hotel was a statue of the city’sfounder.S So good is his work that he deserves the Nobelprize for literature.6 I’m anxious for news, as are the other teammembers.7 Weeks it took us to finish the project.8 ‘It’s a beautiful place and very cheap.’‘Beautiful it may be, but cheap it isn’t.’

Use of English 1 p.125Ia Compare the meanings of the five nouns given. Gel

students to work out which of the words fit~each othe sentences and establish that grasp is theonlyone that fits all three. Compare the meaniiig-insentence: understanding, ability to achieveusomething, way of holding.

lb Give students a few minutes to do the ex&rãise athen compare their answers in groups. Poin’t outthat if they can’t find a word that fits all threesentences but can find one that fits two, they sbhave a guess as it might have a use that they areunfamiliar with.

2 The task analysis looks at the way the variousmeanings of a word, although different, may beconnected. For example serve in question 4 hasvarious meanings related to doing 50mething forothers. Gentle in question 5 has three meanIn~all suggest something not tough.

Students might be able to think of other meafl1~of some of the words. For example, serve toa legal document to someone, to start a point iii

games such as tennis.

.

.

.

.

•..

•.

.

.

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S

wThismdiin

Startechtechinfor

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ae

lbcSIp0

2

pa

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KeyIa lIb 2b 3b

2 By starting each sentence with an emphaticconstruction.3 Subject and verb are inverted after anemphatic construction (as in a question form).4 Auxiliary verb did with verbs in the present orpast simple.

lb I Under no circumstances will we enter intocorrespondence with competitors.2 On no account will the judges discuss theirdecision.3 Not only is this slogan witty, it is alsooriginal.4 Not since winning the school poetry prizehave I been so excited.S Rarely do you get the opportunity to visitsuch a remote place.6 Hardly had we arrived, when we werebesieged by reporters.7 Only now are they beginning to realise what amistake they made.8 Not a word was said (by him)/did he say allevening.9 No sooner had I dropped off to sleep, thanthere was a knock at the door.10 No way will I go / am I going to the partywearing that!

2 1 only 2 but 3 did 4 had 5 when 6 sooner7 than 8 was 9 Never 10 has

3a 1 ‘He’s going to resign.’ ‘I find that hard tobelieve.’2 We arrived at the base of the mountain. Thenthe long trek to the summit began.3 1 spent hours thinking of a slogan for thecompetition!

84


Student’s Resource Book, page 84I.

adUng I p.I26~~is section focuses on using certain types of phrases toicale attitude toSacts or opinions that are important

certain writingst’les such as reports or proposals.

tart by askingstudëij$’about their attitudes tohriology, and wlièthër they are technophiles orhnophobes. Ask them how knowledgeable or well

formed they feel about recent developments.

I Students compare extracts A and B and answer then. Gt~ Iwo questions that~re designed to draw theirach attention to the iT~Fbf attitude phrases and thealy effect they have ~c ‘style.

lb Have students~di at the box and the functionalcategories that th&&phrases can be used for. Theyshould then readrtffe other extracts C and D and,

and from the context,iidëntify the functions of theut phrases in itali~tThen look at the Writing reference

on page 203, wl~’ià[hists these and other examples.

2 Here, students ‘shc~ulèj first decide what function thephrase has, and:from that decide which one is moreappropriate Forekample, in pair I, the appropriatephrase should gëli~?alise, not give an opinion aboutthe first point. ~

3 There could be diff~rent ways to do this. Eithersta PW~,” .u ents could choose which topic to interviewOthers about, or’ti{~ class could be divided intothree groups ‘$itfi each group being given one topicloprepare andra’~l~uestions on before producing areport.

)

KeyIa 1 Generally speaking

2 What was particularly noticeable was thatlb Generalising: generally speaking

Opinion: understandablyCommenting: as we shall see, surprisingly,evidentlyEmphasising: indeedAdmitting: admittedly

2 1 Generally speaking 2 For example 3 In fact4 Not only that S Judging by what they said

3b Suggested answer

KeY~ grasPlb I flat : ~5ckjng~t&e5t, a note slightly lower

than it shouldthe, level with the ground2 lay: past oflie?trafl51ti~’e verb to put50~~t~ingd0W1~3t0 prepare a table before

ameal3 term: an expression, a period of time, thePSI’division of an,academic year4 served: to giy~ someone food, to spend timedoing useful work/military work, to provide~0si’.people withsomething useful,‘IUA”~.S gentle: kindl and careful, not extreme or3 04strong, not steep REPORT ON APVANTANGES ANP PISAPVANTAGES

O~ TECHNOLOGYIntroductionThe aim of this report is to present the views of anumber of people interviewed on the benefits orotherwise of technology in three key areas.1 EducationGenerally speaking, the people we spoke to believedthat bringing the latest technology into educationwas a good thing, although, arguably, in some areas,like the use of calculators in maths lessons, somefelt it had made students more lazy. In the main,though, our interviewees appreciated the fact thatthere are so many more sources of information thatare readily available nowadays.2 ShoppingSurprisingly, perhaps, when it came to shopping,people were less convinced of the benefits. Of course,they liked the ease with which they can find and buythings on the Internet, but most regretted that itencouraged people to spend too much time indoorsbehind their computers instead of meeting people intown. They noted that, as a result, many towncentres were dying.3 HouseworkOn the other hand, people were very positive abouttechnology helping them perform mundane chores inthe house. Some said they couldn’t imagine lifewithout their washing machine or microwave and,clearly, many of them would welcome all jobs beingtaken over by robots.

ConclusionAll things considered, people were positive aboutbenefits of technology, only expressing minor doubtsin relation to education and more serious doubtsabout the effect of changing shopping habits.(242 words)

Jq


MODULE 8: TEACHERS NOTES

SB Law and orderThe second half of the module focuses on the issues ofcrime, crime prevention, catching criminals and dealingwith crime.

Listening 2 p.127One way to begin would be, with books closed, to elicitnames for different crimes, for example, but going roundthe class, with students being knocked out if they can’tthink of another one quickly, until there is one winnerleft. Alternatively, introduce the topic by drawing a stickwoman on the board with the name Laura Norderunderneath and ask the class if she is more likely to bea criminal or a policewoman. Clearly they will have noidea until they start saying the name aloud and hear thelink with the title of the section, Law and order. Theserious part is to point out various aspects ofpronunciation in the phrase; the linking of the first twowords, the intrusion of the fri sound between the twovowel sounds (lo:r~n), and the elision of the din theunstressed and (a feature common in such binomialexpressions: fislz’ncinps black’n’is’hite).

1 Students discuss the type of crimes/offences morecommonly associated with young people. It will beharder for them to answer the second question, butmight hopefully raise some of the points mentionedin the listening.

2 Elicit what candidates are required to do and asuitable strategy. Refer to pages 170 and 171 ifnecessary. Give students 30 seconds to skim theintroduction and the questions only. Ask one or twoconcept questions. E.g. Who are Martin, Mary andGlen?

Give them a little longer to read the answers beforeplaying the recording twice.

3 Discuss the questions in small groups, asking if theythink such a scheme would work in their countries.

Speaking p.128This section covers different ways of fighting crime.Start by asking students about their attitude to thepolice, if they do a good job and whether or not thepolice are generally respected in their country (assumingthere are no police officers in the class!).

Ia Get students to look at the photos and identify theconnection (they all show different aspects of poli~work). Then ask students to spend a few minuteslooking at the expressions in the box that all relateto policing, dividing them into those they know anthose they don’t. Next, by asking classmates orusing a dictionary, get them to check thoseexpressions they don’t know. Finally, in groups, askthem to describe the pictures using as many of theexpressions as they can.

lb Ideas that might come up here include: surveillance,undercover work, stop and search, questioning :~“witnesses, community work, attending car accidentetc.

Ic Again, make sure students understand all thepoints, perhaps by going through them one by onequickly with the whole class, eliciting the meaningor examples, before they decide which they wouldsupport.

Id The results of the British poll are on page 207.Although it doesn’t give the age range of the peoplepolled, it shows that the police are generally held inhigh regard, with a huge percentage wanting to helpthem by giving them information, more resourcesand through greater co-operation.

le Other suggestions might include the death penalty.for which there is no evidence of success, and apopular policy in USA known as ‘three strikes andyou’re out’ (from the baseball term), meaning (heftthat anyone convicted for a third minor offenceautomatically receives a long (20-year) prisonsentence.

2a Ask students to skim the article and say which ofthe points in Exercise Ic it relates to (reportinginformation to the police). Then, either by ~0rkingin groups or with dictionaries, ask them to completethe passage by choosing the correct words, ~~inkiflgalso about what the others mean or how they wouldbe used.

26 Ask students if they have a television show (likeCrimewatch in the UK) where the police ask thepublic for help in solving specific difficult crime5 hand finding wanted people and viewers call in Wit

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Key2 1 A certain youngsters becoming potential

future offenders ... everyone pulling together tostop this happening2 D offar ~nore sign~icance in my view is boilwell a child relates to his parents and siblings3 B Ifelt quite glad in a way because it meantthat something was finally going to be done4 C I caine across a leaflet f~vI;? the library5 D I was encouraged to give him loads ofattention ... rather than just being negative allthe time6 C he will now sometimes give me a hug andshow me he does actually care

leads.

3 Again, make sure students are familiar with all thevocabulary before they attempt the discussiOfl (e~libel is a written or printed untrue statement thaigives a bad impression, whereas slander is spokenfalse statement).

86


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Background

Anti~soc1al behaviour orders (ASBOs) are a newa proath in the UK to tackling anti-social activity

III!) such as: vandalism, graffiti, harassment, causing~noisy late at night, threats of

violence, d~ug7 e. An ASBO can be taken out,1~rough thedö~)rts, to prohibit the person/people

4 ~using the frö~Thle from certain acts. They are

communitY ased and are designed to protect thepublicrath~ than punish the perpetratoL They can

ad ~fines, banning people from

certainareas, prohibiting people from congregatingwith other naThed individuals, confiscation of soundask systems~ and I~rcing drug addicts to undergo

be treatment. .

Photocopiable activity :Activity 8B can be used any time after this to :provide further practice of the language of crime. :Students worl<in groups to decide suitable :punishmendf&a number of different offences. :

4 The focus,here’is on the collaborative task (Part 3)and the following three-way discussion (Part 4).

4a Students li~te~ first to the task instructions. Askhow manytfii~ngs they have to do and what they are.Also ask how long they have to do it (four minutes).

4b!c Studentsget a chance to do the task and reportback to th~. class.

Ity,Ba Remind sttidents that the questions they are asked

tad in Part 4follow and extend the theme of Part 3.ere The five qü2stions here are examples of how that

might hap~en. Stress that students should notactually answer them at this stage, just think aboutthe content of their answers.

5b As studenth~listen they should mark the questionsthat the exanijner asks and comment on the

lag students’ p~formances.plete Ga Play thete~brding again. Students listen for the

ould Iangiiage~e~ Remind students of the use of pasttenses to talk about an unreal present, referringback to Language development 2 in Module 7 ifnecessaiy

Gb Encourag~ students to add comments saying whythey agre! brdisagree.

ecs tudents follow the patterns in Exercise 6a torewrite the s~ntences, but warn them to considerWhether each one is expressing a real or unrealconcept;

7aIb Now students should have the ideas and thelanguage to do the task themselves in an examformat, and then compare their ideas with others inthe class.

KeyIa Suggested answers

A the police have arrested somebody.B the police officer is carrying out desk work.C The police are carrying out crowd-controlduties. They have erected crowd barriers.D The police officer is carrying out protectionduties. He is protecting Prince William.E The police officer is using a speed gun. He istrying to catch speeding motorists.F The police have sealed off the area while theyattend the scene of the crime.

lb Suggested answersCrime prevention, community liaison,investigate/solve crimes, keep the peace, respondto emergency calls, help victims of crime

2a I general public 2 drug-dealing 3 scheme4 anonymity 5 written statement6 come forward 7 reprisals 8 entitles9 take up ( accept) 10 set up ( established)II arrest of 12 recovered13 charged with (compare accused of arraignedfor)

4a 1 Discuss how challenging each aspect is.2 Decide which two photos would be mostsuitable for a police recruitment brochure.

5b I Questions I and 52 Their answers respond to the questions andexpand them. However, the female candidateinterrupts the male candidate and dominatesthe discussion. She also wanders off the subject,starting to talk about car accidents.3 Well, that’s a cflfJicult one.

Ga I were waiting 2 would realise3 put more effort 4 didn’t show 5 was watching

Gc I It’s not as if we need more prisons. Crime isn’tany higher than it used to be.2 It’s time they found an alternative to prison.3 I’d rather the courts passed more CommunityService Orders.4 1 wish the government would ban violentcomputer games.



Use of English 2 p.1311 Students may have heard of Butch Cassidy from the

movie (see Exercise 4).

2a Students skim text to get a general overview of hislife.

2b Elicit the type of words that students will need tocomplete this type of open doze (generallystructural words-such as articles, pronouns,auxiliary verbs, prepositions, etc.).

3 The task analysis is both to focus students attentionon the type of words used and to link to thefollowing Language development section oncomparatives.

4 Extend the discussion by asking if they enjoy suchfilms and whether they think it is right for films toromanticise criminal activities.

Ic The opportunity here is for students to use thestructures about a topic that they have someknowledge of. Younger students may have to makeinformed guesses.

2a The section focuses on other structures that areused to make comparisons. Students should choo~the correct option, then highlight the form used.Spend some time focusing on the structures bygiving more examples and by referring to theGrammar reference on page 184.

2b Using the structure in Exercise 2a, studentscomplete the sentences.

3 The two texts here review language from Exercises Iand 2. Note also the link back to the open doze inEnglish in Use in the type of words that aremissing.

Extra!

Language development 2 p.132

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.

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Finish by asking if any of the students have everdone a self-defence course if they think it would benecessary and what they would want to learn.


: Activity 8C can be used any time after this section.: It is a pairwork activity to review the language of: comparatives and superlatives. Students find: missing words to complete some expressions.

Start by asking students which they think are the mostdangerous cities in the world.

Ia Students should first skim the text and say if NewYork is a dangerous city. Then they should gothrough it more carefully, correcting the mistakes.They all relate to the form and use of comparativestructures.

Background

The photo shows a female bank clerk in New Yorkin 1922 being shown how to use pistol. This was dueto the rising level of crime in the city at that time.

lb The idea here is to look at more advanced and morespecific comparative structures, those that don’t justcompare, but say by how much. The exercise uses asimple adjective (safe/safer/safest) throughout sostudents can focus on the more complex structures.

Look at the example and do one more togetherbefore leaving students to match the halves.Afterwards, pick up on some of the expressions andask students to compare them in terms of meaning,register and impact (e.g. it’s not as safe / It’s nowherenear as safe).

KeyIa (I) New York was once notorious as one of the

world’s most dangerous cities. (2) Nowadays,however, it is far safer. (3) There areconsiderably fewer crimes, and people are not asmuch afraid to walk around the streets. (4) Thecrime rate is now much the same as in othercomparable cities and nothing like it was. (5) Akey reason for the improvements was theintroduction of new laws that were a great dealstricter. (6) Penalties are now by far the toughestthe city has ever seen. (7) There are some peoplewho say life is not as much fun these days andthat they feel more restricted. (8) (correct)

lb far/considerably less safe / safernowhere near as safenothing like as safeby far the safestjust about the safestone of the safestsomewhat/slightly less safe / safer(not) nearly as safe (as)a great deal safermuch the same (as)

Key2b I unlike 2 whom 3 from 4 of 5 himself 6 one

7 into S than 9 were 10 for 11 over 12 most13 it 14 why 15 their

3 1 pronouns: 2,5, 13, 15prepositions: 1,3,4,7, 10comparative structures: 8, II, 12

2 one of the most proflfic bank and trahi robbers

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i than I’d sooner A than B2 refer idpref!rtOn’ohl roB

terrible suC/3~9 + adjective + y~j~y~

(comPare so + adjective)~ as; like as he really was, a fact; like = notidentical, butsimilar to~ more strange more A than B (the -er form isnot used, even.~ith:short adjectives, as it is nothow strang&, biltmore about being strangerather than susp$ous)6 The more; the less a causal relationship: themore that A happens results in an increase in 13.7 more andmor~’ to emphasise a constantlychanging situation (with short adjective use -erand -er, e.g~ iris geiting tougher and tougher)8as asAas,B

2b Suggested answersI The more,people read about crime, the morethey become áfra4d. / People becomeincreasingly afraid the more they read aboutcrime.21 am not so much happy as relieved that hehas been caught.3 He’s not such a reliable witness as Jim.4 Crimes using weapons are happening moreand more. I There are more and more crimesusing weapons.5 Some people are too afraid of crime to goout.6 I’d sooner have more police officers on thestreet than more CCTV cameras.7 The new regulations are too complicated forme to understand.

3 A lmuch 2least 3the 4the Stoo 6suchB I As 2 more 3 more 4 equally 5 as

6 nowhere 7 as 8 deal

Siudent’s Resource Book, page 89

A Wrttjng2~133Ask students to look at the photo and say whatthey think it shows. Having established what a hallof residence is, give students a moment to discussthe two questions.

Background

Halls ?~ residence (known to some students asdormitories~) are large blocks of single or shared‘0wns, sometimes with shared kitchen facilities andsometimes with meals in a canteen. They can beeither on the main university/college campus or~Way from it.

2 Students read the task, highlighting the key points.The hope is that, at this stage, they will be in thehabit of asking the right questions to help plantheir answer.

aaIb Elicit as much as possible from the students, asthey should be able to do this themselves by now.

4a The box gives examples of the formal language andstructures that would be useful in such a report. Theaim is for students to notice which part of a reporteach would be used in.

4b Remind students that, in the exam, they would needto imagine their own points to include, but herethey are given quotes that need to be turned intomore formal suggestions~ Point out that part oftheir planning process would include noting downsuggested actions.

5/6 Get students to write the report in class so that itis done without further consultation and within arestricted time period. They could then check theirown work or each other’s.

Key2 Who is writing to whom about what? You, as

Student Representative, to the SchoolAdministrator about security issues.What is the purpose of the report? To explainthe current situation and suggest improvements.What style will it be written in? A concise,factual and fairly formal style.What points have you been asked to cover?Describe the current situation; 2 Give examplesof security issues/concerns; 3 Outlinesuggestions for improvement.What will make the reader think it’s a well-written report? If it is well presented and laidout, and presents the points in a clear andconcise way with suggestions that relate to theproblems.

3a Possible headings: Introduction, The generalsituation, How the information was obtained,Security worries, Recommendations

4a Suggested answersThis report outlines the general securitysituation on the summer school.In recent days, several/a number of securityproblems have arisen.I conducted a formal survey by questionnaireand spoke to students informally.According to some students, a lot of valuableitems have gone missing of late.In light of the above, we believe the front doorshould be locked during the day.


4b Suggested answers1 The front door should be locked during theday.2 There should be an unarmed security guard topatrol the premises.3 In the long term, security cameras andsecurity lighting should be installed.4 The college authorities should considerintroducing individual safes in the main officefor students to store their valuables.S A system of identity cards could beintroduced which the security guard wouldcheck.

5 Suggested answer

RecommendationsIn light of the above, we believe:I the front door should be locked during the

day;2there should be an unarmed security guard

patrolling the premises at all timeschallenging any suspicious-looking people.

In the long-term, we suggest the collegeauthorities should consider:I installing security cameras aid security

lighting;2introducing a system of identity cards

which the security guard could check;3providing every student with a safe for

valuables, to be kept in the main office.(250 words)


IntroductionThis report outlines:1 the general security situation at the

summer school;2how the information was obtained.It also gives instances of specific securityworries and makes recommendations forimprovement.

The general situationIn recent days, several security problems havearisen, and in general, many students feel thecollege is not a safe place to live and work in.

How the information was obtainedI conducted a formal survey by questionnaireand spoke to students informally. Many askedme, in my role as Student ~epresentative, toprepare a brief and urgent report for thecollege authorities and to convey theirspecific suggestions.

Security worriesAccording to some students, a number ofvaluable items have gone missing recently.Puring the daytime, the front doors of theresidence are unlocked, and unwelcomeoutsiders, pretending to be students, havecome in off the streets and wandered aroundthe premises. Of course, it’s quite possiblethat the thefts have been committed byother students, but we feel this is unlikely.


odule 8: Review p.134IC 2 A 3D 4 A SD 6 A 7 C 8 B 9 C 10 C

2 I The companY lifted the ban on people~0rking nights.2 Only one witness has come forward.3 The newspapers seem (totally) preoccupiedwith young people.4 He was the victim of a robbery last night.S We need to reduce congestion on our roads.6 He didn’t realise he had committed an offence

a crime) /caused an offence (= upsetsomeone).7 It’s time we initiated a public debate onterrorism.s suddenly there was a crime wave. I There wasa sudden crime wave.

3 I I’d sooner te have more police officers on thebeat than more CCTV cameras.2 Little did I realise that there were so manyserious crimes in such a small place.3 The hackers’ attacks are nowhere near asintense as last week?s.4 No way will I work as a community officer inmy spare time!5 Generally speaking, the less we know, thebetter it is.6 He acted more like a criminal than a policeofficer!7 On no account should you feel too scared toreport the crime.8 Not once did anyone break into the house!I I’m not so much desperate as disheartened atthe slow progress we’re making.2 Not since the first PC has there been so muchInterest in a piece of new technology.3 It isn’t such a simple device as I thought.4 To get one anywhere is almost impossible.SIt’s somewhat quieter! less noisy than theother one.6 Hardly had it appeared on the market when amajor flaw came to light.7 The bug was too complicated to fixImmediately.8 The more I think about the problem, the moreWorried I amlget!become about it.

Paper I: ReadingB 2G 3C 4E SF 6Dper 3: Use of English

I relIant 2 invigorated 3 irritable 4 politelyUneasy 6 dependent 7 excessively 8 unable°nsumpt1o~ 10 eventually

Part 4I give 2 dealt 3 making 4 fix S dullPaper 2: WritingSuggested answer

Paper 4: Listening1A 2C 3A 4B SD 6B

ReportThe Mulvaiie Outdoor Pursuits CentreTo: Niall Sanchez, PrincipalFrom: Lucia DelaneyThis report has been compiled from thefeedback received from students who took partin the Spring Dreak programme. Although ingeneral their reactions were positive, a fewareas have been identified by the participants inwhich there is room for improvement in thefacilities and level of service on offer.Range of activitiesThe standard of activities and teaching wasgenerally felt to be good, but complaints wereregistered concerning the fact that there wasnot a daily choice — that is, not all activities, orcategories of activity, were available every day.Watersports are given as an example of this.Quality of facilities aid tuitionEquipment and tuition were considered first-rate by all, but students criticised theaccommodation: they expected more space andmore privacy. For example. each bathroomserved five students. This was felt to beunacceptable at a sports centre where washingfacilities are of the utmost importance.Suggestions for improvementsI would suggest requesting greater availabilityof sports and improved accommodation. Thestaff at the centre seemed keen to receivefeedback from visitors, and I am sure that ifthis report is forwarded to them, they will takethe points raised into consideration whenplanning future programmes for us.

Exam Practice 4 TRB p.197

Module 9 Communication

This module covers much more than speech, withactivities on animal communication, visual signals andbody language, image and fashion statements, and hype.

Lead-in p.135Start, with books closed, by asking students to come upwith non-verbal ways in which we communicate,consciously or otherwise, with those around us. Elicitthe following: posture, body language, facial expression,gesture (hands, winking, etc.), dress (what you wear andthe condition it is in), make-up and general appearance,and lifestyle. Most of these come up later in themodule.

Then ask students how much they can tell aboutsomeone from those factors and if they are reliableindicators of personality or mood.

Finally, look at the photos on page 135 and discuss thequestions together. Do students agree what is beingcommunicated? If so, how do they all know that? Isunderstanding non-verbal communication learnt orinstinctive?

Background

Fomkin and Rodman in An Introduction toLanguage (1983) describe communication as ‘asystem for creating meaning’ and claim that up to90% of the meaning of a message is transmittednon-verbally. The importance of non-verbalcommunication has also been shown in otherstudies. For example, when verbal and non-verbalsignals contradict each other, it has been shown thatpeople are more likely to trust the non-verbal.

The man in the couple is communicating affecti0~but also, from the way he is holding his gir1frie~~’possession, dominance and perhaps Jealousy or fearof losing her. The girl exhibits signs of love andsubmission, but also, from the way she isinstinctively protecting her neck, a lack of trust.

9A Something to sayS

Reading p.136 dStart with books closed and ask the class if animalshave language. Ask for examples or reasons why theydon’t. Establish a difference between language andcommunication, and elicit ways in which animals cancommunicate.

I Students share how much they know about animalcommunication, following on from the introductdiscussion. Encourage them to give examples ofhow different animals can communicate.

2 When students have looked at the list of sevenanimals, ask them if they know what they all areand if it matters. For the sake of doing the task i

the exam, it wouldn’t matter if they had no ideawhat a lemur or a stink bug were; it isunderstanding what is said about them that isimportant. (In this case, there are some pictures~which the exam text will not have.)

3 Students should now do the task under as close to riexam conditions as possible. 8

4 Remind students that, in the exam, they would ha’about 20 25 minutes to do this task, including thetime to transfer their answers to the answer sheeL

5 Having gone through the answers to the examquestions, get students to find examples ofrephrasing (e.g. question I feel a part of the socialgroup I bond them to the family or tribal unit). Thengive students a few minutes to look back throu8l’the text to answer question I here. Follow it UP ~ua discussion of questions 2 and 3.

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KeySuggested answersThe monkeys are grooming or nit-picking, animportant social ritual suggesting friendship,companionship and trust.Through their clothes and the way they are standingand looking, the youths are communicating a senseof solidarity and shared identity, and the desire to bethe same.The stag could be communicating dominance offemale deer and/or a threat to others.


Background

Human ~~nguage is said to differ from animalmrnufli~ti0~ in a number of ways. Chomksy said

that ~t is the creative aspect that sets humanmmun~ti0~~ aj4it; Three aspects of this are:

i pisplaceIfl~1~~ animals are limited to talkingaboUt here and’ n’~w. Humans can talk about thepast and the,future, about what is not here andabout iniagna%9çuatbons.

2 productivity we can create new words for new~4QsitUati0~

3 Duality: animai~end to have one signal for one~eaniflg, wherêás,rhuman language is on twolevels. There are few single sound meanings.Sounds combine to form words so /d-u-gI is verydifferent from /ga>d/. In English, only 44 soundscan create over.~rni1hon words. —

I G line 102.grooming ... to bond them to thefamily or tribal unitS2 A line 14 rhjthm offive scratchy pulsessent out by thefemale ... and a reply from themale: pure-toned pulses3 B line 47 9fithis doesn’t scare away apredator4 E line 76”Maintain their group’s territoryit’ith scent-markrng5 F line 90 look to the starling for signs ofdanger6 B line 53 where dense vegetation preventsthem from keep~g an eye on one another7 A line 20’ the female can tap out a d~Iferentrhythm to make him go away8 H line lf6-can describe individual people in

pdetail ... whether they are carrying a gun9 E line 83 the smellier tail wins and theoverwfielmed?~htende,. backs off10 B line !~~çjj~ ident~Jj.’ each other’s rumblesat a range of over a mileII and 1•2.ij~-eithei~ orderF line 92 a sign of a predator approaching onthe ground .9 viilñle a clear whistle ... will makethem look to th’e skyH line 114 they have evolved a special alarmcallfor each! one13 and 14 ‘~‘in- either orderA line 12 c~’hducted ... along a network ofbralychesD line 69’by marking treesIS B line 60 Elephants recognise the calls ofabout loo other herd members

5 1 warning of danger, finding a mate, keeping incontact with group, parent locating baby,marking territory against rivals, bonding

Vocabulary p.138Ia Continuing the idea of the importance of

paraphrasing, this exercise looks at alternative waysof expressing ideas in the text and also atcollocation.

Students search the text for words or phrases thathave been rephrased or explained. Look at theexample together and how it paraphrases the wordsin line 5. Students should note how you learn newthings about something but get insights intosomething.

lb Here, students have the opportunity to select wordsthat they find useful, interesting orjust hard toremember. Emphasise the importance ofpersonalising their vocabulary books, and adding tothem constantly. Point out that pages such as thisare designed for a wide range of students and thatsome of the words they may know already andothers may not seem of value to them. The point ofthe exercises is to show patterns of vocabulary forthem to build on individually.

2a The text uses many words to refer to animal sounds.Two ways to remember them are to associate themwith the animal that makes them or to try to breakthe sound down into parts, as in the exercise.Remind students that a starling is a type of bird (theone that vervet monkeys look to for signs ofdanger). Note that all the words can be used asboth verbs and nouns.

2b There could be some discussion here if studentsdisagree (e.g. to get attention, do people whistle orhiss?). The point is to process the vocabulary and toextend its range seeing, for example, that a roar isnot just an animal sound but could be applied to anengine, the wind or a crowd of people.

2c This exercise shows that the sounds can also be usedto add detailed description to how people speak,commenting on their mood or emotion.

3a This section focuses on the use of idioms to addexpression to language. Some will translate directlyinto other languages, others will seem very strange.The ones featured here are all reasonably common,all include an animal and are connected tocommunication in some way. First, go through thelist of animals checking that students know whatthey are (elicit, in particular, that a donkey issmaller than a horse but has bigger ears, a goose(plural geese) is bigger than a duck, a rat is quitedifferent from a mouse). It might be more fun to do

Key3

J’iThi


the activity in small groups if there is argumentabout which animal fits where. Point out that theycan use a certain amount of logic (e.g. you areunlikely to let a donkey out of a bag, as you wouldhave a job putting it there in the first place), butalso that it is the meaning of the whole phrase thatis important, so for question I, it is not a questionof which animal smells the most.

3b Students put the idioms into a context. When theyhave finished, ask them if they know of any otheranimal idioms. They could use them to makeanother exercise similar to Exercise 3a or 3b.

I infinitesimally small (vibrations) (line 12)2 comes in on (the conversation) (line 19)3 crack (a code) (line 27) 4 pervasive (form(s)of communication) (line 28) 5 convey(messages) (line 36) 6 emits (a loud trumpetingsound) (line 46) 7 scare away (a predator)(line 47) 8 account for (the telepathic way)(line 58) 9 traces (line 68) 10 plaintive (call)(line 78) 11 intimidate (rivals) (line 79)12 pungent (substance) (line 80) 13 respondsin kind (line 82) 14 backs off (line 84) 15 lookto (the starling) (line 90) 16 take to the trees(line 94) 17 exhibit (very sophisticatedbehaviour) (line 107) 18 evolved (a specialalarm call) (line 112) 19 down to (their size)(line 117)

2a I c loud, high, long, musical2 e loud, low, long3 c quiet, very low, long4 g loud, high, short, could be musicalS d quiet, high, short6 a quiet, long7 f quiet, very low, long8 bloud, low, short

2b I roar 2 rumble 3 whistle/roar (withlaughter)/hiss (in a pantomime) 4 whistle/roar5 squeak 6 hiss 7 whistle/roar (of the crowd)8 trumpet 9 squeak/croak 10 hiss/growl/roarII whistle/hiss

2c I growled (quietly) / roared (loudly)2 trumpeting 3 hissed (to show disapproval)4 squeak(ed) 5 croaked 6 whistled 7 roared8 rumbled

3a I rat c (dishonesty)2 cat f (think of the cat leaping free)3 horse b (possibly from horse-racing tips)4 donkey e (known for endurance)5 rabbit d (probably from rhyming slang:rabbit and pork talk)

6 goose a7 parrot g (learns words without knowing themeaning)

3b I (straight) from the horse’s mouth 2 talk thehind legs off a donkey 3 let the cajout of thebag 4 wouldn’t say boo to a goose ~ smell arat 6 rabbits on 7 parrot fashion

Listening 1 p.139The discussion is about behaviour at job interview&way to start would be to briefly look back ~tthe tex~on page 18, which gave advice on attendiniinte~j~.&

I Students start by sharing their ideas onLthebes, q~to behave at job interviews.

2 Do not allow students too long to lool?át~thequestions before playing the recording throughtwice under exam conditions. When chkking theanswers, ask if students can remember iñy of thephrases used that helped them choose the correctoption, while stressing that it isn’t important if the)can’t.

3a Students compare what they said initiallywith whatthey heard.

3b If necessary, play the recording once moretorstudents to make a note of do’s and don’ts.


: Activity 9A can be used at this point. It Wa: version of bingo, with students matching: descriptions of different gestures to picture~ of•• them.

Key2 1 A It’s an alarming thought, ((lid In? not

10000 convinced —

2 B if you present a false impression oLyourself... you’re hardly going to feelcomfortable3 A T/ie thing to remember ... is that itftalking about subconscious impressions ;: itseems that they are influenced, ... even ~f that S

not what they notice at the time4 D You want to look as if you’ve made aneffOrt5 B Candidates ;i’ho project an in?age of~vitality and energy come across as niore capable6 C but don’t get hung up on them


KeyIa

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3D SUfl~t~I answers

good first impçessiOn.~ out the right message.

Gre~ people apg~opriatelY~e yOurSe1~Find out what people wear to work there anddress accordin&Y,ycofltin. elu

Sit up straight.speak clearly.Look people in the eye.Smile.Monitor your body language.I.Jon’tsDon’t rely on a smart suit and a firmhandshake.Don’t wear clothes you wouldn’t normally wear.

he Don’t pretend to ~e someone you’re not.Don’t fold your arms, cross you legs or look at

the) the floor.Pont get hung up on kody language.

Language deve!opment p.140assumption here is that students are familiar with

basic aspects of ~$orted speech (tense shift, changepronouns and time?eferences). It focuses on morevanced aspects,,suàh’a’s the use of reporting verbs

impersonal report structures.

tart by putting a q1üote such as Kathy said, ‘Yes, I liedthe interview’ onti~ board and ask students to put it

(0 reported speech. Elicit the forms:- afljkathy said that yes; she had lied in the interview.

kathy athnitted tha?s~he had lied at the interview.kathy admitted lying at the interview

mpare the forms, establishing that, where possible, itLter to use a reporting verb and that they follow aher of different patterns. Some verbs, such as admit,be used in two ways, others in more patterns and

en in only one.

I In (he first exercise, all of the options fit in terms of

meaning, but one does not fit grammatically.Students need to identify which is the odd one outand rewrite the sentence using it. Do the first oneOgether as an example.

~Here, Students have to first identify and summarise“e function of the quotations by matching them toverb before deciding what pattern it follows.

2b In pairs, students ask each other about theirtelevision-watching habits. Elicit additionalquestions they could ask each other (e.g. Have youever been upset about missing a programme?, Whattype of programme do you think there is toomuch/not enough of?

2c Students report what their partner told them usingthe reporting verbs in Exercises I and 2a.

3a Look at the example together. Get students to sayhow the same idea could be expressed in other ways(e.g. Some people say that dolphins are highlyintelligent). Establish that the impersonal form ismore formal and more suitable in certain writingstyles (e.g. report writing). Point out that theimpersonal structure is a passive construction.(They say dolphins ... / Dolphins are said...Highlight the other common report structures.

2b Students use the structures in Exercise 2a to makethe ideas more formal/impersonal. Establish whichwould be more suitable in a report on animalcommunication.

2c Students discuss the points, referring back to thereading text on page 137 to support their argumentsif necessary.

• • • •• • • .• • •• • • . . • •. . ..• • .• • •• • • •• . . . • . ••


: Activity 9B can be used after this section to review :: these structures and the vocabulary on page 138. It :: is a pairwork activity in which students complete :: gapped sentences with reporting verbs and names :: of animals to complete idioms. :• . .• • •• . • •• • •.• • •• . .• • . .• • •• • • •• . • .• . . .•

KeyIA2C3D4C5C6B7A8 D (objected to our using is considered moreformal and old fashioned)Suggested rewrites1 She complained to him about the problem.2 Mike confessed to having eaten all the icecream.3 The lawyer advised me that I should contacthim immediately.4 Jackie requested me to write the letter for her.S Peter advised me to email you.6 A number of people noticed how easy she wasto talk to.7 The report suggests people spend more timetogether as a family.8 They didn’t allow us to use the phone.


2a I Emily apologised for forgetting to record theprogramme.2 Mike announced that the programme he (had)made would be on TV the next day.3 Kevin advised me/us to get rid of the TV.4 Claudio blamed Laura for breaking the TV5 Stella reminded me/us to switch the TV offbefore I/we went to bed.6 Richard regretted staying up late to watch thefilm.7 Doug admitted (that he had been) watching alot of TV recently.8 Susanna explained that the reason (why) shehad the TV on was that she didn’t like being onher own.

3a 1 It is claimed that gorillas are as intelligent ashumans.2 It is known that Penny Patterson taught agorilla, Koko, to communicate.3 Koko is reputed to have acquired 645 words.4 It’s been suggested that Koko understandsgrammar.5 It is hoped that more research can be done infuture.

3b 1 It is said that Koko has an IQ of 85 95.Koko has been said to have an IQ of 85 95.2 It has been reported that she can make logicalsentences.Koko has been reported to make logicalsentences.3 It has been hinted that Koko’s trainersimagined she is cleverer than she is.4 It has been argued that Koko knows onlywords and not grammar.5 It has been suggested that the word order sheuses is either memorised or random.6 Human language is believed to be outside ofthe capacities of other species.It is believed that human language is outside thecapacities of other species.7 It is (generally) accepted that human languageis a unique phenomenon without significantsimilarity in the animal world.

~ Student’s Resource Book, pages 95—96

Use of English 1 p.141Ia Have a quick review of good exam technique and

then leave students to do the task in as close toexam conditions as possible.

lb After a suitable time limit (10 minutes) stop thestudents and get them to compare and justify theiranswers before checking them with the whole class.

2 Use the task analysis to highlight any vocabulary orstructures the students are unfamiliar with.

Keylb I Tina prevented/stoppedlbanned me from going

into the house.2 There has been a noticeable change in publicopinion in recent years.3 We usually agree ;t’ith each other about niostthings.4 1 was always getting under my mother’~fre,when I was a child.S She is reputed to have made a lot of money inrecent years.6 1 managed to get good grades despite ,c~ beinga very good student.7 Philip used to co~ne across as a very nervousman.8 Whether or not I get the job depends on howldo in my exams.

2 1 Example, 1,5

Writing 1 p.142Most of the focus in the writing sections has been onthe overall result looking at: task achievement,planning, text organisation, style and cohesion.However, writing in Paper 2 is also assessed~ongrammatical accuracy. This section concentrates onaccuracy at sentence level, including spellinjAndpunctuation and common grammatical error~suchasword order, subject verb agreement, missing ~libjects,run-ons etc.

it

I Students first work individually then in smallgroups to both identify the type of errorshnd thecorrect them.

Ia Do the first one together as an example.

lb When students have completed this, have:a look a 2the notes on run-ons in the Writing reference onpage 204 together.

Ic The mistakes here are spelling or with confusingwords.

Extra!Look at the writing strategy notes at the top of thepage. They link to the checklist on page 188. Thepoint to stress is that it is no use just readingthrough a composition once looking for mistakes.they probably won t notice many of them.that they need to be looking for specific mistak~The best approach is to look through the work B

number of times, looking for a particular type 0

mistake each time. For example, first check all thespellings. Then check that all the subjects and vetagree, then stop at each noun and check if itrequires an article, and if so, which, etc. Thefor each person to focus on the mistakes that his most likely to make.

2

I

I

Ic

I

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2 studefltS plan a composition about the difficultieschat they have with English. This should help themw locus on their weak points.

KeyIa

‘l

j word ordër:a new series of wildqfeprogrammesstarts on TV2 run~on:~Pubtk. Howeve3 fragment ~! language, because4 run-on: . fimoney, as the pay5 fraginent9’his is a great opportunity ... I...courts, proøiding a great opportunity6 run-on and wrong word order: ... experience;their willingness to learn is ~nuch more important.7 punctuation: ... parents, learningfrom ... Iparents and learn

lb I subject verb agreement: There are a lot ofthings2 subject verb agreement: is my favouritemeal.3 verb form: have never heard of = presentperfect4 wrong vetb form after Why not: take up5 wrongconditional tense form: If Ihadn’tthrown anSj?... could have got6 wrong r~iative pronoun: All that concerns7 inversion~mi~’sing subject, subject verbagreement: .~.. not only does the Swan Hotel have

but it also takes care ofIc I beleive >bëlieve; rise> increase

2 presantati~n> presentation; farther> further;inform> i&~’rmâtion; (cooperation > cooperation;~~ish > hope3 sugested > suggested; accepted > agreed;exept from:> Jxcept for; as I am > as I was; say> express~~ctiée> practise; bump> rush

2 Sugg~t~’â~fer

LEARNING ENGLISH —JOY OR MISERY?

How can a language nat/iso manyphrasal verbs ever beeasy? That’s whatafriendsaicjtto me once, andshe’dbeen

~nj 4’ learn En)/ish foryears!Sulfur me, it h~’t been as hardas I thought it wasgoing& k One ofthegt~dthinqs is that there are so many

D7r6tylish words us_ed eve,ywhere these days that even in my

beysnners’d~ not all the words were unfamiliar. Also, I’d

liStening to English-languagepop songs and watching

~‘!5lLch4anyua~jefilms/bryear4 which meant Ihada lot qthe iduiguage without thinking about it.

k~i. ~ thaty I stillfind very difflcul4 though, is the link~‘°CCH .cpelling~andpronunci.ation. How is it that words

“~U~ lead anc&encse can have di erentpronunciations

“nave dØre’itt ~me~’anings! Ridiculous! Not surprising(y,

98 Making a statement

Listening 2 p.143Start with books closed and ask students what theythink is the most universal item of clothing. Havingelicited the T-shirt, ask them how many they have.Then look at the questions in the book together.

2 This is a Part 2 task, which students last did inModule 6. Give students 30 seconds to read thenotes before playing the recording twice.

3 It would be useful to let students compare theiranswers before they are given the correct ones. Thisis to help them focus on the clues that signal theparts containing the answer.

4 There is plenty of scope for discussion here. Inquestion I, ask what they think of famous designersputting their name to a plain white T-shirt.

In question 2, examples of garments originallyintended for other uses would be denim jeans (andcowboy boots) originally designed for cowboys,trainers designed for athletes but now worn by olderpeople and for general leisure wear, and baseballcaps, which are seen everywhere.

In question 3 there are plenty of examples ofclothes that say you fit in, such as wearing a plaindark suit and a tie to work in a bank, or fashionssuch as punk, gothic or grunge that say you want tobe different (but not from your peers!).

my teacher says I still need to work on my spelling.

Although I’ve learnt a lot in my classes, / think what real(y

helped me improve was spending a few weeks in London

last summer~ working in a ca~ I really hadto understand

what everyone was saying or I wouldget the customerc

order wrong, andofcourse I had to learn to speakpolitefy in

English.

Overal4 I have realty enjoyed leaning English. My teacher is

vet7young andhe makes the classes very interesting,

encouraging me all the time to speak in English andhaye

,i4~n using the language. But in the en4 theres nothing likebeing in a native-speaker environment to makeyou learn

(263 words)

Key2 1 French 2 mass production 3 sleeves

4 sportsmen 5 ‘skin-tight’ 6 rebellion7 advertising S political


Speaking p.144Here students get a chance to do a complete Paper 5speaking test. Although it is clearly removed from examconditions it should help them to get a better sense ofhow the various parts all fit together.

Ia Start by doing the quiz to remind them of theimportant points. One way to do this would be withbooks closed as a lead-in. Read out the questions,with the class either shouting out the answers ornoting them down individually.

lb Spend a few minutes reading through theinformation on pages 171 172 before students start.

2 Divide the class into groups, preferably fours butminimum threes. If students know who theirpartner will be in the real exam and they are in thesame class, they should partner up now. Make surestudents are familiar with the roles andresponsibilities of the interlocutor (controls the test,gives instructions, asks the questions and keeps aneye on the time) and the assessor (says ‘hello’ andlistens to the candidates, noting strengths andweaknesses).

2aIb The interlocutor asks the first pair some of theintroductory questions on page 207, involving bothcandidates equally and keeping the conversationgoing for three minutes. They swap over roles anduse some of the remaining questions.

3 The instructions are on page 207 and students usethe pictures of rooms on page 145. When theassessor has given feedback on the first pair, letthem change over and give the second pair a turn.

4 This time let the second pair go first.

5 Keep the discussion going for the final part beforegoing back and repeating parts 3 and 4 for thesecond pair.

6 Give students a chance to assess themselves andeach other and discuss ways of improving theirperformances.

Extra!If there is time, pick up on some of the expressionsstudents used to describe the rooms or whendiscussing news media.

5 Part I: answer interlocutor’s questio~~each other questionsPart 2: talk about a set of photosPart 3: discuss a social issue with each otherusing promptsPart 4: answer general questions related to theissue in Part 36 Your ability to: compare, contrast andspeculate; discuss, evaluate and select.7 In general: listen carefully to theinstructions/questions and do what they ask,show interest in your partner, keep speaking butdon’t dominate, don’t say ‘I don’t know’, don’tworry if your partner seems much better orworse than you, it will not affect your mark.In Part I: show interest and respondappropriately.In Part 2: keep talking and answer both partsthe instructionIn Parts 3/4: be sensitive to turn taking, offeropinions, agree or disagree giving reasons, reaca conclusion.

Use of English 2 p.147Ask students to read the title of the text, look at theposter and try to guess the connection ben~èen thetwo.

2a Students should skim read the text quicklyto checktheir answer to Question I.

2b Give students 10 minutes to do the task, re~indingthem that that in the exam they would hav~4oskim.do the task and transfer their answers all withinthat time. Remind students that they may livetomake two or more changes to alter the wordclass/type and that adjectives may need td ~adenegative and nouns plural. At least one word willneed a prefix.

Remind students that some words have more thanone form in the same word class (e.g. two iouns 0

adjectives). Where there are two nouns, one~IS oftuncountable and the other countable. Adjectives aformed from both -ing and -ed participles.1S0IT1Cadjectives (attributive) can only be used bcfore anoun (e.g. live, elder), others (predicative) can onibe used with a verb (many beginning with a e.g.alive, asleep) and not before a noun. (You can’t53an alive/asleep/alone animal.)

4 Merchandising related to films is now very popt1I3and sometimes it is hard to know if the productssale or given away in cereals and fast-foodrestaurants are there to promote the film or~ift~film is there to promote the merchandise! A:nW~example of the link between the two wasPark, which featured a gift shop actually st,ock”

KeyIa I Fifteen minutes (for two candidates)

2 Two (three if there are an odd number on theday)3 Two: an interlocutor and an assessor4 Four: Part I, three minutes; Part 2, fourminutes; Parts 3 and 4, eight minutes.


with Jurassic Park merchandise. Years ago, hype wascreated in other ways, for example by widelyadvert~t~ a film, then releasing it on only a few~.eens, so long queues built up, creating the imageof a must-see movie.

• Photocopiable activity :.

ActivitY 9C can be used any time after this section, :as it reviews vocabulary in the entire module. It is :a pairwork activity in which students complete a :crossword by identifying the wrong words in~n1ences and replacing them with the correctwords.

...•e•••~~***

Key2b I relations: plural noun after adjective,

collocates with public2 reality: noun after preposition ii’ith3 significantly: adverb before adjective inferior4 originally: adverbial discourse marker5 appearance: noun after possessive his6 unforgettable: adj to describe charactercontrast with silly but7 atmospheric: adjective between adverb darklyand noun series8 substantial: adjective between a and noun sum9 marketing: noun (uncountable) afterpreposition on10 excessive: adjective after verb be

3 markets where you sell the products;marketing how you promote the product(un)forgettable something that can(not) beforgotten; forgetful (no negative possible) usedfor a person who frequently forgets things

Writing 2 p.148

I Look at the lead-in questions together. Find out ifany students have ever been to an outdoor centreand what they did there.

2 Give students a few minutes to read the instructionsand then read through the input material carefully.Then they should look at the five focus questions.

3a Students go back through the input, highlighting keyparts and organising the points into related areas.

3b Students look at the headings and decide whichpoints would be covered within another andtherefore would be subheadings of others.

3c Students use the headings as a basic paragraph plan.

4a Look at each of the structures in the boxes, elicitingsome sentence completions to highlight the meaningand the form.

4b Note that it would be a good idea is followed by a to-infinitive, whereas suggest and propose are followedby -ing.

5/6 Students write, edit and correct their work. Remindthem of the editing procedure on page 142.

KeySuggested answerWater sports: rowing, canoeing, sailing,kayaking; climbing; orienteering; archery; etc.Attract customers by: having a wide range ofactivities, good atmosphere, low prices,excellent publicity, etc.

2 1 You are the Senior Administrator in theBookings Department; you need to write aproposal suggesting how to increase sales,mainly through raising the profile of the centre.2 To make suggestions (for the Board ofDirectors) about ways of increasing salesthrough raising the centre profile.3 Memo: no increase in bookings, need moremoney for promotion and new facilities, needto raise profile of centreFeedback: positive, but centre doesn’t publiciseitself well4 Like a report, there will be a clear layout,probably with headings/subheadings. Also,there will be some analysis and suggestions.With a report, there is more emphasis on theanalysis (probably with some concludingrecommendations); with a proposal, there ismore emphasis on a set of suggestions(possibly with some analysis).5 Consistently formal or neutral.


3a Main focus: recommendations3b I Introduction

2 Suggestions and recommendationsA Publicity material

The websiteB FacilitiesC Pricing policyD Special events

3 Conclusion4a Suggested answers

It is clear from customer feedback that too fewpeople know about our centre.The last year’s results have been disappointingfor the centre.With regard to the website, the general viewseems to be that it could be made more user-friendly.To raise the profile of the centre, we shoulddisplay attractive posters in prominentlocations.The aim of this proposal is to suggest ways ofgetting more people into the centre.Perhaps the most effective way of increasingbookings would be to offer special deals.If the centre is to attract more customers, it isvital that we overhaul the website.A programme of visits to local schools could beorganised.

4b Suggested answersI We recommend that a specialist web-designcompany should redesign the website.2 It would be a good idea to invite journalists tovisit the centre.3 We suggest contacting Tourist InformationCentres and asking them to display posters ofthe centre.4 We urge the board to increase thepromotional budget for next year.

5 Suggested answer

PROPOSALS FOR INCREASING CENTREATTEN DANCE

Introduction

The main aim of this proposal is to makesuggestions for improving sales. Having looked atcustomer feedback I have considered whether tis necessary to extend our facilities and looked atdifferent ways of increasing our public profile.

Suggestions and recommendationsFacilitiesIt is clear from feedback that our customers.thinkour facilities are already of a high standard,sufficient in number and do not need to beextended.Publicity materialWith regard to our website, the general viewseems to be that it is inefficient. Search enginesfrequently fail to locate it, and it is poorlydesigned and very slow making it difficult forcustomers to find their way around.We propose getting a specialist web-designcompany to overhaul the site.Special eventsThe centre has not been featured in the localmedia for some time, and we are therefore ~,

currently underexposed. It would be a good~ideato invite local journalists to the centre on aregular basis.Perhaps the most effective way of increasingvisitor numbers would be to offer discountedrates for school parties at quiet times.

ConclusionIf the centre is to increase sales, it is vital that weintroduce some, if not all, of the above measures.(210 words)

0 Student’s Resource Book, page 104


u~e 9: RevieW p.1501A2C3D4B5A6. 9C108

I His arguments were (very) persuasive.2 mere was gradual acceptance of the need for

Ira publicitY.3 Qettifl~ them to speak clearly is a seeminglyimpossible task.

She wore a very/highly fashionable dress.5 He was uncha ct~i5tc~Y quiet today.

I’d like a job somewhere in the local are&thisocalitY / this area.Her nervousness showed in her voice.

S The previous owners had left the place in amess.I I reminded Tom to bring his laptop.2 I-fe didn’t want to comment on the report.3 It was suggested that the advertisers should besacked / that they should sack the advertisers.4 We were all urged to work out what themessage meant. I We urged them all to work outwhat the message meant.5 She complained about the high cost ofvisiting Europe.6 She refused to have anything more to do withhim.

4 II has been known for some time that learninglanguages can stimulate intellectualdevelopment in young children. Now research inCanada has suggested that speaking more than

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‘II

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II

one language also helps us to stay mentally alertin old age. Tndeed, researchers there havenoticed abeiH how much more quick-thinkingolder bilinguals are than non-bilinguals. Theyclaim that not only are bilinguals more mentallyefficient at all the ages they tested, but theirmemories decline less rapidly in old age. Theyadmit that, as yet, they have managed to find noevidence to show that learning a language belowbilingual level makes a difference to adults.However, they hope to do further research inthis area shortly and have promised they willpublish the results at the earliest opportunity.All the same, they remind us oflabout thegrowing body of evidence suggesting that anyintellectual activities may have a beneficial effecton the health of our brain.I There > It (line I) It has been known2 run-on sentence (line 3)3 to speak > speaking (line 4)4 no preposition after notice (line 6)$ subject and verb inverted after not only (lines8 9)6 present perfect tense after present tensereporting verb (line 11)7 present tense after present-tense reportingverb (line 13)S to-infinitive after hope (line 14)9 vocabulary: do research (line 14)10 wrong preposition with remind (line 17)

Module 10The world of entertainment

This module embraces a wide range of leisure activitiessuch as comedy, shopping, opera, television, sport andmusic. It includes features on enjoying them both as aspectator and performer.

Lead-in p.151With books closed, brainstorm different forms ofentertainment. Ask what is more suitable for children,teenagers, young adults, middle-aged people and olderpeople. Ask for forms of entertainment that need a lotof money and those suitable for people with very little,or for active and inactive people. Then open books,look at the photos and discuss the questions together.The photos show people dancing in a nightclub (left), ateenager shopping for sports goods (top right) and agroup of friends watching something exciting on TV(bottom right).

I OA You have to laugh

Reading p.152With books closed, elicit different types of humour orcomedy, such as slapstick, mime, satire (these three areused in the lead-in to the text), stand-up, story-telling,puns, double acts, situation comedies, double-entendre,visual wit, etc.

1 Get students to look just at the photo and theheadings and answer the two questions. Point outthat the title Fears of a clown is an adaptation ofthe phrase tears of a cloii’n, the suggestion thatinside every funny person there is unhappiness.Elicit the meaning of the phrases rubber-faced andfixing a plug (electrical).

2 Give students two minutes to skim the article toexplain the three points in the subheading

3 Elicit the strategy for multiple-choice questions toremind students, and give them 12 15 minutes to dothe task.

4 The discussion allows students to give a personalopinion of types of comedy.

3 1 A line 15 unless it was perhaps the desire tobreak out and rebel2 D line 22 his comic persona exists in aparallel world dominated by his lifelong Passionfor cars and machinery3 B line 34 since adolescent self-consiousnessset in at the age of])4 A line 38 he needs an audience and theformality of staging or a camera before he cansomebody else5 B line 46 1 constantly believe that there is abetter peiformance just out of reach6 B line 69 he ~nust represent to adults frommany nations the child within them7 C line 80 It’s myself and the audience outthere ;i’ho I’m interested in

Vocabulary p.154This section looks again at paraphrasing and also atcollocation, noun phrases and the meaning of certainprefixes.

Ia This exercise is similar to the one in Module 9.Students find fixed expressions, phrasal verbs,idioms and other phrases used in the text.

lb Elicit the type of words needed in the collocations(in 1 5, the adjectives are missing in thecollocations with nouns; in 6—8, the verbs aremissing in collocations with nouns.)

Ic Students should note down any other individualwords or phrases they find interesting or that wouldbe useful to them.

2a Start with the two phrases from the headings of thereading text, the fears of a clown and the burden ofcomedy. Draw students’ attention to the way thetwo nouns are linked with of and point out that thisis a common pattern, but there are otherprepositions that can be used to link two nouns.

Students should then try adding the missingprepositions to the seven phrases before findingthem in the text to check. Stress that in theses casthe preposition is determined by the precedingnoun, for example a passion for something, the keto something. Check students know the meaningall the expressions (e.g. a knack (always singular)a natural skill or ability).

2b Tell students to read only the first line of the textAsk them if it is about artists of the Impressionlsmovement, such as Monet and Renoir (it isn’t) ‘1them to use each of the seven expressions fromExercise 2a once each to complete the passage.

Key2 Rubber-faced his ability to pull funny faces in

his visual comedyThe burden of comedy the pressure toperform, the fear of failureThe joy of fixing a plug his love of electronicsand engineering

102


sLud~5 ask a partner the questions and reportback.

p ,~sk students to think carefully about the meaningof the prefixes as used in these examples. Point outthat some of them (see key) have more than onemeaning’

b Students could use logic and instinct to decidewhich prefixes can be used with each word before~~ecking in a dictionary.

Sc Students should find two or more examples ofwords using each prefix. Check which of thedifferent uses of the prefixes their suggestions comeunder. Examples include: well-informed, well-read,well-off (NB some words such as well-built, welleducated have aspects of both quantity and quality);off-piste (skiing), off-side (football); self-absorbed,self-critical, self-esteem (noun . self-depreciating;low~pressure, low-spirited, low-lying.

3d Students complete the sentences using words fromExercise 3b

The idea here, as well as giving further opportunityto process the vocabulary, is to raise the issue ofconnotation, with students hopefully noting thatself-assured, self-confident and self-respecting aregenerally positive, wl{ereas self-satisfied and self.important are generally negative.

C,

Key—I

Ia I never uttered a word (line 6) 2 stumbledWcJ

across (line 9) 3,forging (line II) 4 underpin(line 12) SaIl-consuming (line 26) 6 trademark(line 35) 7 nondescript (line 36) 8 contrived(line 42) 9 debilitating (line 47) 10 shudders(line 51) 11 vi~ious (line 52) 12 is adamant that(line 60) 1’3~j~nomenal (line 65) 14 relish(line 80)

lb I phenomenaj 2.vicious 3 nondescript4 contrived 5 all-consuming 6 forge 7 utter8shudder

2a lftw 2for 3’ol4to Sof 6to 7of2b I knack for 2 target of 3 prospect of

4 attention to S key to 6 passion for 7 risk of2c I for 2 of 3lfdr3a j well (quantitative) a large amount or to a

great degree U

Compare with other use of well- (qualitative)(e.g. well_acted well-ii’,~itten) to mean ‘pleasing’or ‘suc~ssful’Zoff not happening or located in usual place.Compare with other use of off- (off-balance, off-Peak) which means ‘not the case’.self how people feel about themselves.Compare with other uses of self- (self-made,self.defeflce) in which self- means actions doneto or by oneself, or self-cleaning, self-locking inWhich self- means ‘automatic’.


Listening 1 p.155To link to the previous section pick up on the nounphrase in question 2 (a sense of humour). Givestudents a few minutes to discuss the importance ofa sense of humour. Ask them what type of thingsthey laugh at. Raise the issue of why people laughwhen they are nervous or embarrassed.

2 Having recapped the strategy for dealing withmultiple-choice questions, give students a momentto read the text before playing the recording twice.Check the answers, highlighting how the points areparaphrased between the recording and the writtenoptions.

3 Humour can vary greatly from place to place butsome comedy programmes (such as Friends or TheSimpsons) have wide appeal. If there is time, getstudents to tell a joke to the class. Joke telling canbe very hard in another language but some jokes,especially those that disparage certain sections of a

often the same the world over. Havebe prepared to set an example by

community, area joke ready andtelling the first joke.

3 low not high or complex.3b well established, paid, travelled, worn

off duty, guard, line, road, trackself assured, confident, important, respecting,satisfiedlow level, paid, profile, risk, tech

3d I well-established 2 self-important 3 off-track4 self-respecting 5 low-paid 6 off-guard7 low-profile

Key3 1 C people are always quoting bits from it in

the office the morning after and I felt a bitleft out2 A it ;~tins the risk of getting a bit repetitive3 B Also unique here is the way you’re keen notto be ‘over the top’.4 B desire the British have not to takethemselves too seriously5 C nobody had the courtesy to let me know.6 C word of mouth recommendation ... you’recertainly not going to get this from me!

103


Language development 1 p.156This section looks at the use of participle and infinitiveclauses. The assumption is that, by now, students will beable to use relative clauses with confidence, so this is anatural progression to more complex clauses.

Ia Look at the examples from the text, and at theGrammar reference on page 186. Draw students’attention to the way these clauses act as an efficientway to combine information, reducing the length ofsentences by omitting redundant subjects andauxiliary verbs.

lb It is important to be able to rewrite the structuresusing finite verbs to fully understand their structureand use,

2 Allow students to refer to the Grammar reference asthey try to incorporate participle clauses. Encouragethem to think about whether the part in italics isexpressing time, contrast or reason/result. Checkany difficult items of vocabulary (e.g. a householdname = widely known, sitcom = an abbreviation ofsituational comedy).

Do the first one together as an example. Getstudents to think how the information could beexpressed using a relative clause: John, who hadappeared in a popular sitcom, became a householdname. If this was reduced, it would become John,having appeared in a popular sitcom, became ahousehold name. Finally, note the similarity to theparticiple clause that puts the clause at the front:Having appeared in a sitcom, John

3a Point out to the students that the idea is to expressthe same information, but in a more succinct way.Note that in question 1, the clause Having seen thefilm already expresses not only reason, but also anelement of time. The distinctions in the Grammarreference overlap to some extent.

3b Look together at the use of to-infinitive clauses inthe Grammar reference (purpose, consequence,result and condition) before students attempt theexercise.

4 The idea here is both to practise the structures andto show how a piece of writing can be improved byusing them to reduce redundancy and expressinformation more succinctly. When students havefinished the task, ask them which is better and why.

. . . . . .. . . .. . ... . .. . . ... . . . .. . . . S • • • • ~ • •

: Photocopiable activity :: Activity IOA can be used here. It is a pairwork: activity in which students unjumble and then: match sentence halves to complete sentences that: practise participle and infinitive clauses. :. S • • •~ • S •S S S •S • • 55••••••• 55••••••• S 55•e•

-. Background

The pantomime Dick Whittington is a popular ~howfor families, mainly performed around Christnjastime. Dick is a poor boy who goes to live in Loltdonwith his cat, intending to make his fortune. Therreare several versions of the story, most involvingDick going on a sea voyage in which the ship i~plagued by rats (lead by the evil King Rat) uniljiij8faithful cat kills them all. After his adventures, he.returns to London to a hero’s welcome, is electedMayor of London and marries the girl he loves,Alice Fitzwarren. .1

Key

•1

la/b 1 time clause Less than three years after he(had) left university,2 contrast clause Despite the fact that he isacknowledged3 -ing clause to replace and + co-ordinate clause

works hard to extract maximum leveragefromhis talents and (he) pays incredible attention todetail and an -ed clause to expressreason/result attention to detail, because he isterrified of the risk4 contrast/passive Although he is impressed bj

2 1 Having appeared in a popular sitcom, Johnbecame a household name.2 Glancing at the TV page, 1 saw that myfavourite comedy was on later.3 Being very witty, Sam is a great performer.4 Having spent five years working in the’~theatre,Sarah has lots of stories to tell.S Bored with the normal TV channels, Laecidedto get cable TV6 Generally speaking, few young peopldlike

inopera.3a I Having already seen the film, I didn’t go to the

cinema with the others.2 Amazed by the special effects, I went t~ seethe film three times.3 Thinking I would get a better view, I ~at ~n thefront row.4 Having had a lot of trouble getting ti4icets. Ihad hoped the concert would be better.S Finally Beyoncê walked off stage, blo*iflgkisses to the audience as she went.6 Knowing how much my sister likes S~j1flLake, I’ve bought her tickets at the MantflSt’Theatre.

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Sentthe

lb Givedo thUsing

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b To see her perform live, you’d think she’s beendoing it for years. (condition)2 My ~andmother saw Casablanca enoughtimes to know all the lines off by heart.(~esultIcon5eq~nce)

~ i rushed home to watch Friends (purpose),only to discover that it was a repeat.(consequence)

4 phil has directed enough plays to know whathe’s talking.about. (result)5 1 like opa, but to understand the story, Ihave to read the programme notes. (purpose)6TheshoW.15 not for everyone. To put itanother w~Cy, it’s pretty unusual. (purpose)

4 One day;féèling generous, J volunteered to takemy five-y~f-old niece Amy to a pantomime.ThinkingrDick Whittington would be one she’denjoy, I booked two tickets.Planning the outing well would ensure that IPlanned well, all would go smoothly and wewould have a great time.Having stopped a few times on the way to thetheatre, we arrived just as the show was starting.We found our seats, only to discover that wewere sitting behind a very tall family.Not being able to see, Amy had to sit on my lapfor the full three hours!At first, she was spellbound. To see her face,you’d think she was really having a great time.But frightened by King Rat, Amy startedhowling.To distract her, I offered to buy her an icecream.Creeping through the darkness, we foundsomewhere to buy one, then returned to ourseats. Having apparently got over her fear, shesat back in my lap and enjoyed the rest of theshow.At the end she stood clapping until the curtaincame down for the final time.I don’t know how the actors felt at the end ofthe evening, but after seeing I having seen theshow with Amy, I was exhausted! Nevertheless,all things considered, it was a great success.

b Student’s Resource Book, page 106

Use o~ English i p.157Ia Students have’had plenty of practice of Gapped

Sentences by~now so it shouldn’t take long to recapthe task strategy.

b Give studenPs~ suitable time limit (5 8 minutes) to0 the task4 and then let them check the answers

a dictionary.26 II

L Students cannot think of other uses of the words,iiiey ~ .n Use~the dictionaries again to find them.

Writing 1 p.158Read through the writing strategy notes at the top ofthe page. As mentioned in the previous module, muchof the writing strand has focused on important factorssuch as task achievement, planning, organisation andcohesion. This section again focuses on control atsentence level and reviews some of the structurescovered earlier in the course.

Ia Spend some time looking at the sentence patternson page 204, comparing the types of clauses andhow they are linked.

lb This could be done individually or in pairs, withstudents pooling their knowledge and ideas.

2a Students should look at the task and highlight keyparts.

2b Students combine the sentences in the same way asin Exercise Ia.

3a Here, students have the choice of finishing thesample answer or starting their own. Whilefollowing the scope of the task, their focus shouldbe on using well-constructed sentences.

KeyI casual relaxed; temporary, not regular; notformal2 joined went to meet; connected; began totake part in an activity others are doing3 low small level; quiet/deep sound;unhappy/depressed4 pulling (phrasal verb) pull apartseparate/examine closely; move your body;change expression$ poor not good; lacking money; unlucky,showing sympathy

2 Casual can also mean not serious (casualrelationship); not planned (a casual remark)Join can also mean become a member (join aclub); do something together (join me in a glassof wine)Low can also mean not much left (we arerunning low on petrol); dim (low lighting);small amount of heat (set the boiler on low)Pull has many meanings such as movesomething towards yourself (e.g. sign on adoor); tow (pull a trailer); injure (pull a muscle)• Low (adjective) can also be an adverb (flyinglow) and a noun (highs and lows)

Pull (verb) can also be a noun (give a rope asharp pull)


Keylb Suggested answers

I Although I love various forms ofentertainment, like the cinema and the theatre,being someone who relishes a challenge, I alsolike to learn something new in my spare time.(or Although I love I am also someone who

,which is why ...)

2 After working hard all day, Mark needs torelax in the evenings and he does so/this byplaying computer games, which is unusual forsomeone who enjoys the company of others somuch.3 Our ancestors, not being slaves to the workethic, had more leisure time than we do, in spiteof the fact that they had fewer labour-savingdevices. (or Because our ancestors were notthey had ... in spite of having ...)

4 Even though some people think board gamesare very old-fashioned, they are still verypopular because they are a great way forfamilies to have fun together. (or Despite thefact that some people ... or Although boardgames may be considered old fashioned bysome people, they are still ...)

5 1 like relaxing in a hot bath in the eveningsbecause it helps me to get a good night’s sleep,which is important, as I need to be wide-awakeand ready for work the next morning. (orRelaxing in a hot bath in the evenings helps meto get...)

2b Suggested answerThe problem is that these days many peoplelead very busy lives, as a result of which, theydon’t have so much time on their hands,particularly when they start work. Having had along hard day at the office, the last thing theyfeel like doing is making much of an effort togo out. Many hard-working people don’t go tothe theatre or cinema, preferring to slump in thearmchair in the evening and watch TV.

3a Suggested answer

more, if they went out to the theatre or the operathey made it into much more of a big occasiondressing up and taking time over it.In my view, as time is precious in today’s fast~moving world, the best way of having fun is t0tlearn to enjoy the simple things in life, like readinga book on the train, or cooking a meal for a friendon their birthday. Seing quite a shy individual,’~lalso like to spend an hour or two sitting on a parkbench in the warm sunshine watching the wo goby and feeding the birds.believe it or not, once you realise you don’t havet~spend lots of time and money going out to showshaving foreign holidays or spending the weekend atDisneyland, life becomes a lot more enjoyablg


siI OB Taking part

liz

Listening 2 p.159

Start, with books closed, by asking students ii~they cansing. Ask them when and where they like singingandwhat type of music or songs they like. Ask if they haveever considered singing (or another aspect of music) asa career.

Get students to read the task rubric in Exercise 2and discuss the two questions in small groups. Askalso if they have ever heard of such an idèg~(theymay have heard or similar ideas in the wSrld of p0

music, such as Pop Idol or The X Factor) and if iliwould ever enter such a competition.

2 Remind students that the answers follow.1the sameorder as the recording and that they shouldlisteflfor the interviewer’s questions as cues ror,the secilwith each answer.

3 Continue the discussion about students’ ownmusical abilities, including instruments th~yplawhich will link into the following section.

Key2 1 D our primary aim iI’as to bring out the b

in non-professional singeiw; open up avenuesfthei;i2 B people expect opera singers to lead eXOI1~lives, whereas mine is anything hut yoU kflOh,I’m just a supermarket cashier3 C all this time I’ve harhoured a naggitlgfeeling that maybe I blew my big chance of acareer in music4 C hasn’t got what it takes in terms ofdetermination, energy and stamina

‘I

lb

These days people can enjoy themselves doingthings they couldn’t do 150 years ago, such aswatching TV or going to the cinema. However, mostpeople lead very busy lives. They get up early in themorning and go to their jobs, where they work tilllate, and have little time for fun. That’s why,instead of going out to the theatre or the cinema,many hard-working people prefer to slump in theirarmchair in the evening and watch TVIn the old days, people didn’t work quite so hard toearn money and, because they had more leisuretime available, were able to spend more timechatting to friends and playing games. What’s

106


5 A They were, of course, much len used to thespeed and intensity ... longer to adapt ui/rat theyhad prepare~~6 A Mind you, j did fret a bit deJènceless attinles

~peakin~ P.159

earlier speaking sections, there is a lot of attentionon developing vocabulary; this time, it is all musiced


Livity loB can be used at any time here, either to1~uce the topic of musical styles or to review

vocabulary. Students work in small groups toidentify musical genres from descriptions of them.

Background

Ravi Shankar, born 1920, has been a bridge betweenIndian and Western music, developing a distinctive

nd tyle of sitar. He worked with the famous violinistYchudi Menuhin, and the Beatles’ George Harrison,

c) mm whom the quote comes, became his pupil. Inthe l960s, he played at major music festivals,

eluding the legendary Woodstock festival.

In The box contains 15 musical styles/genres. Theexercise could be done as a light-heartedcompetition with students working in pairs, racingto be the first to come up with a piece of music orsong and a singer/composer for 12 of them.

lb First check students are familiar with the categoriesasking concept questions such as Do you lilt it o,~blow it? What is it made of? Students then try tomatch the instruments to the genres above.

Background

bodhran, pronbuñceci fbauran/, is an Irish frameflint like a tambbi±rine, that is hit with stick.

Maracas are hollc5~containers traditionally gourds,r With seeds, g&d5, etc. with handles, played by

king, usually iii pairs.marimba is African in origin and is like a

K ‘Ylophone, but withtwooden bars that are hit with a

k. -

2 Here, students work individually as a preparationfor the following task.

3 Using their ideas in Exercise 2, students comparemusic tastes.

4a In this passage, students are looking to discriminatebetween the words in each pair, either from theirmeaning or from their usage.

Extra!Ask them to explain when or how the other word ineach pair could be used.

4b This task could be spoken or an additional piece ofwriting. For students that haven’t been to any liveconcerts, ask them to talk about other types of liveperformance, such as theatre or comedy.

5aIb This is designed to be a further illustration ofhow a Part 3 task develops into a Part 4 discussion,giving examples of the type of questions asked.Give students four minutes for the first part, thenlet them feed back to the class.

6 In pairs, they develop the topic, discussing thequestions.

.

.

Keylb Strings: electric guitar, acoustic guitar, harp,

banjo, cello, violin, double bass, sitarWoodwind: saxophone, clarinet, flute, panpipesBrass: trumpet, French hornPercussion: drums, marimba, bodhran, maracasKeyboard: piano, organ, synthesiser

4a I performing as musicians; artists anddesigners show their work2 live there in front of them; living is theopposite of dead3 venue the place/building where concerts takeplace; location = position4 holds maximum capacity; contains =

number in it nowS off pull so~nething off succeed; pull through

survive6 meant caused; resulted in result7 despite + noun/gerund; althougli + clause8 recording music;Jilming TV/cinema9 comprising + noun; consisting of+ noun10 what What + (adjective) + noun; Ho;s’ 1-

adjective11 but couldn’t help but do something



Use of English 2 p.162I Use the picture from the film The Sound of Music

to create awareness and generate interest in thetopic.

2 Give students 10 minutes to both read the text forgist and answer the questions.

3 Discuss why people go along and what musicalsstudents would like to sing along to!

4 Follow up by getting students to produce sentenceswith some of the alternative words to help show thedifferences in both meaning and use.

Language development 2 p.163This section looks at dependent prepositions followingnouns, adjectives and verbs, including some that causeconfusion, and also at what can follow the preposition.

Ia Students match the halves, either by recognising thesentence or by identifying the pattern required. Dothe first one with them.

lb Students use the sentences in Exercise Ia tocomplete the rules, then look at the Grammarreference on page 186.

2 As well as correcting the mistakes, students shouldnotice what has caused them.

3 These verbs can all be used with two prepositions,depending on the situation. Students should findthe correct preposition and identify the difference.

4 Some adjectives can be followed by either a to-infinitive or a preposition + -ing. Note that in theexample, keen to learn and keen on learning have thesame meaning. Students need to choose the correctprepositions in order to transform the sentences.

5 Students should choose the correct option in eachpair, checking in a dictionary for those they are notsure about. In Paper 3 Part 3, if they notice apreposition is required, they need to think carefullyabout which one.

Start by giving students the sentences I Paper ismade wood. 2 The table is made — wood andask students what the missing prepositions are andwhat the difference between them is (I made fromthe original material is physically/chemicallychanged and is unrecognisable; 2 made of origin~~material is still recognisably there). Note also madein China, made to order, made for me, made by myfather.

I d dream of (verb + preposition)2 f object to (verb + preposition)3 a interest in (noun + preposition)4 b discuss something with (verb + object +

preposition)5 h strange about (adjective + preposition)6 e depend on someone for support (verb +

preposition + object + preposition)7 g no objection to (noun + preposition)8 c discourage someone from (verb + object +

preposition)lb A noun; verb

B verbC possessive (e.g. their daughter’s taking up thesport)D the same (e.g. object to/objection to)

2 1 Someone presented te the singer with a bigbouquet of flowers. (verb with two objects, sotwo forms possible, compare presented a bigbouquet to the singer).2 The critic aimed most of his comments at thewriter. (aim something at someone)3 First we had a discussion about the venue,then we discussed about the dates. (a discussio?I(noun) + about; discuss (verb) withoutpreposition)4 The success of the comedy saved the theatrefrom disaster. (verb + object + preposition)5 The producer blamed en the press for the lackof ticket sales. (two objects: blame 50~ethtng0”someone; blame someone for something)6 When his jokes failed, he resorted toinsults at the audience. (to as a prepositionfollowed by -ing)7 The reason that I don’t like music festivals IS

that I’m unaccustomed to sitting in muddyfields all day. (as question 6)8 What’s the point inlof buying a ticket if yOUcan’t see anything? (the point of/n + -iflg)

3 1 with (someone); about (something)

KeyIa

Key2b 1 D introduce = to bring a new experience to

a place2 B collocates with latest3 A new level suggests higher, raising thestandard4 B suggests many5 C collocates with recommended6 A people are dressing up for other people7 C phrasal verb warm up = to excite8 D collocates with prizes9 B phrasal verb = relax in a seat10 B idiomatic expression top of their voices= very loud11 A extended12 C only one that forms a superlative withbest (the others collocate with most)

wI

2

3a

3bi

0

2 to (someone); for (something) 6


3 about (something); to (someone)4 on (someone); for (something the topic)5 with (someone); about/over (something thetopic)

j We were annoyed at finding someone else5itting in our seats.2 I’d like a new CD, but I’m nervous aboutasking again.~ My parents advised me against going todrama school.4 They insisted on everyone buying a ticket.5 The doorman suspected me of buying thetickets on the black market.6 I’m sorr3’ for!about losing your CD.

5 I a heard about (be told news)b heard of (know exists)

2 a shouted; to (difficulty hearing)b shout at (in anger)

3 a anxious for (strong feeling of want)5 anxious about (worried)

4 a cares about (think it is important)S care for (in negative to not like)

5 a laughed about (something that involves you)S laugh at (something that doesn’t involve you)


riling 2 p.164I Students start by discussing their attitude to

reviews. Do they read reviews before or after theyhave seen something? Can they think of exampleswhen they have seen (or not seen) something justbecause of a review they read?

2 Here, they are given a choice of reviews to write,whereas in the exam they would not. However, inthe exam, the review would be an optional question;here it is not~ Ask students to read both tasks andto decide which one they would rather answer.

Students should underline key points in the taskthey have chosen and select which two programmesor CDs they are going to review and prepare somenotes about them related to the task.

Ic The two paragraph plans show alternativeappmaches for comparing and/or contrasting twothing& The first is a ‘point-by-point’ approach, i.e.COmpare and contrast A and B in relation to onePoint, then compare and contrast them in relationto another Point. The second is a ‘one-at-a-time’approach, i.e. look at all the points or pluses andflega~j~~5 for A, then do the same for the B. Bothapproaches finish with a summary. Students couldUse either

~ Ihe list of adjectives could be used to describe CDs

wh. Progran~~5 or both. Apart from recordedich depends on the adverb used with it, e.g.QUflfullymQdl) they all have either a positive or

negative connotation. Students decide which andnote the words that collocate with them to makeuseful phrases.

4b Students could look back at Exercise lb inLanguage development 2 of Module 8 (page 132)for further phrases for comparing and contrasting.Some of the phrases for balancing an opinion orsummarising came up in the section on attitudephrases in Writing 1 of Module 8 (page 126).

5/6 Students write and check the work as they havedone in previous modules, but this time using astructured approach, working through the checklistand looking at both the sentence level and the pieceas a whole.

Key4a Positive: memorable, original, lively, popular,

riveting, stylish, entertaining, moving,sophisticated, hilarious (unless it isunintentionally funny), d(fferent, beaut (fullyrecordedNegative: predictable, boring, unconvincing, overthe top, inaudible, overrated, flat

109


~‘ Student’s Resource Book, page 113


: Activity IOC is designed lobe used at the end of: the course, as it reviews some of the target: language from all modules. Students work in: groups to answer questions on cards, each of: which covers an aspect of the course.•........••••..•.•........••••••...••...,

Module 10: Review p.166I 1B2C3A4C5B.6A7DSC9AIO

11 D 12 B2 1 As soon as he came on stage, I burst out

laughing.2 I stumbled across one of her old records in asecond-hand shop yesterday.3 I have no objection(s) to you/your going tothe show.4 It’s a well-established/long-establishedtradition.5 Many amateur stage productionsformed/provided the basis for his later SUCceSSin movies.6 He has an all-consuming passion for music.7 Do you think there’s any prospect of hisperformance ever improving / that hisperformance will ever improve?8 He’s off duty I not on duty tonight.

3 1 with; about 2 Having 3 to4 Frightened/Disturbed/Deafened 5 finding6 against buying/getting 7 at8 watching/seeing

4 Having had my car stolen the day before andstill feeling completely devastated, I decided todance the night away in my favourite club.Annoyed at finding it full when I got there. Ihad to resort to arguing with one of the sec0iI~guards to let me in. Even then, he insisted Oil

me waiting until some people had left. Tounderstand my frustration, you need to re&’~

5 Suggested answers material, in an attempt to create somethijjt~5truly original. These beautifully recorded Songsare a mixture of her own and adaptations of suchsingers as Joni Mitchell and Bonnie Raitt. Eachsong is wonderful, and Krall’s voice and style fitsin perfectly with each song she sings. Althoughthey are quite sad, they are no way depressing.Eminen, too, likes his material downbeat, as heexplores his life, loves and failures with surprisinginsight and honesty. In every song there is genius.So two very different artists, but what they havein common is creativity and integrity. They aretwo great talents.(256 words)

TASK ONEIf you like to watch ordinary people make fools ofthemselves, then these two programmes could befor you.In Big Brother, ten contestants are locked into ahouse, with no contact with the outside world.Every week, the TV audience votes one of themout, and the final person left in the house wins theprize. During the week, the producers give thecontestants tasks to make the show interesting. Ofcourse, how interesting the programme is dependson the personalities and how they all get on. Somepeople have found the show riveting, but personallyI found it excruciatingly boring.Survivor is considerably more interesting and, at itsbest, is absolutely hilarious. Whereas Big Brotherstretches over an interminable nine weeks, Survivorlasts only 39 days and has 16 contestants, throwntogether in a remote part of the world. The basicidea is that they have to compete against eachother and survive a number of physical andpsychological challenges, then vote each other outof the game one by one. Of course, hiddencameras pick up everything, and there are someterrific shots, not only of the contestants makingfools of themselves, but of exotic wildlife, too.However, despite the many amusing moments, Ihave to admit I found the programme a bit flat attimes, depending on which personality was beingfocused on.If I had to choose one programme, though, there’sno doubt which one I’d choose. Quite simply,Survivor is fun. Big Brother is a bore!(252 words)

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TASK TWOYou might think that Diana KraII and Eminemcould have nothing in common, but you’d bewrong.In The Girl in the Other Room, Diana KralI, themarvellously talented jazz pianist with thewonderful singing voice, explores her musicaldepths in a number of moving interpretations ofmodern standards. In The Eminem Show, thenotorious rapper, whose controversial lyrics haveshocked the world, produces tracks that are rawwith thundering rhythms. While KraII’s musictakes us back to an earlier era and appeals to themature young and a middle-aged audience wholike their music safe, Eminem seems to threatensociety as we know it and is the standard-bearerfor angry, dispossessed youth. And yet both havea kind of sincerity and honesty in what they do,as they try to explore the possibilities of their art.In this album, Krall is experimenting with differentformats and exposing her audience to new

110


that. having been a regular there for many years,i love the place and don’t much care for beingtreated as an ordinar’ dubber. Anyway, havingcomplained to the manager about being left outin the cold, I was let in and, losing myself in themusic and the dance, I forgot my troubles in aninstant.

Exam practice 5 TRB p.203 2paper I: ReadingiE 2C 3A 4B 5D 6C 7A 8E 9C bA/CIICIA 12D b3E 14MB 15B/APaper 3: Use of EnglishPart IID 2C 3D 4B SB 6A 7C 8A 9A IOCII C 12 AParIZI for 2 such 3 Instead 4 addition 5 which 6 with

nilke S more 9 on 10 a 11 over 12 Having13 other 14 When/Once 15 therePart 5I is famous for 2 prevented me from entering

no circumstances should this door 4 1 was forevernot so/as easy to use as 6 not only lost his jobwishes that she had not got 8 was unaware of

changePaper 2: Writinguggested answers

fin sure a/lou,- readers have heard about theoncert he/dip, the remains ofthe med/eva/castle upii (lie lull behind the tou’n last Saturday nf9ht. I

‘it because my boyfeiendpersuaded me togo,(Irony/i I was not at all/can. I’ve never been a/&n ofass/cal music, and this promised to be the usualringgroup ofwhite-haired, unsmiling violinistslose on(~, aim seems to be to send the audience to

(p.Vt/I, I was wrong.lc/irst thing that took me my surprise was the~yers - al/young andfashionably dressed. TheIre.stra was conducted by a woman, which really

P’Tssed me, and they playedjazz? After the initialIc, I was taken over by the rhythm and intensity

11W iriu~/~, and couldn’t keep my feet stilt I could(lint ot.Iierpeople felt the same and soon the wholefence was moving to the soundofthe beat.

en agoung people’s choir sang, and! was amazede how enthus,as&c they were, and how they

“tjied theirjoy ofsinging to everyone present. Atciu~ they sang some well4.nown songs — and weo/i,,4 ~

/ don’t know whether it was the atmosphere createdby the ruined castle under a moonlit sky, or theenthusiasm conveyed by the musicians. But othermusical events / have been to seem boring incomparison with this one.And the best thing? I’ve been inspired tojoin thechoir So who knows —you m(qht see me up on thestage next time?

bear Sir/Madam,

Thankyou foryour fetter concern ing the customer

feedback form Ifih/edin. lam happy to expandon the

points Ifoundunsatisfactoty andhope my comments

will enabfeyou to make improvements.

The firstpointyou mention, speedofservice, speak

for itself I/you defineyour outlets as 7ast-/ood

restaurants; then not on~’y the foodbut also the

service must be 7ast~ On my visi4 I had to wait 20

minutes for my meaC when the restaurant was on~v

haIffull

bunny that time, Icomplained twice (and thi5

brings me to the secondpoint), and was told offfor

not waiting my turn as there were others in front of

me! The attitude ofthe staffwas, I’m sony to say,

that ofpeople hored with theirjobs for whom

customers are a nuisance. / near~’ygot up to leave,

andalmost wish I had

When my mealfinaltv arrive4 / waspret~v hunyiy,

soyou can imagine my disappointment when /discovered that it was a/most inedible! I orderedyour

‘cheese surprise~ The onfy ‘surpnisi’ was thegrit in

the lettuce (obvious!5/ unwashed) and the rubbe.’y

cheese. I had the impression that my meal hadbeen

cookedat least ten minutes bØre lyot it

It seems dear to me that the under~yingproblem at

thatparticular restaurant is the qualiçy ofthe

servisz Asyour chain ofrestaurants has, on the

whole, a solid reputation, I wouldsuyyestyou devote

some attention to stafftraining.

Yours faithfu45’


3

FILMS ETC.

AIMS OF THE CLUBFilms etc. is an entirely new concept inentertainment. We hope to bring togetherpeople who want to make film-watching a totalexperience. What do we mean by that? Wedon’t only want to give you a good time, butwe hope to tell you something more about theactual making of the films we show. Our aim, ofcourse, is to help you improve your English; wefeel, however, that watching a film, althoughenjoyable and instructive, is often a one-wayexperience. So we aim to invite actors and filmdirectors (amateurs of course — our budgetwould not run to Jude Law or AnthonyMinghella!) to explain what goes on behind thescenes.

TIMESWe hope to have twice-weekly meetings, at 8p.m. Occasionally, on Sundays, we may havespecial performances of longer, epic movies.

RANGE OF FILMS AND ASSOCIATEDACTIVITIESWe hope to cater for all tastes, so the films wechoose will cover all genres, and come fromdifferent historical periods. One thing willcharacterise them all, however — they will all bequality films (in our opinion, anyway). The factthat we shall have guest actors and filmdirectors coming along will give you a chance topractise your English in the discussion sessionafterwards. There will also be refreshments!

ADVANTAGES OF BECOMING A MEMBERMembership costs €40 a year, and entitles youto unlimited viewing of films. Besides this, youwill be given a card which allows you discountsat many cinemas in the town.Come along! Enrolments starting October 1st~Secretary’s office — ask for Stella.

4

REVIEW OF TWO ENGLISH.LANGUAGEWEBSITESHave you ever looked for a website to help youlearn English? I decided to check out two of themost popular ones: English Online and PCEnglish.

Ease of navigationTo make an assessment of how easy each site wasto navigate, I decided to look for two specific areasin both sites — grammar exercises and short storiesfor children. English Online is definitely better inthis aspect — I was able to find exactly what Iwanted in quite a short time. PC English was morecomplicated, and at times the instructions werenot clear, and I had to go back to the homepagemore than once.

Range of information availableEnglish Online scores higher on this point, too,with exceptionally good grammatical explanationsand interesting texts. There are also listeningexercises for all levels. On the other hand, PCEnglish has a section on pronunciation which theother doesn’t have, and students can speak intothe microphone and record their pronunciation.

Special featuresEnglish Online provides the possibility to contacttutors for special problems, but PC English doesn’thave this facility, although it advertises severallocal centres where students can seek help.In general, I would say that English Online isbetter for all the reasons listed above, but alsobecause it caters for all age groups and manydifferent interests; PC English, by comparison,doesn’t have an extensive kids’ section, andalthough it does have great appeal for teenagersmight not be so appealing to adults.

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Photocopiable activities: teacher’s notes

ProcedureI Ask students what CAE stands for. Is it:

A Cambridge Advanced ExpertB Cambridge Advanced ExamC Certificate in Advanced English(Answer: C) Tell the students that they are going todo a quick quiz to learn more about the exam.

2 Give out a copy of the quiz to each student and set atime limit (five minutes) to complete it. Studentsshould first have a go on their own and then comparewith a partner or in groups.

3 Refer students to the Exam overview on page 6 ofthe Coursebook and get them to check their answers.

4 Discuss answers with the class and answer any otherquestions about the exam that the students have.

Follow-upShow students where they can find the Exam referencein the Coursebook (page 168) and explain that they canfind more detailed information about the exam there.

1 Paper I c) Reading iv) 1 hour 15minutes.

Paper 2 d Writing v) 1 hour 30 minutesPaper 3 e) Use of English i) 1 hourPaper 4 a) Listening iii) Approximately

40 minutesPaper 5 b) Speaking ii) Either

approximately 15or 23 minutes (15minutes for twocandidates, 23minutes for threecandidates)

2 The Speaking test is done first. The Listeningpaper is done second. Papers 1, 2 and 3 are thendone on the same day.

3 There are four parts in the Reading paper, witha total of 34 multiple-matching, multiple~choiceand gapped-text questions.

4 Both are false. No dictionaries are allowed inany part of the exam.

5 False. No marks are removed for wrong answe~or for not answering a question.

6 There are two parts. You must answer Part I,and answer one of the five questions fromPart 2.

7 You wouldn’t be expected to write a poem, astory or a postcard.

8 Part 1: 180—220 words; Part 2: 220—260 wordsThis is the number of words that would beadequate to answer each question effectively.

9 vocabulary, grammar, spelling, punctuation,word-building, register, cohesion

10 Five parts: 50 questions/items.11 a) False: there are four parts.

b) Truec) Trued) False: it consists of two sections which haveto be done at the same time.

12 a) threeb) four (These are the other candidate(s), theinterlocutor the person who speaks to youand the assessor the person who decides howyou perform. At the end of the test, theinterlocutor and assessor discuss yourperformance together.)c) fourd) grammare) vocabularyo management (your ability to communicateclearly, effectively and with coherence andcohesion)g) communication (how well you work with theother people in the room)h) pronunciation

13 About 60% to get a Grade C. If you miss apaper, or do very badly on one of the papers.you will fail the exam, even if you doexceptionally well in the other papers.

Pre-course: CAE exam quiz

Use at the start of the course, before Module I.Aim To raise awareness of the various

aspects of the CAE exam and toanswer some common questions

Time 15 20 minutesActivity type Pairwork/Groupwork. Students find

out how much they know about theexam by doing a quiz.

Preparation Make one copy of the quiz(page 137) per student.

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3

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PHOT000PIABLE ACTIVITIES: TEACHER’S NOTES

IA 0jffereflt sentences, same mistakes

.iise this activ!tY after Language Development ICBP.13)~‘in :.to identify and correct common

siPuctural mistakes

Time 15,rninutesActivi~ type Pairwork. Students identify and

correct the same mistakes in twodifferent lists of sentences without

• actually seeing each other’skutences.

preparation 1’~I’ake one copy of Activity IA (page138) for each pair of students. Cuteach sheet into three sections alongthe dotted lines.

procedure

I Divide the class into pairs. Ideally, each studentshould sit facing his/her partner.

2 Give students a copy of the Student I or Student 2lion. They should not show these to each other.

The Answers section should be placed so that theycan both see it.

3 Explain that both students in each pair have adifferent set of sentences, but each set contains the

me grammatical mistakes For example, the mistakein sentence I on Student l’s list matches the mistakein sentence L on Student 2’s list.

4 They should work together to identify, match andcorrect the same mistakes in their sentences, but theyshould do this verbally without looking at eachother’s paper. When they have identified whichmistakes in Student l’s list match those in Student 2’slist, they write the appropriate letter from Student 2’slist on their answer paper.

Allow them about 15 minutes for this, then ask thewhole class to discuss their answers, explaining whythe Sentences are wrong and how they should beCorrected

datlonsIS activity alsp works well with groups of four (two

idents taking the Student I sentences and twoUdents takin~the Student 2 sentences).

Iternatively you could do this as a whole-class activityin the start, with half the class taking the Student Iknees and half the class taking the Student 2Ien~ AnS they find, match and correct the mistakes,

Q Should wr1t~these on the board.

FOllowrking in pairs ~ small groups, students write fiveences of their own and deliberately include a

mistake in each one. These are then passed to anotherpair/group for correction.

Encourage students to self-correct their mistakes (this isespecially useful while and after writing an essay). Someteachers also encourage peer-correction in theclassroom.

1 L 2 P 3 N 4 E 51 60 7K 8 D 9 A 10 M 11o 12B 13J 14F ISH 16CThese are the corrected sentences. Students might beable to identify some other possible answers.

1 This film is the worst film I have ever seen.2 Robert has lived in Edinburgh for more than ten

years.3 1 have been far better off financially since I

started working here in April.4 By the time we arrived at the station, the train

had left.S I have played! have been playing football for this

team for two years, and before that 1 playedtennis for my school.

6 If he continues to spend money at this rate, hewifi have spent everything before his holiday ends! has ended.

7 I usually work in London, but at the momentI’m spending some time working part-time for acompany in Dumfries.

8 Normally I enjoy going to parties, but now I’dlike to enjoy my own company for a while.

9 Last Saturday, I saw a really great film at thecinema in the town centre.

10 The film had already started by the time we gotto the cinema.

11 We were playing golf when it started raining.12 I’m going on holiday tonight, so this time

tomorrow I’ll be lying on a beach in theBahamas!

13 They’re bound to be late this evening; theyalways are.

14 He was on the point of leaving the house whensuddenly the phone rang.

15 Here you are at last. We were about to leavewithout you.

16 Thanks for being so understanding. I thoughtyou would be really angry with me.

A We had a great time last summer: we visited ourfamily in Australia.

B Good luck in your exam tomorrow. I’ll bethinking of you then.

C Everyone said she would be happy when we toldher the news, but she was really upset.

D She usually visits her parents at the weekend,although this weekend she is seeing her friendsfor a change.

E When the teacher finally arrived in theclassroom, she realised that half her studentshad left.


F They were so angry that they were on the vergeof shouting each other.

G While I was watching television, I suddenlyheard a strange scratching noise at the window.

H Thanks for calling me. In fact I was just aboutto phone you myself.

I I have worked I have been working here since thebeginning of the year, and prior to that I workedin an office in Canterbury.

S Everyone says he’s sure to pass his examtomorrow. He’s never failed one yet.

K Normally he works hard, but for the time beinghe’s taking things easy because of his poorhealth.

L They areiwere the rudest people I have ever met.M When I got to Bob’s house, I discovered he had

afready left for the airport.N We have known each other since we met at a

party last year.0 I’m taking too much time off work, so if I’m

not careful I will have used up all my holidayleave by the time summer has arrived I arrives.

P Janine has worked at Pembury and Co. since shegot married.

lB In other words

ProcedureI Divide the class into pairs or groups of three. Give

each pair/group a copy of the crossword and clues.

2 Explain that each clue contains two sentences. Thewords and expressions in bold in the first sentencescan be expressed in another (usually more formal)way in the second sentence. These all appeared in theWriting I section of their coursebook.

3 Working in their pairs or groups, they should decidewhat these alternative words/expressions are, andwrite the answers in their crossword grid (an example

I Down has been done for them).

4 Allow them about ten or fifteen minutes to do this,then review their answers.

VariationsIf students do this in pairs, you could make this activimore communicative by separating the across and dow11clues, and giving each student one or the other of theclues. They then have to read their sentences to eachother (without looking at their partner’s clues) andcomplete the crossword.

If students do this in groups of three, do the same asabove, except give one of the students the crosswordgrid, which he/she does not show to the other two.

Follow-upWhen you review the answers with students, write theon the board. Students should then return thecrossword to you (or put it somewhere they cannot seeit), look at the words/expressions on the board and tryto remember the original words/expressions in sentenceI of their clues which they should then use to writetheir own sentences.

Down1 presented 2 rigorous 3 reputable 5 exhausted6 tuition 7 advantages 10 publicised 11 suitableAcross4 organised 8 irritated 9 attend 12 involved13 outstanding 14 beginners 15 completion

IC Job qualities

Use this activity after Speaking Exercise Id(CB p. 16).Aim To review adjectives of character

and personality20 minutesGroupwork. Students identifyadjectives from a series of briefdescriptions, then use these tocomplete a grid and reveal a ‘hiddennew word.

Preparation Make one copy of Activity IC (page140) per group of three or fourstudents. Cut into cards along thedotted lines. Make sure you keepPart 1 and Part 2 separate.

Procedure1 Divide the class into groups of three or four. QI~’e

each group a copy of the adjectives in Part I.

2 Explain to I remind students that these adjeCfl”%3~all useful to describe personal qualities that m’~

• Use this activity after Writing 1 Exercise 2(CB p. 14).Aim To review alternative ways of

expressing ideas (especially informalto formal)

Time 15 minutesExam focus English in Use: Paper 3 Part 5. (Also

useful for formal letters, reports, etc.in Paper 2 Part I.)

Activity type Pairwork or small-group activity.Students complete a crossword bythinking of alternative ways ofexpressing the same idea based onwords and expressions in the clues.

Preparation Make one copy of Activity I B(page 139) per two or three students.

TimeActivity type

118

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

- lul in certain jobs and occupations. Working inroups, they should discuss the types of jobs

~8~,~ight require an employer with these qualities.

~ them to return the list to you, then give them avii of the Part 2 cards (including the numbered

d) Explain that each sentence on the cards can behe~~ ~mjleted with one of the adjectives from the listh he’ ~~ve jU5t discussed. These adjectives can then be

wri~ten in the numbered grid (students will have towork out which order to put them in; there will be

me tria1~and rror which should promote somediscussion).

411 they put the words in the correct order in theiruid. they will reveal another ‘hidden’ word in thehaded vertical strip. The first group to reveal this

word is the winner.

nationtT) ith smaller classes, or in classrooms where students

enc e room to move around, make just one copy of theIc Ms (preferably enlarge them when you photocopy

m) and put these on the walls around the classroom.dents then walk around the classroom in theirups reading the sentences and ‘collecting’ the

cr5. before writing them in their grid.

allow-upk students to brainstorm other ‘job quality’

lives. Write these on the board (try to get onelive for every two students in the class). Then ask

Ii pair of students to choose one of the adjectivesmove these from the board as they are chosen) and totea sentence using that word. They then give theirpleted sentence to you. You read each sentence outto the class, without saying who wrote it, and

out reading out the adjective in the sentence. Thestudents should then try to decide what the

ing adjective is.

cards are in the correct order on page 140. Theshould be completed as follows:

I tlent 2 sensible 3 friendly 4 tactful 5 assertive

I Illent 7 energetic 8.persistent 9 tolerantgrcgari~u5 II decisivefollowing word appears in the shaded vertical

flp: industrious

Procedure

2A Larry the lion

I Divide the class into groups of three or four. Giveeach group a set of cards.

2 Explain to students that they should arrange thecards so that they tell a joke. They should do this byidentifying linking devices (e.g. pronouns, synonyms,parallel expressions, etc.). The first one has beendone for them.

3 Also explain that the joke is missing its punchline(the funny part at the end of the joke). When theyhave arranged their cards, they should look at theunderlined letters on each card. These letters formwords (one word per card). The first one has beendone as an example ( There’s). They should writethese words on the ‘Part 2: The punchline’ card.

4 If they have arranged their cards correctly, they willreveal the punchline to the joke.

VariationFor a longer but more communicative version, do thisas a whole-class activity, giving one or two cards to eachstudent (if you have more than 13 students, some willhave to share a card). They take it in turns to read outtheir card, then work together to decide which order thecards should go in.

In small groups, students write their own joke(including the punchline), then put the sentences orparagraphs in the wrong order before giving their joketo another group, who should rearrange it.

The text is in the correct order in the book. Thepunchline is: ‘There’s no need to get angry justbecause you don’t know the answer’.

• Use this activity after Reading Exercise 4(CB p. 25).Aim

TimeActivity type

To identify words and expressionsthat give cohesion to a piece ofwritten narrative15 20 minutesGroupwork jigsaw reading. Studentsput a piece of written narrative intothe correct order. If done correctly,this reveals a ‘punchline’ to a joke.

Exam focus Reading: Paper I Part 2Preparation Make one copy of Activity 2A

(page 141) per group of three or fourstudents. Cut into cards along thedotted lines.

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43

13

Follow-on

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2B Relative-clause noughts and crosses

ProcedureI Begin by playing a quick game of noughts and

crosses with the class. Do this on the board.

2 Divide the class into groups of three. Give twostudents a copy of the Game I grid. Give the thirdstudent a copy of the Game I Referee answers.He/she should not show this to the other twostudents in his/her group.

3 Explain that the first two students in each group aregoing to play a game of noughts and crosses on theirgrid. They do this by choosing a square on the gridand completing it with a relative pronoun orexpression using a relative pronoun. The number ofgaps in each sentence shows the number of wordsthat they should use to complete the sentence. Theyshould be careful, however, as there may be somesentences that do not require a relative pronoun.

4 The first two students in each group play the game,and the third student (the referee) tells them if theyare right or wrong. If they are wrong, the sentenceremains ‘open’ and they can try it again on their nextgo.

5 The first student to get three squares in a row(horizontally, vertically or diagonally) wins the game.

6 Steps 3 5 above are then repeated with Games 2 and3, with each of the other students taking the referee’srole for Games 2 and 3 (so that each student gets achance at being the referee).

VariationWith smaller classes, do this as a whole-class activity.Divide the class into two groups. Draw a large noughtsand crosses grid on the board. Give each group a copyof Game I (make sure that everyone in the group cansee it). The groups then take it in turns to complete thesentences. You write the appropriate answers in the gridon the board.

Repeat this for Games 2 and 3. The group that Wins ~,

of the three games is the winner.

Follow-onWorking in small groups, students devise a genera).knowledge ‘quiz’ using relative clauses, reducedrelatives, etc. They write some factual statements aboutfamous places, people, etc., then remove a key wordfrom each of the sentences and give them to anothergroup to complete (e.g. ‘ , the venue for the2004 Olympics, is one of the world’s most highlypopulated cities’.)

:The answers are on the referee’s cards on page 143.4

2C Wading words

• Use this activity after Language developmeiit 2Exercise 4 (CB p. 35).Aim To review vocabulary from the

Vocabulary and Languagedevelopment 2 sections in Module 215 minutesPairwork. Students replace incorrector inappropriate words in sentencesby ‘trading’ words with their partner

Preparation Make one copy of Activity 2C(page 144) per two students. Cuteach sheet into two sections,.Student A and Student B.

ProcedureI Divide the class into pairs. Give one student~in each

pair a copy of the Student A sentences, and the othea copy of the Student B sentences. They should notshow these to each other.

2 Explain that each of their sentences contaifis a wordwhich is incorrect or inappropriate. They will needidentify and change each incorrect word. Theirpartner has the words that they need. Oftçn, thesewords which have similar meanings but whicha~used in a slightly different way (e.g. depending ontheir meaning, their form or how they collocate ‘~

other words in the sentence).

3 Working together, but without looking at each oIheøsentence’s, they should ‘trade’ words. An examplebeen given to them (Student A’s ice/i-paid in senW~I can be traded for Student B’s lucrative in sen~~~O so that both sentences become correct). In goII1~

cases, they will need to change the form of the ‘40

4 The first pair in the class to correctly trade all thfwords is the winner. Alternatively, set a time li~ten or 15 minutes, and then see who has correct)

5

• Use this activity after Language development IExercise 4 (CB p. 29).Aim To review relative clauses,

expressions using relative pronounsand reduced relatives

Time About 20 minutesActivity type Competitive group activity. Students

play a grammar version of noughtsand crosses (tic-tac-toe).

Preparation Make one copy of Activity 28(pages 142 143) per three students.Cut into sections along the dottedlines.

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d sample sentence for each word or expression. Youight also like to introduce students to the Longman

j~3guage Activator, which groups related words under1fferent themes, key words, etc.

e following ‘trades’ should be made:I lucrative 0 well paid2 digit N number3 see M visualise4 private U intimate5 tricked F fooling6 deceptive H deceptively7 cheat B trickster8 press I tapped

stroking S patted10 scratch K rubbedII have L has12 ~very C each13 little G few14 neither A both15a E the

3A Meet the celebrities

• Use this activity after Vocabulary Exercise 3CB p. 42).

Aims To review lexis from the VocabularysectionTo review aspects of text cohesion

K~r reading and writing purposesTime 20—25 minutesActivity type Groupwork. Students match

different sentences from four‘different texts, and complete the-té5its with missing words.

Preparation ‘Make one copy of Activity 3Ae(g~ages 145 146) per four students.5Cutalong the lines to make eight~cards (seven sentences plus the

°rni~sing words). You can also cut theVIá?ds into individual sentences; this~diakes it easier for the students to166 each sentence and will promoteihore interaction, but if you do this,you will need to put the number ofthej sentence on each one.

Divj~ja e the class~into groups of four. Give each groupset of card~

2 Explain that seven of the cards contain four extractsfrom newspaper articles about interviews withfamous people. Each card contains one sentencefrom the article.

3 Each article also contains six missing words, whichcan be found in the word list on their eighth card.

4 Each student in the group begins by choosing one ofthe celebrity interviews on their ‘First sentence’ card.He/she then has to find the follow-on sentences onthe other sentence cards. He/she should explain tothe others in the group why he/she thinks thesentences follow on from each other. If the othersthink a mistake has been made, they should explainwhy.

5 When the students have matched all the sentences toform four articles, they should work together to fill inthe gaps with words from their word card.

6 The first group in the class to match all the sentencesto form the articles, then fill in the gaps with themissing words, is the winner.

VariationFor a shorter version of the activity, divide the classinto pairs, and ask them to form just two of the articles.

Follow-onWorking individually, students imagine that they havejust interviewed a celebrity and write an article.

1 The popular press describe him as a suave,sophisticated demi-god with charm, personalityand intelligence.When I met him, however, I began to wonderwhether any of these journalists had actually methim, or were just playing a joke on their readingpublic.What struck me the most was his complete lackof any of these qualities, with social skills comingright at the bottom of the list.Although he is in his late twenties, I felt like I wasinterviewing an adolescent schoolboy.He couldn’t sit still, couldn’t concentrate for morethan two minutes at a time, answered myquestions in monosyllabic grunts, and not oncemade eye contact with me.There was also an air of barely suppressed angerabout him, and it seemed that, at the slightestinconvenience or provocation, he would blow histop like a volcano.I guess a more sympathetic person would feelsorry for him, but I couldn’t see beyond the spoiltchild that he really is, and although I have lookedhard for his ‘appeal factor’, I am still thoroughlyperplexed at the blind devotion he receives fromhis fans.

U

fist,I,,


2 He’s made a big-screen living playing a vast arrayof violent roles, whether as a gangster a corruptpoliceman or a sadistic army sergeant.So to meet him in the flesh really came as apleasant surprise.Here is a polite, intelligent young man who,unlike others, hasn’t let fame go to his head.Not for him the intolerable rudeness andarrogance that celebrity can bring.And despite his reputation for avoiding publicscrutiny (which presumably means journalists likemyself probing into his private life), he seemedquite happy to sit and answer all my questions.True, he has strong religious convictions andpolitical beliefs, but he doesn’t ram them downyour throat, and he spoke objectively about thethings he feels passionate about.It all made a refreshing change from interviewingthe usual self-centred celebrities who fill ourscreens, newspapers and magazines, and ourinterview was the most enjoyable two hours I’vespent in ages.

3 The public have an insatiable appetite for news oftheir favourite celebrities, and I must admit that Iwas quite excited to get the chance to interviewher.Here, after all, was the most glamorous femalestar to have appeared on our cinema screens foryears.But what we see on film and what we get inreality are often two different things, and this wasno exception.Not for me the tall, slim, sharp-dressed starletwith a twinkle in her eyes, a toothpaste smile andcharming manners.When I was shown into her dressing room, I gota rather short, slightly overweight, bad-temperedteenage girl in scruffy casual clothes who scowledat me all the way through the interview, refusedto answer half my questions and couldn’t payattention for more than a few minutes.It certainly gave me a different perspective onfame.I guess rudeness just goes hand in hand withthose like her who achieve celebrity status!

4 Thanks to her role as Peggy on television’sAlimony Street, hers is a household name.And much like the TV character she plays, sheexudes an air of innocence and helplessness thathas found her a place in the general public’s heartand which has taken her so far in such a shortspace of time.However, initial appearances can be deceptive,and I soon learnt what people mean when theysay that we shouldn’t take others at face value.After only ten minutes in her presence, I began tosuspect that under the childlike veneer she

employs so well on the screen there lurks amature and determined woman who doesn’tsuffer fools gladly, enjoys having power overothers and never, ever takes ‘no’ for an answerSo it didn’t come as too much of a shock to mewhen I found myself on her wrong side by ask inabout her current boyfriend.Without warning, she dropped the sweetinnocent act and told me, in no uncertain termto ‘change the subject right now or get out’.Here, then, is a private wolf in public sheep’sclothing.

3B Moral dilemmas

• Use this activity after Speaking Exercise 6(CB p.49).Aim To practise discourse markers in

spoken English and other generalspeaking skills, including: practisingspeaking together, encouragingothers to speak, getting a pointacross and paraphrasing20 25 minutes +

‘Whole-class discussion. Studentsdiscuss hypothetical situationsinvolving moral dilemmas.

Exam focus Paper 5 generalPreparation Make one copy of Activity 3B

Procedure

(page 147) for the whole class.Cut into cards.

I Hand out the cards at random to tentell them not to look at them yet. Theshow their cards to the other student

2 Explain that the cards contain situati ns whichinvolve some kind of moral dilemma. Give anexample of a moral dilemma (e.g. You find a walkcontaining a lot of money lying in the street. Thewallet also contains the name and address of theowner. You recognise the owner as being anotoriously mean local millionaire. You are currendoing some work for a local charity which isdesperately short of money. Do you return the wa(and its contents) to the millionaire, or do you gist

the money to the charity for which you areworking?).

3 The students with the cards should look at theirdilemmas and decide what they would do in the1T~situations. They should write a brief answer, but’should not use any of the words in bold on theircards.

4 While they are doing this, the students withoUt ~should work in pairs or small groups to

TimeActivity type

predictIdimight befewer stu

~ The studeread outthe classdecidelfinihe speakanswer y

After eacopen-claswould dowhat theydiscourse49of theclass to spone unoth

Ic: This aay You can

Ii over a few

Follow-onIf there arethose who dithey predicteStudents canbrief descripitasons.

• Use thisCR p. 50).

Aim

TimeActivity ty

Preparatio

%cedureI 0ivide the

SIZe. Givesure that eOn their ca

tudents, butshould not

in the class


~dicUdiscus5 what their classmates’ moral dilemmas~iight be (this step can be omitted if you have ten orfewer students in the class).

s The students with the cards then take it in turns toread out their written answers. The other students inthe class (including those with cards) should try todecide/find out what the dilemma is. They can askthe speaker questions, but the speaker can onlyansWer ‘yes’ or ‘no’.

6 After each dilemma has been identified, hold anopen-class discussion on what the others in the classwould do in a similar situation. When students saywhat they would do, they should try to use thediscourse markers introduced in Exercise 4a on page49 of the Coursebook. Encourage everyone in theclass to speak, and encourage students to encourageone another to speak.

‘4oW: This activity doesn’t need to be done on the sameay. You can carry it over to the next lesson, or spread(over a few lessons.

Follow-On

If there are more than ten students in the class, askthose who didn’t have cards to read out the dilemmasthey predicted in Step 4 of the above procedure.Students can then each choose one of these and write abrief description of what they would do, giving theirreasons.

3C Modals plus bingon, r

se this a~ti~’ity after Language development 2B p.50).:

\im • To review modals and other

,j expressions used to express necessity,permission, advice, ability,possibility, probability anddeduction20 25 minutesPair- or groupwork (depending onclass size). Students identify suitableresponses to spoken sentences in avariation of the traditional ‘bingo’game.Make one copy of Activity 3C(pages 148 149) for the whole class.Cut into six ‘bingo’ cards along thedotted lines.

Drocedu~I Divide the class into six teams of roughly the same

size. Gtve each team one of the bingo cards. Makesure that everyone in the team can see the sentencesOn their card.

2 Explain that the sentences on their cards areresponses to some other sentences that you are goingto read out to them. Working in their groups, theyshould look at each response on their card anddecide/predict what might be said in order to promptthose responses. (You could give them an example:Response = You shouldn’t have taken it without askinghe,: Possible prompt = I borrowed Isabel’s bicyclewhen she was out.)

3 Warn students that one of the sentences on their cardis grammatically or structurally wrong orinappropriate. They should identify this sentence, asthey will not hear a prompt sentence for it.

4 When students have discussed possible prompts fortheir responses and identified the incorrect sentence,begin the game by doing the following:

• Choose a sentence at random from the list belowand read it out aloud twice, clearly and at normalspeed.

• Allow the teams a few moments to see whetherthey have a suitable response on their card. If theythink they have a response, they should put a linethrough it.

• Choose another sentence at random and readit out.

5 Continue doing this until one team has matched allof their responses (with the exception of theirincorrect sentence) to your prompts, at which pointthey shout ‘Bingo~’

6 Check their answers. If their responses match yourprompts, they win the game.

Variation

You could ask one or two of the students to read outthe prompt sentences.

Follow-upAsk students to return their cards to you (or put themsomewhere they can’t see them). Choose five or six ofthe sentences below it doesn’t matter if you repeatsome that were used in the game and read them out.Working individually, in pairs or in small groups,students write suitable responses using modals or otherexpressions from Language development 2 on page 50.

Read these out in random order. Delete them afteryou read them to make sure that you don’t repeatany.The numbers in brackets refer to the correctresponses/answers, e.g. 5/3 = Team 5, sentence 3.I’m surprised Elizabeth didn’t join us last night.(5/3)The exam begins at nine, doesn’t it? (4/6)I’ve invited the Jenson’s for dinner tonight. (6/5)Did Ben take my camera? (3/4)Tom and Maria aren’t coming tonight. (1/3)

TimeActivity type


(1/5)

(6/4)

4A Proverbs

Use this activity after either Reading (CB p. 56) orVocabulary (CB p. 58).Aim To match proverbs to short

paragraphs which summarise themain meaning of each proverb

Time 15 20 minutesActivity type Pairwork. Students compete to

match sentences with paragraphson cards.

Exam focus Reading: Paper I Part 4Preparation Make one copy of Activity 4A on

pages 150 151 for each pair. Cut theparagraphs A T into cards along thedotted lines.

ProcedureI Write the word proverb on the board and ask the

class if they know what this word means. Give themthe example Blood is thicker than water and explainor elicit through a sample sentence that this is aproverb which means that family relationships aremore important than any other kind. (Samplesentence: I know that what my brother is doing isIi’rong and everybody else is right, but I’m still going tosupport him. After all, blood is thicker than water.)

2 Divide the class into pairs, and give each pair a copyof the sentences I 20 and a set of cards. The cardsshould be placed face down on the table.

3 Explain that the sentences are all examples ofEnglish proverbs. Working in pairs, students shouldlook at them and decide what they might mean.

4 Students then take it in turns to pick a card, read thesentence or paragraph on it, and match it with one cithe proverbs. The proverbs are a summary of themain meaning of the sentence or paragraph. Theywrite the appropriate letter to the right of theproverbs.

5 After about ten minutes, ask them to stop and revie”their answers. The student in each pair who made themost correct matches is the winner.

I borrowed Jack’s gold pen yesterday, but then I lostit. (1/1)Our flight leaves in less than three hours. (2/3)Are afternoon classes compulsory? (5/4)I don’t think we’ve got enough money left. (2/1)Are you going on the trip this afternoon? (2/6)Today’s test has been cancelled. (2/4)I cleaned your room for you. (2/2)How much will it cost? (3/5)I haven’t heard a word from Lucy all day. (6/1)There’s an important exam coming up next week.

Were you too busy to join us yesterday? (5/2)I don t think I’ll be able to finish my essay bytomorrow. (1/6)Is Samantha coming to dinner tonight? (3/6)When does the course begin? Monday? (3/I)Has Jane arrived yet? (4/3)How many people are coming to your party? (4/2)Carl came late again. (4/I)Is your teacher here yet? (4/4)I’m afraid I won’t be able to come to your class thismorning. (5/6)Eddie went for a walk in the snow in only shortsand a T-shirt. (3/2)Have you got a light? (1/4)I knocked on his door for ages, but he didn’t answer.(6/2)How much have you managed to put aside? (5/5)Did you miss your flight? (6/3)Why did you ask Jenny to your party? She’s mad!

The following sentences are incorrect orinappropriate:1/2 This should be: It’s advisable to leave early ~f

you don’t want to be late.2/5 This should be: You had better/ You’d better

book early to avoid disappointment. (You betteris sometimes used in non-standard spoken

English)3/3 This should be: You are under no obligation to

attend the classes (or You are not under anyobligation to attend the classes).

4/5 This should be: He could have telephonedyesterday to let me know

5/I This should be: We felt obliged to give himplenty of warning.

6/6 This should be: I’m afraid smoking is forbiddenin the building

F

S

0

Aat

p

2

3

S

4

0

VariationsInstead of giving each pair a set of cards, just make oncopy for yourself. Read the text on the cards out aloudto the class. Working in pairs, they take it in turns tomatch what you have said to the appropriate proverb.(Note that this then becomes a listening rather than areading activity.)

Alternatively, make a copy of just one set of cards andput them up on the walls around the classroom.Students walk around in their pairs matching theirproverbs with the cards.


to work in small groups and think ofskS roverbs in their own language. They should thenme p lain what they mean in English (either verballyto P

rnativelY, they could work in small groups to lookIIie proverbs 1 20 in the activity and decide whether

re is an equivalent in their own language(s).

10 2 R 3 Q 4 S 5 H 6 B 7K 8 F 9 J 10 P liDIZA 13T 14M 15G 16L 17C 181 19F 20N

4B Word formation

• se this activity after Language development ICB p. 60).

Aim To review word formation (prefixes,suffixes, spelling changes, etc.)

Time 15 minutesActivity Groupwork. Students identify and

correct wrong word forms on aplaying board.

ENam focus Use of English: Paper 3 Part 3Preparation Make one copy of the playing board

(Activity 4B on page 152) for everythree students. You will also needthree counters (students can usethree different coins) and one die perthree students.

ProcedureI Divide the clas&into groups of three and give each

group a copy of the playing board, a die and threeCOunters (if students are not providing their own).

2 Ask students’ to’cjuickly look at the sentences on theirboard and to tell’you if they can see anything wrongWith them. They ~hould identify that there is onet~rd in each sentence which is incorrect (i.e. the formof the word is.wrong).

Taking it in turi’is, each student rolls the die andmoves their co~t~r along the board (beginning from(hr ‘ 31(3Start box’and following the arrows/numbers).tdch time theyland on a box, they should identifyand correct the;.v~}ong word in the sentence.

d ifletunes the~4ord will need a prefix, sometimes aIX. and sometimes it may need both. In some

a spelling change may also be necessary. It isPortant that they look at the whole sentenceftfully, as this will give them the context.

4Tftd ~Y Write their answers down on a separate piece of

t, then initial the box on the board. If they land

that has already been initialled, they shouldtheir Counter to the next ‘free’ box.

5 Let them play for about 15 minutes, then tell them tostop and check their answers with you. The studentin each group with the most correct answers is thewinner.

VariationPut students into groups of four. One of them has acopy of the answers (below) and is the ‘referee’. Theother three play the game as above. If they get ananswer wrong, the referee tells them that they arewrong, but does not give them the correct answer.Instead, the student has to move back along the playingboard to his/her previous box. When one studentreaches the ‘Finish’ box, the total number of correctanswers is added up to find the winner.

Follow-upWorking individually, students choose one of the‘wrong’ words from the playing board and write a wordramily for it (using a dictionary to help them). Theythen give this to another student, who should try to useeach word form from the word family in sentences ofhis/her own.

1 influence = influential 2 energy = energetic3 diverse = diversity 4 believe = unbelievable5 persist = persistence 6 history = historical7 Participate = Participation 8 depend =

dependable 9 understand = misunderstood10 Jealous = Jealousy 11 pay = underpaid12 fiction = non-fiction 13 cruel = cruelty 14 deep= depth 15 accurate = accuracy 16 large = enlarge17 fortune = unfortunately 18 confront =

confrontation 19 strong = strengthening20 reverse = irreversible 21 prove = proof22 broad = breadth 23 please = pleasure24 tolerate = intolerant 25 appear = disappearance26 rich = enrich 27 responsible = responsibilities28 develop = underdeveloped (or undeveloped)29 draw = overdrawn 30 populate = over-populated31 conform = non-conformist 32 education = coeducational 33 danger endangered 34 datepredates 35 work co-workers 36 cook undercooked (not uncooked) 37 aggression aggressive38 general generalise (or generalize)


I borrowed Jack’s gold pen yesterday, but then I lostit. (I/I)Our flight leaves in less than three hours. (2/3)Are afternoon classes compulsory? (5/4)I don’t think we’ve got enough money left. (2/1)Are you going on the trip this afternoon? (2/6)Today’s test has been cancelled. (2/4)I cleaned your room for you. (2/2)How much will it cost? (3/5)I haven’t heard a word from Lucy all day. (6/1)There’s an important exam coming up next week.(1/5)Were you too busy to join us yesterday? (5/2)I don’t think P11 be able to finish my essay bytomorrow. (1/6)Is Samantha coming to dinner tonight? (3/6)When does the course begin? Monday? (3/I)Has Jane arrived yet? (4/3)How many people are coming to your party? (4/2)Carl came late again. (4/1)Is your teacher here yet? (4/4)I’m afraid I won’t be able to come to your class thismorning. (5/6)Eddie went for a walk in the snow in only shortsand a T-shirt. (3/2)Have you got a light? (1/4)I knocked on his door for ages, but he didn’t answer.(6/2)How much have you managed to put aside? (5/5)Did you miss your flight? (6/3)Why did you ask Jenny to your party? She’s mad!(6/4)

The following sentences are incorrect orinappropriate:1/2 This should be: It’s advisable to leave early ~f

you don’t want to be late.2/5 This should be: You hadbetter/You’dI,etter

book early to avoid disappointment. (You betteris sometimes used in non-standard spoken

English)3/3 This should be: You are under no obligation to

attend the classes (or You are not under anyobligation to attend the classes).

4/5 This should be: He could have telephonedyesterday to let me know

5/1 This should be: We felt obliged to give himplenty of warning.

6/6 This should be: I’m afraid smoking is forbiddenin the building

4A Proverbs

• Use this activity after either Reading (CB p. 56)Vocabulary (CB p. 58).

To match proverbs to shortparagraphs which summarise themain meaning of each proverb15 20 minutesPairwork. Students compete tomatch sentences with paragraphson cards.

Exam focus Reading: Paper 1 Part 4Preparation Make one copy of Activity 4A on

pages 150 151 for each pair. Cut theparagraphs A T into cards along thedotted lines.

ProcedureI Write the word proverb on the board and ask the

class if they know what this word means. Give themthe example Blood is thicker than ;vater and explainor elicit through a sample sentence that this is aproverb which means that family relationships aremore important than any other kind. (Samplesentence: I know that what my brother is doing iswrong and everybody else is right, but I’m still going tosupport him. After all, blood is thicker than water.)

2 Divide the class into pairs, and give each pair a copyof the sentences 1 20 and a set of cards. The cardsshould be placed face down on the table.

3 Explain that the sentences are all examples ofEnglish proverbs. Working in pairs, students shouldlook at them and decide what they might mean.

4 Students then take it in turns to pick a card, read thesentence or paragraph on it, and match it with one ofthe proverbs. The proverbs are a summary of themain meaning of the sentence or paragraph. Theywrite the appropriate letter to the right of theproverbs.

5 After about ten minutes, ask them to stop and revie”their answers. The student in each pair who made themost correct matches is the winner.

VariationsInstead of giving each pair a set of cards, just make OP~

copy for yourself. Read the text on the cards out aloudto the class. Working in pairs, they take it in turns tomatch what you have said to the appropriate proverb.(Note that this then becomes a listening rather than areading activity.)

Alternatively, make a copy or just one set of cards andput them up on the walls around the classroom.Students walk around in their pairs matching theirproverbs with the cards.

Or

Aim

TimeActivity type

PHOT000PIABLE ACTIVITIES: TEACHERS NOTES

F0l10w4’PAsk students to work in small groups and think ofsome proverbs in their own language. They should thentry ~° explain what they mean in English (either verballyor on paper).

AIterflativ~Y~ they could work in small groups to look~i the proverbs I 20 in the activity and decide whetherthere is an equivalent in their own language(s).

10 ZR 3Q45 SH 6B 7K 8E 9J lop lID12A 13T l4M 15G 16L 17C 181 19F 20N

Procedure

4B Word formation

Divide the class into groups of three and give eachgroup a copy of the playing board, a die and threecounters (if students are not providing their own).

2 Ask students to quickly look at the sentences on theirboard and to tell you if they can see anything wrongwith them. They should identify that there is oneword in each sentence which is incorrect (i.e. the formof the word is wrong).

3 Taking it in turns, each student rolls the die andmoves their counter along the board (beginning fromthe ‘start’ box and following the arrows/numbers).Each time they land on a box, they should identifyand correct the wrong word in the sentence.Sometimes the word will need a prefix, sometimes asuffix, and sometimes it may need both. In somecases, a spelling change may also be necessary. It isImportant that they look at the whole sentencecarefully, as this will give them the context.

4 They write their answers down on a separate piece of

PaPer, then initial the box on the board. If they landon a box that has already been initialled, they shouldmove their counter to the next ‘free’ box.

5 Let them play for about 15 minutes, then tell them tostop and check their answers with you. The studentin each group with the most correct answers is thewinner.

VariationPut students into groups of four. One of them has acopy of the answers (below) and is the ‘referee’. Theother three play the game as above. If they get ananswer wrong, the referee tells them that they arewrong, but does not give them the correct answer.Instead, the student has to move back along the playingboard to his/her previous box. When one studentreaches the ‘Finish’ box, the total number of correctanswers is added up to find the winner.

Follow-upWorking individually, students choose one of the‘wrong’ words from the playing board and write a wordfamily for it (using a dictionary to help them). Theythen give this to another student, who should try to useeach word form from the word family in sentences ofhis/her own.

1 influence = influential 2 energy = energetic3 diverse = diversity 4 believe = unbelievable5 persist = persistence 6 history = historical7 Participate = Participation 8 depend =

dependable 9 understand = misunderstood10 Jealous = Jealousy 11 pay = underpaid12 fiction = non-fiction 13 cruel = cruelty 14 deep= depth 15 accurate = accuracy 16 large = enlarge17 fortune = unfortunately 18 confront =

confrontation 19 strong = strengthening20 reverse = irreversible 21 prove = proof22 broad = breadth 23 please = pleasure24 tolerate = intolerant 25 appear = disappearance26 rich = enrich 27 responsible = responsibilities28 develop = underdeveloped (or undeveloped)29 draw = overdrawn 30 populate = over-populated31 conform = non-conformist 32 education = coeducational 33 danger endangered 34 datepredates 35 work co-workers 36 cook undercooked (not uncooked) 37 aggression aggressive38 general generalise (or generalize)

Use this activity after Language development 1(CBp. 60).Aim To review word formation (prefixes,

suffixes, spelling changes, etc.)15 minutes

2. Groupwork. Students identify andtaiicorrect wrong word forms on a

playing board.Exam focus’ Use of English: Paper 3 Part 3Preparation~ ‘Make one copy of the playing board

(Activity 4B on page 152) for every03 three students. You will also need

three counters (students can usethree different coins) and one die perthree students.


TimeActivity type

Preparation

ethics and global problems30—45 minutesWhole-class simulation. Studentswork together to negotiate andmake decisions.Make one copy per student of thenewspaper article Trouble in Parad;on page 154.Make one copy of the companyinformation sheet on page 155. Cutinto cards.Make five or six copies of the ‘Notfor Babarrie Investment Committeeon page 156.

Student 1 41 caring 2 dependent 3 each 4 enthralled$ extended 6 inseparable 7 knit 8 look 9 ruy~10 responsible 11 siblings 12 strongStudent 21 close 2 devoted 3 disappoint 4 envious5 expectations 6 furious 7 hit 8 protective ç j~

9 resentful 10 sheep 11 start 12 takes

C

d5A Which company? P

In

• You can use this activity at any stage in themodule, but you might like to use it after ListeningI (CB p. 75), as it develops the theme of big-business ethics and the impact of big companies onlocal environments and people.Aim To develop the theme of big-busin~

4C First to 85

Use this activity after Speaking (CE p. 64).Aim To review useful vocabulary for

talking about family relationshipsTime 15 minutesActivity type Pairwork. Students compete against

each other to complete gappedsentences with appropriate words.

Preparation Make one copy of Activity 4C onpage 153 per two students. Cut intotwo sections, Student I + Student 2.

ProcedureI Divide the class into pairs and ask each pair to check

with each other that they understand the targetvocabulary on page 64 of their Coursebook.

2 Ask them to close their books and work in their pairsto brainstorm as many of the expressions as they canremember. They don’t need to write these down, butit will help them in the next part of the activity ifthey do.

3 Give each pair a copy of the Student llStudent 2sentences.

4 Explain that each sentence on their list can becompleted with one word from page 64. The wordsthey need to complete each sentence are inalphabetical order. If they add all the letters of allthe answers on their sheet together, they should comeup with a total of 85 letters.

5 Working individually, they try to complete thesentences. The first student in each pair to come upwith words with a total of 85 letters is the winner.

VariationsWith smaller classes, do this as a whole-class activity.Divide the class into two teams. One of the teams workstogether to complete the ‘Student A’ sentences, and theother team completes the ‘Student B’ sentences. Thefirst team to get to 85 letters is the winner.

If students are struggling, you could give them the firstletter of each missing word.

Follow-onExercise 2c on page 64 provides a useful follow-onexercise. Students could also work in their pairs to usethe target words from their sentences in a short story orarticle based on an imaginary family (or perhaps a‘fictional’ family from a television programme, book orfilm, e.g. the Osbornes, the Simpsons, etc.).

Van

lnstereadto th

Youurn

‘U(CDAl

FimAcli

Pre

ProcedureI Give each student a copy of the newspaper article

Trouble in Paradise and ask them to quickly readthrough it (allow them about three minutes). Thentell them to turn the paper over and ask them whatthey can remember.

2 Explain that four major international companies baitexpressed an interest in setting up businesses on theisland of Babarrie. These companies will bring bothadvantages and disadvantages to the island.

3 Divide the class into two groups. Divide one of the%groups into four smaller groups. Explain that thesesmaller groups are the companies that want to se~their business on the island. Give each group 0~e0

the company information cards and ask them tothe information.

Explain that the other, large group is the Baba~Investment Committee. They are going to have todecide which of the companies is allowed to S~

shop on their island. Give this group the cOPIesthe Babarrie Investment Committee notes and ~them to read through them.


~~q~ile the Babarrie Investment Committee are1 ~~ding their notes, explain to the four ‘companies’

thaL the comnlittee have discovered some facts aboutthe companies that might jeopardise their chances of~~bIishing their business on the island. They should

cry to predict what these facts might be.

Begin the simulation by asking one of the companiesioeNplaLn to the Committee the benefits that their0mpany can bring to the island. When they have

done this, the Committee should challenge them bypointing out the negative factors that are/might beinvolved (using the facts on their sheet). They canthen negotiate on a settlement (e.g. the company canoffer to increase salaries, improve workingconditions, etc.).

Repeat step 5 for the other three companies.

~Then all four companies have argued their point andnegotiations have been made, the Committee shouldchoose one of them. This company will be allowed toset up business on the island and is therefore thewinner’.

3 Working in their pairs, they should try to completeeach sentence with the modifier and an appropriateadjective from the grid.

4 Allow them about 12 15 minutes for this, then checktheir answers.

Follow-onWorking in their pairs, students choose five pairs ofmodifiers/adjectives, and write a sentence for each. Theythen remove the modifier/adjective from each sentence,then pass them to another pair to complete.

1 painfully slow 2 totally obvious 3 extremelyimportant 4 deeply divided 5 seriously rich6 absolutely furious 7 completely opposed8 heavily dependent 9 perfectly beneficial10 highly desirable 11 terribly worried 12 bitterlydisappointed 13 widely recognised 14 virtuallyidentical 15 relatively cheap 16 fairly similar17 rather alarmed

Variationwad of giving your students the newspaper article,dit out to them (or ask one of the students to read itthe rest of the class) while they make notes.

I u can make this activity shorter by reducing theinber of companies to just two or three.

5B Modifying adjectives

Use this activity after Language development ICB p. 77).

Aims To review/practise modifiers withgradable/ungradable adjectives15 minutesPairwork. Students completemodifiers and match them withadjectives hidden in a wordsearch

Preparation Make one copy of Activity SB on

page 157 for each pair.

ProcedureDivide the class into pairs. Give each pair a copy ofthe activity.

2 Explain that each sentence has two words missing.

first is a modifying word which they have alreadymet in Language development 1. The first and last

tters of each modifier are given to them. The~COnd Word is an adjective, which they will find

den in the grid at the bottom of the sheet. Most

butC adjectives appear in Language development I,some of them may be new. They should use each

adjective Once only.

Procedure

5C Word steps

I Divide the class into groups of three, Give eachstudent a copy of the activity.

2 Tell each student in each group to choose one of theStudent 1,2 or 3 sentence sets and fill in the setnumber at the top of the grid. They should notchoose the same set as another student in theirgroup. Explain that the sentences all contain onemissing word which has appeared in the Vocabularyor Language development exercises in Module 5.

3 Working individually, they should look at theirsentences and write the missing words in the table atthe top of the activity. Each answer is one letterlonger than the previous answer.

4 After three minutes, say ‘Change’. The students passtheir paper to another student in their group, whoshould check their answers, and try to complete anythat haven’t been done.

• Use this activity after Language development 3(CB p. 83).Aims

TimeActivity type

limeActivity type

To review/recycle target vocabularyand language from the Vocabularysection and Language developmentsI and 212 IS minutesIndividual + groupwork. Studentscomplete sentences with appropriatewords.

grid.

Preparation Make one copy of Activity SC onpage 158 per student.


S After another three minutes, say ‘Change’ again. Step4 above is then repeated so that each student in thegroup has checked/tried to complete each of thesentence groups.

6 After another three minutes, say ‘Stop’. Studentsshould then work together in their groups for anothertwo minutes to brainstorm possible answers that theyhaven’t been able to find when working on their own.At the end of this time, stop the activity. The groupwho have completed the most number of tables is thewinner.

VariationFor a faster version of this activity, divide the class intothree groups and allocate each group a different set ofsentences. Students then work together to try tocomplete the sentences. The first group to do this is thewinner.

Follow-onDivide the class into three groups. In these groups,students write their own sentences using the targetwords and expressions from either the Student I, 2 or 3set. They then read out their completed sentences,minus one of the key words, to the rest of the class, whoshould try to decide which word is missing (they shouldturn their paper over when listening so that they cannotsee the answers).

Student 11 on 2 But 3 long 4 peace S unless 6 promote7 quantity 8 implement 9 livelihoodStudent 2I in 2 bit 3 from 4 drain 5 nibble 6 outlive7 Provided 8 lifestyle 9 epitomisesStudent 31 to 2 not 3 life 4 right S living 6 imagine7 somewhatlterribly/slightly 8 virtually 9 absolutely

ProcedureI Divide the class into pairs. Ask them to work

together to brainstorm words and other expressionsthey know that are related to health and fitness. Theycould divide these into three groups: nouns, verbs(including phrasal verbs) and adjectives.

2 Give each pair a copy of the quiz and let them Workthrough the questions. Allow them about 10—12minutes for this.

3 Discuss the answers with the whole class.

VariationAfter step I above, put two pairs of students togetherand give them the quiz. They look through the quiz,then take it in turns to choose questions to give theother pair. The winning pair is the pair in each groupwho correctly answered the most questions.

Follow-onWorking in their pairs, students use the words and 4expressions from the quiz in a short written text aboutkeeping fit and healthy.

1 b 2 c 3 c 4 a 5 a) a vegetarian; b) a vegan6 Steaming is the most healthy; frying is the leasthealthy. 7 False: Fa cannot be turned into muscle,and muscle cannot be turned into fat. 8 False: Thecontain protein. 9 b 10 sedentary 11 vitamins;minerals; protein; calories 12 swimming 13 This isan idiomatic expression for a very sedentary personwho sits around watching television, eating fastfood, etc. 14 Junk 15 You go to a health club toget fit; you go to a health centre to see a doctor ornurse about a health problem. 16 False: Your bodyproduces it naturally because you need it, but toomuch cholesterol is bad for you. 17 All of them.18 expectancy 19b 20a

6B Cohesion connections

Use this activity after Writing I (CB p. 94).Aims To review words and expressions

used to provide cohesion in writtentexts15 minutesGroupwork. Students match twosentences together and complete thesecond sentence with a word or padof an expression that providescohesion to the sentences.

68onPreparation Make one copy of Activityand cupage 160 per four students,

into cards.

3

FIn

Sc

6A Health quiz

• You can use this activity at any stage in Module6A, but you might find it particularly useful at thebeginning, as it reviews a lot of vocabulary relatedto health and fitness, which your students mightfind useful as they work through the module.Aims To review key vocabulary used to

talk about health and fitnessTimeActivity type

TimeActivity type

15 minutesPairwork. Students do a quiz abouthealth and fitness.

Preparation Make one copy of Activity 6A onpage 159 for each pair.


cedU~PrOvide the class into groups of four and give eachI ~:‘ a set of cards. Ask them to find the card that

~y first sentence of first pair’.

lain that the sentence on this card can be2 ~d~wed by another ‘follow-on’ sentence on another

the cards. They will find this ‘follow-on’ sentenceon the left-hand side of the card. On the right-handside of the card, they will see another sentence whichalso has another ‘follow-on’ sentence on yet anothercard and so on. Note that the sentence pairs are notconnected with one another (i.e. they don’t tell a~iory or form a complete single text).

j The aim of the activity is to match all the sentenceswith their follow-on sentences, then complete the gapin the second sentence with a suitable ‘cohesion’word. They should not use the same word more thanonce. This can only be done if the sentence pairs arematched correctly.

4 Let students do the activity for about 15 minutes,then tell them to stop. The winning group is thegroup who managed to correctly match the most

nience pairs and correctly complete the most gaps.

Follow-ontheir groups, students write their own sentence pairs,a remove one of the ‘cohesion’ words and give their

nlences to another group to complete.

e sentence pairs are in the correct order on thetivities page. The missing words are in bold below:

ye my own reasons why I refused it, but I don’tnd to explain why

His intentions were good, but I don’t think it’s rightbe protected from difficult or unpleasantnations.I ever went there, however, I would probablyad my time hanging out on a beach somewhere.

perhaps you should consider something a littledramatic like changing your diet, for example.

e of these is to take regular exercise or take up afl Or other physical hobby.ye it. which is why I never seem to save upugh money to buy myself any luxuries.

other is golf, although not everyone can do thisthey have easy access to a golf course.

‘flier has my wife, which probably explains whypend so much time sitting in front of the TV

d moaning about the weather.cc then there have been some remarkableflOlog,cal developments and improvements.~doing this is completely normal, but it would

h ucen almost inconceivable to our grandparents.a move was risky, of cours; but I gave thea lot of thought and careful consideration.more, It’s been proven that it can be terribly

flger~~5 for you

I’m not sure if it’s their upbringing that’s to blame,or just the fact that they are plain miserable andbad-tempered.Secondly, I’m sceptical of claims made by certainfood manufacturers that their products can reducecholesterol.Whatever the reasons, a lot of companies aremaking a lot of money out of people.

ProcedureI

6C English language quiz

Divide the class into groups of three. Give eachgroup a copy of the activity.

2 Explain that some of the sentences on the sheet arecorrect, and some of them are wrong (for example,there might be a missing word, a wrong word, awrong word form or some other aspect that makes itincorrect). Also explain that they have 100 points.They can risk these points, based on how certain theyare that the sentence is right or wrong. They shouldwrite the number of points risked in the first columnof the table (‘Points risked’).

3 Allow students about 15 minutes to decide whetherthe sentences are right or wrong, and to write theirpoints risked on their table.

4 At the end of the allocated time, students shouldpass their paper to another group.

S Read out the answers (but don’t correct the wrongsentences) while the groups check one another’sanswers and add or remove the risked pointsaccordingly. They write the total in the box at thebottom of the table before returning the paper to theoriginal group.

6 The winning group is the group which ends up withthe most points.

Follow-onWorking in their original groups, students correct themistakes in the wrong sentences. Check as a class.

• Use this activity after Language development 2(CB p. 98).Aims To review target language from the

Vocabulary section and Languagedevelopments I and 2.

Time 20 25 minutesActivity type Groupwork. Students identify

correct and incorrect sentences in a‘language quiz’ activity.

Preparation Make one copy of Activity 6C onpages 161 and 162 per threestudents.

129


They can then write some of their own sentences, usingthe target language in Vocabulary and Languagedevelopments I and 2. Each sentence should contain amistake. They then pass these to another group tocorrect.

Wrong (... I’m confident that ...)

RightWrong (... their eating habits overnight.especially while...)

4 Right5 Right6 Wrong (Governments are pumping a huge

amount...)7 Wrong (... banks are offering interest-free

loans...)8 Right9 Wrong (... for two hours that I remembered...)

10 Right11 Wrong (All I have ever wanted to do ...)

12 Right13 Wrong (... I’ve been considering spending

some time...)14 Right15 Wrong (I’ve tried applyingfor...)

ProcedureI Divide the class into pairs, and give each pair a copy

of the activity.

2 Ask them to look at the example, which contains theword effect. This is a wrong word in the context ofthe sentence. The correct word is affect. They will seethis word, written backwards, in the box at the top ofthe page.

3 Explain that all the other sentences contain a word(or words) which are wrong in the context of thesentence. They should identify this word, then decideon a correct word to replace it. They will find theanswers, written backwards, in the box (but not inthe same order as the sentences).

4 Allow students about 12 15 minutes to identify andcorrect the wrong words, then check their answers.

Follow-onStudents can then use the wrong words in senten~s oftheir own.

Note that the sentences in this activity have been takenor adapted from the Longman Dictionary ofContemporary English. If your students have thisdictionary, they can use it to help them check that theiranswers to the activity are correct.

1 process-’procession 2 continual-*continuous3 priceless—*worthless 4 chances—*possibilitieg5 respectable-.respectful 6 rise-4raise7 practice~practise (although practice is also a verbin American English) 8 Iie-lay9 intolerable-.,intolerant 10 however-.+moreover11 harm-.damage 12 controlled-checked13 permission—*permitted 14 looking at-+watching15 while->during 16 work-’job17 criticisms—objections18 inconsiderable—,inconsiderate19 conscious-.conscientious20 appreciab1e~appreciative 21 shortly- briefly22 damages—’injuries 23 inventing—*discovering24 prevent—*avoid 25 besides-’beside26 presumption—assumption 27 activity-~*action28 advice-) advise

7B What has just happened?

Use this activity after Speaking (CB p. 113).Aims To review vocabulary of emotions

To practise describing a situationand its implicationsTo extend Exercise 7 in theCoursebookTo practise using paraphrasingtechniques, etc. to say things inanother way15 20 minutesPairwork. Students have to identifywhat their partner is talking about.

Exam focus Speaking: Paper 5 Parts 2 and 4Preparation Make one copy of Activity 78 on

page 164 for each pair. Cut into t~’Osections, Student I + Student 2.

ProcedureI Divide the class into pairs. Give each student a

Student I or Student 2 card and ask them to reactthrough the situations. They must not show theirsituations to each other.

2 Student 1 begins by talking about the first 5ituatioflon his/her card. He/she should try to talk for OP~minute and explain how the people feel and ho~their lives will change as a result of their SItU3~°The words in bold must not be used while ~~iking

123

7A The wrong word

• Use this activity after Language development I(CB p. 108).Aim

TimeActivity type

To look at some other words that areeasily confused15 minutesPairwork. Students identify andcorrect the wrong words insentences.

V‘Saaf

Ato

2

U

3’

in

4 St

in

Preparation Make one copy of Activity 7A onpage 163 for each pair.

TimeActivity type

130


111W end of one minute, he/she should stop talking.udent 2 has to decide what has just happened. It is

~1~n Student 2’s turn to talk about the first situationhIsm~ paper. Steps 2 and 3 are repeated until all

IHC situations have been described.

priatlofldhsma~T classes (up to 14 students), make this intoboIe~cla5s activity. Make just one copy of thent)’ Invite students to come up one at a time to the

nt of the class, and show them one of the situations.y then talk to the rest of the class for one minute.

end of the minute, the class try to decidether what has just happened.

7C What it?

Use this activity after Language development 2CBp. 115).im To review expressions with

hypothetical meaningsin 15 20 minutesctivi(y type Groupwork. Students match three

parts of different sentences together.Preparation Make one copy of Activity 7C on

Procedure

page 165 for each pair

Divide the class into groups of four. Give each group~so copies of the activity. Explain that they will be~trking in teams of two to play a game against theother two in their group.

Explain that, at the top of the activity, they will seeIS sentences (nine for Team I and nine for Team 2).Each sentence has a follow-on sentence in the boxesunderneath These follow-on sentences have beenput into three sections.

Working in their pairs, the two teams should take itIn turns to choose a sentence from their list, then findthe fOIIow~on sentence in the boxes. The two teamshould time each other, allowing a maximum of one

minute for each sentence.

Stop (he activity after about 15 minutes. The winningteam in each group is the pair who made the most

rrect matches.

FoIIow.onrking in the same groups, students write their ownW.on Sentences for those at the top of the activity~ expressions with hypothetical meanings).

Team 1I wish I could get better grades in my exams.I wish you wouldn’t smoke in here all the time.If only they knew how difficult it can be at times.He really wishes he had gone to an English schoolin Oxford instead.If only she had studied harder and paid moreattention in her class.It’s high time you started making more of an effortand coming on time.I’d prefer it if they didn’t play their Coldplayalbums until three in the morning.You talk to me as if I were a child.Suppose he did just that one day and walked out onyou?

Team 2But what if it doesn’t work in practice?I’d sooner stick my head in a food processor!If only I had stayed at the Carlington instead.You looked as if you knew what you were doing.However, I’d rather run the risk of getting it wrongthan doing nothing at all.If only he could be more motivated and industrious.Supposing you broke down in the middle ofnowhere and needed help?It’s not as if I was risking life and limb by trying.It’s high time you got rid of it and bought a newone.

Procedure

8A First to the right word

I Divide the class into groups of three or four. Giveeach group a copy of the activity. They should makesure that they can all see it.

2 Explain that there are 25 sentences. Each sentencehas a missing word. The word can be found on theplaying grid. There are also several words on the grid

(CB p. 124).Aim

• Use this activity after Language development I

To review language and structuresfrom Vocabulary and Language

TimeActivity type

development I15 20 minutesGroupwork. Students compete tofind the correct words to completesentences.

Preparation Make one copy of Activity 8A onpage 166 per three or four students.You will also need some dice (oneper group) and counters (one perstudent; they can use coins or maketheir own).


that do not fit in any of the sentences.

3 The students place their counters in the ‘Start’ spaceat the top of the grid. They then look at sentence Iand find the correct word in the grid. They shouldnot tell the others in the group what they think themissing word is.

4 When they all think they have found the right word,they take it in turns to roll the die and move theircounter towards the right word. They can move theircounter vertically or horizontally, but they cannotmove it diagonally. They cannot cross any of theshaded spaces.

S The first student who lands on what he/she believes isthe correct answer writes his/her initials and thenumber of the sentence in that space.

6 Steps 4 and 5 are repeated for the other sentences.

7 Let them play for about 15 20 minutes, then stop thegame and check their answers. They should givethemselves I point for each correct answer, butremove 1 point for each incorrect answer. Thestudent with the most correct answers is the winner.

1 materialism 2 bothered 3 reel 4 pressure 5 ban6 role 7 market 8 nothing 9 confide 10 beneficial11 preoccupied 12 relent 13 accused 14 no 15 little16 Not 17 account 18 Hardly 19 sooner 20 isn’t21 now 22 way 23 circumstances 24 So 25 Such

BB Complicated crimes

Tell students that they are going to hear about somecrimes and have to decide on suitable punishmentsfor the people involved. These are all true crimeswhich have happened in Britain in the last 50 60years.

2 Give out the cards to nine students at random.

3 Ask the students with cards to tell the rest of theclass about their crime case. Students can ask forclarification and make notes,

4 When all of the cases have been read out, ask yourstudents to work in groups of four or five, and

discuss what punishments they would give to thepeople in the different cases. Set a time limit of abon15 minutes for this.

5 After 15 minutes, extend this into a whole~classdiscussion. Tell the class that they should all try toagree on a suitable punishment for the differentpeople.

Follow-onAsk students if they know of any crimes in theircountry which have been slightly ambiguous or not soclear-cut, and what happened to the people involved

Here are the actual punishments given out for eachof the crimes in the activity.1 The man was made to pay £200 compensation to

his neighbour and do 60 hours’ communityservice.

2 She was let off with a warning. The bullies wereexpelled from the school and made to attend adrugs rehabilitation course.

3 The hijackers were sent to prison indefinitely.Later, they were transferred to an immigrantdetention centre. The political system in theircountry has now changed, and plans are beingmade to repatriate them. (Students might alsolike to know that several other passengers alsoclaimed to be hijackers, because they decidedthey would rather go to prison than return totheir country.)

4 The farmer was sentenced to life in prison formurder. This was later reduced to the lesser crimeof manslaughter, and he was released after lessthan four years.(Students might also like to know that the thiefwho was wounded then tried to sue the farmerfor his injuries.)

S The 16-year-old was sent to prison and releasedin his 20s. The 18-year-old was executed for themurder of the policeman, even though he didn Iactually do the killing.

6 Nothing happened to the judge. He was allowedto continue working as normal.

7 She was found guilty of the crime of ‘pervertm~the course of justice’, and sent to prison. Shereleased after just two years. She had to changeher identity afterwards because public opinionagainst her was so strong.

8 He was found guilty of causing death bydangerous driving, and sent to prison for sevenyears.

9 The man was sent to prison, where he spent -

years.

• Use this activity after Speaking (CB p. 129).Aim To extend the theme of crime and

punishmentTime 25—40 minutesActivity type Whole class + groupwork. Students

discuss suitable punishments forsome complicated/ambiguous crimes.

Preparation Make one copy of Activity 8B onpages 167 and 168 and cut intocards.

Procedure1

132


ixed comPaI’~tI~t~ and superlatives

se this activitY after Language development 2B p. 132). To review language of comparison

ii’)’ and superlatives

15 minutestype pairwork. Students rearrange words

to make sentences.

preparation Make one copy of Activity 8C onpage 169 for each pair.

procedure~vide the class into Pairs: and give each pair oftudents a copy of the activity.

~plain that thefifst’of each pair of sentences can beid in a dilTerent’waY with the same or very similaraning. The secokdgives this meaning, but the

trds in bold ar~jiñ~the wrong order.

Working in pairs1st4dents should rearrange therds in bold.

4 \lIow them about 10 15 minutes for this, then checkiheir answers.

low-onking in the same pairs, students use the structuresexpressions from the activity and from Languagelopment 2 to talk or write about one or more of thewing: football teams / sports people / cars I fashion

gners I clothing companies I sports I films I actors Irock stars or groups I towns + cities in their

Airy / mobile phones / food + national dishes /en / books / artists

holiday in Australia is not nearly as expensiveSyou think.

e new Ferghini Peoplevan is easily the safeston the road.

You’re far more likely to be hit by lightning thanWin the lottery.Ronald is nowhere near as intelligent as Juliet.In my opinion Paper 3 of the CAE is by far themost difficult paper.

is is just about the worst film I have ever seen.My History exam was a great deal more difficultthan my Maths exam.ravelling by train is one of the most pleasant

Ways of travelling.Its not such a good idea to use a telephoneuring a thunderstorm.

I The more i study, the less I know.There’s a British saying which means ‘the fasterYOU Work, the more mistakes you make’.

tudents may need a dictionary to cheek themeaning of haste.)

ou’re behaving like a little child!

Procedure

9A Body-language bingo

I Give each student a copy of the body-languagepictures and ask them to work in pairs to brieflydiscuss what they think each gesture means.

2 Ask each student to choose five pictures and writehis/her initials under each picture.

3 Explain that you are going to read them descriptionsof the different pictures, and what the gestures mean.Each time they hear a description of one of theirpictures, they should put a tick next to it.

4 As soon as they think they have heard descriptions ofall their pictures, they should call ‘Bingo!’.

5 Pick one of the gesture-descriptions cards at randomand read the description aloud, twice, at normalspeed. Continue doing this for the other cards untilone of the students calls ‘Bingo’.

6 If his/her pictures match the descriptions you haveread, he/she is the winner.

Instead of reading the cards yourself, you could askone of the students to do it. Alternatively, they coulddo this in groups of five or six, with one of themreading the descriptions out (you will need to makeone set of cards for each group if you use thismethod).

Follow-onStudents could work in groups to talk about otherconscious and unconscious gestures/body language, orcompare those in the activity to those in their countries.(This works particularly well in multi-national/multicultural classes, where they may be interested to learn ofother gestures in their classmates’ countries. Keep itclean!)

The description cards on page 170 are in the sameorder as the pictures (reading left to right, top tobottom).

• Use this activity after Listening I (CB p. 139).Aim To extend the theme of

communicationTime 15 minutesActivity type Classwork. Students listen to

descriptions and interpretations ofdifferent body gestures in a multiple-matching bingo-style activity.

Preparation Make one copy of the body-language descriptions (page 170),and cut into cards.Make one copy of the body-language pictures (page 171) perstudent. These should not be cut up.

133


Procedure

OB Complete the sentences

1 Divide the class into pairs. Give each pair a copy ofthe activity. Tell them to decide who, in each pair, willbe Student 1 and Student 2.

2 Explain that they should look at the first sentence ineach pair (A), which is direct speech. They shouldthen look at the second sentence (B), which is areported version of sentence A. There are two gaps ineach sentence B. Student I has to complete thereporting verb (gap I), Student 2 has to supply thename of an animal (which completes an idiomaticexpression from Vocabulary) (gap 2).

3 Students should take it in turns to try to completetheir part of each sentence with an appropriate word.This word should have the same number of letters asthere are spaces. They should pay particular attentionto the word form in each case.

4 Allow them about 10 15 minutes for this, then checktheir answers.

Follow-onIn the same pairs, students write five of their owndirect-speech sentences, then write a reported version ofeach sentence, leaving out the reporting verb. Theyshould try to include more of the target language fromVocabulary in their sentences. The direct-speech andgapped reported-speech sentences are then passed toanother pair to complete.

I Joan complained that Harry could talk the hindlegs off a donkey.

2 Jane apologised for rabbiting on for so long.3 Tom confessed to letting the cat out of the bag.4 dare advised us to get the facts directly from the

horse’s mouth.5 Mark noticed that Jan wouldn’t say boo to a

goose.6 The teacher suggested repeating a word parrot-

fashion until it stayed in our heads.7 Emma reminded us that she was the first person

to smell a rat.

9C Wrong-word crossworrj

Use this activity after Use ofTo review vocabulary from Module15 20 minutesPairwork. Students identify wrongwords in a sentence and replacethem with the correct words, whichthey put into a crossword.

Preparation Make one copy of Activity 9C onpage 173 for each pair.

ProcedureI Divide the class into pairs, and give each pair a c

of the activity.

2 Explain that sentences 1 25 all contain a wrong wor word form. Students must decide what theincorrect word is, what it should be, then write (hecorrect word in the crossword grid. All the correctwords have appeared in Module 9. A lot of thewrong words have similarities in sound or spellingthe correct words.

3 Allow students about 15 minutes for this, then revitheir answers.

Follow-onWorking with a dictionary, students can look up themeanings of the wrong words, and use some of themtheir own sentences. They can then remove the wordand hand their gapped sentences to another student tocomplete (e.g. ‘1 can’t eat this chicken it’sAnswer = rail’ (number 20).

I hindered-thinted 2 erawl-’growl3 whisper—*whistle 4 forgetful—*forgettable5 violently—*fiercely 6 exceptional—excessive7 marketable-~marketing 8 belied-.believed9 unappreciated-unprecedented10 ramble-.rumble 11 crumpet-4trumpet12 imitate—,intimidate 13 delectable-÷desirable14 repudiated-ireputed 15 rampant—*pungent16 suggestive-4suggested17 differentiate—,discriminate 18 convoy—*conVey19 decode-÷encode 20 augmented-*argued21 raw-4roar 22 crack—’croak23 scurry from-,scare away 24 graduated_eVOlved25 quack-÷squeak

• Use this activity after Language development(CB p. 140).Aims To review reporting verbs

To review idioms with animalsTime 10 15 minutesActivity type Pairwork. Students compete to

complete gapped sentences withreporting verbs and names ofanimals.

Preparation Make one copy of Activity 9B onpage 172 for each pair.

AimTimeActivity type

S


bA Matching participles

14 . Use this activity after Language development Iuleg ~ 156). To review participle and to-infinitive

clauses15 minutesPair- and groupwork. Studentsrearrange words to make sentencehalves, then match the sentencestogether.

preparation Make one copy of Activity IOA onpage 174 per four students. Cut intotwo parts (Pair I + Pair 2).

pyoceduNI pivide the class into groups of four. Divide each

group into pairs. Give one pair in each group a copythe I the Pair I or Pair 2 paper. The pairs should not

how their paper to each other.

ing 3 Explain that between them, the two pairs have 12ntences. Pair I has the first half and Pair 2 has theond half of each sentence. The words in each half

have been jumbled.

Working in their pairs, they should put the wordsnto their correct order, then without looking at each

he iher’s paper, work with the other pair to join thentence halves together (e.g. I H). The first group to

do this successfully is the winner, provided that they

fit C correctly rearranged their words.

low-onfits look at the first halves of the sentences in theirty and use their own ideas to complete them (e.g.ng us class ten minutes late, I realised I had missedSi important part of the lesson).

Arriving in class ten minutes late I ten minuteslate in class, I discovered everyone had alreadyleft.Barely ten minutes after meeting up with myboyfriend, we had a terrible row and haven’tSpoken since.Having spent so much time studying, I wasdisappointed to find I had failed the exam.Generally speaking, eating out can be anexpensive experience.Not wanting to oversleep and be late again, IsCt my alarm clock to go off early.Despite being rather/extremely overweight andrather/extremely clumsy, he’s a great dancer.

0 see the shocked look on his face, youWould have thought he had just seen a ghost.

Pening the box which was lying in the middle0 the room, I was shocked to find a gun.

9 D Dressed entirely in black from head to toe /from head to toe entirely in black, he lookedlike a villain from a James Bond movie.

10 A Bitterly disappointed with my exam results, Idecided to leave college and never return.

11 F To make sure we didn’t upset the teacheragain, we made sure we were on time and paidattention during the lesson.

12 B Not being particularly fit or healthy I healthyor fit, she found it difficult to keep up with therest of us.

Procedure

lOB Musical tastes

I Divide the class into eight groups or pairs. Give onestudent in each group a card. He/She should notshow this to the others in the group.

2 Ask the student with the card to read it throughquietly to him/herself. While he/she is doing this, askthe other student(s) in the group to think of differenttypes of music and make a list (e.g. rock, classical,etc.).

3 Ask the students with the cards to take it in turns toread their cards out aloud (twice, at normal speed) tothe whole class, who make a list of the key words andexpressions that they hear.

4 When all the cards have been read out, students workin their groups or pairs to decide what kind of musicwas being described in each case. Allow them aboutfive minutes for this, then review their answers,asking them which key words/expressions helpedthem to decide.

5 Give each pair/group a copy of the complete activity,and let them read through all the descriptions,highlighting key words/expressions that they thinkwould be useful when talking about music (they canuse dictionary to look up any words they are notfamiliar with). They could make a note of these, asthey will find them useful in the next part of theCoursebook.

e~cticitY tYPe

• Use this activity before Speaking (CB p. 160).Aim To provide lead-in stimulus for

TimeActivity type

Preparation

SpeakingTo review/pre-teach key vocabularyrelated to music15 20 minutes +

Pair- or small-group work. Studentslisten to people talking aboutdifferent types of music, and identifywhat kind of music is beingdescribed from key words.Make one copy of Activity lOB onpage 175 for each student. Make oneextra copy, and cut into cards.

135


Follow-onThe Speaking section in the Coursebook providescomprehensive follow-on for this activity, and will givestudents the opportunity to recycle key vocabulary fromthe activity.

1 Rock, heavy metal or punk metal 2 Jazz (orpossibly Blues) 3 Country and western 4 Latinmusic 5 World music 6 Rap 7 Opera 8 Musicals

IOC Hot potatoes

ProcedureI Divide the class into groups of four. Ask each group

to choose a referee.

2 Give each group a set of cards and tell them to placethese face down on a desk. Give each referee a copyof the answers. He/She should not show these to theother three in the group.

3 The students without the answers each take fourcards from the top of the pile. The aim of the activityis for the students to then get rid of their cards.

4 One student begins the activity by looking at one ofhis/her cards and answering the questions on it. Thereferee should tell them whether the answers are rightor wrong (the cards are numbered for quickreference). If he/she gets all three of the questionscorrect, that card is given to the referee. If any of theanswers are wrong, that card is placed at the bottomof the pile on the table, and another card is takenfrom the top of the pile. If this happens, the refereeshould not give the correct answers.

S Step 4 is repeated by each of the students in turn.

6 The winning student is the first student in each groupto get rid of all his/her cards.

VariationsYou can make the game shorter by reducing the group5to three students and/or by reducing the number ofcards to three. You can make the game longer byincreasing the group size and/or increasing the num~rof cards to five or six. Alternatively, set a time limit of15 minutes the student in each group who has got ridof the most cards in this time is the winner.

Answers (Do not show these to the others in thegroup)

1 a) achieve b) take c) make2 a) ideal way b) sheltered upbringing

c) positive outlook3 a) came; have been b) haven’t had; have been

working e) has spent; will have spenta) expects b) about c) bound/surea) gregarious b) persistent c) sensitivea) both b) neither c) Nonea) tapping b) rubbed c) presseda) since b) result c) whoma) delete a b) has—>havec) luggages—’luggage/baggage/(sui~cases

10 a) attendance b) inconvenience c) neutrality11 a)in b)on c)to12 a) allowed b) obligation c) advisable13 a) humour b) full of c) roses14 a) unbelievable b) replacement c) irreversible15 a) nibble b) suck c) pick at16 a) I’ll lend you my car provided that / providing

you take good care of it. b) You should get upearly, otherwise you’ll be late. c) He’ll pass theexam whether he does any revision or not.!whether or not he does any revision.

17 a) evidence/sign b) scepticalc) confident/optimistic/hopeful

18 a) meeting b) phoning c) to have19 a) complimentary-.complementary

b) affects—*effects c) principle—*principal20 a) rather b) supposing/suppose c) though/if21 a) Not only b) Little did I know

c) Under no circumstances22 a) well b) off c) high23 a) Having b) Although c) To24 a)to b)that c)from25 a) shout to-,shout at b) anxious for-.anXIOUS

about c) heard about-’ heard of26 a) entirely predictable b) absolutely hilarious

c) vastly overrated

• Use this activity at the end of Module 10. At thisstage of the course, you could also repeat the CAEquiz that you will find at the beginning of theseactivities.Aim

TimeActivity type

To review some of the targetlanguage from all modules of thecourse20 minutes +Groupwork. Students answerquestions related to key vocabulary,structures, etc. from Modules 1 10

456789

of the course.Preparation Make one copy of Activity lOC on

pages 176 and 177 per four students.Cut into cards. Also make one copyof the answers below per fourstudents.

CAE EXAM QUIZACTIVITY (PRE-COURSE)

Ho uch do you know about the CAE exam?

I Match the:paPer number with the name ofthe paper and the time allocated for it.10’

Paper 1Paper 2paper 3paper 4paper 5

I) 1 hourii) Either

approximately15 or 23 minutes

iii) Approximately40 minutes

iv) 1 hour 15minutes

2 Which paper do you do first? Which paperdo you do second? Which papers do youdo on the same day?

3 How many parts are there inpaper? How many questionsto answer in total?

a) you can use a bilingual(= English + your language)dictionary

b) you can use a monolingual(= English only) dictionary.

5 True or false? In the Reading, Use of Englishand Listening papers, you will have marksremoved for getting a wrong answer, or for notanswering a question.

6 How many parts are there in the Writingh paper, and how many questions do youave to answer in total?

Education Limited 2008

7 Which of the following would you not beexpected to write in the Writing paper?

8 How many words should you write in eachpart of the Writing paper?

9 Complete the words in this sentence.In the Use of English paper, you are tested onyour control and knowledge of v — —

g r,s g, p___ n,w — — — - g, r randc n.

I 0 How many parts are there in the Use ofEnglish paper? How many questions oritems are there in total?

I I True or false? In the listening paper:a) there are five parts.b) you hear each part twice.c) there are approximately

40 questions.d) Part 4 consists of three

sections which have to bedone at the same time.

(h) p

I 3 What overall percentage do you need toget in order to pass the CAE exam?

a lettera storya review

a poem a report an articlea competition entry a proposal

an information sheet a postcard

Paper 1Paper 2

Paper 3

a)’ Listeningb) Speaking

c) Reading

Paper 4 d) Writing

Papers e) Use of English v) 1 hour 30minutes

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the Readingdo you have

4 True or false? In the Reading paper:

LIT LIFLIT LIF

LIT LIF

LIT LIF

LI T LI F 1 2 Complete this paragraph.

LI T LI F In the Speaking test there will be (a) or(b) other people in the room with you.There are (c) parts to the test. You aretested on your (d) g , your(e) v —, your (f) discoursem , your (g) interactive

LIT LIF c —— andyour

rMUIUCUIIAbLt ACTIVITY 1A DIFFERENT SENTENCES, SAME MISTAKES

Student II This film has been the worst film I ever saw.

2 Robert lives in Edinburgh for more than ten years.

3 I was far better off financially since I have started working here in April.

4 By the time we had arrived at the station, the train left.

5 1 play football for this team for two years, and before that I have played tennis for my school.

6 If he continues to spend money at this rate, he has spent everything before his holiday will end.

7 1 usually work in London, but at the moment I spend some time working part-time for a companyin Dumfries.

8 Normally I am enjoying going to parties, but now I’d like to enjoy my own company for a while.

9 Last Saturday, I was seeing a really great film at the cinema in the town centre.

10 The film had already been starting by the time we got to the cinema.

Ii We played golf when it started raining.

12 I’m going on holiday tonight, so this time tomorrow I lie on a beach in the Bahamas!

13 They’re bound be late this evening; they always are.

14 He was on the point leaving the house when suddenly the phone rang.

15 Here you are at last. We were to leave without you.

16 Thanks for being so understanding. I thought you would really angry with me.

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Student 2

Student 2A We had a great time last summer: we were visiting our family in Australia.

B Good luck in your exam tomorrow. I think of you then.

C Everyone said she would happy when we told her the news, but she was really upset.

D She usually is visiting her parents at the weekend, although this weekend she is seeing her friends for a change

E When the teacher had finally arrived in the classroom, she realised that half her students left.

F They were so angry that they were on the verge shouting each other.

G While I watched television, I suddenly heard a strange scratching noise at the window.

H Thanks for calling me. In fact, I was just to phone you myself.

I I work here since the beginning of the year, and prior to that I have worked in an office in Canterbury.

J Everyone says he’s sure pass his exam tomorrow. He’s never failed one yet.

K Normally he works hard, but for the time being he takes things easy because of his poor health.

L They have been the rudest people I ever met.

M When I got to Bob’s house, I discovered he had already been leaving for the airport.

N We knew each other since we have met at a party last year.

0 I’m taking too much time off work, so if I’m not careful I have used up all my holiday leave by the timesummer will arrive.

P Janine works at Pembury and Co. since she got married.

Answers

15 16

138 @ Pearson Education Limited 2008 _,j:tnd.I41LA1~

pHOT0t0~ ACTIVITY lB IN OTHER WORDS

Downi ~will be given to you by a famous politician. It will be~ in a ceremony at the town hall.

The college’s selection procedure is really tough. It is notoriously and only about 500o of- candidates are accepted.

3 The e~ollege is really top class. It is one of the most institutions in the country.

5 Don~ttry to do too much, or you’ll feel shattered all the time. You won’t learn much if you’re

6 EveryOne wants to know what the teaching is like. Well, the here is second to none.

~ The 4çgree will be a real plus when you start looking for work. It offers that otherqualifications don’t.

10 The college will let you know about the trips and excursions that it offers. Everything is wellin advance.

II I think this is the right course for you. I believe you will find it

Across4 The syllabus is well planned. Everything is perfectly

S Your tutors get a bit ratty if you miss classes. They also get if you are persistently late.

9 You should try to go to all your classes. It’s important to them whenever you can.

12 Most students take part in the social programme. We recommend that you get in at least oneregular activity.

13 Our students generally get brilliant exam results. Up to now, they have mostly been

14 The course isn’t suitable for people who don’t know anything about the subject. It wasn’t designed forcomplete

15 When the course is over, you will receive your degree. You won’t actually receive this until six weeks afterof the course.

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PHOTOCOPIABLE ACTIVITY 2B RELATIVE-CLAUSE NOUGHTS AND CROSSt8

I One of Britain’s most beautifulcities is Cambridge youwill find the country’ssecond oldest university.

4 The book was first published in2001 over fivemillion copies have been soldworldwide.

2 The ancient city of Petra,you will find in the

Jordanian desert, dates backover 3,000 years.

5 Ramton, a villagesituated between Manchesterand Liverpool, has a populationof only 17.

3 You shouldn’t believeyou read in the papers.

6 Can you remember the name ofthe boy brother plays

L professional football?

Game 2

3 The two English schoolsopened only las

year, are already in financialdifficulty.

6 The hottest day in Britain wasin 2003 a tempeYátUltof over 40 degrees centigradewas recorded.

9 All the studentshad worked ex~emelY

hard, failed the exam.

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~ 7 She didn’t do any work 8 The box office closed at 9 The computers in the library,

I midnight are well~ she failed the test. over 2,000 tickets had over five years old, will be

~ been sold. replaced next year.

Not much is known about thepeople built the city ofMachu Picchu in the mountains

L of Peru.

2 Marilyn Monroestrange death in 1962 remains amystery to this day, was afamous 1950s actress.

4 I couldn’t remember the nameof the school Ispent so many months learningEnglish.

5 I started work here as a juniorclerk in 1996I’ve risen to the post of seniormanager.

7 Romeo and Juliet, a playtwo young lovers meet a

tragic end, was written byWilliam Shakespeare.

Students living incollege accommodation can eatin the college canteen for free.

142 © Pearson Education Limited 2008 ~ThflAZi~

pHOb0G0M ACTIVITY 2B RELATIVE-CLAUSE NOUGHTS AND CROSSES

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Game 2 (Referee)1 who

2 whose

3 one/both of which

4 in/at which

5 since when

6 when

7 in which

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9 some/many of whom

_______________ C Pearson Education Limited 2008

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Game 3 (Referee)I at which point

2 none of which

3 whoever

4 in which case

5 both/neither of whom

6—

7 which

8 as a result of which

9 where

F2 He gave us several ridiculousexcuses for his absence

we believed.

3 The sports centre is going to beopened by Charlie Rigden,

heis.

8 We missed our flight

we lost two days of our holiday.

9 I’m trying to remember thename of the townspent my last holiday.

PHOT000PIABLE ACTIVITY 2C TRADING WORb&

~ M

(Do not show this to Student B.)

I When he was 32, he inherited a well-paid business from his father.

2 Could you give me the 16-number code on your credit card?

3 1 really don’t visualise how he manages to be so successful.

4 We weren’t allowed into the nightclub because there was an intimate function.

5 The directors discovered that the company had been fooled out of over £20 million.

6 He looks rather boring and old-fashioned, but appearances can be deceptively.

7 1 refuse to play cards with him because he’s such a trickster and never plays by the rules!

8 1 had to tap the doorbell several times before she answered.

9 She sat in front of the television, gently patting her cat.

10 If it starts to itch, try not to rub it with your fingernails or you’ll make it worse.

II The police has arrested two men who they believe robbed the jeweller’s. T

12 She’s usually on time, but each few days she turns up late or misses a class.

13 There’s few chance of passing your exam unless you work hard. T

14 Jane and Bill love going on holiday, but both of them enjoys flying.

15 Within the month of starting the exam, Enrico had already decided to leave.

Student B(Do not show this to Student A.)

A Although neither of them passed the exam, they weren’t accepted onto the course of their choice.

B Don’t give her your money. She’s a confidence cheat and you’ll never see her or your cash again.

C Tom, Annette and Toby aren’t really superstitious, but every of them carries a lucky charm.

D The room was small, with a very private atmosphere.

E I arrived on Monday, and over a next week I made a lot of good friends.

F He thought we didn’t know his secret, but he was only tricking himself.

G We were given very little opportunities to say what we thought.

H It looks deceptive easy, but it’s really rather difficult.

I He didn’t want to wake everyone in the house up, so he pressed gently on the window to get my attention.

J ‘Good boy,’ she said, and stroked him a few times on the back.

K He yawned, scratched his eyes and tried to concentrate on the road ahead. Ftc

L The number of people taking the CAE have increased gradually over the last few years.

M I want you to relax, close your eyes and see a beach at sunset. bo~

N Thirteen has always been a lucky digit for me.

o My job isn’t particularly lucrative, and I’m always short of money at the end of the month.

© Pearson Education Limited 2008 _______________

PHOT000P ACTIVITY 3A MEET THE CELEBRITIES

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PHOTOCOPIABLE ACTIVITY 3A MEET THE CELEBRITIE

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ocoPIA6~~E ACTIVITY 36 MORAL DILEMMAS

are in your home town, having dinner at a restaurant you have never been to before. The food is all right, but the\Oice is rather slow, and the waiters are not very attentive or polite. At the end of the meal, you accidentally leave the

:aurant without paying. You are walking home when you realise your mistake. Do you go back and pay?

y nare doing your shopping in a big, busy supermarket. It’s a hot day, and you are feeling very thirsty. You find:urself by a refrigerator full of bottles of ice-cold water. You take one of the bottles and drink the water while

~0~~inuing to do your shopping. When you get to the checkout to pay for your shopping, do you also pay for the bottle

of water you have drunk?

Your CAE exam is next week. You have done a lot of preparation, but you don’t feel very confident about yourchances of getting a good grade. You then hear that somebody has illegally managed to get hold of a copy of theexam that you are going to take, and posted it on the Internet. For a small fee, you can access the website and look atthe exam before you take it. Would you?

You are enjoying a meal in a restaurant with your best friend (whom you have known for many years) and his/hergiriíriendIboyfrie~1 At the end of the meal, your friend goes to pay the bill at the cash desk. While he/she is doing this,hislher partner makes a pass at you (he/she tells you that you are very attractive and that he/she would like to go outwith you). You think that he/she is very attractive and lots of fun to be with. You don’t have a girlfriend/boyfriend.Would you accept the offer?

Your best friend (whom you have known for many years) is in trouble with the police. They have accused him/her ofaccidentally hitting someone in the street while riding his/her motorbike, and then riding away. The person he/she hithas not been seriously injured, but has needed treatment for some minor injuries. Your friend has told the police thathelshe wasn’t on the road when the accident happened, and has asked you for an alibi. Would you provide your friendwith an alibi?

Your neighbour has gone away on holiday and has asked you to look after her pet rabbit, Binkle, for a couple ofweeks. While she is away, Binkle dies, and you have a horrible feeling that it is your fault (maybe you didn’t give himenough food or water). You know that your neighbour is extremely fond of Binkle. You also know that you can buy anidentical substitute from a local pet shop. Do you buy the substitute rabbit and pretend to your neighbour, when shereturns from her holiday, that it is Binkle?

You need some money for a night out with your friends, so you go to your local bank to use the cash machine. You put)tur card into the machine, and ask it to give you £100 and a receipt. The money comes out. To your surprise, you aregiven £200 instead of £100. You check your receipt: it says you have only withdrawn £100. Do you inform the bank(hat their cash machine has given you too much money?

You are relaxing in your local park when you see some children repeatedly hitting a smaller child. The child is cryingnd clearly frightened, but his parents are not there. The parents of the other children, however, are. They are

~uiching their children picking on the smaller child and not doing anything to stop them. Do you intervene?

Driving home late one night, you pull into your road and accidentally hit your neighbour’s car which is parked by theide of the road. The damage to your car is only superficial, but your neighbour’s car has more serious damage: aFoken headlight, a cracked bumper, a smashed wing mirror and a big dent in the driver’s door. You don’t think anyone

Seen the accident. You are also not very fond of your neighbour. Do you tell her what you have done?

Yo~ desperately need a new computer, since your old one has stopped working and you don’t think it’s worth repairing.

~ Ortunately, you can’t afford a new one. Then one day at work, a colleague offers to sell you a brand-new, top-of--range computer for a fraction of the shop price. However, you strongly suspect that this computer has been stolen.You buy it from your colleague?

147

PHOTOCOPIABLE ACTIVITY 3C MODALS PLUS

1 You should havewithdrawn some more.

4 Oh great, so I didn’tneed to stay up halfthe night revising.

1 Yes, but it’s advisableto arrive a couple ofdays earlier.

4 He can’t have done.He’s been away allweek.

5 You’d better get downto some hard work ifyou want to pass.

5 You better bookearly to avoiddisappointment.

5 It could be anythingup to two million.

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2 You didn’t have to, butthank you anyway.

2 He must have been outof his mind!

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TOc0!~IAS~ ACTIVITY 3C MODALS PLUS BINGOpH0

5 He could telephoneyesterday to let meknow, but he didn’t.

5 I’ve been able to saveabout ten thousandpounds.

5 You could have toldme before I went tothe supermarket.

3 She might have, butthere’s no sign of her.

6 Right, but you arerequired to arrive atleast 15 minutes before.

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6 Oh well, you shouldhave told me you wouldbe absent yesterday.

3 Yes, unfortunately, butwe were able to get aseat on a laterdeparture.

6 I’m afraid smoking isforbidding in thebuilding.

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2 No. I could have come,but I felt a bit tired.

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PHOTOCOPIABLE ACTIVITY 4A PROVERBS

Student I

I You shouldn’t count your chickens before they’re hatched.

2 The more the merrier.

3 No- vi.ewy i~ good’ iwws~

4 It’s never too late to mend.

5 R miss is as good as a mile.

6 . ft never rains but itpours.

7 Actions speak louder than words.

8 R.ona wassv’t built liv a~ day.

9 When the cat’s away, the mice will play.

10 When in iZome, do as the IZomans do.

11 You shouldn’t make mountains out of molehills.

12 A bad workman always blames his tools.

13 More’ ha4te~ law speed’

14 One good turn deserves another.

15 Two’s company, three’s a crowd.

16 His bark is worse than his bite.

17 Many hands make light work.

18 Too waq cooks cpolttkebrotfu

19 You should strike while the iron is hot.

20 Pride comes before a fail.

PHOTOCO~~0 Pearson Education Limited 2008

PROVERBSpHOT0~MA ACTIVITY 4A

A He said3hat theaccounts figures werewrong because thecomputer ‘hadmiscalcth1at~ the salesfigures..A1~il’ YOUbehevethat~ you’ll believeanythin& I reckon he’sjust iooking.for excusesfor his owutineptitude.

E The company has juststarted, so~we can’texpect to make a greatdeal of money yet. We’llneed to wait a bit longer,be patient and just makesure we all work towardsthe same objectives.

B It’s so typical. Thingscan go really smoothly,then suddenly everythinggoes spectacularly wrongat once. And then thereare a lot of heateddiscussions and tempertantrums which createbad feelings all round.

F We’ve got some greatideas and we’ve got theways and means ofputting them into action,so we might as well getstarted straight away, nodelays.

C This is quite a big job,and there aren’t enoughof us here to do it intime. However, if we asksome of the workersfrom the shop floor tohelp out, we’ll get it donein no time at all.

G The office was finehen it was just me and

Andrea in there, workingto a common purpose,bouncing ideas off’ eachother. But now they’vemoved Timpkins in,there’s just not enoughroom.

H Everyone in the officeis congratulating oneanother because wenearly got the contract.What’s the point?‘Nearly’ isn’t goodenough, is it?

I We~allthese,peopleworking onthe project~treading onone another’s feet. Thefewer people we have,the quicker the job willgeudone.

M If yo&re havingproblems with writingthat.report1let me helpyou. It’s onl’yfair. Afterall, you gaveme a handwith writingmy speechfor the annual generalmeeting.

Q I like it when wedon’t get an~cpost, asIt’s usuall~a bill orInvoice OrQmcustomerCOmplaining~orcancelling an order.

J Our boss is a bit of aslave driver and makessure he gets his money’sworth out of us. So asyou can imagine, as soonas he leaves the office,everyone relaxes, and wedon’t get much workdone.

4---N Our boss is so self-important and full ofhimself, always tellingeveryone how wonderfulhe is. Well, I reckon thatvery soon he’ll be cutdown to size.

R The office waspractically dead when itwas just the two of usthere, but we were joinedby three others last week,and there are two morejoining us on Tuesday, sothings should be muchmore lively.

K He’s got a good eyefor a deal, and I’m surehe could be beneficialto the company,until he puts hisinto practice, heas well just keep hismouth shut.

4o They’ve promised togive us the contract, butI don’t think we shouldget too excited just yet.Personally, I won’t behappy until I see it inblack and white.

S I know that she’s beenthe worst, mostunreliable member ofstaff here, but in view ofher breadth ofexperience I think thatwe should give her asecond chance. She mightimprove.

L People are a bitfrightened when theyfirst meet him becausehe can be abrupt andbad-tempered, but theysoon find out that he’sreally a very fair-mindedperson with an excellentsense of humour.

(p Hejoinedusfrom 1another company, andkeeps telling us thattheir way of workingwas better. I really thinkhe needs to adapt his

—/

methods to suit thiscompany.

T The boss has askedme to give him thereport and sales figuresby lunchtime. Well, if Itry to do it in thatamount of time, it’sbound to be full ofmistakes.

0 Pearson Education Limited 2008

4D I don’t know why hegot so upset. I made atrivial mistake, that’s all,and he blew it out of allproportion. I don’t knowwhy he can’t get things inperspective. Maybe he’sjust too thin-skinned.

N

butideasmight

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PHOTOCOPIABLE ACTIVITY 46 WORD FORMATION

I She’s a very influence 2 He isn’t very energy, 3 We held a festjvai towoman who knows and would rather sit celebrate the diveneSTART )“ all the right people. in front of the TV all of cultures in

day. the city. v7 Participate in the 6 There are several 5 Your persist amazes 4. It’s believe! He went

afternoon activities history buildings in me, Mr Bond. out in the snow inprogramme isn’t the town, shorts and a T-shirt.compulsory.

8 He’s a very depend 9 Oh dear. I think you 1 0 Jealous is a terrible I I I told my boss Iperson who will must have understand and irrational thing thought I was pay,always do what you the instructions I gave that eats away at you. and demanded aask him. you. bigger salary. V

15 Do you think that 14 it was easy to guess 13 1 think that cruel to 12 You’ll find severalaccurate is more

the deep of feelings animals is absolutely good biographies ofimportant than at the meeting. despicable. Beckham in thefluency in spoken fiction department.’English?

16 We plan to large the 1 7 The weather was 18 The police tried to 1 9 The road is closedbecause the councilschool building in terrible, so fortune we prevent a violent

order tohad to cancel the trip, confront between the are strong theaccommodate bridge over the

two groups.the new courses. river. V23 It was a real please 22 We walked the length 21 The police had to 20 Once the damage ha

meeting you last week, and broad of the release him because been done, I’m afraidWoodstock Road they didn’t have it’s reverse.’

crr,l looking for a chemist. enough prove.

24 She’s very tolerate of 25 No one has seen him 26 The best way to rich 27 She has severallazy people, and gives for days. His appear your knowledge of responsible, andthem a really is a complete mystery. the world is by doesn’t take anyhard time. travelling, of them seriously

31 He’s a bit of a 30 The city is terribly 29 When I checked my 28 The area is ratherconform, and prefers populate, with over bank balance, I develop, with poorto do things his 12 million people. discovered I was transport, eduCati A

own way. draw, and health faciliti

32 i went to a education 33 His stupid behaviour 34 The castle date the 35 He was unable tO

school, where both on the trip danger the other buildings in the persuade his work inboys and girls were lives of everyone, town by at least a the factory to joifltaught together. hundred years. him on the stdk~

36 I think this chicken38 British food is not all 37 1 had to speak to him a bit cook. It’s finehorrible. You about his aggression on the outside butFINISH shouldn’t general like behaviour in class, still a bit red onthat. the inside.

152 fl~onEd~icat1oniimited2008

pHOT0t0PI~ ACTIVITY 4C FIRST TO 85

*Student I

I My mother was a warm and person who made sure we were well looked after.

2 Although they were in their 20s, they were both on their parents for everything.

3 Lacking any real parental care, the twins relied on other for help and support.

4 I was always absolutely by my elder brother’s stories of his travels around the world.

5 ‘PFmodern nuclear family is rapidly becoming more common than the more traditional family inmany parts of the world.

6 X~”children, my sister and I were and did absolutely everything together.

7 ourh was a tightly family; we al~ays supported one another whenever anything went wrong.

8 J admire my father a great deal, but I up to my mother even more.

9 Mj:grandfather had a big nose, my father has got a big nose and I’ve got a big nose. I guess it’s somethingthat in the family.

10 As the eldest child, I was held for anything that went wrong.

II Unlike a lot of my friends, I didn’t have any brothers or sisters, but I never missed having

12 There was always a bond between me and my brothers.

Student 2

I Despite being very different from each other, my brother and I had a relationship.

2 She was completely to her children, and would do anything for them.

3 I tried hard at school and always made a conscientious effort not to my parents.

4 1 used to feel that my sister was always rather of my achievements.

5 My parents never really had high of me, so were amazed when I announced I was going into politics.

6 When I told my parents I was dropping out of university, they were understandably with me.

7 My sisters and I were close in many ways, but we never really it off with one another.

8 In my opinion, some parents can be over- towards their children, with the result that they never learnabout the real world.

9 My brother was always more successful than me, but I never felt towards him.

10 My parents, my brothers and my sister all work in education, but I want to be an actor. I suppose I wasalways the black of the family.

II From the very she was a problem child who ran wild and always got into trouble.

12 My brother after my father, but I think I’m more like my mother.

C Pearson Education Limited 2008

PHOT000PIABLE ACTIVITY 5A WHICH COMPANY?

Trouble in ParadiseThere’s more than meets the eye on the tropical island of Babarrie,as Brendan Buxton discovers.

Situated in the South Pacific, the island of Babarrieis one of the most beautiful islands in the world. Thecoastline offers miles of white-sanded, palm-fringedbeaches, lapped by crystal-clear waters abundantwith fish and other marine life. The interior hasthousands of hectares of beautiful, unspoiltrainforest with some of the rarest, most exotic floraand fauna on the planet. The climate is a pleasant28°C for most of the year, with wall-to-wall sunshinefrom October through to May.

The island, which is about 42 kilometres long by 29wide at its widest point, is home to 42,000 people.The capital, Tompolia, is a quiet, easy-going placewhere life has barely changed in the last 60 years. Theatmosphere is laid-back and relaxed. The town onlycomes alive in the evening, when everybody heads totheir favourite restaurant for a sumptuous, candlelitseafood meal. Late at night, the only sounds are thebreeze rustling the coconut trees, the lapping of thewaves on a moon-kissed beach and the occasionaltwittering or hooting of a nocturnal animal hidden inthe shadows of the forest.

Visually, Babarrie is certainly beautiful. But beauty isonly skin deep. Scratch the surface of this tropicalparadise and you get a different picture. People seemrelaxed, but this is only because there’s nothing to do.Unemployment is on the rise (over 40° o), and manyare turning to crime to make a living. Night-time

muggings and other violent crimes in Tompolia arebecoming more common. Drugs are becoming aproblem. Inflation is running at 60°o. Services andamenities are limited. Transport infrastructure ispoor. The roads haven’t been maintained for years,and are very dangerous. Road-related accidents,injuries and deaths are high. Access to the island isdifficult (the only way to get there is on a 15-hourferry ride from the island of New Caledonia, whichitself is difficult to get to).

Healthcare is practically non-existent. Leisurefacilities are non-existent. Education is not high onthe government’s list of priorities: the schools (andthere are only five on the whole island) lack justabout everything you care to mention, from chairsand tables to pencils and writing paper. Only about20% of children receive any formal education, andmost of these leave school before they are ten.Consequently, illiteracy is high.

There are very few natural resources to exploit, evenfresh water is limited. There are frequent power cutsThe government cannot invest in anything because ithas nothing to invest. The people live on a diet of fishand coconuts, which might sound nice in the shortrun, but gets very tiring after a few days. Average lifeexpectancy is a shocking 46 years. Basically, Babarriehas big problems. .

4-

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~©Pea~onEducationLjmiLed2OO8~’•’

TQGOPIABLE ACTIVITY 5A WHICH COMPANY?pH0

EaSIP0WeI Oil

You are the director(s) of Easipower Oil and you want to build a refinery on the island of Babarrie.

You can offer several benefits to the island by building this refinery. First of all, you will create jobs for 2,000people. You will also be able to provide cheap, much-needed oil for the local community. Furthermore, inaddition to paying all national taxes, you will donate 2 of your net profits to local health, educational andsocial organisations, and 3~c of net profits to local environmental groups who are working to protect theisland’s fragile ecosystem. Finally, you will minimise any negative visual impact on the environment bybuilding much of the refinery underground.

Maurice-F1IiPPSOfl Tobacco Company

You are,the director(s) of the Maurice-Filippson Tobacco Company, and you want to build a cigarette factoryon theislind of Babarrie.

You can1offer several benefits to the island by building this factory. First of all, jou can provide jobs for 1,500people. Jhese are guaranteed jobs-for-life. You will also provide free accommodation and meals for all of youremployees. You have estimated that your factory will bring the island $150 million a year in tax, and you haveagreedrthat on top of this, you will invest 1% of your net profits in local healthcare, and an unspecifiedpercentage of profits in improving local transport and other communications infrastructure.

ID.

Club Yoyo Holiday Resorts

You are1jhe director(s) of Club Yoyo Holiday Resorts, and you want to build a high-profile luxury holidayresort olithe island of Babarrie.

Youcanofter several benefits to the island by building this resort. First of all, you will be providing jobs forl,800pet’ple. Your employees will all get free meals. You will provide a nursery and school for their children.OversêAs1tourists (up to 50,000 a year) will bring foreign capital to the island, as they will be spending moneyin local ihops and restaurants. You have also offered to build an airport to make access to the island easier,and will(invest 2% of your net profits on improving roads on the island. You are also considering building aSportsand entertainment complex on the island for local people to use.

P.C. PharmaceuticalsYou ate the director(s) of F.C. Pharmaceuticals, which produces drugs and medicines, and you want to build afactor, on the island of Babarrie.

You can~’6ffer several benefits to the island by building this factory. First of all, you can provide jobs for 1,600local ReoPle. You will also build a hospital for the island, and pay for its upkeep (staff, equipment andrnedicineyfor the first five years of your operations on the island. During this time, you will also provide freeinedicijieto anyone on the island who needs it. You will also invest $50 million in a comprehensive healthawareness~and education programme which you believe will benefit the whole island. Furthermore, you willInvest .u~to 3% of your net profits on improving transport and communications infrastructures on the island.Youare~jj environmentally aware company, and your factory will have minimum impact on the localenvironment (your factory will not require the destruction of any area of ecological importance or beauty).

C Pea rson Ed ucat ion L imited 2~8

PHOTOCOPIABLE ACTIVITY 5A WHICH COMPANY?

rNotes for Babarrie Investment Committee

I The company Easipower Oil want to build a refinery on Babarrie, and have offered you some incentives forletting them do this. However, you have uncovered some facts that they do not really want you to know.

First of all, you know that they pay their employees very low salaries and make them work long days (up to12 hours) in conditions that could be considered dangerous (their health and safety record in other countriesis very bad). Secondly, the refinery will need a lot of water, which is very scarce on the island. Thirdly, thereis the risk of water, air and (in the area immediately around the refinery) noise pollution: Easipower hasalready received international criticism for polluting other areas in which they operate. Furthermore, theconstruction of the refinery will require the destruction of 400 hectares of forest and the destruction of twovillages (displacing 600 people). The port will also need to be enlarged at your expense.

2 The Maurice-Filippson Tobacco Company wants to build a cigarette factory on Babarrie, and has offeredyou some incentives for letting them do this. However, you have uncovered some facts that they do not reallywant you to know.

First of all, you have discovered that the company prefers to employ children, because they can pay themvery little and make them work long hours (up to 14 hours a day). Secondly, the accommodation that theyprovide their employees in other countries is of very poor quality and badly maintained, with sharedfacilities (up to 100 people using one bathroom, toilet and kitchen). Furthermore, the presence of thefactory may be an encouragement for local people to smoke, and your country has a strict anti-smokingpolicy (you are particularly concerned by their advertising slogans ‘Smoking is cool’ and ‘Real men smokeMFs!’). You are also worried about the visual impact that the factory will have on the local environment.

3 The company Club Yoyo Holiday Resorts wants to build a high-profile luxury holiday resort on Babarrie,and has offered you some incentives for letting them do this. However, you have uncovered some facts thatthey do not really want you to know.

First of all, although they can provide jobs for 1,800 people, this is only seasonal: the rainy season fromJune to September means that the resort will be closed during that time. Secondly, the building of the resortwill require the destruction of over 1,000 hectares of forest, the redevelopment of two beaches (one of whichis a seasonal nesting ground for rare turtles) and the destruction of a two-kilometre stretch of coral reef. Theresort and its grounds (including gardens, four swimming pools, tennis courts, fountains and a golf course)will require a huge amount of your limited fresh water supplies. Three villages along the coast will need tobe destroyed, displacing almost 1,000 people. You have also heard that Club Yoyo resorts in other countriesdiscourage their guests from using local shops and restaurants, and instead encourage them to remain in theresort grounds for their meals, etc. Furthermore, you are concerned about the social and cultural impact thatso many foreigners will have on the islanders and their traditional way of life.

4 The company EC. Pharmaceuticals, which makes drugs and medicine, wants to build a factory on BabalTie,and have offered you some incentives for letting them do this. However, you have uncovered some facts thatthey do not really want you to know.

First of all, the factory will include a laboratory which uses animals, including cats, dogs, rabbits andmonkeys, for medical experiments. Secondly, after an initial five-year period in which they will provide freemedicine to the islanders, they will then sell it at its ‘retail’ price, which you know is well beyond the amountmost islanders can afford. Furthermore, the company was recently the subject of a major internationalscandal when it was discovered that managers in several of their factories were selling drug-makingequipment and raw materials to drug dealers around the world. There have also been reports that, despitetheir claims to be environmentally aware, they have been caught dumping chemicals in the sea or buryingthem underground, with disastrous environmental results.

© Pearson Education Limited 2OO8FIfl(I1~1I1I~

MODIFYING ADJECTIVESpHOT0C0~~E ACTIVITY 5B

Chere was so much traffic on the road. It was a p y journey home.

2 Everybody knew that he was telling lies. It was t y that he wasn’t telling the truth.

3 You must make sure you’re not late for your exam. It’s e y that you arrive on time.

4 Nobody can agree what to do about her. Opinion is d y

5 She made a fortune from her first book. Now she’s s y

6 She went purple with rage when I told her. She was a y

7 Everybody is against the plans to build the new airport They’re c y to the proposal.

8 Without their support, this project would be almost impossible. We’re h y on them tomake it a success.

9 A lot of doctors say that eating red meat now and again is good for you. They say that it can bep y to eat it once in a while.

10 Everybody wants to live here. It’s a h y neighbourhood.

II We all told her how concerned we were for her. We were t y that she wasn’t lookingafter herself properly.

12 I really expected to pass the exam. Naturally I was b y when I failed.

13 Everyone says he knows more about farming and agriculture than anybody else. He’s w yto be outstanding in his field.

14 Jennifer and Carol look a lot like each other. In fact, they’re v y

15 A few years ago, digital cameras were beyond the price range of most people. Nowadays, they arer y

16 Ian and Laurence both look at life the same way. They are f y in their outlook.

17 I woke up in the middle of the night because I could hear someone moving around downstairs. As youcan imagine, I was r r

l’he adjectives you want can be found by reading horizontally (left to right) and vertically (top to bottom).

© Pearson Education Limited 2008 157

PHOT000PIABLE ACTIVITY 5C WORD STEPS

Student

2

3

5

6

7

8

9

Student II Our teacher says she’ll let us leave early condition that we work really hard.2 for all the extra help he got from his teacher, he would have failed the exam.3 I’ll lend you my camera as as you promise to take great care of it.4 He was arrested for disturbing the with his loud music and riotous behaviour.5 We’ll go for a picnic it rains.6 Local schools are being encouraged to a healthy lifestyle by banning burgers and other fast food

from their menus.7 When it comes to writing essays, remember that it is quality, not that counts.8 We have decided to the committee’s recommendations as soon as we receive funding.9 He’s a photographer, so when his camera equipment was stolen and he couldn’t afford to replace it, he

lost his

Student 2I The government expected tourists to visit the country droves, so they were heartily disappointed

when there was just a slow trickle.2 1 found the exam a difficult, but to be honest, it could have been much worse.3 Let’s get away it all and take a long holiday.4 1 said take a little sip, don’t the whole bottle. (Do not use drink here.)5 If you feel travel sick, a good trick is to slowly a dry biscuit.6 Despite his unhealthy diet and heavy smoking, I’m sure he’ll the rest of us.7 that I make enough money, I’ll join you on holiday.8 She leads a very busy so I rarely get to see her.9 His habit of spending money on all his friends really the kind of generous person he is.

Student 31 I think you’ve got a long way go before you can take the exam.2 I can’t decide whether or to apply for a place at university or spend some time travelling when

I finish school.3 Despite the huge number of tourists visiting the island, the locals’ way of hasn’t changed in

almost 500 years.4 You need to strike the balance between work and relaxation.5 Switzerland has one of the highest standards of in the world.6 Can you living rough on the streets without a penny to your name?7 When she missed yet another of my lessons, I was annoyed. (three possible answers)8 There were very few people there. The place was deserted.9 She was furious when I told her I was seeing someone else.

Pea rson Ed ucation L imited 200158

pHOt000I’ ACTIVITY 6A HEALTH QUIZ

complete this sentence with an appropriate word: 10 Rearrange the letters in bold to make anappropriate word:

NuuitionlSIS recommend that we eat a/andiet The opposite of an a dive lifestyle is a tedsernya

lifestyle.a) even b) steady c) stable d) balanced

11 Correct the spelling mistakes in this sentence:2 complete this sentence with an appropriate

expression: Make sure you get a good balance of vitaminesand minnerals in your diet, eat foods which are

if you decide to eat less food because you want rich in protien, and avoid foods which are highto lose weight, you a diet in callories.

a) turn to b) take on c) go on d) set up12 Which of these forms of exercise is considered to

3 complete this sentence with an appropriate be the best for all-round physical well-being?expression: walking jogging swimming skiing

If you eat less of a certain kind of food becauseit is not very good for you, we say that you 13 What do you think a couch potato does?

a) cut into it b) cut it out c) cut down on it 14 food is another expression for fastd) cut it up food.

4 complete this sentence with an appropriate 15 What’s the difference between a health club andexpression: a health centre?

If you want to become more healthy, it isrecommended that you a sport. 16 Cholesterol is bad for you. True or false?

a) take up b) take to c) take on d) take in17 Which of these illnesses and other disorders can

be caused or made worse by eating a poor diet?5 What do we call somebody who doesn’t eat:

a) meat? cancer diabetes heart diseaseb) any product derived from or produced by strokes thrombosis stress

animals? skin problems / poor complexionhalitosis (bad breath) flatulencehigh blood pressure sleeping disorders

6 Which of these methods of cooking is the most premature ageinghealthy? Which is the least healthy?

frying roasting steaming barbecuing 18 Rearrange the letters in bold to make angrilling boiling appropriate word:

Lack of regular exercise, a poor diet and7 Physical exercise can turn fat into muscle, unhealthy habits like smoking can reduce yourTrue or false? life cneptayxce.

8 Meat, cheese and eggs contain a lot of fibre. 19 Complete this expression with an appropriateTrue or false? word:

9 Complete this sentence with an appropriate word: You are what you

People who are very overweight are obese; they a) consume b) eat c) have d) devourSuffer from

a) obeseness b) obesity c) obesinatis 20 Complete this proverb with an appropriate word:d) obesatia An apple a day keeps the away.

a) doctor b) fat c) ageing d) illness

Pearson Education Limited 2008

PHOTOCOPIABLE ACTIVITY 6BCOHESION CONNECTION pHOT0G

(~Z intentions wereI , . It has always been myi good, but I don t thinkI , . dream to walk across theI it s right to be protectedI . USA from the east to the Ii from difficult orI . . west coast.unpleasant situations.

(if perhaps you There are severalshould consider recommended ways ofsomething a little less staying young anddramatic like changing beautiful for as young as

~your diet, for example. possible.

Photography is a greatI Iloveit iswhylI hobby, because it gets youI never seem to save upI out and about, and keepsi enough money to buyI . you fit in a relaxed sort ofi myself any luxuries. way.

I’m not sure if it’supbringing that’s to blame,or just the fact that theyare plain miserable and.ad-tempered.


He was surprised and i have my own reasons ~en I was young, my~~ce ~ ~rj~ but

a job sheltered upbringing

[If I ever wenthowever, I would probablyspend my time hangingout on a beach somewhere.

Are you onepeople who are always Ithinking about having Iplastic surgery to look Iyounger?

Cone ofregulara sport

Lhobby.

is to takeexercise or take upor other physical

In my opinion, overse~travel is a wonderful wayof learning aboutothercultures.

is golf, althoughnot everyone can do thisunless they have easy

~access to a golf course.

I prefer the comforts ofhome to the rigours oftravel, probably becauseI’ve never been keen ondiscomfort. I

(‘~Since there have The ability to get on abeen some remarkable plane and be onthe othe

I technological side of the world in hoursdevelopments and is something we take as aimprovements, matter of course,

a move was risky, Lying on a beach soakiil:of course, but I gave the up the sun is, in mymatter a lot of thought opinion, one of the moand careful consideration. boring things you can do[

(3..... has my wife, which I bought my firstprobably explains why we computer back in 1987,spend so much time sitting in when they were large,front of the TV and moaning slow and ridiculously

the weather. expensive.

us, doing is After almost ten yearscompletely normal, but it teaching in a school inwould have been almost Oxford, I decided to takeinconceivable to our the plunge and become a

1,~grandparents. freelance writer.

A lot of people seem toI Whats its beenI complain abouti proven that it can beI . everything and anythingI terribly dangerous forI whenever they get thei you. chance.

(3 I’m sceptical of . .

I . ‘ . Sometimes it seems thati claims made by certainI the whole world isI food manufacturers thatI . inexplicably obsessedi their products can reduceI with looking beautiful.~cholesterol.

First of all, it is highlyunlikely that a miraclecure will be found forobesity.

second senten~of lastpair

the reasons, a lotof companies are makinga lot of money out ofpeople.

PHOT0C

pHOT0c0PIA~~ ACTIVITY 6C ENGLISH LANGUAGE QUIZ

I If you ask me, I’m confident about a cure for cancer will be found in the next few years, provided thatthere is enough investment in research.

2 I don’t hold out much hope that people in my country will all be healthier within the next few yearsunless they make radical changes to their lifestyle.

3 I don’t see any evidence that people will be persuaded to change their eating habits over the night,especially while fast food and ready-prepared TV meals are so easily and cheaply available.

4 In my opinion, it is highly likely that the majority of people in developed countries will be obese atsome stage in the not-too-distant future, thanks to poor eating habits and a sedentary lifestyle.

5 For years, fast-food companies have, metaphorically speaking, been pushing their products down ourthroats, but now we are seeing a reversal in this trend.

6 Governments are punching a huge amount of money into campaigns to promote a healthier lifestyle,but with very little success.

7 In order to attract new customers and help to revitalise the national economy, a lot of banks areoffering debt-free loans of up to £10,000.

8 The country which consumes the most fish per head of the population is generally considered to beJapan, where life expectancy has been shown to be the highest in the world.

9 It wasn’t until I had been cooking dinner for two hours I remembered the guests I was expecting werevegetarians and wouldn’t touch the chicken casserole I had decided to make for them.

10 It’s been four long years since I last took a break from work, and then I only managed to spend acold, wet week in Scotland with my parents.

II All I ever have wanted to do is be famous and make lots of money, but I really don’t think this isgoing to happen in the near future, or indeed at any time in the future.

12 What I really want to do is to spend a year travelling around the world, so I’m working hard andsaving up as much money as possible, and with a bit of luck I’ll do it next year.

13 I enjoy my job, I like the people in my office and of course it’s good to get a regular salary cheque,but recently I’ve been considering to spend some time working for a charity in a developing country.

14 You’ve been a very enthusiastic employee and you’ve done your best, but unfortunately I regret to tellyou that the company hasn’t been particularly satisfied with the quality of your work.

IS I tried to apply for several jobs with different companies, and was even invited to a few interviews, butunfortunately I wasn’t accepted anywhere, so now I’m thinking about setting up my own business.


PHOTOCOPIABLE ACTIVITY 6C ENGLISH LANGUAGE QUIZ

Opening credit: 100 points

If you are 100% sure you have chosen the correct answer, you may risk 15 points.

If you are 75% sure that you have chosen the correct answer, you may risk 10 points.

If you are 50% or less sure that you have chosen the correct answer, you may risk 5 points.

Points risked Points won Points lost

I Right/Wrong

2 Right/Wrong

3 Right / Wrong

4 Right/Wrong

5 Right/Wrong

6 Right / Wrong

7 Right/Wrong

8 Right / Wrong

9 Right/Wrong

tO Right/Wrong

11 Right / Wrong

12 Right/Wrong

13 Right/Wrong

14 Right/Wrong

15 Right/Wrong

Your total score:

© Pearson Education Limited 2008 IIIIJL1~~1!h1~1d~

pHOT0c0~B~~ ACTIVITY 7A THE WRONG WORD

/~~~~~

seiruini evitaicerppa boj gnihctaw dekcehc revoerom yal esitcarp esiarsuounitnoc egamad lufteepser tccffa seitilibissop noitpmussa esivda

ylfeirb gnirud sselhtrow noitca noissecorp tnarelotni dettimrep snoitcejbo

suoitneicsnoc etaredisnocni gnirevocsid diova ediseb

Example: We often have to snake important decisions ivhich effect our lives.

effect > affect

I I haven’t managed to get any work done; I’ve had an endless process of visitors all day.

2 I’ve had six continual hours of meetings today, without so much as a five-minute break.

3 There’s no way anybody will buy this; it’s priceless junk.

4 We wanted to make money, so began to explore the chances of opening a club in the city.

5 While the speeches were being made, everyone listened in respectable silence.

6 The university is working to rise the number of students from state schools.

7 This activity gives students the opportunity to practice their speaking skills.

8 Before you start to cut it up, lie the material flat on the table.

9 A lot of people are intolerable of other people’s political and religious beliefs.

10 The rent on my new house is reasonable and, however, the location is perfect.

II The earthquake caused extensive structural harm to several buildings in the town.

12 Our school is regularly controlled by a fire-safety officer, who makes sure that it is safe.

13 As a punishment, she was not permission to attend any school activities.

14 Most parents don’t know what their kids are looking at on TV.

15 He slept calmly while the early part of the night.

16 It’s a temporary work, but I’m hoping it will be made permanent.

17 When I wanted to build an extension on my house, local residents raised strong criticismsto the building application.

18 It was very inconsiderable of you to keep us waiting for so long.

19 Carlos is a conscious and hard-working student who always gets good results.

20 She was appreciable of Greg’s concern for her health.

21 We stopped off shortly in London on our way to Geneva.

22 The driver of the truck sustained only minor damages to his legs and arms in the accident.

23 The Curies are best known for inventing radium.

24 Road safety is taught to young children so that they can prevent road accidents.

25 When the accident happened, I was standing right besides her.

26 A lot of people make the presumption that poverty only exists in the Third World.

27 Environmental groups want tougher activity on pollution from cars.

28 We strongly advice you to take out medical insurance when visiting China.

PIIOTOCOPIABLE Pearson Education Limited 2008

PHOTOCOPIABLE ACTIVITY lB WHAT HAS JUST HAPPENED?

NStudent I

I,• Today is Laurence and Lisa’s wedding day. They have just got married. T

• Rick has been working for the same company for 40 years. Today is his retirement day. £He has just retired. T

• Jan and Stephanie have lived all their lives in a big city. They have just moved to a quiet Nivillage in the countryside.

• Janet is an actress and recently made her first film. It has become an international success, Mand she has just become very famous. 1’

• Alison has lived with her parents for 19 years. She has just left home for the first time.

• Andy has been married to Julie for 12 years. They have two children. Unfortunately, theyhave just got divorced. T

• Timothy recently finished school after finishing his exams. He has just started at university.

2

Student 2 FY

• Claire has worked for the same company for ten years. She has just left to start her Iown business.

• Elizabeth and Tom have lived all their lives in Britain. They have just moved to Italy tostart a new life.

• For years, Harriet has lived in a rented flat. She has just bought her first house.

• Mike had a well-paid job in the city. He has recently been made redundant and isnow unemployed.

• Edward has been in full-time education for 16 years and recently left university. He hasjust started his first job.

• Sarah’s extremely rich grandfather died recently. She has just inherited a lot of moneyfrom him. s

• Harry robbed a bank recently. He was caught, and has just been sent to prison for Iten years.

S

@ Pearson Education Limited 2008

WHAT IF?pHOT0~~ ACTIVITY 7C

learn I

i’ve taken these exams three times, and each time I get grade Ds or below.

This room smells absolutely disgusting.

EverY?ft~keePs telling me that I’ve got a really wonderful job.

Tonyls having a really horrible time in London.

Maria’didfl’t expect a brilliant grade in the test, but she didn’t expect to do so badly.

Your wgsk has been very poor, and your results correspondingly bad.

My neighbours are really beginning to annoy me with their loud music.

I’m reall~ fed up with the way you treat me.

Why at~you always telling your boyfriend to get lost?

Team 2Her idea is excellent in theory.

He asked me to marry him.

This must be one of the worst hotels in the city.

I didn’t question your actions at the time.

I’m not sure if my plan will work.

Frederico has the potential for being an excellent student.

You should always take a mobile phone with you when going on a long car journey.

I doubt I’ll get the job, but I’m going to apply anyway.

Your computer is old, slow and unreliable.

I wish you wouldn’tIt’s high time you gotIf only they knewI’d prefer it if they didn’tHowever, I’d rather runIt’s not as if I was riskingif only.she hadI’d sooner stickIt’s high.time you startedYou looked as ifSuppose he didIf only I hadBut what if it doesn’tI Wish I couldIf onl5ihecouldFtc re~jl~ wishes he hadSupposing you brokeYou tal1~ to me

by trying.in Oxford instead.and coming on time.a child.in practice?the Carlington instead.than doing nothing at all.and needed help?a new one.in here all the time.at times.grades in my exams.more attention in her class.until three in the morning.and walked out on you?a food processor!you were doing.motivated and industrious.

PHOT000

the risk of getting it wrongdown in the middle of

nowhere...asiflwere...

rid of it and boughtstayed atmaking more of an effortsmokeyou knew whatjust that one daygone to an English schoolmy head inplay their Coldplay albumsstudied harder and paidhow difficult it can beget better

...work...

...bemore...life and limb

© Pearson Education Limited 2008 165

PHOT000PIABLE ACTIVITY 8A FIRST TO THE RIGHT WORD

Er

I Nowadays, everybody wants the best car, the most modern home entertainment system, the best designerclothes. This has made us forget what life is really about.

2 You’re such a couch potato. You can’t even be to go for a walk these days.3 He’s got a terrible memory, but he can off the names of every player who scored in the last

World Cup.4 You shouldn’t give in to everyone’s demands all the time. If you always bow to popular people are

bound to take advantage of you.5 When the government made it illegal to smoke in public places, there were so many complaints that they

were eventually forced to lift the6 He was very important in getting the company started, and he played a crucial in making people

aware of their products.7 A handful of phone networks have succeeded in capturing the for mobile users, with smaller

companies going out of business.8 She’s so greedy, she’ll think of eating a whole packet of biscuits in one sitting.9 1 thought I could in you, but now I found out you’ve gone and told everyone what I said!

10 I bit of exercise now and again can be very for your health.II I wasn’t ignoring you. I was a bit with a few problems I’m having at work, that’s all.12 For years I resisted getting a mobile phone, but then I decided to and buy one.13 A lot of major international companies stand of exploiting workers in their factories.14 He’s a really good friend, but at time has he ever been my boyfriend.15 1 thought that working as a tour guide would be great fun, but did I know how hard it would be.16 only is our new teacher very strict, but he is also extremely rude.17 On no are you to miss a lesson without informing me first.18 had the lesson began than half the students started falling asleep.19 No had he arrived than he started getting on everybody’s nerves.20 Beautiful she may be, but intelligent she most certainly21 Originally we didn’t think it was important, and only are we beginning to realise how crucial it

really was.22 I’m supposed to start work at six in the morning, but no am I going to be able to get up in time!23 Under no are you to come late again.24 good were his exam results that he was offered places at five universities.25 was her enthusiasm that everyone else on the course was motivated as well.

Start ‘9’

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speak beneficial

events

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PHOTOCOP~~~16 © Pearson Education Limited 200S

pHOT000P~ ACTIVITY 8B COMPLICATED CRIMES

$

Case IA man living in a remote village steals a car from his neighbour. He is arrested outside a hospital with hiswife, who is about to have a baby. He explains that he needed the car to get his wife to the hospital. Whenasked why he didn’t call for an ambulance, he explained that he didn’t think the ambulance would arrive ontime. He had asked his neighbour if he would take them to the hospital, but his neighbour had refused.What should happen to the man?

Case 2A 16-year-old girl is arrested for stealing things from a shop. She tells the police that she is being bullied atschool. The bullies told her to steal for them because they needed money for drugs. They threatened to hurther if she refused to help them, or if she told the police about them. What should happen to the girl? Whathould happen to the bullies?

Case 3Ajet airliner on an internal flight in another country is hijacked, and the pilots are made to fly to yourcountry. Once the plane lands, all the passengers are released unharmed, and the hijackers surrenderwithout a fight. Their one and only weapon, a gun, turns out to be a replica. They explain that theyhijacked the plane to escape from their country, which has a very repressive political system. What shouldhappen to the hijackers?

Case 4Two thieves break into a farmhouse. The farmer, who is upstairs, hears them and comes downstairs toconfront them. He has a shotgun (legally, as he is a farmer). He shoots. One of the thieves is killed, and oneof them is seriously wounded. The farmer tells the police that he was defending himself and his property.He claims that he was ‘frightened for his life’. What should happen to the farmer?


PHOTOCOPIABLE ACTIVITY 8B COMPLICATED CRIMES

Case 5Two young men are robbing a shop, when they are interrupted by the police. One of the policemenapproaches them. The youngest thief, who is 16, has a gun. The oldest, who is 18 but has a mental age ofeight, tells his friend to ‘Let him have it’. His friend fires the gun and kills the policeman. What shouldhappen to the 16-year-old? What should happen to the 18-year-old?

Case 6A man is arrested for murder. At his trial, the judge ignores some of the evidence that could prove the manis innocent. The man is found guilty and is executed. A short while later, it is discovered that he wasinnocent after all, and the evidence ignored by the judge could have saved him. What should happen to thejudge?

Case 7A man is arrested for murder. His girlfriend is convinced that he is innocent, but she also knows that he hasbeen in trouble with the police before. In order to protect him, she gives the police an alibi for him whichshe knows is not true. The police discover that the man is guilty and that his girlfriend has told them a lie.What should happen to the man’s girlfriend?

Case BA man loses control of his car, which goes off the road and lands on a railway line. He escapes unhurt, buta train hits his vehicle and several people on the train (including the driver) are killed. The police discoverthat the man had fallen asleep while driving the car. He was extremely tired because he had spent the wholeof the previous night chatting to his girlfriend in an Internet ‘chat room’. What should happen to the man?

Case 9A man is seriously depressed after his parents die and he becomes homeless. He sets fire to a curtain in achurch, then calls the police and tells them what he has done. He explains that his actions were a ‘cry forhelp’. Damage to the church is minimal, and nobody is hurt. However, arson is considered to be a veryserious crime. What should happen to the man?

PH 010 COPI~BIJC Pearson Education Limited 2008

ACTIVITY BC MIXED COMPARATIVES AND SUPERLATIVES

1 A holiday in Australia is a lot cheaper than you think.

A holiday in Australia think not as as is you nearly expensive.

2 The new Ferghini Peoplevan is much safer than other cars on the road.The new Ferghini Peoplevan road the is car on easily the safest.

3 The chances of winning the lottery are much smaller than being hit by lightning.

You’re lottery far likely to hit win by lightning more the be than.

4 Compared to Juliet, Ronald is really quite stupid.

Ronald as nowhere intelligent is Juliet near as.

S In my opinion, Paper 3 of the CAE is much more difficult than the other papers.

In my opinion, Paper 3 of the CAE most paper far the is by difficult.

6 I don’t think I’ve seen any other film that’s as bad as this.

This seen about the is film just I worst ever have.

7 My Maths exam was much easier than my History exam.

My History exam exam more Maths a great deal was than my difficult.

8 I can’t think of many more pleasant ways to travel than by train.

Travelling by train travelling one of ways the is pleasant of most.

9 You shouldn’t really use a telephone during a thunderstorm.

It’s not thunderstorm good such a telephone use to a during idea a.

10 The amount I know decreases with the time I spend studying.

The study know more I, the I less.

11 There’s a British saying which goes ‘More haste, less speed’.

There’s a British saying which means ‘mistakes make the you faster you, the more work’.

12 You’re 18 years old, not eight!

You’re child little a behaving like!

PHQr000plA © Pearson Education Limited 2008 169

PHOT000PIABLE ACTIVITY 9A BODY-LANGUAGE BINGO

This gesture gives the impression that the person ispraying for something to happen, or not to happen. Wealso use this when begging somebody to do or not to dosomething, in which case it can be semi-humorous. Avariation of the clenched fists seen here is that of thepalms gently pressed together, and the thumb andfingertips touching those on the other hand. Whenraised and shaken above the head, it usually meansvictory, or ‘I’ve won!’

This gesture is particularly common with youngchildren when they have done or said something wrong.There are two possible meanings to the gesture, onebeing ‘I’ve embarrassed myself, so I don’t want to lookanyone in the eye’ and the other being ‘I’m hidingbecause I don’t want anyone to see me’.

Not a conscious gesture, but one that we often use whenin a situation where we feel vaguely uncomfortable insomeone’s company. A protective barrier is beingformed, the vulnerable chest being almost totallycovered in preparation for a virtual physical attack. It isalso used when we simply want to feel morecomfortable.

In this gesture, we are creating a shield or barrier thatwe are prepared to use when we don’t want to seesomething. Often seen at very tense moments inimportant football matches, it means ‘I can hardly bearto look’. The hands don’t make contact with the face,but are held in position just in case they’re needed.

This gesture provides us with a virtual knife or daggerthat we use when angry or are shouting at someone, andemphasises what we are saying. When thrust towardsthe person we are speaking to, it takes on a threateningmeaning, as if to say ‘I’m going to kill you’. Parents willuse the less threatening version with their children,which has the forefinger pointing vertically up,accompanied by a rapid shaking movement.

This is an unconscious gesture, although why we do it isunclear. It is often understood as meaning that someoneis telling us a lie. The fingers can either rub, or tug, thelobe, and it is often accompanied by excessive eyecontact, or by avoiding eye contact altogether.

A gesture we usually use when we hope that the personwe are referring to is not listening. The hand movement,which imitates the one we politely make when we areyawning, is usually accompanied by a slightly tilteddroop of the head and is basically saying ‘This person isso boring~’

The open palms of this gesture are basically saying‘Look, I have nothing to hide’, but it can also mean‘It/He/She could be anywhere’. It is a lazy, non-verbalresponse, often accompanied by a shrug of theshoulders, to mean ‘I don’t know’ or ‘Search me’.

Often employed when we are talking and want to stopsomeone interrupting us, this means ‘Hang on, let mefinish’. We are using the palm to act as a barrier,metaphorically bouncing the speaker’s words back athim. Also used to mean ‘Stop’ when someone comestowards you, and is often used by the police. Thisgesture can be inappropriate in some countries, where It

can be taken to mean ‘I curse you’.

We sometimes use this to emphasise a point or anumber of points that we are making, the choppinggesture being used to highlight the important issues andmake the listener aware of how serious we are. Often,but not always, used when we are angry aboutsomething and we want to make sure it doesn’t happenagain.

PHOTOCOP1~a0 Pearson Education Limited 2008

pHOT0C0PIA~~ ACTIVITY 9A BODY-LANGUAGE BINGO

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PHOTOCOPIABLE © Pearson Education Limited 2008 171

PHOTOCOPIABLE ACTIVITY 9B COMPLETE THE SENTENCES

1 A ‘You’re always talking, Harry,’ said Joan, ‘It’s so annoying. I reckon youwould go on talking for ever if nobody told you to shut up!’

B Joan 1 that Harry could talk the hind legs offa2

2 A Jane said, ‘I’m so sorry I spoke for so long.’

B Jane I for2 on for so long.

3 A ‘All right,’ said Tom, ‘It was me who gave your secret away.’

B Tomi tolettingthe2_~ outofthebag.

4 A ‘If I were you,’ said Clare, ‘I would make sure you get the facts from himdirectly rather than relying on rumours.’

B Clare 1 us to get the facts directly from the2 ‘ mouth.

5 A ‘I’ve just realised how terribly timid Jan is,’ said Mark.

B Mark 1 thatJanwouldn’t say boo toa2

6 A ‘A good way to remember a word is to say it again and again until itstays in your head,’ the teacher said.

B The teacher 1 repeating a word 2 -fashionuntil it stayed in our heads.

7 A ‘Don’t forget that it was me who first became suspicious of her,’ said Emma.

B Emmal usthatshewasthefirstpersontosmella2_~...

PHOTOC0~A~~C Pearson Education Limited 2008

1~~~

PHOTOCOPIABLE ACTIVITY 9C WRONG-WORD CROSSWORD

I It’s been hindered that he’s going to resign.2 The dog gave a low crawl and started coming towards me.3 She gave a sharp whisper, and everyone stopped talking.4 It was an instantly forgetful film.5 He’s violently competitive and hates to lose.6 The residents all complained about the exceptional noise coming from the factory.7 It was such a successful marketable strategy that demand rapidly exceeded supply.8 The company is belied to be making plans to terminate its contract with us.9 In the last five years, crime has increased on an unappreciated scale.

10 From our house, you can hear the steady ramble of traffic on the motorway.11 He loves to crumpet the fact that he is better than everyone else.12 She likes to imitate her employees with her aggressive behaviour and unreasonable demands.13 Companies try to make their products more delectable by excessive use of hype.14 She’s repudiated to be the richest woman in the United Kingdom.15 The house was full of the rampant odour of burnt garlic.16 It has been suggestive that the school starts doing classes on Saturdays.17 I think it’s wrong to differentiate against people because of their age.18 Advertisements often convoy the message that ‘thin is beautiful’.19 If you want to make the message secret, you should decode it so that no one else understands what it says.20 It has been augmented that computers cause more problems than they solve.21 We could hear the raw of the crowd from almost three kilometres away.22 Her throat was so sore she could do little more than crack.23 Some animals have their own defense mechanisms to scurry from other animals. (two words)24 Mobile phones have graduated from the bulky, expensive status-symbols that they used to be.25 I woke up in the night to the quack of rubber-soled shoes walking across the floor.

PHOTOCOPIABLE

2

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C Pearson Education Limited 2008 173

PHOTOCOPIABLE ACTIVITY bA MATCHING PARTICIPLE8

~ThPair I

1 late minutes Arriving in ten class,

2 with ten boyfriend after meeting Barely up minutes my,

3 spent studying so Having time much,

4 speaking Generally,

5 late to again and wanting oversleep Not be,

6 and being overweight extremely clumsy Despite rather,

7 shocked see face look the on To his,

8 middle the the the was which Opening in of box room lying,

9 head in toe black Dressed from to entirely,

10 results with my disappointed Bitterly exam,

11 didn’t To make teacher sure we again the upset,

12 fit particularly Not healthy or being,

Pair 2

A never decided to return leave and I college.

B the keep rest difficult found it to she up with us of.

C failed had I was exam to find I disappointed the.

D like James movie he a from villain a Bond looked.

E thought just you ghost would have he seen had a.

F the made we were lesson on we time and attention sure paid during.

G was find I gun to a shocked.

H already had discovered I left everyone.

I row haven’t had a we and since spoken terrible.

J go early I my alarm to set off clock.

K dancer great a he’s.

L be experience out an can eating expensive.

PHOTOCOP’~GLJC Pearson Education Limited 2008

pHOT0COPI~~E ACTIVITY lOB MUSICAL TASTES

j I have always liked my music to be exciting, to have a real kick, something that would shock granny andscare the cat. People say it’s a bit childish, but I like to hear something with screaming vocals, deafeningelectric guitars, thumping drums, primitive lyrics, that kind of thing. In fact, the louder and more aggressive,the better. Basically, unless it’s the kind of music that will blow up my amplifier or make me prematurelydeaf, I’m just not interested.

2 It’s relaxing, laid back, what I call midnight music. In my opinion, the saxophone must be the coolestinstrument in the world. However, I think you need to be in the right place for it. A large concert hall or theliving room of a semi-detached in Orpington doesn’t feel right for something so smooth and mellow. Thebest place to enjoy it and get a feel for the music would probably be a dimly lit, smoky cellar in somewherelike Chicago or New Orleans. People who say it’s boring have probably never listened to it properly.

3 My friends think I’m a bit odd to like music like this. They joke about it, ask me where my cowboy hat is orhow my horse is, say ‘Yee-ha!’ and make strange twanging noises with their tongue. I suppose for me it evokesmemories of when I was young and growing up in the American Midwest. Over there, that kind of stuff wason the radio all the time, and I guess it’s just stayed with me.

4 I love it, it’s so passionate, so physical, so lively. I can’t listen to it without wanting to put on a flamencodress, down a margarita, grab a pair of maracas and tango or cha-cha-cha my way around the room. AndI’m not the only one, as you can see from all the salsa classes that are springing up everywhere. It’s soevocative of hot and sultry nights on the beach or some side street in Mexico City, Buenos Aires or Rio.

5 1 think that these days young people place too much emphasis on pop music from the USA or Britain.There’s so much more out there which is so much better than the bubblegum pop you hear on the radio. Andif you listen to tribal music from Africa or traditional Irish folk songs or Aboriginal chants, you realise theinfluence they have had on modern music. There’s really nothing original about contemporary pop music; it’sall been borrowed or stolen from other cultures.

6 People criticise it, say it’s trashy and promotes violence, gun culture and drugs, or that it’s sexist. However,you can’t deny that the lyrics are sharp and clever, and the music is lively, with a real beat. It’s what I call‘outsider’ music, ideal for young people who feel alienated. It makes them realise that there are lots of otherpeople out there who feel the same anger with the world and the way we are all supposed to conform.

7 It’s been described as highbrow elitist music for snobs and millionaires. With ticket prices for a live

performance as high as £250, this would certainly appear to be the case. However, you can’t deny the passionand the emotions that composers like Mozart or Wagner could arouse. What’s more, you just can’t beat thevisual and aural impact of seeing and hearing these people sing accompanied by a full orchestra; it’s puremagic.

8 Nowadays, it seems like every play, every novel, every film, is being turned into one of these. If it’s notsinging, dancing cats, then it’s an anguished Quasimodo or Phantom or Heathcliff singing about love andloss and all that sickly sweet sentimental nonsense. It really gets on my nerves. Believe it or not, there arepeople out there who have gone to the same show 20 or 30 times, bought the album, the T-shirt and thesouvenir key ring, and know the story and the lyrics backwards. All I can say is they must have more moneythan sense, or indeed taste.

0 Pearson Education Limited 2008 175

2 Complete each sentence with two of these words:

PHOTOCOPIABLE ACTIVITY bC HOT POTATOES

1 Complete the sentences with one of these words:

feel make achieve do win take earn

a) You can a goal, a target or an ambition.b) You can a risk, a chance or the plunge.c) You can decisions, sacrifices or mistakes.

3 Complete these sentences with the correct form of theverbs in bold.

a) I come here in 2002, and I be here ever since.b) I not I have a break yet because I work hard all

morning.c) He spend most of his money already, so by the time

he gets back, he spend everything.

5 Complete these sentences with an appropriate wordbeginning and ending with the letters in bold.

a) He loves being with people. I don’t think I’ve evermet anyone who’s so g s.

b) She never gives up; she’s so p t.

c) Don’t upset her; you know how s e she can be.

7 Complete the sentences with one of these words. Youwill need to change the word forms:feel scratch pat press tap hold rub strokea) ‘You’re mad!’ he said, gently the side of his

head for emphasis.b) She yawned her eyes and poured herself another

coffee.c) I the doorbell several times, but nobody came to

the door.

9 Correct the mistake in each of these sentences.

11

a) I feel absolutely terrible; I think I’m getting a flu.b) The police has investigated the crime, but haven’t

found any clues.c) On my last holiday, all my luggages went missing.

Choose the correct word in italics to complete thesesentences.

a) Everybody seems to have decided what to do, but Ihaven’t had a say in I on I to the matter.

b) They put a lot of pressure on I at I to me to passthe exam.

c) Would you like to contribute with I to Ifor thediscussion?

outlook upbringing positive way ideal sheltered

a) Writing to an English-speaking penfriend is a(n)of practising your written English.

b)Asachild,Ihadaveryc) She’s very cheerful, and has a really

on life.

4 Complete these sentences with an appropriate word.

a) She’s a good student, so everybody her to dowell in the exam. (Don’t use wants.)

b) Thanks for calling. In fact, I was just to callyou. (Don’t use going.)

c) She’s so unpunctual, so she’s to be late again.(Don’t use going.)

6 Complete the sentences with one of these words:

no neither each none every both all

a) My two brothers are similar in that they lovesocialising.

b) They’re both very intelligent, but of themenjoys studying.

c) I hate History, Maths and Biology of theminterest me much.

S Complete these sentences with an appropriate word.

a) He started gambling ten years ago when he’slost thousands of pounds.

b) He came late, as a of which he missed themost important part of the lesson.

c) A lot of people, many of are intelligent andrational, believe in ghosts.

10 Change the words in bold into a noun.

a) Your attend has been very poor this term.b) We apologise for any inconvenient.c) She tried to maintain a position of neutral during

the argument.

12 Rearrange the letters in bold to make an appropriateword.

a) I’m sorry, but you’re not wadloel to smoke in here.b) You’re under no anligoboti to attend afternoon

classes.c) It’s esavibdla to arrive ten minutes before the exam

begins.

PHOTOCOP1A8~C Pearson Education Limited 2008

13 choose the correct word in italics to complete these

PHQTOCoPIAm~~ ACTIVITY bC HOT POTATOES

idioms.

a) He’s got an excellent sense of amusement Ifun Ihumour and always makes people laugh.

b) She’s so filled with Ifull off complete in herself,always telling people how wonderful she is.

c) You need to accept that life isn’t always a bed ofroses I daffodils / tulips.

15 choose the correct words for the definitions:

munch suck swig wolf down nibble (at) pick atguzzle chew drain

a) to eat something slowly with very small bitesb) to drink something through a strawc) to eat something very slowly, without really

wanting to eat it at all

17 complete each sentence with a word that can be usedto express an opinion about the future.

a) I can’t see any that things will get better.b) I’m of claims that things will get better.c) I’m that things will get better.

19 change one word in each of these sentences.

a) The school runs general English classes in the morning,and complimentary studies classes in the afternoon.

b) The film wasn’t particularly good, but the specialaffects were amazing.

c) The principle at the college will address the students atten o’clock.

21 complete each sentence with these words:

no know little circumstances only I undernot did

a) was it hot, but it was also very humid.b) I thought it would be a piece of cake

how difficult it would be.c) are you to enter the office

unaccompanied.


a) been Cooled once, I wasn’t going to let ithappen again.

b) disappointed with my lack of success, I felt thatthings could have been much worse.

c) hear him boast about how rich he was, youwould think that money was the only important thingin life.

25 A preposition in each of these sentences is incorrect.Identify and correct it.

a) Please don’t shout to me; I’m trying to do my best.b) Laurence has been missing for days, so I’m rather

anxious for him.c) Everybody keeps talking about someone called

Beckham, but I’ve never heard about him.

PHOT0COPIABLE

14 Put the words in bold into their correct form byadding a prefix and a suffix.

a) His behaviour was absolutely believe. It was soembarrassing.

b) When he resigned, they had to find a place for him.c) Once it goes wrong, the process is completely reverse.

16 Rephrase these conditional sentences using the wordsin brackets.

a) I’ll lend you my car if you take good care of it. (that)b) You should get up early, because if you don’t, you’ll be

late. (otherwise)c) He’ll pass the exam, even if he doesn’t do any

revision. (whether)

18 choose the correct verb form in each of thesesentences.

a) I’m sorry, but I don’t remember to meet / t;ieeting you atthe conference last year.

b) If carrie isn’t at home, try to phone I phoning her officeto see if she’s there.

c) I was really busy, but I stopped to have I having acup of coffee.

20 complete each sentence with a word that can be usedwhen talking about hypothetical situations.

a) She’s suggested playing tennis, but I’d go fora picnic.

b) I can’t say it to her face, but I were to put itin a letter?

c) He’s only a salesman, but he acts as he ownedthe company.


a) Nobody has heard of him here, but he’s very-known in my country.

b) I wasn’t expecting any problems, so I was caughtcompletely -guard when he told me there wasa delay.

c) We knew it was a -risk investment, but wewere still surprised to lose so much money.


a) He objected the way everyone treated him.b) I disagree the clothes you wear say what kind of

person you are.c) She tried to discourage me joining the

drama club.

26 Rearrange the letters in bold to make words. The firstletter of each word has been underlined.

a) I guessed how the film would end because the wholething was nyctirlc capritleeb.

b) We couldn’t stop laughing; the whole thing wastubgsyolel oiulrihsa.

c) People say it’s a brilliant film, but personally I found itsy!tla rcadtQrcv.

Pearson Education Limited 2008 177

Exam practice 1: Reading

Paper I Part 4: multiple matching

You are going to read an article in which six people talk about the part that travel plays in theirlives. For questions 1—15, choose from the people (A—F). The people may be chosen morethan once.

Which person

currently has very 11ff le time for holidays? 1

believes that the destination often compensates for atedious journey? 2

dislikes being kept waiting on arrival at a destination? 3

prefers to let someone else organise the travel arrangements? 4

finds that travelling provides inspiration for work? 5 6

says that feelings of homesickness can spoil the enjoymentof travelling? 7

is reluctant to give up creature comforts when travelling? 8

is inclined to overpack when going on a journey? 9

visits so many places that it’s hard to recall much aboutthem individually? 10

regards travel as an educational experience? 11

does not spend holidays in the way some peoplemight expect? 12

welcomes the culture-change that long journeysmake possible? 13

appreciates the opportunity for reflection that travel can offer? 14 15

PHOTOCOP’~sa0 Pearson Education Limited 2008


My life in travelA Anita Roddick, founder of the Body ShopAs kids, we spent the summers helping out in mymum’s cak, sneaking off when we could to the nearbybeach or amusement park. Since then, the insights I’vegained from extensive travelling have been ploughedback into my work with the Body Shop. I think oftravel as a university without walls, and for me therehas always got to be a purpose to it. Lounging aroundon a beach doesn’t grab me at all, but I love soakingup the environment; walking, hiking and rafting with

0 family and friends in remote places. Long trainjourneys are sublime because they give me time tothink, but air travel is abysmal .When I do have to doit, I make sure that I just take hand luggage, so I’m nothanging around the baggage reclaim at the end of the

IS journey.

B Laura Bailey, model

I’ve clocked up lots of miles through my work since Istarted modelling.When I was small, we mainly rentedcottages on the coast in the holidays, although I doremember going camping in Europe. These days, I

20 regard long-haul travelling as a necessary means to anend; I tolerate it because the place itself generallymore than makes up for the tedium of getting there.When I travel for work, I have no choice but to let myagent organise the trip, but I’ll very often stay on

25 afterwards or take a detour to somewhere I want to

explore. Over the years, what I’ve learned is just to gowith the flow — sometimes the wrong turn can turnout to be the right turn.

C Bear Gryfis: explorer

People assume I must be a nightmare to go on holiday30 with because I’ll always want to be going up a

mountain, but actually that’s the last thing I’m up for.I get my adrenaline rush from work, so on holiday IWant to chill out properly, preferably on a beach. Forme, travelling is all about arriving at a place. On my

35 lecture tours to the USA, I always try to squeeze a lot

into as little time as possible so that I can fly there andback in one day. If you’re away from your family, thenthe flin part of travelling is eliminated.

D Matthew Williamson: fashion designer

When I go on holiday, I tend to go abroad because Iwant to escape from my daily routine. Even though 40

the reason for going is to recharge my batteries, I takemy sketchbooks with me so that I can draw new ideasfor the next season’s collection. However, I don’tenjoy the procedure of getting from A to B at all — infact, I would probably travel twice as much as I do if 45

I could just magic myself there.When I was younger, I used to rough it a bit on

cheap package holidays, but there’s no way I would dothat now For me, the biggest luxury if I go away nowis time, and because I like everything to go smoothly 50

and pleasantly, it’s safer to let my personal assistant sortout the whole thing for me.

E Nelly Furtado singer

I grew up in Canada, and remember many holidaysjust swimming in the lakes and going cycling. But oneof my best memories is of backpacking around 55

Europe with friends when I was around 18, andwaking up and not knowing where we were. Evennow, I’m quite happy with this kind of wandering,rootless lifestyle, although I still haven’t learned totravel light. I’ve done so much touring in the last three 60

years that it all blends into one for me these days, andgrabbing a day or two off to look around a city countsas a vacation. The process of getting there means youcan just sit with your memories — flying back to myold home town I get swamped by all these feelings. 65

F Jamie Cullum, singer

With short-haul flights, it hardly feels like you have lefthome, so I’m quite happy to do long-haul travel ifthere’s plenty of time to soak up the atmosphere at theother end. Although I’m not averse to the occasionalpackage holiday with friends — it certainly takes away 70

the hassle — I’ve had some of my best times travellingalone, perhaps because it’s a more intense experience. Iused to take loads of books and stuff with me, but I’velearned that sometimes you can get so immersed inreading that you could be anywhere instead of 75

appreciating what is around you.


Exam practice 1: Use of English

Paper 3 Part 4: gapped sentences

For questions 1—5, think of one word only which can be used appropriately in all threesentences. Here is an example (0).

Example:

0 Sarah is a good teacher and her students find her really to talk to.

Carl wasn’t a fan of hard work and was always looking for an life.

It’s to see why so many couples choose that lovely island for theirhoneymoon.

Example: E~A~SIYIII~I~I HIIIH1 Estelle suffered a in income when she moved to a less responsible

post.

There has been a in the number of people applying for seasonalwork in the retail sector this year.

After the long hot spell, there was hardly a of water left in thereservoir.

2 On the preparatory course, all subjects are covered, but none in great

The actor managed to convey a great of feeling in the final sceneof the film.

The water in the swimming pool is of a constant so there is noshallow end.

3 Fiona’s tutor her to believe that she was well prepared for her firstwork placement.

After the film on recruitment procedures, Sarah Brown a shortdiscussion on the issues that it had raised.

It was Simon’s poor timekeeping that to his dismissal from thecompany.

4 The newspaper is a series of articles on employment opportunitiesin the hotel and catering sector.

The works manager was just through the firm’s safety policy forthe benefit of the new recruits when the fire alarm sounded.

If you want to apply for a teaching job, time is short, asapplications have to be in by the end of the week.

5 At the end of the heated negotiations, the staff for a 3 per centpay increase.

Graham found a spare seat in the corner of the library and soondown to work.

There had been a fall of snow overnight, but it had only on thehigher ground.

PHOTOCO~~180 0 Pearson Education Limited 2008


Paper 3 Part 5: key word transformations

For questions 1—8, complete the second sentence so that it has a similar meaning to the firstsentence, using the word given. Do not change the word given. You must use between threeand six words including the word given. Here is an example (0).

Example:

a Do you think I could borrow your pen, please?WONDERING

I could borrow your pen, please?

Example:~1jwIAISI IW~0IN~DIE~RIl~NIGI IIFI I1 It was the most expensive restaurant I’ve ever been to.

MORE

I’ve expensive restaurant.

2 It’s two years since I first went to dancing classes.

BEEN

I’ve for two years.

3 I don’t think Yasmin is likely to call round tonight.

THAT

I think will call round tonight.

4 People say it is the world’s most polluted city.

SAID

It polluted city in the world.

5 By booking in advance, students can get a 10 per cent discount.

ENTITLED

Students who to a 10 per cent discount.

6 You have to hand in your assignment by the end of the month.

DEADLINE

The is the end of the month.

7 There’s not much chance of our winning the match.

LII7LE

We winning the match.

8 Who left the room in such a mess?

RESPONSIBLE

Who the room in such a mess?

PIIOTOCOPIABLE © Pearson Education Limited 2008 181

Exam practice 1: Writing

Paper 2 Part 2

Write an answer to one of the questions 1—3 in this part. Write your answer in 220—260 wordsin an appropriate style.

An internationally renowned art gallery is looking for people to work there as temporaryassistants over the summer. The job involves acting as an English-speaking guide forgroups of tourists from many different countries. You are interested in applying for the job.Write a formal letter to the director of the gallery, asking for further details and givinginformation about:

• any relevant previous experience• your suitability for the job• your level of English.

Write your letter.

2 A group of young people (18—21) from various countries is coming to your area as part ofa cultural exchange scheme. They will have an organised programme of daytimeactivities, but will be free in the evenings. The local tourist office has asked you toproduce an information sheet in English which will give members of the group informationabout:

• social activities available in the area in the evening• how to take part in them• an indication of the cost.

Write your information sheet.

3 A website for English language students in your country has decided to include a page ofbook reviews written by students themselves. You have been asked to provide a review ofa book in English which you have read for pleasure recently. It should be a book whichyou would recommend to other readers.

In your review include:• brief information about the plot and characters• an indication of the level of English needed to read it• the type of person who you think would enjoy reading it.

Write your review.

PHOTOC0~~~© Pearson Education Limited 2008

Exam practice 1: Listening

Paper 4 Part 2: sentence completion

You will hear a university student talking about some research she has been involved with onthe subject of superstitions in the United Kingdom. For questions 1—8, complete the sentences.

and

PHOTOCOpIABLE

The researchers intendto use a

SUPERSTITIONS IN THE UK

The exact number of people taking part

1 as a way of collecting future data.

The researchers found thatvarious types of

in the initial research was

The commonest saying used by respondents tobring good luck was

were used by 28% of people.

The objects most widely regarded as unlucky byrespondents were

The researchers were surprisedto find that people involved in

The most superstitious age group turned out to be

6 were quite superstitious.

When talking about the future, the speaker says the fact that superstitions are always

is important.



Paper 1 Part 3: multiple-choice questions

You are going to read a newspaper article. Forwhich you think fits best according to the text.

AI gazed up at the peak as .ynpdcked my picnic. Thesun shone and there was not a cloud in the sky. I toldmy companions that I Would climb to the summit ofEverest immediately after lunch. They smiled

5 indulgently and’began cracking open hard-boiledeggs. I could~hardly believe that, after all thepreparation, was here at last. Nor could I believemy hick — to have found a Mount Everest I couldscramble up withoutice pick or oxygen, while

10 looking at the house of my ancestor; after whom the-other, rea/ Mount Everest is named. Not manypeople know about this gentler peak, five miles fromthe hill station of Mussoorie in the foothills of theHimalayas — cnd.roughly 500 miles from Mount

.15 Everest proper. I must admit that until we reached’thisidyllic base camp, neither did I. But there it was, anattractive grassy peak, wafted by the scent ofwildflowers and grazed on-by a herd of cattle.

Everest was my maiden nañ,e, and I was told as20 o child that Sir George Everest was my distant

ancestor. He [lad been in charge of map-mczking inIndia at the time Mount Everestwas first measured.I was also told that he was a brilliant mathematicianand surveyor, whose calculations were so accurate

25 that they named Mount Everest after ‘as q

reward. For many years, whenever I gave my ndmepeople would soy, ‘Did you get’your name from themountain~’ and I would be unable to.coneeal mysense of pride as I replied, ‘No, it was the other way

30 round actually. The mountain got its name from us.’As o young adult, however, I was. taken aback to

discover that when Mount Everest was named in1856, not only hod Sir George been bock inEngland for more than a decade, the mountdiri

35 already hod several ancient local names includingthe beautiful Tibetan ‘Chomolungma’, meaning‘mother goddess’. It was actually an Indian punditwho had calculated the height and established thatthis was the world’s highest peak. Renaming it to

40 honour a British mapmaker caused controversy eventhen. The issue was hotly debated in thenewspapers, and it was only the oUtbreak of thepolitical crisis known as the Indian Mutiny thot -

quelled the row. By the time the mutiny was o’ver, the

questions 1—7, choose the answer (A, B, C or D)

debote had fizzled out ~nd Sir Geo~rge’~ name was 45

firmly affixed to the mountain’WKen I-discoveredthis, I felt oshoméd of the Way in which the Britishhad gone round the world imposing names onplaces that had perfectly ~ood ones Olready. I halfconsidered chonging my home to Charlotte 50

Chomolüngrna as some kind of a gesture.It is only recently, ofter several trips to India, that

I have again become interested in my ancestor~s- activities dnd come to appreciate the sheer scale of

what he achieved: He had successfully mapped the 55

vast and varied terrain that is the~i’ndian subcontinent,probably b~aving flood and feC’eç’ traversing hill andjungle, and surviving tiger; snake’and scorpions-along the way..Most of what is known about Everest,the man, however, is some~hot sparse and o0

mundane. After 25 years of máp-moking, he leftIndia and settled down to married life in England. Bulwhen I read that Park Estate; his home in India stillexisted, albeit in ruins, I felt compelled to visit.

Whot I found was a long, low, ftjined mansion 05

offering spectoculor views over the plains in onedirection and a breathtaking panorama of snowcapped Himalayas in the other., Thot’s when myguide had pointed out what he èalled ‘Everest Peak’— just nearby. I stared at the hill overlookin~ Sir 70

George’s garde’n. ‘Does it have another nome?’I asked cautiously.’ ‘Maybe,’ he repIied~ ‘but hereeveryone calls itEverest Peak.’ After lunch, climbedto the top of thehill. Istood at the iop thinking aboutSir George in his-old age, treading the, pavements of 75

London beneoth chiWy grey skies, but dreon~ing of thiswonderful spot.

When I turned and began to descend, I couldscarcely believe my eyes. All across the plateaubelow me, soldiers in light khaki were spreading out 80

drawing bodrds and setting up theodolites. It was ifI hod conjured up.ghosts. went over to greet them

- and learnt that the survey branch of the.lndian armyhod cFosen that afternoonto arrive and update theirmaps of the area. They w~re friendly, bJt could cosl 85no further light on my ancestor. I couldn’t help butnotice, however, that Everest Peak was marked‘Hathipoon’ on th~éir maps.

PHOTOCO~~

TALE OF TWO EVERESTS

184 @ Pearson Education Limited 2008


From the first paragraph, we learn that the writer

A had always wanted to climb a peak such as this one.B had been preparing to climb this peak for a long time.C had brought various pieces of climbing equipment with her.D had previously had no idea that there was a peak here to climb.

2 As a child, how did the writer feel about her name?

A embarrassed that it attracted so much attentionB proud to be named after such a prestigious placeC keen to explain her connection with a famous mountainD disappointed when people didn’t recognise its significance

3 The verb ‘fizzled out’ (line 45) suggests that

A people had lost interest in the issue of the name.B the debate about the name had been settled amicably.C open debate about the name was no longer permitted.D people realised they had been wrong to oppose the name.

4 Why did the writer’s attitude towards her ancestor change as she got older?

A She disapproved of his changing the name of a mountain.B She realised that he’d lied about measuring the mountain.C She found out about his involvement in a political event.D She discovered that stories she’d been told were untrue.

5 What impresses the writer now about Sir George Everest?

A the size of the task he managed to completeB the fund of stories circulating about himC the long-term significance of his workD the romantic nature of his life story

6 On top of Everest Peak, the writer felt

A renewed pride in her family’s achievements.B surprised that Sir George never returned there.C relieved that her family is still remembered there.D glad that her ancestor had lived to an old age.

7 What did the writer learn from the Indian mapmakers she meets?

A New names are being given to places in the area.B The hill she had climbed has a number of names.C Maps of the area are in the process of revision.D Sir George’s influence is still strongly felt locally.

PHOTOCOPIABLE @ Pearson Education Limited 2008


Paper 3 Part 2: open doze

For questions 1—15, read the text below and think of the word which best fits each gap. Useonly one word in each gap. There is an example at the beginning (0).

Example:AISI~II~IHIHIHII

Doctors without bordersMédecins Sans Frontières (MSF), also known (0) Doctors without

Borders, is a non-governmental, non-profit-making charity which was (1)

up in 1971 by a small group of French doctors. They believed that all people,whatever (2) race, religion or political beliefs, have a right (3)

medical care, and that the needs of the sick go beyond national borders. So, in(4) event of an earthquake, a famine or a civil war, the charity, (5)

consists mainly (6) doctors and health workers, aims to get a team into

the country promptly and deliver emergency aid. Getting there quickly enough to(7) a difference is the main priority, so medical kits are prepared

(8) advance and kept (9) standby.

The charity, (10) network extends over 18 countries, operates in some of

the most remote andunstableparts of the world, and is determined.to remain

completely independent(111~ all.political, economic or religious powers.

(12) sometimes attractscontroversy is when a team returns from a

mission and tries to (13) thesituation and ith caus~es to the attention of theworld’s media or theUnited Nations. (14) notàlways popular with national

governments, the organisation’sachievements (15) rebognised in 1999,when it won the Nobel Peace Prize. .~ . .

PHOTOCOP’~B~© Pearson Education Limited 2008




Example:

0 Sarah is a good teacher and her students find her really to talk to.Carl wasn’t a fan of hard work and was always looking for an life.


~

1 After listening to both sides of the argument in the debate, the audience was left totheir own conclusions from the evidence presented.

Felicity could see that her father was trying to her into adiscussion about politics, so she changed the subject.

I was able to on some excellent research papers when I wasdoing that assignment on charity fundraising.

2 If you need to access to the building after hours, you have to findthe caretaker.

You can great insight into the values of other cultures by studyingtheir literature.

I can’t see what Helen hoped to by telling everyone that secret.

3 At first, Frances was to understand that fame would bringproblems as well as benefits.

Traders in the market said that business had been since the newshopping mall opened.

Trevor found the pace of life in the village rather compared towhat he was used to.

4 Harry has just a role in a new soap opera on TV.

The best time to buy fish at the harbour is just after they’ve theday’s catch.

Simona’s flight in Turin rather than Milan, where the airport wasclosed because of fog.

5 Paul and Joanne have reached the in their relationship where theytrust each other completely.

I can’t see the in arguing with Gloria because she never listens towhat you say to her.

The that the director was trying to make in the film was rather lostin the publicity given to some controversial scenes.

PIIOTOCOpIABLE © Pearson Education Limited 2008 187


Paper 3 Part 3: word formation

For questions 1—10, read the text below. Use the word given in capitals at the end of some ofthe lines to form a word that fits in the gap in the same line. There is an example at thebeginning (0).

Example:~LD~OICIUIMIEINITIAIRIYI I LII I LU

Reality TVFor many years, the boundary between what is fiction and what isreality on television has been rather blurred. For example,

(0) programmes in which we watch people as they DOCUMENTgo about their (1) lives, either at work or at home, have DAYlong been popular. Then there are the ‘candid camera’ styleprogrammes in which ordinary people suddenly find themselves

in strange and (2) situations and, supposedly EXPECT(3) that they are being filmed, react in an amusing way. AWAREThat these programmes can be an (4) for the victims EMBARRASSgoes without saying, yet people seem happy to take part in them.

What was new about the concept of reality TV, as epitomised by

Big Brother, was the idea that a group of (5) would VOLUNTARYimitate the challenges of real life whilst never moving outside the‘house’ or TV studio. How (6) people can be in this sort SPONTANEITY

of situation is (7) , and why people rush to take part is DEBATEsomething of a mystery, given that most end up being

(8) ridiculed in the media or rejected by the audience PUBLICWhen asked, these people talk about the challenge or the money,

but they are not very (9) CONVINCE

In truth, what makes them do it seems to be the (10) of ATTRACTachieving what’s known as ‘celebrity status’ — their five minutes

of fame.

© Pearson Education Limited 2008188

PHOTOC0P’~~~


Paper 2 Part I

You are a member of a voluntary organisation that arranges exchange visits between families indifferent countries aimed at encouraging international understanding.The organisation recently held an Information Day for local families interested in joining thescheme, which you helped to arrange. You have been asked to write a report about the day forthe next meeting of your local branch of the organisation.

Read the note below from the local manager of the organisation, the programme of activitiesfor the Information Day and two extracts from feedback sheets filled in by people who came tothe event. Then, using the information appropriately, write a report as outlined below.

The Information Day was fairly successful, but one or two things didn’t go as well as we expected.We need to think about which activities went well and which didn’t, with a view to putting on abetter day next time. I’m attaching some comments from families who came to the event, and I’msure you’ve got some ideas of your own. Could you write a report, summarising the feedback we’vereceived and your own impressions, and including some ideas for how we could organ ise a betterevent next time.

Thanks

INFORMATION DAY FOR FAMILIESToo earki — people still arrivin~

10.30 Opening speech by local manager—Voor .qualthl -

11 .00 Video diaries made by families who’ve taken part.— ckecL equipment?

11 .45 Question-and-answer session with families who’ve taken part in the scheme

13.30 Lunch tkese two fa~il~s? - one of theMhad lots of probleMs on their trip!

14.30 The practical details (led by Admin. Manager) - better earlier?

15.30 Closing speeches Too (on5 - people drifted atvatj

The. question—and—answer session worriedus a bit. ‘Ne’re not so sure~ about~oiningthe. scheme now. The video diaries were~fun — but one wouid’ve. been enough.

Now write your report for the next meeting, commenting on the positive and negative aspectsof the Information Day and making suggestions for improvements (180—220 words).You should use your own words as far as possible.



Paper 4 Part 3: multiple-choice questions

You will hear a radio interview with a woman called Megan Turner, who runs a company whichmakes ethically produced clothes. For questions 1—6, choose the answer (A, B, C or D) whichfits best according to what you hear.

Why did Megan decide to leave her job in London?

A She was persuaded to do so by an old friend.B She realised that her real interest was in fashion.C She lacked the time to develop her leisure pursuits.D She had grown tired of her rather routine existence.

What gave Megan greatest satisfaction in the early days of Ethically Me?

A the chance to work closely with MinishaB the fact that she could make her own decisionsC the opportunity to design her own range of clothesD the knowledge that she was doing something worthwhile

What worried Megan most about setting up the business?

A risking her financial securityB having to ask people for helpC convincing people of her principlesD needing to find out about unfamiliar things

For Megan, the key aspect of ‘ethical’ production is

A behaving fairly towards the people who make the clothes.B supporting charities in the areas where the clothes are made.C being honest with the people who choose to buy the clothes.D paying a fair price for the materials used in making the clothes.

LII What does Megan say about her suppliers?A They are inspected by specialists in health and safety issues.B They are ranked according to how ‘ethical’ they are.C They are changed each year in order to maintain standards.D They belong to a group which checks on them annually.

What disadvantage of running her own business does Megan admit to?

A She wishes she had more of a social life.B She doesn’t like the idea of employing staff.C She finds she misses the company of colleagues.D She can’t get used to living without a regular salary.

PHOToC0P~8~C Pearson Education Limited 2008


Paper 1 Part 2: gapped text

The last

The departure of the elephants from LondonZoo will mark a turning-point in the histosyof animals in captivity. Michael McCarthyreflects on centuries of tradition.

5 So farewell then, Dilberta, Mya and Layang-Layang.Cultural change is a gradual process, and only rarely canits meaning be crystallised by a single event. There can beno doubt, however, that such is the case with London Zoolosing its elephants.

Iii10 What is it about this statement that draws us up short,

grabs at our feelings in some obscure way? To try andpin it down, imagine that the news was instead that thezoo was to lose, say, the lemurs or its hydraxes (theelephants’ rat-sized closest relatives). Would we notice?

15 If we were not animal enthusiasts to a high degree, wouldwe care? Hardly.

21The age-old and traditional version of the zoo is a

menagerie, defined as a collection of wild beasts incaptivity for exhibition. Know something? Its day is done,

20 and the departure of the elephants from the heart ofLondon symbolises and marks its passing, powerfully,incontestably and finally. It’s the exhibition bit that isfinished as a justification for zoos all over the world.

HIThe conservation argument in favour of zoos is even

25 stronger, however, and in a world where extinction isbecoming increasingly common, we need havens for ourendangered species. Leading zoos all recognise now thatcramped quarters and exploitation are no longer

acceptable, and that conservation must be their rationaleif zoos are to have a future. 30

I~lThe capture of these animals and keeping them, rather

than eating them — the original menageries — came withthe kings and queens. The pharaohs of ancient Egyptwere prominently addicted. Antelopes and similaranimals are depicted wearing collars on Egyptian tomb 35

pictures, and most monarchs followed with their owncollections.

I~lOther societies have always valued such creatures for

their fascination, and throughout the Middle Ages, kingsand emperors continued to create their menageries when 40

the animals could be found. In Britain, the great age ofthe zoo was throughout the first three-quarters of the20th century, and zoos everywhere were enjoyed, oftenbeloved places to take families. Zoos as menageriesseemed great, but nobody ever asked how the animals 45

felt.

161London-loving columnist Simon Jenkins, of the city’s

daily newspaper the Evening Standard, is one suchvoice. ‘Call yourself a zoo? Where’s your elephantsthen?’ was very much his argument this week. But spare 50

a moment to think of the creatures themselves. It is hardnot to imagine that once the narrow and bare walls of themodernist elephant house, designed by the famousarchitect Sir Hugh Casson in the 1 geo5, have been leftbehind, the rolling green acres of Wtiipsriade Zoo will 55

come as a welcome change. Over indeed, the age of themenagerie. We might regret it; the animals surely won’t.

You are going to read an article about zoos. Six paragraphs have been removed from thearticle. Choose from the paragraphs A—G the one which best fits each gap (1—6). There is oneextra paragraph which you do not need to use.

menageries



A The reason for this has been the growth ofconcern for animal welfare in the last 25years. The rise of the animal-rightsmovement has led people to look at theseplaces from the animals’ point of view, anddislike what they see. The signs ofdepression and deviant behaviourobserved in many creatures in closeconfinement has been confirmed as real.Indeed, an animal welfare case can bemade against having zoos at all.

B For 170 uninterrupted years, these noblebeasts and their predecessors have curledtheir trunks and swished their tails underthe endlessly fascinated gaze of millions ofvisitors. The Zoo has now announced thatthe remaining three on the crampedRegents Park site are moving to ruralWhipsnade Zoo, which has nearly 20times as much space. They will not bereplaced.

C This has necessitated a big shift inattitude. Until recently, menageries andzoos were one and the same thing, andmenageries have been with us forthousands of years. Their fascinationseems to lie in two profound humanemotions: firstly, the desire of great andpowerful men to display dominance overgreat and powerful animals; and secondly,the residual awe we all feel in thepresence of big wild beasts.

D It is immensely to London Zoo’s credit thatit is sacrificing three of its prime publicattractions for the sake of their ownwelfare. There is no doubt that manyvisitors will be disappointed, and strongcriticism has already been aired.

E Zoos first became popular in Europe in the1 400s, when explorers returned withstrange creatures from the New World.Over the years, larger collectionsappeared, which were also centres ofresearch. In 1907, the practice ofdisplaying animals began, which vastlyimproved their conditions, as barred cageswere replaced with larger, more naturalenclosures.

F Yet something about the elephants, andtheir final departure, touches us all, andnot just because of any childhoodnostalgia. It’s rather that this astonishinglyshaped mixture of strength and gentlenessis somehow at the heart of what many ofus think a zoo is — a place of wonders tobe gazed at. If you take the elephants outof it, is it really a zoo?

G The Ancient Romans kept wild animals forsomething more sinister than display:slaughter in the arena. Even the gentlegiraffe was a victim of their bloodthirstykilling.

PHoToCoP1A8~@ Pearson Education Limited 2008


Paper 3 Part 1: multiple-choice doze

For questions 1—12, read the text below and decide which answer (A, B, C or D) best fits eachgap. There is an example at the beginning (0).

Luxury on the high seas

The ship named The World is quite (0) one of the largest and most luxurious sailing the seastoday and is to be seen (1) off at top international events such as the Carnival in Rio and theMonaco Grand Prix as it makes its way round the world. Strikingly beautiful, the ship (2) the bestaspects of cruising with every home (3) and the quiet intimate atmosphere of a (4)exclusive country club.

This (5) remarkable ship has 110 luxury apartments and 88 studio residences, some of which(6) as their owners permanent home, whilst others are hired out by the night. The ship is(7) out with everything that the well-off retired person could need, including a library, a theatre, afull-sized tennis court and a golf driving range where residents can (8) instruction from topprofessional golfers. One (9) of the latter is golf balls made out of fish food, designed in responseto the (10) of environmentally conscious residents. For the gourmet on board, the ship has plentyto (11) everything from top-class restaurants to casual eateries, although residents also have theoption of (12) themselves a snack in their own apartments.

O A purely B simply C basically D essentially

1 A dropping B calling C drifting 0 stopping

2 A combines B links C ties D attaches3 A relaxation B ease C comfort D relief

4 A deeply B strongly C vastly D highly5 A truly B comprehensively C fully D abundantly

6 A perform B serve C provide D represent7 A supplied B stocked C equipped D fitted8 A receive B accept C retain D collect

9 A issue B character C point D feature10 A troubles B nerves C concerns D stresses11 A attract B offer C satisfy 0 tempt12 A fixing B fetching C managing 0 settling

PHOTOCOPIABLE D Pearson Education Limited 2008 193




Example:

0 Do you think I could borrow your pen, please?

WONDERING

I could borrow your pen, please?

Example: ~ W~A~S~ W~OIN~DIE~R~ I IN~G~ ~‘ F~

1 I don’t eat fast food if there is an alternative available.NOI only eat fast food available.

2 The aim of the meeting was to promote trade between the two countries.HADThe meeting trade between the twocountries.

3 If we continue to burn fossil fuels, climate change will get worse.STOPUnless we climate change will get worse.

4 We will soon run short of water if it doesn’t rain.BEThere will if it doesn’t rain.

5 ‘Why don’t we share a taxi,’ suggested Maria.SHOULDMaria a taxi.

6 I’d rather read a book than see a film.PREFERABLEFor me, reading seeing a film.

7 ‘Don’t forget to post my letter, Tom,’ said Mary.REMINDEDMary letter.

8 You can choose to stay either in a hotel or in a guesthouse.HAVEYou either in a hotel or in a guesthouse.

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Paper 2 Part I

You are studying at an international college in London. Like many of the students, you makeuse of the college’s gym facilities which are managed by a private leisure company calledGymwise. After reading an article about the gym in the college magazine, your class conductedinterviews and did a survey amongst students at the college. You have decided to write a letterto the editor of the newspaper, responding to the article, briefly summarising the informationfrom the survey and presenting your conclusions.

Read the newspaper article and look at the chart below, together with the comments fromsome of the college students you interviewed. Then, using the information appropriately,write a letter as outlined below.

Last warning for GymwiseThe college authorities have finally decided to do something about Gymwise, thecompany that runs the college gym. For years, students have been complainingabout the poor state of the equipment, the attitude of the staff and the unreliableopening hours.This newspaper has heard that Gymwise is being given one last chance to improvethings. If nothing changes, then the franchise will be given to another company.

Class survey of gym users generally satisfiedHow satisfied are you with 33~6facilities at the college gym? 48%

wholly satisfied 14%generally dissatisfied

5%completely dissatisfied

Typical comments of gym users

~

The extended opening hours and I had such aInternet booking system are great — but it still bad experience at the gym last year

gets very crowded at peak times. that I’ve never been back.

Now write your letter to the college magazine (180—220 words). You should use your ownwords as far as possible. You do not need to include postal addresses.

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Paper 4 Part 1: multiple choice

You will hear three different extracts. For questions 1—6, choose the answer (A, B or C) whichfits best according to what you hear. There are two questions for each extract.

Extract One

You hear part of a radio debate about wildlife film-making.

1 The two speakers agree that for viewers

A the photography may have become more interesting than the wildlife.B the technology used in wildlife film-making has become too predictable.C the technical advances in equipment are of no great consequence.

2 What is the woman suggesting about computer-generated images in wildlife films?

A They are only likely to appeal to children.B People will generally realise that’s what they are.C Environmentalists could regard them as more desirable than photographs.

Extract Two

You hear part of an interview about a website called ARkive.

3 According to the interviewee, the idea for the website

A predated the technology to produce it.B didn’t originally come from scientists.C wasn’t initially popular with naturalists.

4 What view about the project does she express?

A It should be given more investment.B Anybody should be able to use it for free.C Endangered species should be given priority on it.

Extract Three

You hear part of a talk given to members of a wildlife group.

5 What is the male speaker describing?

A trying to prevent a new development being builtB investigating the effects of a new pipelineC working for a group of conservationists

6 What aspect of her work does the woman like least?

A writing reportsB the unsocial hoursC physical contact with animals

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Paper 1 Part 2: gapped text

You are going to read an article about mobile phones. Six paragraphs have been removed fromthe article. Choose from the paragraphs A—G the one which best fits each gap (1—6). There isone extra paragraph which you do not need to use.

How the mobileconquered the world

Sadie Plant follows the invention that has changed the way societies work

In the early 1990s, the mobile phone didn’t featuregreatly in debates about the so-called‘communications revolution’, but since then, it hasleapt from obscurity towards ubiquity. Once

5 considered a toy for the elite, today it has crossedsocial and geographical boundaries to find its wayinto the hands of the young, the old, the rich and thepoor; even into conununities largely untouched byother modern technologies.

II I10 Students in Beijing, for example, explained the

importance of maintaining contact with families inwhich they are the only children. Somali traders ondhows showed me how their mobiles allowed them tokeep up with the movements of goods between

15 Mogadishu and the Middle East.

[21 IIn spite of the high incidence of phone theft, this

group values the security of knowing that assistance— often a lift home — is only a call away. They werealso the first to see the potential of text messaging.

20 More than two billion text messages were sentaround the world in 2000 alone, and this traffic hassince intensified, with an estimated eight biffionmessages in 2004, with much of this growth comingfrom users under the age of 25. In Japan, the teenage

25 generation has become known as oya yubi sedai, the‘thumb tribe’, on account of the dexterity with whichthey text, unaccountable to an older generation. Butteenagers and text messaging are only part of themobile story — so how do we account for the rest of

30 it?

DI

The effects of this extend beyond these travellers;even people who go nowhere face new instabffities astraditional structures of employment, family,community and cultural life are disturbed byunprecedented movements of information, money 35and commodities.

I~ IEven in the West, where phone ownership was

once only available to those with a fixed address, aregular income and a large amount of cash, almostanyone can now buy a mobile phone off the sheff. 40The mobile also adds and answers to the more subtlesenses of mobility which mark so manycontemporary lives: the restless, non-committalfeeling that all plans are contingent and mightchange at any time; an awareness that life is 45unpredictable and insecure.

5 I IDoes that sound like an exaggeration? Think about

it— carried on the person, often all the time, a mobilephone is something to which people grow genuinelyattached. It alters the experience of solitude, 50providing a stream of ways to fill dead time andconstant reminders — not always welcome — that oneis never quite alone.

161 IBut it is in the developing world that the mobile

phone’s impact has been the most immediate. 55Bangladesh is one of several countries in whichmobiles are used as public village telephones,sometimes powered by solar energy, and oftenoffering access to the latest digital services. Forwhole communities, they offer access to a new world 60and new horizons.

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A Indeed, in Thailand, many students toldme that they could move south to Bangkokonly when their parents were assured thatthey could keep in touch by mobile phone.Meanwhile, in the West, joggers in thepark can be observed conducting theirpersonal banking on a mobile handset.

B In the light of this phenomenal growth inusage, I was commissioned last year tostudy the sociological impact of the mobilephone through several regions of theworld. I was amazed to see how fast, howfar and with what diversity the mobilephone has spread. Because it extends amost basic human quality — the ability tocommunicate — there are few aspects of lifethat it fails to touch.

C Historians and sociologists see clues to thisin a parallel development. The telephonearrived at the exact period when it wasneeded for the organisation of great citiesand the unification of nations. The mobile,in its turn, arrived to suit a time ofmobility. Unprecedented numbers ofpeople are now on the move, whether ascommuters, nomadic workers,backpackers, freelancers, exiles ormigrants.

D Mobiles have changed the parameters ofpublic space, too, blurring the edges ofthat private world. Visible and audible toall, their usage has rewritten many socialrules about where, when and what oneshould communicate.

E Mobile phones encourage and respond tothis. In China, which is witnessing vastmigrations of people to the cities from thecountryside, the mobile has become acrucial part of migrant life: a way to keepin touch with families back home and alsoa means of establishing oneself in a newsocial environment.

F Because it connects individuals rather thanlocations, the mobile phone alters people’sexpectations about such things; about whatis possible and desirable, and changes theparameters of their social lives. It affectstheir perceptions of themselves, theirboundaries and capacities, and becomespart of who they are.

G Meanwhile in Birmingham, England,adolescent girls convinced me that becausemobile phones ‘make it cool to talk’, eventheir most taciturn male friends arebecoming more communicative. Indeed,teenagers have become the conduitsthrough which mobile phones have foundtheir way into the wider society. For theyoung throughout the world, the sense offreedom of movement and the privacyafforded by the mobile are highly valued.

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Paper 3 Part 3: word formation

For questions 1—10, read the text below. Use the word given in capitals at the end of some ofthe lines to form a word that fits in the gap in the same line. There is an example at thebeginning (0).

~

Can you be acklkted to Coffee?Until recently, I was a coffee addict, and coffee was part ofmy (0) life. Looking back, I can see I was utterly DAY(1) on a regular dose to get me through the day. RELYAfter the first cup at breakfast I’d feel (2) and VIGORready to face the world; but unless I had another midmorning, my energy level would slump and I’d become(3) Then one day my boss mentioned that he’d IRRITATEgiven up coffee. I nodded (4) but the very POLITEthought of missing just one of my morning coffees made mefeel (5) It suddenly occurred to me that I might EASYhave become (6) on the stuff. DEPEND

The definition of an addiction is ‘taking a drug (7) EXCESSand being (8) to cease doing so without adverse ABLEeffects’. If I was looking for evidence of the latter, it wasn’thard to find. Like many people, I sipped coffee all throughthe working week, only to find that at weekends when my(9) dropped, I ended up with a massive headache. CONSUMEI tried vainly to give up on several occasions, but within twodays was back on it again. (10) I discovered that EVENTit takes a full couple of weeks to get the caffeine out of yoursystem. But it’s worth persevering, because providing youbreak the habit completely, the benefits are enormous.

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Example:

0 Sarah is a good teacher and her students find her really to talk to.

Carl wasn’t a fan of hard work and was always looking for an life.


Example:o EaSY~• .. .. I.1 Ralph is always ready to his opinion about things, even when he

is quite ignorant of the issues.

I may have to up guitar lessons as I don’t really have enough timeto practise.

IWe asked the teacher if he would us an indication of what topicswe should revise for the exam.

2 Jennie’s manager thought that she very well with one particularlyawkward customer.

My uncle has in second-hand cars all his life.

The knee injury a severe blow to Tom’s hopes of captaining thefootball team in the cup final.

3 The police are a lot of progress in the case of the missing work ofart.

The top boy band of a decade ago is thinking of a comeback.

The prime minister is a speech in parliament today on the subjectof crime prevention.

4 Let’s a date for the next meeting of the committee.

I’m afraid my car’s out of action until I find someone to a problemwith the lights.

Tony tried unsuccessfully to the two pieces of metal together withsuperglue.

5 I’ve got a ache in my leg, which is uncomfortable but not reallypainful.

It was a day with lots of cloud and no sun whatsoever.

Sandra painted her walls in very colours, such as dirty pink andslate grey.

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Paper 2 Part 1

You are studying at an international college. You are the student representative on thecommittee which organises adventure sports activities for the students. This year, studentswent to the Mulvane Outdoor Pursuits Centre for the first time, and the college principal hassent you a memo asking for a report on this trip.Read the memo from the principal and a leaflet giving information about the centre, togetherwith comments from some of the students who took part. Then, using the informationappropriately, write your report according to the principal’s instructions.

MEMOStudent Rep, Adventure Sports CommitteeNiall Sanchez, PrincipalMulvane Outdoor Pursuits Centre

We need to make sure that we’re getting the right level of service and value formoney from the Mulvane Centre. I need to know:

the quality of the facilities and tuition;• any problems;• any suggestions for improvements on future trips.

Could you write me a report covering these three points, please?

Mulvane Outdoor PursuitsSpring Break programme (college group)

The centre will provide:• shared rooms (private bathroom);• choice of activities including

watersports and climbing;• fully trained tutors;• all equipment.

Now write your report for theas far as possible.

PHOTOCOpIABLE

To:From:Re:

ersport Some days, the onlyavailable was white-water rafting.skiing was great, but I only got

The climbing tutor certainlytuff and the

E551;thPmentEs

didn’t realise that ‘shared room’four other people. A bathroom between

principal (180—220 words). You should use your own words



Paper 4 Part 3: multiple choice

You hear part of an interview with Tom Westfield, who is an adventure sailor, and Alison Nunn,who works as his personal assistant or PA. For questions 1—6, choose the answer (A, B, C or D)which fits best according to what you hear.

1 Tom feels that the main advantage of having a PA is that

A he can make better use of his own time.B he has someone to discuss the work with.C he can leave her to sort out any problems.D he has been forced to develop new skills.

2 Alison says that when she first met Tom

A she was already familiar with his book.B she was impressed by his charity work.C she suggested that he might employ her.D she’d recently given up working as a PA.

3 Why did Tom decide to sail around the world?

A He was determined to prove that he was fit enough.B He thought it would boost his self-confidence.C He hoped it would lead to further adventures.D He’d lost interest in other extreme sports.

4 Why did Tom start giving talks on the subject of motivation?

A He feels he should pass his enthusiasm on to others.B It was a way of getting finance for forthcoming trips.C It was a chance to think through his own feelings about it.D He realised that he had the power to inspire young people.

5 How does Alison see her role in Tom’s next trip?

A keeping in touch with those supporting himB standing by in case he needs herC giving advice on the best routeD being the centre of operations

6 How is Tom feeling at this stage in the preparations for his next trip?

A frightened by the prospect of what might go wrongB aware that he will need good luck in order to succeedC worried about whether he’s got the minor details rightD calm in the knowledge that everything’s under control

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Paper 1 Part 4: multiple matching

You are going to read a magazine article about five authors. For questions 1—15, choose fromthe authors (A—E). The authors may be chosen more than once.

A Louis de Bernières C lain Banks E Helen SimpsonB Hanif Kureishi D A.L. Kennedy

According to the article, which writer

has still not published a novel? 1

has produced a remarkable quantity of material sincethe nomination? 2

achieved great success shortly after receiving the nomination? 3

was already well known in 1993 for writing material otherthan novels? 4

finds it hard to survive financially on the income from writing? 5

feels that life has not changed much since the nomination? 6

has discovered that being famous has its drawbacks? 7

finds that writing is limited by domestic constraints? 8

didn’t expect to be nominated for this type of award? 9

enjoys the material rewards that writing can bring? 10 11

had previously been unaware of the existence of the award? 12

was encouraged by the award to continue along the samepath professionally? 13

feels less emotionally committed to novel writing than in 1993? 14 15

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TurningSalty Wilson interviews five authors who wereshort-listed for a ‘best young fiction writer’ awardin 1993, asking them what it meant to them at thetime, and whether they feel they have fulfilled their

5 promise.

When Louis de Bernières was nominated for theaward in 1993 he observed, ‘It was like having rocketsattached to your back. It gave me a tremendouspsychological boost.’ At that time, de Bernières, an ex

10 teacher who didn’t start writing until he was 35, wasalmost completely unknown. He had won an awardfor one of his three early novels, and each was praisedfor its ‘comic brio’, but sales were minimal. All thischanged the following year with the publication of

15 Captain Corel/i’s Mandolin, which has sold more thantwo million copies and been turned into a Hollywoodblockbuster. De Bernieres, who ‘has a wonderful life,thanks to Corel/i,’ moved from a flat in London to ahuge house in the country. But his celebrity also means

20 that he now feels he is under a lot of pressure to provethat Corel/i was not a lucky accident; the only story hehas published since is a very short book, Red Dog. Nowthree-quarters of the way through his next novel, hefinds that the ‘fierce obsession’ that kept him hunched

25 over his computer into the early hours has gone.

In 1993, with the struggle to be a writer and start acareer behind him, Hanif Kureishi had a far moresignificant achievement to celebrate than thenomination: the birth of his twin sons. Kureishi has

30 been writing professionally since 1980, when he was aplaywright at a leading London theatre, but it was hisscreenplays for films such as My Beautiful Laundrettethat sealed his reputation in the 1980s. Although hehasn’t ‘made a substantial living’ since the films, he

35 proved he could also write fiction, and he hascontinued to write novels. He says these days hedoesn’t care so much. ‘The pride and pleasure you getfrom your first novel are so great, now it’s just not thesame. But if my son wrote a novel, it would be much

40 more important to me.’

‘I thought, they must have got this wrong’, rememberslain Banks, of his nomination. ‘I’m here with all theseliterary writers. I’ve always had this ambiguous status— am I literary or am I popular?’ Either way, even in

45 1993 Banks was rich. Since his million-selling debutnovel The Wasp Factory was published in 1984, Bankshas gone from scribbling rejected science-fiction stories

the pagewhilst doink dead-end .office jobs rt-~ a ba~ic annualsalary of a~quarter of a miflion pound~ Both populistand experimental, Banks has written an impressive •total of eleven novels and eight scijnce-fiction books,each taking only around three months to complete,although he has no~v ~lowed down to one book everytwo years. At 48, he spends his hefty royalties onexpensive music-making technologies and fast cars.He’s also managing director of an explosivgs company‘I guess, several years on, it’s just more of the same —

more money, more cars,’ he says. -

A.L. Kennedy, meanwhile, had ‘never heard of theaward, so I didn’t know if it mattered or not.’ At 27, she 60was the youngest of the nominees, with a soon-to-be-published first novel, written while working as ateachet It bought her publicity, which was ‘useful’ andturned what was then a hobby into a job. She hawritten award-winning short stories, non-fiction andtwo novels, seems to provoke extreme reactions fromcritics and is still subsidising her books, having towrite for newspapers to make ends meet. ‘What youlearn as a literary novelist is that you’ll never earn aliving out of your novels.’ She finds writing prosefiction a ‘slog’ and extraordinarily isolating. Now, at37, she is dogged by back problems, a legacy of daysspent typing, and a few years ago with ‘no life to speakof’ was tempted to give it all up.

Helen Simpson, whose writing career took off in her 75early twenties when she won a magazine competitionin the 1980s, remembers: ‘I thought, this nominationwill help keep things in print and I’ll be allowed towrite short stories as long as I want. The commonwisdom is they don’t sell.’ Although a novel is yet to 80appear, her reputation is none the worse for that. In hercollections of short stories, she has given a sharppoetic, funny spin to issues of pregnancy andmotherhood, traditionally considered too dull to writeabout. Her stories are not directly autobiographical, 85but looking after her children has meant that each ofher three books took five years to write. ‘I get furiouswith myself for not managing more. I’ve got all theseideas. But I find it hard to write at the expense of otherpeople. Trying to be a good mother and staying 90married ‘takes up an awful lot of time’. Now thechildren are older, she thinks she should be able towork fastet

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Paper 3 Part 1: multiple-choice doze

For questions 1—12, read the text below and decide which answer (A, B, C or D) best fits eachgap. There is an example at the beginning (0).

EarwormsAccording~to recent research, dertainsongs (0) in our minds because they create what’s called a‘brain itch’ which can only be ‘scratched~by singing them. This kind of song, sometimes known as an‘earworm’, has an upbeat melody and (1) lyrics. Women tend to be most susceptible to earworms,and musicians more (2) to them than non-musicians. Interestingly, even the greatest musicians have

‘sufferedfrom earworms. Take Mozart for example; when his children (3) to finish playing a tune onthe piano, he would feel com~elled to complete itfor them.

It goes without (4) that this research will.be of (5) interest to the pop-music industry which is1álways looking to boost (6) - of CDs. One of the key (7-) of an earworm is its simplicity, since a•song with lots of detailed content is not:sq easily assimilated by the brain. Earworms need to be (8)very quickly, so that people can reproduce them in (9) while walking down the street, simply becausethey can’t (10) them out of:their heads.

Some experts argue that if you listen to such an infectious (ii) of music several times, it will go away— but others are not so (12)

O A stick B block C hold D trap

1 A returning B constant C compulsory D repetitive2 A favourable B inclined C receptive 0 liable

3 A lacked B missed C skipped D failed4 A speaking B saying C telling D talking

5 A exact B particular C proper D typical6 A sales B markets C deals D outlets7 A items B issues C features D mailers

8 A taken in B caught on C called up D settled down9 A full B entirety C whole D complete

10 A send B bring C get D have11 A bit B portion C piece D slice12 A convinced B influenced C converted D resolved

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Paper 3 Part 2: open doze

For questions 1—15, read the text below and think of the word which best fits each gap. Useonly one word in each gap. There is an example at the beginning (0).

Example:

Cirque EloiseThe circus has traditionally been regarded (0) entertainment for children, with acts involving animals

accounting (1) a large proportion of the acts. These days, things have changed, however, and some

circuses, (2) as Cirgue Eloize from Montreal, clearly aim to appeal more to adults. (3) of the

animals, Cirque Eloize offers a breathtaking mix of human athieticism, daring and strength. In (4) to

juggling, trapeze acts and bicycle stunts, all of (5) are executed perfectly, the circus also has a clown.

But this is a clown (6) a difference.

(7) clowns in most other circuses, who simply tell jokes and play tricks, this one is able to walk on the

high wire and juggle as well. What’s (8) he doesn’t rely solely (9) a big red nose and funny clothes

to get laughs, but gives (10) highly polished comic performance.

In common with other circuses, this one has a ringmaster firmly in control, but, unusually, he has a guitar

slung (11) his shoulder and barks only a few gruff words of dialogue. (12) seen the show

recently, I can testify that one of the best moments comes at the end when all the performers pile, one on top

of the (13) onto a single unicycle. (14) they have settled into position, the stage is bathed in a

gentle, golden light and (15) is complete silence. It is a truly magical moment.

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Example:

0 Do you think I could borrow your pen, please?

WONDERING

I I could borrow your pen, please?

Example: ~J W~A~S~ WIO~NID~EIR~ I N~G~ II IF~ I I1 Stella is well-known for the attention she pays to detail.

FAMOUS

Stella paying attention to detail.

2 I wasn’t able to enter the building because my teacher stopped me.

PREVENTED

My teacher the building.

3 This door must be kept closed at all times.

CIRCUMSTANCES

Under opened.

4 I used to spend a lot of time reading novels as a child.

FOREVER

As a child reading novels.

5 The machine is harder to use than I thought it would be.

EASY

The machine is I thought it would be.

6 Ian managed to both lose his job and his girlfriend in one week.

ONLY

In one week, Ian but he also lost his girlfriend.

7 Angela regrets getting angry with Peter.

WISHES

Angela angry with Peter.

8 Gina didn’t know that the date of the meeting had been changed.

UNAWARE

Gina in the date of the meeting.



Paper 2 Part 2

Choose one of the following writing tasks. Your answer should follow exactly the instructionsgiven. Write 220—260 words.

Your local English language club is running a competition to find the most interestingarticle to publish in its next newsletter. The theme of the article is: ‘The best live musicevent I have ever been to’Write an article describing the type of live music event you went to, what you particularlyliked about it and why it is better than others you have attended.

Write your article.

2 You have received this letter from an international chain of fast-food restaurants. Youvisited one of their branches whilst on holiday in Britain.

Thank you very much for completing our customer feedback form. We are sorry that youwere less than satisfied with certain aspects of your meal and the response of or staff. Wewould be grateful if you could provide further details about the following points you ratedas ‘unsatisfactory’:• speed of service• attitude of staff• quality of meal.

Write your letter of complaint to the restaurant.

3 You are planning to start an English-language film club at your college or workplace. Writean information sheet that explains:• the aims of the club• when and how often it will meet• the range of films and other associated activities• the advantages of becoming a club member.

Write your information sheet.

4 An international magazine has asked its readers to send in a review of two differentEnglish-language websites they would recommend, commenting on:• ease of navigation• range of information/products available• any special features.The review should also say which website would be most appropriate for people ofall ages.

Write your review.

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Paper 4 Part 4: multiple matching

You will hear five short extracts in which people who work as directors in the performing artsare talking about their work.

While you listen, you must complete both tasks.

TASK ONE

For questions 1—5, choose from the list A—H what each speaker directs.

A feature film

B pop-music video Speaker 1 II IC documentary film Speaker 2 2

D radio comedy show Speaker 3 _____

E classical music festival Speaker 4 _____

F touring theatre company Speaker 5 _____

G television drama series

H modern dance company

TASK TWO

For questions 6—10, Choose from the list A—H what advice each person gives to youngpeople entering their profession.

A set your own goals

B keep on good terms with others Speaker 1 6

C don’t compromise on quality Speaker 2 Io don’t expect financial security Speaker 3 _____

E rely on your own judgment Speaker 4 _____

F only work with the best people Speaker 5 10

G don’t be put off too easily

H keep your opinions to yourself

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Audio Scripts

Module I

Listening 1, page 11, Exercise 2aHi. Now. I know a lot of you are planning to go off to university orcollege next term, so I’ve been asked to talk about how studying thereis different Irom studying at school. Well, one big difference is thatyou have to manage your own time: on average, only ten to 12 hours aweek is actually timetabled teaching on a university course, the rest isup to you to organise. Another new challenge is that you’ll have to setyourself learning objectives, and of course it’s your responsibility tomake stire that you meet them. So its very different from school.There are various ways of approaching all this, however, and I’mgoing to go throtigh some of them with you, I’ve also come along witha few lips I’ve picked up along the way which it may be helpful to passon.

Listening I, page II, Exercise 3aFirstly, make sure yoti know exactly what the course requirements are.You know, how many pieces of work you have to complete by when.and all that. One way of doing this is to get a diary or a wall planner

something that will help you set the year out visually so that, asterm progresses, you can see at a glance how you’re getting on.Then, it’s also important to know what’s expected of you in terms ofthe quality of the work. For instance, how to present your work andwhat you should include. It’s a good idea to get hold of some previousstudents’ work that has got high marks. Read it and think about whyit was good. If you can’t find any in the library, ask your course tutor.Don’t be shy these people are there to help you, and it’s their job tomake sure you know what you’re supposed to be doing.Finally. once you know exactly what is expected of you. you shouldstart to set yourself deadlines and learning targets. These have to berealistic try to do too much too soon, and you’ll just bedisappointed when you fall behind. So, think about things like: howmany hours a week you’re going to spend studying. or how you canbest use the time available to meet your goals. I always find it useful tobuild in a safety margin things will sometimes take longer than youthink, and you don’t want to end up feeling you’re always underpressure to catch up.

Listening 1, page 11, Exercise 4aN = Nick, A = Awn’N: So. what did you think of Rita’s talk. Would you have found it

useful?A: Yeah. In my experience, most university students find they have

about ten to 12 hours of timetabled teaching each week, and ontop of this they will spend from 20 to 30 hours studying in theirown time. So I think she had a point when she was talking aboutthe wall planner you need to get yourself organised, make thebest of the available time because it’s also important not tooverdo it. Time spent discussing issues with friends is&tnecessarily wasted you’re learning key life skills, such as how todebate, think on your feet and use logical reasoning and the art ofpersuasion.

N: I agree that spending all day. every day with your nose stuck in abook orat a computer isn’t necessarily your best use of time, butfor me. the most relevant part was when she talked about i/mr isexpected of you. To my mind, to be a sticcessful universitysttident. you need to be open’minded ready to try out new waysof thinking. You do your reading. you evaluate the information.and you come up with your own ideas and opinions about it.That’s what really marks it out from what you’re used to doing atschool, and I think that was really what Rita helped them tograsp.

Writing 1, page 14, Exercise lbYeah, the training was really hard, wasn’t it? There was no messingabout. Before Jamie’d let tis get down to work in a real kitchen, wehad to go through a demanding course at college just to cover thebasics. After that, he got us into work placements in some top-classrestaurant kitchens to learn the hard way in real life! To round oIl’our training, we all cooked in Jamie’s restaurant, as a team. Jamie saidit was going to be one of the best places to eat in London. so we hadto come up with the goods. Sure, we were shattered half the time, butwhat a fantastic experience!

Listening 2, page 15, Exercise 2Speaker IWhen my husband was badly injured at work, I helped him win acourt case against his employei’s. It struck me I cotild make a tisefulcontribution to society by helping other people win law stiits. I ‘vas inadvertising at the time, had a good salary, bitt found it a rathersuperficial atmosphere to work in. With the family’s backing. Idecided to go back to college and study law. The course was great. butwhat I didn’t realise was quite how much is expected of you as alawyer. Since qualifying. I’ve ended up working all hoursjust to keepon top of things. Still, my colleagues are terrific, and in many ways itsuits me vei’y well.Speaker 2After five exciting years in the navy. I’d seen the world but the actualwork didn’t stretch me. As I didn’t seem to be in line for promotion, atthe end of ny contntct I went for some vocational guidance. Theysaid I’d niake a good teacher, so I went to college. I felt a bit out ofmy depth there and very much under pressure I almost gave up. Butmy wife was very supportive, and that saw me through. And it wasworth it the kids in my class are really demanding, but I love everyminute. Colleagues complain abotmt salary scales or the demands ofthe currictmlum, but I can’t get worked up about all that, I’m afraid.Speaker 3The farm had been in the family for over 100 years. btmt it wasn’t largeenough to remain commercially viable, and I had to give it up.Suddenly. I was not only without a regular income, but. tim, I hadtime on my hands, too. Luckily. I’d always enjoyed a variety ofactivities sttch as t’ai chi and meditation, so I took the opportunity totrain as a therapist. It was only once I’d qualified that I decided totake it up full time. I run sessions in five different centrcs on differentdays. so the commuting came as a bit of a shock after life on a farm.But, er, apart from that, it’s been a very positive move for me.Speaker 4After a degree in natural sciences. I ended up in accountancy. It paidwell, but wasn’t the most exciting of jobs. I’d probably be still theretoday if I hadn’t gone to stay with a friend who was working as adoctor in Ghana. One day I just happened to be present when she hadto perform an emergency operation. I suddenly realised what I wantedto do with my life, and as soon as I got home from my travels. I signedup for a retraining scheme. I’m now in my second year as a ntirse. andalthough I can’t afford to do half the things I used to do. which is apain, I’m happier than I’ve ever been.Speaker 5I was in computer sales, but also a member of an amateur drama club.Once you’ve been on stage, you long to act professionally btit myboss got fed tip with me taking time off for atmditions, so I wasn’tactively looking. Then, out of the blue. I was offered a part in thisplay. It was too good to be trtme. The only drawback was having to giveup ny regularjob for a six-month contract. My parents were a bitalarmed, but they soon calmed down once they’d seen the show Um,we’re on totmr at the moment, which can be tiring, but I was always onlie road in sales, so I can hardly complain abo ti t that.

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Speaking, page 16, Exercise IdWords with two syllables:friendly, friendlypatient. patienttactful, tactfulWords with three syllables:assertive assertivecreative, creativedecisive, decisiveefficient, efficientfair-minded, fair-mindedflexible, flexiblepersistent. persistentsensible, sensiblesensitive, sensitivetolerant, tolerantWords with four syllables:energetic. energeticgregarious, gregariousresilient, resilient

Speaking, page 17, Exercise 3bIn this part of the test. I’m going to give each of you three pictures. I’dlike you to talk about them on your own for about a minute. and alsoto answer a question briefly about your partner’s pictures.Robert. it’s your turn first. I’d like you to compare and contrast thesethree photos, saying what personal qualities these jobs would requireand why. Don’t forget, you have about one minute for this..

Speaking, page 17, Exercises 3c and 4aRight ... Well, these photos show a teacher, a doctor and a hairdresser.Looking first at the teacher and the doctor, I think these jobs aresimilar because they both require sensitivity and tact. To do either ofthese jobs. you must need a lot of patience. I suspect neither of thesepeople would survive withotit a good sense of humour because theirwork must get quite stressful at times. In my opinion, these jobs areboth more important than being a hairdresser, but the hairdressermust also make people feel good about themselves and be patient ifthey have difficult customers!The most obvious difference between the jobs is that a doctor needs alot of knowledge and technical skills, whereas for a teacher of youngchildren. I imagine the most important thing would be creativity andenergy. A hairdresser is somewhere in the middle. You would also haveto be creative to be a hairdresser but also have technical skills,although I think they are easier skills to learn than a doctor’s. And Isuppose being a good listener might not be quite as essential for ateacher as for a doctor. To be a hairdresser, you must listen a lot too,or you might give people haircuts that they don’t like!

Module 2

Listening 1, page 27, Exercise 2The topic of my talk today is superstition. People have always beensuperstitious. In the days before science and education, people lookedfor simple explanations for things happening which they didn’tunderstand and ... and couldn’t influence. But as human knowledgehas increased, you’d think that there would be less need forsuperstition surprisingly, however, superstitious behaviour seems, ifanything, to be on the increase. For example. a recent survey in theUSA established that only 25 per cent of people there regardthemselves as superstitious, yet 75 per cent of those questionedadmitted to possessing a good-luck charm of some kind, So, why issuperstition still so prevalent?

Listening 1, page 27, Exercises 3b and 4Section IThe main explanation for this seems to be that, although popularsuperstitions may seem like senseless rituals. most of them have a longhistory in cultural beliefs or ... or religion. It’s difficult for people to

throw oil the influence of stich deep-rooted ideas on their lives. Inother words, no matter how sceptical they are, they hold on to thelucky charm or ritual rather than running the risk of inviting badluck. That’s why people in some cultures throw salt over their shoulderif they spill it. or touch wood when mentioning the possibility oftragic events, It’s also why some people cross their fingers when hopingfor good fortune, and why in some languages there is a set phrasewhich you must use in reply when someone wishes you good luck,Section 2Another reason is what we might call social tradition. An example ofthis is when British people say the words ‘Bless you’ when somebodysneezes. Similar ... similar traditions exist in most Europeanlanguages, but where do they originally come from? Well, centuriesago, people believed that sneezing was a sign of dangerous ill’health,so saying kind words to the sneezer was meant to help that personcombat the illness. People no longer really believe that their words willhelp. but the ctistom persists as a politeness.Section 3What is hardest to understand, however, is the power of superstitioneven when it_s obviously unsuccessful. If your team doesn’t win, whatgood did the Iticky mascot do? The answer seems to lie in the fact thathumans tend to hope for the best, no matter how irrational thatappears. So. if things go well, it reinforces our belief in our mascot orritual: if they go badly, we generally blame ourselves perhapsperhaps we didn’t perform the ritual in the right way.Section 4So what kind of people are most superstitious? Although lots ofordinary people have their own personal superstitions, such as using alucky pen for exams. it is probably people working under stressfulconditions who are the most superstitious. Sportspeople and actors area case in point. Superstitions for them often revolve around fixedroutines, most noticeably with food and clothes. One famous actoralways eats fish, for instance, before an important performance: a topfootballer always puts his socks on in the same order that kind ofthing.Section 5Finally, we must ask what benefits people from following these rituals.Most sociologists or anthropologists agree that when people areanxious or under stress, they feel out of control, and anything thathelps them feel more in control doing something active rather thanjust being in the hands of fate helps them to cope. So. from thatpoint of view, superstition can be seen as a positive force,

Listening 2, page 31, Exercise 2Good morning. Although I didn’t myself believe in the existence ofluck. I started doing research into the subject over ten years ago. I waskeen to investigate why it is that some people believe themselves to belucky in life and others don’t, and indeed whether it’s possible to haveany control over how lucky one is.The first thing I did was to recruit some voltmnteers. I was interested instudying people who actually believed themselves to be either lucky orunlucky. and so I set out to find them. I did a few radio interviews andadvertised on a student noticeboard and in the local press, but withoutmuch success so, in the end, I put an advertisement in a nationalmagazine. Around 400 people responded, and over the years. theseextraordinarily patient mcli and women voluntarily completedquestionnaires and kept diaries, as well as participating in variousexperiments and tests.So, what did I learn from the research? Well, most people seem to havevery little idea as to why they’re lucky or unlucky. However. I’ve nowcome round to the view that it’s the way people think and behave atany given time which is mainly responsible for what happens to themrather than, for example, any particular intelligence or psychic ability.In my first experiment, I put together a group containing both ‘lucky’and ‘unlucky’ people Uwi,’ definitions, remember and gave eachperson a newspaper. I told them to ignore the articles, btmt to lookthrough the pages and tell me how many pictures were inside. Onaverage, this task took the unlucky people about two minutes: but thelucky people only took a few seconds. Why? Because in huge letters onpage two of the newspaper was a message which took up half the pageand said. ‘Stop counting there arc 43 in total’. The interesting thingwas that although it was staring everyone straight in the face, the

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unlucky people tended not to notice it.So why was this? Well, personality tests revealed that the unluckypeople were more nervous types compared to the lucky ones, whichmaybe prevented them from spotting unexpected opportunities. Luckypeople, being more relaxed by nature, tend to see what is there ratherthan just what they’re looking for.I had discovered the first and most important principle of luck: theability to notice and act on chance opportunities. The second, I soonrealised, was that making lucky decisions isn’t just about approachinga decision logically. It was clear that the luckier people were alsofollowing their instincts when they weren’t absolutely sure which pathto follow.I’ve also noticed that ‘unlucky’ people tend to be downcast by theirmisfortunes, and so come to expect more bad luck in the future,whereas ‘lucky’ people have a positive outlook on life and remainpositive when things go wrong imagining instead how things couldhave been worse.So perhaps luck does really exist, and our attitude to life is the key. Inmy book, I point out how lucky people

Speaking, page 32, Exercise IL = Examiner, S = Student

E: How long have you been studying English?5: I’ve been studying English for six years.E: What kind of music do you enjoy listening to?5: I enjoy listening to all modern music.2E: What do you like doing in your leisure time?S: Well, what I enjoy most is playing football. I play regularly for the

local team, and in fact we’ve got a match coming up this weekend.L: How important is sport to you?5: Oh. very. Apart from football, I only play squash myself, but I

really enjoy watching most sports on TV as well as football, Iwatch rugby, tennis and even snooker!

Speaking, page 33, Exercise 3aEn = Enrico, C = C’êcile Lx = ExconinerEx: First of all, we’d like to know a little about you. Cécile, where do

you come from?C: I was born in France 19 years ago.Ex: And you, Enrico?En: Well, originally from a little village in the north-west of Brazil,

though I’ve been living in Portugal for the last ten years.Lx: Thank you And could you tell me how long you’ve both been

studying English? Enrico?En: Well, I started learning English at school when I was about eight,

but I’ve been coming to this language school for the past fouryears.

Ex: And you. Cécile?C: I have studied English since 1998.Ex: Thank you both very much.

Speaking, page 33, Exercise 3bEn Enrico, C &cile, Lx ExaminerLx: Cécile, what are your earliest memories of school?C: Er ... mm, er, I was six when I started. It was a very small school

and I cried on the first day because I had no friends.Ex: And you, Enrico?En: I remember taking a toy with me, and refusing to let it go. I used

to keep it on my desk, and I’d scream if anyone tried to move it.Ex: And who do you think has had the most influence on your life so

far?En: Er ... that’s a tricky question ... it might ... I’ll have to think

about that ... it might be my older brother. Paulo I used to lookup to him because he was four years older than me, and we’re stillvery close.

Ex: And what about you, Cécile?C: I don’t knowLx: OK. What do you hope to achieve in the future?C: To pass this exam!

Exam practice I

Listening, Paper 4, Part 2I’ve come along this evening to give you an update on the researchthat we’ve been doing in my university into the levels of superstitionyou find in the United Kingdom today. We called our research theNational Superstition Survey, and it was timed to coincide with theevent known as National Science Week.Although most of our findings relate to information we gathered via aquestionnaire and through a series of interviews which we conductedin that week, we have continued to collect data via our website, andwe’ll be carrying on with that in the future.So, what form did the research take? Our aim was to ask around 2,000people across the country about their beliefs and attitudes towardsuperstitions. In the end, a total of 2,068 people actually took part.We asked these respondents that’s what we call the people we askedto rate just hait’ superstitious they thought they were. And we foundthat 7734, said they were at least a little superstitious, while 42%admitted to being very superstitious.We also asked these people whether they ever did anythingsuperstitious, um. like saying words and phrases to bring them luck, ordoing things to avoid bad luck. Twenty.eight per cent of people saidthat they carried lucky charms of one sort or another, and 26% feltthat the number 13 was either lucky or unlucky. By far thc mostcommon superstitious saying across the country was ‘Touch wood’, anexpression used by 74’Y0 of respondents to ward ofT bad luck, whilstaround 65% used the expression ‘Fingers crossed’ when they werehoping for good fortune in the future. Interestingly, both sayings werefar more commonly used by women than by men or at least that’swhat they told us!When we asked about objects associated with superstitions, weexpected to hear about things like black cats and mirrors that peopleoften associate with good or bad luck, but in fact, although 39% ofthe respondents did mention mirrors, the objects most oftenmentioned in the context of bad luck were ladders, We did find thatthis varied in different parts of the country, though.Some of the results of the survey came as a bit of a surprise to us. Forexample, we asked all our respondents whether or not thcy had abackground in science. We thought that people like that would bemuch less superstitious Ihan people involved in the arts or commerce.But this wasn’t, in fact, the case.We also expected to find superstitions being kept alive by parents andgrandparents; that young people would be more rational. In fact, ourfindings showed that people actually get less superstitious with age,and rather than the over’SOs. it was teenagers who were very muchkeeping the traditions alive.So, what were our conclusions? The range of superstitious behaviourwe observed led us to conclude that superstitions are constantlydeveloping and evolving, and so there’s no reason to think they’ll bedeclining or dying out in the near future.If you’d like to know more about common superstitious phrases

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Module 3

Vocabulary, page 42, Exercise Icscrutinise. scrutinyarrogant. arrogancerude, rudenessinconvenient, inconvenienceattend, attentiondevote, devotionimagine, imaginationneutral, neutralityinnocent, innocence

Listening I, page 43, Exercise 2bI Jnteri’iei,er, C = charlieI: And next on Celebrity Watch. we have Charlie Lane, who collects

autographs of famous people he’ll snap up signed photographs.letters, anything with a signature on. And it’s not just a hobby, it’show he makes a living. Charlie, urn, what started you otT as anautograph collector?

C: Well, I’ve been collecting something or other ever since I canremember. First, it was plastic dinosaurs, then a bit later myfriends were all into model aeroplanes, so I started collectingthem, too. Then when I was I I, for some reason my dad gave me asigned photograph of the film star Cary Grant. I wasn’t aparticular fan of his. but I realized that just the fact that I had thisone signature made people even grown-ups like my parents’friends look up to me somehow. So I started building up acollection.

I: So you took it all quite seriously, right from the beginning?C: Well, it wasn’t that hard. I’d find the names of famous actors and

writers in the library, and just fire off’ letters to them, asking forsigned photographs. I had it all worked out. I’d use the same letterover and over again, just changing a couple of details to suit theperson. Today, looking back, it makes me blush when I think ofthe sort of thing I used to put in them grovelling statements like,I think all your work is fantastic. Nothing would make mehappier than to have your autograph.’

I: So, did you do it all through letters?C: No, by the time I was 12 or so, I was hanging about outside stage

doors waiting to ask actors for their autographs. I once waylaidRay Charles. the jazz musician he had to pretend he couldn’twrite to get away from me.

I: Would you say you were obsessed by your collection?C: Well, I didn’t think of it in that way ... I mean, it wasjust a

hobby. All my friends had hobbies of some sort boys do at thatage. But then I discovered it was possible to buy autographs atsales and auctions. I would just turn up, and once I realised therewas a financial angle to it all, collecting became that much moreentertaining. But I must have come across as an odd little kid inthe middle of all those professional collectors, because it’s all avery retro culture, very backward.looking, you’re often dealingwith the autographs of film stars and musicians from the 1930sand 40s.

I: So, by the time you left school, and went to university, you werealready not just a collector but a trader? Didn’t that set you apartfrom the other students a bit?

C: Well, I was only buying and selling the odd thing, making a bit ofmoney here and there. But I was studying music, and I thoughtthat was where my future lay.

I: Mm-hm. What happened to make you change your mind?C: Basically, I did a big concert which turned out to be an absolute

disaster. That was more or less the end of music for me, at least asa performer. But, actually, I never really chose autographs, I justkind of fell into it because I knew enough to buy and sell, and Isuppose I’m a natural businessman. I see it more as a way ofsurviving than as a sensible career move. I don’t feel like I have ajob ... it’s just my life, I mean. I can justify a trip to Paris byvisiting second-hand bookshops ... or to New York to go to anauction. And I still get excited reverential almost about someof the things I handle.

I: It sounds like a nice life.

C: Well, I like the fact that when I wake up and think I don’t want todo this today, I don’t have to. But I suppose. actually, yes, it’s nota bad life.

Listening ‘I, page 43, Exercise 3aI = Inter.’ieii’e,~ C = CharlieI: And next on Celebrity Watch, we have Charlie Lane, who collects

autographs of famous people he’ll snap up signed photographs,letters. anything with a signature on. And it’s not just a hobby, it’show he makes a living. Charlie, um, what started you off as anautograph collector?

C: Well, I’ve been collecting something or other ever since I canremember. First, it was plastic dinosaurs, then a bit later myfriends were all into model aeroplanes, so I started collectingthem, too. Then when I was I I. for some reason my dad gave me asigned photograph of the film star Cary Grant, I wasn’t aparticular fan of his, but I realized that just the fact that I had thisone signature made people even grown-ups like my parents’friends look up to me somehow. So I started building up acollection.

Listening I, page 43, Exercise 4a= hueii’ieiier, C = Charlie

Section 2I: So you took it all quite seriously, right from the beginning?C: Well, it wasn’t that hard. I’d find the names of famous actors and

writers in the library, and just fire off letters to them, asking forsigned photographs. I had it all worked out. I’d use the same letterover and over again, just changing a couple of details to suit theperson. Today, looking back, it makes me blush when I think ofthe sort of thing I used to put in them grovelling statements like,‘I think all your work is fantastic. Nothing would make mehappier than to have your autograph.’

I: So did you do it all through letters?C: No, by the time I was 12 or so. I was hanging about outside stage

doors waiting to ask actors for their autographs. I once waylaidRay Charles, the jazz musician he had to pretend he couldn’twrite to get away from me.

Section 3I: Would you say you were obsessed by your collection?C: Well. I didn’t think of it in that way ... I mean, it was just a

hobby. All my friends had hobbies of some sort boys do at thatage. But then I discovered it was possible to buy autographs atsales and auctions. I would just turn up, and once I realized therewas a financial angle to it all, collecting became that much moreentertaining. But I must have come across as an odd little kid inthe middle of all those professional collectors, because it’s all avery retro culture, very backward-looking, you’re often dealingwith the autographs of film stars and musicians from the 1930sand 40s.

Section 4I: So. by the time you left school, and went to university, you were

already not just a collector but a trader? Didn’t that set you apartfrom the other students a bit?

C: Well, I was only buying and selling the odd thing, making a bit ofmoney here and there. But I was studying music, and I thoughtthat was where my future lay.

I: Mm-hm. What happened to make you change your mind?C: Basically I did a big concert which turned out to be an absolute

disaster. That was more or less the end of music for me, at least asa performer. But actually I never really chose autographs. I justkind of fell into it because I knew enough to buy and sell, and Isuppose I’m a natural businessman. I see it more as a way ofsurviving than as a sensible career move. I don’t feel like I have ajob ... it’s just my life, I mean. I can justify a trip to Paris byvisiting second-hand bookshops ... or to New York to go to anauction. And I still get excited reverential almost about someof the things I handle.

I: It sounds like a nice life.C: Well, I like the fact that when I wake up and think I don’t want to

do this today, I don’t have to. But I suppose, actually, yes. it’s nota bad life.

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Listening 2, page 47, Exercise IExtract II = Inicrilei,w,; J = JaneI: Jane, Animal Aid is one of the longest established animal rights

groups in the world. What are its goals?J: Our campaigners investigate laboratory experiments, factory

farming and trading in wildlile, amongst other things, and protestpeacefully against any form of animal abuse we come across, as weactively encourage a way of living in which no creature has tosuffer needlessly. Our inquiries are usually undercover, sometimesusing videos, and any evidence we obtain is often used bynewspapers and television to bring these issues to the attention ofthe public.

I: And in what way do you think that you personally have made adifference?

J: Well. I started off as a lund-raiser, which is an essential job but notreally up my street. I’m now working with the educationdepartment, which is an area I believe in passionately. As well asproviding a range of resources for teachers and students to use, wealso offer free talks to schools on a wide range of topics fromhumane research to horse-racing, and talk about simple ways wecan all do something to help, whether it_s by becoming a vegetarianor not hunting or whatever. It’s a particularly worthwhile thing todo because

Extract 2B = Barbara, J Jo/i,,B: If the government does agree to the airport having another runway,

it’ll just be a disaster. I mean. the place will go from being a smallvillage to a really busy town. It’ll have a really negative effect onthe people who live nearby.

J: Like you, you mean?B: Like me, yes. L know it’s selfish, but just think of the noise. I mean.

even so, I probably wouldn’t have felt strongly enough myself itwas just that one of my friends talked me into keeping hercompany.

J: On the march?B: Yes. Personally, I didn’t and still don’t think anything we do

makes a great deal of difference the govertiment has alreadymade up its mind. So I felt it was rather a pointless way to spendthe day. Anyway, I went.

J: Did it go well?B: The actual arrangements left a bit to be desired. I must say, and

some of the speeches went on a bit but actually it was a goodopportunity to make contact with other people who are interestedin protecting the environment. Before that I’d had the impressionthey would all be students, but in fact the age range was quite wide.

Extract 3I = Inierrieii’e,; H = Howard Can’iingI: You will remember that yesterday we reported on Howard

Canning. the man who climbed a mobile telephone mast to protestabout the firm not offering services in the Welsh language. Todayhe’s got his feet back on the ground and is with us in ourBirmingham studio. Howard, what was all this actually aboutreally?

H: Well, I don’t kid myself that doing this kind of thing will changeanything overnight but the object of the exercise was mainly toadvertise my cause which is that Welsh is still not the oFficiallanguage in Wales!

I: It’s rather a strange way to make your point, though, isn’t it?H: I suppose it is rather unusual and not particularly sensible, either,

especially for someone like me who hasn’t got a head for heights.As it happens, the company turned a blind eye anyway so I got nopublicity whatsoever, which rather destroys the objective!But I still think that by fighting for the things you believe in, inyour own part of the world, you can contribute to global justice.

Speaking, page 49, Exercise 3bNow, I’d like you to discuss something between yourselves, but pleasespeak so that we can hear you. These pictures illustrate differentmethods of showing your feelings about important issues. Talk to eachother about the advantages and disadvantages of each method andthen decide which one would be the most effective. You have about

four minutes for this.

Speaking, page 49, Exercises 3c and 4aSI = Student I, 52 = Stat/eu, 2, E = ExaminerSI: OK, shall I start? Well, I’ve been on several demonstrations and I

think they can be very effective.S2: Yes, providing there are enough people there. When people come

from all over the country, that must have a huge impact, Ofcourse, if not many people turn up. it’s a bit of a let down.

SI: That’s true, and besides that. I suppose it must be quite diflicult toorganise and co’ordinate a big demo.

S2: The great thing. though, is if you get enough people, it getsreported in the papers. so people sit tip and take notice, don’tthey?

SI: Not only that, it puts pressure on the government.S2: Mind you, if there’s any trouble or fights, the publicity can go

against you. And sometimes troublemakers join in just for the funof it.

SI: Mm. Anyway, let’s move on to petitions, shall we? I don’t thinkthey’re used much, are they?

S2: Well, actually, they are. They wanted to close down the locallibrary last year, and some people drew up a petition.

SI: I’m not sure anyone takes any notice of them, though, do they?52: As a matter of fact. they do if there are enough signatures. They

can be used to put pressure on your local Member of Parliament,for a start. And as well as that, they’re quite easy to draw up andorganise.

SI: Mm. maybe. I think most people just cross the street if they seesomeone with a petition. Anyway, what about leaflets?

52: The problem is that we get so much junk mail these days thatleaflets can get lost. I’m afraid I tend to throw them in the bin ifthey come through my door. I shouldn’t, I know.

SI: I do the same most of the time. Having said that. I think they canbe effective, you know, if they’re designed well, and eye catching,and if it’s a good cause.

52: Oh, we haven’t talked about meetings yet ... But if lots of peoplewrite in about the same subject, people take notice. Anyway, whatdo you think? What’s the best method?

SI: Well, personally. I think a mass demonstration or march has themost impact, don’t you?

52: Yes, I do. Mainly because of the publicity it generates a lot ofpublicity.

E: Thank you. So, which method have you decidcd [FADE] would bethe most effective?

Module, 4

Listening I, page 59, Exercise 211 Helena. T = ThaiH: In Moral Issues, we look at diFficult choices or moral issues that

ordinary people face in their lives. Tom Wilkins is generalmanager of a print company in the north of England. Thecompany’s been losing sales, and Tom has unwillingly decided thatredundancies are inevitable.

T: The only way we can survive as a company is to cut costs, and atthe same time we need to think about the structure of thecompany ... I think, in fact. we’ve become a little too top.heavyand we’d benefit from some organisational restructuring. We’vegot four sales departments corporate printing, packaging. digitalsupplies and labels each with its own sales manager, and whatwe’ve decided is to merge these into two larger departments. Butwhat this will mean is that we’re going to have to lose two of thesales managers and shift some of the others around to cope withthe new structure. So what I have to decide is which two of thesesales managers we have to make redundant. and it’s a very harddecision, I’m afraid.

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Listening 1, page 59, Exercise 3aH = Helena, M = Mike, Jo Joanne Jo = Jason, C = CarolH: One of the people who could be affected by Tom’s decision is

Mike Brant, sales manager for corporate printing.M: I’ve been with Tom almost from the beginning ... I actually set up

corporate printing sales, and I’ve built up the client base fromnothing ... everyone who’s anyone knows me in the business. Andone thing I’ve learned over that time is that selling’s all aboutbuilding tip good relationships. We’ve always had good sales in mydepartment; the team’s figures have taken a bit of a knocking Inthe last few years. but we’re still 20 per cent above the rest. Andyou’ve got to take the rough with thc smooth in this business, tobe frank.

H: Joanne Farmer is in charge of packaging sales. She feels a littleless confident about her chances.

Jo: Well, at my appraisal interview last year. Tom said he appreciatedthe fact that I am ready to try out new ideas, and I think I couldturn this section of the company around if I had the chance. Butthe proposed reorganisation is a worry to me personally. yes. Ionly joined the company two years ago. and I feel in quite avulnerable position because packaging’s always been at the bottomof the league as regards sales but I have to say. my sales teamhave done a fantastic job in the last year, they’ve really pulledtogether. and the figures have definitely perked up. I’d be sorry togo.

H: Jason Pearl was the last to join the digital supplies team, threeyears ago. and became manager of the team last year.

Ja: Well, I’ve not been doing the job very long I joined straight fromuniversity, so if it’s a ‘last in first out’ scenario, I’m definitely forthe chop. I expect I could find another job, with my experienceand qtialifications, but I really like it here, even though it’s a bigchange from student life. And things are jtist beginning to take offwith digital supplies it was a new area for the company when Itook it on, and I’ve pretty well got it at my fingertips now, and Ithink my clients all recognise that: they’re very knowledgeablethemselves, so they want someone “ho can come out with theinformation they need.

H: The sales manager for the labels division is Carol Spalding, whohas been with the company for over ten years.

C: Well. I’ve been in labels for over ten years no’v, and I’ve got all mysystems in place, so the whole department just gets on with thejob: it all works like clockwork, and everyone’s happy. That’salways the way, though you just get something workingsmoothly, and then someone decides to turn it all upside down. Ireally dread the thought of what will happen with these changes.But I know Tom thinks we have to do something, though in Factthe sales figures for labels have been holding their ground quitewell, considering.

Listening ‘I, page 59, Exercise 4c11= Hele,,a, T = To,,,H: Tom didn’t find the decision easy.T: There’s no easy way of making a choice like this. On a ‘last in first

out’ basis, Jason was the obvious choice for redundancy, but lie’s abright young nan with a lot of expertise in digital supplies, whichis our fastest.growing area, and he’s got lots of enthusiasm, so wedecided to hang on to him. We weren’t quite so sure about Joanne:when we looked at her sales figures. there was a marked upwardtrend since she’d taken over, and she’s shown a lot of initiative, buton the other hand, we weren’t sure if she was ready to cope with asudden increase in responsibility. Carol’s fantastically organised.she doesn’t like change. but once she’s got used to the idea, she’llcope well with the extra responsibility. And then Mike ... he’s beenhere forever, but his figures have been declining for years. and hedoesn’t really seem to be aware of the way the indtistry’s heading.So, in the end, we decided to make Mike and Joanne redundant.But as I say. it was a tough decision, and I think it’ll raise a feweyebrows.


Listening 2, page 63, Exercise II = ln,eri’ienc,: K = KaleI: My guest today is the psychotherapist. Kate Holt. and I’m going

to be asking Kate about personality. Kate, what I’ve neverunderstood is how brothers and sisters can be so different. Stirely.if siblings have the same upbringing, you’d expect them to besimilar in personality?

K: Well, this is why some people are convinced their children areborn with different characters already in place. Either that, or theymust be under the sway of external influences such as school orfriends. But you have to remember that no two children are evergoing to be brought up in exactly the same way. Things changeradically between the births of different children a new childmay be a much anticipated event or a big upheaval, and atdifferent stages of their lives, parents may be more or lessfinancially secure, emotionally content or whatever. My own viewis that at the time of each birth, parents are in a new situation.which means that inevitably they relate to the new child in a verydifferent way to previous ones even if that’s not their intention.And as a result, each child develops their own way of responding.which is what makes them who they are.

I: Presumably. the order a child comes in the family is also animportant factor in determining personality. What about the firstborn?

K: Well, parents are usually thrilled when the first child is born, soit’s the focus for a lot of attention and parental aspiration. Thetetidency is for the child to identify strongly with the parents,taking the line of least resistance, and doing whatever they want.Being a conscientious student at school, if this is important to theparents, is a simple way of currying favour with them, although itdoesn’t necessarily lead to more affection in fact, this is oftengiven to the younger ones. The oldest child typically dislikes andavoids change and risk-taking many establishment figures suchas politicians turn out to be oldest children, it seems.

I: That’s interesting. I imagine younger siblings are less likely to doas they’re told. therefore?

K: Absolutely. Younger children are often very keen to stand out insome way from the sibling born immediately before them. Inwhat’s probably an effort to attract attention, they seem tocultivate different personality characteristics or skills. So, if theoldest child is academic, for instance, the second might go to greatlengths to be creative or sporty or vice versa. Alternatively, if thefirst child is particularly close to one parent. say the mother, thesecond might identify more closely with the father. People likerevolutionaries or radical thinkers have often tended to beyotingest children perhaps their strategy is to rebel against theentire rest of the family.

I: And what effect does it have on a child when a new sibling comesalong?

K: Mm, an interesting question. It’s obviously more of a shock to thesystem for the oldest child, who may do their best to dominate, inan attempt to keep things as they were before and preserve thestatus quo. But if the new child grabs all the attention, there is arisk that the older child will feel resentful at being pushed out andreact angrily towards the parents. How great an impact a newbrother or sister will have, though, is mainly related to the gapbetween them. Children aged four and over are far less affected bythe birth of a sibling because they’re better equipped to cope.Whereas a gap of less than two years between children can oftencause problems, even leading to psychological problems in somecases.

I: In what ways are adult relationships affected by childhood?K: I think emotions such as humour or anger are probably inherited

from our parents, and we can do little about that, obviously. Andall parents do, to some degree, ofiload baggage from their ownchildhood onto their children again inevitably. But I firmlybelieve that what will determine the pattern of our futurerelationships is what happens to us between six months andaround the age of five. At this age, children begin to adopt specificpatterns of behaviour learned from the people who take care ofthem, and connections start to form in the brain. As a result of

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this, even as adults we continue to relate to people in the way welearned to as children. So, whether you are, for example, secure ortrusting, or always expect the worst, will stem from this time.

I: Does this mean that, as a psychotherapist, you can do nothing tohelp an adult?

K: Fortunately, I believe I can. After all, the best thing you can do foryour child is to understand yourself. My aim is to help people tobecome aware of why they think and behave in the way they do, inorder that they can make any necessary changes themselves, andthat’s how I can really help. Unfortunately, people often keepthings repressed because they’re scared of confronting theirfeelings, so the process of uncovering can take years. But change isalways possible if you can recognise that you are misinterpretingthe signs when you think everyone hates you, or whatever.

I: Kate, we’ll have to stop there. Thank you very much.

Speaking, page 65, Exercise 3bIn this part of the test, I’m going to give each of you three pictures. I’dlike you to talk about them on your own for about a minute, and alsoto answer a question briefly about your partner’s pictures.You will each have photos showing different relationships.Teresa. it’s your turn first. Here are your photos. Please let Alex seethem. I’d like you to compare and contrast the photos, saying howimportant you think the relationships are and how they might change.Don’t forget, you have about one minute for this.

Speaking, page 65, Exercises 3c and 4Well, two of the photos show relationships between parents andchildren. One is a mother with a very young baby, and the second oneis a father with a young child. The third photo is a young couple.Er. in the photo of the mother with the baby there’s definitely a feelingof tenderness, whereas in the picture with the father and the youngson there’s more excitement and fun they’re engaged in an activitythat they’re both enjoying. The last photo is slightly di l’ferent as itshows a personal moment in a couple’s relationship. They are holdinghands and sitting close together, and they look very happy.How might these relationships change? Well, obviously at some pointthe baby is going to become less dependent on its mother, andtherefore that relationship is bound to change. And with the fatherand son, the child may well become interested in other things that thefather’s not particularly bothered about. So, if they don’t havecommon interests, that could affect their closeness. For the couple,who knows how things might change? Anything could happen in thefuture for this coupIe~

Exam practice 2

Listening, Paper 4 Part 3Interi’ieii’e,: M Megan Turner

I: My guest today is Megan Turner, who gave up her high-poweredLondon job as a client-services manager in 2002 to set up her ownbusiness selling ethically produced clothes. Megan, welcome.

M: Hi.I: What made you do it?M: After years working with multinational corporations, I sat down

and thought: ‘Is this really what I want to do for the rest of mylife?’ Yes, I could afford to buy nice clothes and goon luxuryholidays, but was I happy? In the company I worked for, I feltcompletely anonymous, just another cog in the wheel. Eachmorning, I’d put on my business suit and join the rush-hourcrowds, And each morning. I wished I was walking in the oppositedirection. I’d always wanted to set up my own company and, aftermeeting Minisha, my business partner, who shared, um, thisdream, I decided to hand in my notice and go for it.

I: So you set up your own company, with your own money. It musthave been exciting.

M: Yeah. We, er, ploughed our savings into our tiny business whichwe called ErI;k’aIIy Me making an ethically produced range ofclothes. We, er, hired a designer, Minisha sourced fabrics fromaround the world, and our first range of clothes came out the

following spring. Um, I’d read a book about ethical production.and it felt good to invest in something I really believed in. But, er,to be honest, the greatest pleasure came from being my own boss,trusting my own judgement and making my own mind up aboutthings, you know, being at the heart of the business.

I: You make it sound all very easy like anyone could do it.M: It’s been an incredible learning curve for both of us. Of course,

some days I felt like hiding under the duvet and I’ve oftenbroken out in a cold sweat when I’ve realised how quickly oursavings were being gobbled up. But, um, we’ve been overwhelmedby the generosity of many helpful people. A photographer istaking the pictures for our catalogue for free, and a web companyhas offered to build our website for nothing, because they bothbelieve in what we’re doing.

I: So what does ‘ethically produced’ mean in terms of clothes?M: Ah. I’d always been horrified by the stories of the poor working

conditions, low pay and child labour used to make the clothes soldin some well-known shops. Well, our principle is one of fair andequitable treatment for all people associated with the company.That means customers as well as suppliers and the widercommunity in the places where the clothes are made which isoften in less-developed countries. We want to reinvest in thecommunities there to ensure those communities survive. I mean,the priority is fair and ethically sound trading policies, but, er. wealso do things like giving 5”/o of our profits to charities, forexample, and a significant proportion of our clothes are madefrom organic fabrics.

I: So how do your customers know what they’re buying really isethical?

M: Well, they can look at the labels. There’s a system of what we call‘version numbers’. For example, if there’s VI on the label, thismeans that child labour hasn’t been used; VS on the label wouldmean environmentally friendly manufacturing practices, where welook at things like the dyes used to colour or bleach fabrics. Um,there are seven V-numbers in all. We enter into an agreement witheach of our suppliers, wherever they are in the world, that theywill keep to agreed health and safety standards and they have toallow independent experts to go and check on these things. Werenew these agreements each year, but only if our standards arebeing met.

I: So you have no regrets about starting the business?NI: There are sacrifices involved, and you need nerves of steel, but

when I consider what I’ve achieved, I know it’s been worth it. It’shard not having a regular pay cheque going into my bank accounteach month, but I’ve learnt to adapt. Instead of eating out withfriends, I’ll suggest a lunch at home, and the annual skiing trip hasbeen replaced by walks in the countryside. I do get a bit lonelyworking from home it’s the only real drawback. But, er.hopefully, our company will takeoff, and one day we’ll be able toemploy staff and I’ll have someone to chat to. However. I’vevowed that they’ll never end up feeling as I did. It’s amazing tothink that I’m in control of my own destiny and that, whateverhappens, is the most important thing a person can have.

I: Megan, thank you for joining us.M: Thank you.

Module 5

Listening 1, page 75, Exercise 2aWhen people are asked to think of names of big multinationalcompanies, one that invariably comes up is Nike, the sports goodsmanufacturer. Originally, when it was started up in the USA in the1960s, the company was called Blue Ribbon Sports ... the namedoesn’t have quite the same impact, does it? But it wasn’t until 1971that the company changed its name to Nike, the ‘lame of the Greekgoddess of victory, and their famous logo was invented by a graphic’design student in the same year. She got a fee of just $35 for designingit, and it’s been used by Nike ever since.Well, the company’s grown hugely since then, and is currently thelargest seller of sports clothing and equipment in the world. One of

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their most important products is footwear, such as running shoes andfootball boots, and the factories which manufacture these tend to belocated in developing countries, but Nike also has factories in Europeand North America, and including manufacturers, suppliers andretailers, they employ close to a million people worldwide,However, it’s not all been plain sailing. Nike is one of several globalcompanies targeted by those campaigning against the negative effectsthat multinational companies can have on society. In Nike’s case.they’ve been accused of violating human rights in their factories indeveloping countries, including. in some cases, the use of child labour,and there have also been complaints of poor working conditions insome of their factories.Nike has responded to these accusations by putting into place a codeof conduct for all of its suppliers. Among other things, this forbids theuse of child labour, and lays down health and safety policies. It’sdisplayed in each factory in the local language, so that every employeecan read it. and ifs also on their website. The company’s also involved‘In various global community projects. including one in Indonesiaflown as ‘Opportunity International’, which provides loans of moneyto women in rural areas who want to set up small businesses of theirown. There’s still ongoing criticism of the company’s policies, but thecompany claims that very few of its competitors have taken such rapidand effective measures to improve the situation for their employeesand also to benefit the wider community.

Listening 1, page 75, Exercise 3aWhen people are asked to think of names of big multinationalcompanies, one that invariably comes up is Nike, the sports goodsmanufacturer. Originally, when it was started up in the USA in thel960s, the company was called Blue Ribbon Sports ... the namedoesn’t have quite the same impact, does it? But it wasn’t until 1971that the company changed its name to Nike, the name of the Greekgoddess of victory, and their famous logo was invented by a graphic-design student in the same year. She got a fee of just $35 for designingit, and it’s been used by Nike ever since.

Listening 1, page 75, Exercise 4aWell, the company’s grown hugely since then, and is currently thelargest seller of sports clothing and equipment in the world. One oftheir most important products is footwear, such as running shoes andfootball boots, and the factories which manufacture this tend to belocated in developing countries, but Nike also have factories in Europeand North America, and including manufacturers, suppliers andretailers, they employ close to a million people worldwide.However, it’s not all been plain sailing. Nike is one of several globalcompanies targeted by those campaigning against the negative effectsthat multinational companies can have on society. In Nike’s case,they’ve been accused of violating human rights in their factories indeveloping countries, including in some cases the use of child labour,and there have also been complaints of poor working conditions insome of their factories.Nike has responded to these accusations by putting into place a codeof conduct for all of its suppliers. Among other things, this forbids theuse of child labour, and lays down health and safety policies. It’sdisplayed in each factory in the local language. so that every employeecan read it, and it’s also on their website. The company’s also involvedin various global community projects, including one in Indonesiaknown as ‘Opportunity International’. which provides loans of moneyto women in rural areas who want to set up small businesses of theirown. There’s still ongoing criticism of the company’s policies, but theCompany claims that very few of its competitors have taken such rapidand effective measures to improve the situation for their employeesand also to benefit the wider community.

Listening 2, page 79, Exercise 2I’ve chosen to talk about the history of Easter Island because it’s astriking example of how human societies depend on theirenvironment and what happens if they destroy it.The island’s most famous features are, of course, its enormous stonestatues. Over 500 years ago, the people of Easter Island constructedOne of the world’s most advanced societies of its time on this tinyPacific island. But their very existence depended on the limited

resources available locally, because the island is one of the mostisolated anywhere on Earth 1,000 miles away from its nearestinhabited neighbour.The islanders lived in closely related tribes, each ruled by its own chief.The foctis of social life were the stone platforms, called a/lu, whicheach tribe built. Over 300 of these platforms were constructed in total,mainly around the coast. These were used for religious and ceremonialevents, and were designed to put statues on. The statues wereobviously sacred to the islanders, but the fact that they all face inwardsaway from the sea towards the fields and villages indicates that theywere seen as offering protection. too, although against what we cannotbe sure.At first, the islanders had no problems finding food. Although theydon’t appear to have cultivated much in the way of grain crops, orkept many domesticated animals, they did grow potatoes, as well ascatching fish and trapping birds. These three things, all of which werein plentiful supply, made up their staple diet. This left them ampletime to carve the enormous statues which played stich a big part intheir lives.Because of easy access to stone, the statues were always at least fivemetres high, but over the years. as inter-tribal competition increased,so did the number and size of the statues. It was this desire to outdoeach other in building statues that proved to be the beginning of theend for the islanders.The amazing thing is how these huge statues got from the quarrywhere they were carved to the stone platforms on which they were tosit. The only form of transport on the island, after all, was manpower.Well, the explanation is probably that the statues were transported ontree trunks, which acted as rollers. As a consequence, by the year 1600,the island was almost totally deforested.By this date, many of the trees which once covered the island wouldalready have been cut down as the population grew. People needed fuelfor cooking and wood for the construction of houses and boats. But itwas the incredible number of tree trunks needed to move over 800massive statues that is thought to have spelled disaster.The inability to erect more statues must have put an end to social andceremonial life, but the absence of trees also led to soil erosion, so thatplant and animal species became extinct, whilst people were unable tobuild boats they needed to go fishing, or to escape from the island.When the first Europeans arrived in 1722, they found the islandersinhabiting caves, on the very edge of starvation. Unfinished or toppledstatues were to be seen everywhere.The cultural demands of the islanders had proved too great for thelimited resources available on the island, and when the environmentwas ruined, the society very quickly collapsed. The story serves as agrim warning to the modern world, as our own aspirations outstripthe available resources.

Speaking, page 81, Exercise 2bNow, I’d like you to discuss something between yourselves, but pleasespeak so that we can hear you. Here are some photos illustratingenvironmental problems in our world today. Talk to each other aboutthe relative importance of each problem and then decide which is themost urgent one to address. You have about four minutes for this.

Speaking, page 81, Exercises 2c and 3aSI Siudeni I, 52 Student 2, E ExaminerSI: OK, well, where shall we begin? Shall I start? Well, let’s talk about

this photo it’s about genetically modified crops. I’ve read thatGM crops are difficult to control they can spread andcontaminate other crops organic crops and so on.

52: I don’t like the idea at all. I must say. becatise itSI: And we don’t know what long-term effect it might have on our

health. The more we tamper with food, the more risks we run withour health. Having said that, I’m not that worried, really.

52: Which problem c/a you find worrying, then?SI: I think air pollution all these toxic car fumes making us ill. Yet

there are more and more roads being built every day.S2: Mm. I do agree with you on that, and I don’t think we’re doing

anywhere near enough to restrict traffic in our cities.SI: I think people should be made to pay charges if they want to use

their cars in the centre. I’m worried about global warming, too

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our summers seem 10 be getting bolter and hotter all the lime.Look at the floods in this photo there’ll be more and more, asour climate changes.

52: If we did more to develop alternative sources of energy, it wouldhelp, but to me the situation seems to be pretty mitch as it wasyears ago. Don’t you think Ihat we should

SI: I don’t think that the problem of waste is nearly as bad as theymake out. though, We do seem to be getting better aboutdisposing of our rubbish. A lot of it is recycled now,

52: Yes, but wouldn’t you agree we’ve just become a throwawaysociety? For example. look at

SI: It’s the isstte of conservation of resources again in my opinion. It’sall part of the same thing, isn’t it? Just think of the way they’redestroying the forests in some countries entire species havealready died out because of loss of habhat.

S2: Mm, yes. I suppose so ,.. Anyway. we have (0 decide whichproblem we think is the most urgent to do something about. Whatdo ,you think?

SI: I’d say air pollution is by far (he most seriotls problem on a day-to-day basis. Definitely.

52: Yes, and because of the long-term effect on (he climate as well,Yes, I agree that this is probably worth lighting for,

E: Thank you. So which problem have you decided is the mosturgent one to address?

Module 6

Listening 1, page 91, Exercises 2 and 3M = Ma,’Un, S = SandraM:Oh I’m not sure I’ll be doing that again! I was useless. Not to

mention that I feel as if I’ve been run over by a bus.5: But that’s the whole point. It’s not meant to be easy. You’re

supposed to feel as if you’ve worked hard. That’s why we’re doingit. remember? To raise our pulses and work our hearts, like thedoctor said. Otherwise it wouldn’t be worth our while coming! Theproblem with you is that you’re the kind of person who buys anexpensive gym subscripiion and then thinks you don’t need tobother actually going. You’ve got to put a bit of time and effortinto getting fit it’s not going to happen overnight.

M: I realise that, but I (hought it could have been a bit more I don’tknow gentle, somehow. You didn’t get much chance for abreather. It’s the way you have to remember so many things a thesame time you know, which way to (urn, what do (0 with yourarms, when to change partners. I’m far too clumsy for this, if thetruth be known I kept tripping over my own feet.

5: You and me both don’t worry about it. That’s probably thehardest thing to think of everything at the same time. It’s a bitlike learning to drive, except we have to keep in lime to the musicas well. But the teacher was very patient, I thought. Anyway, I’venot had such a good laugh for ages. I (hOught I night ask if shedoes any other classes, too.

M:Oh come oil’ it! You’re joking. I hope.

Listening 1, page 91, Exercise 4Al Ala,,, IF H4,,,ianM: I don’t deny that the idea of more organic farming is

environmentally justifiable but it’s still a fact that there is not yetsufficient public interest to make it a viable proposition in themarket place.

W: So how come last year sales of organic food jumped by thirty percent? Surely that’s a clear indication thai a growing number ofconsumers are waking up to the realisation that it is not only betterfor you, but it’s (astier. too. In fact the industry is now worth £1.6billion and Britain is the third highest consumer in the worldafter the US and Germany.

NI: Yes, but hang on the fact remains that it’s not 40% of our totalfarm produce it’s still only 4’ and I would be wary of sayingthat 96% of what our farms produce is second best just because it’snot organic. And given the fact that there’s no conclusive evidenceeither way that it’s nutritionally better for you than mass produced

farm food. (he issue has to be whether you personally believe ittastes better. It’s a lifestyle choice and you have to be prepared topay more for it.

W: You do, but then again you have to ask yourself why foodproduced by non-organic firming methods costs so much less.Organic food is more expensive because it takes longer to produceand is more labour intensive. Animals are kept in free—rangeconditions and fed natural diets, for a start, which must mean it’shealthier, surely? And several recent medical reports haveestablished a link between additives used in conventional farmingand asthma and heart problems.

NI: You might have a point there, but it’s early days and it has yet tobe proved

Listening 2, page 95, Exercise IExtract IL = Li:. C =

U What stands out in your mind about going to your first fooballmatch, Carl?

C: Er well, there was all the pushing and shoving at the gates, andwondering what I’d do ill got separated from my dad. My dadwas a bit worried about all (he sttifl’ being shouted during thegame you know. the er colourful langtmage mainly dii’ectedtowards the other side, or one of ours who missed a goal he keptlooking at people as if to say ‘Hey, watch your tongtie. there’s aseven-year-old here’ but he needn’t have bothered because I wasn’treally listening. I was just so mesmerised by the sheer volume ofpeople there like a sea of blue shirts that went on forever.

U. My first match was at Anfield, watching my brother’s team.Liverpool. I wasn’t that bothered about footie at (he time but theatmosphere was just so overwhelming all the chanting andsinging that I was in tears for most of the time, Tim thotmgh I’dbe fed up alter ten minutes but the time went quite fasL I spentmost of it just watching the supporters all that passion!

C: I’m like thai myself. I still get so worked up I always feel exhausledafterwards.

Extract 2I = I,,reri’ieii’cq: S = Stet’eI: Your police force was the first in the country to start focusing on

cold cases re-opening investigations ino crimes which had neverbeen solved, Why was that?

5: Well, there’d just been a nasty attack, which we realised had strongsimilarities to one which we’d been unable to solve twenty yearsbefore. The case in 1987 had had a lot of ptmblicity feelings wererunning very high in (he community because Ihe victim was soyoung but we’d had to give up on it, which was frustrating. Butby using the advanced scientific techniques just becoming availablewe were able to match a single hair found on the scene all thoseyears ago with one from our current investigation. and finallybring the offender to justice. Of course since (hen many otherforces have followed our example btmt ours was the first really bigoperalion in (his cotintry.

I: What was your initial reaction to being asked (0 work on the case?5: Well, the thing is. I’d been rather hoping to spend my years coming

up to reiiremeilt doing something relatively undemanding. likeworking as a community officer so I wasn’t over the moon about it.But it wasn’t entirely unexpecled as I’d been the police officerwho’d investigated the original attack and knowing a lot about thebackground already meant I had lots of advantages — I wasn’texactly starting from scratch.

I: And I suppose you could never really forget the caseExtract 3P P,c’s~’,,l~’,: B &‘ccaP: And next on the line we have Becca Thomas, who wants advice on

a very thorny problem she has w deal with.B: Hi. yes, good morning. My nine-year-old daughter has mentioned

that there’s a girl in her class who is picking on another child in theplayground you know. calling her names, telling other kids not (0

play with her and so on. My daughter obviously feels sorry for thischild, although they’re not special friends, but the difficult thing isthat the mother of the child doing the bullying is a really goodfriend of mine and I lie awake all night wondering whether or not Ishould let her know.

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P: It’s a tricky one she might feel you’re judging her daughterjuston the basis of what your daughter says, which she will probablynot be too happy about. On the other hand, assuming what yourdaughter says is true, letting this bullying go on is not really anoption. If you speak to the teacher without saying anything toyour friend, you run the risk she’ll find out you’ve gone behindher back but one solution would bc to encourage your daughterto tell the child being bullied to tell a teacher if there al-c ally moreproblems

B: But ill did that, surely

Speaking, page 96, Exercise 3aIn this part of the test, I’m going to give each of you three pictures.I’d like you to talk about them on your own for about a minute. andalso to answer a question briefly about your partner’s pictures.Thomas, it’s your turn first. I’d like you to compare and contrast thesephotos of museums A. B and C saying how successful these placesmight be in encouraging young people to develop an interest in thepast. Don’t forget, you have about one minute for this.

Speaking, page 96, Exercise 3bS = Student, E = Exa,ni,ierS: Well, all the photos show children, they all appear to be totally

engrossed in what they are looking at. In this one. the little boy islistening to someone talking about the, er, exhibit it looks like akind of gun I think he’s the guide. and he’s dressed up in auniform, so this brings it to life for the boy and makes it real. Thedinosaur looks very realistic, which also brings it to life for thechildren ill the second picture.In this photo. the girls are actually doing something. rather thanjust looking. I think this kind of idea is becoming much morepopular where young people fill in worksheets or do hands-onkind of activities. It’s fun, more involvtng. What I don’t like aboutinteractive exhibits, though. is that queues often build up, which isfrustrating. I think a time limit should be set for each activity sothat people don’t have to wait too long.It’s not just the fatct that it’s interactive, though, that makes amuseum interesting. It’s not enough. The content of the museum isimportant, too it has to be relevant to young people.So I do think that places where young people can get involved orwhere the exhibits are presented in an interesting way can reallyinspire them to develop an interest in (lie past,

E: Thank you. Now. Elena. can you tell us which museum you wouldfind most interesting?

Exam practice 3

Listening, Paper 4 Part IExtract OneM: I mean, let’s face it. natural history filming hasn’t in essence

changed a lot in tile past 50 years, All that’s changed is the qualityof the equipment; the approach remains much the same,

F: And yet more technological fixes seem to be the only way forwardthat fiim’makers are prepared to contemplate. But is that really theanswer? Increasingly the technology itself becomes the source ofinterest rather than the subject of the film.

M: So you get people thinking: ‘How did they hIm that?’ rather thanWhat’s that animal doing?’

F: And if you ask me, whilst computer-generated dinosaurs may befun for kids, how long is it before such technical temptations comecloser to home? When air travel for a full film-crew begins to lookboth environmentally and financially questionable, will computer-generated snow leopards sneak in? Will we know? Would we care’?

M: Well, I don’t know about that . --

Extract TwoM: So where did the idea for ARKive come from?F: Well, ~ all suirted in the l980s, when people got talking at the film

festival called Wildscreen. where conservationists and naturalistscould come together once a year to see the latest wildlife films.What people realised was that most good ‘vildlife footage was seell

once or twice at conferences, and then consigned to a cupboard, Ifyot, were a scientist who wanted to see a film again or find somepictures. then there was no database to help you. Anyway, at thattime the technology to build such a database cheaply andeffectively didn’t really exist, so at first all the talk came to nothing.

M: So what’s changed?F: Well, the need to preserve pictures and sound recordings of

endangered species has become even more urgent. We’ve beenfortunate enough to secure long-term investment in the projectfrom a major wildlife charity. And the other thing, of course, is thetechnology itself. New developments, particularly broadbandconnections and digital storage systems. have turned the idea intoreality. Because if visual material can be stored in digital form, andaccessed easily via the Internet, it’s not only preserved, butbecomes freely and easily available to everyone. To my mind, that’sthe beauty of ARKive.

Extract ThreeM: A new gas pipeline is being built locally and we’ve both been

helping with lots of surveys of bats, small mammals and reptiles tosee what wildlife will be disturbed by the construction of thepipeline. If our recommendations are followed, then certain areaslike species-rich woods or hedgerows will be avoided by thecontractors who are putting the pipeline in. Our role is to act as aconsultant to those contractors rather than representing otherinterested parties such as conservation lobbies, but it’s stillworthwhile, isn’t it, Debbie?

F: Oh yes knowing that I make a difference to rare and endangeredspecies is very satisfying. I don’t really enjoy having to handlewildlife in a physical sense, but fortunately. that doesn’t happenvery often. The long hours can be hard as early mornings and latenights are part of the job if you’re dealing with bats as well asbirds. You need good animal identification skills, and the ability towrite reports is certainly part of the job, as record-keeping is of theessence but I don’t mind that so much.

Module 7

Listening 1, page 107, Exercise 2Today, we’re looking at the life and work of musician Evelyn Glennie.the world-famous Scottish percussionist. who has been deaf sincechild hood,When I was about 15,1 went to see Evelyn Olennie in concert, and ithad a great impact on me. not just because of her deafness and herundoubted virtuosity as a musician, but because of her originality. Itwas like nothing else I’d seen or heard. This was partly down to thekind of music she performs. which is a mixture of different traditionsand cultures, and partly because of the style in which she plays. It’svery unusual to be able to play so delicately one minute and then soforcefully the next. It really takes your breath awaylEvelyn is also renowned for being a great visual performer with greatindividuality. She wears very unusual clothes nothing like thestereotypical musician in a suit or smart dress. Depending on what themusic is, she might dress up as. say, an alien or a eat, and this, togetherwith her unique choice of instruments, all adds to the excitement.Evelyn plays all tile normal percussion instruments xylophone,cymbals and so on as well as drums from all over the world, such asbongos and steel drums. But what I find particularly fascinating iswhen she uses everyday objects such as flowerpots and spoons, tocome up with sounds which you’ve never heard before. Apparently.she owns about 1.500 instruments, and when she travels, she takes upto 600 different kinds with her at a time, playing about 60 in any oneconcert. It must cost a fortune to transport them aIREvelyn became deaf at the age of 12. but she’s never made a fussabout it and only took up percussion afterwards. The reason shealways plays barefoot is so she can feel the vibrations of herinstruments and the orchestra. But when she applied to music collegesafter leaving school, she had 16 applications turned down justbecause she was deaf. This didn’t put her off, though, and eventually.at 17. she was taken on as a student by the Royal Academy of Music.Her achievements since then speak for themselves. She is a top


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international musician and has transformed the role of percussiveinstruments within the conservative world of classical music, winningawards in the process. Not bad going for someone still under 40! Ontop of her hectic professional life, she’s also in charge of a researchcentre which aims to educate people in music as a form ofcommunication and recreation. She is associated with around 150charities, which have the benefit of her help and support.Recently Evelyn was voted ‘Scotswoman of the Decade’, and I suspectshe’s inspired lots of people like me to become musicians, not justbecause of her ability but because of the kind of person she is. She’s areal role model, and if ever I think I can’t do anything, I just think ofher and all that she’s achieved against the odds.

Listening 2, page 111, Exercise 2Speaker IUntil I got the bug, I was always perfectly happy lying on the sofa;pizza in one hand, TV remote in the other. Given the choice betweenan hour on my Playstation and ajog round the park, there’s no doubtwhich I’d go for. But that all changed the day my friends all clubbedtogether and bought me a gym membership as a joke birthday present.It must’ve cost them a bit, so I thought I’d better go, and I sort of gotsucked in. tn some ways, I wish I hadn’t, because it’s taken over mylife, really. I’m now working out five nights a week and, apart from mygirlfriend, no one ever calls any more.Speaker 2It all started with my brother complaining about some soap opera he’dmissed because I was watching a game show. I thought it’d be a quickway of finding out what had happened for him, but in no time at all, Iwas hooked. Three nights this week it’s been well after midnight whenI’ve torn myself away from the screen. My parents think I’m workingon stuff from college, and I let them think that. I know it’s wrong, butwe get on really well, and I don’t want them to know I’ve got aproblem. I haven’t even used my credit card yet, but one link just leadsto another, and I’ve always loved window shopping.Speaker 3I’m not short of friends, but after a hard day at the office, I’m in nomood for socialising. I just collapse in front of the TV with a ready-meal on a tray. I know it’s not clever, and I’m full of good intentionsabout watching my waistline and getting more exercise, though in factI don’t actually have many days off sick. My girlfriend’s a real healthfreak who’s always telling me I’m throwing money away on exactly thewrong kind of stuff. We had a big row about it yesterday, so I’ll haveto change problem is, it’s so easy ordering it all online from the localsupermarket, and I just can’t break the habit. I wish I could!Speaker 4I used to tell myself it was just something to do you know, I’d meetup with friends, see what was new, then stop off at a burger bar orsomething. But then I realised I had a problem and I couldn’t foolmyself any longer I’d feel quite cheated if I went home with nothing.It doesn’t matter what it is a book, a computer game, something towear it just gives me a thrill, even though it’s temporary. Half thetime, I don’t need the stuff, which really infuriates my parents. Theymake me take things back and try and get my money back, though Inever actually overspend, so that’s not the issue.SpeakerSI sometimes become aware of people looking at me angrily, as if I’mdisturbing them, particularly older people. who think it’s anti-socialsort of thing my gran would say! But I just hate to feel out of touchwith the office or the family while I’m away on business. But half thetime, I’m just ringing for the sake of it. I know it sounds silly, likesomething out of a soap opera, but I always feel quite nervous if I’mout without it. and I keep checking that it’s still in my pocket. It’sbecoming a real problem, actually, because my last bill wasastronomical, and there’s no way I can conceal that from my wife.

Speaking, page 113, Exercise 3aIn this part of the test, I’m going to give each of you three pictures. I’dlike you to talk about them on your own for about a minute. and alsoto answer a question briefly about your partner’s pictures.Slella, it’s your turn first. Here are your photos of important momentsin people’s lives. Please let Boris see them. i’d like you to compare andcontrast the photos, saying what impact these events might have onthese people’s lives. Don’t forget, you have about one minute for this.

Speaking, page 113, Exercises 3b and 4Right, well, ... I think both having a baby and retiring from yourjobare crucial milestones in a person’s life. So what impact could theseevents have? Well, with a new baby, the parents will suddenly have farless freedom they won’t be able to go out whenever they want and soon.What about retirement? He doesn’t look very happy not everyonelooks forward to retirement. You don’t have a structure to your daysany more, so you have to find other ways of filling your time. On theother hand, it’s a great opportunity to do all those things you didn’thave time to do before.The third photo is a milestone too, but in a different way becausewinning the lottery is very unexpected, whereas at least a baby andretirement are things you can plan for! The couple look very happy.They can stop working and travel all over the world. But perhaps theymight be worried too maybe they think people will only like themfor their money now.But in general, I’d say all these events can have a very positive effecton people’s lives.

Module B

Vocabulary, page 122, Exercise 3bmaterialistic, materialisminfluential, influencepreoccupied, preoccupationcontent, contentmentpopular, popularitycontrollable, controlspiritual, spiritualityidyllic, idyllbeneficial, benefit

Listening 1, page 123, Exercise 2Speaker IWell, I know people say it’s a kind of cultural revolution which willchange the way we live, but I doubt it somehow. I wonder just howmany people it will affect in reality. Somehow I don’t think it’llimpinge on me much I can’t see people sending their kids to historyclasses in the middle of the night. I know teenagers like staying uplate, but even so! It must be the same for lots of other professions. too.I mean, who’s going to want to make an appointment to have a toothfilled, for example, at three in the morning? Having said that. Ifrequently find myself marking exercise books at that time!Speaker 2Twenty.four.seven’s obviously sound from the economic standpoint. Itallows greater flexibility in thc labour market, which will help manyemployers like myself. If you ask me, the concept of a fixed workplacewill soon be outdated, too already many people at our companywork from home at least a couple of days a week because a lot of ourwork is done online. But there’s a flipside to this of course in thatpeople may feel under pressure to be available for work at all times,regardless of their circumstances, and there’s a danger that somebosses might take advantage. I can see myself being tempted when Ineed people to help me get that urgent deal sorted out.Speaker 3I’ve always had flexible working hours as I’ve had to take my turnbeing on emergency call. It doesn’t happen that much but pets and zooanimals don’t take any notice of surgery hours! Fortunately, I’m luckyenough to have a husband who can run his design business from homeif needs be, and call cover with childcare. Some people are not 50

lucky and child-care services don’t usually run outside normal ~vorkinghours yet, which would cause a problem for many working parents ifthis does takeoff. I would imagine we’d extend our appointmentsystem into the night if 24-hour working does come in but I’m notreally too bothered one way or the other there are advantages onboth sides it’s six of one and half a dozen of the other.Speaker 4I’m a night owl well you have to be if you work on newspapers 50

flexible working suits me down to the ground. My job involves both

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writing and sub-editing and I actually volunteer to do nights quite alot as it is work goes on round the clock. For me the main plus ishow much faster I can get across the city out of normal hours youcan avoid the queues and rush-hours on busy roads on the way to theEvening Post offices and of course more cars at night would meannot so many during the day. which would have to be an advantage foreveryone. I went to an an exhibition in Los Angeles a few months agoat four in the morning you could just walk around and have theplace to yourself it’s greatlSpeaker SI have worked anti-social hours in my time people are alwayswanting lifts to and from airports at ridiculous times but I alwaysadded extra to the sum on the meter for it because it’s just not goodfor you it plays havoc with your body clock. I think we have toaccept we’re a daytime species asking people to work at night is likethrowing them in the sea and asking them to stay there for a weekit’s possible but there are risks. Particularly for people who considerthemselves night owls they feel good at night but they may wellregret it in the long run. That’s why now I refuse to take jobs afterabout 10p.m., even if I can charge more for it.

Listening 2, page 127, Exercise 2I Intert’iewer. MJ = Martin Thylor. MJ = Marj’ JohnsonI: Juvenile crime is one of the biggest problems we face in Britain,

and today we’re going to hear about a groundbreakingexperiment which is helping to address the issue. With us in thestudio today we have Dr Martin Taylor, the man who helped toget the project off the ground, and Mary Johnson, whose child,Glenn, was one of the first children to benefit from it. Martin,lets start with you. What is the thinking behind On Track?

MT: Well, criminologists have been aware for some time that it ispossible to say with 80 per cent accuracy the factors which mightresult in certain youngsters becoming potential future offenderswithout obviously being able to predict whether he or she wouldget into, let’s say, armed robbery or whatever. It’s a long-terminitiative which relies on everyone pulling together to stop thishappening members of the health service, local schools, thepolice, social services . but especially the children at risk and theirparents. If the scheme is to work with any degree of success, wehave to have their cooperation or we may as well not botherthat’s why the scheme has to be voluntary.

I: And how do you actually identify which kids these might be?MT: The project targets pre-teenage youngsters from around four

years old in areas like the one Mary and her son Glenn live in.That is, places with a high incidence of unemployment andpoverty. Of course, this doesn’t necessarily mean a child will turnto crime but it’s one of the factors to be taken into account,along with where they are educated. Having said that, of farmore significance in my view is how well a child relates to hisparents and siblings on a day to day basis. Having seen Glenn inaction at home. I felt there was a good chance he’d be involved incrime by the time he reached adulthood.

I: How did you react to being told that your son was at risk, Mary?MI: The thing is that we’d been getting more and more exasperated

with his behaviour by the day. He was constantly rude to all of usand if we tried to discipline him, it just made matters worsehe’d just shout back and get aggressive. We just didn’t know howto handle him and things were going downhill rapidly. Whatshocked me was seeing how many young kids were involved inpetty crime; throwing stones, vandalising cars, that sort of thing.I felt they’d put pressure on Glenn to do the same. So I felt quiteglad in a way because it meant that something was finally goingto be done the school certainly didn’t seem to be doing much. Imean obviously it’s not great to know your son’s a hooligan, but Ican’t say it was entirely unexpected.

I: Did On Track initially get in touch with you, Mary?MJ: They’re not allowed to do that, although they had, apparently,

sent information home with the kids at school, which of courseGlenn didn’t pass on. I had heard something about it through afriend but never got round to getting the number Then one dayjust as I was feeling really low I came across a leaflet from thelibrary which said that it was a voluntary scheme aimed at

keeping young people out of trouble. It offered support to bothchildren and parents, so we decided to go for it. We had nothingto lose, really.

I: And how were they able to help you?MJ: One of the things they do is visit your home and encourage the

family to talk things through. That didn’t work with Glennbecause he’s dead against any kind of counselling, and wouldn’tjoin in. But the parenting course we went on was a real eyeopener. Doing roleplays of situations we might find ourselves inwith other people in the same boat as us made us realise weweren’t very skilled parents at all. I used to get very wound upwith his behaviour but the course taught me to keep calm andcommunicate rather than shout. I was encouraged to give himloads of attention when he behaved well, rather than just beingnegative all the time. This was a revelation to me.

I: And did he respond well to this?MJ: Better than I could have dreamt. That’s what he obviously wanted

and needed, but I hadn’t realised. He still has his off days but hedoesn’t call me names anywhere near as much and we canactually sometimes have a conversation instead of just shouting.There’s a long way to go and academically he’s still not makingany progress. But the incredible thing for me is he will nowsometimes give me a hug and show me he does actually care,which was unheard of before. In just two years, by gettinginvolved with the project, I feel I’ve given him a real chance of anew life.

Speaking, page 130, Exercise 4aNow. I’d like you to discuss something between yourselves, but pleasespeak so that we can hear you. Here are some photos which showdifferent aspects of police work. Discuss how challenging each aspectis. and decide which two photos would be most suitable for a policerecruitment brochure. You have about four minutes for this.

Speaking, page 130, Exercises 5b and 6a£ = Exanihie,; SI = Student I, S2 = Student 2E: Do you think there is more crime now than in the past, or are

people just more afraid of crime?SI: Well, I think there was actually just as much of it before it’sjust

that everyone is much more aware of it nowadays because of themedia coverage. The newspapers send out panic signals youknow, as if muggers were waiting around every corner.

S2: Yes, I wish people would realise that crime is really quite low.What they should be worrying about more is, for example,encouraging people to drive safely and

SI: I agree absolutely. Road accidents are still the biggest killerspeople driving too fast, or perhaps not concentrating becausethey’re talking on their mobiles. It’s time the police put more effortinto preventing people dying on the roads.

E: Thank you. Do you think violent films and computer gamesencourage people to commit crimes?

S2: Well, that’s a difficult one. Um ... I think the effect of these gamesand films is probably exaggerated to some extent, but i’d reallyrather they didn’t show violent films on TV when children arelikely to see them. What do you think?

SI: Well, yes, probably for most people there’s no problem they canseparate reality from ... er ... games, but suppose someone withviolent tendencies was watching a film like this or playing a game

they might get ideas.E: Thank you.

Exam practice 4

Listening, Paper 4 Part II Interi’ie,i’e,; T To,,,, A A!j.vonI: Next week, adventurer Tom Westfield is setting off on his latest

expedition, crossing the Atlantic by an especially perilous route inan open boat. Meanwhile, back in London, his personalassistant, Alison Nunn, will be in charge of operations. Theyboth join me in the studio today. So, Tom, turning to you first, it

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seems an adventurer needs a PA these days?T: That’s right, although its a relatively new thing for me. I took

two and a half years to plan this trip. organising everything fromsponsorship and fundraising to testing the boat. I’d be the first toadmit that my particular skill is not administration. Being self-employed, it didn’t occur to meat first to take on a PA, but it wasan excellent move because it’s freed me completely to do what I’mbest at. while Alison deals very efficiently with what I’m not goodat. But I also like the comradeship of working with someone, ofhaving someone on my side. She’s really the unsung heroine ofthis trip.

I: So. Alison, what attracted you to the job?A: Well, I had a good position as a graduate PA in advertising. I’d

worked in insurance and accountancy. but I was never quitecomfortable in the world of commerce and finance, and I waslooking for something different. I’d been doing voluntary work inmy free time, and I actually met Tom by chance at a charity ball.I had just competed in the London Marathon to raise money fora children’s hospital. and I felt very energised. We talked aboutlife’s challenges, and Tom said he really needed someone to sortout his life, so I said. ‘What about me?’ He told me to thinkabout it and get in touch again if I was serious. I took my timedeciding and read his book before going to work for him. He’svery special, so driven by his passion. I certainly made the rightmove.

I: That was the book you wrote after you’d sailed single-handedlyround the world?

T: , Yes. That first book was called Rear/nag my Goal, and covers theearly part of my life. I’ve always been very active, and I’ve had ago at most extreme sports you know, hang-gliding. kite’surfing.all that. Bttt, while at university, I had a nasty horse-ridingaccident where I hurt my back. The doctors said, you know. ‘Nomore physical challenges for you you’ll have to take it easy fromnow on.’ But I just couldn’t accept it. The book talks about megetting back to fitness and the goals I set myself along the way. Ithought sailing round the world was the ultimate one, butactually I didn’t stop after that.

I: So. what drives you. Tom?T: One of the things that I do to raise money for my trips is talking

to kids in schools and colleges about motivation. I found thatpreparing for those talks did lead me to question my own motivesfor doing these trips. But I came to the conclusion that basicallywe live in a fascinating world and we’re barely scratching thesurface of what’s achievable and that’s what drives me.

I: So. Alison. tell us what you’re doing to support Tom on thislatest trip.

A: I’ll have my hands full pretty much 24 hours a day, just runningthe logistics. That means things like contacting coastguards.arranging refuelling, etc. I’ll basically be acting as theheadquarters. The expedition from North America to the UKwill take three to four weeks. This particular route hasn’t beencompleted before it’s very dangerous, There’ll be five men,including Tom. in a boat which is essentially a large inflatabledinghy and it has no shelter.

I: And how are you feeling Tom with just a week to go?T: Before you goon an expedition. you go through the whole range

of emotions. At times, I’ve felt terrified at the thought of what I’vetaken on; at others, anxious about the details I suppose I’mrather insecure in some ways, I like to feel in control of everything.But now we’ve reached this stage. I j~ist feel rather vulnerable, as ifI’ve done all I can and it’s just down to luck with the weather.Once you start, you go into survival mode and, as time goes by.you get tired, wet and fed up and you start missing home.

Module 9

Listening 1, page 139, Exercise 2i?ileri’ieii’e,: J Jour, G Gait’

I: In today’s programme, we’re looking at job interviews: how topresent yourself if you want to land thejob in question. With me

are Jodie Bradweli, a recruitment consultant with a top Londonagency, and Gary Smart, a university careers officer. So, Jodie. I’veread that first impressions really count in interviews. Is that thecase?

J: Well, research has shown that when we meet people for the firsttime, we very quickly make up our minds about them, What theresearchers found was that in job interviews especially. it’s theimpression people give as they walk through the door that sticks.no matter what they nay go on to say and do. It’s an alarmingthought, and I’m not 100’ convinced, but those were the findings.As a candidate, your best defence against this, of course, is tomake sure you send out the right messages from the moment youwalk in: the way you greet people. what you wear, anything thatcan influence the interviewer’s opinion.

I: Gary. would you go along with that?C: Well, if we’re talking about graduate recruitment, I would hope

that its not quite so superficial. I mean, companies invest heavilyin their recruitment procedures. and what we seem to be sayinghere is that all you need is a smart suit and a firm handshake andyou’re in, and I think that’s too simplistic. In any case, if youpresent a false impression of yourself in an interview ‘Yearclothes you’d never be seen dead ill elsewhere, adopt a ... adifferent way of walking and talking you’re hardly going to feelcomfortable and at ease in the situation, so it could be counterproductive.

I: Jodie?J: Gary’s right, of course. It~s important to be yourself in an

interview, and v,hat we’re talking about here is presenting yourselfin the best light not pretending to be somebody you’re not. Thething to remember about this research, though, is that it’s talkingabout subconscious impressions. Of course, the interviewers don’tmean to base everything on a first impression, but it seems thatthey are influenced, on a deep level, by certain aspects of acandidates behaviour, even if that’s not what they notice at thetime you know, not what they discuss when that person’s justwalked out the door.

I: So, let’s imagine that a company has narrowed the field down to.say. six candidates all with an equal chance on paper. Howwould you, Gary, advise those people to behave at interview?What about the issue of dress?

C: Well, according to another study. 70’ of employee turnoverresults from people not fitting in with the culture of a company.rather than a lack of ability or skills. So the interviewers arelooking to see whether or not someone seems to be the sort ofperson who’ll get on in the sort of place it is. So candidates needto do their homework on this. The general rule of thumb is findout what people wear in thejob it’s ofteti smart casual in officesthese days and go up a notch. You want to look as if you’vemade an effort, but also that you’re going to fit ill with the culture.

I: And Jodie, what about body language? Can we really alter thesignals we send out about ourselves?

J: Well. at interviews candidates are rather nervous and often toobound up with their own feelings to think about 110w theinterviewers may perceive them. So, I’d say be yourself, but dothink about 110w you’re going to behave. It’s important to lookpeople in the eye, for example. and to smile. Candidates whoproject an image of vitality and energy come across as morecapable to tile interviewers, more inspiring than those who seemflat and charaeterless. So, stay upbeat, sit up straight and speakclearly. Think about the total message you’re communicating tothe people opposite ~0Ll because it’s lot just what you say.

I: Gary?C: I’d go along wIth that. We do role-plays with students to get them

thinking about how body language affects verbal communication.You know, we get a volunteer to sit on a chair with their armsfolded. legs crossed, looking at the floor all classic symptoms ofinterview nerves :tnd then ask them questions. Then we get thesame person to sit in a relaxed way, looking straight at theinterviewer, and ask them some more questions. What alwayshappens is that in the second position, the person’s voice soundsdifferent, the tone lifts. and they suddenly sound sure ofthemselves, more energetic and enthusiastic, and these are all thequalities you need to project in an interview.

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I: Have you ever tried that, Jodie?3: I’ve seen it done on a video it’s really striking. But I’d like to add

that, sure, ifs worth knowing what the optimum body’languagesignals are, but don’t get hung upon them. If you’re projecting theright qualities, and feeling the appropriate emotions, the bodylanguage will follow’ naturally. But if you sense during aninterview that you’re flagging. um. that you’re sounding lesspositive than you would like to, you should monitor your bodylanguage and adapt it to lift your mood and your verbal tone.

I: Moving on to what to say and what not to say, perhaps yoticould

Listening 2, page 143, Exercise 2We’ve all got at least one T-shirt. They’re cheap. stylish and easilyreplaceable. But how many of us know the history of this familiargarment?Well, it all started during the First World War. Sailors in the UnitedStates Navy noticed that their French counterparts were wearingcotton undershirts which were much cooler and more comfortablethan the woollen ones they were issued with. The Americans qLlicklyadopted the French habit, and cotton shirts shaped like a letter T soonbecame standard issue for all ranks of the US forces. A modern classichad arrived.The 1930s saw great advances in the cloth industry. The massproduction of cotton cloth made it cheaper and more widely available.and something resembling the modern T-shirt became a popular itemof underwear for the masses in the USA. The shirts were made of thesame material as they are now, although they were much looser. hadsleeves down to the elbows and a V-shaped neck. The modern classicshape. of course, is with a round neck and much shorter sleeves thanwas originally the case.Exposing one’s underwear in public before the 1950s was unheard of.however. In the I930s and 40s, this was felt to be appropriate only forpeople such as sportsmen or workmen, who needed freedom ofmovement to play or work. However, news pictures of T-shirtcdsoldiers fighting in the Second World War contributed to the gradualacceptance of the garment as outerwear,The person who did most to cement the popularity of the T-shirt,though. was probably an acior. In the early I950s. the play. AS/reeker Nanwd Desire starred the young MarIon Brando. wearing askin-tight T-shirt which showed off every muscle. Suddenly, everyyoung mall wanted one, and not a loose floppy one either! But it waswhen the T-shirt got taken up by film stars in Hollywood that itbecame associated not so much with physical strength as withrebellion. especially once teenagers had seen James Dean weanng onein the film Relict Wit/gout a cause. By 1955. it had become fashionablefor young men to wear the T-shirt without another shirt covering it.and by the end of the I 950s. the impact of the movies was such thateven women were wearino them.Oddly enough. it was&t until the BLldweiser beer company begangiving away T-shirts bearing its logo in the mid-sixties that everydaybrands realised the advertising potential of the garment. But the ideaquickly caught on. with logos for everything from Coca-Cola tocigarettes appearing on the front of T-shirts.In the 1970s, the T-shirt evolved yet again, this time as a vehicle forpolitical protest. Inexpensive and stylish, it was all ideal way tocomment on issues in the news, Feminists wore T-shirts with legendslike A roman ,iecd.s’ (linda like a fist, igeeds a hici’ele, and when blackactivist Angela Davis was imprisoned. F,’ee Angela T-shirts appearedworldwide.So. when we look at the T-shirt today.

Module 10

Listening 1, page 155, Exercise 2Extract IL Li:. R — Richard

I didn’t know you were into popular comedy. In fact I thought yotididn’t watch much TV.

R: Yo&re right. I’d mitch rather listen to music or read and most of

the stuff on at that nIne of night is rubbish anyway. And I’d got itinto my head that Time Out was going to be like that other seriesmy fifteen-year-old used to goon about. You know. The Family.Ground-breaking. maybe. but it left me cold. Anyway, I wasdetermined to see what all the fuss was about people are alwaysquoting bits from it in the office the morning after and I felt a bitleft out because I had nothing to say. I found it very funny,actually.

L: I just crack up every time I see that middle-aged couple and thehairdresser I mean, we all know people like this, don’t we? Theactors have got them just right. But in a way I wish they’d haveother roles as well it runs the risk of getting a bit repetitive.

R: Isn’t that part of the appeal. though? You get to know the peopleand how they’ll react and you’re just waiting for the punchlines.My only criticism is that some of the sketches dragged on a bit attimes, and

Extract 2I = Inlei’vicn; S = Sas/i;I: Many people say that they find British humour hard to get used to.S: Well, whatever they think, the British haven’t got the monopoly on

irony actually I’ve found that saying things like ‘Well. thanks forall your help!’ whcn they haven’t helped, is a fairly universal forlnof humour. The thing that has really struck me here though is theway this kind of irony creeps into nearly every conversation, it’salmost second nature to people. Also unique here is the way yourekeen not to be ‘over the top~. For example, yesterday a friend spentabout tell lninutes describing a really awful holiday sh&d had, towhich someone commented very dryly. ‘So. you wouldn’t go backthere, thcn?r I don’t think I’ll ever be able to do tllat!

I: Why do you think humour is such an important part of Britishlife?

S: I think it’s all tied up in the desire the British have not to takethemselves too seriously. It’s OK to be earnest about other mattersbitt never about yourself. There’s also the dread of appearing to beshowing off. So if you say yoLl’ve won a race or something, youshould follow it up by saying something like, ‘01 course, myopponents all had broken legs.’ It’s not the kind of humour whichis going to have people rolling around it_s too subtle for that andthat’s the last thing they’d want anyway.

Extract 3A = Assistant. C = cusunnerA: I’m afraid when you placed the order there was no way of knowing

that stocks of this particular product were going to be held up.C: So just when were you planning to let me know? I’ve been waiting

tllree weeks now for my order to arrive and what feels like anotherthree weeks waiting in a queue at the end of a phone line untilsomebody decided they would speak to Inc. It no’v transpires thatyoti have known for two weeks it would be delayed, but nobodyhad the courtesy to let me know. To add insult to injury.incidentally, I paid a fortune on Express delivery to get the orderwithin two days!

A: You will not of course be charged forC: What rm really astounded by is why a business like yours would

risk their reputation in this way. Surely word of mouth‘ecommendation is the best form of publicity and you’re certainlynot going to get this from me! Quite the contrary! If it weren’t thatI’d wasted so much tune on this business anyway. I’d be writing toyour manager as well, As for the money Pvc spent hanging on theline well, it_s no wonder so many people phone in to theseconsumer rights programmes on tile TV.

Listening 2, page 159, Exercise 2Inter,’ieii’e,; P Paul Da,,iel. J Jane Gilc/n’isl

I: In the television documentary Operat’ nit, . viewers followed thefortunes of a group of aspiring singers taking part in a talentcompetition organised by the Englisil National Opera company.With us in the studio today is Paul Daniel, from the company, andJane Gilchrist, chosen as one of the six finalists. Paul, what wasthe idea behind the competition?

I’: Well. it wasn’t meant to be like Pop IdoL because we weren’t out tomanufacture a star. But we did suspect there was a wealth, ofuntapped talent out there, and our primary aim was to bring outthe best in non-professional singers: open up avenues for them.

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The winner will go forward to star in an opera on stage, but all thefinalists are benefiting from coaching from some of the company’stop singers and music stair. At the back of our minds was also thehope that televising the whole process might also increaseunderstanding of opera in general.

I- and there must be a lot of preconceptions about opera outthere. Jane, do you think you fit the stereotypical image of anopera singer?

J: Far from it. The thing is. people expect opera singers to leadexotic lives, whereas mine is anything but you know, I’m just asupermarket cashier. I did grow up surrounded by music Mumused to sing in a choir, and Dad would play guitar but we wereenthusiasts rather than serious musicians. It was actually myschool which put me in touch with an excellent amateur operaticsociety. It’s thanks to them that I got some training, and I’ve beensinging in their productions ever since.And were you never tempted to make it your career?Well, I was offered a place with a professional opera company atthe age of 21, on the condition that I did three years at a musiccollege first. Anyway, I was persuaded, probably quite rightly, thatI wouldn’t be able to afford the fees, so I got married instead andwent on to have four children. I mean, I dont regret having afamily, of course, but, you know, all this time I’ve harboured anagging feeling that maybe I blew my big chance of a career inmusic.

I: So how did you feel when this competition came along so manyyears later?

J: Well, a good friend of mine turned up at my door one day andshoved some papers at me and told me to fill them in. I toldmyself I mustn’t blow this second chance. Mind you, I didn’t thinkI stood much of a chance. You had to make a video of yourselfwhich I found a bit daunting, but in the end I managed it OK.

I: Presumably. Paul, you and the other judges had a clear idea ofwhat you were looking for at that stage?

P: Absolutely. Out of 3,000, about 100 were invited to an audition.Just by studying the video, we could eliminate people whose voicesweren’t strong enough. Obviously it’s important to be able to actas well as sing, because each role is different, but even that’sirrelevant if the person concerned hasn’t got what it takes in termsof determination, energy and stamina. You’ve got to be able totake the knocks as well as having the musical range.Unfortunately, some of the people who were outstanding on thevideo were less impressive ‘live’.

I; And for the 20 who passed the audition, there was an intensiveweekend’s coaching with the other finalists, How did that go.Paul?

P: Well, when you’re working with professionals, you’re dealing withpeople who have been trained over many years and who are usedto the cut and thrust of rehearsals we all expect positivecriticism from each other. For the Opera/unity finalists, thingswere very different. They were, of course, much less used to thespeed and intensity that professionals deal with on a daily basis,and we had to match their enthusiasm with very careful feedback.They needed longer to adapt what they had prepared, and oftenneeded help and support at a more basic level. But, coming fromdifferent walks of life, they were full of experiences and were thekind of characters that us professionals don’t get to work withthat was a real bonus.

I: And throughout, the TV cameras have been recording everything.Did that affect you, Jane?

J: It was a tense time over the weekend we obviously wanted to doour best and yet the TV people were constantly popping in andout. Oddly enough, the cameras never bothered me. really it’samazing how you seem to unconsciously block them out. Mindyou, I did feel a bit defenceless at times, if I did or said somethingsilly, I’d start wondering whether they were going to show that biton TV. But I needn’t have worried. I mean, it wasn’t as if we wentinto this not knowing about the documentary. No, it could havebeen a lot worse!

I: Well, this weekend the winner will be chosen, and we wish Jane allthe best and hope

Exam practice 5

Listening, Paper 4 Part 4Speaker IDirecting your own production, whether it’s a live event or on screen isthe dream of people working in the arts. So I jumped at the chance ofdirecting this new six-part romantic-comedy. It’ll be broadcast atprimetime in the autumn schedules. The writing’s full of wit andhumour, so I’m checking the story; making sure there’s somethingthere beneath the laughs because something so reliant on brilliantdialogue needs visual appeal too. My advice to young hopefuls is totry to get on with everybody because it_s a personality-driven industryI entered the industry via a film’studies degree, working as lowly scriptsupervisor on a number of low-budget feature films before getting mypresent post.Speaker 2This work’s been my life; I’ve done everything from pop videos toclassical ballet. At the moment, I’m directing a major new work withmy own company, which is really exciting. Once the show opens. I’ll beensuring that the choreographer’s original creative vision ismaintained, no matter how many different times we perform it, andI’ll be working with the performers as they develop their roles. I’dwarn aspiring directors that they might have to be prepared to workfor next to nothing in order to gain the necessary experience, however.So listen to what older people have to tell you. Even if their opinionsgo against your own instincts, they do know what they’re on about.Speaker 3I’m hyperactive with a low boredom threshold that’s what attractedme to directing. There are three of us in the unit, making lightentertainment programmes, everything from pop-music quizzes tosoap operas. My words of wisdom for young media graduates todaywould be: broadcasting is a terribly competitive industry, so don’t letall the rejections you get at the beginning get you down. I began as aresearcher on national radio which, as it turned out, was fortunate. Iwas in a fairly small department, so soon worked my way up toassistant producer on a live comedy show. When the resident directorleft for ajob in TV. I lost no time in jumping into his shoes.Speaker 4I’ve no formal training and perhaps that’s why I’ve no aspirations tobecome ‘part of the industry’, as it were. I’m more interested inexperimentation, and I’d advise young people to ignore all the hypethey hear on media-studies courses. Always work intuitively, that’s myadvice; you should welcome uncertainty and challenge that’s howyou learn. I won a best new director award at the Edinburgh Festivallast year for an investigative piece I did on the pressures of being amusician on tour with an orchestra. But I’m still learning. I’m goingto be more ruthless about how much material I shoot in future ifthere’s too many possibilities at the editing stage, it gets toocomplicated.Speaker SMy ambition’s always been to make feature films, though I actuallydid a theatre studies course in Sydney and worked as a dancer to p ymy way. Then I came over to Europe, where I was lucky enough to etmy present job as artistic director of a small touring companydedicated to producing and promoting works by contemporaryAustralian playwrights, so it was perfect. Although it’s all goodexperience, I’d say to newcomers that you should decide what youwant to do and stick with it dont be sidetracked, because I’d stilllike to get into films. I like the idea that there’s a finished product thestage is very here-and-now, great for the audience, but what if yourwork’s never seen by the right people?

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