Edubest Secondary English Programme SE Module · you are not really getting to grips with the nuts...

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Pusat Tuisyen Didikan Genius

Edubest Secondary English Programme

SE5

Module 8

Name : ___________________________

COMPREHENSION

A. Reading Passage

Controversial Toll Charging

Interviewer : Councilor Brown, thank you for sparing the time to come along and

talk to us today. As you are aware, a great many people are concerned

about the announcement of the council’s decision to charge the tolls

on cars entering the city centre.

Councillor : No decision of the kind has been made. The public concern can be

blamed on the press who are having a field day with this subject.

Consequently, the whole situation has got out of hand and rumours

are rife. The truth of the matter is that we are aware that something

must be done urgently about the ever-worsening traffic congestion

and we are investigating a number of options. Toll-charging is just

one of these.

Interviewer : You’re preaching to the converted here when you say that something

must be done to improve the traffic situation, but is the charging tolls

a viable possibility? Owners of shops in the city centre are expressing

concern that such a scheme would virtually mark the end of the city-

centre shopping. Others fear that collecting tolls would simply add to

the congestion while motorists queue to pay the tolls.

Councillor : If there is one thing which I have learned in my long years of service

as a councillor it is that you can’t please all of the people all of the

time. Although everybody seemingly agrees that something must be

done about the traffic, every time we put forward a proposal, someone

throws a spanner in the works. Most motorists pay lip service to the

idea that we need to reduce the amount of the traffic coming into the

city centre but they want to look after number one. They don’t want

to use public transport.

Interviewer : But there’s the rub. If there were better public transport, it wouldn’t

Edubest English Programme SE508 1

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be an inconvenience to use it and people would be more inclined to

leave their cars at home.

Councillor : It’s a chicken-and-egg situation. We need more money in order to

improve our public transport system to the extent that motorists will

use it. It is only right, in our view, that some of that money should

come directly from the motorists, although, I repeat, no decision has

been made on road tolls.

Interviewer : I think that a great many people feel that it is more than time that the

council did come to a decision about traffic. You appear to have been

going round in circles for several years on the subject. We feel that

you are not really getting to grips with the nuts and bolts of the

situations.

Councillor : That remark is most unfair and not at all helpful.

B. Recalling Information

1. What was the subject matter of the radio interview with Councillor Brown?

__________________________________________________________________

__________________________________________________________________

2. Why were toll charges being considered?

__________________________________________________________________

__________________________________________________________________

3. What were the objections to toll charges into the city centre?

__________________________________________________________________

__________________________________________________________________

4. What solution was given by the interviewer to the heavy use of cars into the city

centre?

__________________________________________________________________

__________________________________________________________________

5. What criticism did the interviewer make of the council?

__________________________________________________________________

__________________________________________________________________


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C. Understanding Information

1. The Councillor blamed the press for causing public concern. Explain how the press

could be held responsible for public concern.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Complete the following sentences to show cause and effect.

a) The council was examining a number of options because __________________

_______________________________________________________________.

b) Shop owners in the city centre were worried about a lack of shoppers as a

consequence of __________________________________________________.

c) The Councillor believed heavy traffic in the city centre was caused by _______

_______________________________________________________________.

d) Because there was a shortage of funds, the council _______________________

_______________________________________________________________.

3. Match each sentence or question in column A with the appropriate response in

column B by joining the dots.

Column A Column B

a) Have you found a solution yet? You’re being idealistic. You can’t please all

of the people all of the time.

b) We want to have a win-win situation in

which all groups gain something

I’ve been using it for months. Actually,

you’re preaching to the converted.

c) The main committee will propose the

concept.

No, I’m afraid not. We seem to be going

round in circles.

d) We must think of a way to discipline him. I agree, if we wait any longer he’ll get

completely out of hand.

e) Did you know there is a recycling service

for all unwanted papers, plastics, and

glass bottles?

Ok, that’s fine. But who will take care of the

nuts and bolts?


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4. Write a 100- word summary of the radio interview. Include these points

- The options of charging tolls

- The reason for this options

- Some concerns about the tolls

- A possible solution

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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D. Writing Task

You are the president of one of the co-curricular clubs in your school. The club

members meet once a week to take part in activities but often these activities are

not successfully carried out because of poor attendance or late-coming. You

propose some changes that would improve punctuality and attendance. Many

members object to these proposals and one of them wants you to answer some

questions at the next club meeting. The questions are given to you in advance.

Prepare your answers in writing.


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1. Many members are concerned that you intend to impose a fine on members who

are late for meetings or who do not attend. Do you think you have the authority

to do that?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. Why have you not thought of first asking members why they are late or

irregular in attendance?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Have you thought of other ways to get members to be punctual and regular in

attendance?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. How can you stop members from resigning from the club if these fines are

imposed?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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PHRASAL VERBS

Clothes

break into : start spending

brighten up : make brighter

budget for : allow for

button up : fasten with buttons

deck out : dress

face up to : accept

fall apart : break

fight off : successfully overcome

fire away : carry on talking

get up to : do

go out : leave the house

hand down : give to

hark back to : remind one of

hunger after : desire

look through : examine contents of

make over : redo

meet up : meet

nose around : look

part with : dispose of

pick through : examine carefully

*Phrasal Verb Exercise: Please proceed to the laboratory for the quiz.


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GRAMMAR

Gerunds and Infinitives

A) Difference between gerunds and infinitives

Here is a brief review on the difference between gerunds and infinitives.

- Gerunds are formed with –ing: walking, talking, thinking, listening

- Infinitives are formed with to: to walk, to talk, to think, to listen

B) What is a gerund?

A gerund is a verb that ends with –ing and functions as a noun. A gerund expresses

action or a state of being. A gerund functions as a noun, therefore it can be a

subject, a direct object, a subject complement or an object of preposition.

Gerunds Example

As a subject 1. Reading increases knowledge.

2. Listening to music relaxes the nerves.

As a direct object 1. They do not appreciate my dancing.

2. They adore my acting.

As a subject complement 1. My brother’s favourite activity is singing.

2. My youngest sister’s hobby is skipping.

As an object of preposition 1. The police arrested him for speeding.

2. He was fined for driving recklessly.

C) Gerund phase

A gerund phase is a group of words consisting of a gerund + the modifier(s) and/or

(pro)noun(s) or noun phrase(s) that function as the direct object (s), indirect

object(s) or complement(s) of the action or state expressed in the gerund.


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Gerund phrase Example

As the subject of the sentence Making hay while the sun shines is one of

the ways to success.

As the direct object of the verb

appreciate

I hope that you appreciate my giving you

this opportunity.

As the subject complement 1. Being the boss makes Sarah feel great.

2. Being poor means you have to go

without many things.

As the object of the preposition for You might get into trouble for faking a

toothache to avoid work.

Points to remember:

1. A gerund is a verb ending with –ing that is used as a noun.

2. A gerund phrase consists of a gerund + modifier(s), object(s), and/ or

complement(s).

3. Gerunds and gerund phrases virtually never require punctuation.

D) What is an infinitive?

An infinitive consists of the word to + a verb (in its simplest ‘stem’ form) and

functions as a noun, adjective or adverb. The infinitives is easy to locate because of

the to + verb form.

Example:

1. To speak loudly without discretion is impolite. (subject)

2. Everyone wanted to swim. (direct object)

3. His ambition is to fly. (subject compliment)

4. He lacked the strength to overcome problems. (adjective)

5. We must eat to live. (adverb)


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Note:

Be sure not to confuse an infinitive – a verb consisting of to + a verb – with a

prepositional phrase beginning with to, which consists of to + a noun or pronoun and

any modifiers.

Infinitives: to fly, to draw, to become, to enter, to stand, to catch, to belong

Prepositional phrases: to him, to the guests, to my room, to the hills, to us, to this

address

E) Infinitive phrase

An infinitive phrase is a group of words consisting of an infinitive + the modifier(s)

and/or (pro)noun(s) or noun phrase(s) that function as the actor(s), direct object(s),

indirect object(s) or complement(s) of the action or state expressed in the infinitive.

Points to remember:

1. An infinitive is a verb consisting of the word to + a verb; it may be used as a

noun, adjective or adverb.

2. An infinitive phrase consists of an infinitive + modifier(s), object(s),

complement(s) and/or actor(s).

3. An infinitive phrase requires a comma only if it is used as an adverb at the

beginning of a sentence.

F) Comparing gerunds and infinitives

The difference in gerunds and infinitives is quite clear just from comparing the

following lists:

Gerunds: swimming, hoping, telling, eating, dreaming, cycling, catching

Infinitives: to swim, to hope, to tell, to eat, to dream, to cycle, to catch


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Gerunds and infinitives can do several jobs:

1. Both gerunds and infinitives can be the subject of a sentence.

Example:

a) Writing in Tamil is difficult.

b) To write in Tamil is difficult.

2. Both gerunds and infinitives can be the object of a verb.

Example:

a) I like writing in French.

b) I like to write in French.

3. Only gerunds can be the object of a preposition.

Example:

a) We are talking about writing in Arabic.

The following guidelines are useful to determine when to use a gerund or an infinitive:

1. Gerunds are often used when actions are real, concrete or completed.

Example:

I stopped drinking beer. (The drinking was real and happened until I stopped.)

2. Infinitives are often used when actions are unreal, abstract or future.

Example:

I stopped to rest. (I was doing something else, and I stopped; the resting had not

happened yet.)


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Exercise 1

Fill in each blank with a gerund or an infinitive.

1. We decided ____________________ (buy) a boat.

2. They have an assignment ____________________ (complete).

3. Jack gave up ____________________ (smoke).

4. He would like ____________________ (fly) a helicopter.

5. I enjoy ____________________ (travel).

6. Avoid ____________________ (make) careless mistakes.

7. My mother wants me _________________ (be) home by eleven.

8. I dream about ____________________ (marry) in June.

9. He wants ____________________ (build) his own house.

10. I am hoping ____________________ (see) Jason.

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Exercise 2

Complete the following passage with the appropriate gerund or infinitive.

Kylie was in her first year at university, studying Geology. She was an unmotivated

student, and she tended to avoid (1) __________ (study). In the beginning of the

semester, her geology professor gave out an assignment, due in two weeks. Kylie

intended (2) __________ (do) the assignment, but she postponed (3) __________

(write) it for a few days. By and by, she forgot (4) __________ (do) it. The day before

the assignment was due, she rushed to the library hoping to complete the assignment.

She tried (5) __________ (read) as much as possible on the topic, but she encountered

problems. Kylie considered (6) __________ (ask) for more time to do her paper, but

the Geology professor was known to be a strict man, so finally she decided (7)

__________ (cheat) and copy her paper from a journal. The next day, she submitted

the paper.

She was alarmed (8) __________ (see) the professor approaching her, looking

angry. “Is this your work?” asked the professor. Kylie denied (9) __________ (copy)

the paper. “If you expect me (10) __________ (believe) that, you must be out of your

mind,” said the professor. “Every word is taken from an article I wrote myself ten

years ago. Did you really think I would forget writing it?”

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Exercise 3 Choose the correct answer.

1. I miss _____ in London

A) live B) living C) to live

2. I enjoyed _____ them again.

A) see B) seeing C) to see

3. He avoided _____ them to do it because he wanted to get home early.

A) help B) helping C) to help

4. I promised ______ it by Friday.

A) do B) doing C) to do

5. She’s expected _____ the job.

A) get B) getting C) to get

6. Would you like _____?

A) come B) coming C) to come

7. They don’t tolerate any _____ about their decisions.

A) argue B) arguing C) to argue

8. She taught me _____ it.


9. I don’t feel like _____ it.


10. Do you mind _____ it with you?

A) take B) taking C) to take

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Exercise 4 Rewrite converting the to-infinitives into gerunds, and the gerunds into to-infinitives.

1. It began to snow.

__________________________________________________________

2. I intend to apply for the job.

__________________________________________________________

3. We prefer travelling by night.

__________________________________________________________

4. The car started making funny noises.

__________________________________________________________

5. I can't bear to see an animal in pain.

__________________________________________________________

6. The sun continued to shine for three days running.

__________________________________________________________

7. I love visiting friends when I travel.

__________________________________________________________

8. I hate to disappoint people.

__________________________________________________________

9. I like having time to read the programme before a concert.

__________________________________________________________

10. The car needs washing.

__________________________________________________________

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Exercise 5

Convert these pairs of sentences into one sentence using a to-infinitive, or for + to-infinitive if the

subject of the to-infinitive is different from the subject of the whole sentence.

1. Can we swim here? Is the water deep enough?

_____________________________________________________________

2. Ben wouldn't lend me the money. He was too mean.

_____________________________________________________________

3. We can't complete the work in two weeks. It's impossible.

_____________________________________________________________

4. Can you pay for all of us? Have you enough money?

_____________________________________________________________

5. You mustn't go out alone. It's too late.

_____________________________________________________________

6. It isn't possible to sail to the island today. It's too rough.

_____________________________________________________________

7. I was able to crawl through the tunnel. It was just wide enough.

_____________________________________________________________

8. Small children can't manage these tests. They're too difficult.

_____________________________________________________________

9. Two of us can fit into the telephone box. It's just big enough.

_____________________________________________________________

10. Don't go out without a hat. The sun's too hot.

_____________________________________________________________

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Listening and Speaking (Tapestry Listening & Speaking 4 CD2 of 2 SE5 Track 7)

Part I: The Time Bind

You will hear an interview of Dr. Hochschild conducted by Terry Gross, host of the

radio program Fresh Air. Listen first to Gross’s introduction, and then try to explain in

your own words what this means: “. . . now many mothers are also seeking refuge at

work from the demands of family life.”

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Part II: The Time Bind

Listening for the Main Idea

Listen to the interview. Then write one sentence that summarizes the main idea:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


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Listen for More Information

Listen to the interview again. Write information that you can catch about work on the

left side of the chart. Write information about home on the right side of the chart.

Listen again if necessary, and then compare your chart with the chart of another

student.

AT WORK AT HOME

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Writing Argumentative Essay

In this kind of essay, we not only give information but also present an argument with

the PROS (supporting ideas) and CONS (opposing ideas) of an argumentative issue.

We should clearly take our stand and write as if we are trying to persuade an opposing

audience to adopt new beliefs or behavior. The primary objective is to persuade people

to change beliefs that many of them do not want to change.

Many students make some mistakes when writing argumentative essays. Here he tips

on how you can avoid these mistakes.

Mistake 1: Choosing the wrong topic

If you tried to write an argumentative essay about the colours of the American flag,

you’ll surely fail: there are no doubts about that question! That is why, when writing

your essay, you should always choose a topic which must be controversial, such as

capital punishment, affirmative action, euthanasia, immigration controls or

globalisation. The topic, basically, should be an unsolved problem.

Mistake 2: Not doing enough research

We all tend to make a personal opinion on controversial topics as mentioned before.

But you should not believe that reading a few articles in the local newspaper is

sufficient for you to write about it. Before actually starting to write, do a good research

and be well informed about your topic. A visit to the library would be a great idea.

Direct quotes from experts in the topic are other valuable source of information.

Mistake 3: Letting your emotions guide you

Of course you must choose your own position in the essay you write, but you should

do so by taking into account real facts that support it. Do not appeal to the reader’s

feelings or beliefs but base your whole essay on logic and reason. For example, you

can’t support euthanasia by saying “I saw my poor mother suffer for months”, but you

can provide actual facts, such as a survey on how many patients would choose to end a

terminal disease if given the chance.

Mistake 4: Ignoring the opposite point of view

Don’t write your essay as if yours was the only possible unbeatable truth. Of course, if

you have chosen a statement and you are trying to persuade a person about it that

means a different statement is possible. As a writer, you must cope with it. You should

provide the reader with the opposing argument as well, in order to refute it with

evidence and examples that support your own statement. In some section of your


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argumentative essay, you should identify the opposite statement’s main points, and

eventually prove them wrong.

Checklist for good argumentative essay

As you're working on your paper, consider the following questions, and then ask

yourself "Have I done an excellent job here, a good job, a fair job, or a poor job?"

1. Introduction

- Is my introduction clear and concise?

- Have I stated the general topic of the paper?

- Does the introduction contain a thesis statement--a statement of the general

conclusion(s) of the paper?

- Does the introduction contain a brief overview of the structure of the paper to

follow?

2. Presentation of the argument or position to be considered

- Is the argument or position to be considered presented clearly?

- Are reasons given to support the position being defended (if applicable)?

- Is the argument of good logical form (if applicable)?

- Are reasons given to support the premises of the argument being considered (if

applicable)?

3. Criticism

- Are my own arguments given clearly?

- Are my own arguments given clearly and in paragraphs that are separate from each

other and from the argument or position being considered?

- Are my own arguments valid (or strong, if I'm giving an inductive argument)?

- Have I given reason to think the premises of my arguments are true?

- Is the best possible reply to the criticism considered?

4. Conclusion

- Have I summed things up briefly and clearly?

5. Overall structure and mechanics

- Does the paper have a clear overall structure?

- Is every word spelled correctly and used in its proper sense?

- Does the paper consist entirely of complete sentences?

- Are there any awkward sentences?

- Are all ideas that aren't my own (including not only direct quotations, but also

paraphrases) cited using a proper format.


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Structure of an argumentative essay

An argumentative essay is simply a writer’s attempt to convince readers of the validity

of a particular opinion on a controversial issue. The following steps should help you

write an argumentative essay.

1. Carefully select a topic

Choose a topic that interests you. An argument does not have to be a burning

issue, but it must be a debatable topic. It can be anything you feel strongly

about.

2. Identify the controversy

Your introduction should clarify the controversy or issue. Your thesis states

your position on the issue. You must take a stand on the issue.

3. Provide support

The body paragraphs of the essay should provide specific support. These

supports may include personal experience, statistics, examples, facts, or experts’

opinions. They may be garnered from television shows, magazines, newspapers,

textbooks, studies, or interviews.

4. Organization

Include enough details to support your position; however, select only the facts

that are relevant.

5. Consider differing opinions

An argumentative essay may be strengthened by acknowledging conflict

viewpoints and repudiating them.

6. Provide a forceful conclusion

Restate your position in different words from the introduction. Do not introduce

new material in the conclusion. You may want to conclude by encouraging

some specific call to action.


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Sample Writing

Haze: A Danger to Health

The haze is a constant phenomenon faced by Malaysia and her neighbouring countries. The

haze is basically pollution of atmosphere, which is clogged with pollutants and other substances from

forest fires.

The haze is a direct effect of forest fire in Kalimantan and other parts of Indonesia due to

slash and burn method of farming. The Indonesian authorities appear to have no power to control

farmers from practising such methods. The haze is further worsened by open burning practised by

most Malaysians. Open-field burning of rice straw by the rice planters and open burning of dried

leaves and garbage done by the public are a few examples that done by Malaysian. Many are

ignorant of the health effects of open burning.

During the haze, hospitals and clinic often report a dramatic increase in respiratory problems,

lung infections and asthma attack. The Air Pollution Index (API) usually indicates the hazardous and

dangerous levels of pollution during this period. The haze has long-term side effects. Prolonged

inhalation of polluted air will result in serious lung infection which particularly affects the elderly.

The government must play its role to reduce the haze treat. It has to cooperate with the

Indonesian authorities to stamp out forest fires. The culprits must be brought to justice, either

through healthy fine or prison sentence. Constant vigilance would ensure the perpetrators do not

repeat their offence.

The government should also raise the public awareness of the dangers of forest fire. Continuous

campaign of the cause, solutions and steps-need-to-be-taken to reduce the haze need to be promoted

through all types of social media like television, radio, newspaper and even via internet. The

authorities should also provide assistance to farmers and introduce more sophisticated forest clearing

methods.

In Malaysia, strict laws must be imposed to penalize those who practise open burning. On-

going campaigns on the dangers of open burning should be intensified. Individuals to have a role to

play. They must participate in every campaign and stop burning. Students can advise their parents

not to practice open burning.

Every individual has to remember that we do not own the world, but instead we lent it from

our future generations. We must protect our world so that our grandchildren would have a healthy

earth to live.

Ahmad Harun bin Hashim

Seremban, Negeri Sembilan


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Writer’s Corner

Good argumentative writing depends on three specific qualities:

-precision in argument and use of terms

-grounding in evidence

-clarity and concision in prose.

Here are a few tips for good writing.

1. The title

The best titles provide a brief and catchy summation of your essay’s argument.

Your title will depend on your final argument, it is usually best to write the title

after you have drafted the essay.

2. The first paragraph (introduction)

Start with an opening hook to catch your readers’ interest. One strategy is to pose a

puzzle or question that your essay will then resolve. Whatever you do, keep it brief,

and make sure that your opening hook provides a bridge to your thesis statement.

Also be sure to avoid general statements that make sweeping and unsupportable

claims (e.g. “Since the beginning of time, people have wondered…”). Another

common flaw in introductions is the empty “warm up” sentence. These sentences

might at first glance appear to have substance, but they really contribute nothing to

your argument (e.g. “In order to assess the causes of the revolution, it is important

that we carefully consider numerous factors.”) The thesis statement should be one

or two sentences long, and it should at minimum present your thesis to readers.

Ideally, you can also briefly explain your main reasons behind the thesis. As with

the opening hook, keep the thesis statement brief.

3. The body

Each paragraph in the body of the essay should start with a topic sentence. The

topic sentence should announce the argument of the paragraph and make clear how

the paragraph’s evidence will support the essay’s overall argument. The rest of the

paragraph should then present and explain evidence that will support the topic

sentence. Resist the temptation to cram too much into one paragraph. Each

paragraph should develop one distinct idea. If you squeeze too many different ideas

into one paragraph, your topic sentence will become muddled or it will introduce

only one of the paragraph’s several ideas. When you see this happening, split the

paragraph into two, each one starting with its own topic sentence.

4. Last paragraph (conclusion)

By the end of the body, a good essay will already have established its core

argument. Use the conclusion to raise broader ideas that flow from your argument

and evidence. Feel free to be speculative and thoughtful.


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Exercise

Instructions: Write an essay on the advantages and disadvantages of engaging children

in paid work.


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Exercise


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Language Arts I can describe annoying habits

get on somebody’s nerves : annoy somebody; make somebody angry.

keep (on) doing something : continue doing something, often in an

annoying way.

all over the place : in a very untidy state.

your fair share of something : a fair and reasonable amount of something

(often used about work).

show off : try to impress people by showing them how

clever you are.

mess around/about : spend time in a relaxed way without a real

purpose.

over and over again : many times; repeatedly or again and again.

take something into account : consider something, especially when you are

making a decision.

on your own : alone.

give and take : a situation in which you do things or

compromise for other people, and they do

things or compromise for you.

put somebody down : say things to make a person look stupid or

silly.

at somebody’s expense : against somebody, so that they look silly.

tidy something away : put something where it is kept in a drawer,

cupboard, etc., so that it cannot be seen.

change the subject : start talking about something different.

change your mind : change your decision or opinion.

bite somebody’s head off : answer somebody in a very angry way.

put off doing something/put

something off

: delay doing something until a later time or

date.

the last minute/moment : the latest possible time before something

happens.

ups and downs : a mix of good times and bad times.

cheer somebody up : make somebody happier (cheer up).


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Exercise 1 Circle the correct word.

1. She’s messing (along / around) upstairs.

2. I said it (out / over) and over again.

3. I’ll have to (take / make) it into account.

4. The papers are all (about / over) the place.

5. She’s a terrible (show-up / show-off).

6. I keep (on / in) forgetting to post it.

7. He tried to do it (by / on) his own.

8. He does his (right / fair) share of the work.

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Exercise 2 Complete the sentences with a suitable phrasal verb or idiom.

1. He loves being the centre of attention- he always _______________________.

2. It was terribly untidy; there were books and magazines ___________________.

3. You have to listen to other people’s opinions; there has to be some___________

_______________.

4. Did she get help with that, or did she do it _____________________________?

5. She’s had health problems this year, so when we make a plan we should ______

______________________.

6. They still don’t understand, although I’ve explained it ____________________.

7. My phone keeps ringing but then there’s no one there; it’s really ____________

________________.

8. We spent a relaxing weekend on the boat, just __________________________.

( %)

Exercise 3 Is the meaning the same or different? Write S (same) or D (different).

1. She got very angry with me. / She bit my head off. _____

2. He’s always putting me down. / He’s always trying to make me do something later.

_____

3. He sent her a present to cheer her up. / He sent her a present to make her happy. ___


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4. Why did you change the subject? / Why did you change your mind? _____

5. It all happened at the last minute. / It all happened at the moment. _____

6. I put my appointment off till Friday. / I changed my appointment to Friday. _____

( %)

Exercise 4 Rewrite the sentences using the word in capitals. The meaning must stay the same.

The noise makes me really upset. WALL

The noise drives me up the wall.

1) I love putting everything in order. AWAY

__________________________________________________________________

2) We’ve had plenty of good times and bad times. UPS

__________________________________________________________________

3) They all had a good laugh at me. EXPENSE

__________________________________________________________________

4) Should we delay buying the car? PUT

__________________________________________________________________

5) Don’t get angry with me! BITE

__________________________________________________________________

6) The kids are driving me up the wall. BEND

__________________________________________________________________

( %


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Glossary Chicken, a chicken-and-egg

situation (idiom/cliché)

A situation in which it is not clear which of two closely related

situations occurred first and caused the other. The cliché is also

used to describe a problem situation in which the seeming

solution is also the cause of the problem. The origin of this cliché

is in the saying which came first, the chicken or the egg?

Circle, go round in circles

(idiom/cliché)

To make no progress with a problem, however much thought or

effort you put into it. The cliché comes from the idea of someone

who is lost going round in circles and keeping coming back to

where they started from.

Converted, preach to the

converted (cliché)

To try to persuade people that something is a good thing when

they already believe this.

Day, have a field day

(idiom/cliché)

To take as much advantage of an opportunity as possible and do

what you want or enjoy yourself, often by criticizing or upsetting

someone else. A field day was originally a day on which soldiers

practised and demonstrated their skills in front of high-ranking

officers.

Hand, get out of hand

(idiom/cliché)

To become difficult or impossible to handle or control.

Lip, pay lip service to

something (idiom/cliché)

To express agreement with something without meaning this and

without doing anything to support it. The idea behind the cliché is

that only the lips, as the organ of speech, are being used to show

agreement or support.

Nuts and bolts (idiom/cliché) The practical details of something.

One, look after number one

(cliché)

To take care of yourself and your own interests and not worry at

all about other people; used in informal contexts. An alternative

form of the cliché is look out for number one.

Please, you can’t please all of

the people all of the time

(cliché)

used to emphasize that since not all people are the same and

consequently have different attitudes and opinions, you cannot

hope to get approval from everyone for what you say and do.

Rub, there’s the rub (cliché) That is what makes a situation difficult or impossible.

Rumours are rife (cliché) Used to emphasize that there are a great many rumours going

around about something.

Spanner, throw a spanner in

the works (idiom/cliché)

To prevent something from going ahead as planned; to spoil or

ruin a plan.


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