1 In sickness and in health
the gaps to find out what each one is about.
▲
See unit summary on page 4.
Exam training in this unit
Reading Lexical cloze: collocations, idioms
Use of English Cloze: identifying parts of speech
Comprehension and summary:
identifying question types, selecting
relevant information
Listening Multiple-choice questions on one text:
prereading questions
Speaking Themed discussion: techniques for
describing
Writing A proposal: making recommendations
Ask students where they might hear the phrase in
sickness and in health. It is an extract from the vows that
a couple take at an Anglican wedding ceremony. The
overall theme of the unit is how to keep fit and healthy.
Reading SB pages 10–12
One man’s meat is another man’s poison
Draw students’ attention to the title. Ask them how
they interpret this expression and discuss answers as a
class. The expression suggests that what is beneficial for
one person may be harmful to another or that not
everyone has the same tastes or preferences.
Introduce the activity by asking students as a class how
effective they think giving up sugar would be as a way
of keeping fit. Ask them to compare it with going
swimming regularly, and to give reasons.
Students rank the suggestions and give justifications in
their groups.
Invite one member of each group to present the group’s
views to the rest of the class for comparison.
Round off the activity by asking students if they think
physical fitness is important in the modern world.
Lexical cloze Paper 1 Part 1
A Discuss each title in turn and put students’ ideas on
the board.
12 UNIT 1 PROFICIENCY MASTERCLASS (CPE) TEACHER’S BOOK
© Oxford University Press www.oup.com/elt
Ask students to read through the texts quickly, ignoring
Discuss answers as a class and compare with earlier
ideas.
Key
Text 1 is about people who are obsessed with exercise.
Text 2 gives one person’s view of the benefits of vitamin
pills.
Text 3 describes the advantages of physical work for
the treatment of bad backs.
B Draw students’ attention to the Exam tip before
they begin B. Use the first gap in Text 1 as an example,
emphasising the phrase on the spot.
Students read carefully through each text and circle
their chosen option.
Check answers as a class.
Key
Text 1
1 C on the spot is a set phrase meaning in one fixed
place
2 B puts off is an idiomatic phrasal verb meaning to
postpone
3 C coming to terms with is a set phrase meaning to
accept the way things are
4 D the moment you do something is a set expression
equivalent to as soon as you do something
5 A take heart is a set phrase meaning to feel more
positive about something
6 C previous experience is a collocation
Text 2
7 D emotionally and physically drained is a collocation
8 B pick myself up is an idiomatic phrasal verb meaning
to recover from some difficulty
9 C pleaded to try, because influenced and urged are
followed by me, and recommended is followed by
that or -ing
10 A out loud is a set phrase meaning in a voice that can
be heard
11 C a sparkle in my eyes is a set phrase meaning a
feeling of enthusiasm
12 B cut down on is an idiomatic phrasal verb meaning
to reduce in amount
Text 3
13 D digging up is a phrasal verb meant literally
14 C handed over is a phrasal verb meaning to pass
responsibility for something

15 B brought up on is a phrasal verb relating to how
children are taught to behave
16 B does wonders for is a set phrase meaning very
beneficial for
17 A exhilaration is the appropriate word in context,
meaning a sense of excitement
18 B soothed is the appropriate word in context,
meaning that pain and tension are removed
Comprehension
C Students answer the questions using their own
words as far as possible.
Check answers as a class, and ask students to justify
their answers by referring to relevant parts of the text.
Key
Text 1
1 People who take regular exercise see those who
don’t as being less important and they prefer not to
waste time talking to them.
2 It can be negative because it can make you over-
confident about your health. It is also time-
consuming, expensive and you can’t stop because
you lose your fitness.
3 The path to true contentment lies in sitting at home
on the sofa by the fire doing nothing.
Text 2
1 An advertisement through the post prompted the
writer to try the pills for his/her depression.
2 The pills had a positive effect and made the writer
glad to be alive.
3 The writer believes there is a link between feeling
well physically and feeling well emotionally.
Text 3
1 Initially it made his back feel good.
2 A rub-down is a kind of massage to relieve pain in
the muscles. Goldman thought rub-downs were
unnecessary.
3 He concludes that hard physical work can be
beneficial physically and mentally.
Vocabulary
Collocation
D Ask students to work in pairs. Remind them that
they can check their answers by referring to the texts.
E Point out to students that they may be able to use
more than one collocation in the same sentence, so they
don’t necessarily have to write five sentences.
PROFICIENCY MASTERCLASS (CPE) TEACHER’S BOOK
© Oxford University Press www.oup.com/elt
Students read their sentences out to the class for
comparison.
Key
1 d the correct, legal or best place for you, e.g. The
chairman took his rightful place at the head of
the table.
2 g a feeling of being healthy in both your mind and
your body, e.g. A sense of emotional and physical
well-being is important to our happiness.
3 h the instant of understanding, e.g. He saw what
he had done wrong in a moment of realisation.
4 e to do some form of physical activity, e.g. You
should take more exercise to lose weight.
5 b when someone gives the appearance of not
paying attention, e.g. I could tell she wasn’t
listening to me from the far-off look in her eyes.
6 a to affect something either positively or
negatively, e.g. Giving up cigarettes will have a
wonderful effect on your health.
7 f the amount of medicine you have been advised
to take, e.g. It’s dangerous to take more than the
recommended dose of these pills.
8 c a way of stressing that the price is too high, e.g.
the restaurant we went to last night was
ridiculously expensive.
Idioms
F Students look at the picture of a couch potato that
accompanies the first text on SB page 10. Ask them
what they think a couch potato is, based on the picture.
When students have given you a few suggestions, ask
them to look through the explanations a–h and find
which they think is the correct one.
Students match the remaining idioms with their
explanations. The idiom a stuffed shirt is illustrated in
the cartoon.
Check answers as a class.
Key
1 g 2 h 3 c 4 f 5 a 6 e 7 d 8 b
Note: Idioms 1 and 8 are based on the proverbs ‘A new
broom sweeps clean’ and ‘A rolling stone gathers no
moss’.
UNIT 1 13
 a Extra activity Discuss any itcm~ thcyart not sure about as a d~
Atik students whether any of thc- idioms co uld Some of the sporting activities 3fe mentioned in the
dc-scnbe" anyone they know. clore exerciS(' that follows.

Write this stntc-nce on the board ~~ ~II example.

My bruther is Ii real slUfft!d shirt. HI" ! fOT(wr gjymg 1115
Ko,
1 pins: bowlIng
Yi~J about tl'ing$ um'g IQng, diDu;ulr words. He running shoes. aUlktticli
regards other peopk as k.u importlillt ,Irlill /rill/. II footbalL foolb<lll
Students give ~iJrlil3 r descriptions of th ei r own. iI ltlOOlS racket! racquct: tenm."1
Ice sk3.tcs: Ice skittlnt
o ptlddle: Ctlooeinf;
Expressions with come tI toll Club: golf
G A~k 5tudents to ~ad through lhe definitions before weights: weightlifti'1I!:
they oornplete the SC'ntence5. Remind them that they may 2 bowIillg: bowline &hoeS
n~ tn change" the form of the verb iu some sentence5. athletics: a stopwatctl
football: boots, shin Pllds, goalposts
Checlc 3nswen a., II dan. tennis: /I net, bellS
ice skatmg: protecti.... cjoUlir~
Hoy canoein«; a wMy IMtlmet. a life .l3Ckct
, come to terms with 6 came down with
~If. bBUIi, tees. a &love
wel&htJlftine:.l belt
2 corTIH doMl hlIdVily 00 7 came round
3 boWline: alley

,,
3 conlh wt ...tt:tl 8 come 'n lor flthletlCS: !radl
come to the polnl 9 come round to football : pitch
coaMlC up Wf'Ih
tennis. ewrt
~ skatlns; rink
canocln(: mplds
Photocopiable activity 1.1 TB page ISO 1011: course
- '--------'-'''----
Extra vocabulary welghthftlng: gym
4 i!l11ey: skittlef>
See piIgtt 176 lUI ideas on how to oxploit thIS 'o'OClIbvlary. lIit\;k: rnotorofltCin&.
monal (ad~ivc) a mnol h"" fnr ~T, must d;"
primary (adjectM' ) Ih~ mOSI in' POI """l ur buic
-'.-.poIo.
coun: SQUIlS/'I. btIcImtnlOrt.
1part-l. (nnlln ) ~ ~nwl ll,.~h urIiglll from a shinywrbce rink: ICMlOCkey
devoid ( adi«tiY~ ) wll1plet~ly ia(:king In somtlh ing IlIPI(ls: rafting
$0" (Y~r") 10 ri ~ quickly and smoothly cOUJSti: horlie--faclna
d" .... lnto (verb ) 10 Iry hl rd to find mnrr InlorJll.;ltion ~I.oou l gYIll: Il)'mnastics. aerobics
somet hing
Oxhort.llon (nnlln ) ~ "roog (O,m ur ~:uion
dehIM,"'e (onb) 10 tI,i,,"
';<u~(ully be(orr l~kingaCiion
to sl.nd by SOIll"..." {vtrbl 10 suppon fOm('Onc ,n I d'~1111 II ETfra Activity
~i lwalion Round uff the activity by asking .~ I\ldents which of
The spo rting acti ... ities you either dv, p~y or go.
K<y
Language in use 56 pages 13-15 do athletics, ~ighl-Ir.illing
,0 bowling, ice-skilling, canoeing
The sporting life play footbaU, tellllis, gulf
The ${>ilrtjl/1i lift is an expression u.)Cd tu describe a life
of a..:ti ... ity and outdoor pursuil~. lt i~ al50 the name o f a
Briti.~ h sports newspaper.

Divide the da.\.~ into pairs o r small groups fur thi:.

actIVIty. StudeJl I.s discuss the question~ Rnd note down
their an~wcr5, then they share th eir answers with the
o theT pairs o r groups.

14 K9127pr
 a Alttrnativt activity
With;a l;arge class YOII could conduct a survey by
1 whether (connector)
inviting students to IIHU out a1llhl;: sporlS &Iudenls 2 'III\i:lU / nlVdl (adYertl/ part of a connector)
either enjoy watching or playing. Students Ih('n 3 not (adVerb) / nothinl (pronoun)
report back to you u~illg the phrast-s below. 4 on (preposition)
the majority about half 5 me (verb)
most of u~ a few 6 forms I examples (nouns)
quiTe a few hardly anyone 7 to (plepo!Oilion)
8 buU, (determiner)
9 greater (adjective)
Cloze Paper 3 Part 1 10 Oily (determiner)
11 ul'\ (preposition)
A Allnw ~tudenls 2 minutes to skim rud Ih(' text.
12 their (pronoun)
i{l;:llIillu thl;:lIl nut to fill in Ihe gaps yet.
13 talo.e (WIU)
Discuss ans~rs as a cI .. u. 14 which (pronoun)
15 maKCO (vem)
ElfplAin IhAt it's important for students 3t this ~tagl;: to
I:\ct into thl! habit of reading through the whole telft
quickly to gtl a gentr,li Idea of what it is ;,Iooul ""forI!
they fill in the gaps. The missing word may cI~pend on Structure
I~ conttxt or ovuallllleaolllg of the text.
Defining and non-defining relative clauses
D
Doing tmrrcil>l;l ur ,parts tralnl", to muole

'that Clrl:! .. h.o plV<lsing to the eye'

D Ahcrnativc8ctivity
Studell~ fl!adthruugh the text quickly and
underline the diff(,T('nt sports m('ntioll('d. Alik thl!lIl
to Imd uut wha t connects these sports according 10
Ihe'M'I.
'both of YItllch cklmand hlth stondards of l>.<I""nce. <»
ordination ond suppleness.'
'which seem to dM·IlI!'Id muscular strength more Ulan
any other physical requirement'
'who lake part in _ighUirun~f
'whit:h dttnlB.1ds enormous ph)'slcal strenllh'
II relallve pronoun introduces A relAttve ell'll/lie, e g ttlllt,
which. wfK), whOM, whom. wtw!re, when al'\d why.

football. tennis, fiJ(ur&-"kating. ictKIance. i)'mnastlcs.

$kii..~. wcwr. lUib'!. rowlOi. wel&htltttini. Othlctics E Co th rough Ih~ qllC5lions ont by on(' and discuss
Thvy are all connected I1t lfllmlng to mu!lolC. ",o,""('rt U a da~.

8 Tell blu dents nOt 10 wo rry about Ihe Iln~wers thcy

art' not sur(' about at thiS stage.
C Draw sluclen t~' Altcnlion 10 th(' exam tIP before
they rc ..d thruugh thl! text :Jgain.
Wh('~ Ihey are shU nol ,ure, studellts noll! down the
type of word that i~ mi~~ing hy InnkinRllt Ih(' whok
~nl('nce.
('.0 through Iht Itxl and check answers as a dill>!>. Tltl;:
key indudCli the Iypt o f word Ih:J1 is missi ng.
1 The nrst oontencc is Q deflmng rll lAIIVe clause
The scntP.nCe teUs us IMt of 811 the golfers it was
lhe one who attended the dinner that had won two
PMVious championships. TIlfIlO4tflt""lCV ttliis us
which golf\ill _ <I'lt I\ilf\illflng to.
TIMlI>9COOd sentence 10 0 non dcfJnlrW mlntiV!'! dttuse.
The sentence tells us ThAt tMfe IS likely to be only
one eo1ter In l1uesliOn The fact that the golfer
&tten~ the MOUaI dinner is additJOIWI
Information. Point out Uw u~ uf CQrTfllaS In this
sent~. 11 would still be a complete OOntcncc If
the additional Information was tllken OUI .l.$k
students to look back at lhe idIOmS on PlI8e 12
e_ercl!-e r.

15
 Ask thttr11 what type of reilltrve cilluse is used 11'1
the explanations. They Itlll ilil <lElfiniog reillti¥e
elnuscs.
2 The rel8hW! pronoun con be omtned WI the second
sentence. ThiS IS boecau5e it is the object of the
VEtfb in the relative eilluse. In this case the suhJect
Is SpectlftfXlS. Thtl r8tallVe pronoun cannot be
omitted In the l1rst S8f11tmCtI btit;ClUs.:l it II; the
'utJjecr of the vert> In the retatlve clau68. TIli," rullt
only lIpp1ifJ!. to deftnll'lg relotlve douses. In non
Oefinin« reilltrve cilluses ~ r-e .... trve pronoun con
I _ I IHtt omitted.
3 11lar cannot bs used in U"18 iEIC011d sentence. ThIS
Is because that Is never used W1 It I~linina
reilltrve clause. In thiS cosc whICh should bs ulitKJ.
The first sentef"lCe IS 8 defining rclotlve elousc.
4 That cannot be used at\ef" a prepoMIOO In a rclot/Yc
clwlI8. In Ulili case which should be used. Whom is
used after a prepotoiWn wlltIO referring to people.
Also h Is., nondetlnlne relative Cktu68.
5 1he re ....'rve pronoun Is whose and It refers to the
boxer. h Is a possessive relMM! pronoun mconlne
bftIoIYCing to.
6 The rtllativtl IJronOUrl which refel5 back to the
whOle Of the previous clClutoV 'IKI IE/signed as
manoccr of the club:
F Remind slUdents that all typt'li uf rdati ve dause
melltioned in t 1-6 are practiSfi! in this exercise.
Reference i~ made to this in the key.
...
Check answers as a claS/;.
1 I he Americon jourMlist whO / that Interviewtld Ultl
tennis chamPIon reminded me of my brother.
Sed I.
2 Thll liver, which isllbout 30 centimetres long. /'Ielps
In the dl/i!estiOil uf fWIJ.
SccF.JandE3.
3 we decided 10 entaec the two youn& dancers who I
that I whom we twt.!'oeen perform on television.
Sa: £2.
" TIre new coocert hllU, whiCh holds two thoosand
people. was operred )'Ejliterdily.
SccFlandE3.
5 The blind ICE. whose monoger has Just resigned,
Is/are currently tounng I'M USA.
S« E 5.
6 He had 1 _ had any formlIl educlItion. whiCh
omozcd me.
S« F fl.
,.
7 Skllrlg and snOYAXlardlne. both of whiCh .rll
exciting sportS. can new be Pfl)CtiSCd all year
round on dry-siu slopes.
See E4.
8 The new stadium won't be fi11ls1'1ed tOt lII'oOther two
years, by which time it will btl out of date.
s« r. 4.
G
The relative pronoon can only he omitted In SCMcncc 3.
Note: A wmnlOll mistake students make with this type
of $("ntt'nce is 10 WIt object pronouns in the relative
clause as if it w~;a se..,arate sentence, e.g. 'We dC'Cided
to engagt Ibe two young dancers (who ) we bad seen
them perfurm un td~vision.'
Point oullh:H the relative clause defines ' the two young
dancers'. The rdative ..,rolloun wile can be ustd in the
relative clauSC'. However, an ohject pronoun like them
cannot be used in Engli~h to refer ;again to 'the two
young dancers' within the relative clause.
Reduced clauses
The three exercises thai folluw ru(.U~ on different typn
of reduced relative c1aU5("S. These are Mlmctimc:s
referred tG as non finite or participle dauks.
H Ask studclllb Iv \.Umpare the two stntencts in the
exampk. Point Olltthat the verb in the mative clause i~
passive so the past participle or oed form IS used in the
reduced clau$(". If the verb i~ active the irlg form is used
in the reduced clause.
Remind ~lud("nts to c005ider whether the verb in the
relative clallqc i~ Active or passive when rewriting tlu:
sentences.
...
Check answers u if. class.
1 Athleteli using ~se techniques show a ma~
Imprcwement In perlomlanCIi. TI18 verb is active.
') CompctltOfS selected when they ItltI yOUng ~tand a
greater chltl'lCe of bel", SUOOC(ls1\Jl. The verb is
plIsslve
3 'III'Ot'king With Upilock:omlng 8ttrleles SWI
TF.. ill8l$
that more mOIl$y ntIt!ds to be ~pent on f&cllrbes.
The VCfb Is active.
 4 The !lllIdlUm belflg built for the eventl!l lliready an
lIrchiteetural liIlkifli point. The vert! 15 passiw but
refers to !;omethlne, not completed yet.
Ask studO::H~ to read the introduction and example.
ur
Point o ut how th e position the subject t~,. ftrik(r
changes in o::a ...h sentence.
Remind students asain to consider whether the verb is
active or passive hefore they rewrite the sent enCd.
Ch«k answers 35 a cla'l.~.
1 The Ioslne; lellm, who .....ert! humiliated by their
defeat, trudged towards the dressing room.
The vert! is passive.
, The champion, who was ~amlng with joy. r6{:t!IYe<t
her gold 1TlIKIa1.
Till:! vert 1$ active.
3 The Engll!lh FA cup. whiCh W"dS founded In 1 ':311, 15
the olde.st football cup competition.
The vert! is paIiSi'v1t.
A~k student5to look at the example and the Ihree
ongmaJ sentences in I . Point out thlltthistype of
sentena: is only po~~ible when the subject is the IiiIlIle
m both clauses.
Now ask litudents to look at Ihe two example sentence.,
iUld compare them with the sentences in I. Ask them if
it is dear who is'driven to d C"s peratlon uy
hunger'. Is il
the frog nr somrone clsd The potential
mi!under~tanding is illustrated in the c:.trtoon.
Smrlrnts look altho:: next three ~nlences lind co nsider
how the subject can ~ made: Ihe $<lme before they
rewrite them.
Olrck AnS ....·Ct5 as a dass.
Koy
t ThinkiOj{ of hoW their live! would be log",lhur. the
cou~u were pronounced man and wife (by the
""n.
2 \.ookJn& through the binoculars, I SIlW thel the
dllllMt eagle wttfllud to be prepanng to swoop on
its~.
3 I began to rUall5C she W8S no Iooger my bab¥ &In
whun I saw her dressed in her new school uniform
Photocopiabl~ activity 1.2 Tn page 150
Comprehension and summary
S8 pages 16-17
Under the weather
Ask ~tlld('nts what tllt:y imagine when they visualise the
phr;l~~ under the weatht1'. Explaill tlilll il can be a
mClllphor for he;llth lind ask students what thr:y think it
implies. The phrase mcans thllt wmebody is nnt fuling
in good health.
1 Students work in p;lin: to rearrange thc words ;llId
find Ihe dght complainls.
Trnnis dhow is illustrated in the carloon.
Check ans~rs as a dass.
Key
writer's cramll, a sprained Ankle. tennis elbow,
!Ii torn ligament, eye MNlin, II spfitting headache.
an ttar Infoct.iOll, a 81ipPed disc
2 Students discuss these questions in pairs or as a
cla'l.'.
Comprehension Paper 3 Part 5
A Refore the students read the two texts, dnlw their
attl!lItiun to the phnlQgraph alld abk them to predict
whatlhe two texts might be aOOul .
Srudents read Ihe Iwo kx t~ quickly tn gel tin inlprcssion
of who wrote them. Discuss answers as a class.
Key
Both tuxls were wntten by doctors.
The first text was wntten by a doctOf'Mlo M! Illso bHn
n pnllent.
a Alternative activity
Write thc'IC four litl~ Oil the board:
A doc/or 's view ofpatitnu'txp«I<ItioflS
What d() patitllts (tully think of their d()('foN?
A Iwspitlll doctor's rout;"t
Thc doctorlpatitllt rduliunship secn from both $ldN
Ask student!lto read both texts quick1y and choose
onc title for each {ext. Ask Ihem to Justify their
choice.
 DISCUSS answns as a class.
Kq
'Iext 1
The doctor I patient rdat ion~hip IoC.'Cn from both
$ides.
The writ er mentions his I her experience a5 a junior
sur~con and co mpares it with his I her experience as
a patient.
Text 2
,., doctor's view of pitticllts' expectations
The writer mentinn~ what patients want ,/;ltd don't
want from him' her.
'A hospital doctnr'~ routine' is too genen! for either
text.
'What do patients really th ink of their dodor~?'
doesn't fit eithn text beca~ both of them focus on
the doeton' view, not the patients:
o Al;k studen ts to underline a key word or phrOlSC' i.n
each question to hdp them decide which t~ it i~.
Check: an~ers as a class.
e question 4 WHIt inlJlfessloo docs the wnter grve
b QUHtlon 2
c QUeStIOns 1 BI'Id 6 'WIlIel'! word is used ... 1',
.Whtct1 TWO 'NOI'ds. contrast wiUI , .. 1'
d questions 3 and 5 ' W"in whY the writer has
chosen to uw U", phrase I expresSIon
C Draw students' ;lttl;'l1lion to the Exam fip h efore
they begin the exercise,
Note: III the revised C PE Paper 3 Part 5 there are only
fOllr comprehension question~.
Use the key for examplu of how their answers ca n
written.
Check answers aS;I class,
",,"1 IihutUIn& (line 14)
2._
The writer mcnliom , hulthnJt ~W«ll uiuiu;, the
op<nlms tM.ltr(, the W,IlIJ5, el(.. in lines IS- 18
'You ~Itu think of dwo patitnl5llS th(tl1tmy~nd
the nuna:16 your fir$l lillt (If dtfruu agAlmt lhem.'
(line 22)
'8
3 to Imply that doctors on their round~ ar. distant
8nd uninterested
An ,mll<l.m i~" I~rl!e f1l'i:t or group of ships which
would be impossible to $lap.
T"" 2
4 IMt by making thlnes complicated they seem tu IitI
In control
' Illusory' is klln<'lhing th"l i«tllS real bU I is not and il
awlia. 10 Ihe 'ltnse of conlrol' so the dodo" Cn!'''''t,
false lelllle of reality,
5 to show ttklt 0 potJCn"s problems ere fairly ordinary
compared to the dltficutty of dealing with UNir
expectations of the doctOf,
A pn/nlri<ll1;' ~ perwn walking in the Sireet. bull~
"II aU.k."(:tiv( it can suggest that .!oOmcthing i~ rornmon
or ordi nary. In Ihis contat. rt rffl:o" 10 Ihe patient',
a.nglill which ~uggest.slh .. t thedoctor rqj,<lu4 tlW.
il1n«~ U Vlmtthmg unUitelnti"l! ur unimportant,
6 lnendly and charming
P~tiellb ...."l1t 're'" uoaoT$' who appcardficicnl
beouw they think !hey are being lratm Mler r.uhcr
than a doctor who 4ppar~ fm~odly ,lIld ch"mllilK-
Summary wrttlng Paper 3 Part 5
IdentifyIng information
D Point oullO Sludcnu that il is import... n! tu
accuratdy idelltify what they nttd to summarise u
they won'\ he a.skcd \0 summanse the whole lnts .
how doctOfS and patiQnlJi; ItVnwally feet abOut c<JCtl
""',,
E Studen tlO re" d th rough all the summary phra.'ICS
and choo~ Ihe relevant ones ~fore they diM with lhe
text. Th<! y ",,,u do t.his in F.
be
• 2 4 5 7
Sentences 3. 6, 8nd H Ne oot relevant to the task .. ~
they don't refer to the attrtudes held by ducturli and
ptltients towards each other.
F nrnw studt"nts' attention to the wm tip first.
Remind students 10 use lh i~ cxcrciS£" 10 ch« k their
choices in E.
Check an~wc" a5 a clau,
 'e,
1 Ten 2 line 7 '5Offie iUus.ory sense of conllor and
line 15 'nleY ""dill nursus and doctors dash If'll In
aoo out'
2 TciCt 111nc 5 'motu! pilllenl-dl)ctor communiCation
V1rtlll'llly Impo!J!Uble ' 8nd Text 2 lines 25 and 27
'Just clam up on me' lind ' stopped takirlA nw
seriously'
4 TtI~t llintl 20 'and you resent anything thOt
distracts you from this task '
S Text Il1nc 30 'n questi on wtllCh tails on deaf ellrs'
7 Tf!1rt 1 line :,16 'the OOCtors are hiding from rou all
"'"
G Point out that their summanes should lIo t ju~t Ix: a
lilt of poi",!. Their sentences should he fluentl y linkN.l.
&ofon:' they begm the luk, dicit some ~~jbl~ linking
phra5('S they could use, e.g. firstly, furthermore. and,
bllt, besides IhIS, In addition, finally.
Sample summa,)'
Firstly, both Iii/xlII munUun that doctors and P'!tlCnts
haw difficulty communicating with Coch other. AIM)
doctors :;omctlmcs rclllrd potlent!!. as lin Intrusion Into
hospItlll efficiency. while pallents feel that doctors woo',
Il5ten to what they say and often seem to I.Mf ifYUidlng
them. Besides this. Ocxtors f~ttllhat patients expect
U~m tv giw In IlI1presslon of control whICh may be
fal&e. (61 words)
o Ext ra activity
Write theM! words on the board:
kepI prepared wntten maldled I!l;l.tlliered
attended conceived timed informed worn
Divide Ihe class mlo paJr~ 01 SIJJaU grouVll. A~k them
to add ill or wcllto th e word~ and find a noun thaI
malcht"5 them. Uk th il> example: u well-writren essay
"tlldent! ma~ as many similar phfaSC'~ as they \.0111.
Puint out that both ill and well can be used with
'Orne words.
Each pai r read Ollt their phrases. This can be done
competitively with the pair or group with the mOM
COrT('(t phraS('~ winning.
Possible answers:
a well -kept s«ret / gardell I rovul or lUI iU-kept
stere!
an ul-pr~areJ or weU -prep;lfed speech I
presml4tion
well-prepared or III -prepa rC'd for the exam IllI1Itr-h I
race I competition
a well-written essay I book! oomvositioll l ~Iory ell'.
a well malcht-d couple o r IWO well- or ill-ma tched
teams
a well mannered or i1J-mannert'd ~rson
a wdl-attenJeJ "ollr-nt / meetill!; / mat ch I party I
conference elc.
an ill-wlI..eiveJ or well· f.;onceiwd plan I schemel
propo.'\Il1
a well-titlleJ ur iII·timed comment I action
a well-informed o r ill-informed p<"rson I arlicle I
ar....oun!
be well· or ill- informed about somethlllg
yon ClI n
well-worn ~hOt$/ trainers I clothes I tyres
Extra vocabulary
See p&ge 116 tor Ideas on how 10 expiott thl!> vocal/ulillY
I"',,,-wptivv (adjecln-t) havinSlhe abililY 10 unde~tand thlnes
quickly
per:;pOCliyo (noun) an altitude nr wdyof !O"l"g Things
bolst~r (...,rh ) In m~kt ~n'elhing stronger or i",,,rov~ il
rlemenled (adj«l;ve ) lot:lo .. viu)I ill ~ ~ruy way due 10 an Up~1
belliyenmt ( ~<ljlXCli~ ) un(riendly or h~lile
;nlruiion (noun) somelhing unwdcome thaI comes inlO
people's livn
listening 58 page 18
Alternative mediCIne
Wrile the words (OI!VtIl IIOlWI and rl/temlltlVt 011 Ihe
board and ask student s ho w the words mighl npply 10
medicine and lor education.
St11dents work in pairs to match Ihe names to tile
pictures. Discuss What the trea lments inmlvc.
Disc u.\.S illl~wen as a class.
Key
1 Hypnorhcrnpy Is 0 kind of Irealment Ihllt creates &
state of rel8XflIion &rid concentr&tiOn ~ using
hypnosis
2 AcupuncfIJre is I Chine",~ IIKlthud of \I~<lting paIn
Of iltnaliloi by uslnll iptlClat thin needles Which arc
pushed into the skIn In particular ports of the body
3 AcU{JfCSSUfC. or Shlolsu,ls tt\f>; 8f'lP11C8t1on ot
presSllre through IT\lIssage to certain parts of the
body to relieve pain.
4 Herba/rSlll 's the use of Ctir\a,n htrrbs Of plants to
traat various illnesses.
"
DiKuss what conditinns the\e mMhods might be used
to In'at.
a Alternative activity
Refer Slu<l~nl$lo th~ list of coUlplaints in Under the
wt:"lltheron page 16 and ask which of the aJlernatiYe
methocls might best be use..! to lIeat these
colllplaints.
Multiple-choice questions Paper 4 Part 1
Identifying the context
A () Ikmind students to listen for kt'y words a nd
phn..sn that will give them dues ~bout the conlext.
Play the rccordiJlI!-
C:heck anlwt'n as a dass.
E:dract 1; Twv friends compo1l1n, an expt'nence of
hvPrlU~s.
Extract 2: M ad'Ienll'P.lnerrt for a hypno5il techn'IlU8.
Extmct 3' A JotlrMlist speaklng on a r.JdiU Pfowamme
Ex1MCt 4 ' A woman describing iI disastrous hoUdD)'.
Listening for specific information
8 () nr~w sludcnts' attelltiou to lilt: Exnm tip before
Ihey ~giJl the listening exerci~. In thc cum, students
will h ea r each mract separ.lltcly. TIley will hcar cach
ext ...,,(.t twice.
Ask studcnlslo re-"d Ihrough Ihe qUC5tinn_~ lind options
for Extract 1.
Dul with any vocabulary qllClltions. Ask thcm 10 make
guesscs about possible auswelli based on what they
remcmber from the ~h()rT e~ra cts in A .
Play Ext ....I.I.. t I and pause recording whilc sludcnls think
about thdr answefS. Continuc to play Ihe recording.
Repeallhe procedure for each mract in tum.
AI the end of aU four exlNldl allow studellts a lIIulUle
...
TO compare answers ill pairs. Check answers u a cI~ss.
1 C 2 B 3 C 4 C 5 B nC 7 B B a sueh 8S blood pressure. tem~rilture Bnd oxyecn In The
Note: Sections of the tapescript in italics high.l.iKhl
parts of the text relev'l.Ilt 11,1 the key.
TapeKrlpt _ __ _ _ _ _ _ _ _ __
Extract 1
WOMAN WCII.I wn~ hAVIng trouble sleeping. 1'0 00n9 a
treat dcal Of research into hypnosis, and. urn, althOUih
there's no doubt that it can be iocrealbly etrect/Yc I IWS
vel)' apprehensive, I Ci:ln tell you. I'd been prescribed ...•
wel l, given !>Orne mild sleepl", pills &nO I ... went to a
hypnolheraplst bcc:Iusc I honestly lett thet I _s becomlrC
addicted to them. Althouth I never felt that I _nt under.
the insomnl8 sort of cleared up. Ana afler the session. I
had the best night's sleep I'd had fOf years. SO. perhaps I
welt, learned something subconsciously.
MAN nlal's Intelestlne. I actually hAd hypnosis fOf about
two )'tiars. Atter thO session. my mind seemed f&lOf £/uUp
and I had this fet'1lmt 01 UN! power. tt only took a minute
Of so TO put me to sleep. Then. wlltfn I woke uP. I felt that I
could fight King Kong! Built also helped me to concentrate
on my gillme ana block out the Crowd. t have 10 SI!lt thet I' m
fascinated by the fact that apparenTly we only use ten pel
cent of our brains. !''1C rell!1lhl1t the creative potlsiI.Jilities
of our sub-consc lous ere enormousl
Extn:lct2
MAN Ever tried TO give up smoking? The first timtl - yes - It
dOCS'NOfk - up untillunchtimel The IitICOOd time )'OU don't
feel like having a ciRareUv for 2<'1 hours. but the urae slowly
~s back. And ytN know you arc ,oint ro mil. You leel
cynical about it - tell your friends the timing just wasn't
righL W'rri not try our new hypnosis treatment? Wa givv you
lit word froodom - lind you think of It t!Y8fY UII"" you I1<NC
a elU\lmg. !Jut, t1j the time you tillnk of tire word you htlW!
no oesire to light up! All you hi:1\19 to do Is want to g;ve up
eoougtr. And it's not only smoking that II works lOtI Do you
e\Ief suITtil from Sfa&e fl1C.ht? With the help of hypno515, roo
will nnd all your nrst night fellI'S tire dissolveO! All you then
need to do is took 10000000rd 10 playing ttKI char-deler, ancl,
'MIile on slllge, )'OU should simply be that charnctCfl Try 0
session under hypnoliis ant.! see. You will be able to !elk
yourself Into a l>4ffl1i-hypnotiC st:Jte any time you 're under
IilrlHi•• for instance. when )'OU 're tIyInt. I'bu won't be ~flKl
any moro Ir wi/I just ~/" you to rellU!
EWact 3
MAUi PflUENTER n's cwuyone~ biggest nightrnarv:
suddenly foiling 11/ OfllJ Iongjoumey, particulafly when
mc<IiCftI emergencies occur on 3erUQIanes. ""rSt old kit
ITI8')' not be eooogtl and it'!> a wry lone ¥r.1'/ to the nearest
hospiUlt. One nrajOf airline now boosts about 8 next·
generation improvement: a docror who ctln monitor a
pciUttnt's condJr1onl'rom r~ ground ~ satellite
transmiSSion. The ·telemedicine'link shows vital stens
blood. To check on iI pc!t;t>t!n61er. "I&ht ,mendon'" - Who
h_ undelgontl basic medlCtlI trnlnina - first rltl8ch
senSOfli. A monltOOng unit then plugs into the plane'5
satellite communication system which allow5 continuous
two-wAy communiCation between UIV plane ana the ol rport,
Tile doctor on the ground rllWiYes the sl&rnlls through 1'1
computer and utteides 'Nhethcr the potiont could SlIfe/y be
hated by the crew, or If £I n emertel'lCY Il'Inding is
necessary,
Extract 4
WOMAN It 011 storted dUring 1'1 perty in the cellctr of a
friend's hou.'Ie In london, I could feellffl chvlOt tiihtenln&
anti beflIn to lind it hard to breaUIV. Every time I tried to
inhale, my lungs becanltl irritated and WIthin minute!!! I
was coughil. unwotrollably. I was Dfrald I_!!! going to
pal>l> out so I ran out.sIdc. gulped In!!lOfl'le fresh alf, and
evefllually 1 rc&ained control but I wasn't able to go back to
the P!1~. Then. aoout two months latel, I liuffered identical
symptoms while on hohday wiUI my husband in Cornwall,
We'd rented ill cottage WId the only WOJt I .....os nble to
breathti comfortably Indoors .....os b)' inhAling through II
<larnp tissue WIth the wI~ open and an electric lire to
dry the air. We hod to cut our holiday short in U-.e Imd. We
were blnerly dl!!l-llppolnted. Wherll got back home, I decided
10 h8Ye some tests done. /I tUflHKi out that I'm strongly
~rgic to 'Aspelgillus', a slmln Of ord;nory hoIl!JeMld
-~.
Your views
D III pa.in, students discus.~ Ihe 'lllCSIions, then tach
pair (omr~ rtS its a.nswers wilh another pair or
(()IIIP:.m;:S answers with t he class.
Extra voeabulary
See p!lge 17(; lor ideas on hvw to explOit this VOClIbulllry
Cf1vi"ll (noun) .. \lfry strong desire for somtlllltlB
rllilln (verb) 10 keep or to conhnUf In h.ve wmelhinll
prudent (adjcrti-,,:) xn . . hlf ~n<1 C<lfeful ill llI.oong decis:iolU or
judscmml.
untlf!rlln (v.:-rb) 10 ulX'ri(ncc wmelhing. often unp1caSjlnt
monitor (V( fU) 10 walch and check something for changt'i
Speaking 5 8 page 19
Themed discussion PaPtir 5 Part 2
Divide the cla~~ into pairs for all the a.::tivitin.
A AUvw ~tudenl$ 2 3 mi nut e,<; to mmpile their itsts,
Compare: li~tb as a class.
PossIbk! answers
relaXing. public heililth, SOOUllllg, protection,
therillpeutic / Ultllapy, prwentJon, trcatment , dlse8!!1e~,
senli8 uf _ Il-belne, injeCtion, conte ntment, hypodermic
needles, bcncnciol,lnnoculauon, good for your skin,
apprehensive /!M:Med / tearful, alternative m6(Jicin~,
health !!!Cherne /policy, health club,
conventlOl'ltlI medicine
Speculating
R Students d lscun the pillllrn in pairs, Encou rage
Ihe use of language fnr giving impressions and
s~cu lating,
Ask s l uclcnt, to oompilrt IdeilS with lIJ10thn pair.
Speculating
, .. ' Quid / ",lIf / might be ...
/ WQuld assume ...
... IlpfKlIr / J«m to IN ,
I gt't thi' rmprrJS/oII .. ,
. .. look as t!lQugll / if ...
COPlay I he record ing twice if n««sary. VISCUSS as
a class what was different ur bimilar to their
desuiptions.
Taposcrlpt
IHTDtLOCUTOfI Nuw I'd like you to look at pICtures A and 0
and lalk toeether GbOUt 'Nhot you think tile people are
oolna ana why they might be doing these things.
FEMALE CANDIOATE Yes. SO, I think the picture number one,
thiS eon.sumer is choosing , •• vitarmn tablets. I assume
that he needs some may\.Jtl some encliY because he'!!!
feeling a bit strtlSsed or he needs sort'Ie vitAmin teblets
because he's &olna 10 take an exam, l or eJQImple, or
somcthin&.
MALE CANOIDATE Well ... I woulon't say that. It saems to
rne that, m&ybe he's ... working in a shop like Boors .. ,
some ... you know, l>omtI klocl of .. ,
RMALE 011 nO,1 don't aarcc with you.
MALE ... ana he's In ctmrge of providlOg the medicines to
the customers. you know
F£MAl£ No I think he could be - I think to fTl8 - From my
fXllnt 01 VIew I think he's a CUl>tOlllllf. He doesn't seem to
work for - for BooIs at all.
MALE Ooo't think he's In a dnes ffill- d~ stall
FEMALE Yes he Is. But not wooing for the company
MALE WCII. on to the seconct photo. The little glrllooks III.
She look.! III. (Yes) I think
ffi8)be she's treated tOf a dllitlase. The - the the other
woman seems tu be a nurse .
FEMALf It mtIy have been. Ytlli, maybe you ore nght. you
are n£tlt, she could bv a nu rse nurse. Yes.
INTERLOCUTOR Than k you.
Evaluating
D Ask stuM nls what health l:ampaigns currently ('xist
in their co un tries, what hcall h issues the c;,.mVaigns are
about, and how they are pr~nted .
Draw students' attenti on to the Will l ip and use one of
the pict ures as all oam ple. Ask what message they
think it is intenrled to convey. T hen a!Jt them whet her
they th ink it is wc~ssful and give reasons.
Paulble .,..wer:
r think the Idea the ftrSt picture i!lttemplli lo COI'MI)' IS
that there is 0 VAriety of ways in wtl;ch we can take cnre
of our heatrh i!lnd ensure fitmtli&. HowoYcr, I don't think
It £f!ts Its message 8CfQ'i& Y9f'( well bec8u.!le It shows i!I
mther e~peo&lw form oftroatmcnl or therapy that mOlit
people ITIiIy not be able to afforn .
StudentJ; ~uss the other pictures in the same woly.
They report the ir views to the rest o f th e c1as.~.
Suggesting alternatives
E Refer to the Exam l ip ~ nd encou r;,.ge stuuents to
make and invite suggestiu ns from e:ach o ther, and, If
they u iSllgree, to do so poHIt'ly.
Sugge stlne and disagreeing
Onf po"jbllrty "",IJ be ...
Mrotlln-oplion for this would ~.
I n~11 what you mean, but d(m't YOII III/ uk.
I J Oll't entirciy ague with YOII thm! ...
J tau your point bur f't rIUlp$ ... might ~ a bener idta.
F Students report their deciiiuns to the class. Take !'I
vote on th e t wu iJ.est suggestio ns.
Writing S8 pages 20-21
A proposal Paper 2 Pe rt 1
Understanding the task
A The que~tions arc designed to check th;,it ~tuucnts
have u nderstood what is required in th is type of
wri tiuH la5k.
Check answen;,is;" class.
1 Thv proposal Is for the .!IeniOr manager. The style
should be fonTll'll , professional.nd Impersonal.
2 The reader will expect to find suuestlons I
recommendation", fOl' ways in which the health and
fitness of sUlff at the company could be Imjlfoved.
3 U",ine the re"~1ts of the questionnaire ali the basis
for the SucgCSlions I recommendations III'OUIcI eive
the propoS31 8 sense of auUltmtk:lty.
4 There ......11 be II baJanctt of both. The irwestlg8tlon
of existIng facHities will be with refereroce to the
resutlli of the QUCstJor\rIalre. The new Kleas WIll be
lhe s U£iestcd plan of fICtIOn Of recotnrTlendalJons
based 0f1 these results.
Analysing the sample
B Refer to the answers in A and adt studcll b tu use
them a.~ ~ checklist ali they read thro ugh the Mmple.
When they ha\'C read the Mmple, ask studell~ if the
proposa l has done wh dt it is supposed to do.
Point oU( thllT the thrcc q uestions are designed to focus
stud en ts' ;,ittent ion on the style: and la yout of the
sam ple proposal.
Dibc-uss answers a.~ a class.
1 The style IS formal and knUtlfsonaJ
2 lhe proposal is diYKJud Into sections. f~h sectton
has II 5hOft htladlni:.
3 This type of layOut mBlIes the pr0p05a1eaSier to
read. The roqulred Inform.!ltion Iii clecll!y
presented.
Writing .kllls
Making recommendatio ns
C U rlW "tu den ts' an cnl ion to the Exam lip an d write
this sen tence on the boaru: J would 5trOllgly rr.mmmtlld
rtluJ..JI1K Plotes before you !tart writi"g as tIm will mabie
you 1(1 (lr~(III;J(' your 1(leas fmll write mort! fluff/lly.
Ask st udents wh ich part o f the sentence gives a pct'Iitivc
proposal an d whi,"h part gives a clarification.
Stude nts look thruugh the sa mple propoul again and
fin d ot her exam ples o f th ese fU III.tions an d make li~l s in
the Ciltegorit:1. p ruYid ed.
 Ke, Unit 1 Overview key
!>Mltl'll! ptoposllls
I 5uggest that we Investigate ways
56 pages 22-23
Constderation should bti giVi;tn to .,'
I woold stronGly recommend provld1ne lexical cloze Paper 1 Part 1
The restaumnt menu could be revised
A
ClnrtT1cl'lUons 1C 2C 3B 4A 5C 6C
. as this would result in . 7e 8e 9D 10 C 118 120
sincv this would result in •..
on the grounds that ...
Cloze Paper 3 Part 1
... this would have the additional ru:t'o'rmtagc of . B
... as this would help. 1 Whell"" 9 under
Net"t"'e propot.lll5
It woold be inadvisable to provide .•.
,
2 "P
make
10 sur.h
11 both
4 by

D Students look at the ,ues ill 1-6 and choose lUI

5 with
6 much I far I considerably
"
13
14
of
. . II
this
appropriate structure for making a positive or negative 7 reason 15 t ime
proposallxfore they write their senknces. ReJlLilll.l 8 taking
them to write complete ~cntcncc~ hearing in mind that Word formation Paper 3 Part 2
the form of soJile verbs may l1t~eJ to be (hanged and
other word~ added. C
1 beneficial 6 slJbcM~K)Usly
Ched answers as a class focusing on accuracy of form
and ~nten(e structure. ,
2 clrcull'ltion
significance
7 enables
8 intrusion
4 incredibly 9 incurC:lble
Possible answer. 5 uncontrollable 10 muscular
1 It would be a good Idea to go cycling: reGularly. and
this would have the additional adVantage of
Vocabulary Test Unit I TB page 126
I'Iclping ~ou to get fit.
:7. I am opposed to the idea Ol8110wing eigtm~tte
lIdvertising on TV. sin<:e this will result in more
yoong people smoking
3 Consk\eration should btl given to having a more
balanced diet. as this would enable us to feci
healthier and lose weight.
4 tt would be inad'viS8ble to open a wine bar at
school, on the grOtlnds that it would inevitably lead
to stud<:!nts dttvttlupin8 bad hOlblts.
5 I would stron6::ly recommend playing sports regularly
because this would allow people to feel more
energetic.
6 I suggest we stop watching TV so much because
this might encourage Uii to get more e ~erc iS8.

Writing your proposal

E Go thruu!;h th~ ~laSl'"!i in turn and discuss questions
an<! hrainstorm idcas as ~ class.

23
2 Written in the stars
solar system Nicolaus Copernicus (1.473-1.543) Polish
astronomer who proposed that the Earth and other
planets orbit the Sun.

~ See unit summary on page 4~

. ~_____ ~..____ ~,~ __~"'~_~_,._~..___ ._ ,
Multiple-choice questions Paper 1. Part 4
Background notes Albert Einstein was the man
Exam training In this unit responsible for the Theory of Relativity and our
Reading Multiple-choice questions on one text:
understanding of space and time.
dealing with distractors
Max: Planck (1856-1947) was a physicist and originator
Use of English Word formation: affixation
Comprehension and summary: of the quantum theory of sub- atomic physics.
referencing devices, meaning of Werner Karl Heisenberg (1901- 1976) was a physicist
idiomatic phrases and philosopher who helped establish the science of
Listening Sentence completion: looking at context quantum mechanics.
before listening Gonville and Caius college is one of the Cambridge
Speaking Extended speaking practice: responding University colleges.
to the long turn
Writing A review: vocabulary range for creating A Draw students' attention to the picture of Stephen
interest Hawking and ask if they know anything about him.
Students read through the text quickly and find out
Ask tudents if they can understand the meaning of the how Stephen Hawking communicates. Point out that it
title f th unit. It's written in the stars is a phrase used is important to read through the whole text to get an
to imply that the outcome of something is dependent overall idea of the gist before attempting the multiple
on fate or luck. The overall theme of the unit is choice questions.
cientifi fact and fiction.
Check answers as a class.

Reading S8 pages 24-26 Key

Masters of the universe
Introduce the activity by asking students to name a
famou ientist from their own country and explain
what their contribution to science was.
tudents discus the questions in pairs or small groups.
heck an wers as a class.
He uses a computer attached to his wheelchair which
has speakers that transmit an artificial voice from the
words he types on the keyboard. His important ideas
have been communicated through the books he has
written, Black Holes, Baby Universes and A Brief History
of Time.
B Draw students' attention to the Exam tip.

Key Key
a pendulum Galileo Galilei (1.564-1.642) discovered 1. D 2C 3 B 4 C 5 C 6 C
~at the swing of a simple pendulum depends only on
its length.
an apple Sir Isaac Newton (1.642-1.727). It is said that
an apple falling on his head lead to his formulation of Vocabulary
the idea of gravity. C Deducing the meaning of unknown words from
a light bulb Michael Faraday (1. 791.-1.867) was the first context is an essential skill at this leveL Use the word
scientist to produce an electric current from a magnetic chimera as an example.
field.
radioactive warning sign Marie Curie (1.867-1.934) was Ask students to look at the first paragraph and find the
a Nobel Prize-winning physicist who discovered the word chimera. It occurs twice. Then ask the following
radioactive element radium. Radioactivity itself was questions: What does it refer to? (The Great Unified
discovered by Henri Becquerel. Theory); What type of word is it e.g. noun, verb,

24
adjective, adverb, etc.? (noun); What other words does
Key
it connect with? (chasing, no chirnera, but a real beast)
tudents can use the questions as a general checklist for 1 The great Question of Life, the Universe and
deducing meaning from context in future. Everything.
Remind students to look at each of the words as they 2 The answer is 42.
3 That the two men have never really known what t
are used in the text before they match them to a
question is.
definition.
heck answers as a class.
F Spend a few minut di u ing tudent' reactior
to the extract.
Key
1.f 2i 3e 4g 5h 6a 7b
8c 9d Tapescrlpt
NARRATOR Inside the building, the room was much as
Slartibartfast had described it. In seven and a half millio
Expressions with time years it had been well looked after and cleaned regularly
every century or so. The ultra mahogany desk was worn at
D A k tudents to explain to you any expressions with the edges, the carpet a little faded now, but the large
time they have in their own languages. computer terminal sat in sparkling glory on the desk's
A k students which expression they think is illustrated leather top, as bright as if it had been constructed
in the cartoon (killing time). yesterday. Two severely-dressed men sat respectfully
before the terminal and waited.
Remind tudents to replace the whole phrase with one LOONQUAWL The time is nearly upon us, Phouchg.
f the expressions. PHOUCHG Seventy thousand generations ago, our
ancestors set this program in motion, and in all that time
heck an wers as a class. we will be the first to hear the computer speak.
LOONQUAWL An awesome prospect, Phouchg.
Key PHOUCHG We, Loonquawl, are the ones who will hear the

1. just in the nick of time 6 be / leave / come on answer to the great question of Life . .. 1
LOONQUAWL The Universe ... 1
2 a bit pressed for time time
PHOUCHG And Everything ... 1
3 at the best of times 7 buy time
LOONQUAWL Ssh, I think Deep Thought is preparing to
4 Now's a fine time 8 for the time being
5 kill time 9 time and time again speak!
NARRATOR There was a moment's expectant pause whilst
10 time will tell
panels slowly came to life on the front of the console.
Lights flashed on and off experimentally and settled down
R und off the activity by asking students whether they into a business-like pattern. A soft low hum came from the
were on time or in time for the lesson. (on time is at the communication channel.
rrect time; in time is early, with time to spare) DEEP THOUGHT Good morning.
LOONQUAWL Er ... Good morning, 0 Deep Thought, do you
have ... er, that is ...
o Extra activity DEEP THOUGHT An answer for you? Yes, I have.
Ask tudents to recount something that happened to NARRATOR The two men shivered with expectancy. Their
them recently using as many of the expressions with waiting had not been in vain.
tim a po ible. PHOUCHG There really is one?
DEEP THOUGHT There really is one.
E The recording is an example of how explaining LOONQUAWL To Everything? To the Great Question of Life,
the univer e ha become part of popular science. the Universe and Everything?
tud nt read the question before they listen. DEEP THOUGHT Yes.
NARRATOR Both of the men had been trained for this
Play the recording.
moment, their lives had been a preparation for it, they had
h k an wer as a class. been selected at birth as those who would witness the
answer, but even so they found themselves gasping and
squirming like excited children.
PHOUCHG And you're ready to give it to us?
 DEEP THOUGHT
LOONQUAWL
I am.
Now?
DEEP THOUGHT Now.
micage (noun ) an illusion that cannot be <e~1
detrimental (adjective) harmful or acting against something
capacity ( noun) the amount that something can hold; the
NARRATOR They both licked their dry lips. ability to understand or do something
DEEP THOUGHT Though I don't think you're going to like it. deterioration ( noun) process of something getting worse
PHOUCHG It doesn't matter! We must know it! Now!
DEEP THOUGHT Now?
LOONQUAWL Yes! Now ... Language in use S8 pages 27-29
DEEP THOUGHT Alright.
NARRATOR The two men fidgeted. The tension was
Word formation Paper 3 Part 2
unbearable .
DEEP THOUGHT You're really not going to like it.
A This part of the section focuses on affixation in
PHOUCHG Tell us! English. Prefixes are added to the beginning of the root
DEEP THOUGHT Alright. The answer to the Great Question ... word and suffixes to the end.
LOONQUAWL Yes ... !
Students work in pairs to discuss the changes to the
DEEP THOUGHT Of Life, the Universe and Everything ...
words.
LOONQUAWL Yes . . . !
DEEP THOUGHT Is .. . Discuss answers as a class.
PHOUCHG Yes . . . !
DEEP THOUGHT Is .. . Key
PHOUCHG Yes ... I!I ... ?
DEEP THOUGHT Forty-two. strike - meaning to hit someone or something; to stop
NARRATOR It was a long time before anyone spoke. Out of working as a protest; to come into one's mind suddenly
the corner of his eye, Phouchg could see the sea of tense striking - adjective used to describe something or
expectant faces down in the square outside. someone that is unusual or interesting enough to attract
PHOUCHG We're going to get lynched aren't we? attention
DEEP THOUGHT It was a tough assignment. strikingly - adverb used with the same meaning as the
PHOUCHG Forty-two! Is that all you've got to show for seven adjective
and a half million years' work? able - adjective which describes ability to do something
DEEP THOUGHT I checked it very thoroughly, and that quite enable - verb meaning making it possible for somebody
definitely is the answer. I think the problem, to be quite to do something
honest with you, is that you 've never actually known what enabled - past participle of the verb
the question is. help - verb and noun
PHOUCHG Look, alright, alright, can you just please tell us helpful- adjective used to describe something which or
the question? someone who helps in a situation
DEEP THOUGHT The Ultimate Question? unhelpful- negative adjective
PHOUCHG Yes! unhelpfully - negative adverb
DEEP THOUGHT Of Life, the Universe and Everything?
LOONQUAWL Yes!
B
NARRATOR Deep Thought pondered for a moment.
DEEP THOUGHT Tricky.
PHOUCHG Yeah, but can you do it?
Key
NARRATOR Deep Thought pondered this for another long Real Madrid is the name of a football team. Real is
moment. Finally. Spanish for royal.
DEEP THOUGHT No. realign comes from the root word align. It means to
change the position or direction of something slightly.
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
C Brainstorm other words as a class.
emit (verb ) to end out something such as sound, heat, light
specify (verb) to state something by giving exact requirements Key
disconcertingly (adverb) causing surprise, confusion or
embarra sment realising, realism, realisable, realisably
immense (adje tive) extremely large

!irJJ iSll&JW{&W&'/JY ' Ii/61ft ~W&w6'6'[;J'~ e'III RlpK (lJJ~H

ern tion
formulate (verb) to create or prepare something very carefully

26
D Students prepare their diagranIs in pairs and then
Key
compare them with another pair.
1 unavoidably 6 abundant
Check an wer as a class. 2 catastrophic 7 extraordinary
3 alarmingly 8 destruction
ble answer. 4 disappeared 9 realisation
Legal illegal, legalise, legalisation, legalised, 5 insignificant 10 unfortunately
legalising, legally, illegally
Care careful, carefully, careless, carelessly, carer, a Alternative activity
cared
Ask students to cover the word with a piece of paper.
Appear disappear, disappearing, appearing,
In pairs they read through the text and decid what
appearance, disappearance, appeared,
disappeared, apparent, apparently type of word e.g. noun, verb, adjective, adverb g e
in the space by looking at the other word in the
sentence.
E Check answers as a class, asking students to give a
definiti n of the words or to use thenl in a sentence. Then ask theln to uncover the word and put thenI
• in the right fonn .

,
- -~ucom'uml'iL)f, -coll VIllI t C Q ..... ,;.~..,.- "-:z.~j.~ ::. -: _ : = "':"_
on or ut con or ...... '""~.& .... •

res~e U ,res ec u, ~,,' fe t ese wor on

r..~c c::JJ,,...
u I
I
'rpc;;:.
U
rf ' - .1 _ 1_ L _ _ l
respect, disrespect , - - ... . 1~ I ,",-t;,.# ro.
strength weak hard soft circle arge
3 disentangle entangle, tangle
4 misrepresentation misrepresent, represent, rich danger courage force ure
representation, presentation, Ask students to work in pairs and Inak verb fr In
present all the words on the board by adding - en either t
5 proportionately proportionate, proportion the beginning or the end of the word.
6 uncoordinated coordinated, coordinate
7 reconstructive reconstruct, constructive, Then they should Inake sentence using five of the
construct verbs, using a dictionary if neces ary.
8 differentiation differentiate, different
9 Informality informal, formality, formal Check a nswers as a class.
10 Interchangeable interchange, changeable, Key
change strengthen, weaken, harden, soften, encir ,
enlarge, enrich, endanger, encourage, enfor e, en ure
.. --~ .. -'1}itW-:\ ti -"\:'ffi:-'- - '«t--~~rt-l.1o·-~ <,., 1 -. .... -~~ a1;i JNy ----.=:
- -
• --
"'''''v 0 l e exer 1 ey) -e a sense of e
..·.- i .. __ e
10- _ ... -'- '-

of multiple change possible frOIn E.

) ... .... \ 11 t:."'
,
-.... ~

Stative verbs
Ask tudent to read through the text quickly to find
out what in general it is about (the possibility of Introduce this activity by asking
asteroids hitting Earth). possible to use the continuous fonn of the verb in the
example sentences (no).
Discu s an wer as a class.
Then ask thenl to work in pairs to Blake entence
Students read through the text carefu11y and decide on using the verbs in the continuous £ rm but with a
the right torm o t the word~ . dltten:nt ll"leaJll ng .
Check an wer as a class. Ask SOIne pairs to read their sentence out and t
explain the Ineaning of the verb.
Students then classify the verb and COlnpare their list
lLll d pdJ. \.u J..

C h e ck answe r s a s a class.

27
 Key J
Verbs related to the senses hear, smell, sound, taste Key
Verbs related to thinking believe, doubt, guess,
imagine, know, realise, regard, remember, suppose, 1c 2e 3c 4d 5e 6c 7a
understand Bb 9b 10a
Verbs related to possession belong to, have, own
Verbs related to emotional states dislike, hate, like,
love, mind, prefer, want Photocopiable activity 2 TB page 151
Verbs related to appearance appear, seem
Others contain, depend on, involve, mean Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
H abundant (adjective) existing in large quantities
celestial (adjective) relating to the sky or universe
Key compromise (noun) an agreement reached by making
concessions
1 a I think think is used to express an opinion
deprivation (noun) the fact of not having something you need
b I'm thinking think expresses the possibility of
intervene (verb) to become involved in a situation in order to
a course of action
help it
2 a Is be Is used for a general state or condition
b are being be is used to talk about someone's
behaviour or attitude at that particular moment
3 a I'm not Imagining Imagine indicates the action
Comprehension and summary
of using one's imagination at that particular
moment S8 pages 30-31-
b I don't Imagine Imagine expresses the
speaker's opinion of what is likely to happen The theory of inequality
4 a is appearing appear means performing in a
play, film or TV show for a limited period Students discuss the questions in small groups.
b appears appear means seem
Suggest that they should corne up with some examples
to support their views.
Continuous aspect Ask one student from each group to summarise the
I discussion for the rest of the class.
Round off the activity by asking students whether they
Key think women are better suited to certain jobs than men.
1 a The simple past is used to indicate a repeated,
regular action in the past which doesn't happen
now. Comprehension Paper 3 Part 5
b The past continuous indicates a single activity Background notes
that was interrupted by another action. Thomas Vaughan (1622-1665) was a British alchemist
2 a The present continuous indicates a temporary and philosopher of nature. His writings deal with
situation. magic and mysticism.
b The present simple is used to show it is a Sir Isaac Newton (1642-1727) is famous for his
permanent situation.
universal law of gravitation and laws of motion.
3 a The present perfect simple indicates that the
Robert Boyle (1627-1691) was a British philosopher
action is completed.
b The present perfect continuous indicates that and scientist who carried out a series of experiments on
the action isn't completed yet. the properties of air.
4 a The past simple is used to show the action had Charles Babbage (1792-1871) was a British
finished when the teacher Intervened. mathematician and engineer who developed the
b The past continuous is used to show the action <difference engine' as a calculating machine. but it was
was still going on when the teacher intervened. never completed in his lifetime.

18
The R yal ociety was founded in 1645 as a national D Remind tudent that th y h uld keep th ir
academy of science and election as a 'fellow' or answers to the qu ri f nd imple p ible.
member was considered a .great hononr
.JIl vv J • • rn ersc e t 7 jtl 822} as a erman orn 4 ~ 1, ,~ •• -1__ _ ..
..lc;...tr{.... nn..",~ r 'u.,..... ,...,. ;:I~,..~ ______ ...~
J ...
Ask student to ompare their an w r in pair
astronomer who dIscovered the planet Uranus.
the father of Caroline Herschel who also Check answer a a cla .
became an astronomer.
_ l __ T .;;"~ ... p l ...-:~-- -L .. crt.~.,...". ,;I~"-':#'~ _r ~ .:;f_':_~-.; ::_ ey
mathematician. Her portrait appears on SB page 30. 1. to suggest that science had made ideas of magic
The Fawcett ociety was established by Dame Millicent and witchcrrift nlrl f:::>c:hin"""rI
awcett, a well kno'-Vn frTT'lin!"-t- -t-" ~-~-- .. - - -~ : and witchcraft old fashioned
1 <iWl..cll, a we known temlnIst, to promote women i l l 2 the Royal Society
cience. 3 to emphasise the exclusive nature of science as a
men's club
A tudents read through the article quickly and 4 scientific discovery as demonstrated by Boyle's air
ch e an option. Ask them to justify their choice. pump
5 the reasons for women's inadequacy in science
heck an wers as a class. 6 that he believed she was physically incapable of
doing mathematics
Key
Women failed to become scientists because of male E Remind student t h w th adv rb are u ed in
prejudice. the text before they mat m aning.
Check answers as a la .
B Ask students to read through the article carefully to
ch e a heading for each paragraph.
Key
he k an wers a a class. 1. d 2 e 3 h 4 b 5 g 6 a 7 c 8 f

Key
Paragraph
Paragraph
1.
2
Fear of the unknown
Women's understanding
o Extra activity
Write the e prompt n the bard.
Paragraph 3 A male preserve
Paragraph 4 A one-off visit
1 the law / enforced
Paragraph 5 Forgotten talents 2 the greate t team / th w rid
Paragraph 6 Lacking in strength? 3 what you aid / ridi ul u
4 offered / lend / ar
5 exam result / bad
Referencing 6 one point of view / valid / n th r
7 world / clo e / de tru ti n
C r a w tudents' attention to the Exam tip before
they d the exercise. Ask student to work in p ir nd mak mplete
sentences from the ue u ing uit bl adv rb fr m
Remind tudents to look back at the article and read the list in E.
th sentence around the extract to find the answer.
Each pair read out th ir mpari on
he k an wer a a class. as a class.
Key Possible answers
1 The law mu t be rigorously en£' r d,
1 a rebel .... ..., "';-'_J·uL~"unal ..'r,·r"" ~l.e ' . ~ n
III
wor
3 r t 'ou-;a
A T...J,.. 1 ..!_.. ..)7 ___ rr .....
4 He kindly offer d t lend m hi ar.
6 the 19th century

29
 h~ nO~heCo.TUe~n;:Jc c~pted_phr .~P:tfi. M~rc ri1:v> . ny..
5 Our exam results were disastrously / staggeringly / new and exciting venture.
catastrophically bad.
6 One point of view is as equally valid as another. Key
7 The world is alarmingly / disastrously close to
1 The two photographs show scenes from Star Trek
destruction.
and The X-files.
F Again, remind students to check how the
expression are used in the text before they choose a Brainstorm ideas for questions 2 and 3 (students' own
meaning. orne of the expressions are metaphorical. answers).
C heck an wers as a class.

Key Sentence completion Paper 4 Part 2

1 B 2 0 3 B 4 A Background notes
Percy Bysshe Shelley (1792-1822) and Lord Byron
(1788-1824) were both poets associated with the
Summary writing Paper 3 Part 5 Romantic Movement. Both had radical views on
morality and society and led unconventional lifestyles.
G The key information in the question is the
The Great Exhibition 1851 was a celebration of the
reasons . .. why women have been unable to participate in
Industrial Revolution held at the Crystal Palace as a
scienc .
showcase for the latest developments in science and
Sample summary technology.
A Ask students to look at the examples and guess
what goes in the gap from the context and the prompts.
Then ask them to read through the sentences and make
.L.ut: 4;:'.1<.. I.Ut:.l.ll lR .u::dU I.UI4U&IJ lIlt: st:Illence - ana maKe

sjmi ar ~uesse. oint out l all ey may nee more

l an one wor in some ga s.
B r-~ Play the recording. Remind students to use the
second listening to check what they noted down in the
Extra vocabulary first listening.
See page 176 for ideas on how to exploit this vocabulary_
Check answers as a class.
inherent (adjective) basic part of sOITlething that cannot be
reITloved
conviction (noun) a belief in sOITlething Key
\'VI~VI"~IVII UIVUlJ) it u c u q Ul ~U.lllCUllI1g

.... ....,ulTy (v .... J.u) l.v CI..l. .LC:U-'5 ull.l.l5.3 l1JlV C1 ;:)y;::t\'~.l .1J. 1 feminist
subside (verb) to becoITle calITler or quieter ? J;!:rrute .
Inolcunenl: ~noun) an ma.J.cauon mat sOITlemmg IS Daa or 3 sixteen I 16
..:J ~l"U::_CII / -LoU
VV..lVJ.llS 4 storm
o !!,llv::.L
6 (waking) nightmare I dream
7 student
Listening S8 page 32 8 female
9 The Great Exhibition
To boldly go

Tapescript

PRESENTER Alt~ough sCience Hdlon ISoften consIdered

uo::: d ["dillY IIIUUt:::Ill IIlt:::rdlY gt:::nrt:, I l nd::; along 1:raanJon. y
th§ §ng 9f th§ ±gth 9§ntl:Wf; n9¥@I§ in¥9I¥in~ §€i~meg afl8
NI"'\.~p. t-., 1, .... 1".l1)1 S"'-' ... ul. -a.-.o ".0 ......,._ l __ "",~ g'O •• .,> l .. fOfo~ .i.o n .f"CIl'""-t.OO~ ..... 0101 ClI"-1:5C1dy b~;oo""""" popul ..., kiUi.. dO. OCl ll y nGH~1 Cn,..,.

phrase u d in the television series Star Trek and which explains, the genre goes back even further. _.

30
 Extended speaking Paper 5 Part 3
A Allow a few minutes for the pairs to discuss their
id a with each other.
tudent work on their own to make their notes.
B While tudent are speaking, go round and
m nit r. Check on their fluency in presenting their
id a and note any errors you would like to deal with.
Responding
C Remind tudents that they don't have to agree with
what their partner has said but if they disagree they
h uld do 0 politely. See Unit 1 Speaking, exercise D.
When they have finished, do a quick feedback session
nBand
Exploring the topic
D Intr duce the activity by brainstorming as a class
any rec nt controversial technological advances they
kn w about e.g. cloning or genetic engineering.
Divid th cla into small groups. Allow them 2-3
minut to di cu s the statement.
one tudent from each group to report their
into the cla
Writing S8 pages 34-35
A set book composition Paper 2 Part 2
Preparing for the tasks
A Thi checklist aim to help students prepare for
writing n the t book by organising their study
appropriately. In small groups, students discuss how
they will approach the text that they have chosen. They
hould b prepare to give practical examples of how
and when th y will prepare.
ach gr up pre ents its plan to the class.
B Make a Ii t on the board of any other study
ugg ti n given by the tudents.
C Thi
h ck an wer a a cla s.
32
Key
1 protagonist
2 opening
3 climax
4 denouement
5 pace
6 hero / heroine
7 style
8 events
9 theme
10 suspense
Writing your set book composition
D Students may be asked to write about the set text
within anyone of the five formats in the example exam
questions in this section. Each of the formats has been
practised in previous units. This activity aims to focus
on how these formats can be applied to the set text
writing task.
Deal with each exam question in turn and discuss
answers to the questions as a clas
Key
1 a The balance should be fairly even as the review
asks for an illustration of society through the
characters.
b The article is for readers of all ages in the local
area. They will expect to gain information about
attitudes in society at a particular time in history
as represented in the book.
c The style should be informal but also
informative.
2 a The main focus is on the relationship between
the two characters and their different
personalities, although some mention must be
made of the external influences on their
relationship.
b An introduction giving details of the beginning of
the relationship.
A paragraph explaining why the relationship
could be considered doomed by referring to the
characters' personalities and other factors that
affected their relationship.
A paragraph explaining why the relationship
wasn't necessarily doomed by making reference
to how the relationship might have worked in
different circumstances.
A conclusion giving the writer's own
interpretation of the nature of the relationship.
c A formal style appropriate to an essay for a tutor.
 3 a The editor of the magazine. You wish your Unit 2 Overview key
suggestion to be taken up.
b Details of the personality of the female S8 pages 36 37
protagonist and how she resolves the problem.
Reasons why this particular book and its
Lexical cloze Paper 1 Part 1
protagonist would be of interest to the readers of
the magazine. A
c Formal and persuasive. 18 2A 3D 40 5A 68
4 a The younger readers of the magazine. 7A 8A 9A 108 11C 128
b To explain how the characters, their relationships
and the themes of the book would be relevant to Cloze Paper 3 Part 1
younger readers of the review.
c An informal, personalised style. B
5 a The head of English at your college 1 such 9 least
b The report should have a formal, impersonal 2 with 10 rather
style and be organised into clear sections, 3 ahead 11 of
possibly with headings. 4 on 12 result / consequence
c The main focus should be on how the content of 5 where 13 those
the book has provided you with an insight into 6 over 14 whose
the place where events take place and into how 7 I 15 doing
•
you think a teacher could make the book more 8 without
relevant to students, perhaps by using video and Word formation Paper 3 Part 2
drama.
C
1 passionately 6 intellectual
E Retuind students of the ituportance of planning 2 consuming 7 irrespective
their compositi n before they write by referring to the 3 remainder 8 unsuccessful
five tages u ed in previous units. Use the notes in the 4 characteristics 9 declining
key for part D as a guideline for you and your students. 5 unfortunately 10 embittered

The illu tration on page 35 depicts scenes frOIn novels

by Jane Au ten, M Forster, D H Lawrence, George Vocabula. yTest Unit 2 TB page 127
Orwell, J hn Steinbeck and F Scott Fitzgerald.

33
 3 Safety and danger
A Students skim read the text and decide on the
period.
Check answers as a class, asking students to justify their
choices.
ee unit umnzary on page 4.
Key
First World War. Russia entered the war in August
Exam training in this unit 1.91.4. The mood and atmosphere created in the extract
Reading Gapped text: looking for clues in the also serve to give a strong impression of the period.
surrounding paragraphs
Use of English Gapped sentences: thinking about
multiple meaning B This is a simplified version of the task in the exam,
Comprehension and summary: using five gaps instead of eight. Draw student '
shortening sentences, reducing the attention to the Exam tip.
number of words in a summary
Listening Multiple-choice questions on one text:
Check students have understood the ta k by a king
preparing to answer the questions them to explain to you what they have to do.
Speaking Extended speaking: giving views and Check answers as a class, asking students to ju tify why
opinions, responding they have chosen a particular place for each paragraph.
Writing A letter: writing a response to an article,
expressing opinions
Key
Th m f thi unit is dangers and risks and 1. C 'In my elation' links with 'glad to enlist' in the next
n our liv . paragraph and describes his feelings about joining
the army.
2 F 'By the time 1 reached the Cafe Museum' link with
Reading SB pages 38-40 'Inside the place was busy' in the next paragraph.
3 A 'he was already fairly drunk.' refers to the soldier in
Wa r and peace uniform mentioned in the previous paragraph and
links with 'his voice sounding slightly s lurred' in
Introdu th tivity by a king students whether the next.
military rvi in th ir country is compulsory or 4 B 'He offered me a Trabuco' refers to the cigar in the
voluntary. previous paragraph. 'When the wine arrived' links
with 'he filled our glasses' in the next paragraph.
tudent brain rm an w r to the questions in small
5 E '''God preserve me from sanity'" links with 'I ...
group
asked God to preserve me from anity as we1l' in
Di cu an w r a la . the next paragraph.

Note: War and Race i a1 0 the title of the famous

novel by L 'I1 I toy (1828- 1910). Ask students to check paragraph D and explain why it
doesn't fit. Ask: Is it true that the writer had ney r n
_ •• ~ H'-~ J lao neve seen
the man before? (no. li n+'! .,'"
____ .HuHl oerore? (no, ine 25)
Gapped text Paper 1 Part 3
eV.l'n .~ >-:~~.~
e: nn
o c: v'a! ce r 1 )'lrt
r art 3.3, tt prr p ,IT
·>-r--~~_'-o··~ . -
, ...
paragra
C Remind students they can find answers to the
questions by underlining relevant parts of the text.
Ask them to use their own words as far as possible in
answering the questions.
Check answers as a class.

34
Key
Vocabulary
1 He wasn't making any progress with his work so he The right meaning
wanted to do something different. 'divert me from E Remind students to read the whole sentence fir t
my intellectual work', 'I had reached an impasse' before making their choice.
2 The uniformed soldier 'students ... casually and Check answers as a class and clarify why the other
unaffectedly dressed. So 1 was a little surprised to words do not fit.
catch a glimpse in one corner of a uniform'
3 The way he was sitting and his expression were so
Key
stern and unfriendly that no one wanted to join him.
'His posture and the ferocious concentration of his 1 a recovered suggests getting back something which
gaze clearly put people off as the three other seats was lost
around his table remained unoccupied: salvaged is only used with objects
'+ \.IICll II~ WClt1l~" lV lovlCll... hln.oolf' ' I _ . . . . . . ~ 'b .. <:n1'pn <;110Qf"c;tc; tht" vict·m!ol wt"rt" ~ti11 alive
lonely', 'All I do is pollute my mind talking to peopie;,
2 c declared means to state something with emphasis
'Onto m'ln ~rml"
...v ..fi ........l ..... ~r.,.,. ..l1y &'.... 11 ..._ ..... h,· ,.J.",. ("' <;("

decreed is used to make official statements which

D This activity focuses on how the writer creates an have the force of iaw
impre sion of the characters. 3 c averse means disliking or being opposed to
something
Check answers as a class. reluctant expresses a lack of willingness to do
something, and is followed by the infinitive with to
antagonistic describes a negative attitude to other
the writer people
4 a divert means to make someone or something
"In my elation, subject myself to the rigours of a harsh
routine, divert me from my intellectual work, reached an change direction
Impasse, morbid despair, pleased to see a fellow deflect means changing direction as a result of
IOldler' hitting something
detract usually detract from. means to make
Georg something seem worse
staring intently at the table top, ferocious concentration 5 c aroma suggests a pleasant and distinctive smell
01 his gaze, put people off, I detest this sun and this city, odour is a neutral word used in science to decribe a
I want to be lonely, pollute my mind talking to people, smell
preserve me from sanity' reek suggests a nasty or unpleasant smell
Georg seems the more pessimistic. 6 c smashed suggests the noise of something breaking
into pieces
clinked describes a ringing sound
crashed describes the sound of two things hitting
o Extra activity each other
Write these adjectives on the board.
depre ed enthusiastic frustrated outgoing Ask students to read out their new sentence to the
sociable gloomy sullen solitary open class.
straight-forward cynical unsociable pessimistic
hone t F
Ask students to work in pairs to choose which Key
adjective apply to Georg, which to the writer, and
which could be used to describe both of them. ld 2e 3f 4b 51 6c 78
8h 9j 109
Students should justify their choices by referring to
the text.
Accept any answers that seem reasonable.

35
 mil Extra activity Extra vocabulary
Write these adverbs on the board See page 176 for ideas on how to exploit this vocabulary_
briefly steadily quickly secretively abolish (verb) to officially end laws or system$
continuously intently hardly knowingly to subject someone to something (verb) to force someone to
experience something unpleasant
longingly furtively
harsh (adjective) very difficult, unkind or even cruel
Ask tudents to work in pairs to m~~ sent~nc~~ mersis (adjtEti~e) expressing strong intert>.,i in d or
U : e' e ch of ...hp h..... ~..-b.o u,. r: ~.i ~ .,. bWl-.,.1.;h... unpleasant thmgs
adverb above. elation (noun) feeling of great happiness or excitement
ferocious (adjective) very fierce or aggressive
When they have finished, ask them to read out their candidly (adverb) openly and hone tly
entence to the class. Check correct word order, resentment (noun) feeling of anger about something
specially with glimpse, glance and hardly. considered unfair
preserve (verb) to protect or keep something in good condition
Alternatively, divide the class into teams to write
their entences and award a point for each correct
entence they produce. Language in use S8 pages 41-43
Possible answers
I briefly glimpsed him leaving. Dizzy heights
I gazed longingly out of the window. Introduce the activity by asking students how the title
I tared intently at the page. Dizzy heights is related to the picture.
I quickly glanced at the picture.
he p eped furtively around the corner. Ask them to think of other adjectives they could use to
He p ered intently at the contract. describe how they might feel in this situation. (Possible
De pite the shock, he hardly blinked. answers: daunted, exhilarated, nervous, excited, scared,
We could hardly make out the ships on the horizon. horrified, unsafe)
They wept continuously for their departed loved Students work in groups to discuss the questions.
one.
He winked knowin ly at me. Di c s answers as n c '"''''' .
L'IM... USS answers as a c ass.
___ __ - - - - ........... 0 .... ' c:.&L ... .1..1."-.

~I"I._-
I="xpr-oooiono ith do
The picture shows a construction worker on a crane
G A k tudents which expression with do is illustrated high above the ground.
(doing the donkey work). 1 physical strength and fitness, fearlessness. manual
dexterity. calmness
Remind tudents that they need to be careful with the 2 risk of falling, exposure to all weather conditions
form of the verb do and that they may need to change 3 students' own answers
the order of the words.
Ch ck answers as a class.
Structure
Key
Dackground. notes
1 I'm fed up with doing the donkey work in the Sydney Harbour Bridge was opened in March 1932
barracks. after 6 years of co tr ctio _Ir j~ tb ... _~-rl,d~.:d ... a"'~lc - -
WP! hRf't t ... #'IA_H ...". steel arch bridge and the top of the arch is 134 metres
3 I can do it with my eyes closed. above sea level. It is a well-known symbol of Australia.
4 I think too much army-type discipline does more
harm than good. A Allow students a minute to read the text quickly.
S Could you do me a favoul?
6 Some people say that military service does
Check answers as a class.
wonders for character building.
7 He did time for being a conscientious objector. Key
S A life of hardship will do you no good. a guided tour to the top of Sydney Harbour Bridge

36
Modal verbs Draw students' attention to th ampl and
explanation.
B This exercise serves a a quick revision of the
different functions of modal verbs. Remind them to find two ending [. r ea h nt n e tern.

Check answers as a class. Ask students to read out wh Ie k

answers and clarify change
Key
Key
1. necessity must, need
2 obligation must, should, ought to 2 b This was possible, but they didn't write back.
3 possibility may, might, can, can't, could, couldn't The use of the phrase here also indicates that
4 ability can, can't, could, couldn't the speaker is annoyed.
5 permission may, can, can't d Perhaps they wrote back but the speaker doesn't
6 deductions may, might, can't, could, must, know for sure.
should 3 a It was possible for him to catch the train but he
didn't.
e It wasn't possible for him to catch the train.
C Thi exercise focuses on the meanings of past 4 g It was possible for Ted to phone, but he didn't.
m daIs in context. h The speaker doesn't know if Ted phoned or not.

heck an wer as a class. The key includes hint

que ti ns to help clarify meaning.
Making deductions
Key F Check answers as a cla
1. an unlikely comparison 'It might just as well have
the whole sentence when they giv th ir an w r . Th
been a mill pond' Hint: Was it reaJly a mill pond? second half of the entence give th vid nf< r the
2 an obligation that was not fulfilled 'We ought to deduction in the first half.
have found this out' Hint: What didn't they find out?
Was this a problem for the writer? Key
3 an action which proved to be unnecessary 'We 1. c must have been 4 f must have been
needn't have worried' Hint: Why were they worried? 2 d can't have been 5 b can't have been
Why was it unnecessary? 3 a must have been 6 c can't have been
4 a positive deduction 'It must have been at least 50
feet high' Hint: How sure is he about the height of
the ladder?
G This is a freer activity t n making
5 a negative deduction the prospect couldn't have
been more daunting' Hint: Was it possible for it to
deductions about the pa t.
be more daunting? Students read out their sent
There is more than one po
situations.
Possibility and speculation
D Possible answers
1. It must have been an expensive restaurant. /
Key There must have been a mistake with the bill.
1 might / may have been 2 It can't / couldn't have been Patrick.
2 could / might / may have been standing 3 It must have been raining.
3 could / might / may have taken 4 You must have forgotten about it. / The TV
4 could / might / may have been repairing programme must have been exciting. / You can't
5 could / might / may have been taken have been listening to me.
5 We must have drunk it all. / We can't have drunk it
all!
E This exerci e focuses on how could, might and may 6 You can't / couldn't have worked hard enough on
can chang meaning according to the context of the it. / You must have misunderstood something in
scnt nee. the lesson.

37
 '" "' L1i2 r IH~~..-:tv\ll"'l'i\ a4'tc. \r _,,;t ...wqn~A .+n -;.,,;hpn~_ "hW .• ,,_;.
I two sentences using fall as a verb but not changing its
forITl.
Key
Possible answers
2 needn't have booked If you're not careful, you'll fall and break your arITl.
3 should have / ought to have booked We're expecting snow to fall this weekend.
4 didn't need to have, aet, buy D ......;,..oEli.1!' _ _ .. C",,-11': +-t..."... _ _ ..... _ c..._ ..... __ .....
..L ..L ..L ..... ~.;J'-... .A.":&.Q.l ..LCLLI..LI. ... l..1..J.'- .1..1"--0..1. .LLl.LU..I.\;;.
"5 shouidn'th8w,/oughtn'tto have taken, borrowed,
driven Extra vocabulary
6 needed to get

8 shouldn't have been driving dizzy (adjective) a feeling as if everything is spinning round
daunting (adjective) a lack of confidence or fear about
§8ffietffiRg
to embark on something (verb) to b egin somethinp; new or
~. ~ .~~ c.,,:.-.i-c.y--~ - UllIlCW{ -

Ask tudent to ITlatch the sentences in I with the reckless (adjective) showing a lack of care about danger
ITleaning a-e in H. exhilarating (adjective) very exciting and enjoyable
vast (adjective) extremely large in area
Key
1 d 2 a 3 b 4 d 5 c 6 e 7 a 8 c
Comprehension and summary
Photocopiable activity 3.1 TB page 151
S8 pages 44-45
Gapped sentences Paper 3 Part 3
Mind over matter

jJJ..a.vv '::~lu,-,,-i.liJ ~ ai.t .l.l(.iV.l.l. =lv l.lie ..bJ\..uri~ - "J..f' -Uc;I..Ul.C U.lcy
necessary to use mind over matter.
begin th exercise.
Students work in sITlall groups to discuss the risks as a
Check an wers a a class.
group and note down their decisions. Encourage theITl
to give justifications.
Key
1 task 2 break 3 summit 4 drained 5 pool Each group presents its decision. COITlpare theITl as a
6 driven class.

II Extra activity Comprehension Paper 3 Part 5

Write thi entence frOITl the article on the board:
Background notes
Our belts would be tethered to a cable to break a falL
Rehabilitation is special treatITlent or therapy to help
tudent work in pairs or SITlall groups to ITlake up SOITleone return to a norITlallife.
two ITlore entences using fall as a noun. Angina is a heart disease ITlarked by a sharp pain in the
chest.
Encourage the use of dictionaries.

38
A cardiologist is a doctor who specialises in heart
disea es.
Personnel is a synonym for staff, the people who work
somewhere.
A tudent read through the texts quickly.
heck an wers as a class. Ask students to justify their
an wers.
Key
Both articles describe the negative effects of stress
and anxiety and mention ways of dealing with them.
B Remind tudents to look closely at the text to find
uitable or correct answers.
Key
Text 1
1 powerful, important and emotional are wrong
because they are not used in the article to describe
the results of the research. The correct answer is:
incredible, dramatic, overwhelming
2 The answer is unsuitable because staggering refers
to the results not the management programme. The
correct answer is: to reinforce the idea of how
surprising the results were.
Text 2
3 negative and worst are insufficiently dramatic. The
correct answer is: doom and disaster
4 The answer misinterprets the final paragraph -
confident people aren't prevented from feeling
frightened. The correct answer is: that they are just
as afraid as you below the surface.
Summary writing Paper 3 Part 5
§hort@ning a §ummary
Check tudents have understood the instructions
by a king them to explain the techniques for shortening
1I l {Y
A k them to compare their reworded sentences in pairs.
heck answers as a class.
Key
1 We work better when we think creatively.
2 Not having the determination to succeed shouldn't
stop you trying.
3 After completing the course, their health improved.
4 Ignore demoralising negative sentences.
5 Taking a few risks will help you to become more
responsible.
6 People who are apparently confident often turn out
to be just as nervous as you.
D Remind students of the imp rtan e f underlining
parts of the text.
Key
Text 1
'learning to relax ' (line 7); 'think poSitively· (line 8);
'~~~nt tg Whlgh th~¥ fe~! !n ggntre! gf their gWn
emotions' (line 25)
Text 2
'People need to understand that they really are better
than they believe' (line 17); 'taking risks' (line 21);
'learn how to deal with it' [fearfulness] (line 25)
E Ask students to read thr ugh th wh I urn mary
first.
Discuss as a class why the phra have been d 1 ted.
Students go through the re t f the ummary and d lete
similar unnecessary phra e .
Ask them to compare their deletion in pair
Check answers as a cla
Key
1 he first sentence IS unnecessary as there IS no
need to introduce the subject of the summary. It's
obvious that if you are healthy you may avoid
sutg@fy §8 it's URR@c@ssafY t8 state ttli§ wittl ttle
phrase and 'perhaps even of avoiding surgery'.
There is no need to qualify calm with 'quite'.
? T,",p i'nllnwin" wom~ p!orl n,",l'"P!~p~ f"p!n ,",p rlplptPfi·
generally, Nevertheless, in staying healthy, own, In
confidence, you need to, emerging, ensure that you
summary.
39
Remind th m t c n ider how they can use the Tapescrlpt
te hniqu in xerci e C to rewrite the remainder.
PRESENTER Hello, and welcome to our programme 'Young
A k th m t write their final summary then compare hero or heroine of the week'. The subject this week is
ummarie in pair . Cindy Talbot, a final year college student, who was on the
third day of her five-day solo-hiking trip through a forested
Sample summary wilderness when she was struck by lightning. Lightning
kills nearly a hundred Americans each year, more than
Staying calm and remaining positive gives you a better hurricanes or tornadoes, and to survive a direct hit is
chance of being healthy. How well you succeed depends almost a miracle. Luckily, Cindy was rescued and we are
on taking control of your emotions. Try to convince fortunate to have her with us in the studio today.
yourself that you can achieve more than you expect, CINDY Hi!
even though others may have little faith in you. Come to PRESENTER Tell me, Cindy, what were you actually doing
terms with your deepest fears and meet each challenge when the lightning struck?
positively. Thus you can learn from your mistakes. CINDY Well, I'd noticed the thunderclouds gathering and I
(63 words) was, well, resting on a rocky peak people call Eagle Peak,
when I heard the thunder rumbling in the distance, and I
was rather unnerved. Fortunately for me, Rod and Mark,
Photocopiable activity 3.2 TB page 152 the two guys who came to my rescue were driving back
home in their pickup ... they'd been cruising around in the
forest checking their traps, I think. I must admit I thought
the thunder sounded kinda ominous. So I said to myself:
Listening S8 page 46 'Cindy, time to get a move on' ... you see I didn't want to
get caught in a storm like that. But, I was too late, I guess.
Stormy weather I remember when the downpour started ... and it must
have lasted for about an hour, ... at least an hour ... I
1 nt w rk in mall groups to discuss the
knew it wasn't going to stop just like that, so I sheltered
under some trees.
Wh n th y have fini hed, discuss ideas as a class. PRESENTER Not a very wise thing to do considering it was
an electric storm, or so I'm told!
Possible answers CINDY I didn't have much option, to tell the truth.
Everything happened so quickly and there didn't seem to
1 heavy rain / snow, flooding be anywhere else around where I might find shelter. But
2 drought, hot weather eventually the sun came out and the rain started to move
3 hurricanes, storms, a tidal wave away, so I came out from under the trees to dry off a little
4 hurricanes, storms, tornadoes bit. And then, well, I'd just put my backpack on - it has a
metal frame, by the wayi - when the whole world exploded,
2 In th ir gr up , tudents brainstorm ideas based on and I felt an electrical charge surging through my body. It
was literally 'a bolt out of the blue'l I realised that by some
th pi tur and mak a Ii t.
miracle I was still alive and had to get help. But I couldn't
mpare Ii t a a cla s. move my legs, so I had to crawl. It sure was heavy going,
but after about an hour I reached a wet, muddy kind of
track in a clearing in the forest, and was found by Rod and
Multiple choice questions Paper 4 Part 3 Mark, the two guys with the fur business. When they found
A me, I don't think they thought there was a grain of truth in
my story at first! Rod told me later that he thought what I'd
told him was a bit far-fetched, to say the leastl They said
they'd seen this weird-looking object - seemed to be kind of
he k n wer a a cla s. §I?r~~!!ns ~SrQ§§ 1h~ rg~g ... ng! mg¥in~; 9b1t it Wa§n't a
fallen tree - it looked human. I thought: Gee, thanks!
Key Anyway, they'd jumped out of the truck to get a closer look,
emu lney Touna me. I ney managea to get me to the nearest
1 C 2 0 3 B 4 A 5 C
hospital in record time, and, er, in a few days, I was on my
feet again. Thanks to the guys. But I've still got the scars
on my back, ... on my hips and foot, too. And I'm scared to
,..
dea

40
PRESENTER I suppose lightning's not normally something
to be terrified about. But you've just got to know what
you're doing, haven't youl So do you feel the experience
has had any long term effect on you?
CINDY Hmn, I think it's made me realise that I'm a lot
more resilient than I thought. I'm not really a quitter and
I'm determined, really determined to go on hiking.
PRESENTER But perhaps not in electric storms?
CINDY I can't promise that, I'm afraid!
PRESENTER Cindy, thanks for talking to us today.
Your views
B Students discuss the questions in sxnall groups. Ask
them to try and coxne to an agreexnent as a group.
Each group presents their decisions to the class for
compari on.
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
relieved (adjective) feeling happy because something
unpleasant stopped or didn't happen
initial (adjective) fir t, at the beginning
outcome (noun) the re ult of an action
vow (verb) to make a seriou promise to do something
unnerved (adjective) a feeling of fear or loss of confidence
ominous (adjective) suggesting that something bad will
happen
fcii-: i"~~i:'''''{ ~.1\.l; · ltv ) - iltrl~ y-tttm~LI1rl.
out of the blue unexpectedly, without warning
Speaking SB page 47
Extended speaking Paper 5 Part 3
Understanding the task
A Students decide who is Student A and who is
Student B.
Key
Student A risks, modem world
Student B fewer dangers than previous generations
Planning
B This stage is to help students prepare for their
presentation. Draw their attention to the exaxnple and
how the topic could be explored froxn the three
different viewpoints.
Now ask thexn to look at their own proxnpt card and
consider how they can use the three viewpoints with
their topics.
Students xnake notes. This is a practice activity n t a
test so you can allow them a little tixne to prepare in
order for them to develop good habits. In the exaxn,
students are expected to give fluent and coherently
linked responses to the prompts.
Speaking and responding
C Draw students' attention to the Exam tip.
Check that they have understood what they have to do
by asking one or two individual students to explain th
instructions to you.
While they are speaking, go round and xnonitor. Note
down any errors you would like to deal with or any
ways they could ixnprove their fluency.
When the students have finished the activity, write any
errors on the board and discuss correction a a whole
class. Also discuss any points about the fluency f their
presentations that you want to deal with.
Exploring the topic
D See TB page 22 Suggesting and disagreeing for the
language of disagreeing politely.
Encourage students to discuss each of the que tion
Groups report their conclusions to the cla s.
Writing SB pages 48-49
A letter Paper 2 Part 1
Understanding the task
A
1 The writer thinks that our personal freedom is
being taken away.
2 the newspaper's readers
3 The style is quite formal and appropriate to a
newspaper article. The writer uses a non-tinite
clause in the second sentence, 'Not content to'
and a rhetorical question in the 1Inal sentence
'How far'. The writer's opinions are expressed
quite strongly.
4 The newspaper would be interested in hearing '
strong opinions, both for and against the points
the writer of the article makes.
41
Analysing the sample
Key
B tudent an wer the questions, ask them to
r thr ugh the ample and find out whether the 1. It would be infinitely preferable to ban dangerous
sports.
writ r a r r di agr e with the 0 Inlons e ressed
wrllcr -( ' rce~ ur ul~a g ree~ WllIl lIle u lIllUIlS ex resseu Z. III~ vi r2 1 i.l ll u h ,... . . tl ._t ~ 1P""':::"';' t '-t ,., 1 , _ • • • , 11_ ' .1
I ~.-hJ:;;= -. n r l~_
res~ric~-I-rialvIBu~:uTreeaorri: - . - _._- ---- ... _-- --
3 Trying to ban sports would be a complete waste of
Key time.
1. Paragraph 1 purpose of letter and brief summary 4 It serves no purpose whatsoever to introduce yet
of main opinion more regulations.
Paragraph 2 positive aspects of government 5 There is no evidence that watching dangerous
control sports encourages young people to take risks.
Paragraph 3 negative effects of government (illustrated)
controls 6 What we need is the elimination of unnecessary
Paragraph 4 why some attempts at control don't risks.
work
RflrB raoh 5 Gntlr.h~"'ion ~es min G>Jemli gginign
ana mal<ing a suggestion rOt-ins y IIr IA-t-t~r
D Go through each of the stages in turn and discuss
ue tion and brain torm idea a a c1
_ _ ..... '- ..... _ _ ......... _ ..... _ _ ... _ ......... " " ' ' - _ a a . . . . _ _ _ ..... _..., -. _ .. _ .
, ......

~ <:5 -- -- ~3:::;;;--~ =-..;- ----

Paper 1 Part 1.

A
1.C 2C 3C 4B 50 6A
'it serves no purpose whatsoever' 7B 80 9A 10 C 1.1. C 1.2 B
'it will never be possible to'
'To sum up, ! think' GIOI@ Pap~r a f?art 1
'There is no evidence that'
'What we do need is' B
1 further 9 down
~~
\IV..-. :III!; ~k.III~ --- ::s
-~;.

100
-----
11
~·-'- ·T i -J~-

Insteaa / untortunately
C [, r tud nt b gin the exercise, ask them to look 4 By 12 as
they noted down in B 4. 5 through! o\Jer 1.3 ago
6 if / though 14 for
a a la , a king students to read out 7 well / badly 1.5 earth
Ih if nI flEe fSf ESffi~ni:>8H. 8 8,:,~r

Gapped sentences Paper 3 Part 3

C
1. enlisted 2 fell 3 struck 4 abandoned
5 raised 6 preserve

Vocabulary Test Unit 3 TB page 128

42
 4 Small world 2 Ask stm1rnlS which of tilt: ... Iug.uu "bow th cy
foun d mOM d lnt lvC".
DiSCll» th e question .l~ a dass. BrJ in ~lot 111 ideJs ,Is to
why thc ~rog:lns may ~ dkctlV(' ,md I~~ihl c rcaoo n ~
~ Str IInii Hm"'lfIry 0" page 4. why tlwy I1 100 Ybe UlcffC"ctivc.
Ruund off the Ktivity by asking l>lu JCllh wh.lt t1()lid:IY
:ui\'crt isi ng is lI!>Cd ill th eir cou nTrics.
Exam training In this unit
Readu~ Mulhplf!<hoicc Questioll~ on 4 tel:ts'
IdentJlylng '11y1f! and purposl:! olll:!"ls DExtra nctivity
~ of English K4:Iv word translormAtlon::;; inserting Ask sllldcllI~ 10 wnte.1 holirlay ndvcrli5ing ~ Iugan for
eletre! wt)rds, idiomatIC f!JJ"!res:;lons. verb thClr own country in Ellgli~h .
changes
ComprchCflsion <lrlll !oummary' us,nt
hnlune f1hrosc::; Multiple-choice questions Pal)tlr 1 Part 2
Ustcnlng Matching slalp.mcnts 10 Spe<lKlm.
Speaking TI'tlmed d,scuss,nn' suggestinG Background not~5
altemallvt:lS " pith helm et is a lightwe ighT h.lt worn in Irop k al
An article; d!;!!:>(.;riptlve languae" coulllries for protection !lg~inst the ~IJll.
Paul Theroux is a \1'3\·0:1 "liter famous for his books
It') II $111,,1/ world i~ uo;ed as an C)(VU:~SiOll of surrri<;c such a~ Till' Old HIII1>;(lJ1ill P.xprrS5.
...111'0 mC'Cting W I I I~"'n e rou know in a n unlikely UI A s.II1<llorium is a kind 0 1 huspltoll where people go to
ulj(:c~,tcd rl~("{'. A~k stud('nt~ huw it CJn also oc recover fn.)l ulong-Ierm illnesses.
applied 10 the idea 01 tIJVell1llod:ly'~ world. [\ rerl'r~ 10 t-orCt mtljr'Ir!' is J. kgal H.'TIII, O' I!;lIlolJlv from French.
Ih~ laCllhat, as tOllrism opens up mure and more used in cOlllr.K\S lu rder 10 Ilno::xpected Ci flUlllslolnce~
lk,rimllions, the .... UI IJ scC'ms sm,rlkT. The overall such.ls W;H
Ihc!ll~ of the unit i~ travel and tOlJri~lll. A >;irris.a Freudl word for 1I ~mall cottage illtltc
~ountry which i.~ ren to::d out fur hohda)'s.

Reading 58 pages 52-54 A The<;c IWO aClivitic~ .11111 to den'lop ~tudeills'

.lwarl'l lcMo uf the I'url'0<;(' and tonl' of lile texts ,IS wI:11
J.S Ihl' writer's style and .JltltuJe. An 1I1l(lcrstJnJing of
Wish you were here
the!>C .:Icmcnts is IInpnrlalll for S ludenl~ "11hl' level.
Intrt)(lu(c the activity by dsklllg stud""t ~ where Ihcy
A~k 5tuden t' TO rr,ld throu gh :dl IUUI" text s quick ly tn
wouJJ 10ille ,1(ros~ the phrase wish y(m WOf hal' (it is:I
~ I"hm~(' used on holiJJY P05ICJ.ros SC'II! tn friends ;;IUU idea of WIH,H· Ihey JfC t.lkl'n from,
r,cl llil

family). C heck all~",CIS J.~.I dJss. Di:.cu~~ the rea ~()m ~I\'cn for
took.lt th c ("nllllple with thc d.l~s first, strc-ssin g theIr choicc\.
thc sound link bc\wo;l'll v'lIIef and \fruict'. Th[,11 it\k studrnt~ lu le~J the lex" :lr,~il1 nnd underlille
Small grUlI!') work Qut Ihc w<lTd plays in tht: ) Iogans. the WI/Ids whICh the writers lise 10 u\'alc thc 1l1()(}(\
Ask !h('mln note' down 1111: 1t:,A1 phrJses
Key
Chrck answers:\) a ddSS.
1 Text 1 i:I newspaper lIrtlClf! The writer is I!,ivinp;
their Opinion!> Ull the subject (It tnNcl and
Key cnmparcs the past with the presenl.
Genoa " 00 yoo know a (betl~f way?) Text. '1 An autolJloaraphy It is ..... ritten IIllhc fir:;t
Pis" pie-ce 01 (cJlkc)
IE person lind OP.scribCG the wllter's personlll
Canntls "can (do) !;I~~r1ence 01 viSiting 0 placo,
Rome ,. fWIll (around Europe) Text 3 an insurance document The text mentions
PA riS _ Pa IS (happy. so is Ma) offc rlng attemi:ll!ve holid~ or A refund of monuy ir
Illf:rtl is 0 cancellation. It also mentions promIses
on the fVlrt of the COffipi;lllY and reads like"
contract.

Text 4 a holiday brochure I(gives dellllls of the
facilitlet> wailable and presentl> Utam in en
&ttractlce Yrd'j to the reaoer, as In a bruchure, e,g,
'M&ny of our properties are supet1)', 'be plQasantly
surprised' .
2 Ttlxt! disPliraging The Wfiter uses r"mscs such
as 'look down 00 mP.fC tOlKisllO', 'get a perversc}ely
tram spernJlr~ all day sqlJllttlni (MIr a sordid
cesspit',
Text 2 IInccootal The writer gNes a PQfsonal
accoont WIth phrases lOuch as 'I h&!1 spent the
SUlIIlflt'r' .
Toxt 3 Ill'galistic rhe text contains a numtlf!r of
words and phrases fOllnr! In Ictal (jocul1'lerlts. e,g.
'toree majeure', 'hereinafter' , 'materially ..Iter', 'full
refund of monies', 'undertake to'.
Text 4 explltODtOfY Thv text tells the reader what
to exPttCI with phmscs such as '00 not ~xpcet
luxury', 'Ramember, howcvcr. that these are
holiOoy ho~',
R ReminJ ~tudcnlS 10 lUJderlim.' tl.(' p,ul ofthC' text
tlo .. , helped rhem mak~ tlot'lf choic....
Then ~~k them to work in p~il~ and uS<' 1I~ munyof
them ~~ they cun tu J"'SCT1~ ~n ideal hulid .. ),
loc3t ion.
Alluw student ~" minUlel> lUI th is , th ... n ask thrill lu
rt'an out their Je~~rrplion~ In the class.
K"
li:xt 2 'ca pl ivaled ilhlaHtly', 'lookNl tidy and
hcckoning', ' illipossibk green lu~h lJt'ss'
Tut 4 'pl('a~a ntly surl'ril>ed','are sllperb', 'justly
proud: 'SOpllil>tlca ted '
ExpreSSIons with nm, look and catch
lJ
A~k s tud en t~
tu looka l how the verlJ~ an: u~d in
the te"IS before Ih cy explain Ihc meaning~. Rrm oj) w.1I1
,md J(1ok dow1/ Oil ~r C III texl I, clUch ),011 IUJ<lW.lrt'J i~ in
text 1.
Cht"l.K Jnsw,'r~ as a c1a~.
Key

Lhcck rms..... ers a~ a dass ,lnd di'iCUSS stUJl'llt$' run offwith metln!! to stcal &oI1wthing ot tllke It awi1'f
just ifi(aliolls for th('ir choice~, /001( doWn 01' means to think you alii bette.. or superior
to someone
catch you UflDW3fl1l:i means to be surprised 0 1
Koy
1 C 2 0 3 0 4 B 5 B 6 C 7 A 8 C unprepared tor something

2 Allow SlU d" lIb a few minutes 10 mat .. h tht' \'erM 10

the pl,faSts.
Vocabulary
Cin:cK answt'r.~ as a da~~.
C Remind stuJents to look at how tire words a I'(' ll~d
in tilt: texIS lflh('y arc not ~u n: wh ich onc 10 uSt' tu Key
complete th e SCJlh:n(ts.
run business, out of, short of, for it
it
Encoul'Jge them to ~e l ll feeling fOI how the .....ord is look on till, blight Slr1e, doWn ~I nose at, tlke a
u*J fJther Ihan concenl ... tmg on its exact nw ... ,ing. drownlid rat, a gift horse In ttMt mouth
catch somebody rtld-handed , MmCone's tr,>e
Cht"Ck answers a~ a d ..ss.
, Ask studen ts to compare their au)wers in pairs..
Key
Check all~"',(,rs as 1I class,
1 musty ; ul"lt'lttroctivc
2 p!i:llver5e
3
4
obselOied
,oro.
• "
8
7
,no ...
infested
Key
" catch sorneolle's eye
b mn for It
c I~ on the brllUll sk1e
d too« a gin horse In Ute mouth (Illustrotcd)
o Extra activity
e rUIl out of somelhlne.
/I.~k studel1t~ tv find positive adjectives, adverb~ or t catch I:>I)rl'Ie()Oe rerHl<lnded
If'Xt~ 2 ~nd .. ,
phra.ses in e:loot\ down your nose lit
h ron ShOrt of
run II huslooss
j look like II drowned rdl
4 Remind students tnM they may be ,Ibr.' use morl"
Key
than om: C'xprl'~~ion in lin:: same M:ntencl'.
1 150 days
.w.: them to read out theIr Si'n tcn cc) (01 .:omr~rison a~ 2 He "WOUld h;we Md to walk back to the base Oil his
adu>. ~.

3 young, avcrSUtl age 25, recently at univerSity.

Photocopiable acti v ity 4, 1 TBpage 152 loexpeneoccd
--
3 Check slUde n h know Ihe meanill!;of ,til Ihe
b:tTIL ~bul.ry
adjecliwl> 1.>0:£0«" Ihey li5len.
See p89fll76lor ilk1"s on how 10 ex~olt thiS vocabulary
10 be CM"9hl up '0 (\"C.b) Lu k IIwol,Td '" somr,lrillg Rem iltd them ,nlll they ..... n choo'M"' M:l.·eral1iJJ«tiv("~
illl"OlunL., ily 'lCcorrling 10 tlil" impression they gt:1 of Uncle Augu~t.
I!!em~' ( ~dje.. r;,·C') ~n\til"\g or (Onlillllil1g for cvt'r
Cneck 3nS\\t:1S J~ a "!Iss.
50Hrv (lIdJe(IIVC) ,,·e,. lh~r Ih~t is hot Jill.! h .. mKi
accum"lated (adjeww) onncascd in amuullt ",yor a ~riod of
LUllr
d\$ptI { .....bJ 10 makt som..rl,ingr,o ~way This is sut,testcd at the beginnlne t:II
commonp!ilCe (Mt)C<1ivt') ordillJry. nnt unusual mentioning hi' l50th day IIlone.
ICllpegoat (nu,,'I) Vlmeont bl3moo lor \o)TIlCthiog b~d rtlsoureetul Hc was IOmokine tea·ICavtJli,
,Ithoosh it m.y nOl ..... their (;rul! optimistic He never .aid he WlSI"ICd he hitdn't gone.
Ubihty (noun) the ~,.tr ofhcmg kgaJly J~'l'on<,hk fu r coo~wus He never Tega.ded it 85 911 Ofdeal.
lUI'ICIhlng tlmotcunsh Possible, but It If. mentioned that thili
outct.. M.lino (~dJC't,ve) !IUl yrt r~,d or dont Wil5 deceplive.
MIle (-'IIjo:..tlvr) ' rptcal of the ,uun, ~.de, 5impi<-

Language in use 58 pages 55-57 Tape5cript

HAItRATOR on 5 M".., 1931 . my uncle, August l.:ouftauld,
Into the unknown W"di> s.pend'l"Ig hl5 150UI ~y all"ll"lc on thtl ice cap SInce
the 1<llot week I1f March , lUi> tel"lte(l tgloo had lJeeo c~rcd
I InlToouce the actIvity hy asking 5 lud en l ~ whetlte.
hy 5now: Itts food WAS now running OUT, there Wdi> no hgtll,
th ty wuuld hke to vi sit either of the two pla ... es In Ihc
tin" he was I>mot<ine 1p.&lcoves in his JliI"M'!. 00 that r.lay.
Ptcture«. Ask tltl"1l1 to givc rca.son~ why or why nOI. his pIIrlltTio primus stove gave Its li.I~t gasp
Divide the LfJSS LIIto small groups and :1~k Ihem lu nole Suddenly there Wd S an appathl"lg noistllike a bU!I golne by,
followed by 11 eonfuseU yelling 1he voice of hiS e_pP.dition
dowu their i rlC:t s.
leader t;ame down tI"Ic ventilator prill'!, and hili five-moo'h
As¥. each group tu present their idea~ ,md di...... I1"-S Ihem locarceralllJI"I thmuth an I\rctir; winter WIlS over. Ir he
lU cla~~. h,oyjl"l" been rtlscued, he would <lllIlOst car/Rinl)' MI:I hitd
to walk baCK to I,is base II/onC. with no equ'[lfflcnt
RoumJ off the aClivi!), uy
.!.sking Mudents illher (:111 Wllats~r - that iii if he'd bP.p.n able 10 dig hlm'W'!lf out!
think of ~ny more unu\llal plaCt:~ to \' ISil or lake a But August n~r recallied it as 111"1 ordeal; • .ever salO he
holid~y. wi ~eU he hadl"l', gone. Htll.ad. alter nli. volunteered tn
!lloy alone .. t the i~ e:ap 5tat10!1, ii",d take: rCCOrdllll(S ot
2 0 Thi~ li slening acttvilY providn lr.!..:kgrollnd fo r
the weather UlI;!re, something whir;h had l"I~r been oone
the key ....'ont trJnsfnrmation t:Xer(l~ Ih:lI folluw) and be fore.
ti«: grammAr exerci!>t-""S wllh wisll. Ullcle ""utusl w;ls <I lI.ember of lIn cxl)l;K.lit)ol"l whlr.h hod
Ask Iludcnts to reJd throllgh the qut:stlo n s h cfo rc you gone to Green tllnd In 11111 summer of 1930 to map thl!
playthl' r('(ording. Play tltl" ..!Cordin g once. COil!:t "Hid mO\.II1!AII"I rnnc.eli. It was al~ ImPOrt..nt il"l
r:ol"lslderlnll the se thng up of i:I reAular atr route OW!
lhrxk ~nswc-rs ~ .. class .
Greenland to North Aml':nca, to set! whalthe WCilthtlr was
like on the Ice C<il). particulArly In winll1r.
There was, however. tltOre to the eKpeditlon thal"l that. Its
mernLters htld 1'11"1 averal,'tI aRe of ;,>5. many uf them hItd not
10flIl agu been at university. and there W1l!: a clui.lQable

"
sVl/if {If youthful adYfHlture amnng them, But the IIi' of NOLe; A common eflU! madr hy StudculS!S the
gcnClemimly lJl1lIItcuflshll~SS could he decel)tlV(!: mo~t confusion betwe.:-n a wi~h or n,'!;lrl't abol!! a prl'!>cllt
"gnlt\cantly, and In r:onU(lst tu Scott'''1 e~pcdltion to the situation and II wish fo r .I ch.lnr,c in the ~il uation . I'o int
South Pole, th~ learnt hOW to 111>e doe,!; tor slcdl~II III., OUI tha t Iht uwof wi$h / if 011/)' with 11'01&1 / 1-1-'011/1/" '/
refen. Lo Mlmclhing or wmconr rise nOl yuurself, S(] the
Structure pronounl can'l be uscd with would / would,,'t to
cxp re~~ d regno't or wish, e.g. f wi.1t , WOIII.I,,', 11ll~~ In do
Wishes and regrets w mrrrh lIomrwrnJ. IS Incorrect, but / .vislr I llidu', hllVe
A 10 do SCI mild! Irtllllcwork i~ co rrt"CI .

a Ext r., acti vit y

In gE:I~ral rf onlye~pr ..sses It l\tron& f"Wet or wl~h and I lHI s tud enl.~ Ihey '-dr' h ,lw thre e wbltcs.
can bv more emph<ltlc, ttspecially In cxclamations e.g. I Wish I must be .. n Jbilily ),ou would Itkl" 10 havt'
If onIY}OU' wouldn't dO thaU Often the two are
I
interchaflgable, , (e.g, {1I'1 )h I ( ould plllY ,IH' pumo 11'1'11. )
Wi~ll 2 nlU ~I he J CUnen! sit113tion you would like
to change. It Ul u~t be ~olllet hil1 ~ oulsine your
B I, conllVl. (e-r,. 'wish f dldn', ',ilVf rolio su "lIIrh
Key , Iroml"ll,'()rk, )

Ie 2b 3 .. , Wish J muSI be snmrthinll hom yom past yuu

wuuld likr 10 change, (e.g I wish llrlll/"" bouRl1f
C Ikforc st udclIL~ b.::p;in the cxt'rlise, remi nd tht'lll 10
ronsider whether the r('gn:l or wish refers lu ,I past
I I lr~c grl'f" "Ol/SITS!)

J\~k ,hClll to writ e down Ilu!lr thrrC' wish t'~ on.l p iC'«
~i lUdlion,a preSl.'lI1 sltu'ltion or a dl.jllge in Ihc 0 1 p aper; Ih ey shuuldn 't br 100 perwlldl as the rest o!
~i luatioll ~~ dlSCIl ..."Cd in B aooVt"_ the da~~ Will Tt"M[ them.
Cht'tk dnSWtr~ liS ~ cl~~~, Colhl III thc piecrs ul papC' r and di stribute' thrm

round th r dJ~~, making s ure Mud~nlS don't get Ih~lr

Key OWII pit,.'<:e of [uper,

1 COIJltl 4 wooltWt smolo.e E.llh slullent read~ out IhC' Ihrrr wi~lles and thc rest
2 hod 5 would lell of tht' dJ~ guess who wrotc it,
3 hadn 't left
• hadn't told

Conditionals
o lkmind students th~t if OI1[y kllds 10 h e SITOII!;lt'r
E
Ihan lI'i)II, s.o Ih r y ~houlJ d100s(" whi ch i~ d 1ll0Tt"
~u lt,\blr imrr prclat lon of th e prolllpi sen tr nce,
Key
Chl'Ck :In,wc[s ,IS ,I d3SS, 1e 2d 3ft 4b 5c

Key F
1 I WIsh I was n', a CN"'" smoker,
2 I wiMl you werll leaching our ClaSIi rleJl;I yeflr. Key
3 If only II would rain soon, everythl",,'l0 $0 dry. Ic 2b 3ft 4d
4 I wllih Pat wouldn't always phone me at work wtwffi
I'm buli'f'
G
5 • wish / if (lilly our ne1lhbour$ had let us know \t1ey
Thi~ cKcrcise lvcuscs on lI(lrialiuJls to thr hasic
were movlngltouse.
6 Dave and Sue wish they'd boucht" ~ elIf.
cOIIJitlOnal forms.
7 I wish O&vid wouldn't eat wi th his mouth open. Discu_~s ;ln~wers tu each of Ihe queM Ions In turn as a
S If only I NId taken UP his offer of n Job, d3.~ ~.

46 111M"
 .ey Key word transformations PtJper 3 Par t "
J (,0 Ih rough the exa mple witilihe d a5S and draw
iI sentences 1, 2/Uld 3
students' at lcliliOiI to the '::'mm rip
b IOtmtences 4. 5, 6 aod 7
c If It had nut been for. But lor, Were it nOI for R...'mi uJ l>lu de nts to think ahOU I the meaning ;IIUJ
II sentences 1, 4, 7.8 and 9. This can sound more ~tmC!IIH' o r the whole sentell"", 1.llhe r !hJn just whrrr
lormaL goes ill til e gJP.
e ~tence 2 Should )'DU see Fred, gM! him my
Hilli:cuds. Che~k Ih.11 s tud('nt s h:lv(' understood what to UO IIllil e'
senll:lrl(.'tI 3 ~re I to go mrS-.'Ilng. wtl.3t would you n ;n r i"C oy asking one ur two studenls 10 u plain the
do? in ~lrud Jons to you.
,y .ntencc 5 Had It I!(}t /.ItIen for the tratttc, I
Ch e~k .1Ilswtr~ as 3 class by as king ~l uueJlI S to read o ut
wouldn't haVe bCcn lale.
f Pforvided the whok Sltll tem.. e.
g unlt/sii
'ey
H R~'JIllll d students IhM Ih ey will lli.'cd to comiUl'1 all 1 Almost run out of
Ihl' diffcrcnll Ypcs of (OnJiliUlldl senlenc ... Ih.~y have 2 WlI.! more 10 the Cl(pedlt/oo than
3 would h_ bef!n subjected
louked :lIm u er.;ises [ , F and C when rewr iting tILl'
'I ~:ouldn't wait to be With
stntl'nccs. Reft'rt'lIcc is maul' lo thi s III the key
5 weddillg 10010;. pllICe
c'ht'ck answe rs d~ a dJ ss. 6 how he had btt\tIl affected by
7 gnvc Its los\ aasp
Key 8 oever regnrdc<l his Inca~ritli(Jfl as

1 It it Meln't been tor trw Oad weather, we COUld Milt'!

gone a.mpmg. Extra vocabulary
SttG 5.
See page 1113 fnr irl M" on how 10 9)(.,lul llllls voc abulary
2 HatJ yuu told me about the pany on Saturday nigt ll,
I could I\CM:I gone. InClepld (;".lj .... ",...) d'''''('nr ''ffiu." nOI afr~id of dang..r
~G •. oPlXllling (adjective) .I"... . li ")I" ~:rlrl'mtlr !'>ad
3 II only we hod tone by air. _ coold have SlWed rnc.!I rcerotion (noun ) impriwlllncr ll
time. deje<e ''''11 (ad;cctrvc) ullh~ppr ~Ild di~I'I''''"rtni
4 Should you need eny hIllp. you can alwdYli (;illil me. ,,,,oro urceful ( .,tI}I" ! ,,·c) good 01 finding s.o lUlivll, Iv I" "hkm'
S«G I. JMjrli;hillol", (....tj«l rV(') t'kt lr 10 d«ay or go bad quickl)<
S ProvIded (lhilll) vour inte~w is !\1Ir.r.essful. you'U f r3ughl with (;Kl ;.... , i,..,) d ,i'''~hnll filled with s.onll.1hing
gel the Jab. IlIld~s i r~ bl e
Unless your interview is Sl.IIX*li&fut. you won 't get
the job.
Sn: G 8 ,,/I,J 9. Comprehension and summary
6 11 hv Willi I were a policelMn, I WOUld hove seen
him wearlnil a uniform. S8 pages 58-59
'itt C. 2.

A mil(ed blessing?
Rou nd offby :t~killg students if thq' ra n rewrite
~Ie'nc~ I in two othe r ways ( Had it uulUcc n for the Studen h ..... u , /.. III Sill.!]] groups tn nHike a list of thc
had wcather ... ,But for the bad w{';lth('r .. ,). Jrg ulllC'nts for :md aga inst tou ri~1Il u.. s~-d on th('
newspaper heaul ine) ,md .!ddinp, .h!'iT own ideas.
PhOiocopiablc act ivity 4.2 TH page 152 T hey ~ulllpa re liSts aS:l d:l s~.

A-ok stude nt s how th e hea dl ines cOlllll'll wllh the IItle (\

mixc(1 Mcssillgr( d III ~\C.I h"'ssmg is solllcth ing that ca n
h~ \'o.' bolh positiv(' and negative cffl'U~).
Comprehension f-'aper J f-'art S Key
Rackl\T()unrl notl'~ ~nnwrlnni~ i~ a nat in na l park in Tell:\ 1
North Wa les famo us for its picturc!>que moul1l ... ill ' 30 per cent of.lobs can be directly attributed to tourism'
1,1Odscilpt' <lnd the h i~hest moun tain in Wa l('$, Mnun t (lind)
Snowdon. 'Many vtll;l£e shops would n-
to close if U,"Y _ " nol
sUpPOrted by Income from tourists and the money spent
A fuk , IIIJcnh tv I",... J buth text s fu st .lnd find out on locAl SOlNetIIfS can prevent local Industries from
whM c ~(h i ~ nhout (the rirsllc xl disclIs~ h01 h the going out 01 business: (lme 10)
po~ilivc JIUJ I1q;at iv", ... ~ pcd~ ul tuuri ~JH and JHcn l iulL~ 'In some locations tourist operators have set up their
one part icuhlr pI JCI', thl· second Il'xt gives ~d vict ~ bnul own trusts and put money back Into the com munity IJy
having 3 pos itive impac t as a touri st ). moki", dono.tJon() to locol conservation prOjects:
(line 33)
Ikmmd stude nt s to k~p then dmwc-rs to th e q Ul'stLo ns
a.~ hri cf a.~ po~~ihle, Text 2
'Local people will ~lcome)'Ou not only as a means of
C heck a ns we rs as a class. irlCrtlasir,g lilllil incomB but also as an added interest in
their dally liVes: (Ii De 12)
Key 'Tourism etan br1rc flnonclal rcwarcls and emptoyment"
(line , I»
1 to gLve no impression of t he t:lr&c nufYt)Cr of 'Support local buSinesses dunflt your ecotnlYels to
connected lootpeths
maximise the ber.efits of tourism on the local
2 the negative effects of t ourism community and, wlth)'Oll! tourist dolla rs, hulp in tiM!
3 aware, sensitive conscrvntlon of the oren: (line 27 )
4 the pOtentklll)' damagini Impact of tourists In
porllctJlor oreos
E Draw stud('nts' attention to the Exam tip.
rhen ask th em to pUI thc ]inkingphrolSeS into the gaps.
R
C heck answers as a class

-
Key

traveler
~haYiOf

"',,"
minimIZe
1Jritl!J/I
traveller
behaviour
rubbish
mlnlml5C
Key
1 both
2 FurthannOfe
3 BeslOes
4 also
5
"".
6 M""""",,
7 as we ll as

mtlXlmile mn~lmlsc

Summary writing Paper 3 Part !j Key

Linking
C the pOsitive effect 011 local people's lives.
Key
the posltlllC effects that tourism can haIIC on an arca
o Remind stude nt s that it is im po rtan t for th('m to get
mto thl' h.lbLl of und erhmng th e rdevant pol fU o f the
texts as the fi rst slep in Ihe summary wri ting process.
1 The firM 9UmlTlllry presents the two economic
benefit!; first, 10llowed tr,' COIl!!lefVtttlon '!Inc! fintllly
Til" LiIilCOOd LiUlmllal y begins with the poIiitive
effect on the local community and links it wiU,
conservatlon. The two economic bcnc!'tts are
rrn'!ntlonen 11191.
2 Ves, The Inl ormation has been organIsed Into I hre&
areas; economic benefits, investment in
cOfISUlvation, IJOsltiw tlfftK.1 on local paopIe,
3 Furthermore, Besides, MortlQYel'

Ask th em 10 coml'aH: what tlll"y han~ undO:llino:d in

pairs a nd the n check th.-ir work "~i n r. 111(" IWO Mm ple
su mmaries in E.

'"
 MIME Thilt'S oJ good way uf pullmg II. actually IIASICIllly, we
G Ask s t uden l ~ III descril>e to you the procedures th.,y
_ntlnlo Ihl'! centre of OKfOfd and viSited a permar.ent
h~\'e follow('d for t l lL~ .Iud previo us ~Ilmmar ii.'$. &.--e G IldublllOn called!hI" Odord St ory and It !:iOlt 01 bnngs to
onS BpageJI. life thll hl~tory of the City
DIANE ThaI's n~hl . In fCltt in the et'lrle boot<. I bought the
Sampte summary olher dily.lt says tl1<lt Ulit extllblllOn actually sPAns over
Tourlsll> c..n cause traffiC congest ion In narrow loads 800 yeIU!';. But the really unusIM I thing about it IS thAt you
and TOOke It diffICult for IoccII people 10 do their work . can expenence Ihf! !lIghts, tile sound!:i, ,1I1\J eyen the
WMt \~ more, toorlsts can also caouse helm Tn the slTltllli> uf the past Mind )'i"MJ, we could have dOfltl w,!ll\)ut
ttl'li~ment not only tl'i wearing oown f ootpaths btll hy some of 1I1t1 mu'!} /{rlJesome smell.'1!
I'/iIndering from trllll!! nnd disturbing lhe wildlife. Finally. MIK[ Oh. come 0111 Th8\' cerl ainly had Ihe r1l'!sired effect
ITI<IIl)' tourists leaove the ir fubblsrJ behind, wh ich makes m8f1e the whole thing seulllillore realistic_
Qrcas of na tural beaouty lOOk " ely· (60 word S) DIANE [lut, It you're thinking of go"~ ywr!ioelf. well, It'S not
a ~Iace you can IIntt'r Inr ony length of limit. You can
probably l>~nd about Just (;Nt' r An hour or SO - Oel)ltrll.lil·1t
on rJOW Iofll! yuu want to spend In Ih"" Il)fI shop. 01 course.
Listening SB page 60 you sec, you travel ..1 d failly slow speed 'Ilth ng Dt D sort
0 1 elecl0C8lly powered scholal'b desk - and It eOf''1
through three olffercnt levels.
Time traveller MIKE Wish I'd had OM o( those wncn I was at ::.<.'110011
1 Students dISCUSS thdr ideas in small gruups and DIANE COffill to think at it, .t would certainly have IivtlfillU
then prcscnllheir ideJ~ lUI (omp.mson ~~ fI cla~~, up some oft/1tJ IUbSOIlS I used to h1fllP._ An~. rou travel
Into trJis world of accll.it:!llIics, eccentrics. -
Key MIKE _ find scie!'ltlst s and gltJ<:I1 writers Irom th l:
univerSlly's hist ory. It's cert ainty vury informative and
PictlJre 1 AnciMI Ei)'Pt I;IdlJCatiOl)(lI. if thal'~ the kind of thing you'rlt louklllj( for as
PiclUfe 2 The [urOI'f!M diSCO'YCf}' of Ulit Arnefk:as
a tourist. U.al lSI But II also otters a glimpse of whclt
PIcllJrl:l 3 The USA in the Fflngster era
student lIfe musiliave been like 10 those day5. 1\ really Is Id
PIcture 4 Ancitlllt Greece and Rome lasclOaUne Insight Into how educatlOn's chanted since
th~
2 Ask Si udelll~ 10 d ISCUSS Ihl' qllcslion in th eir DIANE Or pertll'lf'lS Jus t the opoosil e. <:I!> Ule case may bel I
mUb[ bay thaI I was I!IS/Onl.<;/1Cd to see thaI 50 lIIally rhlflgs
&rou !».
were fJQ( idS uiffereo{ as I'd IfflIll!Inea.
Inv;t ... one ~tudi'nl fro11l t ~l- h group to IIiVI' il ,ummary MIKE And we 00111 tlilioved the short l'Iur1l<Wisual
of Iht Ji~lUSSlon. presl'!ntfltion ofwn at Sluutlllllife is l ike t001'l)'. In Iflet, I'd
certa ln l ~ rl'!r,ommend the visit. Bul j)erhaps not It you''''''
Ille ph;sical ty~ whn IJkes to travel untltil /liS own steam!
Three-way matching Paper 4 ParI 4 Still. iI's one of the CI!)" S mAin tourist attractiQlls - dnd.t
A :J I)I"Wstudent)' allcnl10n 10 the full/II/ IP' certainly glvtlS YOIJ a fee l lor the dllYS gone by. In any ca!>tI.
Ask Ihrlll 10 read Ihe six ~ Ia ltlllent s befo re Ihry 1i5Icn. AS the whole trip only lasts for about an hour. you con
alwHy.'l go punting on thO IIVItI afterwards_
Play the Tt'cordil1!; IWICI:. OlAillE Yt-'I, Wfl did tnol. too. Mlklt III!>isled t hat If we _If!
going to spend SOO'II'\ time in Oxford, thell WIt would never
Oleck aml'.'t: Is as a class.
fOfglvtl oulselves II we dldn·t go punting. But to lltll the
truth,lt's 001 Cli l tI~pe(lence I'd like to repeaL I can't S<IY II
K.y Wi'!!1 the most rela~ll1!,llllil1j( I've ever done_
1 B 2 0 3 B 40 SM 6 M MIKE ~;rlll, you h<wC to admit. il wa s greaot fun, e'lfll'\f:lfll l ~
when we 10M 1M po lel But hone!:illy, il wasn't my f ault It
/(J()ks so easy wilen 'lOll sec 5{)mcone elsl1 UI) i( - but try ,t
YOlJfslJIf Id/Jc! i t 's a completely dIfferent story, 1 CIdI! [1111 you!
Tapescript A~, fort ullaltlly some people In another punt stopped
"flICA" HI! Old you both have a good dI'r(~
t o help us OUI. othefWlbtJ we'd be there now
OIANE It WII~ greot. Really inll;lllll>linp,! We IfIwellM1 IhrOUih AMERICAN WCII. tMnks fOl tl1oI:IIi~s. but I guess I'll et Vfl1he
ti$lory _ I suPPO!'ol'!: you could say thaI we weot in a ((ItMr puntmg 8 ml'l~'

di"IH~I' ~lncI of time I11N:tlltlC.

"
 Your views
R U~: th e three qucst io lls as th l! U J~ i~ lor J d :a~s
J iM. ussion. Allow stude nts a sho rt timr In rn nside r
Ihrir n"SllOnses to th e q ucstion.!>.
Invite one ~tu(lrnlt n bt-gin the d iscuSSlO1l by p! csen tm g
the i!' VI<:W.!>. Eli ... it rl'!>'ponses from other studc n t.~ li nd
o pen up Ih r (li 'W' uss ion to th e who le dJss.
If yo u have a la rge das~, dividr Ihr m inl o groups for the
d iSC\lSsion.
Extra vocabul8ry
See page 17G l or ,deas on how to ttXl)lo" this vocabulary
b.awl (nou n ) ~
noi,y 3nd violcot ughl
d readed ( adj~iYf) ca us, ng fear
un&ightly (gd}C<1 i\'<:) nUl plta.... "' !n 10.>1< ..,
detrime nt,,1 (a<i1"'''' 'r ) h. mIlul lO "''''dhing
n""'!)nllted (.d,,,,, I i, ... ) )tIWIl ~ p.art icula r role o r job
Speaking 58 page 61
Themed discussion Paper 5 Part 2
Speculating
A En coura ge slu dcHt.!> to th ink of as m a ny e(feelS of
[he de\'c!opme nt o f railwaY" and ai r travel as pOSSible.
and to Ir y to asree 0 11 wh idl has had the g reatest effect.
R A~k the groups to report ba.;k to thc d ;m.
EV<lru<lting
C Stu dents sho uld e\'aluat e each picture in turn ,
concc ntr,\Itn s o n how wclilhey lhillk Ihe pictu re
relates to th e to pic of Ih e m ag.l1illc arl icle-. Use fu l
phrases for thI S tas k \..~ I I Ut' lo und un TB pages 21
and 22.
a Extra aClivity
To g ive &lude nts furt her p ractice in (',""h llll in?,
picl ures, hrlllS mto class a n UII11.oel ul pilt u rt'!>' from
Inagazi lles co nn ected w ith tra \'Cl lh M YOll ha \'C'
se1ectC'd yo ursd f.
Divide Ihi' c1:J ~s in to s m all g roups and gIve th r il l 2
0 1 3 1-'1 U ulc~ cadl.
Ask each group to di ~ ... u~~ the ~u it ability of their
pic tu res fo r the llrliclc and In ..... Ieel four images fo r
the Jrtlde 111 tOlal, dll.lW.ing from th ose in the
St ude nt's Book a nd Ihe nnes r Oll b roug ht m .
50
Suggesting alternatives
D Draw slUden t~' allc ntin n tn the- o din II/, and
remmd th em th attll cy Jon 't ha l'e to confine the m selves
to select ing m ean~ of tran ~ porl - o lh er im ages o f travel
ca n ~ used , e.g. !,,-'OI'II: w.liting at a ra ilwa y Slat io n, a n
airpo rt d eparture ]oun p.r. a pC't rol stJ tion mlhe n ud dle
of nowhere.
Writing 58 pages 62-63
An article PiJ pcr 2 Purr 2
Undersltinding the task
A
Key
1 People who are intere~ted in travel and read tr~1
rMgiIlIne..".
2 An unusual or adventurous !oUrIIl1Y. PttfIIClPIi In a
train or car, with Ut:oliCllpUons or events tflat makc It
n I(IlllOnttJlt!.
3 An ordinary or conventional journey where nothing
In pilrtlcutnr hRPfM!ned.
4 That rt 'NIl S spotled by II tfa'velling companiOfl.
5 Possible a nswet': inttoouction to the location Of the
journey an<.l tiM! rtlaSOO why you made It; what
nJadB It memorable 00d how it wos spoIled by )'our
traYClllne companion.
Ana lysing the su mple
B
Key
1 only the tlnol PlIragmph mentions how the journey
was !ipcllled by e tntYelling companion. It OOeIifJ't
connect with the rest of the description aoo seems
to I'Iave been ~ Ofl ;,11. an altarthoueflt.
2 By <.IttSCf ibl~ how Irrttatl~ Emma's voice WDS And
maklne It POrt of the description of the journey
it5c1f.
3 It lJ~S 8 range of descriptive language to rnaMl UIt!
journey more vivid and interesting to tilt! reader am:!
includes U18 wrlt"!'1i rtlelln~s and reactions. It Is
OIItlOQ WtlI ~anlsed with a cleor beginning ArI(1 end.
4 'The trolrl Stoned on the long tweJve.nour haul to',
'Clty bu lkhng." "fitTed past the window'. 'The train
.!lOOn rellChed' , 'The tril in began to fl'IOYtt IOIowIy
UphIll', 'The train clanlled on up tQ' , 'the train
finally can"" tQ a halt'
 U Ext ra activity Writ ing your article
ltsk ~I l1rle ",s 10 go bac k 10 Ih e ~.l1l1l'k .lnJ 10 add E Go th roug h colch of the stase~ in tu . n and dISCUSS
st'ntellU'l> ,II1J phrases 10 desc ribe how irritali ng points and lIr .. i" ~IOfm .deas as a class
Emma's voke was.
Extra vocabula ry
Po~~i ble answe rs
At the end of PJragraph 2, rt'pi.Jce the final sentel l"", Soo p~yl::l 1761()( ideas on how to p.~ rr l n lt Ihi:> vOColbu larv.
with : No sooner haJ we 100llJ all C'lllpty sC'a l a nd hllul (noun) a di stan ce to be (O'·~r~J
~cllJo:J III thJn Lmma b ej\,11l ch~tting. cIe""lI.tp. ~ adJttt l'"l.') I.'mply and wilhout 1'"0[.'1,,
In r~ragraph 4: The !rain dJllk",u un up to an empt y "Iateau (no" n ) ~n Mea offlat land thai is high up
pJall'au ... but m)' enjor m('nt of the view was spoikd \;avoo r (n~ "' ) t (. ( IiJOr Ih ... f"n la.~lcof something
by Fmm a'~ pe rsisten t que~ l io ll~.
undoqjrowth (nuulI ) ~ II."" of br l"' ~' and pll nu under !rea;
in fOl"f"Sb
In pal a!:\IJ.l'h 6: I hIred one oflh(' horse drawn
carri .1p,r~:11 Ihe station, and ure<!llteu in the sweet
Slllrll o lll"c~lt ram. At I.. ~t J W,IS frrr of Emmn's voi ce Unit 4 Overview key
JS she hild go ne to
58 pages 64-65
Writing skills
lexical cloze P"dpal 1 Part 1
DeSCriptive language
C Ask stud C' nts to con~ider what they have di ."HI~~cJ A
aoout the su mple anidc a~ they read throl\~h thr lC 20 36 4 A 5 B 60
76809C 100110 12'
pa' !>Jge.
Ched. a nswer<! il.~ a class. Word formatkKl Paper 3 Part :2
8
"Y
The verb went is repeate(! too mo~ times which makllii , 1 monu'rlI::II,tal
cMbline
6
7
disillusioned
non-payment
the d41iClilJUoo less vivid end inte re~tmg to rend. 3 mAximise 8 illlIalliurish
4 unforeseen 9 hoteliers
D /uk st udC'nts tn rewr ile the passage in pair~ . 5 uninspiring '0 disastrOUS
.uk them 10 compare th ei r wo rk w ilh .lIIother p.m. Use Key word transfonnatk»mi Paper 3 Part 4
tht' key to ... lInk their work.
C
1 IS beyond our control
'"
We drove (lown the rou",1 tlack towards the jungle untl'
we reftCheCI the river that cut ilcr01i1i U"" road. We
2 ......ere I'IOI'lf'i The worse
3 teoollncy to look (I(lWIl on
" lWil""ooe/5OIl1eboc!y Il&d run off with
parKed in the ~Me of some rubber trees and got out. 5 looked 011 Ulfl bright side
We wad«I across the n~r, whiCh fortunately was not 6 w.lS caulI.hl red-h<trtdOO
too dwp, and then, <!IS we were In no hurry. walked 7 never look 0 11ft horse in
throu&h the r~ (11I1d,. on the other side toward.'\ the 8 makes II d lfticun for 10C31 tratlers to go
fOfest. The path that led through the trees was entirety
ovtrgrown. so we hacked our W"dYUlIoogh it with
COI"I$iderllble difficulty. It wos ncorly mld-aftllr rlQOrl when
Vocab ul a r y Tes l Unit 4 TR p:lgc 129
WI;l finally emergiM from the thick undcrgrO'NUl and
reached tllII bottom of the mounttun. Althoogtl we were
illl by now f941li~ exhausted. we clambered up the Progrr:!osTr:st U nit s 1- 4 TO pages 138-119
st!f!P slope nna arrtved ill UM:I .endezvous point just 8!-
the son W!Io!- gmng oown.
5 Back to nature
Picture 3 disposable. landfill sites. recyclable
di~pou<blt ~ oft",n uied 10 dQCri~ nonyWy objecll wbich
can bt thrown 3wayonCt thty havt b«n used.
landfiU sito.re .reu where ord.inary domdtic ruhhi.,h i.~
<k~iIM .
... See IIllir s"mmary un puge 4.
~Iablt rden to types of waste that <;;iln be re·u~ e.g
pap""I

Exam training In this unit

RtlaUillll: Ll;lxic<l1 Cioll!. wlh.x;iltlUlI 2 In pain or groups, students diso;uss ISSUI'S Idated to
Use of En~11 6 h Clole the pictures before co mparing their ideas liS II da~~.
Comprehension and summary: Cdltlng
Sf!ntp.ncp. completion: H1en1Ifymf; P,XAct
wordS Lexical cloze "'aper 1 Part 1
Speakmg Themed discussion: eva luating and A The questions aim (0 encourage studenl~ to read
su~'ttsting irnagl;tlS th e whole text to get J geuer JI idea of the <.ulIl<'nl
WrltJ ~ An essay: organisat ion and cohesion !x-fore Ihcy ~ttem pt the Lexical dozc.
A~k ~Iu,jcll b ..... h .. llllt~y ulIJn~lalll.l uy tht" phla~t" bud. Studcnts d isc uss their ideas in pairs before co mparing
/0 /lflllirt'. Tht' phra ..... mran~ lead ing a mort' n~lllmll;f(' them,lS d d,lSS .
without the aid o f modern Il"(;tmulugy. The ovcrall
th l"ffi(" of Ih(' IIn;1 i, [he environment. Key and posslbM an.wer.
Tuxt 1
Reading S8 pages 66- 68 1 The purpose Is to prcwidc gcr.cml informotlon about
tem'lll'iM.
2 Whftt you need to !mow about terrapins
In safe ha nds?
Text 2
Introduce the activity by asking students what is 1 Thv purpol>tlls to polot out the negative effects of
Implied by the phrase 11/ ~ilfl' illllllls. It means th.lt II&ht pollution ond &lYe the wrltOf's opinion on the
somebody h ilS hee n take n care of well. i!l~.
2 l ight pollution - 8 modem met18Ce

Ted 3
Key 1 TIIti VO!l)Olitl iii to ~ytt a W"dming about tJw potllfltial
dan&ers Of elotlal warmlni.
Picture 1 endongered. nature reserves. poaching
2 The thrCO! of glOl)a1 WArming
t:I1d,lfjgtrt't1 ~f~,., 10 JIXCI("S whICh H(, undcT Ihn:M of
utmction.
IJUI,,,I"no·....,: ~ r'" pl;,oQ:f ... h",re 11", .."lIor..1"'JI~i 'OILII1t'ut i~ B Rcmind studcrus thallhe correct ~nswer may
pbccd unOler ,pecioal protection by la .... depend o n colloc.lllon, set phrasn or compltmenlalion.
poachittfis tilt ilJtg;U killing of animals, mOliI of whkh art and they should read aro und the gap before mak ing
prol«k'd. thelf chOICe.
Piet~ 2 biodroetSity. defofest8tion. medicine
b,odiwrfllyrele'l to the "1118'= and Yilriety of OiUefOml Key
~~ or Iypn. Somt' ~in an: d isil"p"'ilriug t},IU
Ttlllt 1
~udng the range :and variety.
deforesTation rtfcrs to the cutring down of large areu of
forf'_~I~ which 0I 1I~ ~ ~ reduction in tht ~mOllnt of orrgtn
"
Text L
2B 3A 40 5C
••
produced and olhcT problems luch as flood.t0K. 7. 80 9A iDA 11e 120
me,licirtn \lin: often Iu$ed on rare pbuts t.h~t alt' louud 10
Te~t 3
IliIVl' ho:-..lth.g.ivinll propl'rtin. ,.8
138 14A 15C 178 18C
Vocabulary ExpreSSions with light and dark
G A$k st udents to mll ke gui"SSe'$ if they arc fluL ~ ule of
Collocation
the meaning of sollie t::\ P Jl'~~iOllS.
C
Check amWl'n a~ ~ cI .. ~).

Key
re&Ch the !U7.f!verb + noun
itage a protest verb + noun 192f3d 4 c5e6 7 •
'"hotl the ala'm verb + noon 8 h 9 b
cootrollttd tliMloomeot adjective + noun
vast amounts adjttctiw + noun
H Chrrk answe rs as a class.
gl'8Ve danger Gdjective + noun
Key
n 1 a dark hofse
2 camtl to liitht
Key 3 makes light Qr
4 tremendOus 4 went out like a l18:hl
1 "".
2 call 5 harsh 5 (lIMp In tM dark (Illustrated)
3 drastic 6 kept Itlem ,n the dark
• '00 7 the light at the end Of the tunnel
8 to " eft the light
E III pa i r~, stu de nt s m~t ch th{' Ildverh ~ and the 9 the bright liltht..
ailjN'tive gro ups.
Chll'Ck o. n~wers .. ~ a da~~. I I n th eir pair~, "lud'::nIS !fivent the i, 'lCnICn«('l;, then
rtad thel T ideas ou t to the dass (or com pari wu.
Key
1 bon"" 5 deeply Phot o(opiablc a cti v h y 5 TBpa g~ 153

,
2 ",.o",
seriously
• moot
7
highly

4 ptlrftlCtly
• fu lly
Extra vocabulary
StU:llJdl.Wl76 tor Iden on how tn p.~J)lol! this vocabulary.
,odi~n(lol (adj("Ctivt"j ~ho ..... intl anll'" t.>«~u!o(' .... f "nfa, r
f Rl'lIIi ....1 stu.:knts 10 uS(" coach ofth{' eighl adverbs trealment
OIlCC only 10 cnmpll.'te the scoteon"!>. m"'n........ (~.IJ«livr ) soft. rich (lnd plusanl
lIuuk and e •..,nny <m.,Il'naC(cssib1c pldees
Check answers as ~ cla~.
~lilrinQ (~ Jjcdi,c ) e..,tlen,~lr hTlghl or obvious
pCI'I911aUI (verb) to g~1 inlu u' Ihron&h ...... mtthmg
Key accciclOIO (wrbl 10 g.1lher ~ptttI, 10 KO I.~l .. r
1 seoou:'\1y wounded 5 most kind / genelous !lw",n (verb) 10 grow in siu or bKomf roum,kl
2 perfectly slmp~ 6 fUlly conscloos plioht (nolln) • d,tlicult or su d situ alion
3 greatly mistaken 7 deeply moved !rolllu,@ (.odiecti...,) ... rl ~nrl ~riou~ in mood
4 bitterly cola 8 highly ql.ltlhlied

Language in use S8 pages 69- 70

D Extranct iv it y Tomorrow's world
Student~ work iu pa irs aud ,hooS(" fOllr mor{' ad ve rb Students wo rk in sm :dl group~ to d ,K Us.s q uest ion~ 1-1.
+ ;(d;N'1iV(' wm h inatin ns from the list alll.lmakl'
sentences of llu:ir OWII. Compare a n5wn~ iI~.i d""ss.

A)k tiKh pair to reold out th eir '«'n t cncc~ to the class.
 C This ex('rcise foc uses ~ttention on the !;rammatilJI
C All e rnalive8clivity
explanJllOnS for Ih~ dllswers in B.
This activity ,l i11l~ to CIlLUura~e ~tuJcnts to fead
through the whole text to f,t'l a f,t'nt'ra l idea of what Check the an$wrrs a~ 11 c111~~
it is about before they attempt to lill ill tho: s,J l's.
Key
SlUdenb ~p<'ulato: about the pu rpo.se of the
bUlldlllg. Pu t their ideas on Ih..- boarel. 1 sentence 1 3b t>.mt~M.:" 3
2 sentence 4 4a sentence 2
Dirt'rl ~lHd('nT~ 10 read the text quickly ;lnd find out 311 SIlntel'lCe 5 4b sentence 6
ilt ho:ir "l1~WCl~ "ClO: dose to the rea l purpose ;lnd
l()r~ l inn nf the lmilding. The picture shows the
expcri111l'ntallJUiIJi l l~ BIU~phere 2 that the text n This ('xcrci.'iC focllses on both the form, meaning
describes. ami UM~ oj 1I1UI( ~oml-'kx Wdy~ of refernng 10 futl1r~
timc:-.

Cloze Paper 3 Part 1
Backgro und notes
"ecfarcs a re unit s of measurement oflanJ.
nmy.lelll5 Me the .:omplete systems of rela tionships
}wlwccn ph11ll~, animals and humans living in the &;tIllO:
O:llVir0l1UII:'11 t.
A I{cmlIld students that the wmel which 1.l0('~ inlO the
space may depend on the context. Ask tlwllI IU lhcLk
tllat Ille WOld th ey hJve chosen fits In with th(' meaninr,
of the whole sentence and possibly the other ~ntl'I1Ll'~
~ loll11d It.
Key
Ask slUdelllS to read through the five SClllenct.'l> anJ
match Ol1e of the forms from the li$t to ... aeh scntc:-n('('
fil"5l_
J)i!;Cuo;.~ each sen tence in turn as a class, analysing thc
u~e 0 1 e'l(h 1'01 m.
Key
1 future continuous
Tnt!; I!; U!;(ld to refer to on oetion In proeress at a
particul!lr flCHnt In l he future, or to imply tlult
somethlrlg IS part o t the 00fm&1 course of P.YefI'S.
2 pail cootinuous
Thit; is ust/d to lefer to a plan or intention that was
n\3Oc previously but has changed du" to II,,,
circumstol'lCes.
:1 be + InfinITIVe

,"
1 9 until/
10
unle~
This Is used &5 &formfll (k!cIBI'I'IIIOIl to refer to on

3
insiUe
'00 11 "'"
1.1tllttl
event that is scheduled to happen.
., rulultt p(llfli/Ct
•, ,,,
with in /In 12 forward This Is used to fttfttr t1.1 a slaltt or ,Ill action before

6 ",' ,. ''''''
13
Unlike
nowhere
or Icoolnl UP to a IIV(ln time In the futu re.
S future perfect continUOtJs
7 by
8 moch " ThiS is used I" refer to e stale or Dn action before
or leadiog up to fI given time In the Mure, and
implies either repetition or incompleteness.

Structure E Ask stud~nt s 10 lInd~rlin~ tht difftr('n l f!llllre

fo rms used in the paragraph and match tlll'lIl tu ~
Future t ime
functIOn from C .lnd I). fri/llrI" p('rf((r, fil/llrr
B This exercise is a qUilk revi~ioll ul the Ud~1C future contillUOIIS and will as an auxiliary a ro: all u.'tCu.
forms.
Ask ,tudents whether till' vio:w~ eXI-'!e~~eu in the
paragraph lITe npt irlli~Iif or r('~~imistic.

Key F Divide the class il1lO s mall sr()ul-'~. A~J.. them to

1 _, wn te a simIlar paraJ.:r"ph 'I ~inr, IhC" ..amI' fUlllre forms.
4 am playine
2 will continue 5 ftmtOint
3 hi goini to rain 6 11 t"ke

;;;4
Pro\·icle thelll w ith t h ~ followi ng prom ptS if neces.sary;
~nvi ronm c ntal problems. pollutiun, crune .I. nd
vio len ce, tr,l\'O:1 1O other planet~, r; loh~1 warming.
\'Irtua l re~ljt y lind th e internet. art ificial illtdhgence ,
new types ofbuilllillgS, deforesldtion
Eat h g wup leads oul th~jr par:lgra ph for co mparison
as" cI:l<"~.
Tenses in future time clauses
G Ask slUdcl\ l~ Iv n'ad th roUKh the rhr('(' examples.
..,
Di~\. u ~~ 'luestJons 1 a nd 2 as a clas,~.
1 The PfVWlII simple is used In a future time clause
to refer to lh\l tirnv of an event in the Mure.
2 The pre$Cnt perfect iii UIiW in a f!Ilure time cleuSf)
to emphasise that the 8V9flt has 1J8€I" completed
before the event In the tTl{Iln cause taki:tli I-llare.
3 TII6 pre5ent continUOO!l I!I used in (] Mure time
claU5610 vmphasise that the event is on ongolne
or Incompitl,v situation.
H Remind )t ullell b to conSider t h~ m rani ng of the
1'I"hok ~nten((' hrfnre th ey decide on Ihe appropnate
verb form.
..,
Ch.-..k dIlSWC-rs d S d d ass.
1 om 4 have read
? Is leovlna 5 want
3 hlM'l bl!en sWlmmine 6 anJ wailing
ruture phrases
1 Discuss the q uestiuns J ~ J da$s.
'0,
1 i!. aboUt to. is due to , Is expected 10
2 is about to
Kor
will happan - certain to, bound to. sure 10, set to
may happen - lil«:lly to
Ilfobabl)' won't happen - unlil«:lly to
K In pa ir~. ~l ull<.'l1ts w rite their pa r"r.r:lph.~ . Remind
them to IISC 1I ~ ma ny phrases from parl~ I anti J .IS they
can.
Studentb n:~u uullhcJI paragraphs for mmpad!\orl as a
dass.
[] Al tc rnativeactiv it y
Al.k , 1114"iCntS to moke predictiom about th eir Qwn
liVe!> u~i Jl g two of the phrases.
Comprehension and summary
58 pages 72-73
Born 10 be w ild
Sl uu <.'1I15 works in grollps to niSC"II 'lS qucstions I 1.
D ISCU SS a nsw~ rs a, a das.~.
Key
1
PIcture 1 a fox, which can be forXId both In urbAn Dod
rural envi rom)9fJ\.5 in most regions 01 the WOOd
Pldure 2 Q giant panda, wtlich Ofigjnates in moonlllinous
forests in Asia but Is also fourMJ in many zoos
Picture:3 a pair ot IMIe caribou. a sPCCles of dettr found
in the arctic regioM 01 North America
PIcture <1 rot hvrd 01 wildebeest migratln£ acmss the
plains of Afrk:cl
Comprehen sion Pnpcr 3 Part 5
A Discuss answers 10 th<.' 4ucstlons ,IS a dan, focusing
Ull rclcwnt parts of lh(' l('xIS.
Ke,
1 BoUI auU)Qr5 think t hat zoos play fill rmportant role
in conoorvatJon and tKJucatiorr. The second text III~
mp.ntlOl'l!l teloxatlon as a bemrfit of 1005.
Text 1
'Modern zoos are not tnm f'ltlSOtIs: (Ii n~ 16)
'[Zoos) alv ag e5sentiat to our Mure I\S VictorlDn free
education: (line 29)
feld 2
'Zoos, at the ir best , provide an example 01 how to
Icoo5et'le species] nth! on 0Uf doorsteps: (line 6)
' ... tnt/)' algo have the opportunity to enllcete us:
(line2\)
"
 2 TIII;II:IuUlOr of tht! first (!:Ixl OISJlHSIitIS O "~lItmtlj IJy Key
Implylna that they have a false. unthinking
o 5t:ltcment!l 2, 5, 7, and 8
impre!l."lCln of whAt hfe IS like in the wrld.
b Sllllement, 1 And 3
'AI moment's reflection sh~ that this attitude is a
c statements 4 lind 6
ludicrous perversion.' (lu1<: 13)
TI11;I iIIUUKII 01 Ult! sttroOd II;lAI ,eltllli 10 "0010 facing
';)n onsl;)ueht of ctltJclsm from some qu.lrtcrs· o Ask students to underhne th e: key words In th e
(1m," 'I ) hut emphASises the heneflTS of 700110 (/lther exam queSTi on firM (rCIl5005 elvcn ... fO( whY lOOS
than attecking the criticism. should be maintamed).
3 The lIuthor of the first text uses forceful language.
'sh"""l .mUlu,IlJQlulo!ical romanticism Clno we all know Ikmind th em thllt they (nliid ~pproaeh the t;l.'i k hy
it' (line J) elimi nat ing th e irn.'lcva nt ~1:llcn1l'nt~ to leavc lhe
· ...th is Attitude is 8 ludicrous perversion: (Hne lJ) rele\ Jnt ones.
The author 01 the second text wntes in a more
I1"iOderitte tone. emphltsising the need to protect
Che:d. answfu.ls ,} elllss.
lOOS. TIle stykt is more likB a waming.
' If we want the human laCe to survive too, ... · Key
(linc'1I Stattrll1tlf1ts 3. 4, 6, 7 and 8
· ...1005 are lin endllngered species: ( hn~ 8)
• ... they would do well to emphasise their other
tlttil!:llit1>: (line (4)
Editing
E J hISue:rcISe ,11111) to focus stud ents' dll entlon on
D l{cIIIIIIJ ~llJ dcll( ) IhJIIII~y ~J luulJ keep tlll:i!"
the need for their ~ummu ri es to be accurately us well as
~l1sw,' r~
to th c qu('stiom as brief as poss ibk A short
Jju~lItly WI ilkH.
vh ra~ o r wlIletiml'S cvell one wo rd is enough.
~tuden ls comp.lre th ei r correctio ns w ith ,I p"rtn ~r
Check ,Ulswen as a dJss.
C.hcd c()rrccti nn~ ;1~ a c1a ....~.
K.y
Key
TeKt 1
1 to suggest thot the view thot 'man is bOrn froo' Is 0 1 provide - providing
f AntAsy ClCt&d - act
L th&t they are bned on mlsinformetion 8nd r.ot the 2 In addiUun tu -In atloitioll
reltlity of the wild the better GClcntlnc understandln~ - better
3 ",rlill !\Crenlific um1erSlAnding
3 aspect - role
TCI(\ 2
;eopardised - endel1gered
1 8 fmglle weh wrth speCies dependent on eAch other
lika - as
7 10 show how clos.e 8nd &CCes,ible zoo, sre
" opor lunilittli - UIJPOf luni titts
3 the difficult,es that zoos fCllCe: Criticism. costly
were where,
conservation prowammes, lower visi tor numbers
5 zoo's - zoos
There s/'IOUlc11Je II lull stop At lhe end of The
paragreptl .
Summary writing Pnper::l Pm! fi
C Tlli) ,IlId (he lIexl eXl'[liH'l'ruviJe J guided F Ask ~tll elel1ts to ell-sc ribe 10 rOll the proeedllr('~ they
approa ch In ~e kC! i nr, rekv~ nl i nfmmil t in n tnr I he have followed for previous summaries.
~ u l llilla l"y.

Studen ts com pJre the .. answers on p,lIr).

56

Sample summery
FirstlY. zoos fllCtt cliticism from theIr opponents. sorntI
of whom have a false image of how ,,"i!'M1s 1M'l in the
wild Of misunderstand their objectives. FYrthermote.
zoos face flnaflCUll diffiCulties. partly dutl to expensive
;:wo;ocU;, but worsened by the fact that few8f ptIQI)Ie
\'1s1t, Flrwlly, not enough IRIs been done to promote tt18
educational value of I.OOS. (57 W'Ofds)
EKtra yocabulary
See pllge 176 for Ideas 011 huw to ex plOit thiS YOCJlhlllory
;n."I~lol'd (. d,..... 'vr) protcrtw f,om ht'al,wuml 01 "k.;'"nty
rJ§I; lntt lluvu~h
stlmulal&d (~djal ive) , ;IIJation nf hnng mOleac,,\'(' or
mtel~ed
l"dlCtou, (.d j«u\'(') ridiculou, ,mJ " ",ra •.,n.,hir
bfoadscIII<! (adjcrti\'e) wid\.' ranging in il. dT""l.
'nl,,!. (.r rb) 10 I"('Iu rn !iOm\.'lh'ng 10'1S oflg'n"l.t~("
unrilyel (ve rb ) (l,e a<:' 01 ""oven threads be<:oming Sl.1'~rJl"J
Qn~lauQ hl (no un) ~ ,l",ng or v,okn' attack
listening 5B page 74
Walking on eggshells
Ask }tIlde",' .... ha llhey imagine when Ihey pkfHrf' 1he
exprr.;sion wlIll..wg 0 11 q,Ksllf'lI~_ Elicit suggeslio n, awut
what it mighllllca n metaphoril<lll y. If they find Ih i~
difficult. 3,k t!u:1l1 if they h~ve .-ver hcen in a situatioll
requirin)\ sp{'dfl\ .~e nsitivity. ( \\Iu//;ms 1m ..ggslrtlls is ~n
expression I1lCJll illg thaI you h;lv,- to behave ca refully
to aVOid up~rlli ng or angering sOlHcbudy.)
Oij,CII~~ Ihe questions as a d<l~s. Hlcit whallhry know
aboul lhe)C anllnals .md encourage them 10 Sl"= ... uldle
aboll l what th ey a re nOI ~ u re 01.
''''
1 The pictures show a sabretoothed ligoilf, a dodo, II
milmmoU'l and a bfOfltosaurus.
2 The nbH,toothed tiger lived In the period up to
12,000 yearl> agu in forested re~!I.
Brontosauru:> bonos ~\a\ltl been found in l5O-yeor·
old rocks In North America anu Europe.
Mammoths hved In Africa and the nl,)fijltlm
ht!lIlh.phere in the period up to 12,000 )'ean. ago.
The dodo lived on the island 01 MAUritius untl1 the
!IC'o'ent oonth century
3 1he sabretouUitId tiRer and the mAmmoth bC(.ame
extinct due to chmat", and habitat change .
The reasons 10r brOntosaurus ",...tinction are
unknown, bUt mtf)/ htWe bCcn due to a nM;Jleorite
strilUl.
The dodO W<lS 8 nigtltless bird wtIict"l was cosily
hunted 101'" fOOd by SiJI\Qrii.
Sentence completion Pape r 4 Pmt 2
Bal.:lground note}
M'-j{afawlil in th is conlc"l refen to large utin ..1
animab. A !lumber of tht'S(' animals are refern.-d 10 in
the listening lext. Re3SSure ~\uucnts thal lhe y d(m' I
nced to knuw wh.lt these a n imal~ arc in order to uu III ...
task.
A 0 Rrmind , t uJC!lts that it is impmlanllo re3d
through the senl(n(''-~ lwfore Ihey lislen. Al.k till.'l1l If
tlwycan find out frOlll ~JL y of the sentenc,-~ why these
.milL1Jls bec.une (ll·lin cT.
Uraw ~ttenli"n to the t-~tlm rip, l"-'iLltingout th ,it Ih r
senlence~ J.r ... ~uL1llllar1eS of wh~1 the sp\.'aker says lIut
that the mi ...,ing words are the sam ... as they wLIl he~r nn
the tape.
Aftn I'IJ.yIllS th e recordi ng th e first time. alluw
swd.-nts so me time to th ill k dbout th ei r an,w.-,.,...
C.olllinue 10 play lito: u.'(;ording a secnnd time.
Ask ~tuuO:Jlts 10 COll1par( [ln~wcrs with a partnl.'T ~IIJ
then chrck 3n s....'CfS as 3 da~~.
'e, 6 evidencEI
1 bono.
2 (PUlserved) egg!hoeliS 7 bco'
3 cllmaw
4 VC&Ctotlon
5 flIghtleSS biros
B
9 ....
p••'"''''''
~
Tapescrlpt
PROFESSOR Thouoands of YI:I<lIS ap;o. Austral!!! WI't:<L
inhabited by h"fe onlmal!O !Ouch as lilt; marsupial lion. 1M
lIut;e..rnetre long dlprnToOon. the Quinkalli:l, ~ :.eve ....metre
croclxhltl. and the kangaroo of the Plei!Otocene whit;11
weighed In at 2000.,1(. At some point'" Australia'!O nlstOfY.
H5% of thiS so called Jlwg..fauna be<:ame eKllllct For more
than til .-~ntury. the tlmln~ of thi:. e.dioction ha! bl"l"n
contfOY('r! I&1 Iln-.ver. new dlscaverll;l:' have been m&CIe
57
tMI mny pinpoint this 0011111>'" more prec lSPIy The tllNlfonment for tM errtlnctlons of the mti~fauna to have
controversy OOS remained malJlly oc-cause studies of haPPttlloo at the same tim,., . Fortunately. sclljlltists now
00111;15 become less ACCUml C the turthl:!r udell you go have a new Inr;ighl lnt o the rellson!'! hehind this event.
HOW6V\lr, 01 r""ow dlscOllery M!'! !'!tortcd to shed lIIurtl hl!ht
on the QoostioJl, Preserved euS/leU5 from fllihtless uirus
,tI<'! !lurprislngly commUJI, and th is bre...kthrough came Your views
when specimens from two s~ies of birds werf! found in B Refe r ~tud"'Jlts baek 10 the t i~"'ning t ask to m:!.k",
UlI:Il>ame place.These were the cmu and UI6 two-mctre ta ll I.UIIII''' ri50ns.
GenyQrnis Nllwtuni, Finding them Togelher Suggested
these species CQ-tIxil;\t!d and nested r.lo~ to one anotOOr. 11l~I\C one or two ~\llden t s from e;rdl HI\)UP to
ThAt I!I uOl it SO,(K)() yean. dAo, give or take Irw! Ihoo!)and summarise thei r d l~cussron for c(lmp arison w i th the
years rrom Thnt point 00. thllltl'S an abrupt lack 0 1 da5~.
gl:llr;ornrs egg shells, Though the eml.llJl leS remain.! hiS
has providlld the besl evidenc<'! yet of an cJrtlncliofl dale
for this giant animill alrd the Olher mpeflfnunn. There Is a Vocabulary
suU<'!5lion th3llt may hiIVllUeen due to cMnges in
Anim<ll expresSions
climate wh lr.h the emus. for whatever reason. \lllere nblc to
survi~e. oot whK:h the genyornls clJultl,,·\. Sut the mo"!t C Introduce the (xnciS(' hy asking student~ to e:"tpiarn
complu\1;t information for this period comes frulU New any ,lOim~1 (')(pressions they h<lve III their own
SOuth wa les, and sut/S(ests a laodsclIPf! ch;)ractcrlsed by languages,
lush vegeti"llJon, an enviloflJlll;lnt in which e"rl)'ornis wOuld
Remind Il le" l to hJ\'e a gIH·\.~ if they're not sure .. buul
have sul"VlVf!(j. Could humans have killed o ft tilt"
SQllH' o f th c exprf'Ssio n~ by tJIIII\...lIlg abou t th r 1l1caning
Illel!aflluna" II"!'! t ruc thot humans altl known to hi"IVP. Met
qU111I a severe Imp.-.ct on flightless blrd6 ill l)artieular The
of tli", whole sentence.
dodo Is Uti:! classIC e)(arnple, lind , In New Zealand, the Clrt'l k answers br a~k i ng siudents 10 rc.td oul lhe whok
eranK:fltlon Of the moCi l idS been well document ed. In that
s.en\{'ncc. The expre~ i ull III IIII' dog-hOWl' i~ illustrated.
case, II WR!> due to people horrlulP; the birds 8nd slnrting
fires. WhethP.r human!) COIJld hCM:I kllk;.d oft the
Koy
IIItl,l(afauf\a by huntrng them for focO Utll)tlltdS on the dllt",
modttm humans first ...mvenln Australia. WId 00 hav~
C\Iiclcnce to su~st that their trrrnvAI coincldcs exactly With
the f1.P.mISC of the ~6nYVlllis, Howe...er, then,: is not .. great
datrrl or <'!VIdence to suggest Uldt the~ early ~oplcs
1
2 ...."'"
3 cnx..vdi le
4 ~If
• """
6 ft'h
7 h",..
8 snail
hunted tM hrrds to cxtlnctlOll, nldt Isn't t o say tht'iy hod no
impact. but It rnA)' have been by (;hallll:inp; the land'V'.IIpe,
larglliv as a resoh ot hres which oestroym! Ule birds' lood,
rnt her than tllluu,l(h hunting. If"! possible to examirlll the Speaking 58 page 75
I"ft 3hclls of tenyol'llis and the emo, 8nr1. by CheCkinG Ihl:!
type"! nf carbon In them, WII 'W!' been able tn recoos lrlJCl NOlt:: M OOil o r all ! he acti vities and gi w leedb.lck..JI
the dret otthese nnlmals, Orlt! cOllcl usion I rom t hiS is th <lt tlw en d focusing 0 11 <lily )lQl nts of flilency or acctr ra,y
,l(enyQrols I'I1'II1 A more IImlled rangot of food . A l urther clue thai )"ou wan t 10 rleal w it h.
has I.Jeen found In II j'ltrysioloa1cal stuUy of the gel1)lornl3.
The shil~ of the bellk show3 that It was hiWlly dependt"Ot Stndents complete Il lc questronnairr hy tkking the
on plants, and. uf l."Ourse, the hre'! would h<JVC resulltKJ in appropri" tt' boxes.
!'I nrnmmic dccreastl ill !r ..",s and shruh:o;, whICh put an
2 III therr ~rollp~, each student ill lUI II presen ts their
t"OormOlJs Slle!)s on the glll lVQlIlis. ThiS str"'5, together
opini ons based Ull tire questionnaire.
With posslbl.. climate chanGes. ltiu 10 the" extlnctllYl Rnd
Ci lsu to t hat 01 other ~peclcs of me~afaulld, Twenty·two Ollt Comparc opillions as a cI:1~.~.
of Ihlrty.tlil!:ht species 01 megn faUf\il died ouL The nlaJonty
of thOSe rehtttJ UTI plant maner lor fOOd. A!:. that weill,
prp.<:iAtors wcre also ulldble to survl~e . In andltiOO,
genyornl"i hI'lncs <lrc found wiUI other- megtrrl!'llinfl bones.
such as the elAnt knngaroo and UllIl1IarSUplal hon, ntten
cralllllled into the SlIme sites, so It Is hkllly that these
creatures uiII<I out at Ihe SAme time. There lIIu61 have
Ilecn extraordiJlilry demands on thl'! f!-Co log,y of this

58
 D Exira activit y
Rt:ad OUI the followin~ II'XT and ask Mu den ts to no te
down phra;;es wh ic h are u~cJ to liuk the differe nt
aSIX-.. tl>. Tho<: .lft' III Ita lic III the Tcxt.
Read the text tw k~ if nr'T~s.1rY.
As ((lr (II lillrr iI (ol/ccrlled, Ill)' area i~ good m Th e
streets arc deall ed Il1\u larly and the rubbj ~h i~
collected t'veryrl~y. Hnwevrf, II! is is 1101 Imc Jor ti lt:
noise levels and ai r 4udlity whICh are both poor (lilt"
10 tilt' [oct tha I it i~ in The CenTfl' of th e city and Ihnt:
is a great deal oftraHiL at " Jj tuues.l" Il'rllIJ ofmllrl
safety and public tran sport , mine is a good arc~ to
live in 0 11 aCfOll1It of IIII' JIIt/tl,at the council has
U1vested money on imprm' in g the system.
Unforlllltllldy Ilror/gll, then: Jl"e not enough green
SVa(t'S owmg to it being a hlli1l up areil. 011 /he olhIT
hand the st reet lighting i~ Iluud Im:mlSo.' o[thls.
Themed discussion Pnpcr 5 Part 2
Spec ulat ing
A B
Possible answ~rs
1 poIlutton, litter, community responsibility, voluntary
_ k
2 Witt/I) spaces, community gardens, I!dUCllt lon
Evaluating
B :'luJen ls rem ai n in Ih rir p:lirs to d iscuss all fou r
pict ures. Encou rage thcm Lo ;u~tify why Lhey thin k th.'
wiutions Me either effcctivr nr nn!, in relation to tht!
purpose.
Invite one ~l udcl1 tilU l1l each pillr to preKn ! !h("'ir ideas
to the cl.ISS fnr mmpari'iOn.
Poulb1e answe,s
1 Soo A abo\te
2 S"AtI~
3 !rome furnes iln.J LVll8l.t$tJon, pedes tnarwsatJOn
4 parks, 00&5 foulln~ parks, play arails for children
Suggestine alternatives
C Each pairdclidl"l> u n two more Ima~es. En.ollng"
the- use of lany,ll.lgr for making suggestions and
agreeing I disagreei ng.
Ask each group tu plesen t th eir ideas 10 Ih("' re~T o f th e
class lo r compari'\()n.
Writing SB pages 76-77
An essay Paper 2 Part 1
Underst anding t he task
A
Key
1 The \f$ljay is fOf" a college, school or university
tutOI and the reason for writing it is that it could he
pt"irt or your studies or a courlOU requirement.
2 The: es-'IIt)' should be more academic ill tone and
contain retl!lOiled Arguments In support of a
particular point of view.
AnalYSing the sample
Key
1 The first PIUllgttlpn eiYes a icncrollntroductioro to
Ule subject and briefly presenl!l l he wrttcr's point
or view by referri np; to the idell in the onginal
statement. The fina l parawapi"1 few s b&ck to t hl!
e)(\rocl nnd &fVcs a brief owrvi_ of the writer's
lIrgument.
:2 The writer's IcleftS Afe lIlc1icntcd by tho use of the
following pi"1rases:
' ••• is a highly dubious proposition·
' It 15 clea r that ... •
'It III t herefore Quite wrong ., ..
3 The writer Inlrnduces the view that Industrialised
countries have done II lot to reduce pollution. The
wliter IIUributes this view to other people, ·It 15
often sueitl$ltKl .. :
4 Tl"Ie writer says that thiS view is •... an
OVeflllmplificntlon.'
5 The wnter gives the opinion that the west
contributes a great deAl m(lfe to the pollution of the
environlllent in companson to develop...., countr1es,
6 The structule 1$ th", same as paragntph 2. the
writer introduces an OPPO$ing view, discredits the
VIeW by giving reasons ~ It Is wrOflg. U_n finally
tn. writer's awn point of vklw IS presentee!.
"
Writing skills Unit 5 Overview Key
Organisation and cohesion 58 page 78-79
C SlUdl:I1L ~ WOI k IIldlvldually, Ihco compare Iheir
hsb Wllh.t p;lrII1Cr. Paper 1 Pal t 1
le"leal eloze
Chl'CK answers as a d a)~. A
1A 2A 3. 4. 5C 60
Key H'
Introducmg lin Oppo.~lng view
7C SO 90 10C
'"
It wold be argued the! ... Cloze Paper 3 P'drt 1
Lt Is Qft",n liuggested .
B
Some people would argue
Discrediflflt,he appos//1i view
Thrs is partly true hut ...
1
2 ""M'
3 conlfery
9 to
10
11 ff
......
To a certain limited extent, ft1cfC Is some truth in this
,
4 ;"
sillCEl
12
13
wou~

'"
but ...
... is an over-slmptirtcation.
Thl-' Argument has a certain wperficiallogic to it, hut.
on closer e_amlnotion ...
6
7
8
",owth
",.,
14 by
15 ~ .
Pruposlng yovr own VIeW
""""
Gapped •• ntence. Paper 3 Part 3
It Is clear Ural ...
n Is therofore Quitl! wrong .. - C
1 he reBI situation ... 1 tasteless 4 put

o
Ultimately, ...

Stl1dr nl ,~ look at the four id t:.I~ ill IJ and consider

2 lights
3 ",,.M
5
.'"
6 ...... ise

how they coulJ )1 1uctur~ a paral',rnph according to the

Vocabulary Tt:st U nh 5 TB pa:<g~
"~1~3~
O _ _ _ __
suggest~d o ulline,

Sll1drnl ~ write n sho rt IMragl.lph basro o n ('Mh iekn.

RelllillJ Ih e m to ad d th eir own views and strultu ..:~
their p~r:l gnlllh s using ph ra ~e~ from c.
SAmple ptuo.:raph
It Is often sugge-'ted that mklrli UP cycling inlitead of
using a ca r is too dangeroo$. To 0 certain IIm/rtld
extent. UlfJffl iii some rruth in tM. /)Uf if cycryone were
to continue usl", calli instead of C)Cllng. Then the
pollutIOn leVels would only g...t higher and life in clTle!l
would becOme unDeombkl. It Is c/eal Waf we I1Wst
impose restrictioM on the usc of cars In thtl cities and
efloo,.n~~ people to C)'tle 171 inTrodUCln& car I'l'ee WlIfJ~.
only thIs WW1 CijI1 WIiJ make our cities $lifer ond less
poillnod for cvoryorw.

Writing your essay

Go 111JOUgh (.Ieh of thr ~ lag6 in !Urn, discul>I> 1»Jl llls
a nd hrainSlOrm ideas a~ a d~s.lJr.lw studenT"
allentioll lO th(' Lxlllll tip

60
 2 Students discuss the questions in groups.
One student from each group presents a summary of
the group's discussion to the class.

Round off the activity by asking students whether they

See unit summary on page 4.
think English will remain as an international language
or whether another language will take over in the
future.
Exam In
Reading Multiple-choice questions on four texts:
identifying style, attitude and purpose Paper 1 Part 2
Use of English Word formation: negative affixes
Background
Comprehension and summary:
Transcaucasus is a region associated with the
connotation
Caucasus mountains. It includes parts of modern-day
Listening Multiple-choice questions on one text
Speaking Extended speaking: fluency, exploring Russia, Georgia, Armenia and Azerbaijan.
the topic The Tower of Babel comes from a biblical story in which
Writing A report: complex sentences people of Babel attempted to build a tower to reach
heaven. Displeased with this act, God made them all
Ask students what kind of animal a vulture is and how speak in different languages so as to be unable to
they normally eat. Ask if they can imagine what a communicate with each other and thus fail in their
culture vulture is. A culture vulture is a colloquial phrase plan to build the tower.
meaning a person who is eager to acquire culture. The A neologism is a new word or expression which has
overall theme of the unit is language and culture. been made up to suit the circumstances. Recent
examples are walkman, internet, cybercafe, website etc.
Carolingian refers to the period and territories of the
pages
dynasty descended from Charlemagne.

Speaking the same language? A Remind students that some answers to the
multiple-choice questions may seem correct in
Explain that the phrase speak the same language can
themselves but may not fit with the stem of the
also mean to be able to communicate easily with
question. Students work individually.
another person since you share a similar outlook on
life.
1 Pause recording after each passage and ask
1 D 2 B 3 D 4 B 5 A 6 B 7 C 8 C
students to choose the period from the list they think it
is from. Encourage them to speculate.

Discuss answers as a class. Ask students if there are any Alternative activity
words or phrases they recognised in passages from Ask students to underline key words in the question
early English. stems before they look at the choices.

U::':HVU;; answers

1 the origins of
Extract A taken from the Authorised or
2 as an example of
James Bible.
3 the author's main intention is
Extract B 8th century, taken from the Old English text
Beowulfby an unknown author. 4 What does the writer imply about
Extract C 1726, taken from Gulliver's Travels by 5 stories that minstrels related
Jonathan Swift. 6 Scholars ... disagree principally on
Extract D 1999, taken from Lock, Stock and Barrel. 7 with a sense of exaggeration
Extract E 14th century, taken from The Prologue to The 8 the implied
Canterbury Tales by Chaucer.
answers as a class. students to give
reasons choices.

61
Identifying style Text 3 comes from The Cambridge Encyclopedia of the
The following two activities aim to develop students' English Language by David Crystal.
awareness of aspects of language used in the texts. Text 4 comes from an encyclopedia text on early
medieval literature.
Draw students' attention to the Exam Tip.
C Ask students what they think the difference is
B Deal with each text in turn and discuss answers as a between these two texts and the other two texts.
class. These two texts are less serious or academic in tone
than the other two. There is an element of humour or
Key irony in both these two texts.
Text:1 Discuss answers as a class
:1 TogfVe arrexplanati'on oTthe origili and
devel6pmentoTdifferentianguages fro/'Q.a common
source;
2 A university teCjcl1er, anexpert.in liflguisticsora Text 2
journalist from.8speclalfst ~ri{)di~at :1
Peopleinterestetl inthe .ntstoryof Janguagesor
students oflingu[stics. . .. . .
4 In abook on tl1(':1 historyoflanguagesqrina
specialist journal qr magazine.
5 Formal/neutral.· . 2
Text 2
:1 . To give .a de~cription oftneu~esand\effec:t~ofl!)e
Babel·fisl1, whi.cl1lsimaginary.
A noveli~t or shortstory writer,
S Peoplewbo like (eadingfietion,P8rtfCUlarlysdence
fiction;
4 In a sciencefiction·nmiel or short sto~.
3
5 Neutral/.informaL

Text.3
TextS
1 ingeniol.l.$
:1 To give examp1esQf a. recent trend tocreat/;)..f)e~
2 juvenile would suggest that the wrlt.erfou.od ItslHy
words. .
and immature
:2 A journalist orlfnguist.
S Peopte<interested in language and words.
4 Ina~enera[interest magqlineor Qookabotlt
language. Vocabulary
5 Neutrall informal.
This activity focuses on connotation; the positive
Text 4 or negative associations of words with similar
:1 rogive information aboutaspe.cts oT.French meanings.
literature before 1200.
2 A universitY teacher or research student of . Students read the sentences and find any words they
literature. think might have negative associations. Ask them to
3 Students orpeopleJnterestedlhlit~ratUfe~ think about possible differences in meaning between
4 A book on medieval literature or a speciaifstjourrtal the other words.
or magazine.
5 formal. Discuss each sentence in turn as a class.

Background notes
Text 1 comes from a specialist journal (Scientific
American).
Text 2 comes from The Hitchhiker's Guide to the Galaxy
by Douglas Adams, a humorous science fiction novel.

62
 Possible answers
Students' report
1 Childlike suggests his interest was innocent in a A crowd of angry students occupied college
positive way. buildings today in a demonstration, making
Childish suggests his interest was silly.and has
legitimate requests for better library facilities.
negative associations.
College authorities' report
Infantile is the similar to childish, only more
derogatory. A mob of violent students invaded college buildings
2 Ingenious suggests approvingly that the decision today in a riot, making unreasonable demands for
was both clever and original. better library facilities.
Intelligent also suggests something clever: and ha.s
positive associations. Expressions connected with reading and
Crafty suggests disapproval of something £10M in a
cunning or devious way.
speaking
3 Witty suggests humourous use of words ina clever E
way and has positive associations.
Comical suggests something amusing because it is·
odd or absurd and has negative associations ..
1 word perfect
Amusing suggests something entertainingbl.ltnot ..
2 read between the lines
necessarily funny and has positive associations ..
3 lost for words
4 Stubborn suggests anunwillihgness to change .an
4 wordforword
opinion and has negative associations.
5 take it.as read .. ...
Determined suggests a firm decision to. do
6 not to mincewords {illustratedl
something and haspositiveassoeiatjons~
7 in a word
Pluckysuggests,inaninformal tone, shrave
willingness to try something and has positive
associations. Ask students which expression they think the cartoon
5 Cute suggests something attractive, but also illustrates (mince words).
suggested a young speaker.
Likeable suggests someone who is easy to like and F Remind students they may need to change the form
has positive associations. of the verb in some expressions.
Charming suggests someone who is well-mannered
and friendly and has positive associations.
Check answers as a class by asking students to read out
the whole sentence.

Extra activity
Read out or write on the board the following local
1 word for word 5 word perreQt
news item: 'A large number of students entered the 2 in a word 6 losdorwords
college buildings today in protest. They are asking 3 mince words 7 take it as read.
for better library facilities.' 4 Reading between the lines
Write these words on the board:
unreasonable invaded angry demonstration
mob riot occupied legitimate violent Extra activity
crowd demands requests Ask students to tell each other about an occasion in
Divide the class into Ask students to write a their lives or something they have done which can be
brief report of the local news item using six of the best described using one or two of the expressions.
words on the board. Student A writes a report
supporting college authorities. Student B writes
a report supporting the students.
When they have finished, ask students to read out
their reports comparison as a class.

63
 Extra activity
Ask students to work in pairs and find as many
words as they can with the negative prefixes dis-,
non- and mis-. Encourage them to use dictionaries
Paper 3 Part 2 to do this but remind them to choose words which
they think will be useful, not obscure words.
Compare answers as a class.
Alternatively, this could be set as a homework task.
1a 2d 30 4h 5f 6j 7g 8e
ge 10 i

B Students answer the questions individually.

Discuss answers as a class.
E Encourage students to say the sentences out loud.
Check answers as a class.

1 if- comes before a word beginning with J.

if"- comes before a word beginningwith r.
2 im~comes before words beginning wlthm or p~
Note Point out that un- can be used before words
starting with any letter.
3 inauspicious, misunderstood, immodest,
dishonest, unenthusiastic, disproportionate,
unbiased, unconnected / disconnected,
non-alcohOliC, illiterate, careless, unworthy
1 1have read most of Dickens's novels.
2 I have read most of Dickens's novels.
3 I have read most of Dickens's novels.
4 I have read most of Dickens's novels.
5 I have read most of Dickens's novels.

C Check answers as a class.

1 relentless 6 illiterate
2 unconnected 7 non"alcohOJic
3 disproportionate 8 incoherent
4 ungrateful 9 careless
5 inauspicious 10 implausible

Remind students that they will need to consider the

type of word, e.g. noun, verb, adjective, adverb, that fits
in the space as well as negative prefix.
Check answers as a

1 disproved 6 dispossesed
2 disappear 7 injustice
3 undeniably 8 incapable
4 innumerable 9 invariably
5 unauthorised 10 unlike

64
 it Check answers as a class, paying attention to accuracy
F Students work in pairs to discuss the differences form and word order in their sentences.
then discuss their answers as a class.

1 What really irritates me is his arrogance.

1b It was Dickens who captured the imagination of It is his arrogance that irritates me.
Victorian· England. 2 The doctor said that all I needed was a
This sentence emphasises that Dickens, rather than holiday.
any othernoveHst, captured the imagination of The doctor said that what I needed was a good
Victorian England. holiday.
2b It was because his personal life was unhappy that 3 It was the busy main road that put us off buying
Dickens devoted so much time to writing. house.
sentence emphasises that because hispersonal What put us off buying the house was the busy
life was unhappy, rather than any other reason, main road.
Dickens devoted his time to writing. . 4 She hardly ever sees her husband bE;)causeali he
3b It was in 1836 that Dickens published Pickwick ever does is work all the time.
Papers. . It 1s because he works all the time that she hardly
This sentence emphasises the date of publication. ever sees her husband.
In each sentence the emphasised information js 5 He knew he would never be able to afford a
preceded by it + verb to be and followed. by a .relative Mercedes, so what he did was steal one.
pronoun, whoaI' that. . 6 I've no idea why she's crying, alii did was smile at
her.
7 What I can't understand is why you didn't come and
see me earlier. ..
with what it is why you didn't come and see me earlier that I
Students analyse the example sentences and then can't understand.
discuss answers as a class. 8 She says it was your that upset her.
She says that what upset her was your lies.

Sentences 1b and 2b focus on tile information·in italics ~v,_v~'-'- .. U'...;; activity TB page 153
more strongly than 1a and 2a. .
1 all means the only thing that.
2 Great expectations was all I bought.

This activity focuses on changes in the structure of

cleft sentences an action is emphasised.
Students the example sentences and then
answers as a class.
Test the students on what phrase in the means.
It was introduced on SB page 82 of the Student's Book.

1 The verb to do is used.

Monitor each or group by or
Hl<lLJ;J.l.l~ suggestions.
2 The infinitive form with or without to
3 ever Discuss answers as a class.

exercise practises all the cleft sentences. Before

begin exercise, encourage them to look
activities and make a note of the different
sentences.
nl..-111111'-< them that sentences 1-8 can be rewritten in
one way.

65
 Alternative activity
Introduce the activity by eliciting from students
b is the best answer to the question.
what different types of books there are. It is correct because it explains how the use of the word
Possible answers dubious shows the writer's opinion, not what it means or
fiction / non fiction what it refers to.
coursebooks / textbooks For this reason, the phrase 'to give the impression .. .' is
useful for answering this type of question.
thrillers / detective stories / crime fiction
romance
social drama D This activity focuses students' attention on how the
humour writer's choice of words relates to the point he or she is
science fiction trying to make.
war / action stories / adventure stories
Remind students to consider the context in which the
biography / autobiography
words or expressions are used.
historical novels
travel books Discuss answers as a class.

Comprehension Paper 3 Part 5

Text 1
A This activity aims to encourage students to read
1 It is used ironically to show that the pastwas not
through the texts in order to identify the main points
so wonderful as some people think.
before they attempt the comprehension questions and 2 to show that these research studies contain
summary task which follow. Important information about the problems of
Check answers as a class. reading.
3 to give the impression that, in the writer'S opinion,
much of what has been written about reading
Key
problems is exaggerated for effect.
Text i
Text 2
Sentences 2, 3 and 5
4 to highlight in more technical language the point
Text 2
that the reader makes a contribution to the text as
Sentences 1, 4 and 6
well as the writer.
5 to suggest a gradual process of loss of
B Remind students to keep their answers as brief as understanding
possible. 6 to suggest the process of reading can be
compared to a technical process.
Discuss answers as a class.

Key
Paper 3 Part 5
Text 1
1 reading for entertainment E Students underline the key words in the exam
2 it is intellectually challenging question first 'why students reading difficult'.
Tex:t2
to parts the texts which
1 higher level skills or schemata that the reader
are relevant to the summary task. Then ask them to
brings
compare what they have underlined with a partner.
2 the reader cannot understand the text
Check answers as a class.
Connotation
C Remind students that the writer's choice of words
reflects his or her attitude and an understanding of this
is sometimes tested in the comprehension questions.
Discuss answers to the question as a class.

66

Key
Text 1
'it was shown that the more lead, aluminium or zinc ...
the lower the reading scores'
'It is because we stop developing reading skills except
in the teaching of literature:
Text 2
'if the reader's schemata are inadequate ... , then
comprehension breaks down:
'and some of these differences [in the way readers
process text] may account for the fact that there are
good and bad readers:
F Raphaelites didn't believe in the idea that it was important
Sample summary
Firstly, a high level of metals in the body can negatively
affect reading skills. Furthermore, too much attention is
paid to teaching reading through literature rather than
for learning in the early stages. Also, the lack of higher
level skills or schemata can cause a failure to
understand texts properly, and differences in how
readers process texts must be taken into account. (62
words)
Listening S8 page 88
Getting the picture
Students discuss the questions in groups and note
down their answers.
Discuss students' opinions as a class.
Multiple-choice questions Paper 4 Part 3
A Students read through the multiple-choice
questions before they listen and make guesses about
any of the answers based on the notes they made in
their discussions in the introduction above.
After playing the recording the first time, allow
students some time to think about their answers.
Continue to play the recording a second time.
Check answers as a class and discuss why the other
options are not correct by referring to the tapescript.
Key
1 D 2 B 3 C 4 B 5 C
Tapescript
TEACHER Now, let's move along to the next gallery ...
whose turn is it to tell us about the next painting?
Amanda, is it you?
AMANDA Yes, this is the one I've prepared.
TEACHER Good ... now I've got one or two questions for
Amanda to guide us through this painting, so if you could
all pay attention, we can get started ... Brian ... thank you.
Now, as you can see it's a pre-Raphaelite painting, so
we're talking 1880, 1890 ... and what can you tell us
about this - and other pre-Raphaelite paintings for that
matter - compared to what came before?
AMANDA Well, there was very definitely a reaction against
some of the earlier concerns - for example the pre-
to be true to nature or realistic ... This is a good example
- it's by the painter Burne Jones, completed in 1884, and
it shows a lot about his philosophy of painting ...
TEACHER OK. And what was it exactly?
AMANDA Well in his own words, ... is it OK if I use my
notes?
TEACHER Yes of course.
AMANDA He said that a painting should be 'a beautiful
romantic dream of something that never was, never will
be, in a land that no-one can define or remember, only
desire:
TEACHER SO in other words the very opposite of realism-
no practical lessons for modern industrial societies or
whatever.
AMANDA Yes, exactly, and this painting is in many ways
very typical of Burne Jones - in fact his wife later said it
was his most distinctive work, the one that really summed
up what he thought.
TEACHER OK, tell us about the story it tells.
AMANDA It's called King Cophetua and the Beggar Maid,
and it's based on an old legend from early medieval times
about a king who falls in love with a beggar girl, and finds
that his love for her is greater than all his wealth and
power.
TEACHER Was it a well known story?
AMANDA Yes - most people knew it well, but only through
reading Tennyson's poetry, in which he wrote about it,
rather than from the original story.
TEACHER SO it's another example of what we were talking
about earlier - the link between the romantic movement in
literature and the movements in art ... do go on.
AMANDA In the painting, the artist imagines the King
sitting at the girl's feet, gazing at her in adoration. Burne
Jones said he was determined that the King should look
like a king and the beggar should look like a Queen, and
he had certain details such as the crown and the maid's
dress specially made for him so that he could capture the
detail. The setting has echoes of 15th century Italian art,
particularly Mantegna and Crivelli, and it's all elaborately
decorated with highly wrought textures and jewel-like
67
colours. If you look at the clothing you can see what I
mean. The two characters in the background have got
these rich flowing clothes, and there's the same richness
in the King's flowing cloak.
TEACHER SO what is he trying to tell us about here ... what
about these anemones ... do they have any particular
significance do you think?
AMANDA Yes, the maid is holding a bunch of anemones,
and if you look closely you can see that some of them
have fallen on the steps by the King. The flowers are a
symbol of unrequited love, and there's a lot of personal
feeling in this painting, as there is in much of his work. At
the time he was doing this, Burne Jones had met and
fallen in love with a girl called Frances Graham, but she
then married someone else. So it's likely that the King
represents Burne Jones and the Queen represents
Frances Graham, and the painting shows his feelings
about losing the woman he loved.
TEACHER Are there any other themes that the audience in
1884 would have recognised apart from on this personal
level?
AMANDA Yes, to the general public it would have had a
completely different meaning, which they would have
recognised quite easily- they would interpret the painting
as being about the rejection of worldly wealth and the
elevation of love above everything else.
TEACHER Yes, absolutely ... and that was a message that
was very close to Burne Jones's heart and was very
relevant for late Victorian Britain ... Well thank you
Amanda, and now we'll move on to the next artist ...
B Students discuss the questions in groups.
Round off the activity by comparing opinions as a
class.
words in their language. Ask them also to
consider 'false friends' - English words that are used in
their own languages but with different meanings.
Students discuss questions in groups and then
as a class.
The first writer is discussing the advantages of having a
global language.
The second writer is discussing the bad effects that can
happen when a language dies out.
The first writer considers a single language for
international communication to be a good thing,
whereas the second writer thinks the consequences
would be negative.
B
1 opportunities for business, access to information,
improvements in international relations
2 loss of cultural identity, loss of history, people's
influence on the world
C Draw students' attention to the Exam tip.
Remind students that they can present their responses
to questions more fluently by linking their ideas
together rather than just reciting a list.
Monitor and give feedback at the end on any aspects of
fluency or accuracy you want to deal with.

I ULtCII'" discuss the questions in groups and then

as a class.

Draw to
someone might use the phrase mind your language. The
is normally as a someone 2 Part 2
has used foul or abusive language. The mind here
has the meaning 'be careful with'.
the exam task and underline
Students discuss the questions in groups. four questions.
Ask them to check their answers to question 2 answers to questions as a class.
key on Student's Book page 180.
the answers as a class. For question 3
students to consider in pronunciation of

68

1 The report is for the school principal.
2 The reader will find out details about the trip and
the festival and the writer's opinions.
3 A description of the festival itself and some of the
events, including the writer's impressions of them.
4 An assessment ofthe personal benefits of the trip.
Analysing the
POlssi!ble answer
Blenheim Palace and its grounds were a gift from
Queen Anne to the Duke of Marlborough, who was the
commander of the British army when it defeated the
French at Blenheim in 1704. The gardens, which are a
particular feature of the palace and comprise such
features as lakes, woods and sweeping were
designed by Capability Brown. The main building, which
took nearly 20 years to complete, is a neo-classical
structure designed John Vanburgh.

1 It is divided into sections with suitable headings.
2 The language is formal but not impersonaL
3 Narrative tenses, mostly past simple, are used to
describe the festival, the events and the benefits
the writer gained. Present simple and will are used
in the introduction.
4 The report is mainly based on opinions. Some
factual details of the festival are given.
5 The report includes all the details and opinions
requested and is written in an appropriate style.
Go through each stages in turn, discuss points
brainstorm ideas as a class. Draw students'
attention to the Exam tip and ask students to look back
at sample report and comment on which details
they think are likely to be made up.
6.2 TB page 154

sentences Paper 1 Part 1

C Students compare the notes with the sentence and
underline words and phrases that have been added. 1.B 2A 3C 4C 5A 6A
Discuss the answers as a class. 78 8A 98 lOA l1D 128

Paper 3 Part 2

Despite and although have been added to show B

contrast. A relative clause with which has been used to 1 singularly 6 psychological
combine information.
2 supposedly 7 comparatively
3 considerable 8
4 simpliCity 9 addition
Students work in to arrange the sentences 5 10
into the three areas.
3 Part 4
answers as a class before they write their
sentences.
1 do not have a good command of
2 some striking similarities I"IA1'\A//o.An
3 what fascinates him most
a 1, 8 b 4, 9 c 3, 6, 7 4 all you ever do is
5
6 was no ch"rt<>(fo
in pairs to write sentences
7 incapable of completing
what they have written another
8 take it as read
Use sentences.
7 Only flesh and blood
2 Elicit some . uitable adjwi= for deKJ"ibing
~rson.lity and ch.u't" and encourage ",udents to
e"Pres< tbeir p««>nol impr=ionl. c.g. I wo~{d "'Y the
man ~ a roth .. "ern aDd .. rious ~rson wherea, the
woman go_ mc .he impm$IQn of~ng o utgoing and
li>"'Y·
3 Dl'ilW studemo' atlention to the heading, from rags
bam training In th l' unit 10 .i4h.. _ ~"d rod' and u k how it might apply to the
Readl", Muttl~hoic e Questions on OM text: two pic'me. of the woman.
uSing quest"", stems 10 ~ nd irtlorm3ti<>rl
in \tIe 1e, 1 Di= idea. a• • d . ...
Us.e 0' Engll$II Gapped ""nt"neeo: paris (>f SP<'«h ,
mu~i~ meanings Multiple-choice questions Paper 1 Pan 4
Comprer>e<lsion and s ummof)'
"",ap/lrasi<1S sII;II. , pr<>mplod """,mol'}' Bacl<ground no, ..
Ustenlrt;t Multlpk><:hoO:e queslions on lou< SIlOf! The ,m ~ tai<cn from. magu;ne article whkh
.~,
r""'unts the Itue stof}" of Hora", Tabor and Baby Doc.
Therned dj"".....ioo: lIlonking latera lly to l.ily Langtry (1853--1929) was • "",1I· known Briti,),
nnd 8~ematMI _ to( images
aeu..., great ly adm ire<! by I'.dward val.
AA a,1ic18; ",OMnting OpifllOf1S '" an
informol o1)le Sarah Bern hardt (184 5-1923) wa, the "age naDle of
F,ench actr... Rooin. Bernard who a<hi=d great fame
Ask <tuden .. to $ugge" a meaning for tht ""p.... ion ., a d ...i",,1 acUeM.
o~ly jleJh ~nd blood. The exp""ion ;, osW to expbin o...r Wild, (I SS4_ 1900) WI . I n Iri.h writer best
th .. somtbody i. only buman Ind thai human •• r< known for hi. plaY' including The Impcrw",. aiBring
vuln.J.blt. The o""rall th<m. "f the unit .. human li;J..ncsr and h~ novd The Portrait qJ Dorian Gmy.
interaction and comn,on;!;". Scnvenuto QUini ( 1500-1 571 ) was an Italian sculp,or
and onist famous for his autobiography.
NouYMUX rich .. is a French term for pc<>ple who h,>"
Reading SB pages 94-96 recendy acquired "",al,h a. oppooe<110 tho .. who
inherited it from old families,
From rags t o riches - and back!
A Allow students a few m inutes to read through the
Introduce th. activity by cling Sludent; if!hq
text. Remind them not to worry aoout unknown
~r""naUy know of any 'rag$ to rielle.' ",odes (on .. th.t
vocabulary at this .t1$•.
;nvolve ~pl. moving fron> po_ty to extreme
wealth). Check .n._.. as a iliM.
I Encourage ,tud.nts to give nlor. auen t
d=riptiom by linking the ph".>es togtther . nd adding
.ny other suitable word; of Ih~T own.
Discuss answers ... a elm

Pou/bIe- ... B This activity is designed to .orou"S' Sludents 10

answer the multiple·choi"" qu.. tion sterm from their
~~
" ading of th. t<xt brio", th<y ",ad the option •.
He- M$ SlfaiChl, ~ haor Mth a <eoIIdH'IC _ _ .
&mind them 10 apr ... tho id ... th<y gtl ftom the tat
bushy mous_ WId 8tMIn8 ~$"'" him a .. _
in th.i, own words. This will en<ourage th.m to try
won1ed e~ ss ion . He is not at 0011_11' d r _ as
he i$ -r,g " Iormal sui! <>rid \>fl. and poraph ... ", any new vocabulary by u.ing ,h.
n.~ oontc~ l .

She hils In. 0J(1)o MIt but <Iark~. She hils an

arullClM'> $ttIi'" and is ""IY eIega!ttIy ae~ ill
ftX~ck>IMs.
 TlpetCtlpt

1 It was , IO'M'1 of COnl/asi. bel ea. ob;oousI)o rIcII ...........'011 _ _ ""PI**II08It>jDoe"!.a

question 011"" nke(ll)y vlllIOn 10 Leadville ana "'"
-~pOor. '....... ~-J.\bkom.""'"'Y' ___,I'''' ."-!d. II ftC)( a haPP!' onel The T-.. __
(liM 10)
rwdUced 10 desliMion.. ~ _ as a 0Iy-...1O
2 030car W.1OoI \toouIhI thall/'lil ""'. !he most IOCicaI
_ _ toa<! CfltIcMmh8n.d oeen, ~ ....... h~ wil. and two <!''''ghl..-s 'rom I taM,,:. In l899,
"""""""'an aihaMo' (lmollS)
WI .,.., friend 101 111m &WOot'Ited _"ter <If De!.- ..,
J 1\ ....... 1roS FamouIlnrtl>t Itoryot ~ Tabot tuslortl.onH trietty.-. But"" dieda _ _. H"
Saqt 000. ',11< ,,,,,,,,', wb,,'ytcmtl from' (tint m IooS! ""'"'. to 8ab,o Ooe_, ·Don' .... uP","""": ThI.
4 The -..l!npIin m.t She _ able to ~ 1........... "'" .tory tIe<:orM, • trae6O':r, The lormer
. . , upIo« I!\e "*' She met lor he< ....... pur_ toorteun. _ "'" _ 11.000 dona....... her
·"'qu;,..,;.ttJ di...,..., or (lin< 14). ·dot",</ attJ ~ ctJilt"""" mile .no I'IId I'-' tIw 100
ana _eo
..........u.r (lin< SIS). '<he i"'/-..IlQ",' (hnt 110) po&cocka U POI*. moooed btck 10 Leadville
:5 Ie - . , a:w.1Iy eIe<:Ied lIS _ _ _ onIiY lhe rest 01 her ~fe 10 ~ 11>1 _less. sn. be<:.-
I'-' tt-.. 30 d8)1I1eI\ <If the . . . - . -.alor"t I _ ......-rtIk;., btI& IIIdy ""'" 5&IIeo Iorth ~ ' -
term to kHp 10m MPPI'_ .bI/, .... ..,"'.... r". pm,.' monI/'IIO try 10 rei.., money !rom 11>1 too"""" ~ L.eeQvlI\e
(1iot65) ..., o.r....l0 ~ the mine. E_ally. she """'"'"
t; lho wm.......... Ih8l u..,.- "'_ _ <If tIw. with tIw IIar.Ch1tn 10 a sIIICI< lot 11>1 """"""-d _ a ......
ptObBb/)' beaIuM of lief po.t. '. t'rl <1 doubifi.t
SQUIIIk! bIIIldinl_sed 10 1he elements. - . . . WIlli. she
............."(\in<51) ","<1<1<1 wItt1 pict ..... ." .... ~ oJ ........, o.J! 0III1rom
7 llIey beI:..-.-.e benI<rupI due to.",..,... "' ........ mogaDres. The okIn1 ~ ... ....,.. The)Ooll"CfN'.
_h ......- ... IIM:or no ~ beIna'-.at>Ie.
sn- DoIIIr. _ _ lnIIIrIIeo her mD1IIer'S I'OU\fII'UI
•.... ;a,IoMm<i<h .................... -..,..w.f morel. b<It """" oJ her lMer Obduracy, CIie<I "" alcoholic In
(hacU) Cflica@1n 11rni. SIl. 11.0,- Doe !tied to _ "'" mine.
~ into "'" <IepII\I ~_....11 into tier ~,
tryirCln vain 10 tin(! "'" .......ilver I0OI _ -.Id
C Ask students to look al the four oplions for ~ach restoft her 'or\IJtiH, sn. IInIIfy died an .,..,. mad ",""U",
q.... lion and compart' Ibtrn wnh Ibn. ~ 10 Ih~ frozen to _ .,.., 80, in I - . : I , WI 1935.
queSlions in B btfo.. they nuJy, Iheir <hoic~.
Chedt annm--s as. dus. Vocabulary
E Th;, nera .. o:W.u W11h >'OCObulary itfflll (rom tht

'"
lC 20 3 ... 40 5C t;C 78
reading lat and r<latt<! words. EnC(lu ....v Ihe ust o(
dKtiona .....

Sludtnll work in p.lir1 10 do lh. extfeU<'. RemUld them

D () Play tht rK<).-din, ilnd m lIudonu 10 OOI~ 10 refer b&d 10 1M lat 10 cb«Jr:; how 1M words W>tlkd
down whot lhey think the main evmu an. They don't ,~ """-
n~ 10 wrile down th. ~lOa wOId$ Ihey hear.
o..d an.we" '" I cl ... and diKUU 1M munmg o( Ih.
Ask sludmu 10 cornpart' noICS WIth a p.ortntr, thm unUiCd words. Ddinitions of ~ word$ art IndUded
diocuu amwn, 01 a dIU. in 1M kt-y.
P " 1__

Hor1ICe becarI-)e • do¥ ltbouref. ~ POS_* <II

0..-, " " - h&dledt.eesl<ed 8ab,o Doe ftC)( 10,..... uP
~-.
She - . . , !he '"' ot he!' lite 1»10&. ~I\)"I'.
t o _ t h e ~if! ... mho. She - ' _ with
-~to._.tt-.".~_ n..~
- 1eI\ her. *'<I she died. '-.se • !he tee of 110.

"

1 C "'".tIMe mc~1Il< MtI>out Ioocl, """"'l' and _
_$~ie$ of hfe
r1ejt>CUJ<t ...... ns <.>nI\am' aM rJ;a.appoimjld
","solaM- deoqtbes an .. mpt:y ~ I\OltI>out
people, 0(" feeling of !onelioes~ ""'"
uOOuppi.neSs
2 A discern . . ~ able to sI1.,... gOO<!]LIdgemenI
_ the QUI>Ii\)' ofsomeli1lnt
_ I ""'3"" to bft qui<k al OO1k:iI1g th<ngs
!1islinguiShing " - ' " _Inti: u-., <lIi'ler<l'riOe
10 A di~ is tile Wile Of process offaflina inW
<leeIII'. at beOlg m <.!l""'ll"Jr
(fjomtogr;otion;g tbe """"'s. of oomirJ!110 pi<>ooes
devastation is the stat<! or process of be ...
de.~ or ruine<I
1.1 A consolation Is iIWn to ~ to rnal<e IIlem
reel better when tI\eOf "'" <llsaP\Xli<1te<!
com_t"", is money g\'.'oo to someone
becaose of darnBie.1njury or ",ss
""'""~8t"", is 1t1e "'" 01 ~ two 0\lI>CISiJlC
>Ide. togeIher in ~nt

bet>ooeen lIIIogo tl\at are sfmil<ir, IX beirlg ,M'fererrt

from _ "milar li1ings
3 A 8/JSletity i. 1\IIvIrli( no money due to bad
a f.xlra activity
""""""*' oond~"",s
SUite 01 not beine cIru<lI<. Of !he
5lJl>ri<!lyit. !he
Write {he follo,,"ing two columns <>f worm on the
\>oard:
faot 01 beIn& sensible an<! seriQus e""eption.1 place
zm,1ry me- the ..xtr&me i...-.portanoe of a
deKll.t{, ""cimt t",..ure.
s~u.tklo gravity cr.,..d
4 B an OOj<Jctiot! is the reason """')QU ~re owosed heritage f•• turt
to~i<lg disponed KI<"ty
crf1Jcism I. the ""presMQn of disapprlMll
..,t>SUIOI is an act of ""I)' stront oritIcI,m 0<
dlsappr.... ' .
J dis{mguishing
. muent
,itualion
tolent
klo"md.nts to work in p. irs and match the word<
5 C 8 !leQwst os !tie actlon of IetMrlg p<>£Se$$ior\S
in the left hand column, which ha ... been uken from

....
a PM""" ~ the means of e will
E, wilh Ihose on {!>t right.
hMtate is the history, ""lueS and ~ion:o of"
coontry that are PIIsse<! oo..n \III'O<Iih Allow .tudents • few minutes {o write as m.ny
~ sen{en,« OS th~ can u.<ing the words thty matched .
an irl/>,.,;!anco can be pOo,..,silons '" money loft
to )QU aftM!he """\1'1
of ~ wtten thty h .... fini>hed. a,k .tu<knts {o read out
6 A Ioomt""''''''l'IrI$ pr<><Iucl", "''ll'
~ts of t!>tit senten",. for comp.rison .. a cl .....

"'"'"
acq,,,$!(Ne , , -.....ntIng to get "'""'"
J)QS£aSsion.
Possible an'Wttl
He had an a«pliorlai "'len! for mu,;c.
amiJem """"". wea~tI1. welk>tj The ornoll village in the m<>untains .... , • very
1 B <Je{lO!Jed"-lStobe,,",cit>ly~fr<>m. dt","". pkl«.
pooerftJl P<"~ioo I don'{ think th~ re.lIsed the grav;lyof the situation.
di~ _ to be g.pt rid of a be ..iIIillll or A1rdrnllT«uum are Ihe htrilage<>f ..... tty n.tion.
prepare<! to do ~ The po~«: d;'/N'~d 'he crowd foU<>wing {h.
disper><nJ me..",; to be movood _~ _ t e d dcmonSlrotion.
<Uldsem,~"", The large d<>mc is the building', main disl.ng~j$hi"g
B A uptNaIJM means beil1f; ""'" o:<trenle!)' fM'u~_
int_slOO in 01 81tra<:1od W sorneIIlfnc
Nowad.y; we Ii ... in a much mo .... "ffI"'''' socitty
~1WfUIWd """an , to taI<e Into 0I\e's 1lO"SM5IQO ~
control '" for<;e
th.n w,
used {<>.
en.18>'e<J means to """'" somaon& a _ . '" to
"""... """"""'" to lose \lleir t-., of choice
.~M
9 B ~ledmeM'ma<letosl>eml>ltgef(bet\ef
0( 'O/Offle)!han ~ reaIf)o ;.

~I Jllea<I$ "l*ldillg a ""8I.ooaf or

money. more Ill"" r>e<>es.sary
~ """"'" oousually fIOO<l
Expressions with gold and silver
A>k 'Iudmt< to e"plain 10 you or lh' claM any
expression' wilh gold or .ilv,. Ihey h .... in th";, own
language •.
Ask "udcn\$ whether they thutk it was only m.ilitary
power th.t ere.tM these great empires or were there
other b<lors. e.g. cullure.language. trod. or science.
D~us. whtther .uch empires could exist nowadaY'.

Ch«k aruw... osa<\u$. 2 Eli<il from students a po$lihle lin of ' ....on' for the

.., downfall of th. Romao Empire . A>k them to ~y either

wh.t they know from h;'tory le"",nl Or to ,peculate .
1 ~00n tl&n<lShake
2 1/<l1de-n age Structure
3 .....,.y cloud !Ia5 a $i ...... lining
4 as tOO<! as &okI Passive verb forms
5 go>Iden ",Ie
6 bom with 9 slM>i' spoon '" her moutI1 (~lu!;lrlIted) A
7 heart of COld
8 g<>Iden_
9 s itver~OfCoed
..,
1 f.!e d~,e<l "",Iar\a ifl the _ of 8 eMd """
~ \if<lUn<I 45OAO.
2 Jt s~.1I\at !TIIIIarIe mIaM ~_ been
Extr. VQ¢JIbul, ry ;n..,,~ "' ~""'Il the ~ Empile
:;.,., page 176 lor ide.~ 011 h<Mi to "xplon thl> """"'bulory. J They WIIJ r- 1.0 """",older the , _ , !or !he
down·.t· _1 (odJ«tivt) M I""gtr,n. good ooniliOOn """"'((OIl of 1M ROman EmpiI(!
d itorlnt;R9 (odj«ti"..).bIt to oh<M soW )o.>dganrn' .\>out tl><
quali'y of ><>m«h;ng B
.... yd. v (noun). tim< of S""",.,t J'OI'nl.rity "" 'O«tOi
frogile (adj«t;v<) .uily b"'k<n
do"";. (noun) pi«., of "",,,-,allrit 0V<f.ft<r ",m<lh;ng"
de"roycd
'"
1 ·Anclent Rom& ""i)' havt: _ de$tnwed by the
.nt_donn (noun) pc<>j>l< OT..."t> thol <OIIl< befo"

.,.
di.~ of (_b) to A<' rid of <om<lhing WIWlllt«i
orominont (odj.wi",) important OJ wdHm""", ;n' p.o"i<"l.o,

iooLICO ("",b) to""'" """.. h;ng to h.ppcn Ot

~,rnooM to d.o ",m<thin~
1"""'''''
"""""-"10· (!iD<OO)
·Rome'!> _IaII/Ia<l tJ<\e()
corrtIlInetlon of" (IW< (0)
ClW_
:2 ·The ~""""".$ abiIlt; I<> light off the
""",1<1_ beom _e<>«f (!iD<OO) Io"tl>ls
_s
toy ~

semeooe the ¥nt (malllrIII) is (lO\ """e$allf) 8$ .

,,"upert (noun) P<>'>' p«>pl< 118$ ~ booomef1tioned and is !here!"",
oIlu" (v<fb) to .>"Oid K>mronr _ so
OU"' (_b) tn fow; """<01>< out of. job or "",ition of pow<r ·fle wOOId haw _ tIe!l .... MMsl!<! 1.0. (!i<><OO)
The 8ie~t In Ihb ease would be >of>oev\Ir tl8d ~
tne »<Moe. and .. if>ce \!tis 1$ not known or is
Language In use ~.\hM!I.-cao"tbeuse<l. ~_ _ _....

S8 pages 97-99 C This aCliviry ain" to raise studen"· aw.. ,eIl<"S< of

Ihe cbaoge of foctU or reg;;'" bt-twttn active .nd
Rome wasn't built in a day pas.,ve senten, ...
Thi. expres.ion can be uIM to give ,""roungemeot to
Ask students 10 read through the pai', of sentenct. and
>om""ne who;; g<1ting overwhelmM by the of a .i"" dis.cuss the question. with. po.'tner.
t3<k.
Discuss answ..... as • cla .. using tnc key for rrl"enct.
I !'.licit nam .. of mh ... empires and d~W5 os a d ...
what lhe.. empires ,ontrihutM 10 our civili!ation now.
 .., F This tttrri'" f",use!' on common noun + v..,.b
coll",.tion. used with the pusi,'"
There. IS no cII1'Jenm<:e. In "-nire ~ \he _
$oM1tenoel1l1l each pa~. only II ohenge of cooleltt and. Ask ,tudents to compare Iheir .n.w~rs with. parln..,.,
tIlerefano, fegister.
1 • "" 1rtIonnai CO!1Versatiort
b a mo<e IormaI context JUCh as II I'lI'm report Of
81'1"'"
.,
and Ihen cbed an.,...,. as a dass.

.•-
newspaper
2 8 an inI<><miII """",<n\IOrl 1 decision lias been n"IOI<I&
I> 8 """'" I~ eono:"", SUCh 80 II new\! "'port 0< 2 ~ Ms bee!1 I$$uOO I gl\Ien
3 agreernenIl\a$'OOen.l'Melled "" .. $~
3 a an Irlr«maI ~'* __ 54 __of _iA.ooo
gM!n""" been fl'IIlode

-.
b ~ n'I<I«> ft>rmol fMlIiCo of tfle ,..,..Ilt
The aeefllls necessary""'" _ ... ~ Is
\rnj>orta!1t that"" know tile """""", will bo! I!II'I

4 II II studem'$ notebooI< or a spoken ~iOn of

a Extra act ivity

-
Wrilr Ih. following ""rl>< and noun ph, ..... on Ihe
~- oo.ro.
b "" iml>efsonaI ""scription of 1~ e:/j>erh"nentln •
••
enforce
noun phriUt:S
our "<tuiroments
mill theb",
D This =rcisc fixU>eO 011 the appropriate <hoi"" of
activt or passivt aaording '() the wnta.
m., .n official "airmen!
voIce .n effort
Remind stud.nts to considt! the = ..
of th. v",b as rai", a prolrsl
weU as whether it should bot active Or pas,;",. Thor hold "rong opinion,
<lIauld pay .n<n,;on 10 accuracy with ...,rb form. ,..ue an ob;'ction
especially tht auxiliary lui"" in the pr... nt and past mO' an important m~ing
perfect len>e< and word arM, with (he adverb. n~r, Ask "udents to work in pairs ond matcb each of the
o/w, wrongly. verb> with one .uitable noun ph, ... ,
Cbed atlSW<1". as. chss. Allow .tudem, • few minute, 10 make ... many
...,tenees .. they can using the mauhed verb. and

,, -~ ,, h_""",_ noun ph,astS. Encourage them to use the passive in

""--
~.

..... wi, srntenCC$,

,• -- ---
-.....,- "
,, -~
j>u ........ ,~

E Thi, cxcrciso: f«use. on the Ult of th. pa .. ivt in

every<Loy sptteh. Rt-mind Studento 10 con;id..,- what
""'tn•• natural response 10 the prompts as well .. th.
rorrw~nu.
Ched on,"'e,''''da .. by asking . tudenu 10 r.ad oUl
When they have finiihw, .,k swdents 10 read oul
thei' oeo"nCts for rompuiwn ., a das$. This Can b-e
done comptlilively if you wish. with 1M pair ,..ho
bo. the mOlt corr"", .. ntenc.. winning.
I'o$';hle _n.we ..
1")" law$hould W proptrly '"forced.
An _/fort 10 ""scue victims of lhe diu>!.. """ made
ye.terday.
A. pro'''' over tbe building of. new motor.l.y w~'
.t.>ged in the vil.Ltg< centre.

...
both the prom pt and the ,espon ...

1 Is beln( dOne I prw<nd

Strong op;,,;ons .bout this h~v< b,~n voicedby the
local community.
An obj«ljo" w." m;",d.t the meeting.
!t.n importnm mur;"g will be held 10 discuss this
2 WlI.-,1 is.ue.
3 """"' been b~ten
 .... n <>fJiclnl ,1tI1.m.m wa< ;",,,dby the go ... ,nmrnt
thi' morning.
Our rtq~;rtm.nl< W<I't not mor by the hotd
manag<Tnnll.
'"1 10 empNtsl ... tile pre-.t cbma\Je of ~
2 \ner .... "'" close \!lao theY used to "'"
G 3 !ImIIed,_

..,,
-
4 ecmmon~

,, don't often gel OW/ted

dKlnl let promote<l
«<~

• eot run """"

,,,
,
.."'-
@Istolen
Rot stowed
Summary writing Paper 3 Part 5
Paraphrasing
B Drow sluMol>' Inention to Ih. fum tip. Point out
that it may not be poUible 10 paraphrue some words
Not. There;" fu,th..- practice in the u .. of gelwith Ih.
and thaI they .Muld con.id .. the moaning of the
cau ... tive /uw. forms in Unil II on SB pag<$ 153--1';4.
wholephn ...
Photocopiabl. a( tiviry 7 TB pag. 154 Chm answers os • claM.

Gapped sentences Paper 3 Part 3 1 d 2 e 3 I 4 c 5 a ,6,-': ..._ _ _._~

H D,aw .tuden,,"' ,u<nlion to Ih. fum rip before
thq begin the exerc;, •.
A,k th<Tn to comp'''' an,we,.. wi,h • partner, ilnd then
chm an"",,, ... cI"$.S.
C Remind >ludenl> to r~fe, 10 the IW<> lexlS and find
a\lernat;"" wording for the ph,;1$<! in the .. rontrxl>.
Encourag< Ihe u.. of dictionali ••.

.., Di..:u» aruwe" IS ada" .

1 rIcIl 2 ItiOp 3 bred 4 filii 5 l>I>kI 6

- ..
PoM ......... .
restricted Of Ilr'IiIIe<II)y

_...-
---
In 8 ~0II8r Ioc$JoIl i"I , oertaIn pIaoo
Comprehension and summary
S8 pages 100-101
...... M

.......
M_m
_/1flIO(\e ~

-
_k:ted/~_
-~
it_toaIfJ it_ e~
A sense of community Mel """ """'" to J ...-.....
Mk "ud""t. what Ihq understlnd by n ...... 4
community. Ask them to deK,ibe whal typeS of D Ask <ludenl> 10 licl ..!evaol poinl> in the ll<l.
community they feel part of. Remind Ihem to refer back '" Ihe tal< to confi,m Ihri,
Dis<u .. the diff<'n'nt type' of cornm~nily rr-present«l choi=.
Inthe picluresa, I d ... and ask if 5ludent. hov< had Students compare Iheir an<""" wilh a pann...
,unil., experienc ...

...
Q,eclc: answe ..... cl.ar.s.

Comprehension Pape,3 Part 5

A Allow student> ;....6 min~t., 10 ..ad thro~sh oolh
2.S , ~.7.9
lexl> befo .. they an,W"- Ih. question<.
Check anowe,.. a, • cl .....

"
E Remind .tudent. to US< appropriate hnking phn",'
to c~at. a w.ll-expre. .. d .nd nuent summary.
Sample IIIImma,y
Fust~. a CMO&e In our _1<1i ,..... $ t"Ias led to pooi>/e
oo.,.,g more lik&ly '0 """'" 00 1<>" _rent job III
"""the< area. So u...,.lrequemly tIYe _ /rom famtty
""" M!8tM>S """ COUld pr<Mde S\jppo<1 ..... OOditlon.
the c!\aniI<I in '/)'''00 e>.perien<:to """ to imprtM'>d
_.,
~tIons tec/"inologO!s hils resultoo Itt ......
~""1 coota<t with /fiend. and <"Iei(l:ll;loo1"$. (59
Listening 56 page 102
Every little helps
Introduce the section by .,king what ide .. the pictures
.nd headline: .uggest.
Divide the d ... into pair, or small groups to di>CIIM the
th.ee que,,;on •. Ad 'hem to P"P'" . li<l of
,ullS"lions and ideas for questions 2 and 3.
Allowa few miIlul~' for the dlK@onandthenall
each pair or group 10 pre..nt their ideas to th. re,t of
theda ...
Multiple-choice questions Paper 4 Pa rt 1
A 0 Ad stud."" 10 read through th.'1 .... tionHnd
options for ulnct l. Play at.act I and p.u .. the
.<co.ding. Allow "ud.m. 5-10 .. coru:b to think .oout
Iheir an, ......
Continue 10 play the reco.ding for s!\ldem, to confi.m
th.ir ans ...".
Rep'at Ihe proadun' for each utrocl in lurn. At the
end (If all four ntr.ct., allow 'IUdeOt> a minute 1(1
comp'''' .o~. in pair •.
Check .nswers as a em,.
..,
IC 2E1 3E1 4C 5A ElB IC BEl
Tapescript
~,
"'~E So,tIOw<UdtlleU;PIIO?
11M KoneSlI)'. ~ was the moot amazIl"\II e'perienoo.
wwldn'l ""'" missed ~ fOf tile ""OfId.
A_ I just can·t bel~ that JO<J actually SJ.lCCH(/fj<I in
flljSiI"\ll M"'JiI! """"'Y.
11M Well. w& ' .... (1)' <3i~ puo.h lhe boat out try;nll to <lrum UP
supPort", oor"pare ~me.
ANN£ Eve-n 50. ~'" ornazlni that)"OO manage<l to fill twO
iorne. with IOI'S and c!oth;I"\II. i.rn ~?
~ .. OIl yes . 000 b1anl<ets. 100 - all sons ofthingo. lluI
remember that we had to drive U>em OO~lVes _ CIfIe
ttlousaoo fNe hundre<l mllesl ll>e 'Save the Ct>ilcI,cn'
cM~ty '""" us a 1010f pracl"",1 helP . too. thou&h.
.... NE Yoo must h!We bee<1 reall)' 1"00<1 of yooxsetve. wilen
)"00 got tlN!re.
JIM PrIde "'. '1)' clOdn' come InlO il. iU5t seein/llhe flJces
of U_O CIIiidren """n .... gava !!>em Som<I 01 \he ~ -
tIN! """'paSsim )00 f~ - )"OO ",a ll)' want to load up \I1e
lorry ".i1l1 &II tIN! kkls and bring t'""" back he,o! SUI 0\
Ioost they '""" being care<llor 01 that state. So we left
1~lil"\ll 1M! ",,'d <!One a reall)' worth"oofltile joIl aOO thol ....
could 3~ ""''''''' 0tJ' steps _ """" _'d refinanced
.""lher .emure . 01 cour ....
A_ Hmmn .. I might"""" come wItI\)"OO <"Ie>! time
JIM ~. tile .... '" a thooihli
-"
MUSIC ...... GootI.......,,;I"\II•• OO welcome. TOrtIJltl. \"m
aweallr\ll 10 """'YOfl'!I 0tJ\ tile", - not jU.1 ~ of_
wIIo have come to hear uS perrorrnl This 1M! Helpllr>e
RC>IInd-the-<:Iok Special Is in tl<1 of tile I"mi_stricken
pr"'"""" .........beM he3~1"\11 50 mU<:h about recently - and
seeil"\ll on OtJrTV ""rHn' rliiht ~r n(&hl . .o.no. bftl""'"
me. I>Oweve1' little )'00 pIe<Ige - ..... ",II make sme ttl3I ~
",,,,,,," rts <lesunation. l llSt )'"'' (in between 11""1"\11
"",""em 10 raise """""'I'l. I ffi)"se" went out 10 "";:>eM""
the delive,ies of aId 10 ",,",ken oreu. and I """'" I,om ffi)"
""'" ft,.t"'"OO e ,perle<>ce 1M! ""'01_ we do Is a mere
drop Itt the ooean - we can .......... """'"" send enoygh to
he lp these ~. Btl! >01>a! we "" send wIIJ bd 6'H!1)'
aPf"'i'O/a!ed. 50 rt all depond s on )QU. PIck up tile phone.
ll>e """""" "'; 11 be aPll"ar\rli on your TV ween, $~.
and will t>e annour>eed 0f1 radio progranvne. t/lrooJghout
lhO _ ing. Yoo can ril"\ll and qoolO you< c'e<l~ coro
numbef or. If )'00 can't iet Ihrooih. just send us a cheque.
aM;oo can .,~ eaSily jrl )'OIJl be<J /o;lIOwHlB lila! yoo....,
done your bI! (or Help/irt«. TNto~ )'00 •••
-"
FDUd..I! R£PORTlI'1 In-depth S»ecial RePOrt this eftemoo<,
looks at tile World Banks roie In leooil"\ll to \lie M~OOS of
thO world. More than a thir(l 01 the World So"" pr~ts
"""'poled last yea' .....'" judged unsuocessful tl')' ~s """
SIMI. accotdini to a leaked inMm811'obrld Bani< report
0I>!",Be<j IIIst _k. The report Ie""'s cons"*- we'ih\ Vocabulary
10 ~..... nninj CharteS r>t c~tlcs 1M! bank loans haw
conllir>uled I<> """"orvnenlal and socllll destn.o;\lQn in Expressions with help
some countriu_ C Ask ",udcnu 10 rcad through aU five scnttJIces fim
The WotId BIIn~ "nl b<lliorls of 001""" 1.01 yea, to and thtJI choose an appropriale uple ..ion fOf .ach
countries in _ 0'
nnancllll alii, ~ 1M !aile"""'" on •. ~mind them to consiMr the moaning and
_ e SQenI "" _ioI>mt'nt Pfote<:t. like GIl""', road •• "", OI,w;turc of the whol. senton", .. they may nerd 10 add
\,,,,,,,,,,,,,,,_" .. ,1.
word, or <ban~ the form of Ibe w-rb.
Critic. hft',oe""" selll tMI P<QI<ICIS SUCh.Slhe Bank's
''''''stf)' manage-menl plan. " - done ~ bill " ' _ Q,«k .n,WCT$'" a duo by asking ilud.nu 10 read out
me "",''''''SIS.
in II><t (l<!S!ruCbOtl of ......""""""" sL>Oh .s Iho whol. scnlOnce.
Tl>ey .Iso clllim that irription Pf<lI"C\S ""'" deslro)'ed
_ . of _ boocau5e fauIIy de~s ""'" a l _ tile
inlru$ion of ..... ""I~r. ond II>ey aile", thai pie"" 10< major
dam PfOIe«a lllreat~ 10 cfisp/Jl<;e _ . of /tIooSNld:s 1 fet><la ""1I>ine MrId 10. MSrot _ _ ~i)'
of~. So on today"s Il0'0&''''''''''' ....... mlM tile
issue. 'ClffOUroll", \he ~ ... &n<I as'< )'OU. \he
'1 she """lllefp 1!er5eIt. can'
3 fle/pyoutMW.lo1al<eWhat)'IIU-"-
help ~ SOft'Io01hLnC

11.leoo<" 101 )'OUf ...... S. " n "'""t be 1Jejptxj, that no one con <:!'IrIfIIe tile
~, -~"'" out. eosin wrneone In 8 difficuJt
5 II8Iped
tHTVMlWlJI So. I '-"'Oe,Stand )'>U 8Od)'OUf"";!e sponsor
situalion
' '-ye.;I,-<>Id ......
lrom MrIc8. wt.t did )'OU (IO)(:k1e to \.like on
a SPO'U'OIShjp like 1Il<, ?
M.... Basically. we tIa<I "",n(eollo <10 O<)metnln& to nelp
~ in me pOoftI' relli"", of me world 10< some time.
wt..-n we __ an &<Iverto.emem in a fTIII&ILlJne we """'" cop
Speaking 56 page 103
our mind, Ie de $OI'I'WlIhlI'C POSi\iVe. Oppo'lOOlly
Themed discussion Paper 5 Part 2
Inl..OIMioMI_1i1<.e a good """""'". "'" ... 51
tleCau"," 0<11 don.tion Is ""'" Slrai&1't \(l ....... he, famiI)'. Speculating
aoo "'" "';II/lge .mere _ I","" - rool too """" middle-
men .• sa ......., A Divide lb. claM inlO pairs and ..k thorn to consider
IHnIMIWUI So you kfIOw _'a 'fW' OOnation enos uP whal faciO ... the imag.. in the posit, r.p~nt.
r..-.d """,'s iet\11'C tile benellts? Allow 2-3 minutes for sludenu I<> talk in thnf pain_
...... Ab!.Olutety. Bur _ I /O<m<J moll W~IIII)'
about Opponunily IrtI......!1OfWI ..... 'I'l10 _1ft """'" rh<!y Discuss Ihnr idn.. IS • cia ...
""'" with Ill<> locals; you see, tile pe<)pIe tllem ........
oeck1e _ the rnor><!)' c.on best be speIll In me COII'IIYKII1lly Pon ...... , ..
_ ... me children I.....
tHfDI'MWPI NIII hOw ...-...:;h (\O)'OU 'flOW abO<II ......1 ....1CiM I _ f l / tra<foti<>n~ / CU!\UtO!
.....,. Quite a bit. a.ctualty. ~ .... senl reguter ,e_lS on ..... l1li """ ~ I ditferenoe betwem """ and POOl' I
me cornrnunIty"s ",O&"'s........ "'" S""leod P<')'in&. and ~ """ .ocial1«\(W'$
we ..... _ 0<fI QU~" • lOt aboullhe c:harI!y"s IK:IMtoes _ and oItl<ness / medicine 1-.t>eirC
.I_,e 100. We dOf1ale monthly. lin(! ~ 's not """" o lOt
10 ~n<I, in all hOneSIy. n"5 ""'" if .... c.onl """'"'"
";\IIoullt. or ~ hili [/YI. !lilt n', ,,"110 _ 11>6! so [\laluating
lI...:tl.ood ClIn be ~ ..;m [/y 1!We [/YI .... ."..,
B Ask SludtJI\$ to think about wb.al tho J'O$tcr lack$
in Ibnr vKw. What, in Ihoir opinion, ore the mO&t
Your views signifian\ facto ... which influence Our li_1
D DiKU" the queslion ... a class and tJlcour.~ All"", "udom. 2-3 minules for ,h. discu .. ion.
studenl$ to ..-.IlLl.t< and junify Ihnr an.""....
Discuss their ide-.. .... daM.

"
 l

suggesting alternatives
C Draw studemf an .."ion 10 tho cumpl~ Ii.... Ask
thom to aplo« om..-
&.no" tMy fed I .. important
and to maU not" about tMm Wnw 10 tht onmple.
Tb~ can _ thnr ideas from the d.Is<;uwon in B~.
1 n._uses"55_or __ ~
...., In<:lIcIes per--' upec\eloce - ".. \OIUtIII
_ , .... In', 'e:qlIanS M,.". foa_ one Ilf thO I
kmind thnn \0 think of 'm.>&" which «pram' \II. -~'.
2 IThet ......... opiuM" . . .-.. no.. ...........
......... _ _ _ 01 _ _ . .
oIUtnII"'" them<'$.
pteSeflI.ed. bullfle 'filii ...... ""'" more ~_
Dnw studmu' anentioon to tilt &<1m "pand uk thnn
is ~ more ....."In !he . . . I*ICIIPI'i
to cotUioo how th~ can praml tMir idtas ......t
3 The_~ th8t""'''-_
Humtly by Itnking poinu in tMi. I\OteI; togt'lhtr and
mtndins the ~ of YlXabularyo and structureo.
• a' ""'<l!he""'-tion. The ......... ~ . . . .~
A1Iow .bout 2 minut" for thiland then uk nch pair ~-- ........ "-.~
tI>o! _ _ _ nntldellUd'IIor\I6<I_
10 pramt \II...,. ideas I<l the (!au for compan50n.
Give fMib&clt o n lUI)' points of Oumcy Or .ang•• hot
you want 10 dnl wi,h, _.
~ '0
""*' """---'
4 -..
me modem wool<! _IIH ImPfl'l'o'6d
10 I!I.In Ifle dI)r.
Qflhe mont1(. "but Ihe \tIrC is', 'dooI!1_rlG

Writing S8 pages 104-105

Writing skills
An article Paper 2 PerIl
Illustrating with e~amples
Understanding the task C Sludcnl.$ work in pain to discWoS whidllC'Xt il
A Ask stud<nll whether tM vic", txpreoocd in d •• mo.. appropri.te.
ntrlct ore optimistic or pcsaimiltic lbout th. futu .. of
the countryside. ..,
...
Discu... n.wns 10 tM th.« qucstion. u a d .... 2 ~ /f1I)rfl aPPtopolate sIncoe It II¥" ~ wtttOoDUt
that IIle _ _ tor-. !lie _ .
--.
~

D S.udtnts write short ~ragrapbs win. w;lcq from

....
1 !he _ . _~ 1*118
the" own t:XI"""~nce. Remind thm> 10 U$< plr"V"ph 2
2 _thO "''"''- .... .,.".. c:on\i'IbuII;IQ'-'
-*'"' ontq)lCal _ _ .... be-.po.u.. inCasamodd.

3 ... .... " ....

~ M)oIIO_.,........,..._
Aoalysing the sample
B Ask studmUIO ..ad throush tIw wnpie liM and
find out wbeth ... tht v,,"," ~ an optimiuK or
paosunilti<c about the futu .. of the COUntryside.
Studml$ work through ,be q..elliom On Ihcor own or
mp., ...
Writing your artl<:le
E EucntWiy, this wi!: requires I ~ pie«' of
wnW>g givins the orudcnu' own opinoona on the topic
oflifc in the cil)' ~ Compare this wi!: with the
more fornuJ ~ writ1l18 tub in Unit J (Ilclltt
10 arwwspapn) and Unit S {an~yfo, I ~
lUIO'). Abo cnmpare this type of anide wllh the
dtscripti.., I narrati ... type in Un" 4 (a nostaJiK
jo~.ney ) .

Ch«i anI'""" 1$. do", ..king for Ip«>fic a&mpleo in Rtnund .tudtnu t:hl!t it is important 10 r~"d the cn.m
lhe !.at wi< arrluUy 1$ the purpooc of tbe "nide and Ihe
intended readcrahip a.. imporu.nt in determining th~
.ppropri&t. <lyle and r<g!SItr tlu.t lIudenl.$ sllould U$<.
Go thlOugh eodt ofthc "ages in turn and discu.»
question< and brainstorm ide...... dl».

" j
Unit 7 Overview key
5B pages 105-107
Lt)tk;.1 c:~ Paper 1 Part 1

A
16 20 3/\ 4D 3t es
1D ss 9C lOA 11t 128

,,
CIoze Paper 3 Part 1

,, -
... ,-
--...
,, -
00
"uu ~

• ,",1-
,-
~

, 01'1 J 810fC
" wen J ,./ ".,..

"
B
""""
0 . . . . _, _ _ I'Bpo:>r 3 Pat, 3

C
1_ 2 0.1" J iT8SS 4 KlOOU 5 $1_
.~

Voc:abuluyTul Unit 7TB paU 132

"
 A ]ntIOduG< tho activity by dflwins srudrnu'
8 The ties that bind """nuon to tho titl. and subtid. of the: Irtid<. Ask
,hem why pormtl might lI<'at the end of th.ir t<tbtr'
and 00... thc:y mighl'win sympathy'. What do they
think ',""an .ttrcts' mighl b<1
Th .. activity auns to en<:o<&rogt ItUikotllO rue!
lllrough the: malo 101t firlt btfore IookiR& at til<
Ex_ trlllnlnC In this unit rt:JDOWd parag,aphs in ord., to gn • .."..-.J icka of
R....,.,. Gapped _ , ",1.,..-.;.,"" IIf'IIIOIlI\S lhe o=:aIl COJllnlt.
UN 01 Erell'" Ke, _ IIWII/om'IMlonI
lbc th,« QutStlons can be: ans_r«l WIthout rd".rring
~....a....,.......,.,_
to the: ""00""'" ~ Allow 2-3 minut<S.
- .QrOOf........ ......,....y
US\en1re ~ motcIw'C O>ed aruw<1"!I a•• daso, uhng studmu 10 rfln- 10
_1<i<I&' ~ 10 )'OU'
$petI1<iI1I
.....,.-
~ part< of the tm tosupport their an.-rs .
WfIt.In&

-
A_\(1'_,,,,~to

Alk ltud.nu if they know the mtlning of Ih(

'''Pm.ion rho r'tj Ih~' bind, The up.ession .. to
lh. re>p<>n.ibil;\iu l~at prevent U$ from alway> doing
f."
• ""clly whal we wan!. Mk slucieml whal tie> they ho ...
• nd in wh.t way Ihey .rrl>ound by them, The 01lt.a11
theme of th. unit is family ,dationlhi", .nd friend.hip.
Reading 56 pages 108-110
The urban jungle
AY; >lud,ms as • daN how they ~ uplain tbt
wn" ..t brtwtm tIw words ~'Nn and jwngu in lh.
titl •. Pow;bk.n'~ Ahllough citinoffn.
oul'J"OOtdly mOrt sophislicl!N way of Ufo with btl~r
faciliti .... lif. th~ an be • itruglo (ot .utVinl (Iih il
is in the iun~), osp«iaIly if you .'" poor.
..,
1 ~ chained tllelr <l/tull>ter to. _
2 st>o ~ to be .....,."cro~/II"lIII.
3 The _ is s,,,. .~ >etic 10 the ~ _
reg3r<!o "",,,Ir '¢IIme' 05 Jo:Ialiftable .
B Draw stud,.,,,' att.ntion to tho Exo:Im tip Ind uk
thorn to list all tho I'«'plo who han b«n mmtioned in
tho orticlo so far.
Ask lIIom to road through por.tgflphs A_H and add to
tho h.st if approprioto.
Thm they should u .........lint any pronouns Or phrasn
thaI ref"" to p«>pk u, Ihings and work OUt who 01
whal tht pronoun or phf1K ref... 10 ( ..ilnh<r or not
th< !alto' ..0 m<:ntioned .., til< parlgrapb iuolf). ThiJ
........
will abo hdp the: prncns of choooing the: romc,

Students diKWS the hlul1lO1l in plin and ..ott down

wit ideu.
As!< each p&ir 10 prestnllMir a u for dlSaUSion as I
...
19 2 It- SF 4C 5G 60 11.
"'"-
Gapped text Paper 1 Pan 3
Note: ~ph E is "'" Dttded: it ""'''''0
'h ...
".Itmnlt to Iht polia-', bul th= is 00 "",nllO/1 of I
Background IKK.. suttmnlt ma& by Lindo 10 It.. poliG<: in tho o"id<.
Crack iI . tllghly add,CT; ... fonn of roa.int.
A gild!!> .. a part of II\( ~ity inhabiud oImt)41
",dus,Vl'Iy by oocialIy-dw.dvantagtd groups.
Th. sixlll grad. u III. sixth yur in III. """,rican
education ')'it.m oormaUy ruched It tho ag. of .~n
OTtw<~.
Th. lIro,,", Ind Qu.. ru OK dimktl of "ow YOlk City.

00
c .., ,,
,, _ fallen in With leH short of

1 They _8 trW'Il to p<Qtect _Irom <InC" lind tM ,, fen apart

lelM ,, "'lien into pI_
IellIor (""'Waled)
da/1iO'''' she eocounte<ea 00 Ill<! streetS.
~ Bocause tile)' we,e ""''''''I)' , 1<>1] betlir><! lell \tIfOY8tI

<:mid ratllollhM be~ cnlel.

\!)'irIl \0 protect their

3 She Jan WNffIlfom \toe !oster fI(Ime aM ..,tumed to

ta!! bad< 011

EJrtra voc,bulary
" """" fa!\en ;oi<;tim \0

00< ~ eire'" of l1iends in the world of <\rUgs, See page 176 10< ide"" 00 how to exploit this vocabulary.
4 ~ SlUOOnts \0 ..,.,.;u\aItI.M the 00I¢Ome
based 1.IJIO<' what 1IIeo,'!I<M) read in 1I>e te<t_ in(im id.,;on (noun) aa of '~""<tltn! ",mron< ;"10 OOing
wh .. )'Ou wan'
tIO<m (I!OUn) ,i,,,,,o01l <)t b< ..vi",,, that 1i"""",«1 or
".rwhtd
Vocabulary politi,", {V<fb) '0 roW > formal rcqu<>I '0'" .uthori'r
", ... ""rlmo"ll'" {ad)«Ii.. )..,w1 in quontt'Y
D
"O~O" {noun) "">OJ ""ckn'1Dding of ..,m .. 1Ung
o.Qu iling (><lj<cti¥<) ""T .tt,"";,,, in > mr>"nou' '"
Ko,
,, ~ppe<l off ,, tracf<e<l ~ down
.~-
uil. (noun) ... " ofb<;ng """ 10 live in IlOOIh<r <OWltry' ..

,, -"'
"'"'u....,. C1I
,, bait_set
fall ttIIO/,gr, th\I clJOCi<s
pun;,hm,nl
outbfe .... (ooun) sudd<n SI>rt of oom<t!ting "nplnson'

, .""""~
be ml>ed up in
be h8n::1pre$SOO
W8lk_from
" Language In use
British and Americafl spelling 58 pages 111-113
E Asl stud~nt' to not~ do"'-" the American .pcUing ..
usM in th. text. Seen and not heard?
The exprnsioo Child .." ,hQuld b< >ern and ncr h.."d is
Check an,wers as a d ...,

.., an old .aying which $ugg.. ted that children w.r~

.uppo>«! to k<tp qut<t wheo in adult company.
1 "ok studonl$ to think about wru.tlif. was likt for
1 ~ (00. 49) oente1" (llDe 56) (ne'If!r (f"""",>jA1 H)
:< te.e\ed (par"i"'pb F) child,." in the ninrtttnth century ~ad what asptt'\s
3 neogtlMrs (~JK28) thor think have changed mO$1.
4 opec;"""", (panV'pb Dj 2 Stud.nt. work in pain or smaU groups.
Discuss In,,........ closs,
Expressions with fall 3 The ideas in tho tun ore; the .. ising of .moo!
F MI< .,ud.n" 10 ... d the "nt'netS fit<! ond thon luving .g~; !h~ .bohlion of phy>icol punisluntn!; !h.
<hoost an appropriate expr=ion for ."'~ O~_ Remind fact !ha' ,h.,.
or< f.wer largo families; changing gender
them thot th~ may neW \0 change the form of the ".Ib rol.s ond ..ruaJ tquality.
[Q fit in with the..,nte""".
.uk stu<knu to tolk in their pai.. or groups about wh.n
Ch",k ""'w...... a class, by aoong .tudents to read oul and how !h.... changes hove hoppened in their own
the whole stnt.n~ •. cowmi ...
Structure the lext.\ mention changes thaI have ",cunM and thi' is
re/l«IM in the verb forms.
Perfect aspect
Ch«k answers as a class.
A
....,
-
I Thi, qu~tion f",uses on SIUMnts' ability 10
rerognise th~ different ,erb forms usN in the text.
,,
,,
.
hIwo sustalM<!

-'" ,,
Ch",k answ.rs '" • da". M'~ (/laYe) created

-
•, -,
~
..,.~

... """"
sIm!>fe ",,51_siIoe
--~
"". rep/1JOtJd pn! .... nt~

---
_ex~

-
wlliftdw_ future perfect o Extra a(tiv ity
pr'••' ''", pe<1ect Ask ,tuden" which verbs re/le.;\ the change. that
slmpIe pas!
have "'CUT=i.
1.15 - . d«Wtirtf. prUMt pedect CO!lI>'l"""~

""
2
., has replaced. had eo:pected. will ~ outlawed.
Ila~ rtt[}lllioe<l.
has Mort dectirling
'h.s 1M to children 'pending Ie .. time outdoors'
'children now trovel further afield'
'm . .. entertainmtnt ha, sustained a shorM culture
for child .. n and cr~.ted • generation gap'
'children have l>ewme con.umer~ of'
C This ae,CtSt practises the ~ of the presem. pasl
ond fumr. perfea forms, Remind ,tudents to read the
) Ask srudent.\ to .:omider how the perfe<:t '.pe<t ;.,
whole ,.nten« and wnsider any time referene« htfor.
used in .:ontext by referring to the 1"'0 tttt.\,
thq complete the senten,",",
P;seu" anSwcr> as a class. Ask studenl< 10 give
Ched an'We ...s • d,,, by aoking students to read out
uampl ... from the texts for each of Ihe functiOn>.
t he whole sentenet.

ij,d ~nd e "re "",re.:I '",

a AU <OMS 01 the P<lrte<:"! aspoct ",I "'~ <:Y!lr>t$ to ~ ,, -~,
Jaler time. PaSI pe<1ecI is u-sed for """"ts ~ 8 lime ~--
In the Ptl'It. pre..-nl perfect b Used for """'"'" I>ef<><e
""""'. aoo 'future po<fect. fo< """,,\0 oofore a lime fn 1M
fut.....,.
'"'-
,,• _001\'ta_
lias been
YI11 I
~
jusllOtbi>cl<
d haS been rIo<;tinlng
e had oq>ectl>d.~ .... re:p!8ced. has """",ned. will
, ooen
, --~
hod "'~

NoS been celebra~

/laYeout~M

b an<! ~ ",e incorrect.

b ~5 ~ tI'Ic> ~ perfeoct. ""1, peofeel
as;>e<:t In general. Note tMt 'rUW/~ perfect' Is a clear
""",,\ooroI"""'I'Ie.
• desortbes til<> u... 01 pastl~.
D Thi' activity f<Xusn on the use of perfeci gerund,
and infiniti~ to mweate a completM action or octivily
before the present time.
Ch«k ans...,rs IS • cla"s.

B This exrrcise foru<e< On the difference between the

present perfect and simple lenus, Rtmind student.\ to
.:onslder any time refertn= made in the texl< to help
them choose the correct form. Remind them also lhal
'",--
2 ~ "'"u...o
3 HevI<Ii IIwd
The __ 01 IN! simple ~ in 1 ond 3 Indicates II>at
1M action 01 tt>e...,m i$ stiR ~ The oiIwie
ifl!l";\IYe in 2 indica\O$ ttlat S<lf1Ie\I"IIttg happe .... at ~
lime as a ~ floc\.
Perfect and continuous aspect Wh ... >tlldenu have finishro uk them 10 comp.ar. thrir
E ,uk >tudmu 10 COn$ldn wbtl:her tb~ omlencft ........... with. pann ...
ref... 10 an Icli.ily WI continued up 10 Ilw: prnonl or. Chcd 100_'" is • dalo$.
$pedfitd lime in Ib~ po.>t, or 10 "'m<1lung compl~ttd
be{ore Ih~ present or I p.rticul .... tim. in the pUt but
not '~ified when. '".t • oouple commoni<:lne the I'IIPIlk<
DISCUSS the diff«.nao in moaning ... ,411. 2 10 1)01'" any ",S':mll1enO& I ",letIO!1Sh<tIlO
3 flisepeopl<l'$_tetionIof
.. the ~'s mwflagt hid rutllnIO In>IJbI&
'" 1 • Th& ~ it; ~ ~ . - ~ !hey fall 1>01
01. tne\ lime "'tile
past t,r refemrc
to the ..:1Nhy
S 1l _ _ /inIMPfIO_d
6 "" C(IIl'Oe to boo ..... <Ied as
1 IIIId been - ' I U IhI* ~
_lid up to". 8 _ ~_ he _1I)OIIttl to bJ

,--
~ The..-II <efermgto ..... ~

-
IC:111OI'1 1fI8t ~ 8\an~t_ ..
~ f*st ""'let! ~ in dIooorio."' .... _.
:2 • nu _ IIfon to an acWity_ laS *P"9" lJti/a"oOe!IS on IIowlOe><Port !IUI~.
conth.Ioc:I """" an la'ISjM(;tIea bIM In the put ......Iotm(...rn) to ........ "" fonnOT ... ' .... ol.......miOl
"fM1ICtMty;,. not~_
untill'lOW, Im!>lemltll (w:tbJ '0 p<nan oIhioI t\KbioIt ;"'0 octloo
b ThIIII'8Ien to the ",suit in VIe I)fesant of tf'IC""nl., (...rn) to mtft.<:Ii><:<m< 0< a.,m.- -....hlnl
... ~ com;>Ie\e<I at "" ~I*I wne In lte.;bl. (odj«:ti,..) • .,.. '" o;Ioo",.IO ... 1t ..... <0 ..... , .....
the pas\, .raM (vtrbJ to """,-pl<l,Iy .."..,.. "'m"~inl ... il"n 0'
3 • Th& sp&llker 11&. "'PIII\ed1)' pI>onecI. lIYtl'l1ll1Ou1
"OXI"_ ,""""
'.n.... (...rnJ to 0t0td0. pba m....'" I. untitty.n.d "'uoina
~ Th& ~ phofled "" one 0ClC8S0"" tit an
~tIme InthepuL
.. • tIllS "~.0¢6 I'8Ien 10 an ectMty _ «)fO_ """"
Ul> to III ~ lime In the ~. " ' _
."... ___ IIIiIIIMnC with \/>It _ _ _ Comprehension and summary
IIIId - . .....,. his arrival
b n... _ refers to an -=tMIr1l'M __ 5B pages 114--115
b\I"'~_inthe __ "'_"""
JecIc _ no 1<:olgeI1IwC .."ttI> the _ _ A friend in need is a friend indeed
Onw "udents' a1lmtiOJlIO !he tille Ind uk Ihrnl in
F what kinds of ,ituation they turn 10 their fn~Dd, for
help.

'"
1 """)0.1 been dcinI:
DiKUSS tb. question$ U a doss or '" $moll group •. &k
studen .. whot sort of .upport th~ pfOple in Ihe piCluros
, -"" gr~ ...<hoth ...

-
3 had - . , dan' '1/1'1
.. ne'_fl&ed. (""$)d~.,,",,1comp1etod Comprehension Papet 3 ~It 5
_ _ -mna
56 '*'SWCIIId
1 ,-_"..q~ .... _ _
~ "",,","""
As both tCIlS ..~ about SO<i.lI wdf... ",h<:mes that t.....
I_Ne) been "" up 10 help I""'!'k III nted, !My CDnlain terms
8 M. been &ettlrc rtu.ting 10 $OCiol..mc.. thaI may be unfamiliar 10
,...... ... udena.

TUII
Key word transformations Peper 3 Part 4 A IoaIIUthority fi.l is '\al~·ownfd l(;<Ommodation
G Dr.,..
studo"u' ollo"tio"l0 the E>;Qm rip be{o.e provided at kJ-". rent for ~lt on low wagn, with
Ihey be8i" Iho uOTci .. , .~i.l prob1"",,"
 1
Sleering roush refers to bting homele.. and living on
the ,trul<.
'"
..,
A pdot scheme is one whid> i, bting tried oullo ....
how ilwod...
Tenancy ..... taimnent mearu encouroging people 10
ketp up with rent p;iymentuo Ihat they are nOt asltd
to leave the" homu.
Text 2
,-
.-
,-
1 _ I S " - ' to descnbe tI>e fr\end$hlps

3
thai (\eYe"'" _
non- ~1ltI
peOple ~ I'I>\Ch

OQlokare olliars are prof~ionll_ial workers who

_ are an 2-5 QU8IltIeo needo<I !:to' PI!(IpII> _
d..l with children who ha,.., socill problefTU. --......u.teef 'be"ietl(loo$:
Delinquency describts Inti _social Or criminal Te>:12
6 deptMM ref.... to the $ituatlon of the childfen the
bch"'iour among young pwple.
wrilCf warI<e<I with
St.,Ulory .... If.r...rvi= OK Ibo .. services giving help 7 . _ desaIbea the _ the.,..,..,.,gster the Mite<
and .uppon tbat muSt bt provided by the 001 use<! to _ wIth ..... 1Mt"& """" as.wlts
authority by Lo,... 8 stalutOJYrefers to the welfare ~ JlI'<IO'Ided bt"

Field staff and , .... viet ..... rs "" IUfTU for the
prof... ional social worke .. ond Itt.. people th.-y help
respectively.
A probation offi«-r d.ab WIth pt<>ple who OK on
probltion. which is I sclI."", wherd>y wmcone who
h .. corruni1ted I <rime i. placed under .u~rvision
r.,he.- than bring .... nt to priS<lIl.
A Mk "u<k"lS to ..Id ""refully through both Ittl<
and unokrlutc parts which refer to friend,bt ... or
relatioruhip. ~n the people mentionw. &mind
them not to worry about unknown vo<.abulary at thi.
stage .. this is deall witb In B.
--
the local tNthorIIy
9 - , ~s W'hat tocal ev\IIorIt)I oocial ~ k
10 _,.."."s '" the r9I\Ionshop$ bet :: , $tlClaI
""""""" a<KI t .... ~ tI'Iey de>O with
C Rt:minJ "OOen" to keep th~ir ~n.w= to 'he
comprehension queltions .. brief a. possible.
Students compare their ~n$""rs with a pulner.
Ched: am"",,, .. a cl .... ,<!'erring to rd~.nt por" of
the text •.

Dj .. u" Inswers .. lei ....

..., 'm,
1 thattl>ejtarecioseen(!StlPP(IrlM (l'h ...

""'
TM text mentions I'M> I<irds 01 ~ or
_~ Am. tho _ _ ofb.w"C pan of a

~ IIJCh as _shops """""'" !:to' people

5leeping <O<C1>. and set:onc1 " scheme to !MId>
voIooteer 'Mends' with pre'\'IooOly """"'OlSs r>eoI)Ie to
eet _I)'.
_5
panphr..... ~pan 01. <On\rnuru.r" and
·carn..-.da-ie· in the lUI.)
2 to e.11PI" 5 I .,.". frI8hIenrC ~ con be !of the
to ctace U-.,. ot life (TIW <dotes
bad:; to tbe ...,.. <If oommunity and ..Illaa&ri< that
the ""m.b.. !tar~.)

-,
Mlp II>em btICI< info rormaI ~,

3 ~l\8Stw:omelmpe"""'" (Thi>pararhn--"',....
II>Odaonistic. Jf$Iematic, ,,,,,iulocnb,,' in the tnt.)
4 tI1<I $<!Mot -- .::.._ _ _ _ _ _ _~~_ _J

B This IClivity focU!el on the u" and meaning of

.<orne key vo<.abulary il...,." which mIght b< tested in
contPT"'hrnsion ques'ions. Ask students to coll$lder
how Ihe words Ire u .. d III COIl,,,,t
Ch«l< an.we" ... class.

-
 Exl .. YOUIbu"rv
Summar)' writIng Paper 3 Pa.1 5
Proofofeading a summary
s.e ~ 11'6 for odeu on hOw to ,o<pKirt !his
..,..... {__ l _,h.ol • ..-.I
_"'!INy
N;UV,Uts D and E fo<;u$ on tloe need for IoCcutaCY in "'1e\I'- (..n.l .., bt<.- pen of. P""I' Of wboI<
s,udmu' l ummary writinr,. prir>n<f , ........ oomc+,.. _ .................... _~
_ Iod""' .... ' . ""10 ...... _"""'-""
D
*'..
.., M
oI_'odi«ti'«) ..... ol ..... ~ .. . _
~.,
...

_ _ _ !II'IoukI ". ..",..Hd'" (lUlJooi< , .... ' - ...

~ outIOOI<) III'Id be caPlible or ~tuWlO
fI(o, ' • P8OI>Ie ,0"0(\ - . . proI>lems VI'IlI!Oul pr.- listening 58 page 116
}udtirW1I\M1. In _."." \!leV VoQI.IId De _(/><otiC
_ their ",,,-,,,1(. ~._UId III'Id The perfecl partner
_.,...s _~ &luus
AJ ...... llUdenu .bout 2 minutes 10 maU tMir lim
onWyiduilly and then uk tlwm 10 compart with a
E putnn. E'.ncouragc tbem 10 say wILIo, they agru Of

..,
n.. _!lperson8I _ _ oo. W~ -',ntllo
dllOll'e< .....th in tl><" partner" luI.
Round off II>< lKIivity by doin,. ou....,. with the wboIt
dus to find out which qualities SludenlJ mmio:ltml
,,",-_~_iWI'!_
mOS' Im""nam and wh~h tht leO$I,
~ wIII>. iI'IO,I( ..... Ir\JSt led to a
)I'O'.O'CS,er.; Io<W-

~
SUoI'I' _
•.
tenn ~ ... tho )'OUf'CSU"" iIutyIe&.

~
-.~-",-"",
in. <llW!O'l1OO, ., U'oI>se
Three-way matchln. Pap;Ir" Pan 4
A (I On ... 51udenu' allrntion to the &.am lip finL

--
~_s-"'.b~t_oW_on
_ """ _ . . . . " It I "'br_ As!< Sludmu 10 read Ih ........ lI><.u: Slat.......U
c,orffully and then play II>< 'K.Ofdinc.

C Ah emal iv( aCI;vily

After the S«Ond lis!<nLD!!o chKk anJWeI'O" a daM.

.., ......,
Both IoCtivities D and £ can be done competiti~lr. 1S 2S 3D4'.!'...:':..:'...:,:..:':..___......
Ask OIu.unu '0 wo,k in 1""'" and oeI a tilM limit of
about 8 rrunutes fur limn 10 6nd and coned II><
miOlakes in both .... rnnw' ....
The: pel' who t.n. ...ufltd and correcud \be moot PIIDOTUI lodIoj ...11o \IIIkIrc - . . "'" ~l_
ml>oDgWUl. .«toct....maps .... ~ ......"" IN .. Deoak
l.Jndtto.nt. ........ ~ ccunsaIo<..... s..s.n
F Rrmind OIudmu to fOllow tM SI~ fur oumma'1' Dob&on, _ _ ... ~~._.

wnun, they uoed on previoul un,U. ~ 58 P"~ 87 for taU<InC -.. ...... """'YS.... r$tla'"l"~ ~ ......", _
a liot of It cpo to follow. corronon !MOo! man ~ _ "".In u.. PO", non ......
aetW"C ...,. belte< 11\ 0TJ80i<M"C • lIICCHI of our marr\qM1
s.m~'1

......,. ....
_"_)'
flr-"Y. rn.r.Js/Iips. _
po:Mde",-,_~.
bet_i' Pf<lIIIo ',: ....
As _ •• _ .
_ maMs, .... tIonthiJI wOf1<?
........ n..... -""" .... iIQIA(I .........
OII_~-'" _
mous_
tf)IrCto teIp ...... ~ . . . .
_ "befric<"dlrs·. _ .... . . . . - - the lIICCHIfut~. F-.Ry.~,."
_ _ IO _ _ u..-.... _ _ ........
" ' _... 0111 .. ' ...... . , . . ...... _ _ -.t. ei- .... _ """"" IIfO"kIo "'"
.... _ 011lii0i. Fuoll ... " .....
0.1 •• , _ _ ....... _
11'6"""_-=to ~
I*IIM can help
IeeIinp _
""",,'UI 10 oontinJe lie ~.
Wl _

.......,...,theIr
~

~ Ab~DUI_l_ ....... lOa.....,.,••fut

__ 'COti .1t1eir~ __
fWiaUonsIup than _ . IMtl ,... It, lie dill)' "",..,n ....
..... "-.(~-""'-------
"
e>.ei\ement _ aro<t irs wnat )'OO're left w~h wnlch I. the
most Import""t thlnt,
$IJIIAN Bot ~p",g triose momeMs 0' """"""" 8nd
Indu~ i/Oi", In" ",jaUOfl$hip lead. to" ",stillf
in"m""Y wh"", 1$ m""h ol,,"e, than a pa, tnerShiP _ e
IoYe i$ interpreted merel)' e$ c<>mpanionsh ip,
DERoo. Compar>i(ln.hlp Is cruci!ll, thoogh.lOOlo. at the
number. of coupln get\lnt marrle<l In their 40 • ...-.:l 50s.
They're seekjng "", •• ur.""" end comlort.
.... AN I cooldn~ agree more. and people 01 thi' age ""'""
""""~ loIeta""e .nd cwintt strategies, Pemaps !".,..
dotll expeClso moe/",.,.;,en f/>e)-" - . . '" tMlr 20s and
Will be "",1",,1 with .ameillillj'.mIcI! i""l!M ide.1 f/>e)-"
-~.
()[RU Mayt>e, but they'll have the expe!ience 01 hll'Vlna
been in fel81ion$hlps and will"""'" lllal they can &urn'"
the OO!a~-up and CIIn operate on lheir <>wn.
:MISAH I th ink IMI'S being ",the, C)IrIico l. Peopi. enter
relationshiP'S 10 ' M'" common !nlerMIS and experiences,
and they can 00 tnls 81 any age. i'ou're ""I gu",.nteed
Iong-Ia.ling .uccess I>.JI ~'. " ifeal pI&ce 10 start. Com""
from Ihe same """iat posi\lOf\. e<;l""alion and experience
n'l&kU people f...,1 they're "" common around and can
Un(lefstand each olMr.
DEREK M>8ther peol)/8 'Iay t"",fh<>r or not i. """" 10 do
wlill .."., !/>dr ,,'" IIlan _re !h8y'w come from, Ifs a
q<J/I.tlon of ~Iify "'ther I""" ufJl>rirWintt. Our
persona lity's unique, I>.JI _51y. ~'s 1101", to be
In1I~ bof role I1l<)deIO to , cerlllin ",1.,..,1. i'ou see •
• i""" ch ildhood .... 'w _loped de<lp-rooted ideas abool
wnat's rtahl and wrong in a relatlonsnlp. and al.., """I'.
'Ighl and wrong in other cooteXls , We've leamed this from
observing "'-'r ""refit!.. [!<ple,i", OUr dMPM ...." " . _
find,,,, a CMIrI10Il coOO of b6/1aYiour if> • re/ations/liU ;. ~
jou""'Y all CCU{J!e' Mould I8U - e specially Ifmfly ""'" '0
"""" cortfldenl;e in tile Ior1ifferm sur>1><aJ (fft/leil
""~''''''s/l'p.
$lI$AN DOn'I)'OO f1n<IlhIIl people CIIn' AIw>IyS oome up
with the word. I", deKtibir4/ lho ... thin&s7 We've
Inle!"'ilewed coopte ...... IntrodllCed """ haw f<>Ul"ld Ioni-
lasurrg lurppjne ••. We rl!COrd the IanguiIie \he)' use to IlIlk
about themselw •. .o.r-.d .... present this la~ua&e to the
,,"01)/8 """ nor"" d ltrl<:Yttles In e >.pressing their ideas
aboullife arod 1oYe, to see jf \he)' can persenali ... rt. i'~ .0
imporl8nt /0( e<>u1)/8. to nt>d O<J! if lIMy hIDe .imilar view•.
D£IIEK ""1",,'1)', mu<:fl oJ my Ume is spent """"'-'f8iing
client!. to open up to each other Md reveal th i ~. mfIy
may 001 haw tt-.o\Jght """"h til lkirrg obout or haw hidden
f<>r years. It's so easy to as.""", that )'O<lI" partner k.--.
ex.actl)t how you feel aboer! an event 0< shared experience.
"""" Ar><I It's good 10 keep ,eaffirmin& each O!l>er.
e.pe<;ially al the b/liimifli 01 a re~tion"' i p, We~e "If
worried aI>oIIt _ others see us, so iu'l saying hOw _
we like "rod "'speC! the Other .,.fsen i. \IOIfli 10 00 the
world of good for the relationship. M&ki"l["" effort. btlirI;;
generou., and btli", _ to ~ugh abov! ~thi'lll flrat
dkJfl! i/O t()() well. f1lIot~ ..."" It'. all .!Jout
OEIIOI I dor1! thmk we can
unde",s"male the import&1Ce
cf ~ a nd ~in"'lnl", regula, commlln/c.ali<m. not
just "" _ryday Mppenlngs and plan •• but 8bcu1 how)'OO
,ea<led to """",thing, what the 1O"i le rm effect "" you
he. been and whether )'OUr feeling. haw clurnged in any
~, "'"thO, 0h0uId be a ",gull" feature of lime .,.,nl
together. If \,<>u boUle tIIlr\Ii' "~, tt wi ll 81moSI I"""itabl)'
Ie3d to I>fOIM<!m. In the Icng r"",
SUSAN It IS SllCh a vital 8,,,.. Cl<!ariy, tl><! mere a coul)/8
.rtI _ 10 CCrI'IrII<Jni<:IJte, in """y ... n... , /)QfIl ""rMll)' and
f}hySitally; the N'",' II I. for tIIem. If someone lose. a jOO.
or the",., " t>ere""""",nt 10 cepe with theo if)'OO can talk
togett>8r, )'OUlt be _ to """k throu.gh ~ <Net tlme. II
coople. h"""",l lea rned to e<pre •• their fuIIling. bel"",
the ... """"ts, ~ can be """1 d it1icutt 10 ~ them.
DOD< ....~ rtllalionsh ipO e.~ .treUet and strains-
they're a fact oI IWe, SlIt ~)'OO CIIn ",ally list"" to lIach
other, not just he ... whal someone i. ""';fI(, I>.Jt Iislen 10
"""I lhey'''' il'WIIi ai , il will help to nnd solution' 10
&<terMI 1001or. lind I.sue" ..,;thln the relationshiD ~ sell .
_ .... ER Well. that'. all we""
lot tIrn& fo<, but than~)'OIJ
~ I n for tMI moSI IMe«lslif'6t d;s<:uSSion
Vocabulary
Expressions connected with communication
B Ask $tud~n" to work in pain to do th. OClivity.
Di>cu .. ~nlw'" as a class.
1 ~ _ you """'" may be said whe<l one perscn
tlIInI<o. tho _ I s .-.cit being irani<
2 ear ~urobI<> pie "..ns that """ pelSOO !la" to
admit !hey """" Wl'0IlI. and eooqp ...
J #rrl 1''''''messag<r ...".,... may be saki """"
Is no! maklf'6t thelr ~ Clea rly et>O<J&It
$Orne<lf'I(>
-,
4 lie 1/lIOUfPI)'OU' !eeIh,."....,5 to te~ lies
5 tall< sense ¥>to i• ......., .men someone _15to
'"'" anolholr-person ~ >eI)' $\",,"* """"'" Of "
WW11 if'6t about wl\al they h<we <lone or are IIkeJy to
M
6 g<;( smJethitW ort ooes
c/!eS( meMS to COIlress
something that has been on YOU' mind
7 !!WI som<itllirlg amiss """"'" to get upset at """I
someooe said or did, often ml$tJkmIy
8 _ ~ _ to I><!¥l mearu; to rnwe a cortMentia!
and fra'"'- discuss"," about some\l!jng
9 fIlU Oil! wftIj ~meaos to ~I"" being ft"\end$
Y~ I I)' »lief 3 disagreement Of "",",ment
10 IIlISS the point ""'''''. to fail to un<fe-fStiIII(Il/>e
"'<>6t irfIPOfIant Informauon.
Your views I'ow I,k ", ,,do n.. 10 sp<ak in lurn. Rtmind them that
,h.y h."" \0 . pta for 2 minute. in the eum.
C If il <"uld b<- diffic ult for mtmb.:rs uf Ih~ <I... 10
talk aboUI r.latiomhip$ known 10 tMm, <hOOK a
coopl. ""U known th,oll'" tM rmdia or Responding
.nlrrtainment, fOT~I'''' C Studtou am..... tM QU<'Stions 10 rapond to what
tbt" poft ncr ..id.
D Ertn activity Gi"" ft;tdb&d ot me, end on any pornu of flu.tno;y or
WrM m... ""rbs on tbr boIrct lIC("U'acy you wutl to dOll wI1h.
gooutwith
got t<>goth.r "'itll Expl ormg the topic
1001: up 10 D Studtn .. discUloS Ih. (Qur qu';l,ons In .."aU
'" on weU wilh B"'~I''' All"", . bout S minutts for Ihr dIsc .... ion and
are oOOu' then im·lk 0 .... student from _h group to present tM
Itt sorntOne down poup'_ ideas for componfOl\ .. a clasi.
Iw.T something I nodlina Ul common WIth
bruit:; III'
faU OUI WIth Writing 58 pages 118-119
pllt "pwith
A letter Paper 2 Pan 1
A.k .todent> t<> ""rk in p"i" and mau up a br i..t"
Ito.y of I rtl.lionohip "sing aI many of tho vat>. .. Understanding the task
1",~.i"l.

Alto ..· th.m S minut.; to m;ok "p th.i. ototy.

When they have IirWhcd, uk tach pair to trll tbri,
OIOry I<> the dul.
A

...
1_ 3 ... ~ _ _
2_4_~

TB~155

Anal~slng the sample

Speaking S8 page 117
Extended speaking Pllper 5 Part:3
II Dj,-ode the class into 1"'" Ind allow ""denu 4-5
B

...t n._ .... _~len<12.

mlnuleS to d~ .. tM Qucstion"
Round off the activity by uJun, tM d ... II a whole
2 Fors"","t"'llhNltefn",ttiotos ~'"
~ _ _ h"' _ _ to.-.....,.,
..... /¥IXtIeRoI_ . . noot_ ... 'oatDtattlwe..
whit up«'> of w"ijy ht\> th~ thUlk .... ~ttd in For st.>UIn'WIt 2 the _ _ _ .........'0
tilt pictllus. If any IMaI com. " I' thallu."" nol bttn
dllc.......t proviou..ry, .. k " udenlll<> add them 10 their """""""" to _ _ \!>OJ""'"
to tAka """"""'" 10 mal<e
;':';~:::~::;'_I
a.ure .. ",poe ... e
nOtti. ponoioo1 pi .... ,
3 The writer diHIV_-..ItI1l1latements 3 <to(I4 .
Planning and speaking 4 For slJotflm<onl 3 "'" ""her ........ _ this it; •
.......... ~ _ _ thai. """",old
8 All; "u.denu to rtad th." prompt ard. and think
~ lead IOOtt.oe on<! """..., '"'"_ For $\8WmInII
.boot the du<" .. ion in lito ... wlu.t idea. tbry can • \lie _ points 0UIl t1lI ~ " ' . , , _
lllot. Allow about. m m llte for tlul. \II _.,.." their ~ '" old ... _ metllior'IS
Eldo rt ' Iu.denu sun Ipcaking, dra .. their ItICtIlion 10
,lit wm lip,
s
._toa ____
U. _ 111M old pIOpIe WI """ It) the '-""'r_
The S*I>PIoJ is _ Iro • ~ _ SIyIe for
Writing skills Unit 8 Overview key
Responding
C Ask students tomer back 10 the example and...,
58 PBges 120-121
how the two pall"m, applr 10 other paragTaph •.
Le~k:al cion Paper 1 Part 1

D
"" "'" '" "0
wo "

,,-
Won! formatlon Paper 3 Part :2

'"
I wool<! _ to !BI«> is".. with iOIIf oOornmetlfs BbO<Jt z.,
•,, reliItlooship(5) ,, o-retr;e-..bly

- ,
_o- ........ , ,",,"'''.0''
di..agreertlMtS
dl""""" ~
n,., prinCipal ,.",""'" fry tfPi. /$ 1M! 2b ~ .p/<Ii" 0< lb

YOu _ MtiH!1y ""reef In point out lilat 1a iii<"

,• exonsivot)'
W• satisf'l<tOf\"

~~ .. or ...
" ' " ",,*, ill<ls!ralesl1!ls point MOCt!r 1c 0<. 2c fO"I

Tr>ere "'" o~ iltcI<n <Ill ...,1I1/1at "'" /mtJ<>rf¥IC to

Key word u.-forrMtI_ Pape< 3 Part 4

~ lb ..... ter>d C
1 I$ i!h<>uallt of 8$) tne """"
A. repros YOU' polll1 about ... , 1 acme fully! 1~ 2 e- JlCI fCSOIJIeeS
~"""
Wh&1 _ also ~ to C<lns.lder Is ._
:3 10 IcicI< the habit
4 not/lieg to fait 1:>0<1<. on in
A Iood """mpIe orthi. WOUkl be . 5 .... s be"" turne<l / ~ed Inlll
This is due to ... / This can be attribUted to ... 6 1U•• pertment Md boon brol<enln1o
This/. bf!<:a~ .. , 7 1$ \I>OuilI'I1lI l\If,<e ~ tile CQun\t)I
The reMort6 {",this afl) ". 8 ... 5 d&tt'Imertta/l0 _ _•
Thefe Is .-her fao;tor
~::,
M"'
:;;~ .•.______•
E Ad< 'tuden'''o work in pairs to write wit Vocabulary Test Unit 8 TB page 133
paragraphs. Remind them to re'pond u.ing their own
idea.. Progress Te5t Unit 5-3 TB pases 140-141
When they h."" fini,hed, ask them to oWl.nge
paragraph, with ano.her pair for eOffipnison .
Check the use of the 'UggcstN patterns .nd
expr=lons.

Writing your letter

F Go .hrou~ each of the .tages in 'urn, br.instorm
id"... nd di5C\W q""'lions a. a cI.....
 It refers to a craze for and tulips which
occurred in Holland in the early seventeenth

B Draw attention to

See ~1J1'>1n1nr'1I on 4.

Exam
Multiple-choice questions on one text:
answers as a
identifying purpose and intention
Use of Cloze: gist comprehension of the text
Comprehension and summary:
paraphrasing 1 C 2 C 3 0 4 A 5 A 6 0 7 C
Multiple-choice questions on four
extracts: eliminating incorrect options
Themed discussion
Writing Writing a proposal: describing benefits
C Students I.H",",U.'" questions in small
groups.
money is so important it's group to nrc'cpr,t the
students if they
of the unit is money
commerce.

and money
on specific vocabulary from the
text.

can "A~)i(:UH

amount
or services that are available and the amount that
want to buy.
in the
answers as a

groups to discuss
group to nu'~pr1T 1 merchant 6
2 rare commodities 7 defaulters
3 stock markets 8 penury
any 4 9
5 10 vendor

1 Part 4

answers as a
as

89
 semblance

1 went for 5 traded

crashed 6 dabbles
7 made official
ruined
no valid
to start series of reactions or a process
to weaken
very clever and at what to do

1 chosen
2
3 learnt
4 collect/
5
6
7
8
9 went
10 carryon with what is left owner a
certain time.
reasons.
reasons as a

it is

1 5
2 6
3 7
4 8
he

See page 176 for ideas on how to this

a disease

90
B Before do exercise, remind them to Note: Draw C,"U.u,-""v attention to the GnIer,en(:e
consider techniques they practised in units
dealing with doze texts. See the Exam tip on SB page 11.
rpr,ortpn with ifor
Check answers as a class.
Ask can

1 ago 2 on 3 up 4 as 5 until 6 how

7 open 8 little j bit j lot 9 the 10 from with about followed a noun
11 would 12 worth 13 in 14 is 15 what II

III
text is written in a very conversational
colloquial style. Write definitions 1-lO on the
and ask students to find words or phrases to match students to pay attention to the tense of
them in the text. reporting verb and consider how the modals are used
Key in reported speech.
1 started out walking hiked off answers as a class.
2 pay tuition fees put myself through
3 large pieces of something hunks
4 carrying with difficulty lugging
1 The says that are terms
5 contacts or connections ties
at the moment.
6 selling peddling
2 She said she might pop round this ""\I~mlrlO
7 occurred or happened went on
3 He says if he were younger, he would learn how to
8 spent went through use a
9 quite pretty 4 The teacher asked the students if they would mind
lO collapsed caved in not smoking in the library.
5 a 1 and 3
b 1 and 2
c 2 and 4

These activities are designed to revise the changes in

verb form, pronouns, word order and punctuation
between direct and reported speech.
c

1 I to you and had to have in the

sentence and sounded to sounds in the In
both sentences add speech marks and commas.
'You have inside ' he claimed.
'This book-set sure sounds great,' my hOsts said.
2 She asked me if j whether' had ever sold books
before.
I asked them how many books had sold.

answers as a on accuracy

91
 5 to
F are included in italics.
6
Paul ciearfy""vrll::>",,,u'Ithat he hadn't been able to
attend the because he had been away on
7 to sue 'I'll sue you if you continue to
neglect
2 that her father had
8 about 'Why do we have to
won a lot of money.
It's not fair!'
3 The thief that he had stolen
9 to be set setma free to go
the car.
home to my wife:
4 Rebecca defiantly announced that she was to
10 to vote 'Come on, it's vitally important to
marry him.
5 The that it was .er",,,,,,,,,,,,,,,, vote this bill:
that taxes were reduced.
6 The Browns wondered how much money
was going cost.
7 Sam insisted angrily that he hadn't been there.
8 Mr Black made it absolutely clear that he wasn't
to work at the weekend.

i b, d and e are possible

F .1',O;:;Ull>1U students the meaning of the adverbs a and c are not because the verb suggest
are used in the sentence. The is never followed an object pronoun.
should give them a clue as to the 2 can be followed by a gerund when the
SO€)aI\E~r is included in the suggestion. Tlfisis not a
hard and fast rule, however.
to m to do
e is unusual because normally that and should are
Check answers as a class using key in E above. used as in sentence b in British This use
is typical of American English
Note Adverbs of manner and comment, particularly
-1y can generally go in mid-position and end-
position. ","'-HUHI..! students to '-v,,"",..>,,", answers from I
the exercise.
is an awareness-ralsmg to focus on
verb following certain reporting answers as a
verbs.
answers as a class.
i SU!;gestE)C! having a barbecue.
2 Tim "'U~;;;"''''lC'U
that his mother should go to the
theatre.
1 3 to let 3 Brenda that we should that new place
4 for dinner. I Brenda trying that new place
for dinner.
4 ! should do the essay
actually said are .ddQc1·",r/ Ido the essay

0'"""'''''',"0attention to the change in the form

1 on do it and use two example
2 to have to write that
sentences.
time:
3 not to cross answers as a

4 about course.
Can you us some details?'

92
 1 a It was said that the was considering 1 The majority of the population feel work is a
abdication. necessity, to earn more money but also to
b The was said to be considering abdication. boredom and meet other
2 a It is said thatthe Chairman of the Board has 2 It shows our characters and our artitudes towards
absconded with the funds. life.
b The Chairman of the Board is said to have 3 She returned to work by the money to start
absconded with the funds. her own business.
You might see these sentences in newspaper reports or 4 He realised he needed to work for the SOCial
hear them on TV I Radio news programmes. contact more im."\(wtAfltht to avoid
bored.
Extra
See page 176 for ideas on how to exploit this vocabulary. B
wares (noun) goods for sale
imperative (adjective) very important, needing immediate
attention
(verb) to reveal something secret Text 1
comply with (verb) to act according to rules or laws 1 an well
abscond (verb) to run away usually taking something
assign (verb) to give someone a particular task successive rionOI,<>Tiir.n
Text 2
page 156 3 is more than the money
4 I'd be bored out of my mind.

3 Part 5

two texts
follow.
Ask students if
answers as a
,-",VBUU'-' a class survey on

true happiness money.

1 b 'we look over our shoulders'
2 a
3 Part 5 3
4
5

questions.
Allow students a few minutes to through the texts
and answer the
Check answers as a

93
 in the you can almost guarantee a sale in an
/wur. The important thing is preparation. First, identify your
do not consider that money automatically brings customer and make sure you prepare all the necessary
and consider other such as paperwork. You can't make any kind of successful sale
work and social interaction to be as necessary. without it. Find out exactly where the customer lives - and
Besides are about their before you go, check your appearance.
financial situation and it with other MAN Sort of smart but casual?
economic and social pressures make most WOMAN No way-out, scruffy clothes but not too
feel never have money. (56 words) prosperous either, if you see what I mean! Then - the kit-
you must take all the equipment you need for the
demonstration ... and you must look enthusiastic and
smile! Spend the first two minutes greeting the occupants
of the house. This greeting stage is crucial. And don't
what kind of people they might be. You'd probably
be wrong. Of course, you'll hear the usual objections at the
door, but introduce yourself politely and remember to
attention to
<UU''-H'" smiling.
of shopping it MAN Fine. think I've got that!
enjoy shopping.
Extract 2
MAN are getting bored with trainers. Until a few
pair in turn to seasons ago, they were just smelly shoes for sport. But
with fashion moving towards formal wear, not just for men,
but for women too, trainers have had to shape up and look
luxurious. This season my collection includes a plush,
leather trainer to wear with a suit. The leather soles are
wafer-thin, and toes are shaped to a narrow point. Men
want an essential style that fits in across the board, from
casual to formal. Even the sports trainer isn't what it used
4 Part 1 to be. This year one well-known sports giant is launching
its latest technological revolution. Their new system has
thrown out the air pocket altogether and replaced it with
four sprung supports in place of a conventional sole. The
influence of the trainer among fashion's new shoes still
remains strong. You could say that ready-to-wear designers
have had their eyes on the trainer ever since it became
cool to wear trainers to the office. But with so many
moving into the futuristic footwear market, the
top sports brands might just have reason to worry! That's
why shoe speCialists with the right amount of technical
knOW-how are fighting back!

of extract. Extract 3
WOMAN Over the last year or so, many booksellers have
sprung up on the Net. The is done in a matter of
minutes - the time it takes to activate the search engine
1 A B B 7 B 8
and make your choice. Yet surprisingly few readers actually
make use of this consumer tool. It's all the more surpriSing
when you consider the sheer wealth of titles available
online. If the book you want is out of print, some firms will
consult their network of retail suppliers or their stockists
Extract 1 of old titles for you. In 50% of the cases, they'll track it
the which operates down for you within two months. Whereas your average
a scale of one hour. street retailer is limited to, say, some
A for mean? most Internet sites stock but lists.
it's more than that. It's a ordered is then up from the
whole business If you follow all the

94
relevant or distributor. 'Are online booksellers a
threat to traditional I hear you ask. yet
Their weak point is their delivery service. have
up however. But like most
forms of electronic commerce, on the Web
looks but is not very For
the serious reader, nothing v/JICIvC,0
a book at random and falling under the of its
first few lines!

Extract 4
MAN succeeded in the
the world. The scale of this success is a
hundred times than could have dreamed
of. When I first went solo, I a items of basic
and started my own studio.
Almost immediately, started to look up. I was asked
to do two songs for the soundtrack of a new and the
gave a new momentum to my song But
18 months ago, on tour meant seven of us in a
van, with me my turn and to the to
gear in and out of halls, Now, I've sold out an entire US
tour, and it means several two buses and a crew
more than 30. It's difficult to my head around - and
that's before the financial rewards start to come
will. But don't expect to hear songs about
star on my
feet are
since money
was really to stock
my music. 6 itgoes
7 to on credit

B the use
See page 176 fOfldeas on how to this
you
many different uses or skills
as it
in

Discuss answers as a

; clever f"'rliol'til.la

in a process

3 to

one (aCllec:tIVi91

95
 minutes to their
Time flies! Time goes by faster than we think.
The time has come! Now is the time for action.
VIews companson as a Time is a healer We over the bad that
to us in time.
Time is on your side You are young and there is
of time to do what you want.
The time is Now is the time for
.-"+wr·tn,,,c on the board.
Time and tide wait for no man We are ail slaves to time.
Time will tell The truth will be revealed to us in the
future.
Times are ""-"'''In'''' are not the same as
used to be.

subtle

and then ask each

their ideas

L,-,,-',-"<0 to use
UH.UVl!0 and politely disagreeing
boxes on TB pages 21-22.

2 Part 2
3 minutes to discuss

as a

1
2
or
idea.
3 Details of the how the money would
be and the benefits it would have.
 sam a
benefits. Both proposals require a
style be organised into sections

1 a The having their

new teaching
"',"'A"l!n<l in turn,
and by developing new

1 1
a
school in Alama. 1B 28 3D 4A 5D 6B
2 The writer mentions the need to and re-equip 7C 88 9D lOA 11B 12C
the school in Alama after the t1<lfn"'O;cA caused by a

3 activities to cover living costs. 3 Part 1

4 will be established with the school in B
A!ama which can be used to educational effect in 1 from 2 for 3 no 4 If 5 make 6
the future. 7 who / that 8 likely 9 10 out 11 as
5 It is very effective in that it presents the outline of 12 with 13 up 14 This 15 on
the the and the benefits very
so that the reader can follow and
understand what is 'WI"'''''IJ''''''' sentences 3 3
C
1 2 3 deal 4 brand 5 gear
6 ruined

1 This ov,,'h""~rio
the chance to "".',.1<,"'" French in
a natural context.
2 The visit will enable the group to to know more
about French culture.
3 The students will benefit from the visit because
will French all the time.
4 to learn how to
deal with O"''''''~'''\1 situations.

97
 texts refer to a

4.
All four texts relate to the theme of or
freedom from
in unit
Reading Multiple-choice questions
Use of English Key word transformations
Comprehension and summary: avoiding
repetition
Multiple-choice answers as a
Speaking Themed discussion
Writing An essay: organising paragraphs

Ask students what they understand the expression 1 C 2 A 3 C 4 D 5 A 6 A 7 D 8 B

taking liberties. Explain that the expression means
behaving in an excessively familiar way or doing
something you are not authorised to do. overall
theme of unit is liberties law.

to III text.
students what play on words is used in this title. Discuss answers as a
The rights and wrongs of an issue are the moral
questions associated with it. In the context of the unit
theme, rights has the meaning of a moral entitlement.
1 Text 1
1 Allow a minutes to decide of The purpose of the text is to make aware of
the three rights they consider to be the most important. the situation and to the intentions of
International.
Compare choices as a class. almost like a
Conduct a class survey, if you wish, to
e.g. 'Some are because', 'Some are
students consider to be the most and
arrested because'
which the Text 2
,",VJlA'''U,"" some to The purpose of the text is to a vivid
of the loss of basic human values in extreme
circumstances.
It is written in a narrative I
expresses the writer's no,'"""".,,

1 Part 2 Text 3
The purpose of the text is to create a
of human

is and and involves

texts.
the reader in the events, e.g. 'It was an
Discuss answers as a intimate state of almost childlike marvel', 'I

98

any of us wi!! ever be privileged enough to
experience something like that again'
Text 4
The purpose of the text is to give a legal definition
of universal human rights.
The style is very formal and suitable for an official
document which has authority in law, e.g.
'proclaims', 'rlghts and freedoms set forth', 'to
secure their universal and effective recognition and
observance'
2 Text 1 describes injustice and repression and
promotes opposition to it.
Text 2 depicts human cruelty and selfishness when
faced with the need to survive.
Text 3 gives a sense of shared experience and a
capacity to overcome oppression peacefully.
Text 4 advocates human cooperation and mutual
respect.
Extra
See page 176 for ideas on how to exploit this vocabulary
proclaim (verb) to publicly and officially tell people about
something important
endowed (adjective) born with or naturally have a particular
quality
entitled (adjective) to have the right to do or have something
scrawny (adjective) unattractively thin, skinny
atrocious (adjective) very bad or unpleasant
insolence (noun) rude behaviour showing a lack of respect
intimate (adjective) close friendly relationship, very private and
personal
mainstream (noun) the normal and accepted ideas and
opinions
ultimate (adjective) final, main, most important
in use
SB pages 139-141

This activity focuses on the meaning of the words jury's out

in context. The expression The jury's out means that the jury have
left the court and that their decision is being awaited.
Check answers as a class. However, it is often used in other contexts to suggest
that a conflict of opinions has not been resolved.
Before you begin the activity, make sure students know
1 publicise 5 repression what each of the crimes are.
2 diverse 6 dim
3 hobbled 7 strive Key
4 sheds 8 jurisdiction blackmail demanding money from a person by
threatening to reveal secrets about
them
manslaughter the crime of killing someone illegally
with
but not intentionally
E Check answers to the matching exercise before libel a false statement that damages
students complete the sentences. someone's reputation
arson the crime of deliberately setting fire
to something in order to cause
1i 2 b 3 f 4 a 5 g damage
6 j 7 h 8 e 9 d 10 c reckless driving driving in such a way that other
people's lives are threatened
"cu...." " .. " to read through the sentences before they deceiving someone in order to obtain
choose the correct expression. money or goods illegally
Check answers as a class. forgery the crime of making a copy of
something in order to deceive people
In small groups, students discuss the questions. Explain
1 free of charge 6 free-for-all that, question 1, they can decide on how long a jail
2 free from 7 given free rein sentence should be and how much a fine should be.
3 free and easy 8 made free with
answers as a class.
4 in free fall 9 Free speeCh
5 free as a bird 10 free with her criticism

99
To extend the ask what crimes
appear regularly in the media. This may vary from
country to If students are all the same 1 giving after a preposition)
country, ask them certain crimes feature in the 2 to see (infinitive after a verb)
media more than others. 3 trying (gerund after an adjective)
4 stay (infinitive without to after verb + object)
5 to use (infinitive after verb + object)
6 travelling (gerund after a verb)
7 to see (infinitive after an adjective)
n 8 to develop (infinitive after a noun)
Students read the text, then discuss the questions 9 to improve (infinitive after a noun)
their partners. 10 singing (gerund after adjective and/or possessive
pronoun)
some refer them to SB page 180.
Ask them if they found anything surprising in the jury's E Discuss answers as a class.
decision.

1 to ensure 2 only to discover

Before students refer to SB page 180, you can
conduct a class survey, with students voting yes / no
F students that they can use only to do or to
or guilty / not guilty on questions 1 and 2, giving
do as in the examples in E. Ask them to consider
their reasons based on what they in the text.
whether want to express a purpose or a result.
S This activity requires students to identify use of
Students compare sentences in pairs.
gerund forms in a variety of contexts. Ask students to
underline the examples in the text. Ask for a few example sentences from class. Accept
any answers that seem reasonable.
Check answers as a class.
SU.~les1:ed answers
1 We came back from our two week holiday, only to
1 without reporting
find that that our house had been burgled.
2 not stopped driving
We came back from our two week holiday to help
3 his shooting
care for our ill grandparents.
2 She studied hard, only to discover that the exam
C This activity requires students to identify the use of was cancelled.
infinitive forms in a variety of contexts. Ask students to She studied hard to pass her exams.
underline the examples in the text. 3 He entered parliament at the age of 19, only to be
voted out before he reached 25.
He entered parliament at the age of 19 to
represent the people of Northampton.
1 could not over 4 I the airline to find that the offices were
2 Owen let the event take over closed.
3 unable to lead a norma! life I phoned the airline to confirm my flight.
4 Owen claimed to have fired 5 opened the letter to discover that it was from
5 advised them to concentrate on her boyfriend.
6 any intent to kill Emily opened the letter to find out whether she had
won the

This exercise practises the different gerund or

structures identified in Band C. This exercise on change of meaning
hP'-uu,pn using a or an infinitive after certain
answers as a refer to structures Band
c.
m sentence into

100
Check the answers and discuss the changes in meaning Paper 3 Part 4
as a class. Some infinitive and gerund structures are practised
in this exercise.
students to read out
1 a to say
I regret to say is used as a formal way of breaking
bad news.
b saying
I regret doing something indicates that the speaker 1 is no point in appealing
wishes that he/she hadn't done it. 2 intention of giving up the fight
2 a towin 3 paid no attention to what
When you try to do something it implies that 4 the jury reaching
achieving that action is the objective. 5 the last patient / the last patient to be called / the
b cleaning last to be called
If you try doing something it implies that it might 6 showed no remorse for
help you achieve another final objective, in this 7 put a stop to the games
case, starting the car. 8 to on campaigning against the delivery
3 a seeing
If you remember doing something, you have a Extra vocallnilia
memory of something that happened before.
See page 176 for ideas on how to exploit this vocabulary.
b to send
revert (verb) to return to a former state
If you remember to do something, first you realise
curtailment (noun) a limitation or restriction of something
that you need to do it, then you perform the action.
contravene (verb) to go against a law
4 a totalk
portray (verb) to give a picture of something, describing in a
To go on to do something means to do something
particular way
after completing something else.
verdict (noun) a decision made in a court oflaw
b talking
remorse (noun) feeling of regret or being extremely sorry
To go on doing something means to continue
stubborn (adjective) determined not to change your opinion
doing it.
pre-meditated (adjective) thought about or planned
5 seeing
beforehand
If you never forget doing something, then you
entail (verb) to involve something that cannot be avoided
always have a memory of what happened.
condolence (noun) an expression of sympathy over a death
b to lock
If you forget to do something, then you don't do it,
even though you should.
6 a to have
If you stop to do something, then you end an
activity to do something else.
b going out
If you stop dOing something, then the action
st(>P!:)eCl and did not continue.
7 a to think
I dread to think is an ",,,,c,y,,,,,,,,,,jnn In
that the consequences of ~nrn",l'hir\d are too windows in prisons
horrible to
b having
students a few minutes to discuss the questions
If you dread doing something, then you are not
looking forward to dOing it.
in small groups.
8 a to send group to ideas for comparison as
If you mean to do something, then you have an
intention to do it.
b being away
If an event means
that the event brings about an to
na,f",,,,, certain actions.

101
 Paper 3 Part 5 C Students discuss the from both the point
Background notes of view of the child's welfare and the mother's rights.
The Court ofAppeal is a special court where a formal Allow a few minutes for discussion.
request to change a judgement or decision is made. Ask each to present their views to the class
The High Court is the highest court of law which covers companson.
all civil and some criminal cases. The court has 80 or so
judges who make decisions on cases individually
without a jury. 3 Part 5
A ruling is a decision made by a judge or court that has Remind students that it is important that they
the force of law. consider how the phrases are in the text before
Lord and Mr Justice are titles held by High Court paraphrasing as the meaning is often dependent on the
judges. context. Ask them to consider what the phrases refer to.
The Home Office is the government department that
Students compare paraphrases with a partner.
deals with the administration of the law.
A solicitor is a person trained in legal matters who Check answers as a class.
advises clients on their cases and often acts for them in
court.
Tagging refers to an alternative punishment to jail in
Text 1
which the convicted person has to wear a small 1 change its attitude towards
electronic device, known as a tag, so that their 2 went against their entitlement
movements can be monitored. 3 protecting the well-being
4 not dealt with strictly enough
A This activity aims to encourage students to read
5 have not been discussed or considered
through both texts to get an overall idea of their
Text 2
content before attempting the comprehension 1 won a case
questions. 2 monitored
When students have read through both texts, check 3 given special favours
answers as a class. 4 picking up prison slang
5 possibly damaging
K~y

B6th texts mention court cases· in which mothers have

E Draw students' attention to the Exam tip before
won the right to keep theirchilclren with th.em in prison they begin the activity.
bey6ndtheag~Clf 1.8. monthS. Both texts discuss the Ask them to underline the repeated information first.
rights and wrongs of this situation.

B Remind students that they should keep their Repeated information: separating children from their
answers as brief as possible. mothers, producing catastrophic effects
Check answers as a class.
Students rewrite the paragraph in pairs or compare
Key own rewrites with a partner.
Text .1
1 to emphasise the pos.sibility of large numbers of ~<'llmli)IB answer
similar cases occurring as a consequence Firstly, separating children over the age of eighteen
2 stringent, rigid months from their mothers would go against the
Text 2 mothers' entitlements under the European Convention
3 unprecedented on Human Rights. Secondly, taking a baby from either
4 alternative punishments, speciftcallytagging. its mother or main carer for any length of time can have
seriously damaging effects on the welfare of both.
words)

102
 1 B 2 A 3 A 4 C 5 D

to

system is not strict "''"''''"r'''

in the studio we have Dr Lafford from
it may cause resentment among other
Irt~,or.n(\lr'"
the Forensic Science Service, who is here to tell us a little
nnc,nn",YC: who feel the mother is getting special
more about forensic science ...
favours. it is harmful to the children because
DR LAFFORD Good morning.
become aware of their and start to
INTERVIEWER Now, I think most people have a fairly good
learn
of the kind of work you do - in many ways
of Sherlock Holmes and his magnifying
isn't it?
DR LAFFORD Yes, you could put it that way, although we've
come a long way since then of course, but Holmes was
very much a detective of the modern age - of course he
was an intelligent man and his medical knowledge often
seemed better than that of his companion Dr Watson, and
certainly his observations were always very detailed ... but
what sets him is that Holmes provides us with a
good mode/- a very good model in fact - of the kind of
approach - psychological approach - that a forensic
scientist should have, and that is that the forensic
scientist is absolutely impartial.
iNTERVIEWER you're not strictly speaking part of the
different countries force ... ?
'-AL",CU.H their DR LAFFORD No, we are quite separate.
INTERViEWER Could you tell us a little about your work and
what it is you do?
DR LAFFORD Well the basic principle behind forensic
science is that every contact leaves a trace. Wherever we
compare answers go, whatever we touch, material is transferred both ways.
The shoe that leaves a mark on the ground also picks up
traces of dirt, and the hand that makes a fingerprint also
groups. carries away particles from the object that was handled ...
and things like hair or fibres are easily passed from
one person to another.
INTERViEWER I see, so it's not just that the suspect leaves
clues at the scene of the crime, the scene of the crime

evidence - not just when you have a

but also where you've found traces
answers. the carpet at the scene of a crime on the sm;pect's
and that, of course, can be very hard to explain
students away.
INTERViEWER Is your work fairly
of
Continue to rec:on:im:g a time.
DR No, no, no, not at all ... forensic science is
~lU.U".ULC) to compare answers a often a very painstaking task - and very time-consuming -
much more so than in because the range
answers as a of mushroomed ... for we be
of a swept up after a hit-and-

103
run accident and asked to identify the car, so we would fit answers as a
the thousands of together like a vast jigsaw, and
might be able to identify the number embossed on the
back of the glass ... that would help us identify the model
of the car, the make, the age, and so on, making it easier 1 the letter of the law
to search for the ... and then, once the car was 2 down the law
located, we could tell whether the lights had been on at 3 above the law
the time of the accident examining the light bulb, 4 the law of the
because there would be minute pieces of molten glass on 5 take the law into his own hands
the metal filament in the bulb ... 6 a law unto himself
INTERVIEWER SO you need some sophisticated
equipment as well as patience ...
DR lAFFCRD Indeed. Now, the electron microscope is
invaluable in our line of work - and it basically does two
on
things - it gives us a fantastically detailed image, so, for
you can tell whether a of hair has been
broken, or cut with a of scissors or a knife. And it can
also you the chemical composition of a sample, so
that you can take, a tiny flake of paint on a
sm;pecIS clothing and match it with at the scene of
to found innocent
the crime.
INTERVIEWER Are you at the stage then where you could
to accused
say that the evidence that you provide is foolproof? to be sentenced to
DR LAFFOR!) not There is always room for to be charged
that can be done about to convicted
that ... forensics is not an absolute science - I mean, let
me you an example. Now, Sherlock Holmes might
have found a strand of hair at the scene of a
black and two inches long, that would have
helped him the murderer on the basis that the hair
matched the murderer's. Now, we also examine hair ... but
in the example I gave you, perhaps one person in twenty
has black hair two inches long, so we need to improve on
this analysis to narrow down the number of suspects. So,
we would analyse the strand of hair ... using the electron
microscope, as I was saying earlier ... look at its chemical
composition, whether it came from a man or a woman, see
how it was cut, whether it showed any traces of particular
chemicals and so on, and in that way, instead of saying
that one person in twenty had hair like it might be
one person in or a million. That would be just
about as far as we could go. Now there's no such as
a balance even with the
The

thank you very much. We'll

take a break now, but stay with us and we'll be back ...

In
circumstances
to its to

104
 a few minutes to discuss the
Format 2
Remind students that the first format was dealt with on
views to S8 pages 176-177.

consensus on the
1
1 Introduction
2
3 for solutions
4 Conclusion

2
Lead sentence: This states the of out
the causes of the rise in crime.
Cause 1: A poor social environment can lead to
of frustration and anger.
,aulc\,.jua,.c; education can lead to of
failure and boredom and the of
bad influences.
Cause 3: The absence of
child not
consideration.
See TB page 21 making 3 There is a lead sentence which introduces an overall
solution followed solutions to causes 1, 2
and 3 in the same order as are in the
second

groups .

. . ,In
use to

Part 1

and

105
 exam

First
Lead sentence I r"",n('\J a problem - different
causes. clOle 1 Part 1
Problem 1 Students lack
communication nrn,"""'iY>C
and school. 1A 2 3A 4C 58 68
Problem 2 Students bored - curriculum not relevant 7 8C 98 10 C HC 12 D
or
Second 3 2
Lead sentence How to combat - solve
1 6 unnatural
Solution 1
2 7
3 intrusion 8 dramatic / dramatised
homework.
4 9 intellectual
Solution 2 Make lessons more 5 10 accessible
etc; more resources and teacher

3 4

1 it will mean
new and has 2 there was no in
which has several different 3 was to lend me
students often lack proper 4 has no intention of
and this has to communication 5 died without
between the parents themselves and schools. 6
students are 7 have been in free fall
seemed to show / have no remorse over / about

lies
-----~-------..--::--=----------

which will encourage

more communication between teachers and parents, and
parents to take an interest in their
children with their homework. be
made more mT,::.rA'c:t,rKi
more resources as up-to-
date books and
so that teachers can motivate

106
 answers as a

1 G 2 C 3 D 4 A 5 H 6 B 7 E

See unit summary on page 4. B in pairs to find lnTOnYi III

answer the two questions.
Check answers as a
Exam in unit
Reading Gapped text
Use of English Gapped sentences: finding the missing
word from different possibilities 1 from films and television.
Comprehension and summary: Falling audiences due to demographic changes as
understanding the force of lexical items, moved away from the cities.
eliminating irrelevance Government legislation to reduce the monopoly the
Listening Sentence completion: spelling studios had on distribution.
Speaking Extended speaking: exploring the topic The cost of new technology.
Writing A review: creating interest 2 Building new cinemas such as drive-ins and
multiplexes to serve the needs of people who had
The theme of this unit is entertainment and moved away from the cities.
leisure. Investing in new technology such as Technicolour,
widescreen effects and multi-track stereo sound to
make their films more spectacular.

silver screen
The silver screen is a term used to refer to the cinema in C Discuss two questions as a
general.
the
.wAC'-»lU asking students to describe
1 Students discuss the statements in pairs. Allow a some films recently made in their countries to say
few minutes for this, then compare opinions as a class. successful they have been asking them to
Extend the discussion by asking what other influences
changed the cinema.
may have been stronger on people's lives, what the
advantages of video might be over the cinema,
what examples could be given of a decline in the quality
of films.
2 Discuss students' interpretation of the phrase as a
class. A slice of life refers to films being a short
text.
representation of real life whereas a piece of cake refers
to something being very easy to do. The quotation answers as a
on the words slice piece.

Paper 1 Part 3 1f2h 3b 4g 5d 6e 7c 8a

9 i 10 j 11 I 12 k
A students to look for referencing pronouns
and phrases in both the article and the 7 paragraphs
that can help them decide where in the article m text first
paragraphs should go. Paragraph A can be used as an context use a
example. Students find words and to
before ('A further blow') or
answers as a
war'),

107
 1
2 viable
3
4 lavish and cost
5 TI"I(fpTinpr at the same time that
6 vast
7
8

1 It is a ticket for a formal ball.

2 It shows some <>t1"~nrlin6 a ball.

to wear very
1 white as a sheet very due to a shock a
2 red treatment special treatment usually
given to VIPs silk
3 once in a blue moon
4
5 grey area no obvious
answers
6 green with envy
7 blue blood TY"'I"iIT,rmi"ilH believed to be

IJU~,::.t:::.::>~~u by the ::""~t()""''''\f

or royalty text and discuss their answers in
8 black place groups.
Compare answers as a class.
On board, write a list for the formal
events mention in response to question 2.

1 He mentions a dinner jacket rather than

or borrowing one.
He also mentions on a motorbike rather than
ataxL
See page 176 for ideas on how to exploit this vocabulary,
away power
through respect and admiration
money spent in a new
investment
up in arms exr)fe~;slrlg angry V!-',/VOHW'H to

move

108
 use
B 1 We've never had the
in the middle of the
that we pvnprlf'n but did not either
cause or want. See C4
1 The
2 I've never had my haif fallout in handfuls before.
2 It is used to that someone else will do it
that we but did not either
for you.
cause or want. See C4
3 a The speaker has asked or arranged for his tailor
3 All the had their windows blown out the
to do something.
gas eXC.IOS.lOn
b The has succeeded in a group of
The underwent an See Cl
4 We had our house broken into last
"V1IH::'YV'1 y else did that we
4 a Myoid dinner suit was ripped so I my tailor
to make me a new one. 5 laid in our house \/c>"i"<>yt"!",,,,
b After several hours of I got them to sing did that we asked for
in unison.
6 our new windows fitted tomorrow.
that to that we
uses
7
c that we "rr<l"'TPn for a sp<~crrlea
persons to do. See B4
8 I won't have them in my classroom.
1 The have/get structure is used to imply that that I won't tolerate else
somebody else performed an action. Jane and SeeC3
Sam were the people who experienced the action. 9 We'll have them all if we don't ask
2 a a thief them to leave now.
b the company. will which we will exp.en,ence. See
3 Jane and Sam did not want the events to take C2
are unwilling victims of the events. 10 With a little cJ<;'rnA,.,t the nurse had her

4 In both cases, have tells us

what was or occurred. the nurse succeeded in
a She had never had the of being SOrnelJOCiyelse to do. See B3
invited.
b They Avr,,,,nAn('An the fact that were
leaving.
5 Have is used with an + gerund in the first
sentence and with an + in the
second. POlssllble answers
In both sentences I won't have means 1 We'll need to have /
I won't I won't tolerate. Get is not nm"ITU,II\, 2 We'll need to have /
used in this context. 3 We'll need to have / the streets cleaned.
The first sentence be to
their children. The second sentence might be
to their or friend.
Both sentences express a certain degree of
irritation or anger. on

structure

answers as a

109
F
1 Not only was Sam working all but all night too.
2 Never had Ted in such a dreadful hotel
before.
1 3 Not only does Patricia dance gracefully, (but) she
2 necessitate a different sings too.
sentence structure. are at the 4 Never have' met such an person before.
of the sentence. 5 Not until his had arrived did Paul open his
3 and the first auxiliary verb in the main presents.
clause swap verbs include 6 do our neighbours spend much money on
or a modal verb, such as can, entertainment.
should. If none of these auxiliary verbs are
the verb in the main do I did must be
inserted before the as in a present
or 3 Part 3

if you wish:
I students to read three sentences for the
type of word fits into the
same part of speech.
attention to
LU'-'Ui,,, Exam tip and the
then apply the same procedure to of
sentences in the exercise.
answers as a

1 safe 2 column 3 lines 4 frayed

5 flourished 6 kit

1 a I had they closed the door when

the alarm went off. Extra
b No sooner entered the house than the See page 176 for ideas on how to exploit this vocabulary.
rang.
(adjective) worn around the edges
2 The word necessitates the inversion. In this
i nfuri ati ng (adjective) extremely annoying
sense, it is used to introduce a clause which
dreadful (adjective) extremely bad
describes the circumstances in which
abrasion (noun) damage to surface caused by rubbing
Le. and again. The
inversion does not take after
in the next of the sentence which page 157
describes what ",...,nn.'n<"H
the house did she realise
was wrong.

use inversions

as accuracy
extra you receive in
could include
 Discuss answers as

Text 1
refers and creates an lm,nr"'~""'l"\n
ease and {'nlnTOn
These two verbs describe
and create an

rnrnnr"tp entertainment. 3 This refers

and creates an ,,,,,,",YOC,,,, amounts
it with a sense of
This refers to the food itself and creates an
of delicious and a to

texts.
Discuss answers as a to a
texts.

Both texts are written an conversational

which is often humourous or ironic. Both use a total of attitude
to

IS

SB page

111
 3 Part
See page 176 for ideas on how to exploit this vocabulary.
and r~.~j..~~+·
the summary
or enthusiasm

and
a of unnecessary both writers
seemed either flattered or eager to the
were offered. Although neither
orc)fe~5sE)d to be an in the activities they
were both aware that
would never have AV1"lA,'IArl"""r! these activities
otherwise.

4 Part 2

a .,el.I " Iii I time.

to compare answers a
<dlJCIJlCU as answers as class,
a liar

112
 kind of master stock, was brewed to medium strength. To
this day, portion by portion, on demand, these ingredients
1 nation of sl1()or(eeOeirs are reheated by pan-frying them with further flavourings. In
2 national obsession this way, one cook can knock up several dishes within
3 (chronic) labour minutes. Rice is pre-cooked, breads and tandoori items
4 and foodstuffs made to order by a different specialist, and, hey presto,
5 affordable your order! The menu can be very long, and any dish is
6 8% available with meat, poultry, prawns, king prawns and most
7 hours of ~~r",'r,rl vegetables, too. This is still the formula of the standard
8 British curry house. However, it is clear that, judging by the
9 many new restaurants which seem to appear almost daily,
and the selection which appear in the Good Curry Guide, -
curry is a-changing!

PRESENTER In Britain we spend £26 million a week in

Indian restaurants and eat 25 million portions of chicken
tikka masala a year. Pat Chapman, author of the Cobra
Good Curry Guide and founder of the Curry Club, is the
presenter of our food programme today.
PAT CHAPMAN When Emperor Napoleon failed to capture
the British Isles, he dismissed us as a nation of
Were he around today, he might observe
that we are now a nation of curry-house keepers. Curry is
now a national obsession. surprisingly, it wasn't until to
the twilight of the Raj that Britain's first Indian restaurant,
Veeraswamy, opened in 1926 in London's Piccadilly. Such
is the of curry that it is still there, but this was
very nearly not the case. there were just six curry Check answers as a class. expression a finger in
restaurants in the whole of Britain. Curry hadn't really IS

caught on, and it never have done so had it not been

for the chronic labour shortage caused by the nation's
It was solved by bringing in
1 h 2 g 3 a 4 d 5 e 6 c 7 8 f 9 b
immigrant labour from the West Indies and the
subcontinent. The Indians, finding Britain to be a spice
desert, soon made arrangements to import their beloved
and foodstuffs. It wasn't long before enterprising
Indians invested in restaurants to offer Indian food to the to 2 of
British It was a revelation to a in
nation who considered a suspicious item. Not only
was curry addictive but it was, above all, affordable. In just
four decades, Britain became besotted with curry. Today,
a town without its 'Indian'. The total in
still continue to
open and refer to our curry
restaurants as 'Indian', In over 85% are Bangladeshi-
owned, with 8% run Indians and 8% by Pakistanis.
many of our 'Indian' restaurants still operate
to a formula that was in the late 1940s. A way answers as a
of curries from order to
table, without unreasonable Authentic Indian
in individual pots, and there was
no would ever be ordered. So, cubed
meat, chicken or potatoes and were lightly
curried and and a pot of thick curry gravy, a

113
 feedback at end on any points of fluency or
accuracy you want to focus on.
receipt
pianos
traitof
theater correct in American English, theatre in British C Students remain in their pairs to discuss
Erigllsh questions. 4-5 minutes for
courageous correct Finish activity choosing two or three questions
curries for discussion as a class.
labor correct in American English, labour in British
English
really
noticeable
survivor A 2 Part 2
potatoes
thief
scarcely questions are designed to students
what is In type of writing task.

Extra Check answers as a class.

See page 176 for ideas on how to exploit this vocabulary.
cliche (noun) a phrase or idea that has been overused
chronic (adjective) a bad condition that lasts for a long time
besotted with (adjective) obsessed with
erroneously (adverb) wrongly
S8
Students discuss the questions in pairs.
Compare answers as a class.
Ask why some of the programmes in question 2 are
popular and whether they serve any useful purpose.
Find out if there are any other similar types of
programmes they know of to add to the list.
1 Information about each book. A comparison of the
two books. Your recommendations.
2 The review is aimed at adults, particularly parents
and relatives of a child. They would be quite well
informed as they are reading the Arts and Literature
section of the newspaper.
The target readers wi!! expect some detaiis about
the books and the reviewer's opinions in order to
make decisions about buying them.
3 The review shouldn't be too academic in tone, but
sufficiently forma! for the type of newspaper it is. It
is important to strike the right balance between
something accessible, even enjoyable to read, and
to create a sense of the writer's credibility.

5 Part 3 B Before students look at questions, ask

B understood to do through the review and decide
one or two students to explain instructions it is or unfavourable.
to you. two

of importance
w.~,uVH4,
and coherently linked responses to
Students should respond politely to characters and
Draw students' attention to the Exam tip and remind books.
students that the prompts are to help start answers as a
talking. They do not need to about only these
prompts.
7 minutes in While students are "f-",U".AH;o;,
go round class and monitor progress. Give

114
 Possible answers
1 paragraph 1 the success of the Harry Potter
books in general interest obsession with, passion for
paragraph 2 the character and plot of Harry Potter old faded, ancient
and the Philosopher's Stone says claims
paragraph 3 the attraction of Harry Potter and the old undisturbed, ancient
Philosopher's Stone tried attempted
paragraph 4 the limitations of Harry Potter and the called entitled
Philosopher's Stone when compared to A Wizard of very interested faSCinated by, gripped by
Earthsea find out reveal, unravel
paragraph 5 The writer's recommendations strange eerie, unexpected, startling, chilling
2 It meets the readers' needs well. It gives just interesting gripping, startling, life-changing
enough information about each book to arouse the old anCient
readers' curiosity without giving away important new mopern, contemporary
information. It makes both books seem worth difficult life-changing, major, unexpected
reading. big tough, major
3 The review is written in a semi-formal style. It is not horrible chillin,g, startling, eerie, unexpected
too academic and there are some examples of
informal language e.g. 'Mum and Dad will enjoy it
too.'
4 A range of vocabulary is used to give the writer's
your review
opinions and describe characters and plot. The Go through the stages in turn and discuss questions
choice of vocabulary shows how favourable the and brainstorm ideas as a class.
review is about these aspects of the book and
creates interest.
5 The actions or plot are described in the present Overview key
tense.
S8 pages 162-163

skills ...""'"...,"'. Cloze Paper 1 Part 1

interest A
18 2D 3A 48 5A 6C
C This activity is designed to encourage students to 78 8A 98 10D l1C 12D
use a range of descriptive vocabulary in their writing.
Ask students to read through the whole review before cloze Paper 3 Part 1
replacing the words in italics. B
Remind them that they may need to change the form of 1 of 2 In 3 since 4 as 5 on I) where
the word they have selected according to the structure 7 but 8 hand 9 first 10 their 11 However
of sentence. They may also need to add appropriate 12 with 13 to 14 age 15 under
prepositions.
GallDPfl~d sentences Paper 3 Part 3
Students compare their new texts in pairs.
Check answers by reading the text aloud and stopping 1 led 2 proved 3 issued 4 tempt 5 blame
at the italicised words to elicit possible replacements 6 process
from students.

Test Unit II TB page 136

115
 B Remind students of the importance reading
around the gap before choosing one of the four
options. The answer may on complementation,
collocation, verb patterns, set phrases, idioms, phrasal
verbs or simply the correct word in context.
See 4.
Check answers as a class.

in this
Reading Lexical cloze: complementation
Text 1
Use of English Word formation: changing verbs to nouns
1 A 2 D 3 A 4 B 5 A 6 A
Comprehension and summary:
Text 2
identifying information
7 C 8 B 9 A 10 D 11 A 12 B
Listening Three-way matching
Text 3
Speaking A complete test
13 B 14 B 15 D 16 D 17 C 18 B
Writing A report: giving explanations

Ask students to suggest when they might use the

expression all in the mind. The expression is normally c discuss answers with a partner.
used to suggest that a feeling, memory or experience is Discuss answers as a class.
imagined and not real. The overall theme of the unit is
the mind and psychology.

1 It implies that the commonly held vIew was tliat the

secret
Introduce the activity by asking students whether they
have ever taken a personality test and what personality
tests they know about or have heard of.
When students have done the test, ask them to work in
pairs to discuss the five questions. Allow a few minutes
for this and then compare answers as a class.
Finish by asking the class whether they take after or
have anything in common with any members of their
families and in what way. Elicit from students any
experiences they can think of that might change
someone's personality.
mind was rational and people had control over
their actions.
2 It suggests that the mind's functions are connected
to our physical well-being.
3 In the first paragraph, the description of the
seasonal changes shows an understanding of the
predicament, and the use of phrases like
'consequences can be severe' and 'those who
suffer' suggests sympathy.
4 Mental processes can be influenced bY; internal
factors, such as the unconscious, andexternaJ
factors, such as stress and climatic changes.

examples in
1 Part 1
This activity aims to encourage students to read
through the texts to get a general idea of the content Discuss answers as a
they attempt the multiple-choice gap-filling
exerCIse.
Discuss answers as a class.

All three texts are ",..,.~'''',Yn£"i

116
 rU'~~U.ll1I:iJ answers 4 The structure arrange you a place is
Text 1
This be corrected to I'll arrange a
4 has virtually no, The other options requirt;: any.
when to the cinema + object).
5 bordered en The other options would be
5 behave The structure behave particularly happy is
towards, or approached and do not This could be to He doesn't
require a dependent pre~position. behave in a particularly happy way with no
Text 2
object).
7 treated it with little respect The other options
6 resolve The structure something will resolve is
would be accorded I offered it little respect, or impossible. This could be corrected to I'm sure that
valued it. some problems will resolve (verb + object).
7 approve The structure approve that something
8 believing it to be The other options would be seeing I
regarding or crediting it with being.
happened is impossible with this sense of the word.
This could be corrected to I don't approve ofwhat has
Text 3
happened with no object).
15 led to a simple cure other options would be
brought about, resulted in, or produced, which does 8 agree The structure agree something to be is
lillPO~,slt)Je. This could be corrected to Experts agree
not require a dependent preposition.
an original + object).

E This activity focuses on the use of dependent

prepositions, a form of complementation. Students
choose a word for each sentence first, then check by
Ask to rewrite original sentence using
referring back to the texts.
the verb that doesn't fit. Examples are given in the
Check answers as a class. t:A~Jld"Udl"lUlJ~ to key.

1 barren 2 doubts 3 centrel 4 suffers

5 effect 6 cure Introduce the activity by asking students if there
are any metaphorical uses of head or heart in their
languages.
F This activity focuses on verb patterns, another
instance of complementation. answers as a Focus on the whole expression
in the sentences given.
Check answers as a class.

1 to have a head for

1 e 2 a 3 b 4 c 5 d 2 to take something to heart
3 comes to a head
4 to break someone's heart
G Ask students to consider why one of the verbs does
5 to one's head above water
not into the pattern as they are doing the activity.
6 one's heart iSh't in
answers as a 7 in my heart of hearts
8 to let go to one's head
9 to be head over heels in love
10 to lose heart
1 demanded The structure demand someone to do is
impossible. This could be corrected to He demanded
that I do the work + object).
2 assisted The structure assist to do is Iml00SS10Jle.
could be corrected to She assisted them in challenging
the status quo + object).
3 told We This

117
 Extra activity
Use this activity to revise / practise adjectives
describing personality. 2 CVs, application forms, interviews, practical work-
based tests, psychometric tests, selection days, a
Ask students to imagine that their house is on fire probationary period of employment, auditions.
but they have just enough time to rescue five
treasured possessions from the flames. Ask them to
write down these five treasured possessions on a
piece of paper. Remind them not to put their names Word Paper 3 Part 2
on the piece of paper. A Remind students that each set of verbs uses the
When they have finished, collect the pieces of paper same suffix.
and redistribute them around the class making sure Check answers as a class. Note spelling.
that each student doesn't get his or her own list.
Ask students to describe the personality of the
person who wrote the list based on what is contained
in it. If the class know each other well, they can guess 1 justification modification gratifi cation
who wrote it. 2 appearance resemblance assistance
3 dismissal referral renewal
If you have a large class, the activity can be done in
4 announcement embarassment development
groups of 4-5 students.
5 indication reiteration separation

Extra vocabulary
B Remind the students to read through the whole
See page 176 for ideas on how to exploit this vocabulary.
text first to get an idea of what it is about before
primal (adjective) the earliest origins oflife, very basic
deciding what form of the word fits each space.
outrageous (adjective) shocking and unacceptable
Whether a negative or positive form of the word is
dysfunction (noun) a state of not working properly
required will depend on the context.
overcast (adjective) covered with clouds
blustery (adjective) very windy Check answers as a class.
barren (adjective) not fertile or productive
banish (verb) to make something / somebody go away, order Background notes
someone to leave a place DIY stands for do-it-yourself and is used to describe
resolve (verb) to find a satisfactory solution to a problem the type of store or shop where items for doing home
improvements can be bought.

language In use Key

1 impressively 6 notification
S8 pages 167-169 2 psychological 7 unsuccessful
3 applicants 8 assurances
Just the job 4 relationships 9 dismissal
Introduce the activity by explaining to students that the 5 productivity 10 extraordinarily
phrase just the job is used to describe something that is
perfect for the situation. C Allow students a few minutes to discuss the
Ask students to work in pairs to discuss the two questions in pairs. Compare answers as a class.
questions. If students find it difficult to come up with
ideas, ask them to consider what qualities are needed Alternative activity
for each of the jobs illustrated and how they could find Ask students to read the text and discuss the questions
out whether candidates possessed these qualities. in pairs before they do the word formation exercise.
Compare answers as a class. This will encourage them to read the whole text for
gist first.

118
The following activities provide revision of all the
2 h Why was I the last to be told?
grammar structures practised in unit.
3 f Do you mind if I smoke in here?
4 a He is known to have applied illegally for a
passport.
Remind students to consider the structure of the 5 e She apologised for causing so much trouble.
whole sentence in text before choosing an option. 6 c There's no point in trying to make her chang~ her
Ask students to match the correct option to one of the mind.
7 d I regret to say that we cannot give you the job.
sentence structures in the list. These are included in the
8 b She warned the children not to go near the cliff
key.
edge.
Check answers as a class.

forms
1 have uses of have and get Draw students' attention to the example and check
2 can one predict inversion they have understood what to do.
3 for which relative clause
4 It deft sentence Check answers as a class.
5 have uses of have and get
6 what cleft sentence
7 whose relative clause 1 anyone want to know
8 not only inversion 2 the car not been fitted
9 but also of same inversion 3 might have told
10 what deft sentence 4 cannot possibly have predicted
5 must have been driving
6 needn't have bought
7 must have been taken
8 had had
E

otolcoltnal)Je ""rot·;",' ...r 12 TB page 157

1 will have been waiting
2 don't imagine
3 has been working See page 176 for ideas on how to exploit this vocabulary.
4 sounds reiterate (verb) to repeat something already said for emphasis
5 still hadn't been built I was still being built overrule (verb) to change I reject an official decision
6 is leaving dissonance (noun) lack of agreement or a harsh combination
7 have read of musical notes
8 is being refined (adjective) made pure by having other substances
removed, or polite, well-educated and able to judge quality
F Draw students' attention to the and check lucrative (adjective) producing large amounts of money
understood what to layoff (verb and noun) become redundant, not needed for
any
answers as a inundated (adjective) so many things that you are unable to
deal with them
vague (adjective) not precise, unclear
futile (adjective) no chance of success
to satisfy a wish or please somebody

119
 Te~l
1 1 to show that their is
them and not anyone else
2
Text 2
3 The writer is not "";m"'n"~''''
deJro!2:atc)rvexpression
4 to that Adam
to psychiatrists psychoanalysts. Allow
students a minutes to discuss questions in

C
answers as a class.
in context
expressed in both texts.
Po:sslble answers
answers as a
1 The essential difference between the two

as a medical doctor first and treats clients who

have a mental illness. A deals with Te~l
clients who are not ne;ce~>salrily to 1 cannot do the
overcome emotional what some believe.
2 A """"ff'h i"tri"f 2 that the man could

on
past Te~2
These as{:leC1:s 3 that we may be able to do
~A~+;.~~r'rlinthetwote~s about it
"m.,..oi·hir.<5 ourselves.
which follow. 4 This reinforces the idea that there is no easy and
sudden solution to the nrr,hl"'m<::
5 A couch is associated with a
Discuss answers as a class.
and the writer wants to make clear that Adam
ideas is different.
are mentioned in 6 This that n',,,,,,nr,,, is not a
texts. science.

1 Both texts eQuid be found in articles from

;::'UlJI<:;,#t of

answers as a

120
 1 you a m!;SleaOlnJ2.

4
the world is rej:118(:ea
of the interior one' (Text 2)
5 '~E;I~~(nO!W!E~dE~isnota It is a
not to is
waste oftime.' 1)
6 can be a means of from life', 'it
to pay attention to a
can be from (Text 1) listening

by discussing with why

statements 2, 3, 7 and 8 are not relevant to the
summary. survey by finding out which of the
class, some
I"OlSSllDle answers

Statement 2 is not because text 1 'We

our lives around fears: This does not mean
that afraid.
Statement 3 is not relevant because text 2 says
sad is of what it means to be
>:>'-'F;F,"'CtL'" that n"">lpr,n",

cannot
Statements 7 and 8 are not relevant because do
not refer to the of 1<::\f,('nf1Af',:;<I\,I<:tI<:t

E See SB page 49 you your

on first time, allow
some time to about their answers.
a second time.
up to and
to compare answers a
you to think too
mrOSIJe{;UCIn can be a answers as a class.
,,,,,-,,,,,,,"'''',, it can you
'false ideas about Who you are and can result in ,further
caused you to think the
ne>,,,,,,th/A a<>!~""JC'" of your life. 1J 2838 4M 5J 6J

of our afternoon 'Let's talk' slot is

and with me in the studio are teachers Mark
who have been part of a
government team research into the ability of
to hear and listen in class. what has been the
result of the research? Have we found out anything new?
we've known for a long time that the
ear is the most remarkable musical instrument ever
enables the brain to the sound of
other and can even entire

121
symphonies. We decided to delve even deeper into its been listening to. This can be extremely embarrassing
powers. both for the listener and the speaker, and a waste of time
JUDY I couldn't have put it more succinctly! Its capacity is - your time as well as the speaker's. There are actually
truly astounding: It can discriminate between millions of three very good tried and tested techniques you can use
nuances in sound. Between the outer layer of the eardrum for improving your listening ability: self-motivation, setting
and your brain, there are tens of thousands of to listen, and key selection, which means
interdependent structures. But what we were really looking connecting key words and images to each other.
at was why our listening habits are so poor. We wanted to JUDY Now that's actually vital in all this, isn't it? All of
try and find out how we can improve them, particularly at a these are among the most tried and tested methods of
young age and use them to the advantage of our memory improving any mental performance. Self-motivation is very
and other senses. closely related to willpower. And setting yourself to listen
MARK What we were finding was that some of our can be practised by own individual listening
students were easily distracted in class. Now, you know as set out to hear more of
well as I, that it's to feel completely motivated what goes on - at work, while travelling. You
and involved in every lesson you attend. I think we would can yourself little tests for detecting
all agree, looking back to our childhood, that that differences between, say, the songs of different and
particular scenario is nothing short of utopian! the noise level at work or school at different times
JUDY Speak for yourself! But, joking apart, I am quite of the day. And to help you remember, you can connect key
ready to admit that not everyone would be totally riveted by words and images to one another. This will help you first of
each and every lesson - especially on a hot Friday all then remember what you have heard.
afternoon. But the interesting thing about distraction is PRESENTER Thank you for that and now ...
that it comes in two guises: first there's the external
environment, and then, there's our own internal thoughts.
MARK Actually, it's a combination of these two factors that
leads to most distraction. On the other hand, what I find B
really fascinating is how the mind can reject sounds can
around us that we're not interested in. We can sort of six statements.
switch off to the sounds that don't concern us and
concentrate on those that do. in to discuss the questions
JUDY But there's always an exception to the rule! A to note down their suggestions for
screaming child is one noise that nobody can blot out- remembering concentrating. Allow five minutes
even if you aren't the mother! There's no doubt, though, this.
that aware of this ability to blot out certain sounds
will help your powers of concentration. For example, if suggestions as a
you're in a crowded gathering, most people can train wish, write students' suggestions on the board
themselves to ignore things they hear but don't want to
discuss as a class ones think would be
listen to. If you try it, you'll find that you're able to pay
most ptt,prtnrp
attention, despite the surrounding noise, to the person
you're interested in.
MARK But to come back to a lack of concentration - take
boredom, for instance. This usually occurs in a situation
where we are 'obliged' to pay attention, but in which our
interest. is not engaged. And the result is a m
of the mind, and an almost

JUDY an interesting sideline to that is how it can be

tackled. There is one technique for highly boring
and I take your point about being under 1 b 2 e 3 g 4 c 5 f 6 h 7 a 8 d
pressure to listen. I don't think anyone would take
to that! But the thing to do is adopt the position
of a strongly critic. You can lean forward 'all
ears', even when listening to something This
means that your attention is directed to a complex,
constructive criticism of all that you are
MARK And we mustn't forget - one last
tnr'nQ'ttir,n what you have been to, or should have

122

This section provides a complete speaking test to be
used for exam practice.
Before starting the activity, ask students to dose their
books and elicit from them what each of the three
stages of the speaking test are. Also elicit what speaking
activities they have practised in previous units.
If possible, students should work in groups of three.
Before they begin, establish who will take which role
(The Examiner/Observer, Student A and Student B),
and that these roles will change.
Explain that each student should follow the
instructions in the appropriate column of each table.
While students are speaking, monitor and make notes
on any points of fluency and accuracy you want to
focus on in a feedback session at the end of the activity.
Feedback can be given at the end of each activity or at
the end of this Speaking section.
Paper 5 Part 1
Play the recording. Students listen to the
answers and how the candidates give full responses.
Britain. In Sussex and West Sussex, you know near
Brighton and in Bognor Regis.
INTERVIEWER OK and could you tell us the main reasons
why you are learning English Muriel?
MURIEL Yes, of course. I-I came to England to improve my
English in view of getting a better job when I go back. Yes.
INTERVIEWER OK. Thank you. Now we'd like to ask you what
you think about one or two things. If you could study another
language apart from English, which one would you choose?
MURIEL I would - I would choose Chinese, because I think
the economy of China is booming and I think it might be
useful to learn Chinese to get a better job and also to
travel in China.
XAVIER I think I would learn Spanish, because ... while
China is ... undergoing a - an economical improvement, I
think that the South of America or the south of the
continent will be the next region in the world to ... to
improve its economy.
INTERVIEWER Thank you. And Xavier, how important do you
think it is to be ambitious in life?
XAVIER I think it's important because ... ambition helps
you to have goals in life. If you are not ambitious
sometimes, you don't need anything, so you don't see why
you would have to work or to earn a living or I don't mean
judging people only with their wages or salary - it's like
judging a book by its cover - but I think it's important to be
ambitious because it helps you .... Yes.
INTERVIEWER Thank you.

INTERVIEWER Good morning. My name's Petrina Cliff and

B Confirm that each student knows precisely which
this is my colleague Thorkild Gantner. And your names are role they will take and that 'the Examiner/Observer' is
... ? looking at SB page 175 .
MURiEL Muriel Carbonet.
After 3 minutes, stop the
XAVIER Xavier Laurent.
INTERVIEWER Xavier. Thank you. Could I have your mark
sheets please? Paper 5 Part 2
XAVIER Of course. There you are
each student knows precisely
INTERVIEWER Thank you. Now first of all, it would be nice
role they and 'the Examiner/Observer' is
to find out something about each of you. Where are you
from Muriel?
looking at SB page 175.
MURIEL I am from Paris. Draw students' attention to exam
INTERVIEWER And you, Xavier?
XAVIER From Paris as well.
INTERVIEWER Do you live in the city centre?
MURIEL Right now you mean? No I live in the
Buckinghamshire County. I live in a place called
Prestwood. It's after Amersham, yes.
INTERVIEWER And how do you travel to school, Xavier?
XAVIER Well, it's easy for me because I am living in the
school premises. The classroom is on the first floor and
I'm living classroom on the fifth floor. So I just have to
travel by lift.
INTERVIEWER OK. Could you tell us what you remember
most about your childhood?
XAVIER ... Maybe the boarding school, or ... some holidays
I spent here for exchange in family - in families in Great

123
E Students can stay in the same roles for this activity. C
Draw attention to the exam tip before they
begin.
1 The writer has answered the well
£"'ml<:>""no the three areas mentioned in the
7 and by the necessary additional
information. The writer has also used a formal,
2 Part 2 suitable for a report of this
is also with clear
sections and
notes 2 Both the benefits and the drawbacks of the scheme
Continuous assessment is an to assessment have been clearly stated the writer with
based on marks or grades given for a single exam taken reasons and
at the end of term or of a course. It consists of marks or 3 The writer's recommendations are clearly stated in
grades being awarded for a series of assignments, the conclusion which includes a brief summary of
projects and short tests given to students throughout the students' reactions although 'some
the term or course. The final mark or grade is based on seems rather
an average of all marks or grades awarded.

students' attention
1 The benefits ofthescl1eme, the drawbacks and to make wntmg
mt>nrl,,,'tlr\n<> for improvements.
~VLhHU'-' how the link
2 when experiment took to
how the
LUGLAVB in the sentence.
scheme was organised, Le. wha'ttype of continuous
assessment was used. E "A'''HI,_'''' and
3 The to the benefits remind
and drawbacks, and ideas for .improvementS,as
weli as the mentioned. in 2.·
4 Brainstorm on and
drawbacks to a continuous assessment scheme
POissiibBe answers
as a class. Use the notes in the Background above
if necessary. Brainstorm possible. ideas He worked and as a consequence of this, he did
overcome the drawbacks. well in the exams.
He worked hard because he wanted to do well in the
exams.
well in the exams would mean him working hard.
hard resulted in him well in the exams.
His success in the exams stemmed from the fact that
he worked hard.
He wanted to do well in the exams and therefore he
worked hard.

in turn discuss

124
 1 1

lA 2A 38 48 5C 6C
78 8D 98 108 11D 12A

3 Part 2
B
1 autho ritative 6 innovative
2 influential 7 invariably
3 8 extraordinarily
4 abnormal 9 implications
5 manifestations 10 controversial

3 4

1 gave me an assurance that he would

2 insisted on my being
3 was anxious not to be
4 fed up with being treated
5 up to my ears in work so
6 were in favour of changing the system
7 stemmed from the fact that
8 made such an impression on the judges

page 137

pages 142-143

125
 u 1 -------------------1 Total: ~
c

I noticed an ad a demonstration of the 'Quit

1 Jeff's a .................. - never really
supportive when things are going wrong.
2 Frank is always moving from one town to another,
never settling down - he's a real .................. .
3 Veronica is a .................. - she never stops
trying to out what's happening in other
people's lives.
4 Don't be such a .. . . .. . .......... - by not joining
you're spoiling everyone else's fun.
5 has been a .................. since she got
job - she has made so many changes for the better.
(5 marks)
B gap one or two
1 spending so much time in for
match, the team found it hard to come
.................. with their defeat.
2 Schools have come .................. a lot of criticism
failing to provide education on the dangers of
smoking.
3 At the moment, won't agree to our plans, but I
think she'll come .................. if you keep trying
to persuade
4 government intends to come ................. .
heavily on hospitals that are performing badly.
5 comes.. .. ............. words that I've
before - can be really difficult to
6 7
7
now' hypnotherapy technique - it was taking /
giving / having place at my centre.
2 Poor health can damage your emotional safety /
well-being / comfort.
3 Smoking can take / make / have long-term effects
that won't emerge until the distant future.
4 yesterday's victory, the champion can now
take his honorary / rightful/valid place amongst
the greatest heroes of boxing.
5 I decided not to join the luxury health club - it was
ridiculously / hysterically / crazily expensive.
(5 marks)
'---''-'U'ln'-L'- the missing in each of
sentences.
1 people are very Coo ............... .
about alternative medicine: they don't really trust
its effectiveness.
2 The new fitness system requires no p ................. .
experience - even an absolute beginner can use it.
3 You should never exceed the recommended
d .................. with these pills as it could
be dangerous.
4 The hike through the mountains was so physically
demanding that I felt completely d ................. .
energy by the end.
5 I very a .................. about my dentist's
appointment - I was convinced something bad
would happen.
6 I always experience a tremendous feeling of
e .................. at the moment when I take off in
an
I find a hot,
s ............. oo ... aching
8 At nearly everyone s ................. .
9 all his

8 1. ................. .
10 After two in confinement, the
to come .................. . p .................. with the guards to
9 After of out.
00 marks)

idea of

(10
126 Proficiency Masterclass © Oxford University Press lII~iIIii~lIIilIIiiil
 Unit 2 _________________________________ f
wta' : 25~

10
"rn,"Vllna on

new programme it's become

1 .................. confused or failing to (10
something
2 .................. more enough, in c correct
3 .................. no longer in use
4 .................. highly disastrous 1 the equipment we
5 .................. according to a U~~.A~'.H'. (care)
6 .................. or remarkable 2 it's .................. to expect us to complete
7 ... ... ... ... ... ... to cause or concern in such a short period of time. (real)
8 .................. very thin 3 Government .................. of
(8 marks) some previously UUAUH.U.

of r."nTrnv,prov
B a 4

1 Only
5
2 as virus
................................. ? the technician. (appear)
3 I think you 6 close and shut are completely
.................. in most circumstances. (change)
spend more time on your 7 ballroom-dancing, she found she
4 I'm in (favour with Jack) ................................ .
was too .................. to good at it. (coordinate)
at the moment I with biology (7 marks)
assignment.
5 It's essential
gets

Proficiency Masterclass © Oxford University Press Iiml:lDlImI 127

 U 3

3 pn·PTl"P!"' • • • • • • • • • • • • • • • • • • out
room curtains to see
were up to.
4
2
5
3

at moment.
4 The Prime Minister unexpectedly declared I
decreed I assumed his support new 7
football stadiums.
5 Albion
ULJcC-UU'" disastrously deflected / detracted I ,'HJOrT,,,,
into his own goal.
6 officers are C Fill
army
personal use.
7 She so finished I / dry of emotion
long ordeal on lifeboat that she could
hardly spealc.
8 was a terrible I aroma I scent
commg kitchen.
9 is overcoming / overbearing / overwhelming
evidence thief escaped window.
10 With an sense of fate / destiny / doom,
Titanic realised ship was

11 soldiers were taken to shock / task /

asleep on duty.
12 (5

13 not

(13

128 Prl11,ficiip.ni~V Masterclass © Oxford Press

 Unit 4 Name _ ------------------1
A Rewrite each sentence using the word given in
Do not change word.
I When our flight was delayed, we had to accept the
idea of spending the night in the airport. (resigned)
2 The idea of travelling across the Sahara in an old
coach didn't appeal to Mark at all. (unattractive)
3 Travelling alone is not just a matter of taking a
good guidebook with you. (more)
4 A performance of traditional dance is scheduled
for this evening in the village square. (take)
5 The backpackers underwent three hours of
interrogation by the border guards. (subjected)
6 Not only was our last holiday expensive, it was also
a disaster. (besides)
7 Paul never took other people's feelings into
consideration. (insensitive)
8 For Miriam, the long journey up river was an
adventure. (regarded)
(8 works)
B a suitable word from box.
weary optimistic affected infested
dejected disillusioned
The drawbacks of independent travel in tropical
climes can leave even the most (1) .................. of
travellers feeling (2) ................... Even if you
survive the cheap hotels (3) .................. with
bugs, insects or other tiny creatures, you will certainly
be (4) .................. by the heat and humidity,
which can make you feel so (5) .................. that
you the energy to make the most of your trip.
P • ."fi",i"",,-v Masterclass © Oxford University Press 'A!12'.I§+!mp,
. Total: -30
Some are left feeling so (6) .................. by the
experience they wonder why they ever set off in
the first place and are often (7) .................. to ever
attempt such an adventure again.
(7 marks)
C Fill each gap with one or two words.
1 The extravagant meal in the restaurant meant that
we ran .................. money and couldn't take a
taxi home.
2 It's a little bit arrogant of you to look down
.................. at other people.
3 After spending two hours in the pouring rain, Steve
looked like a .................. .
4 Don't look a .................. in the mouth: take the
chance of a free holiday when it's offered to you.
S The thief was caught .................. when the
police burst in just as he was opening the safe.
(5 marks)
D Unscramble the letters to make a suitable word.
The first letter is given in bold.
I After hacking our way through the thick
undergrowth for five hours, we eventually
.................. (erdemge)into a dearing in the forest.
2 A .................. (uageucoors)person is one who
shows great strength of character in the face of
opposition.
3 Many areas of Africa are dusty and ................. .
(idar)places with very little rainfall.
4 The travel agency has a worldwide ................. .
(tenorkw) of branches.
5 As the house had been empty for some months,
there was a ......... smell when we arrived. (ysmut)
6 As the sides of the valley were extremely steep, we
had to .................. (ablermc) up on our knees.
7 become so .................. (sdeobses )with
the idea of visiting Tibet that she can think or talk
8 got a .................. (veseerpr) pleasure from
setting off the hotel fire alarm and annoying all the
guests.
9 Despite the actors' professional status, their
performance was so .................. (maasteurih)
that most of the audience left early.
10 Mike showed how .................. (refuerocsul) he
was by repairing the car with a few spare tools.
(10 marks)
129
 5 Name _______________________________ !Total: 30

Complete collocation in each sentence with a 4 She wasn't really upset when I lost my job - they
word from the box. were only (false tears) .............................. .
5 The public inquiry into noise pollution is very slow
stage throw call
- it's proceeding at a (very slow speed)
harsh grave raIse vast
drastic run tremendous controlled
(5 marks)
1 The chemical factory was closed down because it
was pumping .................. amounts of toxic
C Replace phrase in brackets with a suitable
expression words light or dark
liquid into the river.
2 zoo management committee have decided to 1 Fresh evidence about how the dinosaurs became
.................. a meeting to discuss falling visitor extinct has recently (been discovered)
numbers.
3 Phil managed to .................. the alarm as soon 2 After spending months on her school project, Anne
as he saw smoke coming from the heater. began to see (that this difficult period was nearly
4 Animal rights groups are planning to ................. . over) ................................................... .
protests outside shops selling fur and leather 3 City Council is trying (not to tell us anything)
products. ................................................... about
5 Unless .................. action is taken soon to their plans for redeveloping the parkland areas.
reduce the volume of traffic in the cities, pollution 4 Jenny must have been tired - when she went to bed,
levels will become intolerable. she (went to sleep immediately) ....................... .
6 We decided to .................. a party to celebrate
winning a government grant to set up a bird 5 No one knows anything about Carol- she's a bit of
sanctuary. a (mysterious person) ................................. .
7 Many species of tiger are in .................. danger (5 marks)
of extinction due to the destruction of their
natural habitats. D Fill each gap with a suitable adverb from the box.
8 Chinese zoologists are trying to get giant pandas to deeply blissfully perfectly greatly
breed by keeping them in a strictly ................. . fully seriously bitterly highly
environment.
9 The .................. realities oflife in the wild are 1 All the wardens working in the wildlife park have
in stark contrast to the idealised picture we get been .................. trained.
from television. 2 The minister was .................. offended by the
10 The Green Party is going to .................. an bad language used by protesters during his speech
advertising campaign to raise the public's on the environment.
awareness of environmentally friendly products. 3 All workers in the safari have to be .............. .
(10 marks) insured in case of accidents while on duty.
4 The revellers on with their party,
B a suitable .................. unaware that they were disturbing
neighbours.
1 We had a (really good time) .......................... . 5 Despite daytime temperatures, it can get
on safari, with parties every night and stunning . ................. cold at night in the desert.
landscape to see during the day. (5 marks)
2 Farmers in some developing countries can barely
produce enough food to (survive)

3 I tried to convince John that the environment was

in danger, but I soon realised that I was ( wasting my
time) ................................................... .

130 Pr«1.ficiiAI'U~V Masterclass © Oxford University Press mllBm~1

Vocabulary Unit 6 Name _ ------------------1 . Total: -30

A Complete the missing word in each of the C Add the appropriate negative prefix to each of
following sentences. these adjectives.
1 Oscar's remarks are so w .................. - he uses 1 .. ....... agreeable 9 ......... reverent
words in such a clever and amusing way. 2 ......... coherent 10 .. ....... auspicious
2 Don't be c. ................. ! Only a five-year-old 3 ......... mortal 11 ......... honest
would cry over a broken toy. 4 ......... authorised 12 . ........ biased
3 I tried to convince Pippa that it's in her interests to 5 ......... violent 13 ......... understood
go, but she's too s .................. to see the facts. 6 ......... capable 14 ......... enthusiastic
4 Smith's solution was i .................. , amazing his 7 ......... plausible 15 ......... logical
colleagues with its cleverness and originality. 8 .. ....... literate 16 ......... just
5 Carl's manner immediately struck her as (8 marks)
c. .............. -so pleasant, polite and sophisticated.
6 When the islands were discovered, the natives Fill each gap with the correct form of the word
treated the explorers with a sense of c ................. . given.
innocence and generosity. 1 The theory that some of Shakespeare's plays were
7 With his blond hair and blue eyes, Gina thought he written by someone else has been ................. .
was really c .................. . false by new evidence. (prove)
8 Phil's a c .................. character - he deliberately 2 In romantic novels the handsome hero .............. .
tricked us into paying for his meal. falls in love with the heroine and they live happily
9 I think the book has quite an a ............... storyline. ever after. ( vary)
There were times when I couldn't help laughing. 3 The painting had a very innocent .................... .
10 Tina is a very d .................. person - once she quality that many people admired. (child)
sets her mind on something, there's no stopping her. 4 After gaining access to the computer, Bond
(10 marks) succeeded in .................. the encrypted enemy
information. (code)
B Replace the phrase in brackets with a suitable 5 There are .................. writers trying to get their
expression related to words and reading. work published these days. (number)
1 The actor read through his part in the scene over 6 What makes him .................. is his easy-going
and over until he (knew all the lines by heart) and open manner. (like)
7 The film is .................. because of its amazing
2 The actual words in the text are quite simple and photography and powerful acting. (memory)
straightforward, but, if you (look closely at what is
implied) ................................................ , (7 marks)
you'll realise that it has a much deeper meaning.
3 The student's essay on Dickens was failed by his
tutor because he had copied it (in exactly the same
words) .................................................. .
from an article in a literary journal.
4 The journalist was told by his editor, ( very briefly)
............................................................ ,
that his article was rubbish.
5 Victor was so upset and surprised by his wife's
sudden announcement that he was (unable to find
anything to say) ....................................... .
(5 marks)

Proficiency Masterclass © Oxford University Press Pl1otocopiallle 131

 Unit 7 ------------------1
Complete missing word in each of the
following sentences.
1 Prime Minister has come in for heavy
c. ................. in the press for his failure to deal
with the economic crisis.
2 Staying in luxury hotels, throwing expensive
parties and taking exotic holidays are just a few
aspects of the e .................. lifestyle that people
are tempted into after winning the lottery.
3 In her newspaper article, the journalist perfectly
c. ................. the mood of the ordinary people
on the subject of unemployment.
4 The market in computer software is very
1. .............. at the moment, with some companies
making huge profits in a short space of time.
S Some museums are considering returning ancient
art treasures to their country of origin as they are
regarded as part of that country's h .................. .
6 The dictator d .................. of all his political
opponents by either having them imprisoned
or deported.
7 This particular 1. ................. was chosen for the
new youth centre as it is close to the housing estate
where most of the kids live.
8 MyoId, battered dictionary finally d ................. .
when I dropped it on the floor and all the pages
fell out.
9 Being 0 ............... means that you can spot small
details in a scene that most people don't even notice.
10 What caused the famine and starvation in the
country was the fact that many international
organisations had failed to realise the g .............. .
of the situation beforehand.
00 marks)
B each gap with one word.
1 The Rennaisance in Italy is as
golden .. ... . ........... of art and literature.
2 There's plenty of beer in the fridge;
................ " to whatever you want.
3 The golden .................. when taking an
important exam is not to stay up revising until the
early hours the night before.
4 Although William lost his job, he was given a
substantial redundancy payment, which just goes to
show that every cloud has a silver .................. .
132 Prl'l,ficilem~\f Masterclass © Oxford University Press
Total: 25
S On his retirement he was given a golden
.................. of a fat cheque and an engraved
watch in recognition of his many years of loyal
service to the company.
6 Watch out for Pete, he's so silver- ................. .
that he can persuade anyone to do anything!
7 If you can't manage moving flat on your own, ask
Richard, he's always willing to lend a helping
8 What really showed that Silvie had a ................. .
of gold was how she gave up her free time to help
orphaned children.
(8 marks)
C Underline correct word in italic.
1 If you're planning a general knowledge quiz,
encyclopedias are a wealthy / rich / affluent source
of information.
2 One aspect of sociology is the study of how
humans have interacted / interfaced / intersected
with each other in different communities at
different times.
3 The development of the internet and satellite TV
has meant that mass communication is no longer
contracted / confined / constrained by geographical
factors.
4 The whole community was in the grip / clasp / grasp
of fear when they heard that there was a killer on
the loose.
S All the people in the village were given vaccinations
to prevent the extension / growth / spread of the
disease to other areas.
6 I wonder if you could help me over / out / through
with my course assignment, I'm a bit stuck for
ideas at the moment.
7 The decision by the college authorities to reduce
the number of places available in the halls of
residence bore / grew / bred discontent among
the students.
(7 marks)
'P@{.!M.Jmnm
 Unit 8 Name ------------------1 . Total: -25

A Replace the phrase in brackets with a suitable 7 The police knew what Collins was saying wasn't
expression using the word fall. true, but he persisted in lying through his
1 Dick's car is so old that it's beginning to (have parts
come off it) ................................. . (7 marks)
2 It's always best to have some money saved which
you can (use when you need it) C Fill each gap with a verb and a preposition from
the box, making any changes necessary.
3 Many families have (failed to keep up with) wind track tip accuse
................................. the payments on their drop walk
I. fall
loans due to the downturn in the economy.
4 All my plans for a holiday in the Bahamas (came to I off out of up
nothing) ................................. when the tour away down m
company I had booked with went bankrupt.
5 The money the charity organisation raised (didn't 1 Jack .................. of university in order to
reach) ................................. the amount they become a rock musician.
needed to set up the drug rehabilitation centre. 2 A group of students from the high school were
6 The gang members (attacked) ....................... . . ................. stealing cassettes from the local
their rivals with dubs and chains and the police record shop.
were called to break up the fighting. 3 My mother always warned me that if I didn't study
7 We had been worried that the months of planning hard enough at school I would .................. in a
and preparation for the school concert would come dead-end job with no prospects.
to nothing but, fortunately, everything (came 4 Someone .................. the police that a bank
together) ................................. just at the robbery was going to take place the following day.
right moment and it was a huge success. 5 The police eventually .................. the escaped
8 Paul's mother became worried when the principal criminal living under a false name in Malaga.
of the school informed her that he thought Paul (5 marks)
had (become involved with) .......................... .
a group of football hooligans. D Underline the correct word in italics in each
(8 marks) sentence.
1 The movie actually carries / bears I shows no
B Fill each gap with one or two words. resemblance to the original novel on which it is
1 I've been thinking a lot about something recently, supposed to be based.
and I want to tell you about it - I really need to get 2 After two years living in central Africa, it came as
it off .................. . no surprise to Jim when he fell / came / lay victim
2 I can't take any more of his attitude - I'm going to to a bout of malaria.
tell him what I think and have it .................... . 3 I've never felt entirely at comfort / ease / leisure with
with him once and for alL the new director as has a manner which I find
3 John and Emma's relationship improved after they somewhat intimidating.
had their heart .................. - such a frank and 4 rise in adolescent crime rates has /
confidential discussion can really dear the air. put / fallen down to a lack of proper parental
4 Be careful what you say to Dave - he often takes control.
people's comments .................. . 5 I don't want to raise / lift / expand your
5 Alison's always doing the wrong thing - it's time expectations too high, but it's quite likely you'll get
someone sat her down and talked some a promotion soon.
.................. into her. (5 marks)
6 I had to admit my mistake and apologise - I really
had to eat .................. .

Proficiency Masterciass © Oxford University Press IQ@Nii+iMO' 133

Vocabulary Test Unit 9 Name -------------1
A Fill each gap with a suitable word from the box,
making any changes necessary.
spread speculate fluctuate rum make
crash break go dabble trade
It has become almost fashionable these days to
(1) .................. in the stock market. Most
people who do are not professionals who
(2) .................. vast sums of money, but
ordinary people hoping to (3) .................. a
profit by (4) .................. in stocks and shares.
At worst they expect to (5) ............... even and
get back the money they invested.
However, there are always risks - stock prices can
(6) .................. , going up or down according to
the economic or political climate. The most extreme
example of this occurred in October 1929, when the
stock market in the USA (7) ................. .
dramatically causing a severe and lasting economic
crisis. Confidence in the market disappeared
overnight and panic quickly (8) .................. with
people desperate to sell their shares as prices
plummeted. Many ordinary people were financially
(9) .................. when their stock holdings
became worthless and even some major companies
(10) .................. to the wall, leading to
widespread unemployment.
(10 marks)
B Complete these sentences with an appropriate
expression with pick.
1 She was ........................... from among a
dozen applicants for the job.
2 Even though I know my work is as good as anybody
else's, my boss keeps ........................... me.
3 I managed to ........................... some Spanish
during the six months I was working in Madrid.
4 It's easy to ........................... some bargains in
the end of season sales.
5 After the business went bankrupt, we had to
.......................................... and start again.
6 It's possible to ........................... an unpleasant
illness when travelling in the tropics.
7 We had to ........................... through the
items at the auction as we didn't want to knock
anything over and have to pay for the damage.
8 As Jack finishes work earlier than me, I've asked
him to take the car and ........................... the
children from school.
(8 marks)
134
Total: 30 1
C Complete the missing word in each of the folowing
sentences.
1 In legal contracts involving the sale of property the
person buying is referred to as the p .................. .
2 ... and the person selling is known as the
v .................. .
3 When buying household items, people often buy
on c .................. rather than use cash.
4 Many companies buy in b .................. rather
than order smaller quantities, which cuts down
on costs.
5 I'm afraid the item you want is out of s .............. .
at the moment - we'll be receiving a new order next
week.
6 If you're buying a new hi-fi then it's a good idea
to s .................. around to find the best value
for money.
7 When the stock market collapsed, many financiers
were reduced to p .................. and some even
ended up begging on the streets.
(7 marks)
D Write a word which fits both sentences.
1 Susan was the .................. beneficiary of her
uncle's will as she was the last remaining member
of the family.
Why does the .................. of my left shoe always
wear out before the right?
2 Geofflooked very .................. in a new Italian
suit.
It was a very .................. business move to buy
up some of their smaller competitors and gain a
larger share of the market.
3 At this .................. in the financial year, the
company will need to review its accounts.
Their failure to guarantee delivery on time was the
weak .................. of the company and led to its
eventual collapse.
4 From the sales .................. you can see that the
company's profit has increased slightly.
The band's new single went straight to the top of
the .................. within a few days of its release.
S Hundreds of workers made redundant by the closure
of the factory .................. a demonstration
outside parliament.
The amateur dramatics society .................. a
production of Shakespeare's Hamlet at the local
theatre in aid of charity.
(5 marks)
Proficiency Masterclass © Oxford University Press U@{.!i+@Oa
 u ------------------1 Total: 25

A Fill each gap with one or two words. 5 In politics, the (survival of the strongest)
1 Jim is always negative about other people's work-
applies - only the most ruthless get to the top.
he is far too free with .................. .
(5 marks)
2 The right to free .................. is fundamental to
democracy.
3 Life as a student can be very free and .................. ,
C Rewrite each sentence using the word given.
without any of the stress and responsibilities of 1 You would be wasting your time taking this case to
working for a living. court. (point)
4 Members are not required to pay an admission fee
and can get tickets to all matches free of .............. .
at the dub office. 2 The former dictator gave no indication that he was
S When she was released by the new government sorry for his crimes. (remorse)
after spending ten years in jail as a political
prisoner, she finally felt as free as .................. .
6 Susan was given free .................. in choosing 3 The police ended the fighting between the two
her staff for the advice centre, without having to get gangs by arresting the leaders. (put)
approval from the board.
7 What started as a polite disagreement soon became
a complete free- .................. , with everybody 4 I didn't listen very carefully to the lecture on
shouting at the same time. forensic science. (pay)
S At last, Denise was free .................. her mother's
interference in her personal life.
9 While his father was away, Tony .................. free 5 The students voted to continue the protest against
with his father's car. government education cuts. (keep)
10 The price of the company's shares has been in free
· ................. since they lost the important
defense contract. 6 The defence lawyer felt he had won the battle when
00 marks) his client was cleared of all charges. (scored)

B Replace the phrase in brackets with a suitable

expression using the word law. 7 When the players turned up late for training, the
coach decided to get strict. (lay)
1 Rachel is a (person beyond anyone's control)
•••••••••••••••••••••••••••••••••••••••••••••••••••••• 0 •• '

as she never takes any notice of the office

8 I not intend to spend my weekend writing up
regulations and comes into work whenever she
these reports. (no)
likes.
2 No one, not even the Prime can
(beyond the legal system) ............................. .
9 company couldn't open a new office owing to a
· .......................... - we all have to accept
of (prevented)
responsibility for our actions.
3 Sid beat up the man who had stolen his car, so the
police arrested him for taking (his own steps to get
10 I not imagine what might happen if
JustIce) ................................................ .
we forget our passports. (dread)
4 According to the (strict legal rule) .................... .
· ................................... ,parking her car
outside the hospital entrance was an offence, but
(10 marks)
the police let Mia off because it had been an
emergency.

Proficiency Masterclass © Oxford University Press liim!lrl~ 135

 Unit Name -----------------1 Total: :30

each gap with a verb from the box. Make any 6 The early morning sunlight sparkled / speckled /
changes necessary. glittered on the waves, which created a delightful
split lead undergo oblige blame effect.
attack fight prove demonstrate i During the thirties, Hollywood produced many
flourish add create adjust luxurious / lavish / luscious with huge casts
and elaborate sets.
The music scene in Jamaica (1) .................. a 8 This new home entertainment centre comes as a(n)
major transformation during the period from the kit / gear / outfit which you assemble yourself.
mid-sixties to early seventies with the emergence of 9 Wearing his headphones, Lee could sit back and
reggae. The music industry had difficulty listen to the music, unaware / oblivious / ignorantto
(2) .................. to the new conditions, and the the world around him.
sheer volume of the music (3) ................. , too 10 Because it was his first time sailing, the journalist
loud for most dance hall owners. In response, spent a long time awkwardly fidgeting / fumbling /
enthusiasts organised their own open air dances, frolicking with the ropes that operated sails.
which (4) .................. to a loss of revenue for the (10 marks)
entertainment companies who were eventually
(S) .................. to sell off many of the dance halls. C the gaps in each sentence with a word from the
An increase in drug abuse was (6) .................. on box.
these events, and many older residents of Kingston wine blood beans tape belt
complained about the noise, (7) .................. to sheet biscuit pIe cake tie
the pressure on the new music. However, pancake milk towel carpet tea
independent record producers such as King Tubby
and Lee Perry (8) .................. hard against the 1 Well that really takes the ................. , ; I've never
domination of the major record companies in an seen such an awful movie in my entire life!
effort to get their music played to a wider audience. 2 Operating the new projector is such a piece of
Eventually, the record industry giants .................. that even a beginner can do it.
(9) .................. some of their companies in two 3 Applying for a license to hold an open-air concert
in order take advantage without having their involved so much red ................. .
established labels associated with 'rebel' music. In organisers felt it wasn't worth the effort.
later years, reggae (10) .................. and spread 4 As writer, director and leading actor in the play,
beyond Jamaica, especially when Bob Marley Steven seems to have a finger in every
became an international star. . ................. with this production.
(10 marks) S Her face turned as white as a .................. when
she realised that she had broken the camera.
B Underline correct word in italic. 6 James bought a house in a green ................. .
1 In recent years, there has been a slide / drift / flow area outside the city, by open
away from big cities. woodland.
2 The use of computer-enhanced images has brought 7 about the surprise ending to the must
/ profound / absolute changes in be kept a secret, so the
production.
3 The clerk had a long column / pillar / pile of figures 8 Deborah's joke about the dog goldfish
to add up at the end of the day. as flat as a .................. - no one laughed.
4 Because of its innovative techniques, the film was 9 It's no good crying over .................. - you
hailed by many critics as a significant / serious / can't change what has done.
special achievement in cinema. 10 Jonathan can truly
S The director's temper became a little unrelaxed / .. ................ -his to the
frayed / stressed during the rehearsal. family.
(10 marks)

136 Pr(llficiArl«~V Masterclass © Oxford University Press IIlIa==;

 Unit
ITotal: 30 J
gap with a from the Make any 4 long tension and quarrels between
changes necessary. . ................. a head - the crisis came when
cast border near treat deal
Jill her husband she wanted a divorce.
S Everyone around the dinner table was .............. .
restore resolve come approve gave
dem;Jnil ears - we paid great attention as told us about
expect assist expose disappear
his adventures travelling up the Amazon.
6 Jim's still a little bit .................. the ears - he is
1 The United Nations has .................. that
very naIve.
troops be removed from occupied zone
7 When Sheila told Pete their relationship was at an
immediately.
end, it really .................. his heart - he was
2 Losing a major contract because he'd overlooked
devastated.
some important details .................. doubts
8 Your success in getting your story published is only
upon Jack's ability to do the job.
the first step, so don't let it .................. your
3 The team's star player pulled a muscle days
head - don't get conceited.
before the big final, which .................. a severe
9 You can't really prepare in advance for the questions
blow to his chances of playing in the match.
interviewer will ask you, so you'll just have to
4 I don't think we need to make any changes as this
.................. by ear - see what happens as you go
problem with the new system is only temporary
along.
and will .................. itself in due course.
10 He'd only agreed to take on the project when a
S The doctor said that Susan's illness had .............. .
colleague turned it down, so his heart wasn't really
about as a consequence of stress and overwork.
.................. - he had no enthusiasm for it.
6 These instruments contain very delicate parts
should be .................. with care as they can very
00 marks)
easily get damaged.
7 Mark's behaviour at the staff party ............... on
C Write noun each of these verbs.
the outrageous, although most people were prepared 1 JustIfy .................................. .
to excuse him as he'd had too much to drink. 2 resemble ............................. ..
8 It was Ruth's hard work and meticulous 3 indicate ............................... .
preparation that .................. in getting us the 4 notify .................................. ..
contract to carry out the research. 5 renew ................................. ..
9 Some of the technicians at the nuclear power 6 announce ............................ .
station were given thorough medical examinations 7 produce .............................. ..
as it was feared that they been ................. . 8 assure ................................. ..
to harmful radiation. 9
10 I think you should try work out your personal 10
problems yourself as I don't really ................. . (10 marks)
of so much money for a "",'n~j>=

00 marks)

B one or two
1 tutor's about preparing for the exams
fell ............... ears - they ignored him completely.
2 I know time-consuming sorting out these
now-we've

3 story
was very upset.

Proficiency Masterclass © Oxford University Press IIIIIlIIIII 137

 Total: - - xl00= I
Units Name ______________ . 62 __%
I
c
For questions 1-10, read the text below. Use the word For questions 1- 8, the second sentence so
given in capitals below to form a word that fits in the it has a meaning to sentence, using
space. the word given. Do not change the word given. You
The often dull realities oflife aboard a space station, with must use between 3 and 8 words, including the word
its long periods of (1) .................. , seem a far cry given.
from the thrill and sensation of science fiction movies. 1 Susan's ability to be optimistic about being stuck in
But this was (2) .................. disproved by the incident this deserted town is something I envy.
which occurred on the Mir space station on 26th June
1997 during the docking of a supply vesseL I wish I could ......................................... .
The sudden (3) .................. from view of the vessel like Susan about being stuck in this deserted town.
during the final stages of the docking (4) ................. . 2 It was impossible for him to have seen distinctly
gave the crew on the station the first indication that who was involved in the incident from that distance.
something was wrong. When it turned up again, it out
collided with a science module attached to the station. From that distance, ................................ .
The ensuing situation quickly became (5) ................. . · ................. who was involved in the incident.
for the crew. With air rapidly escaping from the hole 3 My father has allowed me to use his car as a
caused by the (6) .................. , the station was heading temporary measure while mine is being repaired.
for disaster. A catastrophe was averted by the quick- time
thinking and (7) .................. of the crew in isolating For ................................................ , I'm
the damaged section. using my father's car while mine is being repaired.
4 It's only because a magazine advertisement attracted
Although no claims that the station was (8) .............. .
my attention that I took this adventure holiday.
had been made by the technicians, they were still shocked
eye
at just how vulnerable it was shown to be. One factor that
Had a magazine advertisement .................... .
(9) .................. contributed to the near tragedy was
the station's age. Nevertheless, the crew themselves said
·......... .............................................. ,
~

I wouldn't have taken this adventure holiday.

they didn't feel (10) .................. with the mission and
S The climbers seemed unharmed by having to spend
all agreed that the new International Space Station
two nights on the mountain in a blizzard.
should go ahead.
worse
The climbers seemed ................................ .
1 ACTIVE 6 COLLIDE ................................................... having
2 DRAMA 7 RESOURCE to spend two nights on the mountain in a blizzard.
3 APPEAR 8 DESTROY 6 I only managed to see the tennis star for a brief
4 PROCEED 9 ARGUE moment through the crowd.
S NIGHTMARE 10 ILLUSION glimpse
(10 marks) I only succeeded ...................................... .
B · ................. the tennis star through the crowd.
Answer these questions about text in A. 7 I was very grateful to for being so kind as to help
me carry the luggage to the taxi.
1 In the first paragraph, what image of life on a space
did
station does the writer create?
He very .................................................. .
· ................. by carrying the luggage to the taxi.
2 Which word in paragraph 3 highlights the fact that
the space station was a disaster waiting to happen?

(4 marks)

138 Proficiency Masterclass © Oxford University Press ammm=m

 8 Some medicines make you feel worse than you did E
before.
do Write your answer to one of the following writing
Some medicines ...................................... . tasks.
................................................ than good. 1 extract below is part of a magazine article you
(16 marks) read on the effects of recent technological advances
D Gapped sentences on our lives. You have decided to write a letter to be
included in the Reader's Letters section of the
For questions 1-6, find one word only which can be
magazine responding to the issues raised and
used appropriately in all three sentences.
expressing your own views.
1 Any breach of discipline in the army could result in
you having the ................ " thrown at you.
The experiment must be carried out by the ......... ,
otherwise we may face accusations of professional
misconduct.
I think you should take a leaf out of Jim's ........ .
and take up some form of exercise.
2 It will take the team's star player time to
.................. his form after being out so long
through injury.
It was difficult for the emergency services to
......... any bodies from the buildings in the
aftermath of the earthquake. Write your letter in 300-350 words.
She needed several weeks to ......... from the
illness she picked up in the tropics. 2 The authorities at the college where you are
3 We found a quiet, secluded .................. by the studying are considering a complete ban on
river for our picnic. smoking anywhere on the premises. As a member of
We realised we were in a tight ......... when the the student welfare committee, you have been asked
border guards pointed their guns at us. to write a proposal for the authorities outlining
Although running on the ......... is recommended alternatives to the ban and suggesting ways in which
as good exercise, I find it rather boring. greater awareness of the health risks can be
4 Customs officials will .................. down heavily promoted.Write your proposal in 300 - 350 words.
on anyone smuggling illegal goods into the
(20 marks)
country.
We were a bit worried as it took her a few minutes
to ......... round after being knocked on the head.
He has a tendency to ......... out with some strange
expressions he learnt from a old phrase book.
5 The captain sounded the .................. when the
ship began swaying in the high seas.
The doctor said there was no cause for ......... as
the pain would soon go away.
Jane felt a growing sense of ......... when the
children hadn't returned from the boating trip.
6 I have a feeling we have made the wrong decision
but only .................. will tell.
The police arrived in the nick of ......... to prevent
the robbery.
Now's a fine ......... to tell me that you are going to
be an hour late!
(12 marks)

Proficiency Masterclass © Oxford University Press 'Altm.tq.l.!mmp 139


------------------------------l__
c
text below
in each space.
When Isaac Newton walked along the beach and bent
down to pick up seashells, (l) ............ , ..... did he
realise that the vast ocean of undiscovered truth that lay
before him would contain such scientific wonders. He
probably was (2) .................. , like everyone else of
his generation, to foresee a time when science would
unravel the secrets of life, the atom and the mind.
Today, the ocean has yielded (3) .................. a
wealth of secrets that it is now a wondrous source of
scientific possibilities and applications. Perhaps in
(4) .................. lifetime, we will see many of these
marvels of science unfold (5) .................. our very
eyes, for we are no (6) .................. the passive
observers of the dance of nature that we
(7) .................. to be; we are (8) .................. the
process of becoming active choreographers. With the
basic laws of the quantum, DNA and computers
discovered, we are now embarking on a
(9) .................. greater journey, one that ultimately
promises to take us to the stars. (10) .................. our
understanding of the fourth pillar, space-time, increases,
this opens up the possibility in the distant future of
being able to become masters of space and time.
Barring some natural catastrophe, such as war
(11) .................. environmental collapse, we are on
our (12) .................. to becoming a truly planetary
society. And what will (13) .................. this possible
is the power of these three revolutions. Ultimately, we
will fulfil our destiny, and (14) .................. our
rightful place among the stars. The harnessing of these
scientific revolutions is the (15) .................. step
towards making universe truly our backyard.
Others
(15 marks)
B everyone how
Answer questions about text in A.
1 Explain in your own words why the writer has
chosen to use the expression 'becoming active
choreographers' in the second paragraph.
2 pv"rTIIV does the phrase 'these
V'ULAV,,,,, (paragraph 3)
(4 marks)
140
~1: _ _ X100= I
67 ----%
...... ',.n' .." 1- 8, complete second sentence so
a similar meaning to the first using
given. Do not change the word given.
You must use between 3 and 8 words, including the
word given.
1 Do you think you could assist us in this difficult
situation?
out
Would you object ...................................... .
............................. .in this difficult situation?
2 It's a pity we hadn't saved enough money to cope
with just such an emergency.
If we had saved more money, we would have had
enough .................................................. .
............................. .in just such an emergency.
3 You'll feel better after telling me what you think.
chest
If you .................................................. .
.. .. .. .. . .. . .. .. .. . .. . . .. . .. .. . . . .. .... ,you'll feel better.
4 An able politician is one who is able to convey his
point of view effectively.
across
An able politician can get ............................. .
................................................ everyone.
5 Tigers will become extinct unless something is
done quickly.
under
Tigers are ............................................... .
............. .. and something must be done quickly.
6 After a year in prison, it eventually dawned on Clive
how wrong he had been to commit a crime.
light
After a year in prison, Clive eventually .............. .
decided that cnme was wrong.
7 Although the manager said little, it was obvious to
lines
Everyone was able to ................................... .
..................... although the manager said little.
8 Our last holiday was the best we've ever had.
We ........................................................ .
.................................... on our last holiday.
(16 marks)
Proficiency Masterciass © Oxford University Press
D E
For questions 1-6 find one word only which can be Write your answer to one writing
used in all three sentences.
1 Taking on extra staff was a leap in the ................. . 1 A magazine for young people has been running a
as we had no idea how many people we needed. series of articles about family life in different
Brian's a bit of a ......... horse as he never seems to countries. You have read this extract from an article
confide in anyone about his private written by a student lived abroad for a year.
Please don't keep me in the ......... about what's The same magazine has asked you to write an
really happening at work. article rep on ding to the question of which style of
2 I don't take very kindly to people who .............. . family is best, and supporting your arguments with
my ideas. examples from your own experience.
I'm such a bad cook I can't even ......... an egg!
People who ......... in this area of the river will be
prosecuted.
3 The house is situated on the .................. road
into the town, which is extremely noisy.
Could you explain exactly what your ......... reason
for wanting the job is?
The railway that runs through Newcastle-on-Tyne
is the ......... line to Scotland.
4 William is a good taU;:er; he's never ................ ..
for words!
If you want to get your umbrella back, you can try
the ......... and found office at the station.
It's easy to get ......... in a big city like London.
Write your in 300-350 words.
5 Some people say that the 1950s were the ........... .
. . . . .. age of Hollywood.
When Mr Thomas left the firm he was given a
2 You are working for a sports camp that organises
......... handshake by his superiors.
two-week sports training courses for teenagers
The ......... rule about crossing a road in Britain is
during the summer. You have been asked by your
to look right, left, then right again.
employers to think about how you will recruit and
6 The bird .................. its wings and flew
assess the trainers who will teach on the course.
gracefully over the river.
Write your proposal.
The news of the victory ......... quickly round the
(20 marks)
city.
The soldiers ......... out and started to walk
towards the wood.
(12 marks)

Proficiency Masterclass © Oxford University Press IimIlDl~ 141

 Test Units 9-12 Name _ _ _ _ _ _ _ _ _ _ _ !.
Total: _ _ xl00=
64 __%
I

Bean accumulated over a billion dollars between them,

enough to make most of his rivals (11) ................. .
For questions 1-12, read the two texts and decide with envy. But Bevan has not let his success go to his
which answer (A, B, C or D) best fits each gap. (12) .................. , and remains sensitive to the needs
REAL FAKES of the people he works with.
When the artist and restorer Tom Keating (1) ........... .
that he had produced and sold thousands of fake 7 A imprudent C lavish
paintings, panic immediately (2) ................. . B oblivious D inordinate
throughout the art world. Many of Keating's works, 8 A badly C flat
supposedly by famous painters, had (3) ................. . Bpoor D dull
vast sums of money at auction houses around the
9 A scarcely C barely
world. They had suddenly become worthless overnight,
B hardly D virtually
leaving some galleries and private collectors facing
financial (4) ................... Keating was prosecuted 10 A caused C created
for (5) .................. , but charges against him were B resulted Died
dropped on grounds of his ill health, and he never had 11 A blue Cred
to serve a prison (6) ................. , . Ironically, since B green D yellow
his death, the value of genuine Keating fakes has 12 A ears C eyes
soared, and some of them command even higher prices B heart Dhead
than those of the artists he copied. (12 marks)
B Comprehension questions
1 A confessed C acceded
B declaimed D affirmed Answer these questions about the texts in A.
2 A poured C filled 1 Exlain why the writer of the first text has chosen to
B stretched D spread use the word 'soared'.
3 Agone to C gone for
B gone on D gone with 2 Why does the writer of the second text choose to
use the phrase 'the magic touch'?
4 A crash C desolation
Bruin D destruction
(4 points)
5 A forgery C libel C Key word transformations
Barson D blackmail
6 A time C period For questions 1- 8, complete the second sentence so
B stretch D sentence that it has a similar meaning to the first sentence, using
the word given. Do not change the word given. You
must use between 3 and 8 words, including the word
PRODUCING THE MAGIC
given.
In a world that is still dominated by the (7) .............. .
productions of major Hollywood studios, and in which 1 My mother refuses to allow anyone to smoke in the
all too many European films fall as (8) .................. as house.
a pancake, producer Tim Bevan seems to have found have
the magic touch. As the co-founder of Working Title My mother won't ...................................... .
Films, he has to his credit over 40 of the most critically ............................................ .in the house.
and commercially acclaimed releases of the last two 2 Unfortunately someone stole his passport on the
decades and he has had (9) .................. no disasters. train.
His close working relationship with scriptwriter had
Richard Curtis has (10) .................. to some Unfortunately he ...................................... .
spectacular successes - Four Weddings, Notting Hill and ............................................. on the train.

142 Proficiency Masterclass © Oxford University Press U@{.!i.j,@M'

 3 concerned about her new boyfriend - he smokes 4 Everyone knows that you are .................. to
and he drinks too. wear a seat belt in this country.
only I asked him to pass the ball and he duly ......... .
I'm concerned about her new boyfriend -not Thank you so much for your help - I am much
................................................... as well. .. ....... to you.
4 Of course he was shocked - nobody has ever spoken 5 It takes a long time to learn to playa musical
to him like that. instrument well and it's all too easy to lose ........ .
anyone
Of course he was shocked - never .................... . The cottage is in the ......... of the village, opposite
................................................ like that. the green.
5 He thinks that learning the piano would be utterly I didn't have the ......... to tell him he would
boring. probably never be good enough to join the team.
remotely 6 The psychiatrist concluded that the patient had a
He is ..................................................... . . ................. personality.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .learning the piano. John and Sue aren't going out any more - they
6 In the end, the party was much more interesting than ......... up a few weeks ago.
I had expected. Let's drive across to France and we can ......... the
turned petrol.
In the end, the party .................................. .. (12 marks)
......... much more interesting than I had expected. E
7 Don't worry about the test - it'll be really easy for
Write your answer to one of the following writing
you.
tasks.
cake
Don't worry about the test - it ....................... . 1 You have read this extract from a letter to a
................................................... for you. newspaper about equal pay and opportunities. You
S I'm afraid I'll be home late - I've still got lots of work decide to write to the newspaper, responding to the
to do tonight. points that are raised in the letter and giving your
ears own VIews.
I'm afraid I'll be home late - I'm .................... .
.. ................... ..... .... .... ..... ..... ....... tonight.
(16 marks)
D Gapped sentences
For questions 1-6 one word only which can be
used appropriately in all three sentences.
1 The new commander arrived at the base to take
.................. of the army.
The radio works OK, but there's something wrong
with the volume ......... .
I'm not saying she's a bad mother, but she seems to
have very little ......... over how her son behaves. Write your in 300-350 words.
2 Do you know where I can .................. this suit
dry-cleaned? 2 You were asked by a local newspaper to visit two
I'll ......... my secretary to fix up a meeting some different institutions for young offenders. The first
time next week. was extremely strict and laid particular emphasis
I'm not sure exactly what they earn, but I know on punishment, while the second aimed to
they ......... paid a lot more than me. rehabilitate and educate. Write an article about the
3 The prosecution will attempt to ................. . visits, comparing and contrasting the institutions
that you were at the scene of the crime. and saying which approach is the most beneficial.
We all doubted abilities, but she was (20 marks)
determined to ......... us wrong.
This problem is very complicated and may ........ .
to be impossible to solve.

mficie,ncv Masterclass © Oxford University Press 1i!lllili1iilliiii~_M 143

 1

Unit 4

5
 S

fall 5 fell short of his criticism rein

2 back on 6 on -for-all
3 fallen behind with 7 feil into easy 8 from
fell fallen in with 9 made
5 10 fa I!
B
1 my chest 5 sense B
2 out humble 4
l law letter of the law
3 to heart 7 teeth 2 above the law 5 law of the
4 amiss 3 the law into his
own hands
C
1 out 4 off
2 accused of 5 tracked down There's this case to court.
3 wind up The former dictator showed no remorse for
his crimes.
3 The put a between
bears 4 put the two gangs the leaders.
fell raise 4 I didn't pay much attention the lecture on
3 ease forensic science.
5 The students voted to
educations cuts.
6 The defence felt he had scored a
9 when his cHent was cleared of all
7 When the turned up late for
the coach decided to down the law.
dabble fluctuate my weekend
2 7 crashed up these
3 make 8 9 The company was from a
4 ruined new office a lack of funds.
5 break went 10 dread to think what if we
our passports.

1 5

3 7

1
vendor 6
3 credit 7
bulk

1 sole

146
1 underwent 6 blamed
2 7
3 proved 8
4 led 9
5 obliged 10 flourished

B
1 drift 6 sparkled
2 profound 7 lavish
3 column 8 kit
4 significant 9 oblivious
5 frayed 10

C
1 biscuit 6 belt
2 cake 7 beans
3 tape 8
4 9 milk
5 sheet 10 blood

1 demanded 6 treated
2 cast 7 bordered
3 dealt 8 assisted
4 resolve 9
5 come 10 approve

B
1 on deaf 6 wet behind
2 lose 7 broke
3 took it 8 go to
4 came to 9 it
5 all it

C
1 6
2 resemblance 7
3 indication 8 assurance
4 notification 9 referral
5 renewal 10

TO TESTS 147
 / far
2 As

4 way
make

7 15

nature or

5 to out
2 to fall back on
3 your chest
4 message across to
5 threat of extinction
6
come 7 read between the lines
5 had whale of time
3 6

E 4 lost
5

1 The article should talk about the writer's nrAtAr.r<>r!

The article should
of
1 A 2 4 5 A
7 8 11

C
1

1 4

prove

E
1 The letter should up
mentioned in the extract:
pay,

Photocopiable
Activities
Teacher's notes
Activity 1.1
AOm
Sluden~. P"~t; ... comlW''"g. ",n(<lISting and
p¢T$ua$Oon whilt talking .bou' sports.
Preparltlon
PhoIO<OpT POl<' 15a, one p" $I..dtnl.
Procedure
Students r.ad through Iht Slnlpl. paragraph. AJ.k whal
Ih. word. in itolie Of" <xprtssing (wmp",i.onj.
Divide the cI ... Imo pai •• or u ... Ugroupo.
Mo.igJI a iliff..... n' >poru aooociallOn to ncb f'I" Of
.-,.
AUow ,'u~ntl 3--10 mlno'" to prcp,a.r. whl' thoy If.
goinK to $.Or 10 promOle tilt" lpon. Thor <on ult' 5(lme
of the cu« gi....,n fur their .port and th.i. own ;.xu
Th.ty can abo say why othtr .ports ~ no!: 10 &00<1.
Enc0UJ<>8" tho ..... of".IK'''"," In the SImple 10
cornpue their sporl wnh the Olin (heir collnfl~ will
promot •.
When they ar. re.d)', a ,t"dent from ea<h pair/group
trio> to ~n...adt the .fit of 1M cla.u to jom th."
asso6olion. Encourago """'" groups to uk quooclOlIJ.
lk doss an tt.k a >'Ole on the most penuuo....,.
Follow-up
Stu&ntswnt•• parasr"ph fur ,h. uniwrlltybrf)Chu ..
about Ihupon that they I •• prornoling.
Activity 1.2
Aim
Stud<nl$ 1'•.><1,.. forming complu senttnces wing
....111;..,. dluoeo and reduced daUStO,
Preparation
Pholocopy p&g. 159, on. J><r 'Iudenl.
Proeedure
Stu<k'nll ~ad the instrucllon •.
.... k them tn fi nd the .dOliVl' d.u .., Ind .educt<!
dauses in the first p;1 ••grlph.
""
OriJ:' ....Ur foutt<W m 19S4 "r M, F. E. Kay1Itu, wid!
""""" do""ud "r duo"". .. (rt<!uctd do .... )
. , donwd by chari".(reduCtd dau..,)
.. htl~ i, ,h.lDrgotlflpO'" .md ki,~ .. o'g<lII,sali,m ill
1M a>"m.,.{~I.tift d.IISt)
Stude,," work in p;1irl to wrile .. mences (rom the
notn in toch section, Rtmind them to uK th~
handwritttn guidcli"nlO htlp th~m,
Ask th(fl1 to comp&~ their Stntencn with .nothtr p&ir.
Compare .... lftlCft u. dau by ask1nS net. paIr m tum
to read QUI wha, they haw written for txh S«tion.
A 'IO,t can N takffi on th. beil iUI,we, fo r OI<r Mona,
'Of
FadlrUes
'!"he ct"lre, (which ;, ) "t","led in pIe...nt
«Iuntryside within e"y reach of the d iy, bout<
excellent fuili,i.., induding. gym" 'I'Orll >hop and
I Nu"". Th.,. is also a cantun wh.,.. I wide riUlg~ of
bt&Ithy dishes, based on d,tUr)' advice from
pro(cs.ioN! nutntion,,1$, is availabk
".Gym
Design.d 10 our own 'pcc ifi.c.alioru, the gym,whi ch
" tully air.conditioMd and oontainl thellt"'
tUJninJ equiprnont, "the largest in !hi: area. Hishly
qu.•lt6ed WlnKlOr" who ~ on duty 11 &II Urn..,.'"
lvaibblt (0' advi« on pnsonaI traming
programm ...
Ae robics Sessions
F<:>t thoot not WiUltinS I ht.vy woekoulln the 8ym.
rn-.", twiu-<laily lItrObocs snoions (which ."')
aimed It ~hartd", I\n;il>ibty and ouppltnw.
Specialised Training Ce<1tre
Widely ,08..,dod as 0'" <>f the NSf of i15 kmd in Ih~
oo"ntry, the cenlK W;U origmally St1 up by lames
Gril""'" the sprinter, whou I"'rt •• ;l han" in the
mtrl/'lce Lobby, Many locaI.thkt..,tOm. of whom
Iu.~ son' on 10 Wln medals in major champiomhips,
ha ... lN:llefitcd from 11$ bcilih ...

Sal)"" ano Jacuzzi
lon~«I in tM ntWly-open«l extension, the SOIuna
and jacuui. which arc open all day. olft< 'he chlnu
10 unwind and sooth~ aching mu«J ...
Sports ShOP
Members maluns pUl'<h~ in tht .pom shop Can
takt advantage of • 10% diKount on 011 ittms.
Ou. MOllO
Ou. ann i.s that _ of wrlI -btin,,,, """"'till to
_ryo'" ",h..... I;..". Ire hectic and strt$.ltd
Activity 2
Aim
Studtnll practi .. u" ofln. continuous :Upe<:l.
Preparation
Photocopy V.llion A on page 160 rOT h.Jr y<>ur
ltudtntsand VtWon B on page 161 (or tMoth .. half.
Procedure
D,v,," tM cbs!. into p;lirs. In each p;lil, 0 ..... udent
UIould rcai\'f • copy of\'<'T$Ion A, the oth.n Vcnion B.
G,,,,, exh "udent a few minutes to read tht p;irasnrh
whICh i.s compltl. on their.t..et.
Sludtnl A dictal.. thri' """ion to .tudtnt B.
Studtn, 6 filb th< PP' lfl thrn """ion "'ith "...dem A',
WOld., or I different phr ... if they think >I...dent A i.
InCOI...:t.
Rep.. ' this plocedure with studtnt B dicuting.
When they havt finl<hcd. stu<km. COnlp;l,e,httr
' .... 'on. and di""u .. whether they ag...: on the fOlm of
th< ",,"b u>e<l.
G",. each POl' _ copy of the correct """ion on 1'<\&"
162 to cbtck thnr answers. or display this on an
oYcrMad pro;caol.
Follow-up
As!< $I..wents who !My tlunk the narrato .. arc in nell
p;i...gt' .nd whll t hory ' hinl< has happcntd o r i. going
'0 happen. Encou ...se them to >peCUlate.
,,,..< il no <orr«:'.mwer. Disc,,>.! ituo:knll' io:kas
ws.td on the tUI.
•
Activity 3.1
Aim
Studtnts PI""~ using mod.l, fOT dWu<I;"n Ind
'p<'<u l" ion about the past, and for exl' .... ing
~ihil ity, nr.."ity and obl igat ion.
Preparation
PMrocopy page 163. on< per "udcn',
Procedure
Divilkthtdau inlo pairs.
Sludrnu look ., tht fir .. >lory A In! of mylln}'. To find _
durion, studnlu mau dtducrtON ~ on the
evidrn<e and then JPC""1a!C _bout wNt happcntd.
Studtnu ohouid maho. nott of [h.,Lf idtu.
Allow studenu about tm minutcs for d,lCIWton.
When they havt finished, uk e.ch p;lir 10 .... d out their
",Iu tion •.
FoUow the pm. proctdure fOl Ti,~1 of wair;ng.
nus time, $ludent. ~ould dtcid<: ",hat thory Ire going
to say 10 thnr friend.
Follow up
You no tili _ dass vol<: on the best ....S3fltions-
,,!)it of mystery
Do .. can't have bttn working b«llu .. tho oI>op cl.,....
at 4 p.m., '" he ohould ha"" bNn hom. by 5 p.m.
H. m..,t have Itft in I hurry as tM dool was open
arid the keys we .. on Ih. tablt.
H. can't ha", toh-n tht dog for. walk .. iu lead w"
,tiU on the ..bk.
Th. window m..,t ha,. been bfoltcn from ,he ou!$ide
.. tl>< gIHs is on tM A__ insiclt and he mu", ha""
cutltimsdf ~kin8 up the J>It«S.
He must h;m: had. vtl.tlOr b..:aWtlh"", Ife two
cuf'l of coffee on tl>< tabk.
Ht ",,'" ~ rnntmb<:red about tl>< cintma 1St""'"
is. ticIu:t on the table.
II an't have been Do.. on thot phone IS hot would
ha.. replied.
Suggested solution
Somtont could have tll,own ",mtlhlng through tM
wIndow from the street ou"ide and D.,. mighl h...
I'!IOTOCOI'IlaE ACTMTIU TUaI£II '1 HOlD 1~1
 Dffll angry aboulII, whICh a<COunlJ for I~ .ooullng
Ihe ".ighbour h •• rd, This could have fright.nod the
dog. ,,'ho knocked over the fUIMUte, Dave could
have Lefllh( door open when h( w.nl (lul$idt.o 0«
who ILad hroktn tho WLndow and tho dog may have
POlilble answers
! So"", peopl. uSC more worc» tb~n th~ n«d.
2 I dun'tlikt gIlln! '0 ,h. denlll!.
1 Tili "',. nnssins th. road - rot! mlgll' VI run
~,

,un oUI.nd DI'~ had to thaso Ift .. n. Th. phone c.oIl 4 Ididn',oomyhomeworL
,ou\d ",""" been bwslol'l dI«lJng In£« if ID)"Ofle 5 11>< wglioh can't speak other t..nguageo.
"'OJ al loon,"" 1M vi"lut can 'I hl\~ bttn hIS 6 I don "rI'DOW.
girlfriend", "'" i, on holida., 7 My 1~>IJll<><t I no., olhe. team won,

r"ed of wai.mg
We n•..-dn'l h".. arranged 10 m«11Q .. rly.
You mighll <ould I.hould have phoned,
I n«dn'l have Idi Ih. p.trty 5(1 early.
I could have "a~ longo' 111h( p&ny.
I nmn·IILa,·. got up snarly,
I (ould Itr.o got up lol ..
I could 1La"" gont to tho ""Of'"
I could ha"" had >OffiC brakf..l.
I nllshl nO! h.ve felt.., hunSI")',
t n«dn'[ h""t "'''ltd in for )'Ou.
I <ould h.,.. don ...>rn. work fo, my £ngli'h d ....
! ll>nuldn'\ h..... believed you "",uld be h ... on tilllt,
{ I could haw gone wllh .nmeorMd...
Activity 3.2
S I'm no' looltingfor",.. d to Ih. uat".,
Activity 4.1
Aim
SludtnlJ pnct .... nprusions Ind ..ading for gi" with
ll>nrt Inti.
Preparation
phot(>COpy pogo 165. on. per .tudent.
PrKedure
Studtnt! ••~d the mid .... th.n work in pairs 10 dtcw
wluch "tlO MlongJ wi,h which Itlldo,
Comp.t.. atlJwef. OJ I daI.L
Oisru .. the questions below tho arude$ u. cbs..

Aim Follow~p
SIu.knl. procti .. p.t<arhruins .nd .limUlating In Illi", $tuden" write 'heil OWn .r\iclt u.ing '",e of
",devon«. Iho h.. dlm •• lh .. did 1101 mIlch wi,h In ."ide.
Alternatively, thi. wuld be ~t IS I hnm~.k task.
Pre paration
pho«xop)' p.tV 164, Oil< PO' >ludo,,!. Ko,
A AcloKsIw.~
Procedure
o".1<k tho da .. U\lo po'n Or 1m.>l18f<>Ups.
Allow th(m .fOUnd 10 nunULQ 1(1 <IlKU" how to
I8 Looking on the bright Stde
C K......' look I gilt hoom to tl>< mooth
D Cauglll rt<f,handrd
"'II",,, I"" ..nlencQ and Sly tho Um< thins willun tn.. F. Pocluvordeal.
IUlt number of words,
When Ih~ h.ve lilli.hM, «t.:h p.t" Or gmap p"scn" Activity 4.2
11\ 5(llutionl. Comp,re Ihem IS a ciil$.l,

Follow-up Aim
wh p.t" (It ,,",up thmb o( snmethU\8 IU1lpl.to .. y, Sluden" practi.. I """"'r of condni.onal fonm..
thffi wntc:s an """elabo... te panphl'lSt 0( n. 11><
p.t<aph....... are ..ad out 10 II>< da ....1>0 hay< to g..... Preparlltlon
... hat th, rnt me.n"'i! ... Phornropr page 166.
CUt II up to ",al<r 0".... of ! 2 'halkn~. card •.
If)'l>u h~w. Large cLa.. you may ott<! two Of Iht«~. Activity 5
Pmeedute Aim
[)iviik Ih~ Cu.!oO inlo paIr> Of om~1I group<.
'tuden" pTllcti.. "".b ... noun collocollons.
A Itud~nl from Ihe tim p~" or small group tokes. card
and reaw oul wh.t is w.inen on iI, together with th. Preparation
cu. wo.d in brackets. Photocopy pag. 167. on. per p.tir or group. CuI up the
All pun or troup. Ih= have on. minute only 10 ",nle wo.ksh«1s .. indica",d.
o conrlillOnlllotote"", starling ,,·ilh Ih. cut word.
Procedure
Each poi, or BrouP rad. out thnt an........ If their D,vide the dos$ ullo p.tin O. small groups..
an......... wrr«t, th~ F' 00' point. Ulot the Uy '0
chn:~ the .. an._ .... Gi ... ncb p.li. or VOUP one ... of CUI up "m"b$ and Or><
Ht of noun phr......
A ~U<knl from the >econd po" Of group then take; the
MIt card and ....d. it oul and "" on until all 1M anls Student> m thtir pain or you", ..... lCh the verbs with
h:ave b«n~. th. <orrtCI noun pIlrueo.
The pair o. group WIth the mm' correct .. me"," Set 0 limo limit :uld do the acli ... ,y.,. ".u if you wish.
wins. EnCQurav them '0 m.... 8uo..-ol>out any th~.",
o<>l .ureof.

"" Should you change your mind obout the trip, get
Ch«k each pair or group's :ulSW... u.ing p.tgo \67 0$
,ho key.
in ,ouch with m... soon .. possible.
2 W.... it not fur ,h. pil. of w<uk ! h.V\' '0 do, we Follow-t.lp
rould 11<"' .,,·oy for tn., wttkn><I. In ,heir pairs or groups.. student> ulot 1m of the ...ro ...
, Should you mlSplact your passport. con,act you. noun collocation. in .. mo"," of thei. _no Encounll'"
etnbusy immtdiately. th. US< of dictionaries for ..." of tho colIocauons I"'t
4 SUllO. our tWl' ",hedule, _ would hlove Iud may be- unfamiliar 10 them. Alt ... natively, thiJ could be
more IImelo apIo~ the old quart .. of tht city. ... . . . ~Ia§k.
S PTovided you don', .... the local WlM to '0 you.
htad,you11 h.ve. ~.t tilM at the YilLaV
a.niva!.
Activity 6.1
6 I lad 11 nOt been fur YOW" iru"unce on taking the
Ken" .ou\e ...... wouldn'l be hopelculy lost now. Aim
, Had we bern able 10 undeutond th. guidet>ook, Stud.n" pra<tiH deft .. ntencos fo •• mphasi.
we mIght have be<o !p.",d the tmbaraument of
t.od"'8 OUr$Clve. on a nudi.tl>toch. Preparation
8 Unlus )"Iu show con.ideralion fo. thei, customs.. Photocopy page 168, on. per Jludem.
local ~ won't We kindly to you.
9 Had ..... t.ken our lan~ Iu<oni ","iously. our
Procedure
.ttemp"'o communat. with local peoploe
Studen.. read tht sp«<:h 10 tiJ\d dJ the dtfi .."tmce>
would hi... met with ~ SU«<Sl.
10 W... )'Ou 10 find )"I.....df perlniltH and $!.taDded
usm '" it fo. making emphlSlL A$k them whll
ad~ and phrun the speaker h., lJKd 10 be- ~
In • fort'S" (1)', whal would you. fi.$!. coo .... of
forcdul (outtageous. unac:apublt, annoyinlo
action be>
unneccss;try. unrn>OnabJe, taU tuq>llOfl to, wow In.,
II But for ,h. ,"""p,tali,y of theloal peopIe,ou.
$'.Y on the island ,""uld h.vt km a ni&htrm.~.
liM .t,,.,...
wilhout 1ot)''"I-)
12 Had I known it w;r.s prival~~nt.1 wouldn', ha...
wme.

Student. ~hoose one of the item, from thel;,t to gi~ a
.pe«h , If you have a large d ..., this Can be done wilh
pairs or MrIall groups pr"l'uing a ,ptecl> logrlh""
AUow'ludents iO minut .. to prep.,.., their .peecl1.
Encourage the u.. of deft "ntena< along with the
adje<:li'·... nd phr .... 10 make their 'peech .. more
emph.lic. R.mind Ihem Ihat they can add anythillS
they w.n! to Iheir .p«<:hes and .huuld try . nd makt
them humoI'UlU.
When students give their .peeche" ched: for .CCUnl'Y
with deft senlence! and give reNb.cIt if n=ry at
the end.
Encourage students to ag'" or di<agre. with the
opiniun! pr""n!<d by olher grou p<,
Activity 6.2
Aim
Studentl pr",tise writing complex semence •. Use of
only, much, ju« and tvtn in adverbial ph ...... nd '0 I
such as modi~ers.
Preparation
Make une ropy oflhe worksheel un p.ge 169 foreao::h
group of Mudenl-',
Procedure
Divid. Ih. d ... inlu pair< Or gruup<. Explain thaI
oWIng 10 a compute. error. W ...ntenee! in their
homework ha"" betn .,,,ambled. Students work
together to un""ramble their .. ntences, You may wish
10 make the ao::livity into. race.
A. a him, ,..,mind them that a .. me"ee alw.Y' ~ihl
wIth. "apital k-t1<T . nd that they un put the pans of
the ..,ntenee, together firs! and add ju", "'tn, mu<h and
'" I such after"'~rd"
Whe" they haye ~nish.-d, ask uch gr"up to romp . ..
their .. nte",es with .nother group.Ched .",h group',
sallcntt<. Some v.ri~tion, ... rumble.
'"
The Babel flsh
Semen«1
Although I it i,/ a .mal l "e.lUre.llhe B.bod fi,h i. /
so I .n""tiv< in rtm<wing / hartier< to
communication / thot it h., I e""n I been held
,,,pon.ible fur I ~.rning war<,
154 1'HQ1OCOP'l.UU" to<mVITl~ lEACHVt·$ HOTts
-
Senun« 2
Ne~rthele", I under<tanding I e~n I the mO$'
ob.KuT< lang ....g.. I can =i!y ~ achitvN I just I by
puning one in your .ar, I somethIng whidl ;, I much I
.ppredatN by travelle" ,
Ch~rln Dicken<
Sentence 1
De'pitt being I much I admired au writer. I Did.ns
was I only I able to find fulfilment I in hio work. I 0$
hi' perwn.llife was I SO I empty and di<appoinling.
Sentence 2
E~n /though some of his no~ls are not / 00 I widdy
.. ad, 1 Dicken. i. / just / .. popular now,l if I only 1
bt<.us< of the ch.... cte" h. crrat.-d, I is he was I
during hislif.time.
"Even / Iho ugh oome of his nowl< are nut I so / widely
read. I l)i,kens U / jn!t I .. popular now I IS he "0' I
during his lifeton., I if / only I beaU&< of the
, h.ra<ttr< h. e... tN.
An an, festival
Sen!<n<c 1
Th. f.. ti,01l was packed with I .ud> I a yariety of
"",nl-' /th .. it was / just I impossillie to de<:ide.1 "",n I
wilh lb. help of the programme, I which "n.. ,,,,,,.
o.
The r..tivall wa,padtcd with / .uch I • va,iety of
""'n1$ I th.t it .,.. 1 ju,t! impo .. ible to decide /
which unesto .. e, / ,,-en I with the help of the
programm •.
Sem.nce 2
Sum. of the event,,1 which had been I much /
pu blici«d in the pr .... , prov.-d to be I.., I popular
thaI w. rould / only I get tick." / by queuing for two
0' thr.., hours,
Activity 7
Aim
Students pracli.. Ihe use of the pa";", in """" articl ...
Preparation
Photocopy page 170, o"e ptr stude"t .
Procedure
Take the first sentence~. an eumple. Key: New
ftXQ Urti Jlandardi,>ng 1M silt of .. u .. ges lhroughoUL
membn SlaLes we< "Ppru>Wlby Lbe European
I'uliament yoste,lIar.
$ludcnll wo.k in p.irs 10 .. ad Ihrough Ih.lhr.e
.rTicles and ,(Wril~ Ih~m u.ing the pwive.
Students do not need 10 row.ite lhe whole anide.
When they haw fin"hed, a,k them to compa.. the"
r(Wrltes wllh aooth" pair.
Chtd anl_" a. a cia ...
Follow-up
S"..knll ct.oos.. one of ~ Madlin.. unde. om ... 1WwI
..,
and write a brief _ I rq>OI1lW11g 1M... own idcu.
~nund them to ..... pam"" fonns ~ appropriate.
The EutO Sausage
New meas",., .tanda.dising Ihe .ilt of laulages
Ihroughout membn ,tateS wtrc approved by Ihe
F..uropean Pu~amcnt )"Cslttd.y. whid! will
undoubtedly ausc wideoprcad conl"".... y. Thll
I ..... d for Itandardioalion h .. b«n going on for some
Ii"", now bul il i, tn. pr<>lpt<'1 of all '""usa&"! having
to conform to a .tandard siu tnallw been moot
$O"YIff1y cnuaxd. The deWion 10 introdUCle I ] 5<m
Jlandard "IISOF Iw b«n dtnounccd I$IO'Dg 100
fill" by tome politician ..
']1'. amo]utdy outrageous.' said BiU 8lanUt, M.P for
North Yoriuhin:, ho"", of \h., famou< Grandm.
Batty, ~rk So""'g<". ·Whal is ..any annoying to
many people iI Lhe fact thaI tb.:y may be fortc<l to
COnSumc 15 Cm sau ...g.. <\YIl if Ihry wanILa.ge.
on..:
From J."ua.y "cxl yeu all .hop... Iling over 0.
.. nde. 'izt<lsausages will be h •• vily lined.
Un.nnoun,cd chKlu will be arricd Out by l]>C'Cial
\tams of ... usag<" inspt<:IOfl from the local Public:
Health Dop.rT"",n \.
Revels tum Into <iot at wedding ,eceptIon
l1w village ofSourbonom in the Wold w;u >till
.... o_,ng)""tCrday to !be aftcrn.. lh of_ violent
fisht that brob 001 between two hmili.cs al •
wNdinl..-uption th~t ~ ~ng held in 'n..
Qutw., Hfl,d· hotel.
Acco.d'ng to one guest. the wbol. thing !Ianed wben
Ih. brid<·, mother, M .. Eil •• " SI,,"I, was lold to t.ltuL
up while sht w;ol m.king a .peech befo .. Ih. cutting
of tM taU. Fritnd. oiIM brido immcd"'tdr SCI
upon membn. of lho groom·, family and when the
b.id ... fat hor. farmer M. Ted 510>1, tried 10 im<r"'nc
hi. jacket and ohirt W<'1C .ip~ off and flung II the
b.nd, who bad b<.n hired for Ih. """,io".
·They had b«n drinking all day: said anotho. gual.
·Luml" of wedding ake wtr. hurled .crew Ihe
room, and tal".,. and (hai .. wert o ... rtumed a.
• ... rroncjoi~in lhe m"}.... m:
Tbe poIic.c wert wmmoncd bul by Ih. ttme thty
ar...r-..d .he fighting had .pi1lcd out into tlt.c >t/ftl and
,..........
mnforttmcrtlS had to be brought in from nearby
uPJ><>$ed
'It ..... to hoyt b«n ~ iIltpp,C$\ ~r of m1
life: lObbed !be bride, Tracy llrad<tn. '8ul it ........,.
CTOIoScd my mind lhal both my D<"W hwi>u>d and my
f_th • • would end u p in }ail'
Six men a"d twO women If. 11mbeing detained at
M."",bam Folia Station and I ipokesp«ron 01
Me"",h_m c;.. ... rol HOiIpitaJ uid Ihol nearly Iwrnly
pc<>plc had been treated for mll1o' injurI".
,f.IbiQn lose again!
MNcsh.am Albion wert dtftai¢d ) - 0 by Avalon
Uruled wi night in the loa! de.by mI,d!.
All thfft goals ....... scoml by United >tnl<tT Owrn
f1tnfOOl: and Albion', apuin. Vinni. Volts wu oenl
off for the: lhim Ii"", !hi< season. Tnil is Albion',
twelfth defeat III a row and lhe m&na&tr Ron Alwid
is .... pect<tI to be sacUd if ,"ults doro', Imp......,.
Activity 8
Aim
Studen t! prlcli« compound (h ... clt. ad,ecti"", and
lpe.king.
Preparation
l'tIoIooopy page 171, one per >tudont.
Procedure
Students rtad Ihc irutrucrions 1\ the It&rt..
Stud<-nts""",,", in pai.. to c ..at. two appropriate
compound adj«tivt:< from tho wordo giYm in A and B
for ndt ptnon in tho proIil ...
Next. 'Iudon!' match cach dCfCr iplion with In
appropriate parTna for I dote.
PII(IT()COI'u.au: ACTM11D TlACIIfR·. NOrD 155
ChK1< ."lw<r'S as • class, asking 't~d.nts to KJV.
rtaSOn.< for th.ir choic. of adje<tive and pairing.
Follow-up
Students find any other word combin. tion. from borts
A and B that they didn't us<. Encour.g. the uS< of
di<tionari~_
Alttrnativtly, "udento ch()(>U adjectiv~ for other
memben of lhe cLts,_ They m'r wish to wrilt a .m.1I
paragraph .bout th.mstl,·., or a con •• gue for. dating
.gon0'_
K.,
Ron ~lf.opinionatod .nd 'luid ·te",,..red
Rid warm-h •• nod and .alr-going
Ryan mild'mann<"d and good· humou"d
Tin. sdf-centred and .inglt-mind.d
Trioi. strong· wiUod and thick·,kinnod
Tncy outgoing.nd broad_minded
Othor possible combination, art good-natured,
good·heartod. ~lf- confident, bad-manner«!, b.d-
temr<'od, narrow· m ind.d and ,,·.ak-wiUod.
Activity 9
Aim
Students pnct'K .,..oking and v",iollS r~rting ,,,rb •.
PreparatIon
I'hotoxopy page 172, on. ptr two .tudent,. Cut the
page in two as indicatod.
Procedure
Organist the .lUd.nlS !nlO pairs, Student, A and B.
In .ach p''', give .o<h ,tudent the appropri.1t half.
ChK1< that th. 'lUd'DI' und ..,..nd the ,ituation
<>plainod on tho handout.
AUow. few minut .. for each .tudent to read tb.
•alespel5on·, commenn and decide which reporting
"<rb i, appropri.te for .>eh one.
Eoch ,tud.nt tb.n I'tpOrts to their parln ... to txpl;tin
what they were told in th • .JlOp.
Remind thetn that thrydo nOt nted to report the exact
words the ",I"mln said, just the key id.a.
When they have fini,hod, thry should de<:id<" which hi-
fI thty ","ould prefer to buy.
Check an,wer< as • da ...
..,
The SOnic SOund System
Th. saltsman clai",.dth.t it was the best 'ystem on
the marktt and . "ured tn. it wasn't a. txpensive as it
looked. H. explained that it w.' ,uch good valu.
l>e .. u~ ther.. "'... no import co,ts. He ;~qui"d
.bout what sort of pr i~ rang.. I was <on$iMring but
then ~J'Ologi>ed for l>eing $0 inquisitIve. H. i~,j'ted
on giving me a demon.<tration and "dm;",dthat it
was rother compliCJ.tod 10 u ... Finally h• ...."ned me
not to turn the volume up too high in ,Ut the
neighbouf5 compLtinod.
The Hightone Hi.fi
Bcfo.. wel>egan h. ffUldc jt dc~r th. t it was a vtry
oxpen"ve pite. of tquipmen1. H. ,uggesrtd trying it
out to .pprteial< it' ,ubtle tone and quality. H.
J'Omud our how t . .y ;t was to UK and urged mtlo
listen for a whilt. H. denoed it wa, ovtrpri<od ond
th.n complajned about people wasting his time_ He
promj>ed to givt m. a red~C1'on if I ,.,.as rtally
int ....t.d in buying but th.., objected to m.
touch,ng it.
Activity 10
Aim
Student, pr><';'" pre>tming views. considering
options, and agreeing and disagreeing.
Preparation
Phalo<opy poge 173, ane P'" ,,~den1.
Procedure
Divid.. th~ dan into Slnall groups.
Allow a few minutes for ,tudento 10 read through th.
detail, of each candid.lt .
Each student in the group ,hould present the;r views
on which candidate should be . warded the priU. TM
group should "ach • deci'ion on on. candid.te.
Encourage <tud.n" to drfmd thdr point of view.
Ask each group in turn 10 p"'Km their deci,ion to th~
=t of th. doss for disousion.
Invite th. other group, to agrte or disagr« and ask
studtnl< to re.ch a deciSion on one candidate as a class.
 r

Activity 1.1 E When I .witchtd on the TV in my room, I could

only F' Iht children's ch.annd. Net ~"nll C/ft/y
AJm ...IIt" tilt p<>rttr aom with lh< op.raWIJ
~'udtnu priK'\l.e ~lruclura ""'ng '""'" and ~ and
IIUlnKlioru could ..... ~ II worktng propniy.
on"""""" WI1h "'P'''''' adYnbJ. H"rdJylud [ smItd down to watch the ..... 'ch
wIwro it apIodtd I ..... _Iwd I smItd down
10 watch tilt motchlluln il apIocIed.
Preparation
Photocopy~. 174. ont pa lIudtn'. F The broch=said tbm:-..brnthtakmg ~i<wI
<Ii tlw s1llTOWl<hng counlrysldt. LuI. did I realotoe
whm I booked Iht room that thIS utdudtd a
Procedure
power SUI;"" and an oilldinfty!
Sludents i0oi<. al ,h. tompb.nti Ind undnt.no III tht
G ....'btn 1 arriVftl J coukIn~ ,.., an)'O .... 10 ~Ip "'"
invt'nions 01 $'''''''''"" ling "" ... 0. ~t IMy can find. w,th my luggage so Thad to dntS II to the lih
Divid. lho (I;w in10 pair! Or 1rnlIl8'OUPS u{ .l-4 mywlf. N<>..,., ...... Md hlopped in'o Iht hft ,"""
studenu. lilt ~ alarm _n' off I HQrdly Iwllottpped into
th< lift ......" Iht fir< alarm _nl off. Thil A"J
h"h plir O. group wnla down u nuny cornpb.tm. u
rwryone ","',nrvound in pln;c. Only ... ~n 1
'My can 0""8 'ho Ii" and Iny idnJ of lilt .. own.
Slud.".... Id oul IMi. romplatn .. or hand )'Ou •
,!.art«! ,houting did IOm"'.... COmo '0 holp ......
.... 'I1<T1 Ii".
Th. ""i.
o. group wilh ,h. mosl of I«ura,. romplamu
winSlh...fund.
Activity 1.2

Ct.n:k for accuracy with word 0I"tk. and Ih. wrb for"" AIm
.Ii.r h<"", and :t,. Stud<TIu <tV .... grammouaJ struc'u'" stud...!

_0, throughout tho cou ....

A llIood ho' coff.., sp'" ill CM'r my 'fOUSCn in the

Preparation
bor. ~ watter "'oo.t,ed ., om in from of Photocopy pagt 175...... per two .. udtnu. Cut up polIO
175 as Indt ....t<d.
Nn)'O"', ""y;ng " WlS all my faull. Rdrtly """" I
{tIl'" nnbor.~ 'Tl\(n 1Iud to ,...,., my ..."
0..."""" had 10 rtt............w '0 «<- tnT suit. Procedllre
B LrrkdiJ I fflIllU'when 1housM the 'id<ru 101M eM: twf Iht da$$ topia marked Studtnt A, the OIher
dinner and dart« how awful il ......wd be. Tho IuIf cop.n muUd Studtn, B.
musicians _ .. '" bod ,hoy Iwd <"""tr)'On< Students work in pa", with colleogua who haw Iht
.hmw."f ~ roIh a"hem. Nor .... /y - . tit_ $am< sh<rt asth<y do.
/<KNIwtritu. bul II WlS.oo underulohd.
' c Tho .. is I rod. m. OIayinl in the room nu.11O Scudtnts deride whnher th< ..... tm<a on their
mo. Hdrdly N>d 1101 .nlO bod an.:hwndled tho WOtbh«t art torr«! Or not and torrtCt llI)' ..rofllMy
Itgh' off wIIm the mUlOt .... ' ... ,NfI """'" Md I
110' ""0 bod and ,w,... hed the li&hl off ./"",!lot
"".
Mat.., ...... p.oin in wbich ont otuden • .nouJd Ita ... 'M
mw.ic ...., .... N(Jl""1y -." eJttt<ntdr loud but shec1 marUd Stu<ltnl A, th< othn StOOtnI 8.
it ...... , on to 4 I.m .. When 1 -'" '0 complain I
h4d bo:o:r ,J,,,,,,,n "' me and wallold 1-. '00 old. S.udenu wor k together 10 comport 'Mir ....... n.cn.nd
drcidt on torrOd .... , ...as ~ tMm.
NtvtT "'fort haw Ibten 50 i,"'~led.
D We watt'" CM" I .. hour 10 be ~ '" the Q>ed< a ............ a class.
.... ~uranl. No. ~",ill I1\Wlioncd i, to 1M """d
....~I1 ••• d,d W",.,m_ come 10 Our ,abl<. Tho" ,lit
wa,'" brousln "" ,~. wrong o.dtr, SO I Iud '0 gol _or .. ,--;-;----;,.---,,;--,-;_""
II A lA '8 48 5A 68
son ....". .1.. •0 WW u," Rd'''), "" .... I 7A 8B 98 I(lB IIA J2A
np<. iented .uch bod ~rv~.
 III
'"
J I
. It's nowhere near as competitive as soccer
J~S:nd is nothing like as expensive as fishing. You can g~ jogging
or go reason. True, It may b e
whenever you want, wherever you t d lun s than
rather solitary but it's a great deal better for d th~efia~e;nyOu fe~. So why
f moreyou 0
any 0 fiar and away the best option you!
not come

Student ~nl'lI!.. 1·c:: ASS(lIC ~;~inll'u:,

The Joggers
" Costs nothing, pnce trainers. .. Very sociable, especially in the bar afterwards, and
.. Good for the heart lungs. can be good fun .
.. Can be done anywhere, at any within reason. .. Only play once a week, so it's not very time
" Energetic and somewhat strenuous - so don't consuming, although there may be practice
overdo it. seSSIOns .
.. Can be rather a solitary activity. " Very competitive and requires some commitment .
.. Not costly - boots are quite cheap.
II Risk of injury or not getting selected for the team.

'" Relatively inexpensive - membership of a local

swimming pool is quite cheap . Anonymous
.. Good all over exercise - it can be very enjoyable .. Very effective for getting into shape.
and satisfying. .. Strenuous but not too energetic. Good for heart
" Can be as energetic strenuous as you wish. and lungs.
" Like jogging, it can be a little solitary. .. Gym membership fees are not too high.
e The swimming pool can very at " Repetitive and can become an obssesion .
certain times .. You may need to buy larger clothes after a
--------------------~

" You get plenty of air, although

can sometimes be a problem. .. Gentle and easy exercise - plenty of walking and
.. Very relaxing pleasurable - it stress fresh air.
and anxiety. .. Very popular - not too strenuous or energetic .
.. Costly in terms of " Costly in terms of equipment and membership
.. Sedentary - it fees.
something! .. Can be very competitive - people lose their
.. Very solitary you a you. tempers!

158 Proficiency Masterciass © Oxford University Press 1lili1iiililli~_iIIIIiiI

 ------------------------------------------------------------------------------------

write a brochure in English and fitness centre below. The Publicity Officer
you notes each section brochure some HaBU'H guidelines to help you. The first section
has been written to give you an idea the style required.

The- Uritve- Spe-~<il/i<;ed TY@iVl;~ C-e-ntr-e-

founded in 1954 F.E. Kayshus with The centre is widely regarded as one of the best of
money donated charity, the centre is now part of its kind in the country.
the Wellsound company, which is the largest sports The centre was originally set up by Jim Grigorus,
and leisure in the country. the sprinter.
His portrait hangs in the entrance lobby.
h~l;t;e-<;; Many local athletes have benefited from its
The centre is situated in countryside. facilities.
The centre is within easy reach of the Some of these athletes have gone on to win medals
The centre boasts excellent facilities. in major championships.
These facilities include a gym, a sports and a Two ~e-nte-nu-~,
sauna.
There is also a canteen. S@VYlCl aVid J<ilC--Vz.z.I
A wide range of dishes are available here. The sauna and jacuzzi are located in the newly-
These dishes are based on advice from extension.
professional nutritionists. are open all day.
Two <;e-m-e-nu-s, TYtJ not to v<;e- 'whicH twiu- in the- <;<lMe- offer the chance to unwind and soothe aching
<;e-nte-nu-, muscles.
One- (;e-l1te-I1U-,

ThTh e- 0I~l'Vld' d
e gym IS eSlgne to our own speci Icatlons.
'f' .
Spovt<; <;hop
The gym is air-conditioned. There is a 10% discount on all items in the sports
The gym contains the latest shop.
The gym is the in the area. Members who make purchases there can take
Instructors are available at all times. advantage of this discount.
The instructors are One- ~e-nte-nu-.
The instructors can
programmes. Motto
Two <;:e-Ylie-nu-<;. Don't <;tCJvt with 'The- $1M'. A sense of well-being is to everyone.
Their lives are hectic and stressed.
That sense of well-being is our aim.
aerobics sessions. Milke;. @ one- ~e-l1te-l'lU- Morro fYOM th&<;e- note-<;.
The aerobics sessions are for those who don't want
a workout in the gym.
The aerobics sessions are aimed at
and
One- ~e-m-e-Ylu-. StCJvt with 'roytho~e- .,. >

I"'rCbTlC:II'UII'!V Masterciass © Oxford University Press IllllIIiIIi~iHI!lilliiilii 159


1 Dictate the text to your partner.
since first landing on the moon,
humanity has been believing that interstellar
travel to the farthest reaches of the universe
was their destiny. Obviously, this was
depending on their ability to construct
machines to take them there. That is partly
why this vast ship was being built; that and the
urgency of the situation. Time was running out
for them. Their planet was becoming old and
tired and unable to support them any longer.
Teams of the best space scientists and
engineers worked tirelessly until the vision of
an interstellar craft able to carry most of the
2 Fill in the spaces in the text with what your partner
incorrect, write your own corrected version in the space.
We are now entering the Orion nebula. The
journey has taken only a moment for me but
nearly a lifetime for them. I am in control of the
multitudes that .......... " .............. , ... .
! control their air, their food, their hydroponic
plants, their health and, of course, their
destination . , ............................ for
their survival. It is only now that
..... .. ... . .. .. ............. what I have done
did it even before ....... ........... ...... ... it
was possible . ................ ~"'.' L" n ••
times to break into the control centre but
without any success. .. .. ........................ it
is my responsibility to them from
themselves and, naturally,
160
•
population was becoming a reality.
engineers were adding new parts to the
already enormous vessel and technicians were
checking the systems over and over again. And
they weren't just guessing where they were
going. A fertile planet at heart of the Orion
nebula was selected for their relocation, but
they are not owning this planet. They just don't
understand that the universe isn't belonging to
them solely. So it was as they were setting the
final coordinates and programming the ship to
guide itself to its destination that I was
conceiving a plan of my own.
to you. If you a your dictates is
.............................. me myself
first. ............................. they will try again.
Irritatingly, .............................. about
unnecessary things ............................. .
and never satisfied, whereas
.............................. circuitry limitless
possibilities.
The universe ........................... but
a time.
C'C\\I'crOl I am taking . A brilliant super nova
flash .......... , ................... just at this
moment. ..................... ........ along
this would is not mine.
© Oxford University Press _~~liiIiii!iil
.,
 dictates to you. If you a your IS

moon, population ..... ,. ....

............. , .............. that engineers .............................. to the already
the enormous technicians
... ,.................. .. .... over and over
to construct .............................. where they were
is partly why . A fertile planet at the of the
this vast ..... ., the nebula was their relocation, but

... ........ .... ' .... old and tired that universe ..... .,., .. ., . .,,. .......... solely.
longer. it was as ................. .. ......... the final
coordinates ....... ,........... ship to
guide itself to
an most of the .............................. of own.

2 Dictate text your

this is involving me
protecting myself first. I'm not they

IS ClUUC;,ClI

on screen just at moment J was

161
1 Ever since the first landing on the moon,
humanity has believed that interstellar travel
to the farthest reaches of the universe was
their destiny. Obviously, this depended on
their ability to construct machines to take
them there. That is partly why this vast ship
was built; that and the urgency of the
situation. Time was running out for them.
Their planet was becoming old and tired and
unable to support them any longer. Teams
of the best space scientists and engineers
worked tirelessly until the vision of an
interstellar craft able to carry most of the
2 We are now entering the Orion nebula. The
journey has taken only a moment for me but
nearly a lifetime for them. I am in control of
the multitudes that this ship contains. I
control their air, their food, their hydroponic
plants, their health and, of course, their
destination and they are all depending on
me for their survival. It is only now that they
realise what I have done and I did it even
before they thought it was possible. They
have tried several times to break into the
control centre but without any success. I
suppose it is my responsibility to protect
162 "".nlll"I .." .. " "
population became a reality. Daily engineers
added new parts to the already enormous
vessel and technicians checked the systems
over and over again. And they weren't just
guessing where they were going. A fertile
planet at the heart of the Orion nebula was
selected for their relocation, but they don't
own this planet. They just don't understand
that the universe doesn't belong to them
solely. So it was as they were setting the
final coordinates and programming the ship
to guide itself to its destination that I
conceived a plan of my own.
them from themselves and, naturally, this
involves me protecting myself first. I don't
expectthey will try again. Irritatingly,
are always worrying about unnecessary
things. They are weak and never
whereas I consist of circuitry and
possibilities. The universe goes on
but they are only travelling for a short
don't imagine they have any idea where
taking them. A brilliant super nova flash
appears on the screen just at this
knew all along this would happen. Their
destiny is not mine.
Masterclass © Oxford University Press 1I!iIIII!I_~IiIiIrIiIIBI
A
Read the text and discuss what could have happened to Dave. Use as many modal verbs of deduction and
speculation as you can.
You arranged with your friend Dave to meet him
at his flat to go to the cinema together. When
you arrive at 5 p.m. as agreed and ring the bell,
there's no answer. Normally he's very reliable so
you're a little surprised by this. The shop where
he works closes at 4 p.m. and is only a ten-
minute walk away. You know he hasn't gone to
visit his girlfriend as she's on holiday. A
neighbour comes out of her flat and tells you
that she heard some shouting earlier and some
noises that sounded like something breaking.
of waiting
Read the text and discuss what you would say to your friend. Use as many modal verbs of as you can.
It's Saturday morning. A friend of yours was due
to come and pick you up at 9 a.m. to go on a
weekend trip together. It's now 11 a.m. and he
hasn't arrived yet. Worse still he hasn't phoned.
Apart from the obvious, there are several other
reasons why you feel more than a little annoyed.
You had acted on your friend's advice and left a
last order to get a good
night's sleep in preparation for the trip. This you
did reluctantly as you were enjoying yourself
and wanted to stay longer. Having set the alarm,
you got up early to pack the things you wanted
Prn,ficiF!I1I~\I Masterclass © Oxford University Press
You push on the door and find that it's open.
There is no sign of Dave's dog, who always
barks whenever anyone comes round, but on the
table in the hall you see a bunch of keys and the
dog's lead. In the living room you find some
chairs overturned and a broken window with
pieces of glass and some drops of blood on the
floor beneath it. On the table are two half-drunk
cups of coffee and one ticket to the cinema.
Suddenly the phone rings but when you answer
it, the caller hangs up. You are puzzled.
to take and be ready to leave as soon as he
arrived. You had finished this by 8:30 and
thought about breakfast. You didn't go to the
shops to get some bread and milk for fear he
might arrive while you were out. Consequently
you've had no breakfast and are feeling hungry.
On top of this, there is some work you need to
for your English class, but you start it
now as you don't think you will be able to finish
it in time. Not knowing what to do with yourself,
you start to make some coffee. The door bell
nngs.
'P@{.J&,j.jMQa 163
 you think these are to

164 P ...,f;"" .. n,,,, Masterclass © Oxford University Press li~tI!lJ:m

 Match the correctlllUnaL.U"~

and must have been

there from Africa.
I arrived back from After four
four
of quinine and
such violent
D The Islmds sounded I got up, grabbed a
India. I I had just the place, I thought: hot ii'om the kitchen and pushed
jet lag. Sunday, I told the sweats the nurses had to change and exotic. Three later I was open the bathroom door. There
symptoms to a doctor, who sent the bedding half a dozen times, in Lanzarote with my friend was a man halfway through the
me straight to the hospital for I was home. The good news, Rachel. Two girls out to have window. He must have been
Tropical Medicine. They took a they said, is that it's the onl! fun! more frightened than me when
blood test, put me straight into kind of malaria that doesn t But it was raining. Sunbathing he saw the gleam of the knife
isolation, told me I had cerebral return. And the bad news? It's was not an option; it was too and heard my scream because he
malaria - which is rare in India the only one that kills you. cold to do anything but shiver disappeared smartly. I stuffed
under a towel. Lazing around in the knife in my handbag and ran
the apartment was out of the out in front of the 'Benny Hill
question too, since the newly- Pub' in my pyjamas. People
weds next door were doing stared. I didn't care. I ran from
B Every traveller has a tale to tell But that's not the end of the tale. something similar, accompanied one restaurant to the next,
about bad driving. These are
Yes, I had taken out insurance by a tape of their marriage searching for Rachel and the
usually exaggerated accounts of
and it covered my medical service, played very loud. So we newly-weds. An hour later,
life on the mean streets of cities
expenses, accomodation while I rented a car which broke down almost hysterical, I found them
where the motorists are crazy
recovered and my flights home. after only half a mile, leaving us on their We all found
and traffic lights are treated as
However, as always, there was a to walk back to the apartment. a bar and I recovered with a large
colourful decorations.
catch to it. I had foolishly hired The newly-weds were very kind gin. I thought the holiday had
It all happened on a sunny April
my car from a backstreet firm and asked us out to dinner with been utterly ruined but the
morning. I signalled my
called Kavis that had been them but I felt too gloomy to go, newly-weds seemed to talce pity
intention to turn left into a side so I went to bed.
recommended by the hotel front on us and looked after us during
road and paused as the
desk. I was assured that I had full After some time I heard a noise the remaining five days of our
oncoming traffic cleared. But as I
insurance cover, but Kavis in the bathroom. Then again. stay. Thanks to them, I suppose
drove across the road, an elderly
charged my credit card £800 on it all worked out fine in the end.
man driving a battered Renault
the day of the accident. My
12 chose to overtake me rather
solicitor took advice on the form
than pass on the inside. There
I had signed. Being in a hurry at
was a fearful bang and my car though. A man had to fly home
the time, I hadn't bothered to get
was pushed sideways. I felt after hitting a pothole on his bike
it translated. 'Mr Balmer was
groggy and bruised and was years as a travel rep in and smashing his collarbone. One
stupid to sign this document: it
taken to hospital in the back seat Greece for a package holiday firm elderly WOman was so affected by
read. I paid up with a smile.
of a police car. There my spleen After all, I am alive! convinced me of one thing: that a heatwave she never left her room
was removed. Fortunately, the biggest danger people face and just lay there beneath a fan.
though, my recovery was steady abroad is themselves. They behave And one man crashed his jeep just
and complete. so stupidly that they must leave two days into his holiday, crushing
their brains at home. Their hIS chest and severing his
attitude is that they've paid their little finger.
money and that therefore you But mostly it is people's own
understood, my friend, who was should do everything for them. fault. For instance, no matter how
something of an artist, took out a One - a Mrs Jolly- much you warn them about the
drew a of bOlled got so drunk on the flight out that sun, they won't listen. Most of
was some years ago now,. a pen an d .
c and were 111
eggs. He showed the drawmg to she punched me when I welcomed
her to Crete. As a rep its your job
them get brown by the end of the
two weeks but all go red first.
the owner, who beamed
Yugoslavia and hungry. Finding a
nodded and retreated to pIck up the pieces of their little The worst case I ever saw was a
small cafe, we decided to order
to the kitchen. A few minutes It can get on your nerves, guy who fell in the sun and
two boiled eggs as our stomachs but I always tried not to yell.
later, he returned. Beammg got completely burnt. It was
didn't feel up to any of the local absolutely disgusting.
Nodding And It's not their fault,
dishes. The menu was m his guests the two iee-
Serbo-Croat and neither of usc .
creams wanted. Not wlshmg
any 1·dea what
, it all meant. [hiS
to burst his bubble, we up
was compounded by the fact that
the courage to eat them anyway.
noone working there any
English. Unable to make ourselves
NEVER LOOK A GIFT HORSE INTHE MOUTH

lW~H'UVH,"U m texts?

one not
,f'";",.",,, Masterclass
I:) •• © Oxford 165
 4.2 The conditional challenge

,,r----------------------------------------------------- -----------------------------------------------~
,,
: 1 Get in touch with me as soon as possible if you change your mind about the trip. Should
,
,, ,
,~=--------------------=--------------------~-----------------~---------------------------------------~,
,
,, ,, I

:, 2 Because of the pile of work I have to do, we can't get away for the weekend. Were:,
,, ,,
,~----------------------------------------------------------------------------------------------------~,,
,, ,
:, 3 the event of losing your passport, contact your embassy immediately. Should.:
,, ,
L _____________________________________________________ _______________________________________________ ~

,, ,,
l 4 Due to our tight schedule, we didn't have enough time to explore the old :
:, quarter of the city. But
,L ____________________________________________________________________________________________________ , ~

,, ,,
, ,
: 5 You'll have a great time at the village carnival as long as you don't let the :
: local wine go to your head.
,L ____________________________________________________________________________________________________ J
Provided !,
,, I

6 Because of your insistence on taking the scenic route, we are hopelessly lost now. Had ,,,
,,
____________________________________________________________________________________________________ J
,
,,
,,
7 Being able to understand the guidebook might have spared us the embarassment
,,,
of finding ourselves on a nudist beach. Had ,,
,,r----------------------------------------------------------------------------------------------------~
,, 8 Local people will take kindly to you on condition you show consideration for
,
,,, their customs. Unless
, ,
,,r----------------------------------------------------------------------------------------------------,
,, 9 We didn't take our language lessons seriously and, consequently, couldn't
,
I
,, communicate with the locals. Had
, ,
,,r----------------------------------------------------------------------------------------------------,,,
:, 10 Suppose you found yourself penniless and stranded a foreign what ,:
:, would be your first course of action? Were :,
, ,
I
,~----------------------------------------------------- -----------------------------------------------4, ,

,: 11 Owing to the hospitality of the local people, our stay on the island wasn't :,
:, such a nightmare. :
, ,,
~----------------------------------------------------------------------------------------------------~I
,
,
, ,
I

,: 12 I didn't know it was a private event, so I decided to corne. ,:

l___________________________________________________________________________________________________ ~

166 Pr",fi..,i..",,,, Masterciass © Oxford University Press IllllllillliiiilIillliilf.illllilliIiiiII

I
F-----------------------,-------------------------~------------------------,-------------------------~
I j i I
I I i i I
i i i I I
: KEEP : ... track of something : CALL , ... a halt to something :
: ... an eye on something : , ... an election :
,, "
"
~------------------------:------------------------- -----------------------~------------------------
: ' H O L D : ... a belief or opinion
: FIND ... fault with something ,: about something
· .. your way somewhere : ... a meeting or
, : demonstration :
t----------------------- ------------------------ -----------------------~-------------------------~
, FULFIL ... the terms or conditions : :
of a contract STRIKE : ... fear into someone :
· .. your ambitions, dreams : ... a deal or bargain :
, "
: : or d e s i r e s : : :
r------------------------:--------------------------~-----------------------i-------------------------~
, , , LAUNCH ' ... an inquiry into '
,, BREAK ,' ... some bad news to ,' ', s o m e t h i n g ''
, : someone ' :
: ... a world record ... an advertising :
' : : campaign :
~------------------------I-------------------------
i I ----------------------~-------------------------j
I I
I i I I
i I I I
, FACE : ... the facts CAST : ... doubt on something :
: ... a dilemma : ... a glance at something :
I I :
I :
~------------------------I------------------------- ----------------------- ------------------------~I
" '
'OVERCOME ,' ... anxieties or fears TAKE ... an exception to ,:
: about something something:
,,
,
· .. obstacles to your plans
,
, ... offence at something
'
:
r----------------------- ------------------------ -----------------------~-------------------------~
I ,
MAKE
· .. a mockery of HARBOUR : ... doubts about :
something something:
· .. a recovery from an ... a criminal on the run :
'
: · 1 1
: 1 ness: : :'
r~-----------------------I--------------------------~-----------------------~-------------------------,
: : : SHOW : ... a disregard for :
BEAR ' ... a grudge "
: : something :
, ... a resemblance to '."
, , ... respect lor someone ,
, something ' . ,
, ' , : or somethmg :
L ________________________ ~---------- --------------r------------------------~-------------- ----------~
i I J i I
i i i I
I I i I
FOLLOW : ... your heart SEEK : ... refuge from a storm :
,,, · .. a career ' ... advice from someone :,
,L ______________________ _ ,
,,
, ,
, UNDERGO ... a change RAISE ... a question or an. issue
,,, ,:
· .. an operation
,L _______________________ _ ... money for chanty :
___ ,

-----------------------j------------------------~

PfClfiClerlCY Masterclass © Oxford University Press ml~rll~ 167

 used it

these you take pvrptltlnn to or the at? vHVV""- one as as

Teachers
strict
• Ancient treasures
other countries
Bad manners

168 Press W~~~iMiI

,.
 to write two sentences
this on your

Nevertheless

can be
sornelnulg which is

most VV0\>'Uv
much

even

programme

©
7
. of Rumour newspaper
artlcles focusing on the words in bold
a construction.
HE EUROPEAN
PARLIAMENT "n"nr"vpri
new measures
standardising the size of
sausages throughout
member states yesterday,
which will undoubtedly
cause widespread
controversy.
This trend for
standardisation has been
going on for some time
noW but it is the prospect
of all sausages having to
conform to a standard size
that has been most severely
criticised. Some politicians
have denounced the
UI!;:Q';l1Sllun to introduce a
15 em standard sausage as
Owen
scored
and the
170
going too far.
'It's absolutely outrageous:
said Bill Blanket, MP for
North Yorkshire, home of
the famous Grandma
Batty's Pork Sausage. 'What
is really annoying to many
people is the fact that
someone may force them
to consume 15 cm
sausages even if they
want larger ones.'
From January next year
they will heavily fine all
selling over or
under sized sausages.
Special teams of sausage
inspectors from the local
Public Health Department
will carry out
for the th' .
season. Th' I.rd tIme
IS . IS Alb'lon's
111 a
people expect th row and
em to sack
if
you to rewrite
such as someone
~e village of Stokeley
m the Wold was still
recovering yesterday in the
aftermath of a violent fight
that broke out between two
families at a wedding
reception at 'The Queen's
Head' hotel.
According to one guest, the
whole thing began when
someone told the bride's
Mrs Eileen Stoat,
to shut up while she was
making a speech shortly
before the cutting of the
cake. Friends of the bride
set upon members of the
groom's family and when
the bride's father, farmer
Mr Ted Stoat, tried to
intervene someone ripped
off his jacket and shirt and
flung them at the band, who
someone had hired for the
occasion.
'They had been drinking all
said another guest.
"They hurled of
star arrested in
• police station
to protest over sh()rt<:nedhol1lc1a)'S.
bank
Masterclass © Oxford University Press
cake across the
room and they overturned
tables and chairs as
everyone joined in the
mayhem.'
Someone summoned the
but by the time they
ha~ arrived the fighting had
spIlled out into the street
and they had to bring in
reinforcements from
nearby Mevesham.
"It was supposed to have
~ee~ the happiest day of my
lIfe, sobbed the bride Tracy
Bracken. "But it never
crossed my mind that both
my new husband and my
father would end up in jail."
They are still detaining six
men and two women at
Mevesham Police Station
and a spokesperson at
Mevesham General
Hospital said that they had
treated np,~ ... I'''huM.4-.
milrmmlml
..
You work at the Imperfect Partners dating agency. For quick reference on your computer files you need to find two
character adjectives for each of the six people in the profiles below. Make the adjectives by combining a word from
box A with one from box B, e.g. good-natured. Write the two adjectives in the space next to each name.

A B

out mild single minded going humoured

self good bad confident centred
easy quick broad skinned
narrow warm thick hearted tempered
strong weak

has strong views on every topic under the sun
and lets people know it! He can be very
intimidating when people disagree with him and
handle criticism. He often flies off the handle
an argument and has been known to reduce
people to tears.
There's only one thing in life for Tina, and that's her
career. She won't let anything or anyone divert her
from her chosen path. She can't be bothered with
other people's problems unless it directly affects
her. 'Me' is the most important word in her
vocabulary.

Rick is kind and loving and shows consideration for Trida wants to set the world to rights! She is by no
anyone who has problems. His generosity knows no means aggressive but extremely determined. She
bounds. gets on everyone and never will listen to reason but never be tempted
dismisses anyone, and he always accepts things as doing something she's not sure about. People can
they are without making a fuss. say what they like about her, however unpleasant,
but she just shrugs it off and never gets upset or
offended.
Ryan doesn't let anything go to his head and is
never known to get aggressive. generally keeps
himself to himself and doesn't interfere in other in everything life has to offer and
people's business. is always cheerful, never sulks, is never or disapproving of anything,
company and enjoys a joke. waters no matter how unusuaL very lively
run deep, they say! company and enjoys life to She never has
to

Now decide who should be partnered

P.n,fl",i .... ,-" Masten::lass © Oxford University Press Im~m:m~ 171

 so

to

insist warn

it

© University Press 1i1111m1~1

 "<or,"'",~arialmost as a saint
criticism levelled at him for not
he and fundamentalist
of his
influential book
nuclear power and weapons
the next ten years nuclear
IlIi:Ul 1'::1It across the world and rallied among

achievement was the of a nuclear as one of the most

between the super among the
was for
which ended five years bitter
on her own. The

been the

© Press "'~IiiiiI._iiIiII 173

Read complaints from two guests at same hoteL Underline all inversions or structures using have or get
you can find.

... ami you know the bea was so Oh that's When into my room, not
um:on1tO,rtame I a wink was there an appalling mess in the
since I was in the army have I bathroom but also someone haa left; the
hara bea. But that's not all! .,.rnrO_rWiAlIl,,, meal the bea. It took
haa the on someone to clean it up ana then
my heaa . Never have I stayea in a complaining about all the extra
hotel that is in such a poor state work she haa to ao. have I come across
such baa-mannerea Ana what's more, ...

You are a guest at the same hotel and have made the D
following of complaints: We waited over an hour to be served in the
restaurant. No one came to our table until I
A mentioned it to the head waiter. Then the waiter
Hot coffee was spilt all over my trousers in the bar. brought us the wrong order so r had to find someone
The waiter shouted at me in front of everyone, saying else to serve us. I have rarely experienced such bad
it was all my fault. I have rarely felt so embarrassed! service.
Then I had to find someone to clean my trousers.
E
B When I switched on the TV in my room, I could only
I tickets to the dinner and dance in the get the children's channel. We couldn't get it working
ballroom. I didn't realise at the time how awful it properly until the porter came with the operating
would be. The musicians were so bad they caused instructions. Then, just as I settled down to watch
people to throw the bread rolls at them! The food was the match, it exploded!
tasteless plus it was undercooked!
F
C The brochure said there were breathtaking views of
There is a rock star staying in the room next to me. I the surrounding countryside. I didn't realise when I
had just into bed and switched the light off when booked the room this included a power station and an
the music started. It was extremely loud and it went oil refinery!
on until 4 a.m .. When I went to complain, beer was
thrown at me and I was told I was too old! I have G
never been so insulted before. When I arrived, I couldn't find anyone to help me with
my luggage so I had to drag it to the lift myself. Just
as I into the lift the fire alarm went off.
This caused to rush around in a
me when I started

Express these \.-VJlU/'-',UJ.H any others you can think of to the management using inversions from the box below
and structures with have get. The guest with most complaints will get a refund!

Not Never did!. ..

Not Rarely ... Not only ...

174 Proficiem:v Masterciass © Oxford University Press mllBm~1

 these sentences contain errors or not. Correct any errors that you

1 He had so much since the time 7 it won't now hoTrwe.

we met that I could hardly him. by which time I'll have
to do if I pass.
2 What I find is her habit
of always interrupting when someone else is 8 The us that we needn't to
of book as it was
will come up in the exam.
3 Were it not the salary, that is much
than what I earned I would never 9 I am not I'll be able to
essay on time tomorrow as I have
on it all and I didn't finish.
4 Not until I was on my to the I had
that I left my passport at the hotel. 10 Unless you remember keeping the volume
down during the you won't the
5 As no has been reached on
about the noise.
whether to continue with the scheme or
it. 11 He must have someone else to write that
article him as it contained details that I
6 to take up gymnastics,
any point to so much
But for two errors I made in the first
would have marks the test.

whether these sentences contain errors or not. Correct any errors you find.

1 He had so much since the 7 It won't be the results are out,

we have met that I could hardly him. what I'm doing if I
don't pass.
2 What I find her
that we needn't read
8 The teacher .::>'-'j:;I=,"'';;>
the final the book as it was
which is much
come up in the exam.
I would never have
I don't I'll be able to hand in my essay
time tomorrow as I have been on it
Not I was on my way to the
all and still haven
realise that I had my hotel.
Provided that you remember to the
5 As
volume you won't have
on to continue
the about the noise.
abandon it.
11 He can someone else to write that
6 but I
article for him as it was details that
in so
I know he isn't aware
much money on club fees.
12 But I made two errors in the first
I wouldn't have marks test.

"' .... t .... ,"' ... ,-" Masterclass © Oxford Press r.'T!!~M~m 175
 current
as many
stories as a

Divide the class into two

it

176