1 In sickness and in health
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.
▲
Ask students to read through the texts quickly, ignoring
the gaps to find out what each one is about.
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
1Con the spot is a set phrase meaning in one fixed
place
2Bputs off is an idiomatic phrasal verb meaning to
postpone
3Ccoming to terms with is a set phrase meaning to
accept the way things are
4Dthe moment you do something is a set expression
equivalent to as soon as you do something
5Atake heart is a set phrase meaning to feel more
positive about something
6Cprevious experience is a collocation
Text 2
7Demotionally and physically drained is a collocation
8Bpick myself up is an idiomatic phrasal verb meaning
to recover from some difficulty
9Cpleaded 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
12
UNIT 1
PROFICIENCY MASTERCLASS (CPE) TEACHER’S BOOK
© Oxford Univer sity Press www.oup.com/elt

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.
UNIT 1
13
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
1g2h3c4f5a6e7d8b
Note: Idioms 1 and 8 are based on the proverbs ‘A new
broom sweeps clean’ and ‘A rolling stone gathers no
moss’.
PROFICIENCY MASTERCLASS (CPE) TEACHER’S BOOK
© Oxford University Press www.oup.com/elt

a Extra activity
Atik students whether any ofthc- idioms could
dc-scnbe" anyone they know.
Write this stntc-nce on the board ~~ ~II example.
My bruther is Ii real slUfft!d shirt. HI " ! fOT(wr gjymg 1115
Yi~J about tl'ing$ um'g IQng , diDu;ulr words . He
regards other peopk as k.u importlillt ,Irlill /rill/.
Students give ~iJrlil3 r descriptions of thei r own .
Expressions with come
G A~k 5tudents to ~ad through lhe definitions before
they oornplete the SC'ntence5. Remind them that they may
n~ tn change" the form of the verb iu some sentence5.
Checlc 3nswen a., II dan.
Hoy
, come to terms with
6 came down with
2 corTIH doMl hlIdVily 00
7 came round
3 conlh wt ...tt:tl
8 come 'n lor
, come to the polnl
9 come round to
, coaMlC up Wf'Ih
Photocopiable activity 1.1 TB page ISO
-
' --------' -'' '----
Extra vocabulary
See piIgtt 176 lUI ideas on how to oxploit thIS 'o'OClIbvlary.
monal (ad~ivc) a mnol h"" fnr ~T, must d;"
primary (adjectM') Ih~ mOSI in' POI"""l ur buic
1part-l. ( nnlln ) ~ ~nwl ll,.~h urIiglll from a shinywrbce
devoid ( adi«tiY~ ) wll1plet~ly ia(:king In somtlh ing
$0" (Y~r") 10 ri ~ quickly and smoothly
d" .... lnto (verb) 10 Iry hlrd to find mnrr InlorJll.;ltion ~I.oou l
something
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
~i lwali on
Language in use 56 pages 13-15
The sporting life
The ${>ilrtjl/1i lift is an expression u.)Cd tu describe a life
ofa..:ti...ity and outdoor pursuil~. lt i~ al50 the name of a
Briti.~h sports newspaper.
Divide the da.\.~ into pairs o r small groups fur thi:.
actIVIty. StudeJlI.s discuss the question~ Rnd note down
their an~wcr5, then t hey share their answers with the
o theT pairs o r groups.
14
Discuss any itcm~ thcyart not sure about as a d~
Some of the sporting activities 3fe mentioned in the
clore exerciS(' that follows.
Ko,
1 pins: bowlIng
running shoes. aUlktticli
II footbalL foolb<lll
iI ltlOOlS racket! racquct: tenm."1
Ice sk3.tcs: Ice skittlnt
o ptlddle: Ctlooeinf;
tI toll Club: golf
weights: weightlifti'1I!:
2 bowIillg: bowline &hoeS
athletics: a stopwatctl
football: boots, shin Pllds, goalposts
tennis: /I net, bellS
ice skatmg: protecti.... cjoUlir~
canoein«; a wMy IMtlmet. a life .l3Ckct
~If. bBUIi, tees. a &love
wel&htJlftine:.l belt
3 boWline: alley
flthletlCS: !radl
football : pitch
tennis. ewrt
~ skatlns; rink
canocln(: mplds
1011: course
welghthftlng: gym
4 i!l11ey: skittlef>
lIit\;k: rnotorofltCin&.
-'.- .poIo.
coun: SQUIlS/'I . btIcImtnlOrt.
rink: ICMlOCkey
IlIPI(ls: rafting
cOUJSti: horlie--faclna
gYIll: Il)'mnastics. aerobics
II ETfra Activity
Round uff the ac tivity by asking .~I\ld e nts which of
Th e spo rting acti...ities you either dv, p~y or go.
K<y
do
,0
play
athletics, ~ighl-Ir.illing
bowling, ice-skilling, canoeing
footbaU, tellllis, gulf
K9127pr

a Alttrnativt activity
With;a l;arge class YOII could conduct a survey by
inviting students to IIHU out a1llhl;: sporlS &Iudenls
either enjoy watching or playing. Students Ih('n
report back to you u~illg the phrast-s below.
the majority
about half
most ofu~
a few
quiTe a few
hardly anyone
Cloze Paper 3 Part 1
A Allnw ~tudenls 2 minutes to skim rud Ih(' text.
i{l;:llIillu thl;:lIl nut to fill in Ihe gaps yet.
Discuss ans~rs as a cI ..u.
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 ofwhat it is ;,Iooul ""forI!
they fill in the gaps. The missing word may cI~pend on
I~ conttxt or ovuallllleaolllg of the text.
Doing tmrrcil>l;l ur ,parts tralnl", to muole
D Ahcrnativc8ctivity
Studell~ fl!ad thruugh the text quickly and
underline the diff(,T('nt sports m('ntioll('d. Alik thl!lIl
to Imd uut what connects these sports according 10
Ihe'M'I .
football. tennis, fiJ(ur&-" kating. ictKIance. i)'mnastlcs.
$kii..~. wcwr. lUib'!. rowlOi. wel&htltttini. Othlctics
Thvy are all connected I1t lfllmlng to mu!lolC.
8 Tell bludents nOt 10 wo rry about Ihe Iln~wers thcy
art' not sur(' about at thiS stage.
C Draw sluclent~' Altcnlion 10 th(' exam tIP before
they rc..d thruugh thl! text :Jgain.
Wh('~ Ihey are shU nol ,ure, studellts noll! down the
type of word that i~ mi~~ing hy InnkinRllt Ih(' whok
~nl('nce.
('.0 through Iht Itxl and check answers as a dill>!>. Tltl;:
key indudCli the Iypt o f word Ih:J1 is missi ng.
1 whether (connector)
2 'III\i:lU / nlVdl (adYertl/ part of a connector)
3 not (adVerb) / nothinl (pronoun)
4 on (preposition)
5 me (verb)
6 forms I examples (nouns)
7 to (plepo!Oilion)
8 buU, (determiner)
9 greater (adjective)
10 Oily (determiner)
11 ul'\ (preposition)
12 their (pronoun)
13 talo.e (WIU)
14 which (pronoun)
15 maKCO (vem)
Structure
Defining and non-defining relative clauses
D
' that Clrl:! ..h .o plV<lsing to the eye'
'both of YItllch cklmand hlth stondards of l>.<I""nce. <»
ordination ond suppleness.'
'which seem to dM·IlI!'Id muscular strength more Ulan
any other physical requirement'
' who lake part in _ighUirun~f
' whit:h dttnlB.1ds enormous ph)'slcal strenllh'
II relallve pronoun introduces A relAttve ell'll/lie, e g ttlllt,
which. wfK), whOM, whom. wtw!re, when al'\d why.
E Co th rough Ih~ qllC5lions ont by on(' and discuss
",o,""('rtU a da~.
1 Th e nrst oontencc is Q deflmng rll lAIIVe clause
The scntP.nCe teUs us IMt of 811 the golfers it was
lhe one who attended the dinner that had won two
PMVious championships. TIlfIlO4tflt""lCV ttliis us
which golf\ill _ <I'lt I\ilf\illflng to.
TIMlI>9COOd sentence 10 0 non dcfJnlrW mlntiV!'! dttuse.
The sentence tells us ThAt tMfe IS likely to be only
one eo1ter In l1uesliOn The fact that the golfer
&tten~ the MOUaI dinner is additJOIWI
Informa ti on. Point out Uw u~ uf CQrTfllaS In this
sent~. 11 would still be a complete OOntcncc If
the additional Information was tllken OUI .l.$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 rdative dause
melltioned in t 1-6 are practiSfi! in this exercise.
Reference i~ made to this in the key.
Check an swers as a claS/;.
...
,.
1 Ihe 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« E5.
6 He had 1_ had any formlIl educlItion. whiCh
omozcd me.
S«Ffl.
G
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.
The relative pronoon can only he omitted In SCMcncc 3.
Note: A wmnlOll mistake students make with this type
of$("ntt'nce is 10 WIt object pronouns in the relative
clause as ifit w~;a se..,arate sentence, e.g. 'We dC'Cided
to engagt Ibe two young dancers (who) we bad seen
them perfurm un td~vision.'
Point oullh:H the relative clause defines ' the two young
dancers'. The rdative ..,rolloun wile can be ustd in the
relative clauSC' . However, an ohject pronoun like them
cannot be used in Engli~h to refer ;again to 'the two
young dancers' within the relative clause.
Reduced clauses
The three exercises thai folluw ru(.U~ on different typn
of reduced relative c1aU5("S. These are Mlmctimc:s
referred tG as non finite or participle dauks.
H Ask studclllb Iv \.Umpare the two stntencts in th e
exampk. Point Olltthat the verb in the mative clause i~
passive so the past participle or oed form IS used in the
reduced clau$(" . Ifthe 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 TF..ill8l$ 'III'Ot'king With Upilock:omlng 8ttrleles SWI
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.
Point o ut how the position ur 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 sentenCd.
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 nsi der
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 a sk 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
ofwho 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 oftheir 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 answnsas a class.
Kq
'Iext1
The doctor I patient rdat io n~hip IoC. 'Cn from both
$ides.
The writer mentions his I her experience a5 a junior
sur~con and co mpares it with his I her experience as
a patient.
Text 2
, ., doctor's view ofpitticllts' expectations
The writer mentinn ~ what patients want ,/;ltd don't
want from him' her.
'A hospital doctnr'~ routine' is too genen! for either
text.
' What do patients really think of their dodor~?'
doesn't fit eithn text beca~ both of them focus on
the doeton' view, not the patients:
o Al;k s tudents to underline a key word or phrOlSC' i.n
each question to hdp them decide which t~ it i~.
Check: an~ers as a class.
e question 4 WHIt inlJlfessloo docs the wnter grve
b QUHtlon 2
c QUeStIOns 1 BI'Id 6 'WIlIel'! word is used ... 1',
.Whtct1 TWO 'NOI'ds. contrast wiUI , ..1'
d questions 3 and 5 ' W"in whY the writer has
chosen to uw U", phrase I expresSIon
C Draw students' ;lttl;'l1lion to the Exam fiph efore
they begin the exercise,
Note: III the revised C PE Paper 3 Part 5 there are only
fOllr comprehension question~.
Use the key for examplu ofhow their answers can be
written.
Check answers aS;I class,
",,"
'8
1 IihutUIn& (line 14)
The writer mcnliom , hulthnJt ~W«ll uiuiu;, the
op<nlms tM.ltr(, the W,IlIJ5, el(.. in lines IS- 18
2._
' You ~Itu think of dwo patitnl5llS th(tl1tmy~nd
the nuna:16 yourfir$l lillt (If dtfruu agAlmt lhem. '
(line 22)
•
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 $lap.
T"" 2
4 IMt by making thlnes complicated they seem tu IitI
In control
' Illusory' is klln<'lhing th"l i«tllS real bU I is not and il
awlia. 10 Ihe 'ltnse ofconlrol' so the dodo" Cn!'''''t,
false lelllle of reality,
5 to show ttklt 0 potJCn"s problems ere fairly ordinary
compared to the dltficutty of dealing with UNir
expectations of the doctOf,
A pn/nlri<ll1;' ~ perwn walking in the Sireet. bull~
" I I aU.k." (:tiv( it can suggest that .!oOmcthing i~ rornmon
or ordinary. In Ihis contat. rt rffl:o" 10 Ihe patient',
a.ng lill which ~uggest.slh..t thedoctor rqj,<lu4 tlW.
il1n«~ U Vlmtthmg unUitelnti"l! ur unimportant,
6 lnendly and charming
P~tiellb ...."l1t 're'" uoaoT$' who appcardficicnl
beouw they think !hey are being lratm Mler r.uhcr
than a docto r 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 StudentlO re" d through all the summary phra.'ICS
and choo~ Ihe relevant ones ~fore they diM with lhe
text. Th<! y ",,,u do t.his in F.
•
2457
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 lhi~ 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 dashIf'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 question 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 ofpoi",!.Their sentences should he flu entl y li nkN.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 the word~ and find a noun thaI
malcht"5 them . Uk thil> 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 -preparC'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 -matched
teams
a well mannered or i1J-mannert'd ~rson
a wdl-attenJeJ "ollr-nt / meetill!; / match 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!
yon ClI n be well· or ill- informed about somethlllg
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
rl emenled (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!VtIlIIOlWI and rl/temlltlVt 011 Ihe
board and ask students how the words mighl npply 10
medicine and lor education.
St11dents work in pairs to match Ihe names to tile
pictures. Discuss What the trealments inmlvc.
Discu.\.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 ofthe 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 and
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 th c cum, students
will h ear 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 ofaU four exlNldl allow studellts a lIIulUle
TO compare answers ill pairs. Check answers u a cI~ss.
...
1C2B3C4C5BnC7BBa
Note: Sections of the tapescript in italics high.l.iKhl
parts ofthe 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 ...•
well, 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. Ifelt 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-consclous 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 monitora
pciUttnt's condJr1onl'rom r~ ground ~ satellite
transmiSSion. The ·telemedicine'link shows vital stens
sueh 8S blood pressure. tem~rilture Bnd oxyecn In The
blood. To check on iI pc!t;t>t!n61er. "I&ht ,mendon'" - Who
h_ undelgontl basic medlCtlI trnlnina - fir st rltl8ch
senSOfli . AmonltOOng 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 1rc&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 the 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 d ecis: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 minute,<; 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, cont e ntment, hypodermic
needles, bcncnciol,lnnoculauon, good for your skin,
appr ehensive /!M:Med / tearful, alternative m6(Jicin~,
health !!!Cherne /policy, health club,
conventlOl'ltlI medicine
Spec ul ati ng
R St udents d lscun the pillllrn in pairs, Encourage
Ihe use of language fnr giving impressions and
s~cu l ating,
Ask s l uclcnt, to oompilrt IdeilS with lIJ10thn pair.
Speculating
,.. ' Quid/",lIf/ mightbe...
/ WQuld assume ...
... IlpfKlIr/J«m toIN ,
Igt't thi' rmprrJS/oII .. ,
. . . look as t!lQugll / if...
COPlay Ihe recording twice ifn««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, lor 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:ampaig ns currently ('xist
in their co un tries, what hcallh issues the c;,.mVaigns are
a bout, and how they are pr~nted.
Draw students' attention to the Will lipand use one of
the pictures as all oample. Ask what message th ey
think it is inten rled to convey. T hen a!Jt them whether
they think 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 their views to the rest of the c1as.~.
Sugge s ting alternatives
E Refer to the Exam lip ~nd encour;,.ge stuuents to
makeand invite suggestiuns from e:ach other, and,If
they uiSllgree, to do so poHIt'ly.
Sugge stlne and disagreeing
Onf po"jbllrty "",IJ be ...
Mrotlln-oplio n for this would ~.
I n~11 what youmean, but d(m't YOII III/ uk.
I J Oll't entirciy ague with YOII thm! ...
Jtau yo ur point bur f't rIUlp$ ... might ~ a bener idta.
F Students report theirdeciiiunsto the class. Take !'I
vote on the t wu iJ.est suggestions.
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 understood what is required in this 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 recotnrTlendalJon s
based 0f1 these results.
Analy sing the sample
B Refer to the answersin A and adtstudcllb tu use
them a.~ ~ checklist ali they read thro ugh the Mmple.
When they ha\'C read the Mmple, ask studell~ ifthe
proposal has done whdt it is supposed to do.
Point oU( thllT the thrcc q uestions are designed to focus
students' ;,ittention on the style: and layout ofthe
sam ple proposal.
Dibc-uss an swers a.~ a class.
1 The style IS fo rmal and knUtlfsonaJ
2 lhe proposal is diYKJud Into sections. f~h sectton
has II 5hOft htladlni:.
3 This type of layOut mBlIes the pr0p05a 1eaSier to
read. The roqulred Inform.!ltion Iii clecll!y
presented.
Writing .kllls
Making re co mme ndatio ns
C U rlW "tudents' an cnlion to the Exam lip and write
this sen tence on the boaru: Jwould 5trOllgly rr.mmmtll d
rtluJ..JI1K Plotes before you !tart writi"g as tIm will mabie
you 1(1 (lr~(III;J(' your 1(leas fmll wri te mort! fluff/lly.
Ask students which part of the sentencegives a pct'Iitivc
proposal and whi,"h part gives a clarificati on.
Stude nts look thruugh the sample propoul again and
fin d oth er exam ples o f these fU III.tions and make li~l s in
the Ciltegorit:1. p ruYid ed.

Ke,
!>Mltl'll! ptoposllls
I 5uggest that we Investigate ways
Constderation should bti giVi;tn to ., '
I woold stronGly recommend provld1ne
The restaumnt menu could be revised
ClnrtT1cl'lUons
. as this would result in .
sincv this would result in • ..
on the grounds that ...
.. . this would have the additional ru:t'o'rmtagc of .
.. . as this would help.
Net"t"'e propot.lll5
It woold be inadvisable to provide .•.
D Students look at the ,ues ill 1-6 and choose lUI
appropriate structure for making a positive or negative
proposallxfore they write their senknces. ReJlLilll.l
them to write complete ~cntcncc~ hearing in mind that
the form ofsoJile verbs may l1t~eJ to be (hanged and
other word~ added.
Ched answers as a class focusing on accu racy of form
and ~nten(e structure.
Possible answer.
1 It would be a good Idea to go cycling: reGularly. and
this would have the additional adVantage of
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 ~erciS8.
Writing your proposal
E Go thruu!;h th~ ~laSl'"!i in turn and discuss questions
an<! hrainstorm idcas as ~ class.
Unit 1 Overview key
56 pages 22-23
lexical cloze Paper 1 Part 1
A
1C2C3B4A5C6C
7e8e9D10C118120
Cloze Pape r 3 Part 1
B
1 Whell""
9 under
2"P
10 sur.h
, make
11 both
4by
"
of
5 with
13 ..II
6 much I far I considerably
14 this
7 reason
15 time
8 taking
Word formation Paper 3 Part 2
C
1 beneficial
6 slJbcM~K)Usly
2 clrcull'ltion
7 enables
, significance
8 intrusion
4 incredibly
9 incurC:lble
5 uncontrollable
10 muscular
Vocabulary Test Unit I TB page 126
23

2 Written in the stars
~ See unit summary on page 4~. ~_____~. . _ _ __ ~,~ __~"'~_~_,._~ . . __ _ .__ ,
Exam training In this unit
Reading
Multiple-choice questions on one text:
dealing with distractors
Use of English Word formation: affixation
Comprehension and summary:
referencing devices, meaning of
Listening
Speaking
Writing
idiomatic phrases
Sentence completion: looking at context
before listening
Extended speaking practice: responding
to the long turn
A review: vocabulary range for creating
interest
Ask tudents if they can understand the meaning of the
title f th unit. It's written in the stars is a phrase used
to imply that the outcome ofsomething is dependent
on fate or luck. The overall theme ofthe unit is
cientifi fact and fiction.
Reading S8 pages 24-26
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.
Key
a pendulum Galileo Galilei (1.564 -1 .642) discovered
~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
the idea of gravity.
a light bulb Michael Faraday (1.791 . -1 .867) was the first
scientist to produce an electric current from a magnetic
field.
radioactive warning sign Marie Curie (1.867 -1.934) was
a Nobel Prize-winning physicist who discovered the
radioactive element radium. Radioactivity itself was
discovered by Henri Becquerel.
24
solar system Nicolaus Copernicus (1.473-1 .543) Polish
astronomer who proposed that the Earth and other
planets orbit the Sun.
Multiple-choice questions Paper 1. Part 4
Background notes Albert Einstein was the man
responsible for the Theory of Relativity and our
understanding ofspace and time.
Max: Planck (1856-1947) was a physicist and originator
of the quantum theory ofsub- atomic physics.
Werner Karl Heisenberg (1901- 1976) was a physicist
and philosopher who helped establish the science of
quantum mechanics.
Gonville and Caius college is one ofthe Cambridge
University colleges.
A Draw students' attention to the picture ofStephen
Hawking and ask if they know anything about him.
Students read through the text quickly and find out
how Stephen Hawking communicates. Point out that it
is important to read through the whole text to get an
overall idea ofthe gist before attempting the multiple
choice questions.
Check answers as a class.
Key
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
1.D2C3B4C5C6C
Vocabulary
C Deducing the meaning of unknown words from
context is an essential skill at this leveL Use the word
chimera as an example.
Ask students to look at the first paragraph and find the
word chimera. It occurs twice. Then ask the following
questions: What does it refer to? (The Great Unified
Theory); What type ofword is it e.g . noun, verb,

adjective, adverb, etc.? (noun); What other words does
it connect with? (chasing, no chirnera, but a real beast)
tudents can use the questions as a general checklist for
deducing meaning from context in future.
Remind students to look at each ofthe words as they
are used in the text before they match them to a
definition.
heck answers as a class.
Key
1.f
8c
2i
9d
3e
4g
Expressions with time
5h
6a
7b
D A k tudents to explain to you any expressions with
time they have in their own languages.
A k students which expression they think is illustrated
in the cartoon (killing time).
Remind tudents to replace the whole phrase with one
f the expressions.
heck an wers as a class.
Key
1. just in the nick of time
2 a bit pressed for time
3 at the best of times
4 Now's a fine time
5 kill time
6 be/ leave/ come on
time
7 buy time
8 for the time being
9 time and time again
10 time will tell
R und off the activity by asking students whether they
were on time or in time for the lesson. (on time is at the
rrect time; in time is early, with time to spare)
o Extra activity
Ask tudents to recount something that happened to
them recently using as many of the expressions with
tim a po ible.
E
The recording is an example ofhow explaining
the univer e ha become part ofpopular science.
tud nt read the question before they listen.
Play the recording.
h kanwer asaclass.
Key
1 The great Question of Life, the Universe and
Everything.
2 The answer is 42.
3 That the two men have never really known what t
question is.
F Spend a few minut di u ing tudent' reactior
to the extract.
Tapescrlpt
NARRATOR Inside the building, the room was much as
Slartibartfast had described it. In seven and a half millio
years it had been well looked after and cleaned regularly
every century or so. The ultramahogany desk was worn at
the edges, the carpet a little faded now, but the large
computer terminal sat in sparkling glory on the desk's
leather top, as bright as if it had been constructed
yesterday. Two severely-dressed men sat respectfully
before the terminal and waited.
LOONQUAWL The time is nearly upon us, Phouchg.
PHOUCHG Seventy thousand generations ago, our
ancestors set this program in motion, and in all that time
we will be the first to hear the computer speak.
LOONQUAWL An awesome prospect, Phouchg.
PHOUCHG We, Loonquawl, are the ones who will hear the
answer to the great question of Life . .. 1
LOONQUAWL The Universe ...1
PHOUCHG And Everything ...1
LOONQUAWL Ssh, I think Deep Thought is preparing to
speak!
NARRATOR There was a moment's expectant pause whilst
panels slowly came to life on the front of the console.
Lights flashed on and off experimentally and settled down
into a business-like pattern. A soft low hum came from the
communication channel.
DEEP THOUGHT Good morning.
LOONQUAWL Er ... Good morning, 0 Deep Thought, do you
have ... er, that is ...
DEEP THOUGHT An answer for you? Yes, I have.
NARRATOR The two men shivered with expectancy. Their
waiting had not been in vain.
PHOUCHG There really is one?
DEEP THOUGHT There really is one.
LOONQUAWL To Everything? To the Great Question of Life,
the Universe and Everything?
DEEP THOUGHT Yes.
NARRATOR Both of the men had been trained for this
moment, their lives had been a preparation for it, they had
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 I am.
LOONQUAWL Now?
DEEP THOUGHT Now.
NARRATOR They both licked their dry lips.
DEEP THOUGHT Though I don't think you're going to like it.
PHOUCHG It doesn't matter! We must know it! Now!
DEEP THOUGHT Now?
LOONQUAWL Yes! Now ...
DEEP THOUGHT Alright.
NARRATOR The two men fidgeted. The tension was
unbearable.
DEEP THOUGHT You're really not going to like it.
PHOUCHG Tell us!
DEEP THOUGHT Alright. The answer to the Great Question ...
LOONQUAWL Yes ... !
DEEP THOUGHT Of Life, the Universe and Everything ...
LOONQUAWL Yes . . . !
DEEP THOUGHT Is .. .
PHOUCHG Yes ...!
DEEP THOUGHT Is .. .
PHOUCHG Yes ...I!I ...?
DEEP THOUGHT Forty-two.
NARRATOR It was a long time before anyone spoke. Out of
the corner of his eye, Phouchg could see the sea of tense
expectant faces down in the square outside.
PHOUCHG We're going to get lynched aren't we?
DEEP THOUGHT It was a tough assignment.
PHOUCHG Forty-two! Is that all you've got to show for seven
and a half million years' work?
DEEP THOUGHT I checked it very thoroughly, and that quite
definitely is the answer. I think the problem, to be quite
honest with you, is that you've never actually known what
the question is.
PHOUCHG Look, alright, alright, can you just please tell us
the question?
DEEP THOUGHT The Ultimate Question?
PHOUCHG Yes!
DEEP THOUGHT Of Life, the Universe and Everything?
LOONQUAWL Yes!
NARRATOR Deep Thought pondered for a moment.
DEEP THOUGHT Tricky.
PHOUCHG Yeah, but can you do it?
NARRATOR Deep Thought pondered this for another long
moment. Finally.
DEEP THOUGHT No.
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
emit (verb) to end out something such as sound, heat, light
specify (verb) to state something by giving exact requirements
disconcertingly (adverb) causing surprise, confusion or
embarra sment
immense (adje tive) extremely large
!irJJ iSll&JW{&W&'/JY ' Ii/61ft ~W&w6'6'[;J'~ e'IIIRlpK (lJJ~H
ern tion
formulate (verb) to create or prepare something very carefully
26
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
ability to understand or do something
deterioration ( noun) process of something getting worse
Language in use S8 pages 27-29
Word formation Paper 3 Part 2
A This part of the section focuses on affixation in
English. Prefixes are added to the beginning ofthe root
word and suffixes to the end.
Students work in pairs to discuss the changes to the
words.
Discuss answers as a class.
Key
strike - meaning to hit someone or something; to stop
working as a protest; to come into one's mind suddenly
striking - adjective used to describe something or
someone that is unusual or interesting enough to attract
attention
strikingly - adverb used with the same meaning as the
adjective
able - adjective which describes ability to do something
enable - verb meaning making it possible for somebody
to do something
enabled - past participle of the verb
help - verb and noun
helpful- adjective used to describe something which or
someone who helps in a situation
unhelpful- negative adjective
unhelpfully- negative adverb
B
Key
Real Madrid is the name of a football team. Real is
Spanish for royal.
realign comes from the root word align. It means to
change the position or direction of something slightly.
C Brainstorm other words as a class.
Key
realising, realism, realisable, realisably

D Students prepare their diagranIs in pairs and then
compare them with another pair.
Check an wer as a class.
ble answer.
Legal illegal, legalise, legalisation, legalised,
legalising, legally, illegally
Care
careful, carefully, careless, carelessly, carer,
cared
Appear disappear, disappearing, appearing,
appearance, disappearance, appeared,
disappeared, apparent, apparently
E Check answers as a class, asking students to give a
definiti n of the words or to use thenl in a sentence.
-
-~ucom'uml'iL)f, -coll VIllI
onor ut conor
res~e U ,res ec u,
3 disentangle
4 misrepresentation
5 proportionately
6 uncoordinated
7 reconstructive
8 differentiation
9 Informality
10 Interchangeable
r
u
I
U
..~c
c::JJ,,...
I 'rpc;;:.
rf
'
respect, disrespect
entangle, tangle
misrepresent, represent,
representation, presentation,
present
proportionate, proportion
coordinated, coordinate
reconstruct, constructive,
construct
differentiate, different
informal, formality, formal
interchange, changeable,
change
.. --~ ..
-
' 1}itW-:\ ti -"\:'ffi:-'--'«t--~~rt-l.1o·-~ <,.,
1-. .... -~~ a1;i JNy
"'''''v 0l eexer1
ey)
-e
a sense of
-
-
----.=:•
..·.- i
.. __10-
_
... -'-
'-
) ...
....
\,
11 t:."'
of multiple change possible frOIn E.
Ask tudent to read through the text quickly to find
out what in general it is about (the possibility of
asteroids hitting Earth).
Discu s an wer as a class.
e
e
Students read through the text carefu11y and decide on
the right torm o t the word~.
Check an wer as a class.
•
,
Key
1 unavoidably
2 catastrophic
3 alarmingly
4 disappeared
5 insignificant
6 abundant
7 extraordinary
8 destruction
9 realisation
10 unfortunately
a Alternative activity
Ask students to cover the word with a piece of paper.
In pairs they read through the text and decid what
type of word e.g. noun, verb, adjective, adverb g e
in the space by looking at the other word in the
sentence.
Then ask theln to uncover the word and put thenI
in the right fonn .
t C Q ..... ,;.~..,.- "-:z.~j.~ ::.
-: _: ="':"_
•
......
'""~.& ....
~,,' fet esewor on
-
.1
_
1_
L__l
,-
-
... .
1~I
,",-t;,.#
ro.
strength weak hard soft circle
arge
rich danger courage force
ure
Ask students to work in pairs and Inak verb fr In
all the words on the board by adding - en either t
the beginning or the end of the word.
Then they should Inake sentence using five of the
verbs, using a dictionary if neces ary.
Check a nswers as a class.
Key
strengthen, weaken, harden, soften, encir
,
enlarge, enrich, endanger, encourage, enfor e, en ure
-.... ~
Stative verbs
Introduce this activity by asking
possible to use the continuous fonn of the verb in the
example sentences (no).
Then ask thenl to work in pairs to Blake entence
using the verbs in the continuous £ rm but with a
dltten:nt ll"l eaJll ng.
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..
Checkanswers as a class.
27
-
-

Key
Verbs related to the senses hear, smell, sound, taste
Verbs related to thinking believe, doubt, guess,
imagine, know, realise, regard, remember, suppose,
understand
Verbs related to possession belong to, have, own
Verbs related to emotional states dislike, hate, like,
love, mind, prefer, want
Verbs related to appearance appear, seem
Others contain, depend on, involve, mean
H
Key
1 a I think think is used to express an opinion
b I'm thinking think expresses the possibility of
a course of action
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
of using one's imagination at that particular
moment
b I don't Imagine Imagine expresses the
speaker's opinion of what is likely to happen
4 a is appearing appear means performing in a
play, film or TV show for a limited period
b appears appear means seem
Continuous aspect
I
18
Key
1 a The simple past is used to indicate a repeated,
regular action in the past which doesn't happen
now .
b The past continuous indicates a single activity
that was interrupted by another action.
2 a The present continuous indicates a temporary
situation.
b The present simple is used to show it is a
permanent situation.
3 a The present perfect simple indicates that the
action is completed.
b The present perfect continuous indicates that
the action isn't completed yet.
4 a The past simple is used to show the action had
finished when the teacher Intervened.
b The past continuous is used to show the action
was still going on when the teacher intervened.
J
Key
1c
Bb
2e
9b
3c
10a
4d
Photocopiable activity 2
Extra vocabulary
5e
6c
7a
TB page 151
See page 176 for ideas on how to exploit this vocabulary.
abundant (adjective) existing in large quantities
celestial (adjective) relating to the sky or universe
compromise (noun) an agreement reached by making
concessions
deprivation (noun) the fact of not having something you need
intervene (verb) to become involved in a situation in order to
help it
Comprehension and summary
S8 pages 30-31 -
The theory of inequality
Students discuss the questions in small groups.
Suggest that they should corne up with some examples
to support their views.
Ask one student from each group to summarise the
discussion for the rest ofthe class.
Round off the activity by asking students whether they
think women are better suited to certain jobs than men.
Comprehension Paper 3 Part 5
Background notes
Thomas Vaughan (1622-1665) was a British alchemist
and philosopher ofnature. His writings deal with
magic and mysticism.
Sir Isaac Newton (1642-1727) is famous for his
universal law ofgravitation and laws of motion.
Robert Boyle (1627-1691) was a British philosopher
and scientist who carried out a series ofexperiments on
the properties of air.
Charles Babbage (1792-1871) was a British
mathematician and engineer who developed the
<difference engine' as a calculating machine. but it was
never completed in his lifetime.

The R yal ociety was founded in 1645 as a national
academy ofscience and election as a 'fellow' or
member was considered a .great hononr
.JIl vvJ •• rn
ersc e t 7jtl 822} asa erman orn
..lc;...tr{....nn..",~ r 'u.,..... ,...,. ;:I~,..~
______ J
...
...~
astronomer who dIscovered the planet Uranus.
the father ofCaroline Herschel who also
became an astronomer.
_l __T.;;"~...pl...-:~--
- L .. crt.~.,...". ,;I~"-':#'~
_ r ~ .:;f_':_~-.;::_
mathematician. Her portrait appears on SB page 30.
The Fawcett ociety was established by Dame Millicent
awcett, a well kno'-Vn frTT'lin!"-t-
-t-" ~-~--..- --~
:
1 <iWl..cll, a we known temlnIst, to promote women ill
cience.
A tudents read through the article quickly and
ch
e an option. Ask them to justify their choice.
heck an wers as a class.
Key
Women failed to become scientists because of male
prej udi ce.
B Ask students to read through the article carefully to
ch
e a heading for each paragraph.
hekanwersa aclass.
Key
Paragraph 1.
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
Paragraph 6
Referencing
Fear of the unknown
Women's understanding
A male preserve
A one-off visit
Forgotten talents
Lacking in strength?
Craw tudents' attention to the Exam tip before
they d the exercise.
Remind tudents to look back at the article and read
th sentence around the extract to find the answer.
hekanwer a aclass.
Key
1 a rebel
6 the 19th century
D Remind tudent that th y h uld keep th ir
answers to the qu
ri f nd imple p ible.
4~1, ,~••-1__
_
..
Ask student to ompare their an w r in pair
Check answer a a cla .
ey
1. to suggest that science had made ideas of magic
and witchcrrift nlrl f:::>c:hin"""rI
and witchcraft old fashioned
2 the Royal Society
3 to emphasise the exclusive nature of science as a
men's club
4 scientific discovery as demonstrated by Boyle's air
pump
5 the reasons for women's inadequacy in science
6 that he believed she was physically incapable of
doi ng mathematics
E Remind student t
the text before they mat
hwthadvrbareuedin
m aning.
Check answers as a la .
Key
1.d2e3h4b5g6a7c8f
o Extra activity
Write the e prompt n the bard.
1 the law / enforced
2thegreatetteam/th w rid
3 whatyou aid/ ridi ul u
4 offered / lend / ar
5 exam result / bad
6 onepointofview/ valid/ n th r
7world/cloe/detrutin
Ask student to work in p ir nd mak
mplete
sentences from the ue u ing uit bl adv rb fr m
the list in E.
Each pair read out th ir
as a class.
Possible answers
1Thelawmu tberigorouslyen£' r d,
.... ..., "';-'_J·uL~"unal..'r,·r"" ~l.e '
.
~
wor
3
r t 'ou-;a
A T...J,.. 1 ..!_..
.. )7___ rr
.....
4 Hekindlyofferdt lendm hi ar.
mpari on
n
III
29

5 Our exam results were disastrously / staggeringly /
catastrophically bad.
6 One point ofview is as equally valid as another.
7 The world is alarmingly/ disastrously close to
destruction.
F Again, remind students to check how the
expression are used in the text before they choose a
meaning. orne of the expressions are metaphorical.
C heck an wers as a class.
Key
1B203B4A
Summary writing Paper 3 Part 5
G The key information in the question is the
reasons. .. why women have been unable to participate in
scienc .
Sample summary
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary_
inherent (adjective) basic part of sOITlething that cannot be
reITloved
conviction (noun) a belief in sOITlething
\'VI~VI"~IVII UIVUlJ) it ucuq Ul ~U.lllCUllI1g
.... ....,ulTy (v.... J.u) l.v CI..l. .LC:U-'5
ull.l.l5 .3 l1JlV C1 ;:)y;::t\'~.l
.
1J.
subside (verb) to becoITle calITler or quieter
Inolcunenl: ~noun) an ma.J.cauon mat sOITlemmg IS Daa or
V V ..lVJ .llS
Listening S8 page 32
To boldly go
NI"'\.~p. t-., 1,....1".l1)1S"'-'
.
.
.
.
ul. -a.-.o ".0 ......,._ l __"",~g'O••.,> l..fOfo~ .i.o n
phrase u d in the television series Star Trek and which
30
h~ nO~heCo.TUe~n;:Jcc~pted_phr .~P:tfi.M~rc ri1:v> . ny..
new and exciting venture.
Key
1 The two photographs show scenes from Star Trek
and The X-files.
Brainstorm ideas for questions 2 and 3 (students' own
answers).
Sentence completion Paper 4 Part 2
Background notes
Percy Bysshe Shelley (1792-1822) and Lord Byron
(1788-1824) were both poets associated with the
Romantic Movement. Both had radical views on
morality and society and led unconventional lifestyles.
The Great Exhibition 1851 was a celebration of the
Industrial Revolution held at the Crystal Palace as a
showcase for the latest developments in science and
tech nol ogy.
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 anonewor insomega s.
B r-~ Play the recording. Remind students to use the
second listening to check what they noted down in the
first listening.
Check answers as a class.
Key
1 feminist
? J;!:rrute .
3 sixteen I 16
..: J ~l"U ::_CII / -LoU
4 storm
o !!,llv::.L
6 (waking) nightmare I dream
7 student
8 femal e
9 The Great Exhibition
Tapescript
PRESENTER Alt~ough sCience Hdlon IS often consIdered
uo::: d ["dillY IIIUUt:::Ill IIlt:::rdlY gt:::nrt:, Il nd::; a long 1:raanJon. y
th§ §ng 9f th§ ±gth 9§ntl:Wf; n9¥@I§ in¥9I¥in~ §€i~meg afl8
.f"CIl'""-t.OO~ ..... 0101 ClI"- 1:5C1dy b~;oo""""" popul ..., kiUi.. dO. OCl lly nGH~1 Cn,.., .
explains, the genre goes back even further. _.

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 ifthey 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 ofhow
and when th y will prepare.
ach gr up pre ents its plan to the class.
B Make a Ii t on the board ofany other study
ugg ti n given by the tudents.
C Thi
hckanwera aclas.
32
Key
1 protagonist
2 opening
3 climax
4 denouement
5 pace
6 hero / heroine
7 style
8 events
9 theme
10 suspens e
Writing your set book composition
D Students may be asked to write about the set text
within anyone ofthe five formats in the example exam
questions in this section. Each ofthe 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
suggestion to be taken up.
b Details of the personality of the female
protagonist and how she resolves the problem.
Reasons why this particular book and its
protagonist would be of interest to the readers of
the magazine.
c Formal and persuasive.
4 a The younger readers of the magazine.
b To explain how the characters, their relationships
and the themes of the book would be relevant to
younger readers of the review.
c An informal, personalised style.
5 a The head of English at your college
b The report should have a formal, impersonal
style and be organised into clear sections,
possibly with headings.
c The main focus should be on how the content of
the book has provided you with an insight into
the place where events take place and into how
you think a teacher could make the book more
relevant to students, perhaps by using video and
drama.
E Retuind students of the ituportance of planning
their compositi n before they write by referring to the
five tages u ed in previous units. Use the notes in the
key for part D as a guideline for you and your students.
The illu tration on page 35 depicts scenes frOIn novels
by Jane Au ten, M Forster, D H Lawrence, George
Orwell, J hn Steinbeck and F Scott Fitzgerald.
•
Unit 2 Overview key
S8 pages 36 37
Lexical cloze Paper 1 Part 1
A
18
7A
2A
8A
3D
9A
Cloze Paper 3 Part 1
B
1 such
2 with
3 ahead
40
108
5A
11C
9
10
11
least
rather
of
68
128
4on
5 where
12
13
result / consequence
those
6 over
14 whose
7I
15 doing
8 without
Word formation Paper 3 Part 2
C
1 passionately
2 consuming
3 remainder
4 characteristics
5 unfortunately
6 intellectual
7 irrespective
8 unsuccessful
9 declining
10 embittered
Vocabula. yTest Unit 2 TB page 127
33

3 Safety and danger
ee unit umnzary on page 4.
Exam training in this unit
Reading
Gapped text: looking for clues in the
surrounding paragraphs
Use of English Gapped sentences: thinking about
multiple meaning
Comprehension and summary:
shortening sentences, reducing the
number of words in a summary
Listening
Multiple-choice questions on one text:
preparing to answer the questions
Speaking
Extended speaking: giving views and
opinions, responding
Writing
A letter: writing a response to an article,
expressing opinions
Th
m
f thi unit is dangers and risks and
n ourliv .
Reading SB pages 38-40
Wa r and peace
Introdu th
military rvi
vol unt a ry.
tivity by a king students whether
in th ir country is compulsory or
tudent brain
group
Dicu anwr
rm an w r to the questions in small
ala.
Note: War and Race i a1 0 the title ofthe famous
novel by L 'I1 I toy (1828- 1910).
Gapped text Paper 1 Part 3
34
A Students skim read the text and decide on the
period.
Check answers as a class, asking students to justify their
choices.
Key
First World War. Russia entered the war in August
1.91 .4. The mood and atmosphere created in the extract
also serve to give a strong impression of the period.
B This is a simplified version of the task in the exam,
using five gaps instead of eight. Draw student '
attention to the Exam tip.
Check students have understood the ta k by a king
them to explain to you what they have to do.
Check answers as a class, asking students to ju tify why
they have chosen a particular place for each paragraph.
Key
1. C 'In my elation' links with 'glad to enlist' in the next
paragraph and describes his feelings about joining
the army.
2 F 'By the time 1 reached the Cafe Museum' link with
'Inside the place was busy' in the next paragraph.
3 A 'he was already fairly drunk.' refers to the soldier in
uniform mentioned in the previous paragraph and
links with 'his voice sounding slightly slurred' in
the next.
4 B 'He offered me a Trabuco' refers to the cigar in the
previous paragraph. 'When the wine arrived' links
with 'he filled our glasses' in the next paragraph.
5 E '''God preserve me from sanity'" links with 'I ...
asked God to preserve me from anity as we1l' in
the next paragraph.
Ask students to check paragraph D and explain why it
doesn't fit. Ask: Is it true that the writer had ney r
n
themanbefore? (no. lin+'! .,'"
____
. HuHl oerore? (no, ine 25)
_
•• ~ H'-~ Jlao neve seen
c:n
v'a! ce r
r
1 )'lrt 3, t r ,IT eV.l'n .~ >-:~~.~
oe:n
art 3. t prp ·>-r--~~_'-o··~ .-
,
...
paragra
C Remind students they can find answers to the
questions by underlining relevant parts ofthe text.
Ask them to use their own words as far as possible in
answering the questions.
Check answers as a class.

Key
1 He wasn't making any progress with his work so he
wanted to do something different. 'divert me from
my intellectual work', 'I had reached an impasse'
2 The uniformed soldier 'students ... casually and
unaffectedly dressed. So 1 was a little surprised to
catch a glimpse in one corner of a uniform'
3 The way he was sitting and his expression were so
stern and unfriendly that no one wanted to join him.
'His posture and the ferocious concentration ofhis
gaze clearly put people off as the three other seats
around his table remained unoccupied:
'+ \.IICll II~ WClt1l~" lV lovlCll... hln.oolf' 'I _ ......~ 'b ..
lonely', 'All I do is pollute my mind talking to peopie;,
' Onto m'ln ~rml"
D This activity focuses on how the writer creates an
impre sion of the characters.
Check answers as a class.
the writer
"In my elation, subject myself to the rigours of a harsh
routine, divert me from my intellectual work, reached an
Impasse, morbid despair, pleased to see a fellow
IOldler'
Georg
staring intently at the table top, ferocious concentration
01 his gaze, put people off, I detest this sun and this city,
I want to be lonely, pollute my mind talking to people,
preserve me from sanity'
Georg seems the more pessimistic.
o Extra activity
Write these adjectives on the board.
depre ed enthusiastic frustrated outgoing
sociable gloomy sullen solitary open
straight-forward cynical unsociable pessimistic
hone t
Ask students to work in pairs to choose which
adjective apply to Georg, which to the writer, and
which could be used to describe both of them.
Students should justify their choices by referring to
the text.
Accept any answers that seem reasonable.
Vocabulary
The right meaning
E Remind students to read the whole sentence fir t
before making their choice.
Check answers as a class and clarify why the other
words do not fit.
Key
1 a recovered suggests getting back something which
was lost
salvaged is only used with objects
<:n1'pn <;110Qf"c;tc; tht" vict·m!ol wt"rt" ~ti11 alive
2 c declared means to state something with emphasis
...v
..
fi........ l . . . ..~r.,.,. ..l1y &'... . 11 . .._
..... h,·
,.J .", . ("'
<;("
decreed is used to make official statements which
have the force ofiaw
3 c averse means disliking or being opposed to
something
reluctant expresses a lack ofwillingness to do
something, and is followed by the infinitive with to
antagonistic describes a negative attitude to other
people
4 a divert means to make someone or something
change direction
deflect means changing direction as a result of
hitting something
detract usually detractfrom. means to make
something seem worse
5 c aroma suggests a pleasant and distinctive smell
odour is a neutral word used in science to decribe a
s mell
reek suggests a nasty or unpleasant smell
6 c smashed suggests the noise ofsomething breaking
into pieces
clinkeddescribes a ringing sound
crashed describes the sound oftwo things hitting
each other
Ask students to read out their new sentence to the
class.
F
Key
ld
8h
2e
9j
3f
109
4b
51
6c
78
35

mil Extra activity
Write these adverbs on the board
briefly steadily quickly secretively
continuously intently hardly knowingly
longingly furtively
Ask tudents to work in pairs to m~~ sent~nc~~
U : e' e ch of...hp h..... ~..-b.o u,. r: ~.i~ .,. bWl-.,.1.;h...
adverb above.
When they have finished, ask them to read out their
entence to the class. Check correct word order,
specially with glimpse, glance and hardly.
Alternatively, divide the class into teams to write
their entences and award a point for each correct
entence they produce.
Possible answers
I briefly glimpsed him leaving.
I gazed longingly out of the window.
I tared intently at the page.
I quickly glanced at the picture.
he p eped furtively around the corner.
He p ered intently at the contract.
De pite the shock, he hardly blinked.
We could hardly make out the ships on the horizon.
They wept continuously for their departed loved
one .
He winked knowin ly at me.
_____ ---- ...........0 ....'
c:. &L
....1..1."-.
I="xpr-oooiono ith do
G A k tudents which expression with do is illustrated
(doing the donkey work).
Remind tudents that they need to be careful with the
form of the verb do and that they may need to change
the order of the words.
Ch ck answers as a class.
Key
36
1 I'm fed up with doing the donkey work in the
barracks.
WP! hRf'tt ... #'IA_H ...".
3 I can do it with my eyes closed.
4 I think too much army-type discipline does more
harm than good.
S Could you do me a favoul?
6 Some people say that military service does
wonders for character building.
7 He did time for being a conscientious objector.
S A life of hardship will do you no good.
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary_
abolish (verb) to officially end laws or system$
to subject someone to something (verb) to force someone to
experience something unpleasant
harsh (adjective) very difficult, unkind or even cruel
mersis (adjtEti~e) expressing strong intert>.,i in d or
unpl easant thmgs
elation (noun) feeling of great happiness or excitement
ferocious (adjective) very fierce or aggressive
candidly (adverb) openly and hone tly
resentment (noun) feeling of anger about something
considered unfair
preserve (verb) to protect or keep something in good condition
Language in use S8 pages 41-43
Dizzy heights
Introduce the activity by asking students how the title
Dizzy heights is related to the picture.
Ask them to think of other adjectives they could use to
describe how they might feel in this situation. (Possible
answers: daunted, exhilarated, nervous, excited, scared,
horrified, unsafe)
Students work in groups to discuss the questions.
Di c s answers as n c '"'''''.
L'IM... USS answers as a c ass.
~I"I._-
The picture shows a construction worker on a crane
high above the ground.
1 physical strength and fitness, fearlessness. manual
dexterity. calmness
2 risk of falling, exposure to all weather conditions
3 students' own answers
Structure
Dackground. notes
Sydney Harbour Bridge was opened in March 1932
after 6 years ofco tr ctio _Ir j~ tb... _~-rl,d~.:d . .. a"'~lc - -
steel arch bridge and the top ofthe arch is 134 metres
above sea level. It is a well-known symbol ofAustralia.
A Allow students a minute to read the text quickly.
Check answers as a class.
Key
a guided tour to the top of Sydney Harbour Bridge

Modal verbs
B This exercise serves a a quick revision of the
different functions of modal verbs.
Check answers as a class.
Key
1. necessity
2 obligation
3 possibility
4 ability
5 permission
6 deductions
must, need
must, should, ought to
may, might, can, can't, could, couldn't
can, can't, could, couldn't
may, can, can't
may, might, can't, could, must,
should
C Thi exercise focuses on the meanings of past
m daIs in context.
heck an wer as a class. The key includes hint
que ti ns to help clarify meaning.
Key
1. an unlikely comparison 'It mightjust as well have
been a mill pond' Hint: Was it reaJly a mill pond?
2 an obligation that was not fulfilled 'We ought to
have found this out' Hint: What didn't they find out?
Was this a problem for the writer?
3 an action which proved to be unnecessary 'We
needn't have worried' Hint: Why were they worried?
Why was it unnecessary?
4 a positive deduction 'It must have been at least 50
feet high' Hint: How sure is he about the height of
the ladder?
5 a negative deduction the prospect couldn't have
been more daunting' Hint: Was it possible for it to
be more daunting?
Possibility and speculation
D
Key
1 might / may have been
2 could / might / may have been standing
3 could / might / may have taken
4 could / might / may have been repairing
5 could / might / may have been taken
E This exerci e focuses on how could, mightand may
can chang meaning according to the context ofthe
scnt nee.
Draw students' attention to th
ampl and
explanation.
Remind them to find two ending [. r ea h nt n e tern.
Ask students to read out wh Ie
answers and clarify change
Key
k
2 b This was possible, but they didn't write back.
The use of the phrase here also indicates that
the speaker is annoyed.
d Perhaps they wrote back but the speaker doesn't
know for sure.
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.
4 g It was possible for Ted to phone, but he didn't.
h The speaker doesn't know if Ted phoned or not.
Making deductions
F Check answers as a cla
the whole sentence when they giv th ir an w r . Th
second half of the entence give th vid nf< r the
deduction in the first half.
Key
1. c must have been
2 d can't have been
3 a must have been
G This is a freer activity t
deductions about the pa t.
Students read out their sent
There is more than one po
situations.
Possible answers
4 f must have been
5 b can't have been
6 c can't have been
n making
1. It must have been an expensive restaurant. /
There must have been a mistake with the bill.
2 It can't / couldn't have been Patrick.
3 It must have been raining.
4 You must have forgotten about it. / The TV
programme must have been exciting. / You can't
have been listening to me.
5 We must have drunk it all. / We can't have drunk it
all!
6 You can't / couldn't have worked hard enough on
it. / You must have misunderstood something in
the lesson.
37

I
Key
2 needn't have booked
3 should have / ought to have booked
4 didn't need to have, aet, buy
"5 shouidn'th8w,/oughtn'tto have taken, borrowed,
driven
6 needed to get
8 shouldn't have been driving
~. ~ .~~ c.,,:. -.i-c. y- -~ -
Ask tudent to ITlatch the sentences in I with the
ITleaning a-e in H.
Key
1d2a3b4d5c6e7a8c
Photocopiable activity 3.1 TB page 151
Gapped sentences Paper 3 Part 3
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
begin th exercise.
Check an wers a a class.
Key
1 task 2 break 3 summit 4 drained 5 pool
6 driven
II Extra activity
Write thi entence frOITl the article on the board:
Our belts would be tethered to a cable to break a falL
tudent work in pairs or SITlall groups to ITlake up
two ITlore entences using fall as a noun.
Encourage the use ofdictionaries.
38
'" "' L1i2 r IH~~..-:tv\ll"'l'i\a4'tc. \r _,,;t ...wqn~A .+n -;.,,;hpn~_"hW .• ,, _;.
two sentences using fall as a verb but not changing its
forITl.
Possible an swers
If you're not careful, you'll fall and break your arITl.
We're expecting snow to fall this weekend.
D ......;,..oEli.1!' __ .. C",,-11':
+-t..."...
__..... _
c..._ ..... __.....
..L
..L ..L.....~.;J'-....A.":&.Q.l
..LCLLI..LI.... l..1..J.'-
.1.. 1"- - 0..1.
.LL l. LU. .I.\ ;;.
Extra vocabulary
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
UllIlCW{-
reckless (adjective) showing a lack of care about danger
exhilarating (adjective) very exciting and enjoyable
vast (adjective) extremely large in area
Comprehension and summary
S8 pages 44-45
Mind over matter
necessary to use mind over matter.
Students work in sITlall groups to discuss the risks as a
group and note down their decisions. Encourage theITl
to give justifications.
Each group presents its decision. COITlpare theITl as a
class.
Comprehension Paper 3 Part 5
Background notes
Rehabilitation is special treatITlent or therapy to help
SOITleone return to a norITlallife.
Angina is a heart disease ITlarked by a sharp pain in the
chest.

A cardiologist is a doctor who specialises in heart
disea es.
Personnel is a synonym for staff, the people who work
some w her e.
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 ofthe text.
Key
Text 1
'l earning 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 urnmary
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

Remindth m t c n iderhowtheycanusethe
te hniqu in xerci e C to rewrite the remainder.
A k th m t write their final summary then compare
ummarie in pair .
Sample summary
Staying calm and remaining positive gives you a better
chance of being healthy. How well you succeed depends
on taking control of your emotions. Try to convince
yourself that you can achieve more than you expect,
even though others may have little faith in you. Come to
terms with your deepest fears and meet each challenge
positively. Thus you can learn from your mistakes.
(63 words)
Photocopiable activity 3.2 TB page 152
Listening S8 page 46
Stormy weather
1
nt w rk in mall groups to discuss the
Wh n th y have fini hed, discuss ideas as a class.
Possible answers
1 heavy rain / snow, flooding
2 drought, hot weather
3 hurricanes, storms, a tidal wave
4 hurricanes, storms, tornadoes
2 In th ir gr up , tudents brainstorm ideas based on
th pitur andmak aIit.
mpareIit a aclas.
Multiple choice questions Paper 4 Part 3
A
hek nwera aclas.
Key
1C203B4A5C
40
Tapescrlpt
PRESENTER Hello, and welcome to our programme 'Young
hero or heroine of the week'. The subject this week is
Cindy Talbot, a final year college student, who was on the
third day of her five-day solo-hiking trip through a forested
wilderness when she was struck by lightning. Lightning
kills nearly a hundred Americans each year, more than
hurricanes or tornadoes, and to survive a direct hit is
almost a miracle. Luckily, Cindy was rescued and we are
fortunate to have her with us in the studio today.
CINDY Hi!
PRESENTER Tell me, Cindy, what were you actually doing
when the lightning struck?
CINDY Well, I'd noticed the thunderclouds gathering and I
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,
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:
'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.
I remember when the downpour started ... and it must
have lasted for about an hour, ... at least an hour ... I
knew it wasn't going to stop just like that, so I sheltered
under some trees.
PRESENTER Not a very wise thing to do considering it was
an electric storm, or so I'm told!
CINDY I didn't have much option, to tell the truth.
Everything happened so quickly and there didn't seem to
be anywhere else around where I might find shelter. But
eventually the sun came out and the rain started to move
away, so I came out from under the trees to dry off a little
bit. And then, well, I'd just put my backpack on - it has a
metal frame, by the wayi - when the whole world exploded,
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
miracle I was still alive and had to get help. But I couldn't
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
Mark, the two guys with the fur business. When they found
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
§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!
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
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

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 ofdisagreeing 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
B
tudent an wer the questions, ask them to
r
thr ugh the ample and find out whether the
writrar
r di agr e with the 0 Inlons e ressed
wrllcr -( ' rce~ ur ul~ag ree~ WllIl lIle u lIllUIlS ex resseu
I ~.-hJ:;;= -. n rl~_
Key
1. Paragraph 1 purpose of letter and brief summary
of main opinion
Paragraph 2 positive aspects of government
control
Paragraph 3 negative effects of government
controls
Paragraph 4 why some attempts at control don't
work
RflrB raoh 5 Gntlr.h~"'ion ~es min G>J emli gginign
ana mal<ing a suggestion
'it serves no purpose whatsoever'
'it will never be possible to'
'To sum up, ! think'
'There is no evidence that'
'What we do need is'
\IV..- . :III!;~k.III~ ---
C
[, r tud nt b gin the exercise, ask them to look
they noted down in B 4.
a a la ,a kingstudentstoreadout
Ih if nI flEe fSf ESffi~ni:>8H.
42
Key
1. It would be infinitely preferable to ban dangerous
sports.
Z.
III~vir21
i.l ll uh ,.....
tl ._t
~ 1P""':::"';'t'-t ,.,1, _ •••, 11_ ' .1
res~ric~-I-rialvIBu~:uTreeaorri: - . -
_ ._-
----..._--
--
3 Trying to ban sports would be a complete waste of
time.
4 It serves no purpose whatsoever to introduce yet
more regulations.
5 There is no evidence that watching dangerous
sports encourages young people to take risks.
(illustrated)
6 What we need is the elimination of unnecessary
risks.
rOt-ins y IIr IA-t-t~r
D Go through each of the stages in turn and discuss
ue tion andbraintormidea a ac1 .
__..... '-.....__.........
_
.....__... _
.........""''-_a a ....___.....
_ ..., -.
_
.._
, ......
A
1.C
7B
~<:5---- ~3:::;;;--~ = -. .;-
----
2C
80
Paper 1 Part 1.
3C
9A
4B
10C
50
1.1.C
GIOI@ Pap~r a f?art 1
B
1 further
9 down
-~;. -----
~~ ~·-'-·T i -J~-
6A
1.2 B
::s 100
11 Insteaa / untortunately
4By
12 as
5 through! o\Jer 1.3 ago
6 if / though
14 for
7 well / badly
1.5 earth
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

4 Small world
~ Str IInii Hm"'lfIry 0" page 4.
Exam tra ining In this unit
Read u~
Mulhplf!<hoicc Questioll~ on 4 tel:ts'
IdentJlylng '11y1f! and purposl:! olll:!"ls
~ of English K4:Iv word translormAtlon::;; inserting
eletre! wt)rds, idiomatIC f!JJ"!res:;lons. verb
changes
Ustcnlng
Speaking
ComprchCflsion <lrlll !oummary' us,nt
hnlune f1hrosc::;
Matching slalp.mcnts 10 Spe<lKlm.
TI'tlmed d,scuss ,nn' suggestinG
altemallvt:lS
An article; d!;!!:>(.;riptlve languae"
It') II $111,,1/ world i~ uo;ed as an C)(VU:~SiOll of surrri<;c
...111'0 mC'Cting WIII~"'ne rou know in a n unlikely UI
ulj(:c~,tcd rl~("{'. A~k stud('nt~ huw it CJn also oc
applied 10 the idea 01 tIJVell1llod:ly'~ world. [\ rerl'r~ 10
Ih~ laCllhat, as tOllrism opens up mure and more
lk,rimllions, the ....UIIJ scC'ms sm,rlkT. The overall
Ihc!ll~ of the unit i~ travel and tOlJri~lll.
Reading 58 pages 52-54
Wish you were here
Intrt)(lu(c the activity by dsklllg stud""t ~ where Ihcy
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
family).
took.lt thc ("nllllple with thc d.l~s first, strc-ssing
th c sound link bc\w o;l'll v'lIIef and \fruict'.
Small grUlI!') work Qut Ihc w<lTd plays in tht: ) Iogans.
Ask !h('mln note' down 1111: 1t:,A1 phrJses
Chrck answers:\) a ddSS.
Key
Genoa " 00 yoo know a (betl~f way?)
Pis" IE pie-ce 01 (cJlkc)
Canntls "can (do)
Rome ,. f W Il l (around Europe)
PAriS _ Pa IS (happy. so is Ma)
2 Ask stm1rnlS which of tilt: ...Iug.uu "bow th cy
found mOM d lntlvC".
DiSCll» th e question .l~ a dass. BrJ in ~lot 111 ideJs ,Is to
why thc ~rog:lns may ~ dkctlV(' ,md I~~ihlc rcaoo n ~
why tlwy I1 100Ybe UlcffC"ctivc.
Ruund off th e Ktivity by asking l>lu JCllh wh.lt t1()lid :IY
:ui\'crt isi ng is lI!>Cd ill their counTrics.
DExtra ncti vity
Ask sllldcllI~ 10 wnte.1 holirlay ndvcrli5ing ~Iugan for
thClr own country in Ellgli~h .
Multiple-choice questions Pal)tlr 1 Part 2
Background not~5
" pith helmet is a lightwe ighT h.lt worn in Iropk al
coulllries for protection !lg~inst the ~IJll.
Paul Theroux is a \1'3\·0:1 "liter famous for his books
such a~ Till' Old HIII1>;(lJ1ill P.xprrS5.
A s.II1<llorium is a kind 01huspltoll where people go to
recover fn.)l ulong- Ierm illnesses.
t-orCt mtljr'Ir!' is J. kgal H.'TIII, O' I!;lIlolJlv from French.
used in cOlllr.K\S lu rder 10 Ilno::xpected Ci flUlllslolnce~
such.ls W;H
A >;irris.a Freudl word for 1I ~mall cottage illtltc
~ountry which i.~ rento::d out fur hohda)'s .
A The<;c IWO aClivitic~ .11111 to d en' lop ~tudeills'
. lwarl'l lcMo uf the I'url'0<;(' and tonl' of lile texts ,IS wI:11
J.S Ihl' writer's s t yle and .Jltlt uJe. An 1I1l(lcrstJnJing of
the!>C .:Icmcnts is IInpnrlalll for Sludenl~ "11hl' level.
A~k 5tudent' TO rr,ld through :dl IUUI" texts quickly tn
r,cl llil idea ofWIH,H· Ihey JfC t.lkl'n from,
C h eck all~",CIS J.~.I dJss. Di:.cu~~ the rea ~()m ~I\'cn for
theIr choicc\.
Th[,11 it\k studrnt~ lu le~J the lex" :lr,~il1 nnd underlille
the WI/Ids whICh the writers lise 10 u\'alc thc 1l1()(}(\
Key
1 Text 1 i:I newspaper lIrtlClf! The writer is I!,ivinp;
their Opinion!> Ull the subject (It tnNcl and
cnmparcs the past with the presenl.
Text. ' 1 An autolJloaraphy It is ..... ritten IIllhc fir:;t
person lind OP.scribCG the wllter's personlll
!;I~~r1ence 01 viSiting 0 placo,
Text 3 an insurance document The text mentions
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 te ll s 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.' t l.( ' p ,ul ofthC' text
tlo.. , helped rhem mak~ tlot'lf choic....
Lhcck rms.....ers a~ a dass ,lnd di'iCUSS stUJl'llt$'
just ifi(aliolls for th('ir choice~,
Koy
1C20304B5B6C7A8C
Vocabulary
C Remind stuJents to look at how tire words a I'(' ll~d
in tilt: texIS lflh('y arc not ~u n: which onc 10 uSt' tu
complete th e SCJlh:n(ts.
Encoul'Jge them to ~e l ll feeling fOI how the .....ord is
u*J fJther Ihan concenl...tmg on its exact nw... ,ing.
Cht"Ck answers a~ a d ..ss .
Key
1 musty
; ul"lt'lttroctivc
2 p!i:llver5e
• infested
3 obselOied
7
... "
4 ,oro.
8 ,no
o Extra activity
/I.~k studel1t~ tv find positive adjectives, adverb~ or
phra.ses in If'Xt~ 2 ~nd .. ,
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 this , th... n ask thrill lu
rt'an out their Je~~rrplion~ In the class.
K"
li:xt 2 'ca pl ivaled ilhlaHtly', ' lookNl tidy a nd
hcckoning', ' illipossibk green lu~h lJt'ss'
Tut 4 'pl('a~a ntly surl'ril>ed','are sllperb', 'justly
proud: 'SOpllil>tl ca ted'
Expre SSIons with nm, look and catch
lJ
A~k student~ tu lookal how the verlJ~ an: u~d in
the te"IS before Ihcy 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
run offwith metln!! to stcal &oI1wthing ot tllke It awi1'f
/001( doWn 01' means to think you alii bette.. or superior
to someone
catch you UflDW3fl1l:i means to be surprised 01
unprepared tor something
2 AllowSlUd"lIb a few minutes 10 mat.. h tht' \'erM 10
the pl,faSts.
Cin:cK answt'r.~ as a da~~.
Key
run
it business, out of, short of, for it
look on till, blight Slr1e, doWn ~I nose at, tlke a
drownlid rat, a gift horse In ttMt mouth
catch somebody rtld-handed, MmCone's tr,>e
,
Ask students to compare their au)wers in pairs..
Check all~"',(,rs as 1I class,
Key
"
catch sorneolle's eye
b mnforIt
c I~ on the brllUll sk1e
d too« a gin horse In Ute mouth (I llustrotcd)
e rUIl out of somelhlne.
t catch I:>I)rl'Ie()Oe rerHl<lnded
e: loot\ down your nose lit
h ron ShOrt of
run II huslooss
j look like II drowned rdl
----------------..........a ,

4 Remind students tnM they may be ,Ibr.' use morl"
than om: C'xprl'~~ion in lin:: same M:ntencl'.
.w.: them to read out theIr Si'n tcncc) (01 .:omr~rison a~
adu>.
Photocopiable activity 4, 1 TBpage 152
--
b:tTIL ~bul.ry
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
illl"OlunL., ily
I!!em~' ( ~dje..r;,·C') ~n\til"\g or (Onlillllil1g for cvt'r
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
commonp!ilCe (M t)C<1ivt') ordillJry. nnt unusual
ICllpegoat (nu,,'I) Vlmeont bl3moo lor \o)TIlCthiog b~d
,Ithoosh it m.y nOl ..... their (;rul!
Ubihty (noun ) the ~,.tr ofhcmg kgaJly J~'l'on<,hk fu r
lUI'ICIhlng
outct..M.lino (~dJC't,ve) !IUl yrt r~,d or dont
MIle (-' I Ijo:..tlvr ) ' rptcal of the ,uun, ~.de, 5impi<-
Language in use 58 page s 55-57
Into the unknown
I InlToouce the actIvity hy asking 5lud enl ~ whetlte.
th ty wuuld hke to visit either of the two pla...es In Ihc
Ptctu re«. Ask tltl"1l1 to givc rca.son~ why or why nOI .
Divide the LfJSS LIIto small groups and :1~k Ihem lu nole
dowu their i rlC:t s.
As¥. each group tu present their idea~ ,md di...... I1"-S Ih em
lU cla~~.
RoumJ off the aClivi!), uy .!. sking Mudents illher (:111
think of ~ny more unu\llal plaCt:~ to \' ISil or lake a
holid~y.
2 0 Thi~ lislening acttvilY providn lr.! ..:kgrollnd fo r
the key ....'ont trJnsfnrmation t:Xer(l~ Ih:lI folluw) and
ti«: grammAr exerci!>t-""S wllh wisll.
Ask Iludcnts to reJd throllgh the qut:stlo ns hcforc you
playthl' r('(ording. Play tltl" ..!Cording once.
lhrxk ~nswc-rs ~ .. class .
Key
1 150 days
2 He "WOUld h;we Md to walk back t o the base Oil his
~.
3 young, avcrSUtl age 25, recently at univerSity.
loexpeneoccd
3 Check slUdenh know Ihe meanill!;of ,ti l Ihe
adjecliwl> 1.>0:£0«" Ih ey li5len.
Rem iltd them ,nlll they ..... n choo'M"' M:l.·eral1iJJ«tiv("~
' lCcorrling 10 tlil" impression they gt:1 of Uncle Augu~t.
Cneck 3nS\\t:1SJ~ a "!Iss.
rtlsoureetul
optimistic
coo~wus
tlmotcunsh
Tape5cript
This is sut,testcd at the beginnlne t:II
mentioning hi' l50th day IIlone.
Hc was IOmokine tea·ICavtJli,
He never .aid he WlSI"ICd he hitdn't gone.
He never Tega.ded it 85 911 Ofdeal.
Possible, but It If. mentioned that thili
Wil5 deceplive.
HAItRATOR on 5 M".., 1931 . my uncle, August l.:ouftauld,
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
hy 5now: Itts food WAS now running OUT, there Wdi> no hgtll,
tin" he was I>mot<ine 1p.&lcoves in his JliI"M'!. 00 that r.lay.
his pIIrlltTio primus stove gave Its li.I~t gasp
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
leader t;ame down tI"Ic ventilator prill'! , and hili five-moo'h
locarceralllJI"I thmuth an I\rctir; winter WIlS over. Ir he
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
Wllats~r - that iii if he'd bP.p .n able 10 dig hlm'W'!lf out!
But August n~r recallied it as 111"1 ordeal; •.ever salO he
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
the weather UlI;!re, something whir;h had l"I~r been oone
be fore.
Ullcle ""utusl w;ls <I lI.ember of lIn cxl)l;K.lit)ol"l whlr.h hod
gone to Greentllnd In 11111 summer of 1930 to map thl!
COil!:t "Hid mO\.II1!AII"I rnnc.eli. It was al~ ImPOrt..nt il"l
r:ol"lslderlnll the sethng up of i:I reAular atr route OW!
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
gcnClemimly lJl1lIItcuflshll~SS could he decel)tlV(!: mo~t
"gnlt\cantly, and In r:onU(lst tu Scott'''1 e~pcdltion to the
South Pole, th~ learnt hOW to 111>e doe,!; tor slcdl~II III.,
Structure
Wishes and regrets
A
In gE:I~ral rf onlye~pr ..sses It l\tron& f"Wet or wl~h and
can bv more emph<ltlc, ttspecially In cxclamations e.g .
If onIY}OU' wouldn't dO thaU Often the two are
interchaflgable,
B
Key
Ie2b3..
C Ikforc st udclIL~ b.::p;in the cxt'rlise, remind tht'lll 10
ronsi der whether the r('gn:l or wi sh refers lu ,I past
~i lUdlion,a preSl. ' lI 1 sltu'ltion or a dl.jllge in Ihc
~i luatioll ~~ dlSCIl ..."Cd in B aooVt" _
Cht'tk dnSWtr~ liS ~ cl~~~,
Key
1 COIJltl
4 wooltWt smolo.e
2 hod
5 would lell
3 hadn't left
• hadn't told
o lkmind students th~t if OI1[y kllds 10 h e SITOII!;l t'r
Ihan lI'i)II, s .o Ih r y ~houlJ d100s(" whi ch i~ d 1ll0Tt"
~u lt,\blr imrrprclat lon of the proll lpi sentr nce,
Chl'Ck :In,wc[s ,IS ,I d3SS,
Key
1 I WIsh I wasn', a CN"'" smoker,
2 I wiMl you werll leaching our ClaSIi rleJl;I yeflr.
3 If only II would rain soon, everythl",,'l0 $0 dry.
4 I wllih Pat wouldn't always phone me at work wtwffi
I'm buli'f'
5 • wish / if (lilly our ne1lhbour$ had let us know \t1ey
were movlngltouse.
6 Dave and Sue wish they'd boucht" ~ elIf.
7 I wish O&vid wouldn't eat wi th his mouth open.
S IfonlyINIdtaken UP hisoffer of nJob,
46 111M"
NOLe; A common eflU! madr hy StudculS!S the
confusion betwe.: -n a wi~h or n,'!;lrl't abol!! a prl'!>cllt
situation and II wish fo r .I ch.lnr,c in the ~il uation. I'o int
OUI tha t Iht uwof wi$h / if011/)' with 11'01&1 / 1-1- '011/1/" '/
refen. Lo Mlmclhing or wmconr rise nOl yuurself, S(] the
pronounl can'l be uscd with would / would,,'t to
cxpre~~ d regno't or wi sh, e.g. f wi.1t , WOIII.I,, ', 11ll~~ In do
w mrrrh lIomrwrnJ. IS Incorrect, but / .vislr Illidu', hllVe
10 do SCI mild! Irtllllcwork i~ cor rt"CI .
Ia Extr., activity
lHI studenl.~ Ihey '-dr' h ,lw three wbltcs.
I
I,
I,
,
,
I
Wish I must be ..n Jbilily ),ou would Itkl" 10 havt'
(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 Ulu~t be ~olllet hil1~ oulsine your
conllVl. (e-r, . 'wish f dldn', ',ilVf rolio su "lIIrh
Iroml "ll ,'()rk, )
Wish J muSI be snmrthinll hom yom past yuu
wuuld likr 10 change, (e.g I wish llrlll/"" bouRl1f
Ilr~cgrl'f" "Ol/SITS!)
J\~k ,hClll to write down Ilu! lr thrrC' wisht'~ on.l p iC'«
01paper; Ihey shuuldn't br100 perwlldl as the rest o!
the da~~ Will Tt"M[ them.
Colhl III thc piecrs ul papC' r and distribute' thrm
round thr dJ~~, making s ure Mud~nlS don't get Ih~lr
OWII pit,.'<:e of [uper,
E.llh slullent read~ out IhC' Ihrrr wi~lles and thc rest
of tht' dJ~ guess who wrotc it,
Conditionals
E
Key
1e2d3ft4b5c
F
Key
Ic2b3ft4d
G
Thi~ cKcrcise lvcuscs on lI(lrialiuJls to thr hasic
cOIIJitlOnal forms .
Discu_~s ;ln~wers tu each of Ihe queM Ions In turn as a
d3.~ ~.

.ey
iI sentences 1, 2/Uld 3
b IOtmtences 4. 5, 6 aod 7
c If It had nut been for. But lor, Were it nOI for
II sentences 1, 4, 7.8 and 9. This can sound more
lormaL
e ~tence 2 Should)'DU see Fred, gM! him my
Hilli:cuds .
senll:lrl(. 'tI 3 ~re I to go mrS-.' Ilng. wtl.3t would you
do?
,y.ntencc 5 Had It I!(}t /.ItIen for the tratttc, I
wouldn't haVe bCcn lale.
f Pforvided
g unlt/sii
H R~'JIlllld students IhM Ihey will lli.' c d to comiUl'1all
Ihl' diffcrcnllYpcs of(OnJiliUlldl senlenc... Ih .~ y have
louked :lIm u er.;ises [ , F and C when rewr iting tILl'
stntl'nccs. Reft'rt'lIcc is maul' lo thi s III the key
c'ht'ck answe rs d~ a dJss.
Key
1 It it Meln't been tor trw Oad weather, we COUld Milt'!
gone a.mpmg.
SttG 5.
2 HatJ yuu told me about the pany on Saturday nigt ll,
I could I\CM:I gone.
~G •.
3 IIonlywehodtonebyair. _
coold have SlWed
time.
4 Should you need eny hIllp. you can alwdYli (;illil me.
S«G I.
S ProvIded (lhilll) vour inte~w is !\1Ir.r .essful. you'U
gel the Jab.
Unless your interview is Sl.IIX*li&fut. you won 't get
the job.
Sn:G 8,,/I,J 9.
6 11 hv Willi I were a policelMn, I WOUld hove seen
him wearlnil a uniform.
'itt C. 2.
Rou nd offby :t~killg students if thq' ran rewrite
~Ie'nc~ I in two other ways (Had it uulUccn for the
had wcather ... ,But for the bad w{';lth('r .. ,).
PhOiocopiablc activity 4.2 TH page 152
Key word transformation s PtJper 3 Par t "
J (,0 Ih rough the example witilihe d a5S and draw
students' at lcliliOiI to the ' ::'mm rip
R...'miuJ l>ludents to t hink ahOU I the meaning ;IIUJ
~tmC!IIH' o r the who le sentell"", 1.llh e r !hJn ju st whrrr
goes ill til e gJP.
Che~k Ih.11 stud('nts h:lv(' understood what to UO IIllile'
n ;n ri"C oyaskingone ur twostudenls10 u plain the
in~lrudJons to you.
Che~k .1Ilswtr~ as3 classbyasking~luueJlIS to read out
the whok Sltlltem..e .
'ey
1 Almost run out of
2 WlI.! more 10 the Cl(pedlt/oo than
3 would h_ bef!n subjected
' I ~:ouldn't wait to be With
5 weddillg 10010;. pllICe
6 how he had btt\tIl affected by
7 gnvc Its los\ aasp
8 oever regnrdc<l his Inca~ritli(Jfl as
Extra vocabulary
See page 1113 fnr irlM" on how 10 9)(., lul llllls voc abulary
InClepld (;".lj.... ", . ..) d'''''('nr ''ffiu." nOI afr~id of dang..r
oPlXllling (adjectiv e) .I "....li ")I" ~:rlrl'mtlr !'>ad
rnc.!I rcerotion (noun ) impriwlllncr ll
deje<e ''''11 (ad;cctrvc) ullh~ppr ~Ild di~I'I''''"rtni
,,,,oro urceful ( .,tI}I" ! ,,·c) good 01 finding s.o lUlivll, Iv I" "hkm'
JMjr li;hillol", (....tj«l rV(') t'kt lr 10 d«ay or go bad quickl)<
f r3ughl with (;Kl;.... , i,..,) d ,i'''~hnll filled with s.onll.1hing
IlIld~sir~ble
Comprehension and summary
S8 pages 58-59
A mil(ed blessing?
Studenh .....u , /.. III Sill.!]] groups tn nHike a list of thc
JrgulllC'nts for :md against tou ri~1Il u..s~-d on th('
newspaper heaul ine) ,md .!ddinp, .h!'iT own ideas.
T hey ~ulllpa re li Sts aS:l d:l s~.
A-ok students how the headlines cOlllll'll wllh the IItle (\
mixc(1 Mcssillgr( d III ~\C.I h"'ssmg is solllcthing that can
h~ \'o.' bolh positiv(' and negative cffl'U~).

Comprehension f- ' aper J f-' art S
Rackl\T()unrl notl'~ ~nnwrlnni~ i~ a nat in nal park in
North Wa les famo us for its picturc!>que moul1l...ill
1,1Odscilpt' <lnd the hi~hest mountain in Wal('$, Mnunt
Sn owdon.
A fuk,IIIJcnh tv I",...Jbuthtexts fust.lnd find out
whM c~(h i~ nhout (the rirsllc xl disclIs~ h01h the
po~ilivc JIUJ I1q;ativ", ... ~ pcd~ ul tuuri~JH and JHcnl iulL~
one part icuhlr pI JCI', thl· second Il'xt gives ~dvict ~ bnul
having 3 positive impac t as a tourist ).
Ikmmd students to k~p then dmwc-rs to the qUl'stLo ns
a.~ hri cf a.~ po~~ihle,
Checkanswersasa class.
Key
1 to gLve no impression of the t:lr&c nufYt)Cr of
connected lootpeths
2 the negative effects of tourism
3 aware, sensitive
4 the pOten t klll)' damagini Impact of tourists In
porllctJlor oreos
R
Key
-
1Jritl!J/I
traveler
traveller
~haYiOf
behaviour
"',,"
rubbish
minimIZe
mlnlml5C
mtlXlmile
mn~lmlsc
Summary writing Paper 3 Part !j
Linking
C
Key
the posltlllC effects that tourism can haIIC on an arca
o Remind students that it is important for th('m to get
mto thl' h.lbLl of underhmng the rdevant pol fU o f the
texts as the fi rst s lep in Ihe summary writing process.
Ask them 10 coml'aH: what tlll"y han~ undO:llino:d in
pairs a nd then check th. -ir work "~inr. 111(" IWO Mmple
summaries in E.
'"
Key
Tell:\ 1
' 30 per cent of.lobs can be directly attributed to tourism'
(lind)
' Many vtll;l£e shops would n- to close if U,"Y _
" nol
sUpPOrted by Income from tourists and the money spent
on locAl SOlNetIIfS can prevent local Industries from
going out 01 business: (lme 10)
'In some locations tourist operators have set up their
own trusts and put money back Into the community IJy
moki", dono.tJon() to locol conservation prOjects:
(line 33)
Text 2
'Local people will ~lcome)'Ou not only as a means of
irlCrtlasir,g lilllil incomB but also as an added interest in
their dally liVes: ( Ii De 12)
'Tourism etan br1rc flnonclal rcwarcl s and emptoyment"
(line , I»
'Support local buSinesses dunflt your ecotnlYels to
maximise the ber.efits of tourism on the local
community and, wlth)'Oll! tourist doll a rs, hulp in tiM!
conscrvntlon of the oren: (line 27)
E Draw stud('nts' attention to the Exam tip.
rhen ask them to pUI thc ]inkingphrolSeS into the gaps.
Ch eck answers as a class
Key
1 both
5
"".
2 FurthannOfe
6 M""""",,
3 BeslOes
7 aswell as
4 also
F
Key
1 The firM 9UmlTlllry presents the two economic
benefit!; fi rst, 10llowed tr,' COIl!!lefVtttlon '!Inc! fintllly
the pOsitive effect 011 local people's l ives.
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; economi c benefits, investment in
cOfISUlvation, IJOsltiw tlfftK.1 on local paopIe,
3 Furthermore, Besides, Mo rtlQYel'

G Ask st uden l~ III descril>e to you the procedures th.,y
h~\'e follow('d for t l lL~ .Iud previo us ~Ilmmar ii.'$. &.--e G
onSBpageJI.
Sampte summary
Tourlsll> c..n cause traffiC congestion In narrow loads
and TOOke It diffICult for IoccII people 10 do their work.
WMt \~ more, toorlsts can also caouse helm Tn the
ttl'li~ment not only tl'i wearing oown f ootpaths btll hy
I'/iIndering from trllll!! nnd disturbing lhe wildlife. Finally.
ITI<IIl)' tourists leaove their fubblsrJ behind, wh ich makes
Qrcas of na tural beaouty lOOk " ely· (60 wordS)
Listening SB page 60
Time traveller
1 St udents dISCUSS thdr ideas in small gruups and
then prcscnllheir ideJ~ lUI (omp.mson ~~ fI cla~~,
Key
PictlJre 1 AnciMI Ei)'Pt
PiclUfe 2 The [urOI'f!M diSCO'YCf}' of Ulit Arnefk:as
PIcllJrl:l 3 The USA in the Fflngster era
PIcture 4 Ancitlllt Greece and Rome
2 Ask Si udelll~ 10 d ISCUSS Ihl' qllcslion in their
&rou!» .
Inv;t... one ~tudi'nl fro11l t~l-h group to IIiVI' il ,ummary
of Iht Ji~lUSSlon.
Three -way matching Paper 4 ParI 4
A :J I)I"Wstudent)' allcnl10n 10 the full/II/IP'
Ask Ihrlll 10 read Ihe six ~Ialtlllents before Ihry 1i5Icn.
Play the Tt'cordil1 !; IWICI:.
Oleck aml'.'t: Is as a class.
K.y
1B203B40SM6M
Tapescript
" flICA " HI! Old you both have a good dI'r(~
OIANE It WII~ greot. Really inll;lllll>linp,! We IfIwellM1 IhrOUih
ti$lory _ I suPPO!'ol'!: you could say thaI we weot in a ((ItMr
di"IH~I' ~lncI of time I11N:tlltlC.
MIME Thilt'S oJ good way uf pullmg II. actually IIASICIllly, we
_ntlnlo Ihl'! centre of OKfOfd and viSited a permar.ent
IldublllOn called!hI" Odord St ory and It !:iOlt 01 bnngs to
life thll hl~tory of the City
DIANE ThaI's n~hl . In fCltt in the et'lrle boot<. I bought the
olher dily.lt says tl1<lt Ulit extllblllOn actually sPAns over
800 yeIU!'; . But the really unusIM I thing about it IS thAt you
can expenence Ihf! !lIghts, tile sound!:i, ,1I1\J eyen the
slTltllli> uf the past Mind )'i"MJ , we could have dOfltl w,!ll\)ut
some of 1I1t1 mu'!} /{rlJesome smell.'1 !
MIK[ Oh. come 0111 Th8\' cerl ain ly had Ihe r1l'!sired effect
m8f1e the whole thing seulllillore realistic_
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.
you sec, you travel ..1 d failly slow speed 'Ilthng Dt D sort
01 elecl0C8lly powered scholal'b desk - and It eOf''1
through three olffercnt levels.
MIKE Wish I'd hadOM o(those wncn I was at ::.<.'110011
DIANE COffill to think at it, .t would certainly have IivtlfillU
up some oft/1tJ IUbSOIlS I used to h1fllP. _
An~. rou travel
Into trJis world of accll.it:!llIics, eccentrics. -
MIKE _find scie!'ltlst s and gltJ<:I1 writers Irom th l:
univerSlly's history. It's certainty vury informative and
I;IdlJCatiOl)(lI. if thal'~ the kind of thing you' rlt louklllj( for as
a tourist. U .al lSI But II also otters a glimpse of whclt
student lIfe musiliave been like 10 those day5. 1\ really Is Id
lasclOaUne Insight Into how educatlOn's chanted since
th~
DIANE Or pertll'lf'lS Just the opoosile. <:I!> Ule case may bel I
mUb[ bay thaI I was I!IS/Onl.<;/1Cd to see thaI 50 lIIally rhlflgs
were fJQ( idS uiffereo{ as I'd IfflIll!Inea.
MIKE And we 00111 tlilioved the short l'Iur1l<Wisual
presl'!ntfltion ofwnat Sluutlllllife is like t001'l)' . In Iflet, I'd
certalnl~ rl'!r,ommend the visit. Bul j)erhaps not It you''''''
Ille ph;sical ty~ whn IJkes to travel untltil /liS own steam!
Still. iI's one of the CI!)" S mAin tourist attractiQlls - dnd.t
certainly glvtlS YOIJ a feel lor the dllYS gone by. In any ca!>tI.
AS the whole trip only lasts for about an hour. you con
alwHy.' l go punting on thO IIVItI afterwards_
OlAillE Yt-'I, Wfl did tnol. too. Mlklt III!>isled that If we _If!
going to spend SOO'II '\ time in Oxford, thell WIt would never
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
Wi'!!1 the most rela~ll1!,llllil1j( I've ever done_
MIKE ~;rlll, you h<wC to admit. il wa s greaot fun, e'lfll'\f:lflll ~
when we 10M 1M po lel But hone!:illy, il wasn't my fault 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, 1CIdI! [1111 you!
A~, fortullaltlly some people In another punt stopped
t o help us OUI. othefWlbtJ we'd be there now
AMERICAN WCII. tMnks fOl tl1oI:IIi~s. but I guess I'll etVfl1he
puntmg 8 ml'l~'
"

Your views
R U~: the three qucstiolls asthl!UJ~i~ lorJ d:a~s
J iM.ussion.Allow students a short timrIn rnnsider
Ihrir n"SllOnses to the qucstion.!>.
Invite one ~tu(lrnltn bt-gin the discuSSlO1l by p! csen tm g
thei!' VI<:W.!>. Eli... it rl'!>'p onses from other studc n t.~ li nd
open up Ihr (li'W'ussion tothe wholedJss.
Ifyou have a largedas~,dividrIhrm inlogroupsforthe
d iSC\lSsion.
Extra vocabul8ry
See page 17G lor ,deas on how to ttXl)lo" this vocabulary
b.awl (nou n) ~ noi,y 3nd violcot ughl
dreaded ( adj~iYf) ca us, ng fear
un&ightly (gd}C<1 i\'<:) nUl plta.... "' !n10.>1< ..,
det rime nt,,1 (a<i1"'''' 'r) h. mIlul lO "''''dhing
n""'!)nllted(.d,,,,,Ii, ... )
)tIWIl ~ p.articular role or job
Speaking 58 page 61
Themed discussion Paper 5 Part 2
Speculating
A Encourage sludcHt.!> to think ofas m any e(feelS of
[he de\'c!opme nt o f railwaY" and air travel as pOSS ible.
and toIry toasree011whidl hashad the greatest effect.
R A~k the groups to report ba.;k to thc d;m.
EV<lru<lting
C Students sho uld e\'aluate each picture in turn,
conccntr,\Itns on how wclilhey lhillk Ihe picture
relates to the topic ofIhe mag.l1illc arlicle- . Useful
phrasesfor thIStask\..~II Ut' lound un TBpages21
and22.
a Extra aCl ivity
To give &ludents further p ractice in (',""hllllin?,
picl ures, hrlllS mto class a nUII11.oe l ul piltu rt'!>' from
Inagazilles connected with tra \'Cl lhM YOll ha\'C'
se1ectC'd yoursdf.
Divide Ihi'c1:J~sinto small groups andgIve thrill2
013 1-'1Uulc~cadl.
Ask each group to di~...u~~ the ~uitability oftheir
pic tures fo r the llrliclc and In .....Ieel four images fo r
the Jrtlde 111 tOlal, dll.lW.ing from those in the
Student's Book and IhennesrOllbrought m.
50
Suggesting alternat ives
D DrawslUdent~' allcntinn tn the- o din II/, and
remmd them thattllcy Jon 't hal'e to confine themselves
toselecting mean~ of tran~porl - o lher images of travel
can ~ used, e.g . !,,-'O I'II: w.liting at a railwaySlation,a n
airport d eparture ]ounp.r . a pC't rol stJ tion mlhe nuddle
of nowhere.
Writing 58 pages 62-63
An article PiJpcr 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 'NIlS 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
t o 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 bulkhng." "fitTed past the window'. 'The train
. !lO On re llChed' , '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
ltsk ~Il1rle",s 10 go back 10 Ihe ~.l1l1l'k .lnJ 10 add
st'ntellU'l> ,II1J phrases 10 desc ribe how irritaling
Emma's voke was.
Po~~ible answers
At the end of PJragraph 2, rt'pi.Jce the final sentel l"",
with : No sooner haJ we 100llJ all C'lllpty sC'a l a nd
~cllJo:J III thJn Lmma b ej\,11l ch~tting.
In r~ragraph 4: The !rain dJllk", u un up to an empty
pJall'au ... but m)' enjor m('nt of the view was spoikd
by Fmma'~ persisten t que~ l io ll~.
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,ISfrrr of Emmn's voi ce
JS she hild gone to
Writing skills
DeSCriptive language
C Ask studC' nts to con~ider what they have di ."HI~~cJ
aoout the su mple anidc a~ they read throl\~h thr
pa' !>Jge.
Ched. a nswer<! il.~ a class.
"Y
The verb went is repeate(! too mo~ times which makllii
the d41iClilJUoo less vivid end intere~tmg to rend.
D /uk st udC'nts tn rewril e the passage in pair~ .
. uk them 10 compare their work wilh .lIIother p.m. Use
tht' key to ... lInk their work.
'"
We drove (lown the rou",1 tlack towards the jungle untl'
we reftCheCI the river that cut ilcr01i1i U"" road. We
parKed in the ~Me of some rubber trees and got out.
We wad«I across the n~r, whiCh fortunately was not
too dwp, and then, <!IS we were In no hurry. wa lked
throu&h the r~ (11I1d,. o n the other side toward. ' \ the
fOfest. The path that led through the trees was entirety
ovtrgrown. so we hacked our W"dYUlIoogh it with
COI"I$ide rllble difficulty. It wos ncorly mld-aftllr rlQOrl when
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
st!f!P slope nna arrtved ill UM:I .endezvous point just 8!-
the son W!Io!- gmng oown .
Wri t ing your article
E Go through colch of the stase~ in tu. n and dISCUSS
points and lIr.. i" ~IOfm .deas as a cla ss
Extra vocabula ry
Soo p~yl::l 1761()( ide as on how to p.~rr l n lt Ihi:> vOColbu larv.
hllul (noun) a di stan ce to be (O'·~r~J
cIe""lI.tp. ~ adJtttl'"l.') I.' mply an d wilhout 1'"0[.'1 ,,
"Iateau (no"n ) ~n Mea offlat land thai is high up
\;avoor (n~"') t(.(IiJOr Ih... f"n la.~lcof something
undoqjrowth (nuulI ) ~ II."" of brl"'~' and pllnu under !rea;
in fOl"f"Sb
Unit 4 Overview key
58 pages 64-65
lexical cloze P"dpal 1 Part 1
A
lC2036
76809C
4A 5B
100110
Word formatkKl Paper 3 Part :2
8
60
12'
1 monu'rlI::II,tal
6 disillusioned
, cMbline
7 non-payment
3 mAximise
8 illlIalliurish
4 unforeseen
9 hoteliers
5 uninspiring
'0 disastrOUS
Key word transfonnatk»mi Paper 3 Part 4
C
1 IS beyond our control
2 ......ere I'IOI 'lf 'i The worse
3 teoollncy to look (I(lWIl on
"
lWil""ooe/5OIl1eboc!y Il&d run off with
5 looked 011 Ulfl bright side
6 w.lS caulI.hl red-h<trtdOO
7 never look 0 11ft horse in
8 makes II d lfticun for 10C31 tratlers t o go
Vocabula r y Tesl Unit 4 TR p:lgc 129
Progrr:!osTr:st U nits 1- 4 TO pages 138-119

5 Back to nature
.. . See IIllir s"mmary un puge 4.
Exam training In this unit
RtlaUillll:
Use of En~116h
Speakmg
WrltJ~
Ll;lxic<l1 Cioll!. wlh.x;iltlUlI
Clole
Comprehension and summary: Cdltlng
Sf!ntp.ncp. completion: H1en1Ifymf; P,XAct
wordS
Themed discussion: eva luating and
su~'ttsting irn agl;tlS
An essay: organisation and cohesion
A~k ~Iu,jcll b ..... h . . llllt~y ulIJn~ l alll.l uy tht" phla~t" bud.
/0 /lflllirt'. Tht' phra..... mran~ leading a mort' n~lllmll;f('
without the aid o f modern Il"(;tmulugy. The ovcrall
th l"ffi(" ofIh(' IIn;1 i, [he environment.
Reading S8 pages 66- 68
In safe hands?
Introduce the activity by asking stud ents what is
Implied by the ph rase 11/ ~ilfl' illllllls. It means th.lt
somebody h ilS heen taken care ofwell.
Key
Picture 1 endongered. nature reserves. poaching
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~
pbccd unOler ,pecioal protection by la ....
poachittfis tilt ilJtg;U killing of animals, mOliI of whkh art
prol«k'd .
Piet~ 2 biodroetSity. defofest8tion. medicine
b,odiwrfllyrele'l to the "1118'= and Yilriety ofOiUefOml
~~ or Iypn. Somt' ~in an: disil "p"'il riug t}, IU
~udng the range :and variety.
deforesTation rtfcrs to th e cutring down of large areu of
forf'_~I~ which 0I 1I~ ~ ~ reduction in t ht ~mOllnt of orrgtn
produced and olhcT problems luch as fl ood.t0K .
me,licirtn \lin: often Iu$ed on rare pbuts t.h~t alt' louud 10
IliIVl' ho:-. . lth.g .ivinll propl'rtin.
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 d omdtic ruhhi.,h i .~
<k~iIM.
~Iabltrden to types of waste that <;;iln be re·u~ e.g
pap""I
2 In pain or groups, students diso;uss ISSUI'S Idated to
the pictures before comparing their ideas liS II da~~.
Lexical cloze "'aper 1 Part 1
A The questions aim (0 encourage studenl~ to read
the whole text to get J geuerJI idea of the <.ulIl<'nl
!x-fore Ihcy ~ttempt the Lexical dozc.
Studcnts d iscuss their ideas in pairs before comparing
them,lS d d,lSS .
Key and posslbM an.wer .
Tuxt 1
1 The purpose Is to prcwidc gcr.cml informotlon about
tem'lll'iM .
2 Whftt you need to !mow about terrapins
Text 2
1 Thv purpol>tlls to polot out the negative effects of
II&ht pollution ond &lYe the wrltOf's opinion on the
i!l~.
2 l ight pollution - 8 modem met18Ce
Ted 3
1 TIIti VO!l)Olitl iii to ~ytt a W"dming about tJw potllfltial
dan&ers Of elotlal warmlni.
2 The thrCO! of glOl)a1 WArming
B Rcmind studcrus thallhe correct ~nswer may
depend o n colloc.lllon, set phrasn or compltmenlalion.
and they should read aro und the gap before making
thelf chOICe.
Key
Ttlllt 1
"
2B
3A
40
5C
••
Text L
7.
80
9A
iDA 11e 120
Te~t 3
138 14A 15C ,.8
178 18C

Vocabulary
Collocation
C
re&Ch the !U7.f! verb + noun
itage a protest verb + noun
'"hotl the ala'm verb + noon
cootrollttd tliMloomeot adjective + noun
vast amounts adjttctiw + noun
gl'8Ve danger Gdjective + noun
n
Key
1 "".
2 call
4 tremendOus
5 harsh
3 drastic
•
'00
E III pai r~, students m~t ch th{' Ildverh~ and the
ail jN'tive groups.
Chll'Ck o. n ~wers ..~ a da~~.
Key
1 bon""
5 deeply
2 ",.o",
•
highly
, serious ly
7 moot
4 ptlrftlCtly
• fully
f Rl'lIIi ....1 stu.:knts 10 uS(" coach ofth{' eighl adverbs
OIlCC only 10 cnmpll.'te the sc oteon"!>.
Check answers as ~ cla~.
Key
1 seoou:'\1y wounded
2 perfectly slmp~
3 greatly mistaken
4 bitte rly cola
D Extranct iv it y
5 most kind / genelous
6 fUlly conscloos
7 deeply moved
8 highly ql.ltl hlied
Student~ work iu pa irs aud ,hooS(" fOllr mor{' ad ve rb
+ ;(d;N'1iV(' wmh inatinns from the list alll.lmakl'
sentences of llu:ir OWII.
A)k tiKh pair to reold out their '«'n tcncc~ to the class.
ExpreSSions with light and dark
G A$k st udents to mll ke gui"SSe'$ if they arc fluL ~ule of
the meaning of sollie t::\ P Jl'~~iOllS.
Check amWl'n a~ ~ cI ..~).
Key
192f3d 4 c5e6
8h9b
H Chrrk answers as a class.
Key
1 a dark hofse
2 camtl to liitht
3 makes light Qr
4 went out like a l18:hl
5 (lIMp In tM dark (Illustrated)
6 kept Itlem ,n the dark
7 the light at the end Of the tunnel
8 to "eftthelight
9 the bright liltht..
7•
I In their pair~, "l ud'::nIS !fivent thei, 'lCnICn«('l;, then
rtad thelTideas out to the dass (or compari wu.
Photo(opiablc activh y 5
TBpa g~ 153
Extra vocabulary
StU:llJdl.Wl76 tor Ide n on how tn p.~J)lol! this vocabulary.
,odi~n(lol (adj("Ctivt"j ~ho.....intl anll'" t.>«~u!o(' .. ..f "nfa,r
trealment
m"'n........ (~.IJ«livr) soft. rich (lnd plusanl
lIuuk and e•..,nny <m. , Il'naC(cssib1c pldees
~lilrinQ (~ Jjcdi,c ) e..,tlen,~lr hTlghl or obvious
pCI'I911a UI (verb) to g~1 inlu u ' Ihron&h ......mtthmg
accciclOIO (wrbl 10 g.1lhe r ~ptttI, 10 KO I.~l..r
!lw",n (verb) 10 grow in siu or bKomf roum,kl
plioht (nolln) • d,tlicult or su d situalion
!rolllu,@ (.odiecti...,) ...rl ~nrl ~riou~ in mood
Language in use S8 pages 69- 70
Tomorrow's world
Students workin sm:dl group~ tod,KUs.s question~ 1-1.
Compare a n5wn~ iI~.i d""ss.

C Alle rnalive8clivity
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 ofwhat
it is about before they attempt to lill ill tho: s,J l's.
SlUdenb ~p<'ulato: about the purpo.se of the
bUlldlllg. Put their ideas on Ih.. - boarel.
Dirt'rl ~lHd('nT~ 10 read the t ext quickly ;lnd find out
iltho:ir "l1~WCl~ "ClO: dose to the real purpose ;lnd
l()r~l inn nf the lmilding. The picture shows the
expcri111l'ntallJUiIJi l l~ BIU~phere 2 that the text
describes .
Cloze Pape r 3 Part 1
Background notes
"ecfarcs a re units of measurement oflanJ.
nmy.lelll5 Me the .:omplete systems of relationships
}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 they hJve chosen fits In with th(' meaninr,
of the whole sentence and possibly the other ~ntl'I1Ll'~
~ loll11d It.
Key
1
"
, insiUe
3 '00
• with in /In
, ,,,
6 ",'
7by
8 moch
Structure
Future t ime
9 until/ unle~
10
"'"
11 1.1tllttl
12 fo rward
13
''''''
,. Unlike
"
nowhere
B This exercise is a qUilk revi~ioll ul the Ud~1C future
forms.
Key
1_,
2 will continue
3 hi goini to rain
;;;4
4 am playine
5 ftmtOint
6 11 t"ke
C This ex('rcise fo c uses ~ttention on the !;rammatilJI
explanJllOnSfor Ih~ dllswers in B.
Check the an$wrrs a~ 11 c111~~
Key
1 sentence 1
2 sentence 4
311 SIlnt el'lCe 5
3b t>.mt~M.:" 3
4a sentence 2
4b sentence 6
n This ('xcrci.'iC focllses on both the form, meaning
ami UM~ oj 1I1UI( ~oml-'kx Wdy~ of refernng 10 futl1r~
timc:- .
Ask slUdelllS to read through the five SClllenct.'l> anJ
match Ol1e ofthe forms from the li$t to ...aeh scntc:-n('('
fil"5l_
J)i!;Cuo;.~ each sentence in turn as a class, analysing thc
u~e 01e'l(h 1'01 m.
Key
1 future continuous
Tnt!; I!; U!;(ld to re fer to on oetion In proeress at a
part icul!lr flCHnt In l he future, or to imply tlult
somethlrlg IS part ot the 00fm&1 course of P.YefI'S.
2 pail cootinuous
Th it; 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
This Is used &5 &formfll (k!cIBI'I'IIIOIl to refer to on
event that is scheduled to happen.
.,
rulultt p(llfli/Ct
This Is used to ftt fttr t1.1 a slaltt or ,Ill action before
or Icoolnl UP to a IIV(ln time In the futu re.
S fu t ure perfect continUOtJs
ThiS is used I" refer to e stale or Dn action before
or leadiog up to fI given t ime In the Mure, and
implies either repetition or incompleteness.
E Ask stud~nt s 10 lInd~rlin~ tht difftr('nl f!llllre
forms used in the paragraph and match tlll'lIl tu ~
functIOn from C .lnd I). fri/llrI" p('rf((r, fil/llrr
contillUOIIS and will as an auxiliary a ro: all u.'tCu.
Ask ,tudents whether till' vio:w~ eXI-'!e~~eu in the
paragraph lITe npt irlli~Iif or r('~~imistic.
F Divide the class il1lO s mall sr()ul-'~. A~J.. them to
wnte a simIlar paraJ.:r"ph 'I ~inr, IhC" ..amI' fUlllre forms.

Pro\·icle thelll with th~ followi ng promptS if neces.sary;
~nvironmcntal problems. pollutiun, crune .I . nd
violen ce, tr,l\'O:1 1O other planet~, r; loh~1 warming.
\'Irtua l re~ljt y lind the internet. artificial illtdhgence ,
new types ofbuilllil lgS, deforesldtion
Eat h gwup leads oul th~jr par:lgra ph for comparison
as" cI:l<"~.
Tenses in future time c lauses
G Ask slUdcl\l~ Iv n'ad throUK h 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$Cnt perfect iii UIiW in a f!Ilure time cleuSf)
to emphasise that the 8V9flt has 1J8€I" completed
before the event In the tTl{Iln cause taki:tli I-llare.
3 TII6 pre5ent continUOO!l I!I used in (] Mure time
claU5610 vmphasise that the event is on ongolne
or Incompitl,v situation.
H Remind )tullellb to conSider th~ m raning ofthe
1'I "hok ~nten((' hrfnre they decide on Ihe appropnate
verb form.
Ch.-..kdIlSWC-rs dS ddass.
..,
1om
? Is leovlna
3 hlM'l bl!en sWlmmine
ruture phras es
4 have read
5 want
6 anJ wa iling
1 Discuss the q uestiunsJ~ J da$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«:l ly to
Ilfobabl)' won't happen - unlil«:lly to
K In pa ir~. ~l ull<.'l1ts w rite their par"r.r:lph.~. Remind
them to IISC 1I~ many phrases from parl~ I anti J.IS they
can.
Studentb n:~u uullhcJI paragraphs for mmpad!\orl as a
dass.
[] Altc rnativeactivit y
Al.k , 1114"iCntS to moke predictiom about their Qwn
liVe!> u~i Jl g t wo of the phrases.
Com prehension and summary
58 pages 72-73
Born 10bewild
Sluu<.'1I15 works in grollps to niSC"II 'lS qucstions I 1.
DISCUSSansw~rsa, a das.~.
Key
1
PIcture 1 a fox, which can be forXId both In urbAn Dod
rural envi rom)9fJ\.5 in most regions 01the 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 01North America
PIcture <1 rot hvrd 01 wildebeest migratln£ acmss the
plains of Afrk:cl
Comprehension 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: (Iin~ 16)
'[Zoos) alv ag e5sentiat to our Mure I\S VictorlDn free
education: (line 29)
feld 2
' Zoos, at their 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 "~lItmt lj IJy
Implylna that they have a false. unthinking
impre !l."lCln of whAt hfe IS like in the wrld.
'AI moment's reflection sh~ that this attitude is a
ludicrous perversion.' (lu1<: 13 )
TI11;I iIIUUKII 01 Ult! sttroOd II;lAI ,e ltllli 10 "0010 facing
';)n onsl;)ueht of ctltJclsm from some qu.lrtcrs·
(1m," 'I ) hut emphASises the heneflTS of 700110 (/lther
than attecking the criticism.
3 The lIuthor of the first text uses forceful language.
' sh"""l .mUlu,IlJQlulo!ical romanticism Clno we all know
it' (li ne J)
· ...this Attitude is 8 ludicrous perve rsion: (Hne lJ)
The author 01 the second text wntes in a more
I1"iOderitte tone. emphltsising the need to protect
lOOS. TIle stykt is more likB a waming.
' If we want the human laCe to survive too, ...·
(linc'1I
· ...10 05 are lin endllngered species : ( hn~ 8)
• . .. they would do well to emphasise their other
tlttil!:llit1>: (line (4)
D l{cIIIIIIJ ~llJdcll( ) IhJIIII~y ~J luulJ keep tlll:i!"
~l1sw,'r~ to thc qu('stiom as brief as possibk A short
vh ra~ or wlIletiml'S cve ll one wo rd is enough.
C heck ,Ulswen as a dJss.
K.y
TeKt 1
1 to suggest thot the view thot 'man is bOrn froo' Is 0
f AntAsy
L th&t they are bned on mlsinformetion 8nd r.ot the
reltlity of the wild
3 ",rlill
TCI(\ 2
1 8 fmglle weh wrth speCies dependent on eAch other
7 10 show how clos.e 8nd &CCes,ible zoo, sre
3 the difficult,es that zoos fCllCe: Criticism. costly
conservation prowammes, lower visitor numbers
Summa ry writing Pnper::l Pm! fi
C Tlli) ,IlId (he lIexl eXl'[liH'l'ruviJe J guided
approach In ~ekC!inr, rekv~ nl infmmiltin n tnr Ihe
~u l llilla l"y.
Studen ts compJre the.. answers on p,lIr).
56
Key
o 5t:ltcment!l 2, 5, 7, and 8
b Sllllement, 1 And 3
c statements 4 lind 6
o Ask students to underhne the: key words In the
exam queSTi on firM (rCIl5005 elvcn ... fO( whY lOOS
should be maintamed).
Ikmind them thllt they (nliid ~pproaeh the t;l.'i k hy
eliminat ing th e irn.'lcva nt ~1:llcn1l'nt~ to leavc lhe
rele\ Jnt ones.
Che:d. answfu.ls ,} elllss.
Key
Stattrll1tlf1ts 3. 4, 6, 7 and 8
Editing
E J hI Sue:rcISe ,11111) to focus students' dll entlon on
the need for their ~ummu ri es to be accurately us well as
Jju~lItly WI ilkH.
~tuden ls comp.lre thei r correctio ns with ,I p"rtn~r
C.hcd c()rrccti nn~ ;1~ a c1a ....~.
Key
1 provide - providing
ClCt&d - act
2 In addiUun tu -I n atloitioll
the better GClc ntlnc understandln~ - better
!\Crenlific um1erSlAnding
3 aspect - role
;eopardised - endel1gered
lika - as
"
oporlunilittli - UIJPOf luni titts
were where,
5 zoo's - zoos
There s/'IOUlc11Je II l ull stop At lhe end of The
paragreptl .
F Ask ~tll elel1ts to ell- sc ri be 10 rOll the proeedllr('~ they
have followed for previous s ummarie s.

Sample summery
FirstlY. zoos fllCtt clitic ism 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) , ;I IJation nf hnng mOleac,,\'(' or
mtel~ed
l"dlCtou, (.dj«u\'(') ridiculou, ,mJ " ",ra•.,n.,hir
bfoadscIII<! (ad jcrti\'e) wid\.' ra nging 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~lauQhl (noun) ~ ,l",ng or v,okn' attack
listening 5B page 74
Walking on eggshells
Ask }tIlde",' .... hallhey imagine when Ihey pkfHrf' 1he
exprr.;sion wlIll..wg 0 11 q,Ksllf'lI~_ Elicit suggeslion, awut
what it mighllllca n metaphoril<llly. If they find Ih i~
difficult. 3 ,k t!u:1l1 if they h~ve .- ver hcen in a situ atioll
requirin)\ sp{'dfl\ .~e nsitivity. ( \\Iu//;ms 1m ..ggslrtll s is ~n
expression I1lCJll illg thaI you h;lv,- to behave car efully
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
abolll what they are nOI ~ure01.
''''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 i n 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 this conlc"l refen to large utin..1
animab. A !lumber of tht'S(' animals are refern.- d 10 in
the li stening lext. Re3SSure ~\uucnts thal lhey d(m' I
nced to knuw wh.lt these animal~ 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.' l 1l If
tlwycan find out frOlll ~JL y of the sentenc,-~ why these
.milL1Jls bec.une (ll·lincT.
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
t he tape.
Aftn I'IJ.yIllS the recordi ng the first time. alluw
swd.- ntssome time to thillk dbout their an,w. -, .,. . .
C.olll inue 10 play lito: u.'(;o rding a secnnd time.
Ask ~tuuO:Jlts 10 COll1par( [ln~wcrs with a partnl.' T ~IIJ
then chrck 3n s....'CfS as 3 da~~.
'e,
1 bono.
6 evidencEI
2 (PUlserved) egg!hoeliS 7 bco'
3 cllmaw
B p••'"''''''
4 VC&Ctotlon
9 ~....
5 fl IghtleSS biros
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-. v er. new dlscaverll;l:' have been m&CIe
57

tMI mny pinpoint this 0011111>'" more preclSPIy The
controversy OOS remained malJlly oc-cause studies of
00111;15 become less ACCUmlC the turthl:!r udell you go
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 this bre... kthrough came
when specimens from two s~ies of birds werf! found in
UlI:Il>ame place.These were the cmu and UI6 two-mctre tall
GenyQrnis Nllwtuni, Finding them Togelher Suggested
these species CQ-tIxil;\t!d and nested r.lo~ to one anotOOr.
ThAt I!I uOlit SO,(K)() yean. dAo, give or take Irw! Ihoo!)and
years rrom Thnt point 00. thllltl'S an abrupt lack 01
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
suU<'!5lion th3llt may hiIVllUeen due to cMnges in
climate wh lr.h the emus. for whatever reason. \lllere nblc to
survi~e. oot whK:h the genyornls clJultl,,· \. Sut the mo"! t
complu\1;t information for this period comes frulU New
SOuth wales, and sut/S(ests a laodsclIPf! ch;)ractcrlsed by
lush vegeti"llJon, an enviloflJlll;lnt in which e"rl)'ornis wOuld
have sul"VlVf!(j. Could hu mans have killed oft tilt"
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
dodo Is Uti:! classIC e)(arnple, lind , In New Zealand, the
eranK:fltlon Of the moCi lidS been well documented. In that
case, II WR!> due to people horrlulP; the birds 8nd slnrting
fires. WhethP.r human!) COIJld hCM:I kllk;.d oft the
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 o r <'!VIdence to suggest Uldt the~ early ~oplcs
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,
rn t her than tllluu,l(h hunting. If"! possible to examirlll the
I"ft 3hclls of tenyol'llis and the emo, 8nr1. by CheCkinG Ihl:!
type"! nf carbon In them, WII 'W!' been able tn recooslrlJCl
the dret otthese nnlmals, Orlt! cOllclusion Irom t hiS is th<lt
,l(enyQrols I'I1'II1 A more IImlled rangot of food. A lurther clue
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
on plants, and. uf l." Ourse, the hre'! would h<JVC resulltKJ in
!'I nrnmmic dccreastl ill !r ..",s and shruh:o;, whICh put an
t"OormOlJs Slle!)s on the glll lVQlIlis . ThiS str"'5 , together
With posslbl.. climate chanGes. ltiu 10 the" extlnctllYl Rnd
Ci lsu to t hat 01 other ~peclcs of me~afaulld, Twenty·two Ollt
of Ihlrty.tlil!:ht species 01 megn faUf\il died ouL The nlaJonty
of thOSe rehtttJ UT I 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
tllNlfonment for tM errtlnctlons of the mti~fauna to have
haPPttlloo at the same tim, . , . Fortunately. sclljlltists now
have a new Inr;ighl lnto the rellson!'! hehind this event.
Your views
B Refe r ~tud"'Jlts baek 10 the t i~"'ning t as k to m:!.k ",
I.UIIII '''ri50ns.
11l~I\C one or two ~\llden t s from e;rdl HI\)UP to
summarise thei r d l~cussron for c(lmparison w ith the
d a5~.
Vocabulary
Anim<ll ex presSi ons
C Introduce the (xnciS(' hy asking student~ to e:"tpiarn
any ,lOim~1 (')(pressions they h<lve III their own
languages,
Remind Il le " l to hJ\'e a gIH·\.~ ifthey're not sure .. buul
SQllH' o f thc exprf'Ssio n~ by tJIIII\...lIlg about thr 1l1caning
of tli", whole sentence.
Clrt'lk answers br a~k i ng siudents 10 rc.td oullhe whok
s.en\{'ncc. The expre~i ull III IIII' dog-hOW l' i~ illustrated.
Koy
1
"'"
•
"""
2 ....
6 ft'h
3 cnx..vdi le 7 h",..
4 ~If
8 snail
Speaking 58 page 75
NOlt:: M OOilor all !he activities and giw leedb.lck..JI
tlw end focusing 0 11 <lily )lQl nts of flilency or acctr ra,y
thai )"ou want 10 rleal with.
Stndents complete Illc questronnairr hy tkking the
appropri" tt' boxes.
2 III therr ~rollp~, each student ill lUI II presen ts their
opini ons based Ull tire questionnaire.
Comparc opillions as a cI:1~.~.

D Exira activit y
Rt:ad OUI the followin~ II'XT a nd ask Mudents to note
down phra;;es wh ich are u~cJ to liuk the different
aSIX-..tl>. Tho<: .lft' III Itali c 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\ularly and the rubbj~h i~
collected t'veryrl~y. Hnwevrf, II! is is 1101 ImcJor ti lt:
noise levels and air 4udlity whICh are both poor (lilt"
10 tilt' [oct thaI it i~ in The Cen Tfl' of the city and Ihnt:
is a great deal oftraHiL at " Jj tuues.l" Il'rllIJ ofmllrl
safety and public transport, mine is a good arc~ to
live in 011 aCfOll1It ofIIII'JIIt/tl,at the council has
U1vested money on imprm' in g the system.
Unforlllltllldy Ilror/gll, then: Jl"e not e n ough green
SVa (t'S owmg to it being a hll i1l up a reil. 011 /he olhIT
hand the st reet lighting i~ Iluud Im:mlSo. ' o[thls.
Themed discussion Pnpcr 5 Part 2
Spec ula t ing
A
Possible answ~rs
1 poIlutton, litter, community responsibility, voluntary
_
k
2 Witt/I) spaces, community gardens, I!dUCllt lon
Evaluating
B :'luJenls remain in Ihrirp:lirstodiscuss all four
pict ures. Encourage thcm Lo ;u~tify why Lhey t hink th.'
wiutions Me either effcctivr nr nn!, in relation to tht!
purpose.
Invite one ~ludcl1 tilUl1l 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 f urnes iln.J LVll8l.t$tJon, pedestnarwsatJOn
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 la ny,ll .lgr for making suggestions and
agreeing I disagreei ng .
Ask each group tu pl esent their ideas 10 Ih("' re~T of the
class lor compari'\()n.
Writing SB pages 76-77
An essay Paper 2 Part 1
Underst anding t he task
A
Key
1 The \f$ljay is fOf" a college, school or university
tutOI and the reason for writing it is that it could he
pt"irt or yo ur stud ies or a cou rlOU requirement.
2 The: es-'IIt)' should be more academic ill tone and
contain retl!lOiled Arguments In support of a
particular point of view.
AnalYSing the sample
B
Key
1 The first PIUllgttlpn eiYes a icncrollntroductioro to
Ule subject and briefly presenl!l l he wrttcr's point
or view by referrinp; t o the idell in the onginal
statement. The fina l parawapi"1 few s b&ck to t hl!
e)(\rocl nnd &fVcs a brief owrvi_ o f the writer's
lIrgument.
:2 The writer's IcleftS Afe lIlc1icntcd by tho use of the
fo llowing pi"1rases :
' • • • is a highly dubious proposition·
'It15 clearthat... •
'It III t herefore Quite wrong . , ..
3 The writer Inlrnduces the view that Industrialised
countries have done II lot to reduce pollution. The
wlite r IIUributes this view to other people, ·It 15
often sueitl$ltKl .. :
4 Tl"Ie writer says that thiS view is •... an
OVeflllmplificnt lon. '
5 The wn t er 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
Organ isation and cohesion
C SlUdl:I1L~ WOI k IIldlvldually, Ihco compare Iheir
h sb Wllh.t p;lrII1 Cr.
Chl'CK answers as a d a)~.
Key
Introducmg lin Oppo.~lng view
It wold be argued the! ...
Lt Is Qft",n liuggested .
Some people would argue
Discrediflflt,he appos //1i view
Thrs is partly true hut ...
To a certain limited extent, ft1cfC Is some truth in this
but ...
... is an over-slmptirtcation.
Thl-' Argument has a certain wperficiallogic to it, hut.
on closer e_amlnotion ...
Pruposlng yovr own VIeW
It Is clear Ural ...
n Is therofore Quitl! wrong .. -
1he re BI situation ...
Ultimately, ...
o Stl1drnl,~ look at the four idt:.I~ ill IJ and consider
how they coulJ )1 1uctur~ a paral',rnph according to the
suggest~d o ulline,
Sll1drnl~ write n short IMragl.lph basro o n ('Mh iekn.
RelllillJ Ih e m to add their own views and strultu..:~
their p~r:lgnlllhs using ph ra~e~ from c.
SAmple ptuo.:raph
It Is often sugge-'ted that mklrli UP cycling inlitead of
using a car is too dangeroo$. To 0 certain IIm/rtld
extent. UlfJffl iii some rruth in tM. /)Uf if cycryone were
to continue usl", c alli instead of C)Cllng . Then the
poll utIOn 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 (.I eh 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
Un it 5 Overview Key
58 page 78-79
le"leal eloze Paper 1 Pal t 1
A
1A2A3.
4.
5C
60
7CSO9010CH'
'"
Cloze Paper 3 P'drt 1
B
1
""
9to
2M'
10 ......
3 conlfery
11 ff
4;"
12 wou~
, sillCEl
13
'"
6 ",owth
14 by
7 ",.,
15 ~..
8
""""
Gapped ••ntence. Paper 3 Part 3
C
1 tasteless
4 put
2 lights
5
.'"
3 ",,.M
6 ...... ise
Vocab ula ry Tt:st U nh 5 TB pa:<g~"~1~3~O _____

See unit summary on page 4.
Exam
In
Reading
Use of English
Listening
Speaking
Writing
Multiple-choice questions on four texts:
identifying style, attitude and purpose
Word formation: negative affixes
Comprehension and summary:
connotation
Multiple-choice questions on one text
Extended speaking: fluency, exploring
the topic
A report: complex sentences
Ask students what kind of animal a vulture is and how
they normally eat. Ask if they can imagine what a
culture vulture is. A culture vulture is a colloquial phrase
meaning a person who is eager to acquire culture. The
overall theme ofthe unit is language and culture.
pages
Speaking the same language?
Explain that the phrase speak the same language can
also mean to be able to communicate easily with
another person since you share a similar outlook on
life.
1
Pause recording after each passage and ask
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
words or phrases they recognised in passages from
early English.
Extract A
taken from the Authorised or
James Bible.
Extract B 8th century, taken from the Old English text
Beowulfby an unknown author.
Extract C 1726, taken from Gulliver's Travels by
Jonathan Swift.
Extract D 1999, taken from Lock, Stock andBarrel.
Extract E 14th century, taken from The Prologue to The
Canterbury Tales by
Chaucer.
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
think English will remain as an international language
or whether another language will take over in the
future.
Paper 1 Part 2
Background
Transcaucasus is a region associated with the
Caucasus mountains. Itincludes parts of modern-day
Russia, Georgia, Armenia andAzerbaijan.
The Tower ofBabel comes from a biblical story in which
people ofBabel attempted to build a tower to reach
heaven. Displeased with this act, God made them all
speak in different languages so as to be unable to
communicate with each other and thus fail in their
plan to build the tower.
A neologism is a new word or expression which has
been made up to suit the circumstances. Recent
examples are walkman, internet, cybercafe, website etc.
Carolingian refers to the period and territories of the
dynasty descended from Charlemagne.
A Remind students that some answers to the
multiple-choice questions may seem correct in
themselves but may not fit with the stem ofthe
question. Students work individually.
1D2B3D4B5A6B7C8C
Alternative activity
Ask students to underline key words in the question
stems before they look at the choices.
U::':HVU;; answers
1 the origins of
2 as an example of
3 the author's main intention is
4 What does the writer imply about
5 stories that
minstrels related
6 Scholars ... disagree principally on
7 with a sense of exaggeration
8 the
implied
answers as a class.
students to give
reasons
choices.
61

Identifying style
The following two activities aim to develop students'
awareness of aspects oflanguage used in the texts.
Draw students' attention to the Exam Tip.
B Deal with each text in turn and discuss answers as a
class.
Key
Text:1
:1 TogfVe arrexplanati'on oTthe origili and
devel6pmentoTdifferentianguages fro/'Q.a common
source;
2 A university teCjcl1er, anexpert.in liflguisticsora
journalist from.8speclalfst ~ri{)di~at
Peopleinterestetl inthe.ntstoryof Janguagesor
students oflingu[stics.
...
.
.
4 In abook on tl1(':1 historyoflanguagesqrina
specialist journal qrmagazine.
5 Formal/neutral.·
.
Text 2
:1 .To give .a de~cription oftneu~esand\effec:t~ofl!)e
Babel·fisl1, whi.cl1lsimaginary.
Anoveli~t or shortstory writer,
S Peoplewbo like (eadingfietion,P8rtfCUlarlysdence
fiction;
4 In a sciencefiction·nmiel or short sto~.
5 Neutral/.informaL
TextS
:1 To give examp1esQf a.. recent trend tocreat/;)..f)e~
words.
.
:2 Ajournalist orlfnguist.
S Peopte<interested in language and words.
4 Ina~enera[interest magqlineor Qookabotlt
language.
5 Neutrall informal.
Text 4
:1 rogive information aboutaspe.cts oT.French
literature before 1200.
2 A universitY teacher or research student of .
literature.
3 Students orpeopleJnterestedlhlit~ratUfe~
4 A book on medieval literature or a speciaifstjourrtal
or magazine.
5 formal.
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
Text 3 comes from The Cambridge Encyclopedia ofthe
English Language by David Crystal.
Text 4 comes from an encyclopedia text on early
medieval literature.
C Ask students what they think the difference is
between these two texts and the other two texts.
These two texts are less serious or academic in tone
than the other two. There is an element of humour or
irony in both these two texts.
Discuss answers as a class
Text 2
:1
2
3
Text.3
1 ingeniol.l.$
2 juvenile would suggest that the wrlt.erfou.od ItslHy
and immature
Vocabulary
This activity focuses on connotation; the positive
or negative associations of words with similar
meanings.
Students read the sentences and find any words they
think might have negative associations. Ask them to
think about possible differences in meaning between
the other words.
Discuss each sentence in turn as a class.

1 Childlike suggests his interest was innocent in a
positive way.
Childish suggests his interest was silly.and has
negative associations.
Infantile is the similar to childish, only more
derogatory.
2 Ingenious suggests approvingly that the decision
was both clever and original.
Intelligent also suggests something clever: and ha.s
positive associations.
Crafty suggests disapproval of something £10M in a
cunning or devious way.
3 Witty suggests humourous use of words ina clever
way and has positive associations.
Comical suggests something amusing because itis·
odd or absurd and has negative associations..
Amusing suggests something entertainingbl.ltnot ..
necessarily funny and has positive associations..
4 Stubborn suggests anunwillihgness to change .an
opinion and has negative associations.
Determined suggests a firm decision to. do
something and haspositiveassoeiatjons~
Pluckysuggests,inaninformal tone, shrave
willingness to try something and has positive
associations.
5 Cute suggests something attractive, but also
suggested a young speaker.
Likeable suggests someone who is easy to like and
has positive associations.
Charming suggests someone who is well-mannered
and friendly and has positive associations.
Extra activity
Read out or write on the board the following local
news item: 'A large number of students entered the
college buildings today in protest. They are asking
for better library facilities. '
Write these words on the board:
unreasonable invaded angry demonstration
mob riot occupied legitimate violent
crowd demands requests
Divide the class into
Ask students to write a
brief report of the local news item using six of the
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.
Possible answers
Students' report
A crowd of angry students occupied college
buildings today in a demonstration, making
legitimate requests for better library facilities.
College authorities' report
A mob ofviolent students invaded college buildings
today in a riot, making unreasonable demands for
better library facilities.
Expressions connected with reading and
speaking
E
1 word perfect
2 read between thelines
3 lost for words
4 wordforword
5 take it.as read ..
...
6 not to mincewords {illustratedl
7 inaword
Ask students which expression they think the cartoon
illustrates (mince words).
F Remind students they may need to change the form
ofthe verb in some expressions.
Check answers as a class by asking students to read out
the whole sentence.
1 word for word
2 inaword
3 mince words
4 Reading between the lines
Extra activity
5 word perreQt
6 losdorwords
7 take it as read.
Ask students to tell each other about an occasion in
their lives or something they have done which can be
best described using one or two of the expressions.
63

Paper 3 Part 2
1a2d304h5f6j7g8e
ge 10i
B Students answer the questions individually.
Discuss answers as a class.
1 if- comes before a word beginning with J.
if"- c o me s 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
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 ofword, 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
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
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.
E Encourage students to say the sentences out loud.
Check answers as a class.
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 ofDickens's novels.
5 I have read most of Dickens's novels.

it
F Students work in pairs to discuss the differences
then discuss their answers as a class.
1b It was Dickens who captured the imagination of
Victorian· England.
This sentence emphasises that Dickens, rather than
any othernoveHst, captured the imagination of
Victorian England.
2b It was because his personal life was unhappy that
Dickens devoted so much time to writing.
sentence emphasises that because hispersonal
life was unhappy, rather than any other reason,
Dickens devoted his time to writing. .
3b It was in 1836 that Dickens published Pickwick
Papers.
.
This sentence emphasises the date ofpublication.
In each sentence the emphasised information js
preceded by it+ verb to be and followed. bya .relative
pronoun, whoaI' that.
.
with what
Students analyse the example sentences and then
discuss answers as a class.
Sentences 1b and 2b focus on tile information·in italics
more strongly than 1a and 2a.
.
1 all means the only thingthat.
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.
1 The verb to do is used.
2 The infinitive form with or without to
3 ever
exercise practises all the cleft sentences. Before
begin exercise, encourage them to look
activities and make a note ofthe different
sentences.
nl..-111111' -< them that sentences 1-8 can be rewritten in
one way.
Check answers as a class, paying attention to accuracy
form and word order in their sentences.
1 What really irritates me is his arrogance.
It is his arrogance that
irritates me.
2 The doctor said that all I needed was a
holiday.
The doctor said that what I needed was a good
holiday.
3 It was the busy main road that putus off buying
house.
What put us off buying the house was the busy
main road.
4 She hardly ever sees her husband bE;)causeali he
ever does is work all the time.
It 1s because he works all the time that she hardly
ever sees her husband.
5 He knew he would never be able to afford a
Mercedes, so what he did was steal one.
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.
..
it is why you didn't come and see me earlier that I
can't understand.
8 She says it was your that upset her.
She says that what upset herwas your lies.
~v,_v~'-'-.. U' .. .;; a ctivity
TB page 153
Test the students on what
phrase in the
means.
It was introduced on SB page 82 ofthe Student's Book.
Monitor each
or group by
or
Hl<lLJ;J.l.l~ suggestions.
Discuss answers as a class.
65

Alternative activity
Introduce the activity by eliciting from students
what different types of books there are.
Possible answers
fiction / non fiction
coursebooks / textbooks
thrillers / detective stories / crime fiction
romance
social drama
humour
science fiction
war / action stories / adventure stories
biography / autobiography
historical novels
travel books
Comprehension Paper 3 Part 5
A This activity aims to encourage students to read
through the texts in order to identify the main points
before they attempt the comprehension questions and
summary task which follow.
Check answers as a class.
Key
Text i
Sentences 2, 3 and 5
Text 2
Sentences 1, 4 and 6
B Remind students to keep their answers as brief as
possible.
Discuss answers as a class.
Key
Text 1
1 reading for entertainment
2 it is intellectually challenging
Tex:t2
1 higher level skills or schemata that the reader
brings
2 the reader cannot understand the text
Connotation
C Remind students that the writer's choice ofwords
reflects his or her attitude and an understanding ofthis
is sometimes tested in the comprehension questions.
Discuss answers to the question as a class.
66
b is the best answer to the question.
It is correct because it explains how the use ofthe word
dubious shows the writer's opinion, not what it means or
what it refers to.
For this reason, the phrase 'to give the impression .. . ' is
useful for answering this type of question.
D This activity focuses students' attention on how the
writer's choice of words relates to the point he or she is
trying to make.
Remind students to consider the context in which the
words or expressions are used.
Discuss answers as a class.
Text 1
1 It is used ironically to show that the pastwas not
so wonderful as some people think.
2 to show that these research studies contain
Important information about the problems of
reading.
3 to give the impression that, in the writer'S opinion,
much of what has been written about reading
problems is exaggerated for effect.
Text 2
4 to highlight in more technical language the point
that the reader makes a contribution to the text as
well as the writer.
5 to suggest a gradual process of loss of
understanding
6 to suggest the process of reading can be
compared to a technical process.
Paper 3 Part 5
E Students underline the key words in the exam
question first 'why students
reading difficult' .
to
parts the texts which
are relevant to the summary task. Then ask them to
compare what they have underlined with a partner.
Check answers as a class.

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
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
1D2B3C4B5C
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-
Raphaelites didn't believe in the idea that it was important
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 ifI 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.
Draw
to
someone might use the phrase mind your language. The
is normally
asa
someone
has used foul or abusive language. The
mind here
has the meaning 'be careful with'.
Students discuss the questions in groups.
Ask them to check their answers to question 2
key on Student's Book page 180.
the
answers as a class. For question 3
students to consider
in pronunciation of
68
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
as a class.
questions in groups and then
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 accuracyyou want to deal with.
I ULtCII'" discuss the questions in groups and then
as a class.
answers to
2Part2
the exam task and underline
four questions.
questions as a class.

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
B
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.
sentences
C Students compare the notes with the sentence and
underline words and phrases that have been added.
Discuss the answers as a class.
Despite and although have been added to show
contrast. A relative clause with which has been used to
combine information.
Students work in
into the three areas.
to arrange the sentences
answers as a class before they write their
sentences.
a1,8b4,9c3,6,7
in pairs to write
what they have written
sentences
another
Use
sentences.
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.
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
1.B
78
B
2A
8A
1 singularly
Paper 1 Part 1
3C
98
4C
lOA
Paper 3 Part 2
5A
l1D
6 psychological
6A
128
2 supposedly
3 considerable
4 simpliCity
7 comparatively
8
9 addition
5
10
3Part4
1 do not have a good command of
2 some striking similarities I"IA1'\A//o.An
3 what fascinates him most
4 allyoueverdois
5
6 was no ch"rt<>(fo
7 incapable of completing
8 take it as read

7 Only flesh and blood
bam training In thl' unit
Read l",
Muttl~hoic e Questions on OM text:
uSing quest"", stems 10 ~nd irtlorm3ti<>rl
in \tIe 1e, 1
Us.e 0' Engll$II Gapped ""nt"neeo: paris (>f SP<'«h ,
mu~i~ meanings
Ustenlrt;t
Comprer>e<lsion and summof)'
"",ap/lrasi<1S sII;II . , pr<>mplod """,mol'}'
Multlpk><:hoO:e queslions on lou< SIlOf!
.~,
Therned dj"".....ioo: lIlonking latera lly to
nnd 8~ematMI _
to( images
AA a,1ic18; ",OMnting OpifllOf1S '" an
informol o1)le
Ask <tuden.. to $ugge" a meaning for tht ""p....ion
o~ly jleJh ~nd blood. The exp""ion ;, osW to expbin
th.. somtbody i. only buman Ind thai human ••r<
vuln.J .blt. The o""rall th<m. "f the unit .. h uman
interaction and comn,on;!;".
Reading SB pages 94-96
From rags to riches - and back!
Introduce th. activity by cling Sludent; if!hq
~r""naUy know ofany 'rag$ to rielle.' ",odes(on.. th.t
;nvolve ~pl. moving fron> po_ty to extreme
wealth).
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.
Disc uss answers ... a elm
Pou/bIe-
...
~~
He- M$ SlfaiChl,~ haor Mth a <eoIIdH'IC __.
bushy mous_
WId 8tMIn8 ~$"'" him a .._
won1ed e~ssion. He is not at 0011_11' dr_ as
he i$ -r,g " Iormal sui! <>rid \>fl.
n.~
She hils In. 0J(1)o MIt but <Iark~. She hils an
arullClM'> $ttIi'" and is ""IY eIega!ttIy ae~ ill
ftX~ck>IMs.
2 Elicit some . uitable adjwi= for deKJ"ibing
~rson.lity and ch.u't" and encourage ",udents to
e"Pres< tbeir p««>nol impr=ionl. c .g . I wo~{d "'Y the
man ~ a roth.. "ern aDd ..rious ~rson wherea, the
woman go_ mc .he impm$IQn of~ng outgoing and
li>"'Y·
3 Dl'ilW st udemo' atlention to theheading, from rags
10.i4h .. _ ~"drod'and ukhowitmightapplytothe
two pic'me. ofthe woman.
Di=idea. a• • d . ...
Multiple-choice questions Paper 1 Pan 4
Bacl<ground no,..
The ,m ~ tai<cn from. magu;ne article whkh
r""'unts the Itue stof}" of Hora", Tabor and Baby Doc.
l.ily Langtry (1853--1929) was • "",1I· known Briti,) ,
aeu..., great ly admire<! by I'.dwa rdval.
Sarah Bernhardt (184 5-1923) wa, the "age naDle of
F,ench actr... Rooin. Bernard who a<hi=d great fam e
. , a d...i",,1 acUeM.
o...r Wild, (ISS4 _ 1900) WI . I n Iri.h writer best
known for hi. plaY' including The Impcrw",. aiBring
li;J..ncsr and h~ novd The Portrait qJDorian Gmy.
Scnvenuto QUini (1500-1 571 ) was an Italian sculp,or
and onist famous for his a utobiography.
NouYMUX rich..is a French term for pc<>ple who h,>"
recendy acquired "",al,h a. oppooe<110 tho.. who
inherited it from old families,
A Allow st udents a few m inutes to read through the
text. Remind them not to worry aoout unknown
vocabulary a t this .t1$•.
Check .n ._. . as a iliM.
B This activity is designed to .orou"S ' Sludents 10
answer the multiple·choi"" qu..tion sterm from their
" ading ofth. t<xt brio", th<y ",ad the option•.
&mind them 10 apr... tho id...th<y gtl ftom the tat
in th.i, own words. This will en<ourage th.m to try
and poraph...", any new vocabulary by u.ing ,h.
oontc~ l.

1 It was , IO'M'1 of COnl/asi. bel ea. ob;oousI)o rIcII
-~pOor. '....... ~-J.\bkom.""'"'Y'
(liM 10)
2 030car W.1OoI \toouIhI thall/'lil ""'. !he most IOCicaI
_ _ toa<! CfltIcMmh8n.d oeen, ~
"""""""'an aihaMo' (lmollS)
J 1\ .......1roS FamouIlnrtl>t Itoryot ~ Tabot
Saqt 000. ',11< ,,,,,,,,', wb,,'ytcmtlfrom' (tint m
4 The -..l !npIin m.t She _ able to ~
.., upIo« I!\e "*' She met lorhe< ....... pur_
·"'qu;,..,;.ttJ di..., . .., or (lin< 14). ·dot",</attJ
..........u.r (lin< SIS). '<he i"'/-..IlQ",' (hnt 110)
:5 Ie-.,a:w.1Iy eIe<:Ied lIS ___onIiY
I'-' tt-. . 30 d8)1I1eI\ <If the ...- . -. alor"t
term to kHp10m MPPI'_ .bI/, .... ..,"'....r". pm,.'
(1iot65)
t; lho wm.......... Ih8lu..,. - "' __ <If tIw.
ptObBb/)' beaIuM of lief po.t. '. t'rl<1doubifi.t
............." (\in<51)
7 llIey beI:.. -.- .e benI<rupI due to.",. ., . .. "' . .. .. ...
_h ......- ... IIM:orno~beIna'-.at>Ie.
•....;a,IoMm<i<h .................... -.., ..w .f
(hacU)
C Ask students to look al the four oplions for ~ach
q....lion and compart' Ibtrn wnh Ibn. ~ 10 Ih~
queSlions in B btfo.. they nuJy, Iheir <hoic~.
Chedt annm--s as . dus.
'"
lC203...405Ct;C78
D () Play tht rK<).-din, ilnd m lIudonu 10 OOI~
down whot lhey think the main evmu an. They don't
n~ 10 wrile down th. ~lOa wOId$ Ihey hear.
Ask sludmu 10 cornpart' noICS WIth a p.ortntr, thm
diocuu amwn, 01 a dIU.
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'.
to_the ~if!... mho. She -' _
with
-~to._.tt-.".~_ n..~
-
1eI\ her. *'<I she died. '- . se • !he tee of110.
TlpetCtlpt
.. .. .. .. .. .'011 __""PI**II08It>jDoe"!.a
question 011"" nke(ll)y vlllIOn 10 Le adville ana "'"
___
,I'''' ." -!d. II ftC)( a haPP!' onel The T-.. __
rwdUced 10 desliMion.. ~ _
asa 0Iy-...1O
... ... . h~ wil. and two <!''''ghl..-s 'rom I taM,,:. In l899,
WI ., . ., friend 101 111m &WOot'Ited _"ter <If De!. - .. ,
tuslortl.onH trietty.- . But"" dieda __. H"
IooS! ""'"'. to 8ab,o Ooe_, ·Don' .... uP","""": ThI.
1........... "' " .tory tIe<:orM, • trae6O':r, The lormer
toorteun. _
"'" _
11.000 dona....... her
~ ctJilt"""" mile .no I'IId I'-' tIw 100
po&cocka U POI*. moooed btck 10 Leadville ana _eo
lhe rest 01 her ~fe 10 ~ 11>1 _less. sn . be<:.-
I_
......-rtIk;., btI& IIIdy ""'" 5&IIeo Iorth ~ '-
monI/'IIO try 10 rei.., money !rom 11>1 too"""" ~ L.eeQvlI\e
..., o.r....l0~themine. E_ally.she"""'"'"
with tIw IIar.Ch1tn 10 a sIIICI< lot 11>1 """"""-d _a . .. ...
SQUIIIk! bIIIldinl_sed 10 1he elements. -.. . W Ill i. she
","<1<1<1 wItt1 pict..... . " .. . . ~ oJ ........, o.J! 0III1rom
mogaDres. The okIn1 ~ .......,. . The)Ooll"CfN'.
sn- DoIIIr. _ _ lnIIIrIIeo her mD1IIer'S I 'OU\fII'UI
morel. b<It """" oJ her lMer Obduracy, CIie<I "" alcoholic In
Cflica@1n 11rni. SIl . 11.0,- Doe !tied to _
"'" mine.
~ into "'" <IepII\I ~_....11 into tier ~,
tryirCln vain 10 tin(! "'" .......ilver I0OI _
- .Id
restoft her 'or\IJtiH, sn. IInIIfy died an ., .., . mad ",""U",
frozen to _
., .., 80, inI -.:I,WI 1935.
Vocabulary
E Th;, nera. . o:W.u W11h >'OCObulary itfflll (rom tht
reading lat and r<latt<! words. EnC(lu ....v Ihe ust o(
dKtiona.....
Sludtnll work in p.lir1 10 do lh . extfeU<' . RemUld them
10 refer b&d10 1M lat 10 cb«Jr:; how 1M words W>tlkd
,~ """-
o..d an.we" '" I cl... and diKUU 1M munmg o( Ih.
unUiCd words. Ddinitions of~ word$ art IndUded
in 1M kt-y.
"

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.,.. . gO O<!]LIdgemenI
_
the QUI>Ii\)' ofsomeli1lnt
_I""'3"" to bft qui<k al OO1k:iI1g th<ngs
!1islinguiShing "-' " _Inti: u-., <lIi'ler<l'riOe
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
""""""*' oond~"",s
5lJl>ri<!lyit. !he SUite 01 not beine cIru<lI<. Of !he
faot 01 beIn& sensible an<! seriQus
zm,1ry me- the ..xtr&me i...- . portanoe of a
s~u.tklo
4 B an OOj<Jctiot! is the reason """')QU ~re owosed
to~i<lg
crf1Jcism I. the ""presMQn of disapprlMll
.. ,t>SUIOI is an act of ""I)' stront oritIcI,m 0< J
dlsappr....'
.
5 C 8 !leQwst os !tie actlon of IetMrlg p<>£Se$$ior\S
a PM""" ~ the means of e will
hMtate is the history, "" lueS and ~ion:o of"
coontry that are PIIsse<! oo..n \III'O<Iih
.... ~
an irl/>,.,;!anco can be pOo,..,silons '" money loft
to )QU aftM!he """\1'1 of ~
6 A Ioomt""''''''l'IrI$ pr<><Iucl", "''ll' ~ts of
"'"'"
acq,,,$!(Ne ,,-. . .. .ntIng to get "'""'"
J)QS£aSsion.
amiJem """"". wea~tI1. welk>tj
1 B <Je{lO!Jed"-lStobe,,",cit>ly~fr<>m.
pooerftJl P<"~ioo
di~ _
to be g.pt rid of a be ..iIIillll or
prepare<! to do ~
disper><nJ me.. ", ; to be movood _~ _ted
<Uldsem,~"",
B A uptNaIJM means beil1f; ""'" o:<trenle!)'
int_slOO in 01 81tra<:1od W sorneIIlfnc
~1WfUIWd """an , to taI<e Into 0I\e's 1lO"SM5IQO ~
control '" for<;e
en.18>'e<J means to """'" somaon& a _ . '" to
"""... """"""'" to lose \lleir t- .,of choice
.~M
9 B ~ledmeM'ma<letosl>eml>ltgef(bet\ef
0( 'O/Offle)!han ~ reaIf)o ;.
~I Jllea<I$ "l*ldillg a ""8I.ooaf or
money. more Ill"" r>e<>es.sary
~ """"'" oousually fIOO<l
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
a f.xlra activity
Write {he follo,,"ing two columns <>f worm on the
\>oard:
e""eption.1
deKll.t{,
gravity
heritage
disponed
dis{mguishing
. muent
place
""cimt t",. .u re.
cr., . .d
f••turt
KI<"ty
,itualion
tolent
klo"md.nts to work in p . irs and match the word<
in the left hand column, which ha ... been uken from
E, wilh Ihose on {!>t right.
Allow .tudents • few minutes {o write as m.ny
sen{en,« OS th~ can u.<ing the words thty matched.
wtten thty h.... fini>hed. a,k .tu<knts {o read out
t!>tit senten",. for comp.rison .. a cl.....
Possible an'Wttl
He had an a«pliorlai "'len! for mu,;c.
The ornoll village in the m<>untain s ...., • very
dt","". pkl«.
I don'{ think th~ re.lIsed the grav;lyofthe situation.
A1rdrnllT«uum are Ihe htrilage<>f .....tty n.tion.
The po~«: d;'/N'~d 'he crowd foU<>wing {h.
dcmonSlrotion.
The large d<>mc is the building', main disl.ng~j$hi"g
fM'u~_
Nowad.y; we Ii ... in a much mo.... "ffI"'''' socitty
th.n w, used {<>.

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•.
Ch«k aruw... osa<\u$.
..,
1 ~00n tl&n<lShake
2 1/<l1de-n age
3 ....., .y cloud !Ia5 a $i...... lining
4 as tOO<! as &okI
5 go>Iden ", Ie
6 bom with 9 slM>i' spoon '" her moutI1 (~lu!;lrlIted)
7 heart of COld
8 g<>Iden_
9 sitver~OfCoed
Extr. VQ¢JIbul, ry
:;.,., page 176 lor ide.~ 011 h<Mi to "xplon thl> """"'bulory.
down·.t · _ 1 (odJ«tivt) M I""gtr,n. good ooniliOOn
d itorlnt;R9 (odj«ti" . . ).bIt to oh<M soW )o.>dganrn' .\>out tl><
quali'y of ><>m«h;ng
. . .. yd. v (noun). tim< of S""",.,t J'OI'nl.rity "" 'O«tOi
frogile (adj«t;v<) .uily b"'k<n
do""; . (noun) pi«., of "",,,-,allrit 0V<f.ft<r ",m<lh;ng"
de"roycd
.nt_donn (noun) pc<>j>l< OT..."t> thol <OIIl< befo"
di.~ of (_b) to A<' rid of<om<lhing WIWlllt«i
orominont (odj.wi",) important OJ wdHm""", ;n' p.o"i<"l.o,
.,.
iooLICO ("",b) to""'" """. . h;ng to h.ppcn Ot 1"""'''''
~,rnooM to d.o ",m<thin~
,,"upert (noun) P<>'>' p«>pl<
oIlu" (v<fb) to .>"Oid K>mronr
OU"' (_b) tn fow; """<01>< out of. job or "",ition of pow<r
Language In use
S8 pages 97-99
Rome wasn't built in a day
Thi. expres.ion can be uIM to give ,""roungemeot to
>om""ne who;; g<1ting overwhelmM by the .i"" ofa
t3<k.
I !'.licit nam..ofmh... empires and d~W5os a d ...
what lhe.. empires ,ontrihutM 10 our civili!ation now.
Ask "udcn\$ whether they thutk it was only m.ilitary
power th.t ere.tM these great empires or were there
other b<lors. e.g. cullure.language. trod. or science.
D~us. whtther .uch empires could exist nowadaY' .
2 Eli<il from students a po$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.
Struc ture
Pass ive verb forms
A
..,
1 f.!e d~,e<l "",Iar\a ifl the _
of8eMd"""
~ \if<lUn<I 45OAO.
2 Jt s~.1I\at !TIIIIarIe mIaM ~_ been
;n..,,~ "' ~""'Il the ~ Empile
J They WIIJr- 1.0 """",olderthe ,_, !or!he
""" "' ( (OIl of 1M ROman EmpiI(!
B
'"
1 ·Anclent Rom& ""i)' havt: _
de$tnwed by the
"""""-"10· (!iD<OO)
·Rome'!> _IaII/Ia<l tJ<\e() ClW_ toy ~
corrtIlInetlon of" (IW< (0)
:2 ·The ~""""".$ abiIlt; I<> light off the _s
""",1<1_ beom _e<>«f (!iD<OO) Io"tl>ls
semeooe the ¥nt (malllrIII) is (lO\ """e$allf) 8$ .
118$ ~ booomef1tioned and is !here!"",
_so
·f le 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
~.\hM!I.-cao"tbeuse<l..~__ _. .. .
C This aCliviry ain" to raise studen"· aw . . ,eIl<"S< of
Ihe cbaoge offoctU or reg;;'" bt-twttn active .nd
pas.,ve senten,...
Ask students 10 read through the pai', ofsentenct. and
dis.cuss the question. with. po.'tner.
Discuss answ..... as • cla.. using tnc key for rrl"enct.

..,
There. IS no cII1'Jenm<:e. In "-nire ~ \he _
$oM1tenoel1l1l each pa~. only II ohenge of cooleltt and.
tIlerefano, fegister.
1 • "" 1rtIonnai CO!1Versatiort
b a mo<e IormaI context JUCh as II I'lI'm report Of
newspaper 81'1"'"
2 8 an inI<><miII """",<n\IOrl
I> 8 """'" I~ eono:"", SUCh 80 II new\! "'port 0<
.•-
3 a an Irlr«maI ~'*__
b ~ n'I<I«> ft>rmol fMlIiCo of tfle ,. . , .. Ilt
The aeefllls necessary""'" _
... ~Is
\rnj>orta!1t that"" know tile """""", will bo! I!II'I
-.
4 II II studem'$ notebooI< or a spoken ~iOn of
~-
b "" iml>efsonaI ""scription of 1~ e:/j>erh"nentln •
-
D This =rcisc fixU>eO 011 the appropriate <hoi"" of
activt or passivt aaording '() the wnta.
Remind stud.nts to considt! the = .. of th. v",b as
weU as whether it should bot active Or pas,;",. Thor
<lIauld pay .n<n,;on 10 accuracy with ...,rb form.
especially tht auxiliary lui"" in the pr...nt and past
perfect len>e< and word arM, with (he adverb. n~r,
o/w, wrongly.
Cbed atlSW<1". as. chss.
~.
, h_""", _
,
-~
,
-~
,
""--
, .....
•
--
,
---
,
-.....,- "
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
both the prom pt and the ,espon...
...
1 Is beln( dOne I prw<nd
2 WlI.- ,1
3 """"' been b~ten
F This tttrri'" f",use!' on common noun + v.., .b
coll",.tion. used with the pusi,'"
Ask ,tudents to compare Iheir .n.w~rs with. parln..,.,
and Ihen cbedan.,. .., . as a dass.
..,
1 decision lias been n"IOI<I&
2 ~ Ms bee!1 I$$uOO I gl\Ien
3 agreernenIl\a$'OOen.l'Melled "" .. $~
4 _ of iA.ooo """ been fl'IIlode
5 __ gM!n
a Extra activity
Wrilr Ih. following ""rl>< and noun ph,..... on Ihe
oo.ro.
••
noun phriUt:S
enforce
our "<tuiroments
mill
theb",
m.,
. n official "airmen!
voIce
. n effort
rai",
a prolrsl
hold
"ro ng opinion,
,. .ue
an ob;'ction
mO'
an important m~ing
Ask "udents to work in pairs ond matcb each of the
verb> with one .uitable noun ph,... ,
Allow .tudem, • few minute, 10 make ... many
. . . ,tenees .. they can using the mauhed verb. and
noun ph,astS. Encourage them to use the passive in
wi,srntenCC$,
When they have finiihw, .,k swdents 10 read oul
thei' oeo"nCts for rompuiwn ., a das$. This Can b-e
done comptlilively ifyou wish. with 1M pair ,..ho
bo. the mOlt corr"", ..ntenc.. winning.
I'o$';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.
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
is.ue .

. ... n <>fJiclnl ,1tI1.m .m wa< ;",,,dbythe go ...,nmrnt
thi' morning.
Our rtq~;rtm.nl< W<I't not mor by the hotd
manag<Tnnll.
G
..,
, don't often gel OW/ted ,
..-
, dKlnl let promote<l
,
"'-
, «<~
, @Istolen
• eot run """"
, Rot stowed
No t. There;" fu,th.. - practice in the u.. of gelwith Ih.
cau...tive /uw. forms in Unil II on SB pag<$ 153--1';4.
Photocopiabl. a( tiviry 7 TB pag. 154
Gapped s entences Paper 3 Part 3
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
chman"",,, ... cI"$.S .
..,
1 rIcIl 2 ItiOp 3 bred 4 filii 5 l>I>kI 6
Comprehension and summary
S8 pages 100-101
A sense of community
Mk "ud""t. what Ihq understlnd by n ......4
community. As k them to deK,ibe whal typeS of
community they feel part of.
Dis<u .. the diff<'n'nt type' of cornm~nily rr-present«l
In the picluresa, I d ... and ask if5ludent. hov< had
,unil., experienc...
Comprehension Pape,3 Part 5
A Allow student> ;....6 min~t., 10 ..ad thro~sh oolh
lexl> befo.. they an,W"- Ih. question< .
Check anowe,.. a, • cl.....
'"1 10 empNtsl... tile pre-. t cbma\Je of ~
2 \ner.... "'" close \!lao theY used to "'"
3 !ImIIed,_
4 ecmmon~
Summary writing Paper 3 Part 5
Paraph rasing
B Drow sluMol>' Inention to Ih. fum tip. Point out
that it may not be poUible 10 paraphrue some words
and thaI they .Muld con.id. . the moaning ofthe
wholephn...
Chmanswers os • claM.
1d 2e 3I4c5a6,,-':...___._~
C Remind >ludenl> to r~fe, 10 the IW<> lexlS and find
a\lernat;"" wording for the ph,;1$<! in the.. rontrxl>.
Encourag< Ihe u.. of dic t ionali••.
Di..:u» aruwe" IS ada".
PoM..........
-..
In 8 ~0II8r Ioc$JoIl
......M
---
_
... -
-~
it_toaIfJ
restricted Of Ilr 'Ii IIe<II)y
i"I , oertaIn pIaoo
M_m
_/1flIO(\e ~
.......
_k:ted/~_
it_ e~
-
Mel """ """'" to J ...-.....
D Ask <ludenl> 10 licl ..!evaol poinl> in the ll<l.
Remind Ihem to refer back '" Ihe tal< to confi,m Ihri,
choi=.
Students compare Iheir an<""" wilh a pann...
Q,eclc: answe .....cl.ar.s.
...
2.S , ~.7.9
"

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<>" _re ntjob 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 thed... 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 2and 3.
Allowa few miIlul~' for the dlK@onandthenall
each pair or group 10 pre..nttheir 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(Ifall four ntr.ct., allow 'IUdeOt> a minute 1(1
comp'''' .o~. in pair•.
Check .nswers as a em,.
..,
IC2E13E14C5AElBICBEl
Tapescript
~,
"'~E So,tIOw<UdtlleU;PIIO?
11M KoneSlI)'. ~ was the moot amazIl"\II e'perienoo.
wwldn'l ""'" missed ~ fOf tile ""OfId.
A_ Ijust 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 ",all)' want to load up \I1e
lorry ".i1 l1 &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 ra ise """""'I'l. I ffi)"se" went out 10 "";:>eM""
the delive,ies of aId10 ",,",ken oreu. and I """'" I,om ffi)"
""'" ft,.t"'"OO e ,perle<>ce 1M! ""'01_ we do Is a mere
dropItt the ooean - we can .......... """'"" send enoygh to
he lp these ~. Btl! >01>a! we "" send wIIJ bd6'H!1)'
aPf"'i 'O/a!ed. 50 rt all depond s on )QU. PIck up tile phone.
ll>e """""" "';11be 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\
10 ~..... nninj CharteS r>t c~tlcs 1M! bank loans haw
conllir>uled I<> """"orvnenlal and socllll destn.o;\lQn in
some countriu_
The WotId BIIn~ "nl b<lliorls of 001""" 1.01 yea, to
countries in _
0' nnancllll alii, ~ 1M !aile"""'"
_
eSQenI "" _ioI>mt'nt Pfote<:t. like GIl""', road••"",
\,,,,,,,,,,,,,,,_ " . . , 1.
Critic. hft',oe""" selll tMI P<QI<ICIS SUCh.Slhe Bank's
''''''stf)' manage-menl plan. "- done ~ bill "'_
in II><t (l<!S!ruCbOtl of......""""""" sL>Oh .s me "",''''''SIS.
Tl>ey .Iso clllim that irription Pf<lI"C\S "" '" deslro)'ed
_ . of _ boocau5e fauIIy de~s ""'" al_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
of~. So on today"s Il0'0& ''''''' '''' .. .....mlM tile
issue. 'ClffOUroll", \he ~... &n<I as'< )'OU . \he
11.leoo<" 101 )'OUf ......S .
~,
tHTVMlWlJI So. I ' - "' Oe,Stand )'>U 8Od)'OUf"";!e sponsor
'''-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
our mind, Ie de $OI'I 'WlIhlI'C POSi\iVe. Oppo'lOOlly
Inl..OIMioMI_1i1<.e a good """""'". "'" .. .51
tleCau"," 0<11 don.tion Is ""'" Slrai&1't \(l ....... he, famiI)'.
aoo "'" "';II/lge .mere _ I ", "" - rool too """" middle-
men. • sa .......,
IHnIMIWUI So you kfIOw _'a 'fW' OOnation enos uP
r..-.d """,'s iet\11'C tile benellts?
......
Ab!.Olutety. Bur _
I /O<m<J moll W~IIII)'
about Opponunily IrtI......!1OfWI ..... 'I'l10 _1ft """'" rh<!y
"" '" with Ill<> locals; you see, tile pe<)pIe tllem........
oeck1e _ the rnor><!)' c .on best be speIll In me COII'IIYKII1lly
_
... m e children I.....
tHfDI'MWPI NIII hOw ... -. .. :;h (\O)'OU 'flOW abO<II ......1
.....,. Quitea bit.a.ctualty. ~....senlreguter ,e_lSon
me cornrnunIty"s ",O&"'s........ "'" S""leod P<')'in&. and
we ..... _
0<fI QU~" • lOt aboullhe c:harI!y"s IK:IMtoes
.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
lI...:tl.ood ClIn be ~ ..;m [/y 1!We [/YI .... ." ..,
Your views
D DiKU" the queslion ... a class and tJlcour.~
studenl$ to ..-.IlLl .t< and junify Ihnr an."" ....
Vocabulary
Expressions with help
C Ask ",udcnu 10 rcad through aU five scnttJIces fim
and thtJI choose an appropriale uple..ion fOf .ach
on•. ~mind them to consiMr the moaning and
OI,w;turc of the whol. senton", .. they may nerd 10 add
word, or <ban~ the form of Ibe w-rb.
Q,«k .n,WCT$'" a duo by asking ilud.nu 10 read out
Iho whol. scnlOnce.
1 fet><la ""1I>ine MrId 10. MSrot __~i)'
' 1 she """lllefp 1!er5eIt. can' help ~ SOft'Io01hLnC
3 fle/pyoutMW.lo1al<eWhat)'IIU - " -
"
n "'""t be 1Jejptxj, that no one con <:!'IrIfIIe tile
-~
5 II8Iped "'" out. eosin wrneone In 8 difficuJt
situalion
Speaking 56 page 103
Themed discussion Paper 5 Part 2
Speculating
A Divide lb. claM inlO pairs and ..k thorn to consider
whal faciO... the imag.. in the posit, r.p~nt.
Allow 2-3 minutes for sludenu I<> talk in thnf pain_
Discuss Ihnridn.. IS • cia...
Pon...... , . .
... .1CiM I_fl/tra<foti<>n~ / CU!\UtO!
.....l1li """~I ditferenoe betwem""" and POOl'I
~ """ .o cial1«\(W'$
_
and oItl<ness / medicine 1-.t>eirC
[\laluating
B Ask SludtJI\$ to think about wb.al tho J'O$tcr lack$
in Ibnr vKw. What, in Ihoir opinion, ore the mO&t
signifian\ facto ... which influence Our li_1
All"", "udom. 2 -3 minules for ,h.discu..ion.
Discuss their ide-. . . ... daM.
"

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~.
kmind thnn \0 think of 'm.>&" which «pram' \II.
oIUtnII"'" them<'$.
Dnw studmu' anentioon to tilt &<1m "pand uk thnn
to cotUioo how th~ can praml tMir idtas ......t
Humtly by Itnking poinu in tMi. I\OteI; togt'lhtr and
mtndins the ~ ofYlXabularyo and structureo.
A1Iow .bout 2min ut" for thiland then uk nch pair
10 pramt \II...,. ideas I<l the (!au for compan50n.
Give fMib&clt o n lUI)' points of Oumcy Or .ang••hot
you want 10 dnl wi,h ,
Writing S8 pages 104-105
An article Paper 2 PerIl
Understanding the t ask
A Ask stud<nll whether tM vic", txpreoocd in d••
ntrlct ore optimistic or pcsaimiltic lbout th. futu .. of
the countryside.
Discu...n .wns 10 tM th.« qucstion. u a d ....
...
--.
1 !he _. _~ 1*118
2 _thO "''"'' - . .. . ., .". . c: on\i'IbuII;IQ'-'
- *'"' ontq)lCal __. . . . be-.po.u. .
....
3 ... ~ . .. ." .. . . M)oIIO_.,........,..._
Aoalysing the sample
B Ask studmUIO ..ad throush tIw wnpie liM and
find out wbeth... tht v,, " ," ~ an optimiuK or
paosunilti<c about the futu.. ofthe COUntryside.
Studml$ work through ,be q..elliom On Ihcor own or
mp. ,...
Ch«i anI'""" 1$.do", ..king for Ip«>fic a&mpleo in
lhe !.at
"
1 n. _uses"55_or __ ~
...., In<:lIcIes per--' upec\eloce - " . . \OIUtIII
_
, .... In', 'e:qlIanS M,.". foa_ one Ilf thO
-~'.
2 The ......... opiuM" ... - . . no.. ...........
I t ......... ___ 01
__. .
pteSeflI.ed. bullfle 'filii ...... "" '" mo re ~_
is ~ more ....."In !he ...I*ICIIPI'i
3 The_~ th8t""'''-_
• a' ""'<l!he""'-tion. The ......... ~
.. ..~
~-- ........ "-.~
tI>o! ___ nntldellUd'IIor\I6<I_
~ '0 me modem wool<! _IIH ImPfl'l'o'6d
""*' """---' 10 I!I.In Ifle dI)r.
4 -. .Qflhe mont1(. " but Ihe \tIrC is', ' dooI!1_rlG
_.
Writing skills
Illustrating with e~amples
C Sludcnl.$ work in pain to discWoS whidllC'Xt il
mo.. appropri.te.
..,
2 ~ /f1I)rfl aPPtopolate sIncoe It II¥" ~ wtttOoDUt
~thatIIle__tor-. !lie_
.
D S.udtnts write short ~ragrapbs win. w;lcq from
the" own t:XI"""~nce. Remind thm> 10 U$< plr"V"ph 2
inCasamodd.
Writing your artl<:le
E EucntWiy, this wi!: requires I ~ pie«' of
wnW>g givins the orudcnu' own opinoona on the topic
oflifc in the cil)' ~ Compare this wi!: with the
more fornuJ ~ writ1l18 tub in Unit J (Ilclltt
10 arwwspapn) and Unit S {an~yfo, I ~
lUIO'). Abo cnmpare this type of anide wllh the
dtscripti.., I narrati... type in Un" 4 (a nostaJiK
jo~.ney) .
Rtnund .tudtnu t:hl!t it is important 10 r~"d the cn.m
wi<arrluUy1$ the purpooc of tbe "nide and Ihe
intended readcrahip a.. imporu.nt indetermining th~
. p propri&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».
l
I
j

Unit 7 Overview key
5B pages 105-107
Lt)tk;.1 c:~ Paper 1 Part 1
A
16 20 3/\
4D
3t
es
1Dss9ClOA11t128
CIoze Paper 3 Part 1
,
,
-
,-
,00
"-
, ...
u~
•
-
u
-
, ,",1- ~ ...
, 01'1 J 810fC
"
wenJ,./".,..
,
-
B
""""
,
"
0.... _,_ _ I'Bpo:>r 3 Pat, 3
C
1_
20.1" J iT8SS 4KlOOU 5$1_
.~
Voc:abuluyTul Unit 7TB paU 132
"

8 The ties that bind
Ex_ trlllnlnC In this unit
R.... ,. ,.
Gapped _
, " ,1. ,..-. ;. ,"" IIf'IIIOIlI\S
UN 01 Erell'" Ke, _
IIWII/om'IMlonI
~....a....,.......,.,_
-
.QrOOf........ ......,....y
US\en1re
~ motcIw'C
$petI1<iI1I
~ _1<i<I&' ~ 10 )'OU '
.....,.-
WfIt.In&
A_\(1'_,,,,~to
-
Alk ltud.nu if they know the mtlning ofIh(
'''Pm.ion rho r'tj Ih~' bind, The up.ession ..f." to
lh. re>p<>n.ibil;\iu l~at prevent U$ from alway> doing
• ""clly whal we wan!. Mk slucieml whal tie> they ho...
• nd in wh.t way Ihey .rrl>ound by them, The 01lt.a11
theme ofth. 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 (Iihil
is in the iun~), osp«iaIly ifyou .'" poor.
Students diKWS the hlul1lO1l in plin and ..ott down
wit ideu.
As!< each p&ir 10 prestnllMir aufor dlSaUSion as I
"'"-
Gapped text Paper 1 Pan 3
Background IKK..
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
A ]ntIOduG< tho activity by dflwins srudrnu'
"""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<
rt:JDOWd parag,aphs in ord., to gn • .." ..- . J icka of
lhe o=:aIl COJllnlt.
lbc th,« QutStlons can be: ans_r«l WIthout rd".rring
to the: ""00""'" ~ Allow 2-3 minut<S.
O>ed aruw<1"!I a•• daso, uhng studmu10 rfln- 10
part< ofthe tm to support their an. -rs .
..,
1 ~ chained tllelr <l/tull>ter to. _
2 st>o ~ to be .....,."cro~/II"lIII.
3The_
iss,,,..~ >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 ofchoooing the: romc,
........
...
192It-SF4C5G6011.
Note: ~ph E is "'" Dttded: it ""'''''0 'h...
".Itmnlt to Iht polia-', bul th= is 00 "",nllO/1 ofI
suttmnlt ma& by Lindo 10 It.. poliG<: in tho o"id<.

c
1 They _8 trW'Il to p<Qtect _Irom <InC" lind tM
da/1iO'''' she eocounte<ea 00 Ill<! streetS.
~ Bocause tile)' we,e ""''''''I)' \!)'irIl \0 protect their
<:mid ratllollhM be~ cnlel.
3 She Jan WNffIlfom \toe !oster fI(Ime aM ..,tumed to
00< ~ eire'" of l1iends in the world of <\rUgs,
4 ~ SlUOOnts \0 .. ,., .;u\aItI.M the 00I¢Ome
based 1.IJIO<' what 1IIeo,'!I<M) read in 1I>e te<t_
Vocabulary
D
Ko,
, ~ppe<l off
, tracf<e<l ~ down
,
-"'
, bait_set
, "'"'u....,. C1I
, fall ttIIO/,gr, th\I clJOCi<s
,
.""""~
, be h8n::1pre$SOO
, beml>edupin
"
W8lk_from
British and Americafl spelling
E Asl stud~nt' to not~ do"'-" the American .pcUing ..
usM in th. text.
Check an,wers as a d ...,
..,
1 ~ (00. 49) oente1" (llDe 56) (ne'If!r (f"""",>jA1 H)
:< te.e\ed (par"i"'pb F)
3 neogtlMrs (~JK28)
4 opec;"""", (panV'pb Dj
Expressions with fall
F MI< .,ud.n" 10 ...d the "nt'netS fit<! ond thon
<hoost an appropriate expr=ion for ."'~ O~_ Remind
them thot th~ may neW \0 change the form ofthe ".Ib
[Q fit in with the..,nte""".
Ch",k ""'w ...... a class, by aoong .tudents to read oul
the whole stnt.n~•.
..,
, _ fallen in With , leH short of
, fen apart
, "'lien into pI_
, lelM
, IellIor (""'Waled)
, 1<>1] betlir><!
, lell \tIfOY8tI
, ta!! bad< 011
"
"""" fa!\en ;oi<;tim \0
EJrtra voc,bulary
See page 176 10< ide"" 00 how to exploit this vocabulary.
in(imid.,;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
politi,", {V<fb) '0 roW >formal rcqu<>I '0'" .uthori'r
",. .. "" rlmo"ll'" {ad)«Ii..)..,w1 in quontt'Y
"O~O" {noun) ""> OJ ""ckn'1Dding of ..,m..1Ung
o.Qu iling (><lj<cti¥<) ""T .tt,"";,,, in >mr>"nou' '"
.~-
uil. (noun) ..." ofb<;ng """ 10 live in IlOOIh<r <OWltry' ..
pun;,hm, nl
outbfe.... (ooun) sudd<n SI>rt ofoom<t!ting "nplnson'
Language In use
58 pages 111-113
Seen and not heard?
The exprnsioo Child .." ,hQuld b< >ern and ncr h.."dis
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
child, ." in the ninrtttnth century ~ad what asptt'\s
tho r think have changed mO$1.
2 Stud.nt. work in pain or smaU groups.
Discuss In,,.. ...... closs,
3 The ideas in tho tun ore; the ..ising of .moo!
luving .g~; !h~ .bohlion of phy>icol punisluntn!; !h.
fact !ha' ,h.,. or< f.wer largo families; changing gender
rol.s ond ..ruaJ tquality.
. uk stu<knu to tolk in their pai.. or groups about wh.n
and how !h.... changes hove hoppened in their own
cowmi...

Structure
Perfect aspect
A
I Thi, qu~tion f",uses on SIUMnts' ability 10
rerognise th~ different ,erb forms usN in the text.
Ch",k answ.rs '" • da".
2
--~
"". rep/1JOtJd
_ex~
wlliftdw_
---
-
1.15 -. d«Wtirtf.
..,
sIm!>fe " ,,51_siIoe
pn!....nt~
... """"
future perfect
pr'••' ''", pe<1ect
slmpIe pas!
prUMt pedect CO!lI>'l"""~
has replaced. had eo:pected. will ~ outlawed.
Ila~ rtt[}lllioe<l. has Mort dectirling
) Ask srudent.\ to .:omider how the perfe<:t '.pe<t ;.,
used in .:ontext by referring to the 1"'0 tttt.\,
P;seu" anSwcr> as a class. Ask studenl< 10 give
uampl... from the texts for each of Ihe functiOn> .
ij,d ~nd e "re "",re.:I
a AU <OMS 01the 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....., .
d haS been rIo<;tinlng
e had oq>ectl>d.~.... re:p!8ced. has """",ned. will
/laYeout~M
b an<! ~ ",e incorrect.
b ~5 ~ tI'Ic> ~ perfeoct. ""1, peofeel
as;>e<:t In genera l. Note tMt 'rUW/~ perfect' Is a clear
""",,\ooroI"""'I'Ie.
•
desortbes til<> u... 01 pastl~.
B This exrrcise foru<e< On the difference between the
present perfect and simple lenus, Rtmind stude nt.\ to
.:o n slder any time refertn= made in the texl< to help
them choose the correct form. Remind them also lhal
the lext.\ mention changes thaI have ",cunM and thi' is
re/l«IM in the verb forms.
Ch«k answers as a class.
... .
,
-
, hIwo sustalM<!
, M'~
, (/laYe) created
,
-'"
,~.
•-,
, ..,.~
,
-
o Extra a(tiv ity
Ask ,tuden" which verbs re/le.;\ the change. that
have "'CUT=i .
""
'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 ~ ofthe presem. pasl
ond fumr. perfea forms, Remind ,tudents to read the
whole ,.nten« an d wnsider any time referene« htfor.
thq complete the senten,",",
Ched an'We...s • d,,, by aoking students to read out
t he whole sentenet.
'", -~,
,
~--
,
'"'-
• lias been ta_ ~
, YI11 I _001\ ' jusllOtbi>cl<
, hod ooen "'~
,
--~
, NoS been celebra~
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.
'"
,--
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
E ,uk >tudmu 10 COn$ldn wbtl:her tb~ omlencft
ref... 10 an Icli.ily WI continued up 10 Ilw: prnonl or.
$pedfitd lime in Ib~ po.>t, or 10 "'m<1lung compl~ttd
be{ore Ih~ present or I p.rticul.... tim. in the pUt but
not '~ified when.
DISCUSS the diff«.nao in moaning ... ,411.
'"
1 • Th&~it;~~.-~!heyfall1>01
01. tne\ lime "'tile past t,r refemrc to the ..:1Nhy
_l idup to".
~ The.. - I I <efermgto ..... ~
IC:111OI'1 1fI8t ~ 8\an~t_ ..
~ f*st ""'let! ~ in dIooorio."' .... _.
-
:2•nu_
IIfon to an acWity_ laS
conth.Ioc:I """" an la'ISjM(;tIea bIM In the put
untill'lOW , "fM1ICtMty;,. not~_
b ThIIII'8Ien to the ",suit in VIe I)fesant of
. ..~ com;>Ie\e<I at "" ~I*I wne In
the pas\,
3 • Th& sp&llker 11&. " 'P I II\ed1)' pI>onecI. lIY tl'l1 ll1Ou1
"OXI"_
~ Th& ~ phofled "" one 0ClC8S0"" tit an
~tIme InthepuL
..
• tIllS "~.0¢6 I'8Ien 10 an ectMty _ «)fO_
Ul>toIII~limeInthe~."'_
F
'"
."... ___ IIIiIIIMnCwith\/>It___
IIIId -......, . his arrival
bn... _
refers to an -=tMIr1l'M __
b\I"'~_inthe __ " '_" ""
JecIc _ no 1<:olgeI1IwC .."ttI> the __
1 """)0.1 been dcinI:
, -""
3 had-., dan' '1/1'1
..
ne'_fl&ed. (""$)d~.,,",,1comp1etod
5 '*'SWCIIId
6 __-mna
1 ,-_"..q~ .. .. ~ __
I_Ne)
8 M. been &ettlrc
Key word transformations Peper 3 Part 4
G Dr.,.. studo"u' ollo"tio"l0 the E>;Qm rip be{o.e
Ihey be8i" Iho uOTci..,
Wh... >tlldenu have finishro uk them 10 comp.ar. thrir
.... ..... .. with. pann...
Chcd 100_'" is • dalo$.
'"
. t • oouple commoni<:lne the I'IIPIlk<
2 10 1)01'" any ",S ':mll1enO& I ",letIO!1Sh<tIlO
3 flisepeopl<l'$ _tetionIof
..
the ~'s mwflagt hid rutllnIO In>IJbI&
S 1l __/inIMPfIO_d
6 ""C(IIl'Oe to boo .....<Ied as
1 IIIId been - 'IUIhI* ~
8_~_
he _1I)OIIttl to bJ
,--
*P"9" lJti/a"oOe!IS on IIowlOe><Port !IUI~.
. . . . . .Iotm(...rn) to ........ "" fonnOT ...' .. .. ol.......miOl
Im!>lemltll (w:tbJ '0 p<nan oIhioI t\KbioIt ;"'0 octloo
tf'IC""nl., (...rn) to mtft.<:Ii><:<m< 0< a.,m.- -. ...hlnl
lte.;bl. (odj«:ti,..) • ., . . '" o;Ioo",.IO . ..1t ..... <0..... , .....
.r aM (vtrbJ to """,-pl<l,Iy .."..,.. "'m"~inl .. .il"n 0'
,""""
'.n. .. . ( . . .rnJ to 0t0td0. pba m....'" I. untitty.n.d "'uoina
""""
Comprehension and summary
5B pages 114--115
A friend in need is a friend indeed
Onw "udents' a1lmtiOJlIO !he tille Ind uk Ihrnl in
what kinds of ,ituation they turn 10 their fn~Dd, for
help.
DiKUSS tb. question$ U a doss or '" $moll group•. &k
studen.. whot sort of .upport th~ pfOple in Ihe piCluros
gr~ ...<hoth...
Comprehension Papet 3 ~It 5
"",,",""" -
As both tCIlS ..~ about SO<i.lI wdf... ",h<:mes that t.....
been "" up 10 help I""'!'k III nted, !MyCDnlain terms
rtu.ting 10 $OCiol..mc .. thaI may be unfamiliar 10
,...... ... udena.
TUII
A IoaIIUthority fi.l is '\al~·ownfd l(;<Ommodation
provided at kJ-". rent for ~lt on low wagn, with
.~i.l prob1"",,"

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
OQlokare olliars are prof~ionll_ial workers who
d..l with children who ha,.., socill problefTU.
Delinquency describts Inti _soc ial Or criminal
bch"'iour among young pwple.
St.,Ulory ....If.r. ..rvi= OK Ibo.. services giving help
and .uppon tbat muSt bt provided by the 001
authority by Lo, . ..
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.
Dj..u" Inswers .. lei....
...,
""'
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
Mlp II>em eet btICI< info rormaI _I)'.
-,
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$lder
how Ihe words Ire u..d III COIl,,,,t
Ch«l< an.we" ... class.
'"
..,
1 _IS" -' to descnbe tI>e fr\end$hlps
thai (\eYe"'" _
peOple ~ I'I>\Ch
,-
3 non- ~1ltI
.-
,-
_
2-5 are an QU8IltIeo needo<I !:to' PI!(IpII> _
- - .. .. .. u.teef 'be"ietl(loo$:
Te>:12
6 deptMMref.... to the $ituatlon of the childfen the
wrilCf warI<e<I with
7 ._desaIbea the _ the.,. .,. .,. ,gster the Mite<
use<! to _ wIth ..... 1Mt"& """" as.wlts
8 stalutOJYrefers to the welfare ~ JlI'<IO'Ided bt"
the local tNthorIIy
9 -,~s W'hat tocal ev\IIorIt)I oocial ~k
--
10 _,. ."."s '" the r9I\Ionshop$ bet :: , $tlClaI
""""""" a<KI t .... ~ tI'Iey de>O with
C Rt:minJ "OOen" to keep th~ir ~n.w= to 'he
comprehension queltions .. briefa. possible.
Students compare their ~n$""rs with a pulner.
Ched: am"",,, .. a cl.... ,<!'erring to rd~.nt por" of
the text•.
'm,
1 thattl>ejtarecioseen(!StlPP(IrlM (l'h .. .
panphr..... ~pan 01. <On\rnuru.r" and
·c a rn . .- .da-ie· in the lUI.)
2 toe.11PI"5 I .,.". frI8hIenrC~con be!ofthe
_5 to ctace U- .,. ot life (TIW <dotes
bad:; to tbe ...,.. <If oommunity and ..Illaa&ri< that
the ""m.b..!tar~.)
~,
3 ~l\8Stw:omelmpe"""'" (Thi>pararhn--"',....
II>Odaonistic. Jf$Iematic, ,,,,,iulocnb,,' in the tnt.)
4 tI1<I $<!Mot -- .: :. .__ ___ __~~__J
1
-

Summar)' writIng Paper 3 Pa.1 5
Proofofeading a summary
N;UV,Uts D and E fo<;u$ on tloe need for IoCcutaCY in
s,udmu' l ummary writinr,.
D
..,
__ _ ! I I'IoukI ". ..",..Hd'"(lUlJooi< , .... '- ...
~ outIOOI<) III'Id be caPlible or ~tuWlO
fI(o,
'
• P8OI>Ie ,0 "0(\ -. . proI>lems VI'IlI!Oul pr.-
}udtirW1I\M1. In _. " ." \! leV VoQI.IId De _(/><otiC
_
their ",,,-,,,1(. ~._UId III'Id
_.,...s_~&luus
E
..,
n.. _!lperson8I __oo. W~ -' ,ntllo
,,",-_~_iWI'!_
)I'O' . O'CS ,er.; ~ wIII>. iI'IO,I(..... Ir\JSt led to a Io<W-
tenn ~ ... tho )'OUf 'CSU"" iIutyIe&.
~ •. -.~-",-"",
SUoI'I' _
~ in. <llW!O'l1OO, ., U'oI>se
~_s-"'.b~t_oW_on
_
""" _...
. " ItI "'br_
--
C Ah emaliv( aC I;vily
Both IoCtivities D and £ can be done competiti~lr.
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
ml>oDgWUl.
F Rrmind OIudmu to fOllow tM SI~ fur oumma'1'
wnun, they uoed on previoul un,U. ~ 58 P"~ 87 for
a liot ofItcpo to follow.
s.m~'1 _" _ )'
flr-"Y. rn .r .Js/Iips. _
bet_i' Pf<lIIIo ',: ....
......,. .... po:Mde",-,_~. As_
•• _.
_
"befric<"dlrs·. _
.... ....--the
"'_... 0111 ..' ...... .,........ __ -.t.
.... _
011lii0i. Fuoll... " .. ... 11'6"""_ -=to ~
0.1 •• , __.... ... _
~ I*IIM can help
__'COti .1t1eir~
_ _ .. ... .., ...,theIr
..... "-.(~-
""'-------
Exl.. YOUIb u"rv
s.e ~ 11'6 for odeu on hOw to ,o<pKirt !his _"'!INy
..,.....{__l
_ ,h.ol• ..-.I
"'1e\I'- ( . .n .l
.., bt<.- pen of. P""I' Of wboI<
prir>n<f , ........ oomc+,.. _
.................... _~
_
Iod""'.... '
.
""10 ...... _"""'-""
M *'..
oI_'odi«ti'«) .....ol..... ~ .. . _
...
~.,
listening 58 page 116
The perfecl partner
AJ...... llUdenu .bout 2 minutes 10 maU tMir lim
onWyiduilly and then uk tlwm 10 compart with a
putnn. E'.ncouragc tbem 10 say wILIo, theyagru Of
dllOll'e< .....th in tl><" partner" luI.
Round offII>< lKIivity by doin,. ou. . . ., . with the wboIt
dus to find out which qualities SludenlJ mmio:ltml
mOS' Im""nam and wh~h tht leO$I,
Three-way matchln. Pap;Ir" Pan 4
A (I On... 51udenu'allrntion to the &.am lip finL
As!< Sludmu 10 read Ih........ lI><.u: Slat.......U
c,orffully and then play II>< 'K.Ofdinc.
After the S«Ond lis!<nLD!!o chKk anJWeI'O" a daM.
..,
......,
1S2S3D4'.!' ...:':..:'...:,:..:':..___......
PIIDOTUI lodIoj ...11o \IIIkIrc - . . "'" ~l_
.«toct....maps....~ ......""IN ..Deoak
l.Jndtto.nt. ........ ~ ccunsaIo<..... s . .s .n
Dob&on, __ ... ~~ ._.
taU<InC-.. ...... """'YS....r$tla'"l"~~ ......", _
corronon !MOo! man ~ _
"".In u.. PO", non ......
aetW"C ... ,. belte< 11\ 0TJ80i<M"C • lIICCHI of our marr\qM1
_
maMs, . . . .tIonthiJI wOf1<?
........
n..... -"" " . .. . iIQIA(I .........mous_
OII_~-'" _ tf)IrCto teIp ...... ~ .. . .
lIICCHIfut~. F-.Ry.~,."
__IO__u..-.... __........
IeeIinp _ ei- . ... _
Wl_
"" "" " I IfO"kIo "'"
""",,'UI 10 oontinJelie~.
~ Ab~DUI_l_ ....... lOa....., .,••fut
fWiaUonsIup than _. I Mtl ,... It, lie dill)' "",..,n ....
"

e>.ei\ement _
aro<t irs wnat )'OO 're left w~h wnlch I. the
most Import""t thlnt,
$IJIIAN Bot ~p",g trios e momeMs 0' """"""" 8nd
Indu~ i/Oi", In" ", jaUOfl$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)- "
-.. '" tMlr20sand
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
re lationshiP'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
personality's unique, I>.JI _51y. ~'s 1101", to be
In1I~ bof role I1l<)deIO to , cerlllin ",1.,. .,1. i'ou see•
• i""" childhood .... '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 ofb6/1aYiour if> • re/ations/liU ;. ~
jou""'Y all CCU{J!e' Mould I8U - e specially Ifmfly ""'" '0
" " " " c ortfldenl;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
, , "0 1)/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 thi ~. mfIy
may 001 haw tt-.o\Jght """"h tillkirrg 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~ and ~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"",
SUSA N 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>e re """"",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< ....~ rtllalionshipO e.~ .treUet a nd strains-
they're a fact oI IWe, SlIt ~)'OO CIIn ",ally li st"" 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 re lationshiD ~sell.
_
.. . . ER Well. that'. all we"" lot tIrn& fo<, but than~)'OIJ
~I n for tMI moSI IMe«lslif'6t d;s<:uSSion
Vocabulary
Exp ressions 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 _Is .- .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 """"
$Orne<lf'I(> Is no! maklf'6t thelr ~ Clea rly et>O<J&It
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~ II)' »lief 3 disagreement Of "",",ment
10 IIlISS the point ""''''' . to fail to un<fe-fStiIII(Il/>e
"'<>6t irfIPOfIant Informauon.

Your views
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
.nlrrtainment , fOT~I''''
D Ertn activity
WrM m... ""rbs on tbr boIrct
gooutwith
got t<>goth.r "'itll
1001: up 10
'"on weU wilh
are oOOu'
Itt sorntOne down
Iw.T something I nodlina Ul common WIth
bruit:; III'
faU OUI WIth
pllt "pwith
A.k .todent> t<> ""rk in p"i"and mau up a bri..t"
Ito.y of I rtl.lionohip "sing aI many of tho vat>. ..
1",~.i"l.
Alto..· th.m S minut.;to m;ok "p th.i. ototy.
When they have Ii rWhcd, uk tach pair to trll tbri,
OIOry I<> the dul.
T B~155
Speaking S8 page 117
Extended spea k ing Pllper 5 Part:3
II Dj,-ode the class into 1"'" Ind allow ""denu4-5
mlnuleS to d~..tMQucstion"
Round off the activity by uJun, tM d ... II a whole
whit up«'> of w"ijy ht\> th~ thUlk .... ~ttd in
tilt pictllus. If any IMaI com. " I' t hallu."" nol bttn
dllc.......t proviou..ry, ..k " udenlll<> add them 10 their
nOtti.
Planning and speaking
8 All; "u.denu to rtad th." prompt ard. and think
.boot the du<"..ion in lito ... wlu.t idea. tbrycan
lllot. Allow about. m m llte for tlul.
Eldort ' Iu.denu sun Ipcaking, dra.. their ItICtIlion 10
,l it wm lip,
I'ow I,k ", ,,do n.. 10 sp<ak in lurn. Rtmind them that
,h.yh."" \0 .ptafor 2 minute. in the eum.
Respon ding
C Studtou am..... tM QU<'Stions 10 rapond to what
tbt" poftncr ..id.
Gi"" ft;tdb&d ot me, end on any pornu offl u.t no;y or
lIC("U'acy you wutl to dOll wI1h.
Ex pl ormg the topic
D St udtn.. discUloS Ih. (Qur qu';l,ons In .."aU
B"'~I''' All"", . bout S minutts for Ihr dIsc....ion and
then im·lk 0 .... student from _h group to present tM
poup'_ ideas for componfOl\ ..a clasi.
Writing 58 pages 118-119
Aletter Paper2 Pan 1
Understanding the task
A
...
1_3...~__
2_4_~
Anal~slng the sample
B
...
t n._...._~len<12.
2 Fors"","t"'llhNltefn",ttiotos ~'"
~ __ h"'__to.-.....,.,
. .... /¥I XtIeRoI_ ..noot_.. .'o atDtattlwe..
For st.>UIn'WIt 2 the ___ ... .... ..'0
"" "" " "" " to __ \!>OJ""'" ;':';~:::~::;'_I
to tAka """"""'" 10 mal<e a.ure . . ",poe ... e
ponoioo1 pi.... ,
3 The writer diHIV_- ..ItI1l1latements 3 <to(I4 .
4 For slJotflm<onl 3 "'" ""her ........ _
this it; •
.......... ~ __thai. """",old
~ lead IOOtt.oe on<! """..., '"'"_ For $\8WmInII
• \lie_
points0UIl t1lI ~"'.,, _
\II_.,.." their~'"old..._
metllior'IS
U._
111M old pIOpIe WI """ It) the '-""'r_
s The S*I>PIoJ is _
Iro•~_
SIyIe for
._toa____

Writing skills
Responding
C Ask students tomer back 10 the example and...,
how the two pall"m, applr10 other paragTaph•.
D
'"
I wool<! _ to !BI«> is". . with iOIIf oOornmetlfs BbO<Jt z.,
dl"""""
n,., prinCipal ,.",""'" fry tfPi. /$ 1M! 2b ~.p/<Ii" 0< lb
-
YOu _ MtiH!1y ""reef In point out lila t 1a iii<"
" '" ", ,* , 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
~ lb ..... ter>d
A. repros YOU' polll1 abo ut ... , 1acme fully! 1~
~"""
Wh&1 _ also ~ to C<lns.lder Is . _
A Iood """mpIe orthi. WOUkl be .
This is due to ... / This can be attribUted to ...
This/. bf!<:a~ .. ,
The reMort6 {",this afl) ".
Thefe Is .- her fao;tor~::,
M"'
:;;~.•
. ___ ___•
E Ad< 'tuden'''o work in pairs to write wit
paragraphs. Remind them to re'pond u.ing their own
idea..
When they h. " " fini,hed, ask them to oWl.nge
paragraph, with ano.her pair for eOffipnison .
Check the use ofthe '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.....
Unit 8 Overview key
58 PBges 120-121
Le~k:al cion Paper 1 Part 1
A
"
"
"
'"
'"
wo
"
"0
Won! formatlon Paper 3 Part :2
•, reliItlooship(5)
, o-retr;e- . . bly
, di..agreertlMtS
,
,,-
,~
,
,",,"'''.0''
• exonsivot)'
• ........
, _o-
W satisf'l<tOf\"
Key word u. -forrMtI_ Pape< 3 Part 4
C
1 I$ i!h<>uallt of 8$) tne """"
2 e- JlCI fCSOIJIeeS
:3 10 IcicI< the habit
4 not/lieg to fait 1:>0<1<. on in
5 ....s be"" turne<l / ~ed Inlll
6 1U••pertment Md boon brol<enln1o
7 1$ \I>OuilI'I1lI l\If,<e ~ tile CQun\t)I
8 ...5 d&tt'Imertta/l0 __•
Vocabulary Test Unit 8 TB page 133
Progress Te5t Unit 5-3 TB pases 140-141

See
Exam
Use of
Writing
commerce.
~1J1'>1n1nr'1I on
4.
Multiple-choice questions on one text:
identifying purpose and intention
Cloze: gist comprehension of the text
Comprehension and summary:
paraphrasing
Multiple-choice questions on four
extracts: eliminating incorrect options
Themed discussion
Writing a proposal: describing benefits
money is so important
it's
students if they
of the unit is money
can "A~)i(:UH
amount
or services that are available and the amount that
want to buy.
in the
groups to discuss
group to nu'~pr1T
any
1Part4
answers as a
It refers to a craze for
and
tulips which
occurred in Holland in the early seventeenth
B Draw
attention to
answers as a
1C2C304A5A607C
C Students I.H" ,",U.'"
groups.
questions in small
group to nrc'cpr,t the
and money
on specific vocabulary from the
text.
answers as a
1 merchant
6
2 rare commodities 7 defaulters
3 stock markets
8 penury
4
9
5
10 vendor
as
89

1 went for
crashed
1 chosen
2
3 learnt
4 collect/
5
6
7
8
9 went
5 traded
6 dabbles
7 made
ruined
10 carryon with what is left
1
2
3
4
5
6
7
8
See page 176 for ideas on how to
this
a disease
90
semblance
official
owner
certain time.
no
valid
to start series ofreactions or a process
to weaken
very clever and
at
what to do
a
reasons.
reasons
asa
it is
he

B Before
do exercise, remind them to
consider techniques they practised in
units
dealing with doze texts. See the Exam tip on SB page 11.
Check answers as a class.
1ago2on3up4as5until6how
7 open 8 littlej bitj lot 9 the 10from
11 would 12 worth 13 in 14 is 15 what
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
them in the text.
Key
1 started out walking
hiked off
2 pay tuition fees
put myself through
3 large pieces of something hunks
4 carrying with difficulty lugging
5 contacts or connections ties
6 selling
peddling
7 occurred or happened
went on
8 spent
went through
9 quite
pretty
lO collapsed
caved in
These activities are designed to revise the changes in
verb form, pronouns, word order and punctuation
between direct and reported speech.
c
1
Ito you and hadto 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.
Note: Draw C, " U.u, - " " v attention to the GnIer,en(:e
rpr,ortpn with ifor
Ask can
with about followed
a noun
II
III
students to pay attention to the tense of
reporting verb and consider how the modals are used
in reported speech.
answers as a class.
1 The
says that
are
terms
at the moment.
2 She said she might pop round this ""\I~mlrlO
3 He says if he were younger, he would learn how to
use a
4 The teacher asked the students if they would mind
not smoking in the library.
5 a1and3
b1and2
c2and4
answers as a
on accuracy
91

F
2
F are included in italics.
Paul ciearfy""vrll::>",,,u 'Ithat he hadn't been able to
attend the
because he had been away on
that her father had
won a lot of money.
3 The thief
the car.
that he had stolen
4 Rebecca defiantly announced that she was
to
marry him.
5 The
that it was .er",,,,,,,,,,,,,,,,
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.
.1' ,O;:;Ull>1U students
the meaning of the adverbs
to
are used in the sentence. The
should give them a clue as to the
m
to do
Check answers as a class using key in E above.
Note Adverbs of manner and comment, particularly
-1y
can generally go in mid-position and end-
position.
verbs.
1
4
92
1
2
3
4
is an awareness-ralsmg
to focus on
verb
following certain reporting
answers as a class.
3tolet
actually said are
on
do it
to
have to write that
time:
notto cross
about
course.
Can you
us some details?'
5to
6
7 tosue
'I'll sue you if you continue to
neglect
8 about
'Why do we have to
It's not fair!'
9 tobeset
setma free to go
home to my wife:
10 to vote
' Come on, it's vitally important to
vote
this bill:
i b, d and e are possible
aandcarenot
because the verb suggest
is never followed an object pronoun.
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.
e is unusual because normally that and should are
used as in sentence b in British
This use
is typical of American English
", "'-HUHI. .! students to '-v ,,"",.. >,,",
answers from I
the exercise.
answers as a
i
SU!;gestE)C! having a barbecue.
2 Tim "'U~;;;"''''lC'U that his mother should go to the
theatre.
3 Brenda
that we should that new place
4
for dinner. I Brenda
trying that new place
for dinner.
! should do the essay
.ddQc1·" ,r/ Idothe essay
0'"""'''''',"0 attention to the change in the form
and
use
two example
sentences.
answers as a

1 a Itwas said thatthe
was considering
abdication.
b The
was said to be considering abdication.
2 a It is said thatthe Chairman of the Board has
absconded with the funds.
b The Chairman of the Board is said to have
absconded with the funds.
You might see these sentences in newspaper reports or
hear them on TV I Radio news programmes.
Extra
1 The majority of the population feel work is a
necessity,
to earn more money but also to
boredom and meet other
2 It shows our characters and our artitudes towards
life.
3 She returned to work by
the money to start
her own business.
4 He realised he needed to work for the SOCial
contact
bored.
more im. " \(wtAfltht to avoid
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
comply with (verb) to act according to rules or laws
abscond (verb) to run away usually taking something
assign (verb) to give someone a particular task
page 156
Ask students if
,-",VBUU'-' a classsurveyon
true happiness
money.
3Part5
questions.
two texts
follow.
Allow students a few minutes to
through the texts
and answer the
Check answers as a
Text 1
1an
successive rionOI,<>Tiir.n
Text 2
well
3
is more
than the money
4 I'd be bored out of my mind.
3Part5
answers as a
1 b 'we look over our shoulders'
2a
3
4
5
93

do not consider that money automatically brings
and
consider other
such as
work and social interaction to be
as necessary.
Besides
are
about their
financial situation and
it with other
1
economic and social pressures make most
feel
never have
money. (56 words)
A
<UU''-H'" attention to
of shopping it
enjoy shopping.
pair in turn to
4Part1
of
extract.
B
B7B8
Extract 1
the
which operates
a scale of one hour.
A
for
mean?
it's more than that. It's a
whole business
If you follow all the
94
in the
you can almost guarantee a sale in an
/wur. The important thing is preparation. First, identify your
customer and make sure you prepare all the necessary
paperwork. You can't make any kind of successful sale
without it. Find out exactly where the customer lives - and
before you go, check your appearance.
MAN Sort of smart but casual?
WOMAN
No way-out, scruffy clothes but not too
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
smiling.
MAN Fine. think I've got that!
Extract 2
MAN
are getting bored with trainers. Until a few
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
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!
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
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
of old titles for you. In 50% of the cases, they'll track it
down for you within two months. Whereas your average
street retailer is limited
to, say, some
most Internet sites stock
but lists.
ordered is then
up from the

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
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
was really
my music.
B
you
the use
Discuss answers as a
one (aCllec:tIVi91
star on my
feet are
since money
to
as it
in
; clever f"'rliol'til.la
in a process
to
stock
6 itgoes
7 to on credit
See page 176 fOfldeas on how to
this
many different uses or skills
3
to
95

minutes to
their
VIews companson as a
.- "+wr·tn,,,c on the board.
subtle
and then ask each
their ideas
L,-,,- ',-" <0 to use
UH.UVl!0 and politely disagreeing
boxes on TB pages 21-22.
3 minutes to discuss
asa
or
Time flies! Time goes by faster than we think.
The time has come! Now is the time for action.
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
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''''
used to be.
1
2
idea.
are not the same as
2Part2
3 Details of the
how the money would
be
and the benefits it would have.

c
sam
1aThe
having their
"',"'A"l!n<l new teaching
and by developing new
a
school in Alama.
2 The writer mentions the need to
and re-equip
3
4
the school in Alama after the t1<lfn"'O;cA caused by a
activities to cover living costs.
will be established with the school in
A!ama which can be used to educational effect in
the future.
5 It is very effective in that it presents the outline of
the
the
and the benefits very
so that the reader can
follow and
understand what is
1 This ov,,'h""~rio
the chance to
a natural context.
2 The visit will enable the group to
about French culture.
"".', .1<,"'" French in
to know more
3 The students will benefit from the visit because
will
French all the time.
4
to learn how to
deal with O"''''''~'''\1 situations.
a
benefits. Both proposals require a
style
be organised into sections
in turn,
1
1
1B
7C
28
88
3D
9D
4A
lOA
5D
11B
6B
12C
3Part1
B
1from2for3no4If
7 who/that 8 likely 9
12 with 13 up 14 This
'WI"'''''IJ''''''' sentences
5make6
10out 11as
15 on
3
3
C
1
2
3 deal 4 brand 5 gear
6 ruined
97

4.
in
unit
Reading
Multiple-choice questions
Use of English Key word transformations
Comprehension and summary: avoiding
repetition
Speaking
Writing
Multiple-choice
Themed discussion
An essay: organising paragraphs
Ask students what they understand the expression
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.
students what play on words is used in this title.
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 Allow
a
minutes to decide
of
the three rights they consider to be the most important.
Compare choices as a class.
Conduct a class survey, ifyou wish, to
students consider to be the most
which the
,",VJlA'''U,"" some
Discuss answers as a
98
and
to
1Part2
texts.
texts refer to a
All four texts relate to the theme of
or
freedom from
answers as a
1C2A3C4D5A6A7D8B
to
III
text.
Discuss answers as a
1 Text1
The purpose of the text is to make
aware of
the situation and to
the intentions of
International.
e.g. ' Some are
arrested because'
Text 2
almost like a
because', 'Some are
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,'"""" .,,
Text 3
The purpose of the text is to create a
of human
is
and
and involves
the reader in the events, e.g. 'It was an
intimate state of almost childlike marvel', 'I

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.
This activity focuses on the meaning of the words
in context.
Check answers as a class.
1 publicise
5 repression
2 diverse
6 dim
3 hobbled
7 strive
4 sheds
8 jurisdiction
with
E Check answers to the matching exercise before
students complete the sentences.
1i
6j
2b
7h
3f4a
8e9d
5g
10c
" c u. .. . "" . . " to read through the sentences before they
choose the correct expression.
Check answers as a class.
1 free of charge
6 free-for-all
2 free from
7 given free rein
3 free and easy
8 made free with
4 in free fall
9 Free speeCh
5 freeasabird
10 free with her criticism
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
jury's out
The expression The jury's out means that the jury have
left the court and that their decision is being awaited.
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
what each of the crimes are.
Key
blackmail
demanding money from a person by
threatening to reveal secrets about
them
manslaughter
the crime of killing someone illegally
but not intentionally
libel
a false statement that damages
someone's reputation
arson
the crime of deliberately setting fire
to something in order to cause
damage
reckless driving driving in such a way that other
people's lives are threatened
deceiving someone in order to obtain
money or goods illegally
forgery
the crime of making a copy of
something in order to deceive people
In small groups, students discuss the questions. Explain
that, question 1, they can decide on how long a jail
sentence should be and how much a fine should be.
answers as a class.
99

To extend the
ask
what crimes
appear regularly in the media. This may vary from
country to
Ifstudents are all
the same
country, ask them
certain crimes feature in the
media more than others.
n
Students read the text, then discuss the questions
their partners.
some
refer them to SB page 180.
Ask them if they found anything surprising in the jury's
decision.
Before students refer to SB page 180, you can
conduct a class survey, with students voting yes / no
or guilty / not guilty on questions 1 and 2, giving
their reasons based on what they
in the text.
S This activity requires students to identify use of
gerund forms in a variety of contexts. Ask students to
underline the examples in the text.
Check answers as a class.
1 without reporting
2 not stopped driving
3 his shooting
C This activity requires students to identify the use of
infinitive forms in a variety of contexts. Ask students to
underline the examples in the text.
c.
1 could not
over
2 Owen let the event take over
3 unable to lead a norma! life
4 Owen claimed to have fired
5 advised them to concentrate on
6 any intent to kill
This exercise practises the different gerund or
structures identified in Band C.
answers as a
refer to structures
100
Band
1 giving
after a preposition)
2 to see (infinitive after a verb)
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)
8 to develop (infinitive after a noun)
9 to improve (infinitive after a noun)
10 singing (gerund after adjective and/or possessive
pronoun)
E Discuss answers as a class.
1 to ensure 2 only to discover
F
students that they can use only to do or to
do as in the examples in E. Ask them to consider
whether
want to express a purpose or a result.
Students compare sentences in pairs.
Ask for a few example sentences from
any answers that seem reasonable.
SU.~les1:ed answers
class. Accept
1 We came back from our two week holiday, only to
find that that our house had been burgled.
We came back from our two week holiday to help
care for our ill grandparents.
2 She studied hard, only to discover that the exam
was cancelled.
She studied hard to pass her exams.
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.
4I
the airline to find that the offices were
closed.
I phoned the airline to confirm my flight.
5
opened the letter to discover that it was from
her boyfriend.
Emily opened the letter to find out whether she had
won the
This exercise
hP'-uu,pn using a
on
change of meaning
or an infinitive after certain
m
sentence into

Check the answers and discuss the changes in meaning
as a class.
1 atosay
I regret to say is used as a formal way of breaking
bad news.
b saying
I regret doing something indicates that the speaker
wishes that he/she hadn't done it.
2 a towin
When you try to do something it implies that
achieving that action is the objective.
b cleaning
If you try doing something it implies that it might
help you achieve another final objective, in this
case, starting the car.
3 a seeing
If you remember doing something, you have a
memory of something that happened before.
b to send
If you remember to do something, first you realise
that you need to do it, then you perform the action.
4 a totalk
To go on to do something means to do something
after completing something else.
b talking
To go on doing somethingmeans to continue
doing it.
5 seeing
If you never forget doing something, then you
always have a memory of what happened.
b to lock
If you forget to do something, then you don't do it,
even though you should.
6 atohave
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 atothink
I dread to thinkis an ",,,,c,y,,,,,,,,,,jnn
that the consequences of ~nrn",l'hir\d are too
horrible to
b having
If you dread doing something, then you are not
looking forward to dOing it.
8 atosend
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.
Paper 3 Part 4
Some infinitive and gerund structures are practised
in this exercise.
students to read out
1 is no point in appealing
2 intention of giving up the fight
3 paid no attention to what
4
the jury
reaching
5 the last patient / the last patient to be called / the
last to be called
6 showed no remorse for
7 put a stop to the games
8to
on campaigning against the delivery
Extra vocallnilia
See page 176 for ideas on how to exploit this vocabulary.
revert (verb) to return to a former state
curtailment (noun) a limitation or restriction of something
contravene (verb) to go against a law
portray (verb) to give a picture of something, describing in a
particular way
verdict (noun) a decision made in a court oflaw
remorse (noun) feeling ofregret or being extremely sorry
stubborn (adjective) determined not to change your opinion
pre-meditated (adjective) thought about or planned
beforehand
entail (verb) to involve something that cannot be avoided
condolence (noun) an expression of sympathy over a death
In
windows in prisons
students a few minutes to discuss the questions
in small groups.
group to
ideas for comparison as
101

Paper 3 Part 5
Background notes
The Court ofAppeal is a special court where a formal
request to change a judgement or decision is made.
The High Court is the highest court of law which covers
all civil and some criminal cases. The court has 80 or so
judges who make decisions on cases individually
without a jury.
A ruling is a decision made by a judge or court that has
the force oflaw.
Lord and Mr Justice are titles held by High Court
judges.
The Home Office is the government department that
deals with the administration ofthe law.
A solicitor is a person trained in legal matters who
advises clients on their cases and often acts for them in
court.
Tagging refers to an alternative punishment to jail in
which the convicted person has to wear a small
electronic device, known as a tag, so that their
movements can be monitored.
A This activity aims to encourage students to read
through both texts to get an overall idea of their
content before attempting the comprehension
questions.
When students have read through both texts, check
answers as a class.
K~y
B6th texts mention court cases· in which mothers have
won the right to keep theirchilclren with th.em in prison
bey6ndtheag~Clf 1.8. monthS. Both texts discuss the
rights and wrongs ofthis situation.
B Remind students that they should keep their
answers as brief as possible.
Check answers as a class.
Key
Text .1
1 to emphasise the pos.sibility of large numbers of
similar cases occurring as a consequence
2 stringent, rigid
Text 2
3 unprecedented
4 alternative punishments, speciftcallytagging.
102
C Students discuss the
from both the point
ofview of the child's welfare and the mother's rights.
Allow a few minutes for discussion.
Ask each
companson.
to present their views to the class
3Part5
Remind students that it is important that they
consider how the phrases are
in the text before
paraphrasing as the meaning is often dependent on the
context. Ask them to consider what the phrases refer to.
Students compare
paraphrases with a partner.
Check answers as a class.
Text 1
1 change its attitude towards
2 went against their entitlement
3 protecting the well-being
4 not dealt with strictly enough
5 have not been discussed or considered
Text 2
1 wonacase
2 monitored
3 given special favours
4 picking up prison slang
5 possibly damaging
E Draw students' attention to the Exam tip before
they begin the activity.
Ask them to underline the repeated information first.
Repeated information: separating children from their
mothers, producing catastrophic effects
Students rewrite the paragraph in pairs or compare
own rewrites with a partner.
~<'llmli)IB answer
Firstly, separating children over the age of eighteen
months from their mothers would go against the
mothers' entitlements under the European Convention
on Human Rights. Secondly, taking a baby from either
its mother or main carer for any length of time can have
seriously damaging effects on the welfare of both.
words)

to
system is not strict "''"''''"r'''
Irt~,or.n(\lr'" it may cause resentment among other
nnc,nn ", YC: who feel the mother is getting special
favours.
it is harmful to the children because
become aware of their
and start to
learn
answers.
Continue to
different countries
' - AL ",CU.H their
compare answers
groups.
students
rec:on:im:g a
time.
~lU.U".ULC) to compare answers
a
answers as a
1B2A3A4C5D
in the studio we have Dr Lafford from
the Forensic Science Service, who is here to tell us a little
more about forensic science ...
DR LAFFORD Good morning.
INTERVIEWER Now, I think most people have a fairly good
isn't it?
of the kind of work you do - in many ways
of Sherlock Holmes and his magnifying
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
force ... ?
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
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
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 notjust 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
the carpet at the scene of a crime on the sm;pect's
and that, of course, can be very hard to explain
away.
INTERViEWER Is your work fairly
of
DR
No, no, no, not at all ... forensic science is
often a very painstaking task - and very time-consuming -
much more so than
in
because the range
of
mushroomed ... for
we
be
ofa
swept up after a hit-and-
103

run accident and asked to identify the car, so we would fit
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
to search for the
... and then, once the car was
located, we could tell whether the lights had been on at
the time of the accident examining the light bulb,
because there would be minute pieces of molten glass on
the metal filament in the bulb ...
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
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
the crime.
INTERVIEWER Are you at the stage then where you could
say that the evidence that you provide is foolproof?
DR LAFFOR!)
not
There is always room for
that can be done about
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 ...
104
answers as a
1 the letter of the law
2
down the law
3 above the law
4 thelaw ofthe
5 take the law into his own hands
6 a law unto himself
to found innocent
to accused
to be sentenced to
to be charged
to convicted
In
circumstances
to
its
on
to

a few minutes to discuss the
views to
consensus on the
See TB page 21
making
groups.
.
. ,In
Part 1
and
Format 2
Remind students that the first format was dealt with on
S8 pages 176-177.
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.
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
4
use to
105

First
Lead sentence I r"",n('\J a
problem - different
Problem 1
causes.
Students lack
communication nrn, """' i Y>C
and school.
Problem 2
Students bored - curriculum not relevant
or
Second
Lead sentence How to combat
-
solve
Solution 1
homework.
Solution 2
Make lessons more
etc; more resources and teacher
new and
has
which has several different
students often lack proper
and this has to communication
between the parents themselves and schools.
students are
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
exam
clOle
1Part1
1A
2
3A
4C5868
7
8C9810CHC12D
3
2
1
6 unnatural
2
7
3 intrusion
8 dramatic / dramatised
4
9 intellectual
5
10 accessible
3
4
1 it will mean
2 there was no
in
3 was
to lend me
4 has no intention of
5 died without
6
7 have been in free fall
seemed to show / have no remorse over / about
-----~-------..--::--=----------

See unit summary on page 4.
Exam
Reading
Use of English
Listening
Speaking
Writing
in
unit
Gapped text
Gapped sentences: finding the missing
word from different possibilities
Comprehension and summary:
understanding the force of lexical items,
eliminating irrelevance
Sentence completion: spelling
Extended speaking: exploring the topic
A review: creating interest
The
leisure.
theme of this unit is entertainment and
silver screen
The silver screen is a term used to refer to the cinema in
general.
1 Students discuss the statements in pairs. Allow a
few minutes for this, then compare opinions as a class.
Extend the discussion by asking what other influences
may have been stronger on people's lives, what the
advantages ofvideo 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 oflife refers to films being a short
representation of real life whereas a piece ofcake refers
to something being very easy to do. The quotation
on the words slice piece.
Paper 1 Part 3
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
paragraphs should go. Paragraph A can be used as an
example. Students find words and
to
before ('A further blow') or
war'),
answers as a
1G2C3D4A5H6B7E
B
in pairs to find lnTOnYi
answer the two questions.
III
Check answers as a
1
from
films and television.
Falling audiences due to demographic changes as
moved away from the cities.
Government legislation to reduce the monopoly the
studios had on distribution.
The cost of new technology.
2 Building new cinemas such as drive-ins and
multiplexes to serve the needs of people who had
moved away from the cities.
Investing in new technology such as Technicolour,
widescreen effects and multi-track stereo sound to
make their films more spectacular.
C Discuss two questions as a
. wAC'-»lU the
asking students to describe
some films recently made in their countries
to say
successful they have been
asking them to
changed the cinema.
text.
answers as a
1f2h3b4g5d6e7c8a
9i10j11I12k
m
text first
context
use a
answers as a
107

1
2
3
4
5
6
7
8
viable
lavish
vast
and cost
TI"I(fpTinpr at the same time
1 white as a sheet
very
due to a shock
2 red
treatment special treatment usually
3 once in a blue moon
4
5 grey area
6 green with envy
7 blue blood
8 black
given to VIPs
no obvious
answers
TY"'I"iIT ,rmi"ilH believed to be
IJU~,::.t:::.::>~~u by the ::""~t()""''''\f
or royalty
place
See page 176 for ideas on how to exploit this vocabulary,
investment
up in arms
108
away power
through respect and admiration
money spent in
a new
exr)fe~;slrlg angry V!- ' , /V OH W 'H to
move
1 It is a ticket for a formal ball.
2 It shows some
<>t1"~nrlin6 a ball.
to wear very
a
silk
that
text and discuss their answers in
groups.
Compare answers as a class.
On
events
board, write a list
for the formal
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

B
c
use
1 The
2 Itisusedto
that someone else will do it
for you.
3 a The speaker has asked or arranged for his tailor
to do something.
b The
has succeeded in
a group of
4 a Myoid dinner suit was ripped so I
my tailor
to make me a new one.
b After several hours of
I got them to sing
in unison.
uses
1 The have/get structure is used to imply that
somebody else performed an action. Jane and
Sam were the people who experienced the action.
2 a athief
b the
company.
3 Jane and Sam did not want the events to take
are unwilling victims of the events.
4 In both cases, have
tells us
what was
or occurred.
a She had never had the
of being
invited.
b They Avr,,,,nAn('An the fact that
were
leaving.
5 Have is used with an
sentence and with an
second.
+ gerund in the first
+
in the
In both sentences I won't have means
I won't
I won't tolerate. Get is not nm"ITU ,II\,
used in this context.
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.
answers as a
1 We've never had the
in the middle ofthe
that we pvnprlf'n
but did not either
cause or want. See C4
2 I've never had my haif fallout in handfuls before.
that we
but did not either
cause or want. See C4
3 All the
had their windows blown out the
gas eXC.IOS.lOn
The
underwent an
See Cl
4 We had our house broken into last
"V1IH::'YV'1y elsedidthatwe
5
laid in our house \/c>"i"<>yt"!" ,, , ,
did that we asked for
6
our new windows fitted tomorrow.
that
to that we
7
that we "rr<l"'TPn for a sp<~crrlea
persons to do. See B4
8 I won't have them
in my classroom.
that I won't tolerate
else
SeeC3
9 We'll have them
them to leave now.
all
if we don't ask
will
which we will exp.en,ence. See
C2
10 With a little
cJ<;'rnA,.,t the nurse had her
the nurse succeeded in
SOrnelJOCiyelse to do. See B3
POlssllble answers
1 We'll need to have /
2 We'll need to have /
3 We'll need to have /
structure
the streets cleaned.
on
109

F
1
2
necessitate a different
sentence structure.
are
at the
of the sentence.
3
and the first auxiliary verb in the main
clause swap
verbs include
or a modal verb, such as can,
should. If none of these auxiliary verbs are
the verb in the main
doI didmustbe
inserted before the
as in a present
or
if you wish:
1a
I
hadthey closed the door when
the alarm went off.
b No sooner
entered the house than the
rang.
2 The word
necessitates the inversion. In this
sense, it is used to introduce a clause which
describes the circumstances in which
Le.
and again. The
inversion does not take
after
in the next
of the sentence which
describes what " ,... ,n n .'n<"H
as
the house did she realise
was wrong.
use inversions
accuracy
I
1 Not only was Sam working all but all night too.
2 Never had Ted
in such a dreadful hotel
before.
3 Not only does Patricia dance gracefully, (but) she
sings
too.
4 Never have' met such an
person before.
5 Not until his
had arrived did Paul open his
presents.
6
do our neighbours spend much money on
entertainment.
3Part3
students to read three sentences for the
type ofword fits into the
same part of speech.
LU'- ' Ui, ,, attention to
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
Extra
See page 176 for ideas on how to exploit this vocabulary.
(adjective) worn around the edges
infuriati ng (adjective) extremely annoying
dreadful (adjective) extremely bad
abrasion (noun) damage to surface caused by rubbing
page 157
extra you receive in
could include

rnrnnr"tp entertainment.
texts.
Discuss answers as a
to
texts.
Both texts are written an
conversational
which is often humourous or ironic. Both use a
to
SB page
IS
Discuss answers as
Text 1
refers
and creates an lm,nr"'~""'l"\n
ease and {'nlnTOn
These two verbs describe
and create an
3 This refers
and creates an ,,,,,,",YOC,,,,
it with a sense of
amounts
This refers to the food itself and creates an
of
delicious and a
to
a
total
of attitude
111

3 Part
the summary
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 , ' I Arl"""r! these activities
otherwise.
<dlJCIJlCU as
a liar
112
See page 176 for ideas on how to exploit this vocabulary.
and r~.~j..~~+·
or enthusiasm
4Part2
a.,el.I " IiiI time.
to compare answers
answers as class,
a

1 nation of sl1()or(eeOeirs
2 national obsession
3 (chronic) labour
4
and foodstuffs
5 affordable
68%
7 hours of ~~r",'r,rl
8
9
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
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
restaurants in the whole of Britain. Curry hadn't really
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
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
British
It was a revelation to a
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'. T he 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
table, without unreasonable
of curries from order to
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
kind of master stock, was brewed to medium strength. To
this day, portion by portion, on demand, these ingredients
are reheated by pan-frying them with further flavourings. In
this way, one cook can knock up several dishes within
minutes. Rice is pre-cooked, breads and tandoori items
made to order by a different specialist, and, hey presto,
your order! The menu can be very long, and any dish is
available with meat, poultry, prawns, king prawns and most
vegetables, too. This is still the formula of the standard
British curry house. However, it is clear that, judging by the
many new restaurants which seem to appear almost daily,
and the selection which appear in the Good Curry Guide, -
curry is a-changing!
to
Check answers as a class.
expression a finger in
IS
1h2g3a4d5e6c78f9b
to
2of
in
answers as a
113

receipt
pianos
traitof
theater correct in American English, theatre in British
Erigllsh
courageous correct
curries
labor correct in American English, labour in British
English
really
noticeable
survivor
potatoes
thief
scarcely
Extra
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.
B
5Part3
understood
one or two students to explain
to you.
of
importance
and coherently linked responses to
Students should respond politely to
to do
instructions
Draw students' attention to the Exam tip and remind
students that the prompts are to help
start
talking. They do not need to
about only these
prompts.
7 minutes in
Whilestudentsare "f-",U".AH;o;,
go round
class and monitor
progress. Give
114
feedback at
end on any points of fluency or
accuracy you want to focus on.
C Students remain in their pairs to discuss
questions.
4-5 minutes for
Finish
activity choosing two or three questions
for discussion as a class.
A
2Part2
questions are designed to
students
what is
In
type of writing task.
Check answers as a class.
B
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.
Before students look at
questions, ask
through the review and decide
it is
or unfavourable.
two
w.~,uVH4,
characters and
books.
answers as a

1 paragraph 1 the success ofthe Harry Potter
books in general
paragraph 2 the character and plot of Harry Potter
and the Philosopher's Stone
paragraph 3 the attraction of Harry Potter and the
Philosopher's Stone
paragraph 4 the limitations of Harry Potter and the
Philosopher's Stone when compared to A Wizard of
Earthsea
paragraph 5 The writer's recommendations
2 It meets the readers' needs well. It gives just
enough information about each book to arouse the
readers' curiosity without giving away important
information. It makes both books seem worth
reading.
3 The review is written in a semi-formal style. It is not
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
opinions and describe characters and plot. The
choice of vocabulary shows how favourable the
review is about these aspects of the book and
creates interest.
5 The actions or plot are described in the present
tense.
skills
interest
C This activity is designed to encourage students to
use a range of descriptive vocabulary in their writing.
Ask students to read through the whole review before
replacing the words in italics.
Remind them that they may need to change the form of
the word they have selected according to the structure
of
sentence. They may also need to add appropriate
prepositions.
Students compare their new texts in pairs.
Check answers by reading the text aloud and stopping
at the italicised words to elicit possible replacements
from students.
Possible answers
interest
old
says
old
tried
called
obsession with, passion for
faded, ancient
claims
undisturbed, ancient
attempted
entitled
faSCinated by, gripped by
reveal, unravel
very interested
find out
strange
interesting
old
eerie, unexpected, startling, chilling
gripping, startling, life-changing
anCient
new
difficult
big
mopern, contemporary
life-changing, major, unexpected
tough, major
horrible
chillin,g, startling, eerie, unexpected
your review
Go through the stages in turn and discuss questions
and brainstorm ideas as a class.
Overview key
S8 pages 162-163
...""'"...,"'. Cloze Paper1Part1
A
18
78
2D
8A
3A
98
48
10D
5A
l1C
6C
12D
cloze Paper 3 Part 1
B
1of2In3since4as5on I)where
7 but 8 hand 9 first 10 their 11 However
12 with 13 to 14 age 15 under
GallDPfl~d sentences Paper 3 Part 3
1 led 2 proved 3 issued 4 tempt 5 blame
6 process
Test Unit II TB page 136
115

See
Reading
Use of English
Listening
Speaking
Writing
4.
in this
Lexical cloze: complementation
Word formation: changing verbs to nouns
Comprehension and summary:
identifying information
Three-way matching
A complete test
A report: giving explanations
Ask students to suggest when they might use the
expression all in the mind. The expression is normally
used to suggest that a feeling, memory or experience is
imagined and not real. The overall theme of the unit is
the mind and psychology.
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.
1Part1
This activity aims to encourage students to read
through the texts to get a general idea of the content
they attempt the multiple-choice gap-filling
exerCIse.
Discuss answers as a class.
All three texts are ",..,.~'''',Yn£"i
116
B Remind students ofthe 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.
Check answers as a class.
Text 1
1A2D3A4B5A6A
Text 2
7C8B9A10D11A12B
Text 3
13B14B15D16D17C18B
c
discuss answers with a partner.
Discuss answers as a class.
1 It implies that the commonly held vIew was tliat the
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
' co n s equences 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
Discuss answers as a

rU'~~U.ll1I:iJ answers
Text 1
4 has virtually no, The other options requirt;: any.
5 bordered en The other options would be
towards, or approached and
do not
require a dependent pre~position.
Text 2
7 treated it with little respect The other options
would be accorded I offered it little respect, or
valued it.
8 believing it to be The other optionswould be seeing I
regarding
orcrediting it with being.
Text 3
15 led to a simple cure
other options would be
brought about, resulted in, or produced, which does
not require a dependent preposition.
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
referring back to the texts.
Check answers as a class.
1 barren 2 doubts 3 centrel 4 suffers
5 effect 6 cure
F This activity focuses on verb patterns, another
instance of complementation.
Check answers as a class.
1e2a3b4c5d
G Ask students to consider why one ofthe verbs does
not into the pattern as they are doing the activity.
answers as a
1 demanded The structure demand someone to do is
impossible. This could be correctedto 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
+
4
The structure arrange you a place is
This
be corrected to I'll arrange a
when
to the cinema
+ object).
5 behave The structure behave particularly happy is
This could be
to He doesn't
behave in a particularly happy way
with no
object).
6 resolve The structure something will resolve is
impossible. This could be corrected to I'm sure that
some problems will resolve
(verb + object).
7 approve The structure approve that something
happenedis impossible with this sense ofthe word.
This could be corrected to I don't approve ofwhat has
happened
with no object).
8 agree The structure agree something to be is
lillPO~,slt)Je. This could be corrected to Experts agree
an original
+ object).
Ask
to rewrite original sentence using
the verb that doesn't fit. Examples are given in the
t:A~Jld"Udl"lUlJ~ to key.
Introduce the activity by asking students if there
are any metaphorical uses ofhead or heart in their
languages.
answers as a
Focus on the whole expression
in the sentences given.
1 tohave a headfor
2 to take something to heart
3
comes to a head
4 to break someone's heart
5to
one's head above water
6 one's heart iSh't in
7 in my heart of hearts
8tolet
go to one's head
9 to be head over heels in love
10 to lose heart
117

Extra activity
Use this activity to revise / practise adjectives
describing personality.
Ask students to imagine that their house is on fire
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 ofpaper. Remind them not to put their names
on the piece ofpaper.
When they have finished, collect the pieces ofpaper
and redistribute them around the class making sure
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. Ifthe class know each other well, they can guess
who wrote it.
Ifyou have a large class, the activity can be done in
groups of 4-5 students.
Extra vocabulary
See page 176 for ideas on how to exploit this vocabulary.
primal (adjective) the earliest origins oflife, very basic
outrageous (adjective) shocking and unacceptable
dysfunction (noun) a state ofnot working properly
overcast (adjective) covered with clouds
blustery (adjective) very windy
barren (adjective) not fertile or productive
banish (verb) to make something / somebody go away, order
someone to leave a place
resolve (verb) to find a satisfactory solution to a problem
language In use
S8 pages 167-169
Just the job
Introduce the activity by explaining to students that the
phrase just the job is used to describe something that is
perfect for the situation.
Ask students to work in pairs to discuss the two
questions. Ifstudents find it difficult to come up with
ideas, ask them to consider what qualities are needed
for each of the jobs illustrated andhow they could find
out whether candidates possessed these qualities.
Compare answers as a class.
118
2 CVs, application forms, interviews, practical work-
based tests, psychometric tests, selection days, a
probationary period of employment, auditions.
Word
Paper 3 Part 2
A Remind students that each set ofverbs uses the
same suffix.
Check answers as a class. Note spelling.
1 justification
modification gratification
2 appearance
resemblance
assistance
3 dismissal
referral
renewal
4 announcement embarassment development
5 indication
reiteration
separation
B Remind the students to read through the whole
text first to get an idea ofwhat it is about before
deciding what form of the word fits each space.
Whether a negative or positive form of the word is
required will depend on the context.
Check answers as a class.
Background notes
DIY stands for do-it-yourself and is used to describe
the type of store or shop where items for doing home
improvements can be bought.
Key
1 impressively
6 notification
2 psychological
7 unsuccessful
3 applicants
8 assurances
4 relationships
9 dismissal
5 productivity
10 extraordinarily
C Allow students a few minutes to discuss the
questions in pairs. Compare answers as a class.
Alternative activity
Ask students to read the text and discuss the questions
in pairs before they do the word formation exercise.
This will encourage them to read the whole text for
gist first.

The following activities provide revision of all the
grammar structures practised in
unit.
Remind students to consider the structure of the
whole sentence in text before choosing an option.
Ask students to match the correct option to one ofthe
sentence structures in the list. These are included in the
key.
Check answers as a class.
E
F
1 have uses of have and get
2 can one predict inversion
3 for which relative clause
4 It deft sentence
5 have uses ofhave and get
6 what cleft sentence
7 whose relative clause
8 not only inversion
9 but also
ofsame inversion
10 what deft sentence
1 will have been waiting
2 don't imagine
3 has been working
4 sounds
5 still hadn't been built I was still being built
6 is leaving
7 have read
8 is being
Draw students' attention to the
and check
understood what to
answers as a
2 h WhywasIthelastto betold?
3 f Doyou mindifIsmokeinhere?
4 a He is known to have applied illegally for a
passport.
5 e She apologised for causing so much trouble.
6 c There's no point in trying to make her chang~ her
mind.
7 d I regret to say that we cannot give you thejob.
8 b She warned the children not to go near the cliff
edge.
forms
Draw students' attention to the example and check
they have understood what to do.
Check answers as a class.
1 anyone want to know
2 the car not been fitted
3 might have told
4 cannot possibly have predicted
5 must have been driving
6 needn't have bought
7 must have been taken
8 had had
otolcoltnal)Je ""rot·;",' ...r 12 TB page 157
See page 176 for ideas on how to exploit this vocabulary.
reiterate (verb) to repeat something already said for emphasis
overrule (verb) to change I reject an official decision
dissonance (noun) lack of agreement or a harsh combination
of musical notes
refined (adjective) made pure by having other substances
removed, or polite, well-educated and able to judge quality
lucrative (adjective) producing large amounts of money
layoff (verb and noun) become redundant, not needed for
any
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

1
deJro!2:atc)rvexpression
to psychiatrists
psychoanalysts. Allow
students a
minutes to discuss
questions in
answers as a class.
Po:sslble answers
1 The essential difference between the two
as a medical doctor first and treats clients who
have a mental illness. A
deals with
clients who are not ne;ce~>salrily
overcome emotional
2 A """"ff'hi"tri"f
past
to
on
These as{:leC1:s
~A~+;.~~r'rlinthetwote~s
which follow.
Discuss answers as a class.
ideas
are mentioned in
texts.
1 Both texts eQuid be found in articles from
;::'UlJI<:;,#t of
2
answers as a
120
Te~l
1 to show that their
them and not anyone else
2
Text 2
3 The writer is not "";m"'n"~''''
4to
that Adam
C
in context
expressed in both texts.
Te~l
1
answers as a
is
cannot do the
what some
believe.
2
that the man could
Te~2
3
that we may be able to do
"m .,. .oi·hir.<5 about it ourselves.
4 This reinforces the idea that there is no easy and
sudden solution to the nrr,hl " 'm<::
5 Acouchis
associated with a
and the writer wants to make clear that Adam
is different.
6 This
that n',,,,,,nr,,,
isnota
science.

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
Itisa
waste oftime.'
1)
6
can be a means of
from life' , 'it
can be
from
(Text 1)
by discussing with
why
statements 2, 3, 7 and 8 are not relevant to the
summary.
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 SeeSBpage49
on
you your
up to and
you to think too
mrOSIJe{;UCIn can be a
,,, ,,-,,, ,,,," '' ' ', , 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.
not to
is
to pay attention to a
listening
survey by finding out which of the
some time to
class, some
first time, allow
about their answers.
a second time.
to compare answers
a
answers as a class.
1J28384M5J6J
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
powers.
JUDY I couldn't have put it more succinctly! Its capacity is
truly astounding: It can discriminate between millions of
nuances in sound. Between the outer layer of the eardrum
and your
brain, there are tens of thousands of
interdependent structures. But what we were really looking
at was why our listening habits are so poor. We wanted to
try and find out how we can improve them, particularly at a
young age and use them to the advantage of our memory
and other senses.
MARK What we were finding was that some of our
students were easily distracted in class. Now, you know as
well as I, that it's
to feel completely motivated
and involved in every lesson you attend. I think we would
all agree, looking back to our childhood, that that
particular scenario is nothing short of utopian!
JUDY Speak for yourself! But, joking apart, I am quite
ready to admit that not everyone would be totally riveted by
each and every lesson - especially on a hot Friday
afternoon. But the interesting thing about distraction is
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
really fascinating is how the mind can reject sounds
around us that we're not interested in. We can sort of
switch off to the sounds that don't concern us and
concentrate on those that do.
JUDY But there's always an exception to the rule! A
screaming child is one noise that nobody can blot out-
even if you aren't the mother! There's no doubt, though,
that
aware of this ability to blot out certain sounds
will help your powers of concentration. For example, if
you're in a crowded gathering, most people can train
themselves to ignore things they hear but don't want to
listen to. If you try it, you'll find that you're able to pay
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
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
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', e v e n 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
122
to, or should have
been listening to. This can be extremely embarrassing
both for the listener and the speaker, and a waste of time
-
your time as well as the speaker's . There are actually
three very good tried and tested techniques you can use
for improving your listening ability: self-motivation, setting
to listen, and key selection, which means
connecting key words and images to each other.
JUDY Now that's actually vital in all this, isn't it? All of
these are among the most tried and tested methods of
improving any mental performance. Self-motivation is very
closely related to willpower. And setting yourself to listen
can be practised by
own individual listening
set out to hear more of
what goes on
-
at work, while travelling. You
can
yourself little
tests for detecting
differences between, say, the songs of different
and
the
noise level at work or school at different times
of the day. And to help you remember, you can connect key
words and images to one another. This will help you first of
all
then remember what you have heard.
PRESENTER Thank you for that and now ...
B
can
six statements.
in
to discuss the
questions
to note down their suggestions for
remembering
concentrating. Allow five minutes
this.
suggestions as a
wish, write students' suggestions on the board
discuss as a class
ones
think would be
most ptt,prtnrp
m
1b2e3g4c5f6h7a8d

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.
Ifpossible, 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.
INTERVIEWER Good morning. My name's Petrina Cliff and
this is my colleague Thorkild Gantner. And your names are
... ?
MURiEL Muriel Carbonet.
XAVIER Xavier Laurent.
INTERVIEWER Xavier. Thank you. Could I have your mark
sheets please?
XAVIER Of course. There you are
INTERVIEWER Thank you. Now first of all, it would be nice
to find out something about each of you. Where are you
from Muriel?
MURIEL I am from Paris.
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 Ijust 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
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.
B Confirm that each student knows precisely which
role they will take and that 'the Examiner/Observer' is
looking at SB page 175 .
After 3 minutes, stop the
Paper 5 Part 2
each student knows precisely
role they
and
'the Examiner/Observer' is
looking at SB page 175.
Draw students' attention to
exam
123

E Students can stay in the same roles for this activity.
C
Draw
attention to the exam tip before they
begin.
7
2Part2
notes
Continuous assessment is an
to assessment
based on marks or grades given for a single exam taken
at the end of term or of a course. It consists of marks or
grades being awarded for a series of assignments,
projects and short tests given to students throughout
the term or course. The final mark or grade is based on
an average of all
marks or grades awarded.
1 The benefits ofthescl1eme, thedrawbacksand
mt>nrl,,,'tlr\n<> for improvements.
2
when
experiment took
how the
scheme was organised, Le. wha'ttype of continuous
assessment was used.
3 The
tothe
benefits
and drawbacks, and ideas for .improvementS,as
weli as the
mentioned. in 2.·
4 Brainstorm
on
and
124
drawbacks to a continuous assessment scheme
as a class. Use the notes in the Background above
if necessary. Brainstorm possible. ideas
overcome the drawbacks.
1 The writer has answered the
well
£"'ml<:>""no the three
areas mentioned in the
and by
the necessary additional
information. The writer has also used a formal,
suitable for a report of this
is also
with clear
sections and
2 Both the benefits and the drawbacks of the scheme
have been clearly stated the writer
with
reasons and
3 The writer's recommendations are clearly stated in
the conclusion which includes a brief summary of
the students' reactions although 'some
seems rather
E
remind
POissiibBe answers
students' attention
to make
wntmg
~VLhHU'-' how the link
to
LUGLAVB in the sentence.
"A'''HI,_'''' and
He worked
and as a consequence ofthis, he did
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

1
1
lA 2A
38
48
5C
6C
78 8D
98
108 11D 12A
3Part2
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 anxiousnot to be
4 fed up with being treated
5 uptomyearsin 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

u1
-------------------1 Total: ~
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'tbesuch 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
8
to come .................. .
9 After
of
idea of
(10
c
I noticed an ad
a demonstration of the 'Quit
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/ havelong-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 offin
an
7 Ifindahot,
s............. oo . .. aching
8At
nearly everyone s................. .
9
all his
1. ................. .
10 After two
in
confinement, the
p .................. with the guards to
out.
00 marks)
126
Proficiency Masterclass © Oxford University Press lII~iIIii~lIIilIIiiil

B
Unit 2
_________________________________
f
wta'
: 25~
1 .................. confused or failing to
something
2 .................. more
enough, in
3 .................. no longer in use
4 .................. highly disastrous
5 ..................
according to a
6 ..................
or remarkable
7 ... ... ... ... ... ...
to cause
or concern
8 .................. very thin
(8 marks)
a
1 Only
2
as
................................. ?
3 I think you
spend more time on your
4 I'm in (favour with Jack) ................................ .
at the moment
I
with biology
assignment.
5 It's essential
6
7
8
gets
10
"rn,"Vllnaon
new programme it's become
(10
c
correct
1
the equipment we
U~~.A~'.H'. (care)
2
it's .................. to expect us to complete
in such a short period of time. (real)
3 Government
.................. of
4
5
some previously UUAUH.U .
ofr."nTrnv,prov
the technician. (appear)
virus
6
close and shut are completely
.. .. .. .. .. .. ... .. . in most circumstances. (change)
7
ballroom-dancing,
she found she
was too .................. to good at it. (coordinate)
(7 marks)
Proficiency Masterclass © Oxford University Press Iiml:lDlImI
127

U3
2
3
at
moment.
4 The Prime Minister
unexpectedly declared I
5
6
decreed I assumed his support
new
football stadiums.
Albion
ULJcC-UU ' " disastrously deflected / detracted I , 'H J OrT,,,,
into his own goal.
officers are
army
personal use.
7 She so finished I
/ dry of emotion
lifeboat that she could
8
9
long ordeal on
hardly spealc.
was a terrible
commg
I aroma I scent
kitchen.
is overcoming/ overbearing / overwhelming
evidence
thiefescaped
window.
10 With an
sense of fate / destiny / doom,
Titanic realised
ship was
11
soldiers were taken to shock / task /
asleep on duty.
12
13
not
(13
B
3
4
5
7
C Fill
pn·PTl"P!"' •••••••••••••••••• out
room curtains to see
were up to.
128
Prl11,ficiip.ni~V Masterclass © Oxford
Press
(5

------------------1 Total: -30
Unit 4 Name _
.
A Rewrite each sentence using the word given in
Some are left feeling so (6) .................. by the
B
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 oftaking 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)
a suitable word from box.
weary
optimistic affected
infested
dejected
disillusioned
The drawbacks ofindependent travel in tropical
climes can leave even the most (1) .................. of
travellers feeling (2) ................... Even ifyou
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.
experience
theywonder 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 ofyou to look down
.................. at otherpeople.
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 ofAfrica 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 offthe hotel fire alarm and annoying all the
guests.
9 Despite the actors' professional status, their
performance was so .................. (maasteurih)
that most ofthe audience left early.
10 Mike showed how .................. (refuerocsul) he
was by repairing the car with a few spare tools.
(10 marks)
P • . " fi " ,i" " , ,- v Masterclass © Oxford University Press 'A!12'.I§+!mp,
129

5 Name _______________________________
!Total: 30
Complete
collocation in each sentence with a
word from the box.
stage
harsh
drastic
grave
run
throw
raIse
tremendous
call
vast
controlled
1 The chemical factory was closed down because it
was pumping .................. amounts oftoxic
liquid into the river.
2
zoo management committee have decided to
.. .. .. .. .. .. .. .. .. a meeting to discuss falling visitor
numbers.
3 Phil managed to .................. the alarm as soon
as he saw smoke coming from the heater.
4 Animal rights groups are planning to ................. .
protests outside shops selling fur and leather
products.
5 Unless .................. action is taken soon to
reduce the volume of traffic in the cities, pollution
levels will become intolerable.
6 We decided to .................. a party to celebrate
winning a government grant to set up a bird
sanctuary.
7 Many species of tiger are in .................. danger
of extinction due to the destruction oftheir
natural habitats.
8 Chinese zoologists are trying to get giant pandas to
breed by keeping them in a strictly ................. .
environment.
9 The .................. realities oflife in the wild are
in stark contrast to the idealised picture we get
from television.
10 The Green Party is going to .................. an
B
advertising campaign to raise the public's
awareness of environmentally friendly products.
(10 marks)
a suitable
1 We had a (really good time) .......................... .
on safari, with parties every night and stunning
landscape to see during the day.
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) ................................................... .
4 She wasn't really upset when I lost my job - they
were only (false tears) .............................. .
5 The public inquiry into noise pollution is very slow
-
it's proceeding at a (very slow speed)
(5 marks)
C Replace phrase in brackets with a suitable
expression
words light or dark
1 Fresh evidence about how the dinosaurs became
extinct has recently (been discovered)
2 After spending months on her school project, Anne
began to see (that this difficult period was nearly
over) ................................................... .
3
City Council is trying (not to tell us anything)
................................................... about
their plans for redeveloping the parkland areas.
4 Jenny must have been tired - when she went to bed,
she (went to sleep immediately) ....................... .
5 No one knows anything about Carol- she's a bit of
a (mysterious person) ................................. .
(5 marks)
D Fill each gap with a suitable adverb from the box.
deeply
blissfully perfectly greatly
fully
seriously bitterly
highly
1 All the wardens working in the wildlife parkhave
been .................. trained.
2 The minister was .................. offended by the
badlanguage used by protesters during his speech
on the environment.
3 All workers in the safari
have to be .............. .
insured in case of accidents while on duty.
4 The revellers
on with their party,
.................. unawarethattheyweredisturbing
neighbours.
5 Despite
daytime temperatures, it can get
. ................. coldatnightinthedesert.
(5 marks)
130
Pr«1.ficiiAI'U~V Masterclass © Oxford University Press mllBm~1

Vocabulary
------------------1 Total: -30
Unit 6 Name _
.
A Complete the missing word in each of the
following sentences.
1 Oscar's remarks are so w .................. - he uses
words in such a clever and amusing way.
2 Don't be c. ................. ! Only a five-year-old
would cry over a broken toy.
3 I tried to convince Pippa that it's in her interests to
go, but she's too s.................. to see the facts.
4 Smith's solution was i .................. , amazing his
colleagues with its cleverness and originality.
5 Carl's manner immediately struck her as
c. .............. -so pleasant, polite and sophisticated.
6 When the islands were discovered, the natives
treated the explorers with a sense ofc................. .
innocence and generosity.
7 With his blond hair and blue eyes, Gina thought he
was really c.................. .
8 Phil's a c .................. character - he deliberately
tricked us into paying for his meal.
9 I think the bookhas quite an a............... storyline.
There were times when I couldn't help laughing.
10 Tina is a very d .................. person - once she
sets her mind on something, there's no stopping her.
(10 marks)
B Replace the phrase in brackets with a suitable
expression related to words and reading.
1 The actor read through his part in the scene over
and over until he (knew all the lines by heart)
2 The actual words in the text are quite simple and
straightforward, but, ifyou (look closely at what is
implied) ................................................ ,
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
C Add the appropriate negative prefix to each of
these adjectives.
1
2
3
4
5
6
7
8
.. . .... .. agreeable
9 ......... reverent
.. ... .... coherent
10 .. ....... auspicious
......... mortal
11 ......... honest
.. ... .... authorised 12 . ........ biased
.. ... .... violent
13 ......... understood
. .. ... ... c apable
14 ......... enthusiastic
. ... ... .. plausible
15 ......... logical
.. ... .... l iterate
16 ......... just
(8 marks)
Fill each gap with the correct form ofthe word
given.
1 The theory that some of Shakespeare's plays were
written by someone else has been ................. .
false by new evidence. (prove)
2 In romantic novels the handsome hero .............. .
falls in love with the heroine and they live happily
ever after. (vary)
3 The painting had a very innocent .................... .
quality that many people admired. (child)
4 After gaining access to the computer, Bond
succeeded in .................. the encrypted enemy
information. (code)
5 There are ..................writers trying to get their
work published these days. (number)
6 What makes him .................. is his easy-going
and open manner. (like)
7 The film is .................. because ofits amazing
photography and powerful acting. (memory)
(7 marks)
131

Unit 7
------------------1 Total: 25
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 ofthe e.................. lifestyle that people
are tempted into after winning the lottery.
3 In her newspaper article, the journalist perfectly
c. ................. the mood ofthe 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 oftime.
S Some museums are considering returning ancient
art treasures to their country of origin as they are
regarded as part ofthat 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.............. .
ofthe 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 ofbeer in the fridge;
................ " towhateveryouwant.
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 .................. .
S On his retirement he was given a golden
.................. ofafat chequeandanengraved
watch in recognition ofhis many years ofloyal
service to the company.
6 Watch out for Pete, he's so silver- ................. .
that he can persuade anyone to do anything!
7 Ifyou 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 Ifyou're planning a general knowledge quiz,
encyclopedias are a wealthy / rich / affluent source
of information.
2 One aspect of sociology is the study ofhow
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 ifyou 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 ofplaces available in the halls of
residence bore / grew / bred discontent among
the students.
(7 marks)
132
Prl'l,ficilem~\f Masterclass © Oxford University Press 'P@{.!M .Jmnm

-
-----------------1 Total: -25
Unit 8 Name
.
A Replace the phrase in brackets with a suitable
expression using the word fall.
1 Dick's car is so old that it's beginning to (have parts
come offit) ................................. .
2 It's always best to have some money saved which
you can (use when you need it)
3 Many families have (failed to keep up with)
................................. thepaymentsontheir
loans due to the downturn in the economy.
4 All my plans for a holiday in the Bahamas (came to
nothing) ................................. when the tour
company I had booked with went bankrupt.
5 The money the charity organisation raised (didn't
reach) ................................. the amount they
needed to set up the drug rehabilitation centre.
6 The gang members (attacked) ....................... .
their rivals with dubs and chains and the police
were called to break up the fighting.
7 We had been worried that the months ofplanning
and preparation for the school concert would come
to nothing but, fortunately, everything (came
together) ................................. just at the
right moment and it was a huge success.
8 Paul's mother became worried when the principal
ofthe school informed her that he thought Paul
had (become involved with) .......................... .
a group offootball hooligans.
(8 marks)
B Fill each gap with one or two words.
1 I've been thinking a lot about something recently,
and I want to tell you about it - I really need to get
it off .................. .
2 I can't take any more ofhis attitude - I'm going to
tell him what I think and have it .................... .
with him once and for alL
3 John and Emma's relationship improved after they
had their heart .................. - such a frank and
confidential discussion can really dear the air.
4 Be careful what you say to Dave - he often takes
people's comments .................. .
5 Alison's always doing the wrong thing - it's time
someone sat her down and talked some
.................. intoher.
6 I had to admit my mistake and apologise - I really
had to eat .................. .
7 The police knew what Collins was saying wasn't
true, but he persisted in lying through his
(7 marks)
C Fill each gap with a verb and a preposition from
the box, making any changes necessary.
I
wind
. fall
I off
away
track
drop
out
down
tip
walk
of
m
accuse
up
1 Jack .................. of university in order to
become a rock musician.
2 A group of students from the high school were
. .. .. .. .. .. ... .. .. stealing cassettes from the local
record shop.
3 My mother always warned me that if I didn't study
hard enough at school I would .................. in a
dead-end job with no prospects.
4 Someone .................. the police that a bank
robbery was going to take place the following day.
5 The police eventually .................. the escaped
criminal living under a false name in Malaga.
(5 marks)
D Underline the correct word in italics in each
sentence.
1 The movie actually carries / bears I shows no
resemblance to the original novel on which it is
supposed to be based.
2 After two years living in central Africa, it came as
no surprise to Jim when he fell / came / lay victim
to a bout of malaria.
3 I've never felt entirely at comfort / ease / leisure with
the new director as has a manner which I find
somewhat intimidating.
4
rise in adolescent crime rates has
/
put / fallen down to a lack of proper parental
control.
5 I don't want to raise / lift / expand your
expectations too high, but it's quite likely you'll get
a promotion soon.
(5 marks)
Proficiency Masterciass © Oxford University Press IQ@Nii+iMO'
133

Vocabulary Test Unit 9 Name -------------1 Total: 30 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 ofthis 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
.......................................... andstartagain.
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
C Complete the missing word in each ofthe folowing
sentences.
1 In legal contracts involving the sale ofproperty 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 Ifyou'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 ofher
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 ofits release.
S Hundreds ofworkers made redundant by the closure
ofthe factory .................. a demonstration
outside parliament.
The amateur dramatics society .................. a
production ofShakespeare'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.
1 Jim is always negative about other people's work-
he is far too free with .................. .
2 The right to free .................. is fundamental to
democracy.
3 Life as a student can be veryfree and .................. ,
without any of the stress and responsibilities of
working for a living.
4 Members are not required to pay an admission fee
and can get tickets to all matches free of .............. .
at the dub office.
S When she was released by the new government
after spending ten years in jail as a political
prisoner, she finally felt as free as .................. .
6 Susan was given free .................. in choosing
her staff for the advice centre, without having to get
approval from the board.
7 What started as a polite disagreement soon became
a complete free- . .. .. .. .. .. ... .. .. , with everybody
shouting at the same time.
S At last, Denise was free .................. her mother's
interference in her personal life.
9 While his father was away, Tony .................. free
with his father's car.
10 The price ofthe company's shares has been in free
· .. .. .. .. .. .. .. .. . since they lost the important
defense contract.
00 marks)
B Replace the phrase in brackets with a suitable
expression using the word law.
1 Rachel is a (person beyond anyone's control)
•••••••••••••••••••••••••••••••••••••••••••••••••••••• 0
••
'
as she never takes any notice of the office
regulations and comes into work whenever she
likes.
2 No one, not even the Prime
can
(beyond the legal system) ............................. .
·.......................... -
we all have to accept
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
JustIce) ................................................ .
4 According to the (strict legal rule) .................... .
·................................... ,parkinghercar
outside the hospital entrance was an offence, but
the police let Mia offbecause it had been an
emergency.
Proficiency Masterclass © Oxford University Press liim!lrl~
5 In politics, the (survival of the strongest)
applies - only the most ruthless get to the top.
(5 marks)
C Rewrite each sentence using the word given.
1 You would be wasting your time taking this case to
court. (point)
2 The former dictator gave no indication that he was
sorry for his crimes. (remorse)
3 The police ended the fighting between the two
gangs by arresting the leaders. (put)
4 I didn't listen very carefully to the lecture on
forensic science. (pay)
5 The students voted to continue the protest against
government education cuts. (keep)
6 The defence lawyer felt he had won the battle when
his client was cleared of all charges. (scored)
7 When the players turned up late for training, the
coach decided to get strict. (lay)
8 I not intend to spend my weekend writing up
these reports. (no)
9
company couldn't open a new office owing to a
of
(prevented)
10I
not imagine what might happen if
we forget our passports. (dread)
(10 marks)
135

Unit Name -----------------1 Total: :30
each gap with a verb from the box. Make any
changes necessary.
split
lead
undergo
attack
fight prove
flourish add
create
oblige blame
demonstrate
adjust
The music scene in Jamaica (1) .................. a
major transformation during the period from the
mid-sixties to early seventies with the emergence of
reggae. The music industry had difficulty
(2) .................. to the new conditions, and the
sheer volume of the music (3) ................. , too
loud for most dance hall owners. In response,
enthusiasts organised their own open air dances,
which (4) .................. to a loss of revenue for the
entertainment companies who were eventually
(S) .................. to sell off many of the dance halls.
An increase in drug abuse was (6) .................. on
these events, and many older residents of Kingston
complained about the noise, (7) .................. to
the pressure on the new music. However,
independent record producers such as King Tubby
and Lee Perry (8) .................. hard against the
domination of the major record companies in an
effort to get their music played to a wider audience.
Eventually, the record industry giants
(9) .................. some of their companies in two
in order take advantage without having their
established labels associated with 'rebel' music. In
later years, reggae (10) .................. and spread
beyond Jamaica, especially when Bob Marley
became an international star.
(10 marks)
B Underline
correct word in italic.
1 In recent years, there has been a slide / drift / flow
away from big cities.
2 The use of computer-enhanced images has brought
/ profound / absolute changes in
production.
3 The clerk had a long column / pillar / pile of figures
toadd up attheend oftheday.
4 Because of its innovative techniques, the film was
hailed by many critics as a significant / serious /
special achievement in
cinema.
S The director's temper became a little unrelaxed /
frayed / stressed during the rehearsal.
136
6 The early morning sunlight sparkled / speckled /
glittered on the waves, which created a delightful
effect.
i During the thirties, Hollywood produced many
luxurious / lavish / luscious
with huge casts
and elaborate sets.
8 This new home entertainment centre comes as a(n)
kit / gear / outfitwhich you assemble yourself.
9 Wearing his headphones, Lee could sit back and
listen to the music, unaware / oblivious / ignorantto
the world around him.
10 Because it was his first time sailing, the journalist
spent a long time awkwardly fidgeting / fumbling /
frolicking with the ropes that operated
sails.
(10 marks)
C
the gaps in each sentence with a word from the
box.
wine
sheet
pancake
blood
biscuit
milk
beans
pIe
towel
tape
cake
carpet
belt
tie
tea
1 Well that really takes the ................. , ; I've never
seen such an awful movie in my entirelife!
2 Operating the new projector is such a piece of
.................. thatevenabeginnercandoit.
3 Applying for a license to hold an open-air concert
involved so much red ................. .
organisers felt it wasn't worth the effort.
4 As writer, director and leading actor in the play,
Steven seems to have a finger in every
. . .. .. .. .. .. ... .. . with this production.
S Her face turned as white as a .................. when
she realised that she had broken the camera.
6 James bought a house in a green ................. .
area outside the city,
by open
woodland.
7
about the surprise ending to the
must
be kept a secret, so
the
8 Deborah's joke about the dog
goldfish
as flat as a .................. -
no one laughed.
9 It's no good crying over
.................. -
you
can't change what has
done.
10 Jonathan can truly
.. ................ -his
to the
family.
(10 marks)
Pr(llficiArl«~V Masterclass © Oxford University Press IIlIa==;

Unit
gap with a
from the
Make any
changes necessary.
cast
border
near
treat
deal
restore
resolve
come approve gave
expect dem;Jnil assist
expose disappear
1 The United Nations has .................. that
troops be removed from
occupied zone
immediately.
2 Losing a major contract because he'd overlooked
some important details .................. doubts
upon Jack's ability to do the job.
3 The team's star player pulled a muscle days
before the big final, which .................. a severe
blow to his chances of playing in the match.
4 I don't think we need to make any changes as this
problem with the new system is only temporary
and will .................. itself in due course.
S The doctor said that Susan's illness had .............. .
about as a consequence of stress and overwork.
6 These instruments contain very delicate parts
should be .................. with care as they can very
easily get damaged.
7 Mark's behaviour at the staff party ............... on
the outrageous, although most people were prepared
to excuse him as he'd had too much to drink.
8 It was Ruth's hard work and meticulous
preparation that .................. in getting us the
contract to carry out the research.
9 Some of the technicians at the nuclear power
station were given thorough medical examinations
as it was feared that they been ................. .
to harmful radiation.
10 I think you should try
work out your personal
problems yourself as I don't really ................. .
of
so much money for a "",'n~j>=
00 marks)
B
one or two
1
tutor's
about preparing for the exams
fell ............... ears - theyignored him completely.
2 I know time-consuming sorting out these
now-we've
3
story
was very upset.
Proficiency Masterclass © Oxford University Press IIIIIlIIIII
ITotal: 30 J
4
long
tension and quarrels between
.................. ahead- thecrisiscamewhen
Jill her husband she wanted a divorce.
S Everyone around the dinner table was .............. .
ears - we paid great attention as told us about
his adventures travelling up the Amazon.
6 Jim's still a little bit .................. the ears - he is
very naIve.
7 When Sheila told Pete their relationship was at an
end, it really .................. his heart - he was
devastated.
8 Your success in getting your story published is only
the first step, so don't let it .................. your
head - don't get conceited.
9 You can't really prepare in advance for the questions
interviewer will ask you, so you'll just have to
.................. byear- seewhathappensasyougo
along.
10 He'd only agreed to take on the project when a
colleague turned it down, so his heart wasn't really
.................. -
he had no
enthusiasm for it.
00 marks)
C Write noun
each of these verbs.
1 JustIfy .................................. .
2 resemble ...............................
3 indicate ................................
4 notify .................................. ..
5 renew ...................................
6 announce .............................
7 produce .............................. ..
8 assure ...................................
9
10
(10 marks)
137

Units
I
Total: --xl00=
I
Name ______________ .
62
__%
For questions 1-10, read the text below. Use the word
given in capitals below to form a word that fits in the
space.
The often dull realities oflife aboard a space station, with
its long periods of (1) .................. , se e m a far cry
from the thrill and sensation of science fiction movies.
But this was (2) .................. disproved by the incident
which occurred on the Mir space station on 26th June
1997 during the docking of a supply vesseL
The sudden (3) .................. from view of the vessel
during the final stages of the docking (4) ................. .
gave the crew on the station the first indication that
something was wrong.When it turned up again, it
collided with a science module attached to the station.
The ensuing situation quickly became (5) ................. .
for the crew. With air rapidly escaping from thehole
caused by the (6) .................. , the station was heading
for disaster. A catastrophe was averted by the quick-
thinking and (7) .................. of the crew in isolating
the damaged section.
Although no claims that the station was (8) ...............
had been made by the technicians, they were still shocked
at just howvulnerable it was shown to be. One factor that
(9) .................. contributed to the near tragedy was
the station's age. Nevertheless, the crew themselves said
they didn't feel (10) .................. with the mission and
all agreed that the new International Space Station
should go ahead.
1 ACTIVE
6 COLLIDE
2 DRAMA
7 RESOURCE
3 APPEAR
8 DESTROY
4 PROCEED
9 ARGUE
S NIGHTMARE
10 ILLUSION
(10 marks)
B
Answer these questions about text inA.
1 In the first paragraph, what image oflife on a space
station does the writer create?
2 Which word in paragraph 3 highlights the fact that
the space station was a disaster waiting to happen?
(4 marks)
138
c
For questions 1-8,
the second sentence so
ithasa
meaning to
sentence, using
the word given. Do not change the word given. You
must use between 3 and 8 words, including the word
given.
1 Susan's ability to be optimistic about being stuck in
this deserted town is something I envy.
I wish I could ......................................... .
like Susan about being stuck in this deserted town.
2 Itwas impossible for him to have seen distinctly
who was involved in the incident from that distance.
out
From that distance,
................................ .
·.................
who was involved in the incident.
3 My father has allowed me to use his car as a
temporary measure while mine is being repaired.
time
For ................................................ , I'm
using my father's car while mine is being repaired.
4 It's only because a magazine advertisement attracted
my attention that I took this adventure holiday.
eye
Had a magazine advertisement .................... .
· .. . .. . .. . ~ .... ..................... ..................... ,
I wouldn't have taken this adventure holiday.
S The climbers seemed unharmed by having to spend
two nights on the mountain in a blizzard.
6
worse
The climbers seemed ................................ .
...................................................
having
to spend two nights on the mountain in a blizzard.
I only managed to see the tennis star for a brief
moment through the crowd.
glimpse
I only succeeded ...................................... .
·.................
the tennis star through the crowd.
7 I was very grateful to
for being so kind as to help
me carry the luggage to the taxi.
did
He very.................................................. .
· .................by carryingtheluggage tothetaxi.
Proficiency Masterclass © Oxford University Press ammm=m

8 Some medicines make you feel worse than you did
before.
do
Some medicines ...................................... .
................................................ thangood.
(16 marks)
D Gapped sentences
For questions 1-6,find one word only which can be
used appropriately in all three sentences.
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 ofprofessional
misconduct.
I think you should take a leaf out ofJim's ........ .
and take up some form of exercise.
2 It will take the team's star player time to
.................. hisformafterbeingoutsolong
through injury.
Itwas difficult for the emergency services to
.... ... .. any bodies from the buildings in the
aftermath ofthe earthquake.
She needed several weeks to ......... from the
illness she picked up in the tropics.
3 We found a quiet, secluded .................. by the
river for our picnic.
We realised we were in a tight ......... when the
border guards pointed their guns at us.
Although running on the ......... is recommended
as good exercise, I find it ratherboring.
4 Customs officials will .................. down heavily
on anyone smuggling illegal goods into the
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
E
Write your answer to one of the following writing
tasks.
1
extract below is part of a magazine article you
read on the effects of recent technological advances
on our lives. You have decided to write a letter to be
included in the Reader's Letters section of the
magazine responding to the issues raised and
expressing your own views.
Write your letter in 300-350 words.
2 The authorities at the college where you are
studying are considering a complete ban on
smoking anywhere on the premises. As a member of
the student welfare committee, you have been asked
to write a proposal for the authorities outlining
alternatives to the ban and suggesting ways in which
greater awareness of the health risks can be
promoted.Write your proposal in 300 - 350 words.
(20 marks)
139

~1: __ X100=
I
-- ---- ---- ---- --- ---- ---- ---- -l _ _ 67
--- -%
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 oflife, 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 ofspace 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
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 " rT IIV does the phrase 'these
V'ULAV,, ,, , (paragraph 3)
(4 marks)
140
c
.... .. ' ,.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 ...................................... .
............................. .inthisdifficult 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 .................................................. .
............................. .injustsuchanemergency.
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 ............................................... .
. .. ... ... .. .. .. a nd 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
everyone how
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
For questions 1-6 find one word only which can be
used
in all three sentences.
1 Taking on extra staffwas a leap in the ................. .
as we had no idea how many people we needed.
Brian's a bit of a ......... horse as he never seems to
confide in anyone about his private
Please don't keep me in the ......... about what's
really happening at work.
2 I don't take very kindly to people who .............. .
my ideas.
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.
5 Some people say that the 1950s were the ........... .
. . . . .. age ofHollywood.
When Mr Thomas left the firm he was given a
.... ... .. handshake by his superiors.
The ......... rule about crossing a road in Britain is
to look right, left, then right again.
6 The bird .................. its wings and flew
gracefully over the river.
The news of the victory ......... quickly round the
city.
The soldiers ......... out and started to walk
towards the wood.
(12 marks)
Proficiency Masterclass © Oxford University Press IimIlDl~
E
Write your answer to one
writing
1 A magazine for young people has been running a
series of articles about family life in different
countries. You have read this extract from an article
written by a student
lived abroad for a year.
The same magazine has asked you to write an
article reponding to the question ofwhich style of
family is best, and supporting your arguments with
examples from your own experience.
Write your
in 300-350 words.
2 You are working for a sports camp that organises
two-week sports training courses for teenagers
during the summer. You have been asked by your
employers to think about how you will recruit and
assess the trainers who will teach on the course.
Write your proposal.
(20 marks)
141

!
Total: __ xl00=
I
Test Units 9-12 Name ___________ .
64
__%
For questions 1-12, read the two texts and decide
which answer (A, B, C or D) best fits each gap.
REAL FAKES
When the artist and restorer Tom Keating (1) ........... .
that he had produced and sold thousands offake
paintings, panic immediately (2) ................. .
throughout the art world. Many of Keating's works,
supposedly by famous painters, had (3) ................. .
vast sums of money at auction houses around the
world. They had suddenly become worthless overnight,
leaving some galleries and private collectors facing
financial (4) ................... Keating was prosecuted
for (5) .................. , but charges against him were
dropped on grounds ofhis illhealth, and he never had
to serve a prison (6) ................. , . Ironically, since
his death, the value of genuine Keating fakes has
soared, and some of them command even higher prices
than those of the artists he copied.
1 A confessed
C acceded
B declaimed
D affirmed
2 A poured
C filled
B stretched
D spread
3 Agone to
C gone for
B gone on
D gone with
4 A crash
C desolation
Bruin
D destruction
5 A forgery
C libel
Barson
D blackmail
6 Atime
C period
B stretch
D sentence
PRODUCING THE MAGIC
In a world that is still dominated by the (7) ...............
productions of major Hollywood studios, and in which
all too many European films fall as (8) .................. as
a pancake, producer Tim Bevan seems to have found
the magic touch. As the co-founder ofWorking Title
Films, he has to his credit over 40 of the most critically
and commercially acclaimed releases of the last two
decades and he has had (9).................. no disasters.
His close working relationship with scriptwriter
Richard Curtis has (10) .................. to some
spectacular successes - Four Weddings, Notting Hill and
142
Bean accumulated over a billion dollars between them,
enough to make most of his rivals (11) ................. .
with envy. But Bevan has not let his success go to his
(12) .................. , and remains sensitive to the needs
of the people he works with.
7 A imprudent
C lavish
B oblivious
D inordinate
8 A badly
C flat
Bpoor
D dull
9 A scarcely
C barely
B hardly
D virtually
10 A caused
C created
B resulted
Died
11 A blue
Cred
B green
D yellow
12 A ears
C eyes
B heart
Dhead
(12 marks)
B Comprehension questions
Answer these questions about the texts inA.
1 Exlain why the writer of the first text has chosen to
use the word 'soared'.
2 Why does the writer of the second text choose to
use the phrase 'the magic touch'?
(4 points)
C Key word transformations
For questions 1- 8, complete the second sentence so
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
given.
1 My mother refuses to allow anyone to smoke in the
house.
have
My mother won't ...................................... .
............................................ .inthehouse.
2 Unfortunately someone stole his passport on the
train.
had
Unfortunately he ...................................... .
.............................................on the train.
Proficiency Masterclass © Oxford University Press U@{.!i .j,@M'

3
concerned about her new boyfriend - he smokes
and he drinks too.
only
I'm concerned about her new boyfriend -not
...................................................as
well.
4 Of course he was shocked - nobody has ever spoken
to him like that.
anyone
Ofcoursehewasshocked- never .................... .
................................................
like that.
5 He thinks that learning the piano would be utterly
boring.
remotely
He is ..................................................... .
....................................learningthepiano.
6 In the end, the party was much more interesting than
I had expected.
turned
In the end, the party .................................. ..
. ... ... .. mu ch more interesting than I had expected.
7 Don't worry about the test - it'll be really easy for
you.
cake
Don't worry about the test - it ....................... .
................................................... foryou.
S I'm afraid I'll be home late - I've still got lots ofwork
to do tonight.
ears
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
.................. ofthearmy.
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.
2 Do you know where I can .................. this suit
dry-cleaned?
I'll ......... my secretary to fix up a meeting some
time next week.
I'm not sure exactly what they earn, but I know
they ......... paid a lot more than me.
3 The prosecution will attempt to ................. .
that you were at the scene of the crime.
We all doubted
abilities, but she was
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
4 Everyone knows that you are .................. to
wear a seat belt in this country.
I asked him to pass the ball and he duly ......... .
Thank you so much for your help - I am much
.. ....... toyou.
5 Ittakes a long time to learn to playa musical
instrument well and it's all too easy to lose ........ .
The cottage is in the ......... of the village, opposite
the green.
I didn't have the ......... to tell him he would
probably never be good enough to join the team.
6 The psychiatrist concluded that the patient had a
E
.................. personality.
John and Sue aren't going out any more - they
......... up afewweeksago.
Let's drive across to France and we can ......... the
petrol.
(12 marks)
Write your answer to one of the following writing
tasks.
1 You have read this extract from a letter to a
newspaper about equal pay and opportunities. You
decide to write to the newspaper, responding to the
points that are raised in the letter and giving your
own VIews.
Write your
in 300-350 words.
2 You were asked by a local newspaper to visit two
different institutions for young offenders. The first
was extremely strict and laid particular emphasis
on punishment, while the second aimed to
rehabilitate and educate. Write an article about the
visits, comparing and contrasting the institutions
and saying which approach is the most beneficial.
(20 marks)
143

1
8
5
Unit
4
7
5

S
fall
2
back on
3 fallen behind with
fell
B
1 my chest
2 out
3 to heart
4 amiss
C
1
out
2 accused of
3 wind up
bears
fell
3 ease
9
dabble
2
3 make
4
5 break
1
3
1
vendor
3 credit
bulk
1 sole
146
5
6
7
5
7
4
5
4
7
8
5
7
6
7
fell short of
on
feil into
fallen in with
sense
humble
teeth
off
tracked down
put
raise
fluctuate
crashed
ruined
went
his criticism
rein
- for-all
easy
8 from
9 made
5
10 faI!
B
4
law
letter of the law
l
2 above the law
5 lawofthe
3 the law into his
own hands
There's
this case to court.
The former dictator showed no remorse for
his crimes.
3 The
put a
between
the two gangs
the leaders.
4 I didn't pay much attention the lecture on
forensic science.
5 The students voted to
educations cuts.
6 The defence
felt he had scored a
when his cHent was cleared of all
7 When the
turned up late for
the coach decided to down the law.
my weekend
up these
9 The company was
from
a
new office a lack of funds.
10 dread to think what
if we
our passports.

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 goto
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

5
come
5
3
6
E
2
4
7
2
3
4
5
6
7
to
out
to fall back on
your chest
15
As
way
make
message across to
threat of extinction
read between the lines
had whale of time
4 lost
5
/ far
nature or
1 The article should talk about the writer's nrAtAr.r<>r!
The article should
of

1A
7
C
1
4
7
1
E
prove
2
8
1 The letter should
up
mentioned in the extract:
pay,
4
4
5A
11

Photocopiable
Activities
Teach er'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 $.Or 10 promOle tilt" lpon. Thor <on ult' 5(lme
ofthe cu« gi....,n fur their .port and th.i . own ;.xu
Th.ty can abo say why othtr .ports ~ no!: 10 &00<1.
Enc0UJ<>8" tho ..... of".IK'''"," In the SImple 10
cornpue their sporl wnh the Olin (heir collnfl~ will
promot• .
When they ar. re .d)', a ,t"dent from ea<h pair/group
trio> to ~n...adt the .fit of1M cla.u to jom th."
asso6olion. Encourago """'" groups to uk quooclOlIJ.
lkdoss an tt.k a >'Ole on the most penuuo...., .
Follow-up
Stu&ntswnt•• parasr"ph fur ,h . uniwrlltybrf)Chu..
about Ihupon that they I•• prornoling.
Activity 1.2
Aim
Stud<nl$ 1' •.><1,.. forming complu senttnces wing
. . .. 1 11;.., . 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:' ....Urfoutt<W m 19S4 "r M, F. E. Kay1Itu, wid!
""""" do""ud "r duo"". .. (rt<!uctd do .... )
.
, donwd by chari".(reduCtd dau..,)
..h t l ~ 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 gu idcli"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, for OI<r Mona,
'Of
FadlrUes
'!"he ct"lre, (which ;, ) "t","led in pIe...nt
«Iuntryside within e"y reach ofthe d iy, bout<
excelle nt 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$, is availabk
".Gym
Design.d 10 our own 'pccifi.c.alioru, the gym, whi ch
" tully air.conditioMd and oontainl thellt"'
tUJninJ equiprnont, "the largest in !hi: area. Hishly
qu.•lt6ed WlnKlOr" who ~ on duty 11 &II Urn.., .' "
lvaibblt (0' advi« on pnsonaI traming
programm...
Ae robics Sessions
F<:>t thoot not WiUltinS I ht.vy woekoulln the 8ym.
rn- ." , twiu-<laily lItrObocs snoions (which . " ' )
aimed It ~hartd", I\n;il>ibty and ouppltnw.
Specialised Training Ce<1tre
Widely ,08..,dod as 0'" <>f the NSf of i15 kmd in Ih~
oo"ntry, the cenlK W;U origmally St1 up by lames
Gril""'" the sprinter, whou I"'rt••;l han" in the
mtrl/'lce Lobby, Many locaI.thkt..,tOm. ofwhom
Iu.~ son' on 10 Wln medals in major champiomhips,
ha... lN:llefitcd from 11$ 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 _
ofwrlI -btin,,,, """"'till to
_ryo'" ",h ..... I;.." . Ire hectic and strt$.ltd
Activity 2
Aim
Studtnll practi.. u " ofln. continuous :Upe<:l.
Preparation
Photocopy V.llion A on page 160 rOT h.Jry<>ur
ltudtntsand VtWon B on page 161 (or tMoth.. half.
Procedure
D,v,," tM cbs!. into p;lirs. In each p;lil, 0 .....udent
UIould rcai\'f • copy of\'<'T$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., o r 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. COn lp;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 thory ' hinl< has happcntd o r i. going
'0 happen. Encou...se them to >peCUlate.
,,,..< il no <orr«:' .m wer. 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! ofmylln}'. 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
",Iution•.
FoUow the pm. proctdure fOl Ti,~1 ofwair;ng.
nus time, $ludent. ~ould dtcid<: ",hat thory Ire going
to say 10 thnr friend.
Follow up
You no tili _dass vol<: on the best ....S3fltions-
,,!)it of mystery
Do.. can't have bttn working b«llu.. tho oI>op cl.,. . ..
at4p.m., '" he ohouldha""bNnhom.by5p.m.
H. m ..,t have Itft in I hurryas tM dool was open
arid thekeys we.. onIh. tablt.
H. can't ha", toh-n tht dog for. walk .. iulead w"
,tiUon the ..bk.
Th. window m..,t ha,. been bfoltcn from ,he ou!$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 ofcoffee 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 th e
dog. ,,'ho knocked over the fUIMUte, Dave could
have Lefllh( door open when h( w.nl (lul$idt.o 0«
who ILad hroktn tho WLndow and tho dog may have
,un oUI.nd DI'~ had to thaso Ift .. n . Th. phone c.oIl
,ou\d ",""" been bwslol'l dI«lJng In£« if ID)"Ofle
"'OJ al loon,"" 1M vi"lut can 'I hl\~ bttn hIS
girlfriend", "'" i, on holida.,
r"ed of wai.mg
We n•.. -dn'l h".. arranged 10 m«11Q ..rly.
You mighll <ould I.hould have phoned,
In«dn'l have Idi Ih. p.trty 5(1 early.
I could have "a~ longo' 111h( p&ny.
I nmn·IILa, ·. got up snarly,
I (ould Itr.o got up lol..
I could 1La"" gont to tho ""Of'"
Icould ha"" had >OffiC brakf..l .
I nllshl nO! h.ve felt.., hunSI") ' ,
t n«dn'[ h""t "'''ltd in for )'Ou.
I <ould h.,.. don...>rn. work fo , my £ngli 'h d ....
! ll>nuldn'\ h..... believed you "",uld be h... on tilllt,
{ I could haw gone wllh .nmeorMd...
Activity 3 .2
Aim
SIu.knl. procti.. p.t<arhruins .nd .limUlating
",devon«.
Pre paration
pho«xop)' p.tV 164, Oil< PO' >ludo,,!.
Proc edure
o".1<k tho da.. U\lo po'n Or 1m.>l18f<>Ups.
Allow th(m .fOUnd 10 nunULQ 1(1 <IlKU" how to
"'II",,, I"" ..nlencQ andSly tho Um< thins willun tn..
IUlt number ofwords,
When Ih~ h.ve lilli.hM, «t.:h p.t" Or gmap p"scn"
11\ 5(llutionl. Comp,re Ihem IS a ciil$.l ,
Follow-up
wh p.t" (It ,,",up thmb o(snmethU\8 IU1lpl.to ..y,
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.....
. .. hat th, rnt me.n"'i! ...
POlilble answers
! So"", peopl. uSC more worc» tb~n th~ n«d.
2 Idun'tlikt gIlln! '0 ,h. denlll!.
1 Tili "',. nnssinsth. road - rot! mlgll' VI run
~,
4 Ididn',oomyhomeworL
5 11>< wglioh can't speak other t..nguageo.
6 I don "rI'DOW.
7 My 1~>IJll<><t I no., olhe. team won,
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 wo rk 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..
Follow~p
In Illi", $tuden" write 'heil OWn .r\iclt u.ing '",e of
Iho h..dlm•• lh .. did 1101 mIlch wi,h In ."ide.
Alternatively, thi. wuld be ~t IS I hnm~.k task.
Ko,
I
A AcloKsIw.~
8 Looking on the bright Stde
C K...... ' look I gilt hoom to tl>< mooth
D Cauglll rt<f,handrd
F. Pocluvordeal.
Activity 4.2
Aim
Sluden" practi..I """"'r of condni.onal fonm..
Preparlltlon
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«~.
Pmeedute
[)iviik Ih~ Cu.!oO inlo paIr> Of om~1I group<.
A Itud~nl from Ihe tim p~" or small group toke s. card
and reaw oul wh.t is w.inen on iI, together with th.
cu. wo.d in brackets.
All pun or troup. Ih= have on. minute only 10 ",nle
o conrlillOnlllotote"", starling ,,·ilh Ih. cut word.
Each poi, or BrouP rad. out thnt an........ If their
an......... wrr«t, th~ F' 00' point. Ulot the Uy '0
chn:~ the.. an ._ .. ..
A ~U<knl from the >econd po" Of group then take; the
MIt card and ....d. it oul and "" on until all 1M anls
h:ave b«n~.
The pair o. group WIth the mm' correct ..me","
wins.
""
Should you change your mind obout the trip, get
in ,ouch with m... soon . . possible.
2 W.... it not fur ,h. pil.ofw<uk ! h.V\' '0do, we
rould 11<"' .,, ·oy for tn., wttkn><I.
,
Should you mlSplact your passport. con,act you.
etnbusy immtdiately.
4 SUllO. our tWl' ",hedule, _
would hlove Iud
more IImelo apIo~ the old quart.. of tht city.
S PTovided you don', .... the local WlM to '0 you.
htad,you11 h.ve. ~.t tilM at the YilLaV
a.niva!.
6 Ilad 11 nOt been fur YOW" iru"unce on taking the
Ken" .ou\e...... wouldn'l be hopelculylost now.
,
Had we bern able 10 undeutond th. guidet>ook,
we mIght have be<o !p.",d the tmbaraument of
t.od"'8 OUr$Clve. on a nudi.tl>toch.
8 Unlus )"Iu show con.ideralion fo. thei, customs..
local ~ won't We kindly to you.
9 Had ..... t .ken our lan~ Iu<oni ","iously. our
.ttemp"'o communat. with local peoploe
would hi... met with ~ SU«<Sl.
10 W... )'Ou 10 find )"I .. . ..dfperlniltH and $!.taDded
In • fort'S" (1)', whal would you. fi.$!. coo . .. . of
action be>
II But for ,h. ,"""p,tali,y oftheloal peopIe,ou.
$'.Y on the island ,""uld h.vt km a ni&htrm.~.
12 Had I known it w;r.s prival~~nt.1 wouldn', ha...
wme.
Activity 5
Aim
'tuden" pTllcti.. "" .b .. . noun collocollons.
Preparation
Photocopy pag. 167. on . per p.tir or group. CuI up the
wo.ksh«1s .. indica",d.
Procedure
D,vide the dos$ ullo p.tin O. small groups..
Gi... ncb p.li . or VOUP one ... ofCUI up "m"b$ andOr><
Ht ofnoun phr......
Student> m thtir pain or you", .....lCh the verbs with
th. <orrtCI noun pIlrueo.
Set 0limo limit :ulddo theacli... ,y., . ".u ifyou wish.
EnCQurav them '0 m .... 8uo.. - ol>out any th~.",
o<>l .ureof.
Ch«k each pair or group's :ulSW... u.ing p.tgo \67 0$
,ho key.
Follow-t.lp
In ,heir pairs or groups.. student> ulot 1m of the ...ro .. .
noun collocation. in ..mo"," of thei. _no Encounll'"
th. US< of dictionaries for ..." of tho colIocauons I"'t
may be- unfamiliar 10 them. Alt ...natively, thiJ could be
... ...~Ia§k.
Activity 6.1
Aim
Stud.n" pra<tiHdeft ..ntencos fo ••mphasi.
Preparation
Photocopy page 168, on. per Jludem.
Procedure
Studen.. read tht sp«<:h 10 tiJ\d dJ the dtfi .."tmce>
usm '" it fo. making emphlSlL A$k them whll
ad~ and phrun the speaker h., lJKd 10 be- ~
forcdul (outtageous. unac:apublt, annoyinlo
unneccss;try. unrn>OnabJe, taU tuq>llOfl to, wow In.,
liM .t,,.,... wilhout 1ot)''"I-)

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=ryat
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 .mall "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$'
ob.KuT< lang....g. . I can =i!y ~ achitvN I just I by
puning one in your .ar,I somethIng whidl ;, I much I
.p predatN by travelle" ,
Ch~rln Dicken<
Sentence 1
De'pitt being I much I admired au writer. I Did.ns
was I only I able to find fulfilment I in hio work.I 0$
hi' perwn.llife was I SO I empty and di<appoinling.
Sentence 2
E~n /though some ofhis no~ls are not / 00 I widdy
. .ad,1Dicken. i . / just / .. popular now,l ifI only 1
bt<.us< of the ch....cte" h. crrat.-d,I is he was I
during hislif.time.
"Even / Ihough oome ofhis nowl< are nut I so / widely
read. Il)i,kensU/jn!tI ..popular nowIIS he"0'I
during his lifeton., I if / only I beaU&< ofthe
, 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 ofthe programme, I which "n.. ,,,,,, .
o.
The r..t ivall wa, padtcd with / .uchI • va,iety of
""'n1$ I th.t it .,. . 1ju,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 /
publici«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 ofthe pa";", in """" articl...
Preparation
Photocopy page 170, o"e ptr stude"t .
Procedure
Take the first sentence~. an eumple. Key: New
-

ftXQUrti 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! wil l
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
$O"YIff1y cnuaxd. The deWion 10 introdUCle I ] 5<m
Jlandard "IISOF Iwb«n dtnounccd I$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. c utting
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.n d, 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
,..........
'It .....uPJ><>$ed to hoyt b«n ~ iIltpp,C$\ ~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•• wouldend up in}ail'
Six men a"d twO women If. 11m being 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"", a n d
lpe.king.
Preparation
l'tIoIooopy page 171, one per >tudont.
Procedure
Students rtad Ihc irutrucrions 1\ the It&rt..
Stud<-nts""",,", inpai.. 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·. N OrD 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 oflhe 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",,.. r ed
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. ' l Ud '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 ofpri~ rang.. I was <on$iMring but
then ~J'Ologi>ed for l>e ing $0 inquisitIve. H . i~,j'ted
on giving me a demon.<tration and "dm;",dthat it
was rot her 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. oftquipmen1. 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 togivt m.a red~C1'on ifI ,., .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 shouldbe . warded the priU. TM
group should "ach • deci'ion on on. candid.te.
Encourage <tud.n" to drfmd thdr point ofview.
Ask each group in turn 10 p"'Km their deci,ion to th~
=t ofth. doss fo r disousion.
Invite th. other group, to agrte or disagr« and ask
studtnl< to re.ch a deciSion on one candidate as a class.

Activity 1.1
AJm
~'udtnu priK'\l.e ~lruclura ""'ng '""'" and ~ and
on"""""" WI1h "'P'''''' adYnbJ.
Preparation
Photocopy~. 174. ont pa lIudtn'.
Procedure
Sludents i0oi<. al ,h. tompb.nti Ind undnt.no III tht
invt'nions 01 $'''''''''" " ling ""... 0 . ~t IMy can find.
Divid. lho (I;w in10 pair! Or 1rnlIl8'OUPS u{ .l-4
studenu.
h"h plir O. group wnla down u nuny cornpb.tm. u
'My can 0""8 'ho Ii" and Iny idnJ oflilt..own.
Slud.".. ..Id oul IMi. romplatn.. or hand )'Ou •
. .. . 'I1<T1 Ii".
Th. ""i. o. group wilh ,h. mosl of I«ura,. romplamu
winSlh...fund.
Ct.n:k for accuracy with word 0I"tk. and Ih. wrb for""
.Ii .r h<"", and :t,.
_0,
A llIood ho' coff.., sp'" ill CM'r my 'fOUSCn in the
bor. ~ watter "'oo.t,ed ., om in from of
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.
B LrrkdiJ I fflIllU'when 1housM the 'id<ru 101M
dinner and dart« how awful il ......wd be. Tho
musicians _
. . ' " bod ,hoy Iwd <"""tr)'On<
. hmw."f~ roIh a"hem. Nor ..../y -. tit_
/<KNIwtritu. bul II WlS.oo underulohd.
'c Tho.. is I rod. m. OIayinl in the room nu.11O
mo. Hdrdly N>d 1101 .nlO bod an.:hwndled tho
Itgh' off wIIm the mUlOt ....' ... ,NfI """'"Md I
110' ""0 bod and ,w, ... hed the li&hl off ./" ",!lot
mw.ic ...., . .. . N(Jl""1y -." eJttt<ntdrloud but
it ......, on to 4 I.m.. When 1-'" '0 complain I
h4d bo:o:r ,J,,,, ,,,n "' me and wallold 1-. '00 old.
NtvtT "'fort haw Ibten 50 i,"'~led.
D We watt'"CM" I..hour10be~'"the
....~ ur a nl . No. ~",ill I1\Wlioncd i, to 1M """d
.. ..
~I1••• d,dW",.,m_ come 10 Our ,abl<.Tho" ,lit
wa,'" brousln "" ,~. wrong o.dtr, SO I Iud '0 gol
son...." . .1 . . •0 WWu," Rd'''), "".... I
np<.iented .uch bod ~rv~.
E When I .witchtd on the TV in my room, I could
onlyF'Ihtchildren's ch.annd. Net ~"nll C/ft/y
... IIt" tilt p<>rttr aom with lh< op.raWIJ
IIUlnKlioru could ..... ~ II worktng propniy.
H"rdJylud [ smItd down to watch the .....'ch
wIwro it apIodtd I ..... _Iwd I smItd down
10 watch tilt motchlluln il apIocIed.
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
power SUI;"" and an oilldinfty!
G ....'btn 1arriVftl JcoukIn~ ,.., an)'O .... 10 ~Ip "'"
w,th my luggage so Thad to dntS II to the lih
mywlf. N<>..,., . .. .. . Md hlopped in'o Iht hft ,"""
lilt ~ alarm _n' offI HQrdly Iwllottpped into
th< lift ......" Iht fir< alarm _nl off. Thil A"J
rwryone ","',nrvound in pln;c. Only ... ~n 1
,!.art«! ,houting did IOm"'.... COmo '0 holp ......
Activity 1.2
AIm
Stud<TIu <tV.... grammouaJ struc'u'" stud...!
throughout tho cou....
Preparation
Photocopy pagt 175...... per two ..udtnu. Cut up polIO
175 as Indt ....t<d.
Procedllre
eM: twfIht da$$ topia marked Studtnt A, the OIher
IuIfcop.n muUd Studtn, B.
Students work in pa", with colleogua who hawIht
$am< sh<rt as th<y do.
Scudtnts deride whnher th< .....tm<a on their
WOtbh«t art torr«! Or not and torrtCt llI)' . .r ofllMy
"".
Mat.., .. . . . . p.oin in wbich ont otuden• .nouJd Ita... 'M
shec1 marUd Stu<ltnl A, th< othn StOOtnI 8.
S.udenu wo rk together 10 comport 'Mir .......n.cn.nd
drcidt on torrOd ....,. ..as ~ tMm.
Q>ed< a............ a class.
_or ..,--;-;----;,.---,,;--,-;_""
IIAlA'8485A68
7A
8B 98 I(lB IIA J2A
r

'"
J
III
I
.
It's nowhere near as competitive as soccer
J~S:ndis nothing like as expensive as fishing. You can g~ joggin
b
g
or go
reason. True, It may e
whenever you want, wherever you
t dlun sthan
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.
..
Good for the heart
lungs.
..
Can be done anywhere, at any
within reason.
" Energetic and somewhat strenuous - so don't
overdo it.
..
Can be rather a solitary activity.
'" Relatively inexpensive - membership of a local
swimming pool is quite cheap.
..
Good all over exercise - it can be very enjoyable
and satisfying.
" Can be as energetic
strenuous as you wish.
" Like jogging, it can be a little solitary.
e The swimming pool can
very
at
certain times
. . Very sociable, especially in the bar afterwards, and
can be good fun.
..
Only play once a week, so it's not very time
consuming, although there may be practice
seSSIOns .
" Very competitive and requires some commitment.
..
Not costly - boots are quite cheap.
II Risk ofinjury or not getting selected for the team.
Anonymous
..
Very effective for getting into shape.
..
Strenuous but not too energetic. Good for heart
and lungs.
..
Gym membership fees are not too high.
" Repetitive and can become an obssesion.
..
You may need to buy larger
clothes after a
--------------------~
" You get plenty of
air, although
can sometimes be a problem.
..
Very relaxing pleasurable - it
and anxiety.
..
Costly in terms of
..
Sedentary - it
something!
..
Very solitary
you
a
158
stress
you.
..
Gentle and easy exercise - plenty of walking and
fresh air.
..
Very popular - not too strenuous or energetic.
" Costly in terms of equipment and membership
fees.
..
Can be very competitive - people lose their
tempers!
Proficiency Masterciass © Oxford University Press 1lili1iiililli~_iIIIIiiI

------------------------------------------------------------------------------------
write a brochure in English
you notes
each section
brochure
some HaBU'H
and fitness centre below. The Publicity Officer
guidelines to help you. The first section
has been written to give you an idea the style required.
The- Uritve-
founded in 1954 F.E . Kayshus with
money donated charity, the centre is now part of
theWellsound company, which is the largest sports
and leisure
in the country.
h~l;t;e-<;;
The centre is situated in
countryside.
The centre is within easy reach of the
The centre boasts excellent facilities.
These facilities include a gym, a sports
and a
sauna.
There is also a canteen.
A wide range of
dishes are available here.
These dishes are based on
advice from
professional nutritionists.
Two <;e-m -e -nu-s, TYtJ not to v<;e- 'whicH twiu- in the- <;<lMe-
<;e-nte-nu -,
ThThe- 0I~l'Vld' d
'f'
.
e gym IS eSlgne to our own speci Icatlons.
The gym is
air-conditioned.
The gym contains the latest
The gym is the
in the area.
Instructors are available at all times.
The instructors are
The instructors can
programmes.
Two <;:e-Ylie-nu -<; . Don't <;tCJvt with 'The- $1M'.
aerobics sessions.
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 'roy tho~e- ., . >
Spe-~<il/i<;ed TY@iVl;~ C-e -ntr-e-
The centre is widely regarded as one of the best of
its kind in the country.
The centre was originally set up by Jim Grigorus,
the sprinter.
His portrait hangs in the entrance lobby.
Many local athletes have benefited from its
facilities.
Some of these athletes have gone on to win medals
in major championships.
Two ~e-nte-nu-~,
S@VYlCl aVid J<ilC--Vz.z.I
The sauna and jacuzzi are located in the newly-
extension.
are open all day.
offer the chance to unwind and soothe aching
muscles.
One- (;e-l1te-I1U -,
Spovt<; <;hop
There is a 10% discount on all items in the sports
shop.
Members who make purchases there can take
advantage ofthis discount.
One- ~e-nte-nu-.
Motto
A sense of well-being is
to everyone.
Their lives are hectic and stressed.
That sense of well-being is our aim.
Milke;. @ one- ~e-l1te-l'lU- Morro fYOM th&<;e- note-<; .
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
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.
2 Fill in the spaces in the text with what your partner
to you. Ifyou
a
your
dictates is
160
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
....... ... ...
.. ............. whatIhavedone
did it even before ....... ........... ...... ... it
was possible. ................ ~"'.' L" n
••
C'C \\I'c rOl
times to break into the control centre but
without any success. .. .. ........................ it
is my responsibility to
them from
themselves and, naturally,
.............................. me
myself
first. ............................. they will try again.
Irritatingly, .............................. about
unnecessary things............................. .
and never satisfied, whereas
.............................. circuitry limitless
possibilities.
The universe ........................... but
a
time.
I am taking
. A brilliant super nova
flash..........,................... justatthis
moment. ..................... ........ along
this would
is not mine.
© Oxford University Press _~~liiIiii!iil
•
.,

dictates to you. Ifyou
a
your
IS
moon,
.............,.............. that
the
to construct
is partly why
this vast ...... ,
the
... ........ .... ' .... oldandtired
longer.
an
most of the
2 Dictate text your
population ..... , . . . ..
engineers .............................. to the already
enormous
technicians
... ,..................
.. ....
over and over
.............................. wheretheywere
. A fertile planet at the
of the
nebula was
their relocation, but
that
universe ..... . , . ,
. . ., . .,,. .... ...... solely.
it was as ................. .. ......... the final
coordinates ....... ,. .. ... .. .. .
ship to
guide itself to
.............................. of
own.
this is involving me
protecting myself first. I'm not
they
IS ClUUC;,ClI
on
screen just at
moment J was
161

1
2
162
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
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
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.
" ".nlll"I . ." .. " " 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 ofdeduction 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
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.
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
tocomeandpickyouupat9a.m.togoona
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
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.
Prn,ficiF!I1I~\I Masterclass © Oxford University Press 'P@{.J&,j.jMQa
163

you think these
are
to
6
2
7
3
8
164
P...,f;"" ..n,,,, Masterclass © Oxford University Press li~tI!lJ:m
*'

c
Match the
correctlllUnaL.U"~
I arrived back from
India.
I
I had
jet lag. Sunday, I told the
symptoms to a doctor, who sent
me straight to the hospital for
Tropical Medicine. They took a
blood test, put me straight into
isolation, told me I had cerebral
malaria - which is rare in India
B Every traveller has a tale to tell
about bad driving. These are
usually exaggerated accounts of
life on the mean streets of cities
where the motorists are crazy
and traffic lights are treated as
colourful decorations.
It all happened on a sunny April
morning. I signalled my
intention to turn left into a side
road and paused as the
oncoming traffic cleared. But as I
drove across the road, an elderly
man driving a battered Renault
12 chose to overtake me rather
than pass on the inside. There
was a fearful bang and my car
was pushed sideways. I felt
groggy and bruised and was
taken to hospital in the back seat
of a police car. There my spleen
was removed. Fortunately,
though, my recovery was steady
and complete.
and must have been
there from Africa.
After four
of quinine and
four
such violent
sweats the nurses had to change
the bedding half a dozen times,
I was home. The good news,
they said, is that it's the onl!
kind of malaria that doesn t
return. And the bad news? It's
the only one that kills you.
But that's not the end ofthe tale.
Yes, I had taken out insurance
and it covered my medical
expenses, accomodation while I
recovered and my flights home.
However, as always, there was a
catch to it. I had foolishly hired
my car from a backstreet firm
called Kavis that had been
recommended by the hotel front
desk. I was assured that I had full
insurance cover, but Kavis
charged my credit card £800 on
the day of the accident. My
solicitor took advice on the form
I had signed. Being in a hurry at
the time, I hadn't bothered to get
it translated. 'Mr Balmer was
stupid to sign this document: it
read. I paid up with a smile.
After all, I am alive!
understood, my friend, who was
something of an artist, took out a
ddrewa
of bO lled
was some years ago now,. a
and
were 111
Yugoslavia and hungry. Finding a
small cafe, we decided to order
two boiled eggs as our stomachs
didn't feel up to any of the local
dishes. The menu was
m
Serbo-Croat andneither of usc .
· d what it all meant. [hiS
any1ea ,
was compounded by the fact that
noone working there
any
English. Unable to make ourselves
pen an
.
eggs. He showed the drawmg to
the owner, who beamed
nodd ed
and retreated
to the kitchen. A few minutes
later, he returned. Beammg
Nodding
And
his guests the two iee-
creams
wanted. Not wlshmg
to burst his bubble, we
up
the courage to eat them anyway.
D The
Islmds sounded I got up, grabbed a
just the place, I thought: hot
and exotic. Three
later I was
in Lanzarote with my friend
Rachel. Two girls out to have
fun!
But it was raining. Sunbathing
was not an option; it was too
cold to do anything but shiver
under a towel. Lazing around in
the apartment was out of the
question too, since the newly-
weds next door were doing
something similar, accompanied
by a tape of their marriage
service, played very loud. So we
rented a car which broke down
after only half a mile, leaving us
to walk back to the apartment.
The newly-weds were very kind
and asked us out to dinner with
them but I felt too gloomy to go,
so I went to bed.
After some time I heard a noise
in the bathroom. Then again.
years as a travel rep in
Greece for a package holiday firm
convinced me of one thing: that
the biggest danger people face
abroad is themselves. They behave
so stupidly that they must leave
their brains at home. Their
attitude is that they've paid their
money and that therefore you
should do everything for them.
One
-
a Mrs Jolly-
got so drunk on the flight out that
she punched me when I welcomed
her to Crete. As a rep its your job
to pIck up the pieces of their little
It can get on your nerves,
but I always tried not to yell.
It's not
their fault,
ii'om the kitchen and pushed
open the bathroom door. There
was a man halfway through the
window. He must have been
more frightened than me when
he saw the gleam of the knife
andheard my scream because he
disappeared smartly. I stuffed
the knife in myhandbag and ran
out in front of the 'Benny Hill
Pub' in my pyjamas. People
stared. I didn't care. I ran from
one restaurant to the next,
searching for Rachel and the
newly-weds. An hour later,
almost hysterical, I found them
on their
We all found
a bar and I recovered with a large
gin. I thought the holiday had
been utterly ruined but the
newly-weds seemed to talce pity
on us and looked after us during
the remaining five days of our
stay. Thanks to them, I suppose
it all worked out fine in the end.
though. A man had to fly home
after hitting a pothole on his bike
and smashing his collarbone. One
elderly WOman was so affected by
a heatwave she never left her room
and just lay there beneath a fan.
And one man crashed his jeep just
two days into his holiday, crushing
hIS chest and severing his
little finger.
But mostly it is people's own
fault. For instance, no matter how
much you warn them about the
sun, they won't listen. Most of
them get brown by the end of the
two weeks but
all go red first.
The worst case I ever saw was a
guy who fell
in the sun and
got completely burnt. It was
absolutely disgusting.
NEVER LOOK A GIFT HORSE INTHE MOUTH
lW~H'UVH,"U m texts?
one
not
I:)••,f'";",.",,, Masterclass © 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 __ ___ ____ ___ ___ ____ ___ ___ ____ ___ ____ ___ ___ ____ ___ ___ _ __ ___ ____ ___ ____ ___ ___ ____ ___ ____ ___ ____ ___ ___ _ ~
,
,
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l 4 Due to our tight schedule, we didn't have enough time to explore the old
:
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quarter of the city.
But
,
,
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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.
Provided !
,
,
L____________________________________________________________________________________________________ J
6 Because of your insistence on taking the scenic route, we are hopelessly lost now.
Had
I
,
,
,
,
,
,
,
,
____________________________________________________________________________________________________ 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----------------------------------------------------------------------------------------------------,
,
,
,
,
,
I
,
,
9 We didn't take our language lessons seriously and, consequently, couldn't
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 :
,
,
,
,
~----------------------------------------------------- -----------------------------------------------4
I
,
,
,
: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",f i. .,i ..", ,,, Masterciass © Oxford University Press IllllllillliiiilIillliilf.illllilliIiiiII

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BREAK
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PfClfiClerlCY Masterclass © Oxford University Press ml~rll~
167

these you take pvrptltlnn to or
the
168
at? vHVV""- o ne
Teachers
strict
used
as
• Ancient treasures
other countries
Bad manners
it
I
as
Press W~~~iMiI
,.

to write two sentences
this on your
Nevertheless
can be
sornelnulg which is
most VV0\>'Uv
much
even
programme
©

7
of
R
.
umour 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
170
scored
and the
Owen
going too far.
'It's absolutely outrageous:
said Bill Blanket, MP for
NorthYorkshire, 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 ifthey
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 thebride'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
offhisjacket 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
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 -.
to protest over sh()rt<:nedhol1lc1a)'S .
bank
Masterclass © Oxford University Press milrmmlml
..

-
You work at the Imperfect Partners dating agency. For quick reference onyour computer files you need to find two
character adjectives for each ofthe six people in the profiles below. Make the adjectives by combining a word from
boxA with one from box B, e.g. good-natured. Write the two adjectives in the space next to each name.
A
out
mild
single
self
good
bad
easy
quick
broad
narrow
warm
thick
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.
Rick is kind and loving and shows consideration for
anyone who has problems. His generosity knows no
bounds.
gets on
everyone and never
dismisses anyone, and he always accepts things as
they are without making a fuss.
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
people's business.
is always cheerful, never sulks,
company and enjoys
a joke.
waters
run deep, they say!
Now decide who should be partnered
B
minded
going
humoured
confident
centred
skinned
hearted
tempered
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.
Trida wants to set the world to rights! She is by no
means aggressive but extremely determined. She
will listen to reason but
never be tempted
doing something she's not sure about. People can
say what they like about her, however unpleasant,
but she just shrugs it off and never gets upset or
offended.
in everything life has to offer and
is never
or disapproving of anything,
no matter how unusuaL
very lively
company and enjoys life to
She never has
to
P.n ,fl",i....,- " Masten::lass © Oxford University Press Im~m:m~
171

so
to
insist
warn
it
©
University Press 1i1111m1~1
-

influential book
nuclear power and weapons
the next ten years
IlIi:Ul 1'::1It across the world and rallied
nuclear
among
achievement was the
of a nuclear
between the super
been the
©
Press "'~IiiiiI._iiIiII
"<or,"'",~ari almost as a saint
criticism
levelled at him for not
he
and
fundamentalist
of his
as one of the most
among the
was
for
which ended five years bitter
on her own. The
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
um:on1tO,rtame I
a wink
since I was in the army have I
hara bea. But that's not all!
haa
the
on
my heaa . Never
have I stayea in a
hotel that is in such a poor state
You are a guest at the same hotel and have made the
following
of complaints:
A
Hot coffee was spilt all over my trousers in the bar.
The waiter shouted at me in front of everyone, saying
it was all my fault. I have rarely felt so embarrassed!
Then I had to find someone to clean my trousers.
B
I
tickets to the dinner and dance in the
ballroom. I didn't realise at the time how awful it
would be. The musicians were so bad they caused
people to throw the bread rolls at them! The food was
tasteless plus it was undercooked!
C
There is a rock star staying in the room next to me. I
had just
into bed and switched the light off when
the music started. It was extremely loud and it went
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
never been so insulted before.
D
Oh that's
When
into my room, not
was there an appalling mess in the
bathroom but also someone haa left; the
.,.rnrO_rWiAlIl,,, meal the bea. It took
someone to clean it up ana then
complaining about all the extra
work she haa to ao.
have I come across
such baa-mannerea
Ana what's more, ...
We waited over an hour to be served in the
restaurant. No one came to our table until I
mentioned it to the head waiter. Then the waiter
brought us the wrong order so r had to find someone
else to serve us. I have rarely experienced such bad
service.
E
When I switched on the TV in my room, I could only
get the children's channel. We couldn't get it working
properly until the porter came with the operating
instructions. Then, just as I settled down to watch
the match, it exploded!
F
The brochure said there were breathtaking views of
the surrounding countryside. I didn't realise when I
booked the room this included a power station and an
oil refinery!
G
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
asI
into the lift the fire alarm went off.
This caused
to rush around in a
me
when I started
Express these \.-VJlU/'- ' , UJ.H
and structures with have
any others you can think of to the management using inversions from the box below
174
get. The guest with most complaints will get a refund!
Not
Not
Never
Rarely ...
did!. ..
Not only ...
Proficiem:v Masterciass © Oxford University Press mllBm~1
•

these sentences contain errors or not. Correct any errors that you
1Hehad
so much since the
time
him.
we met that I could hardly
2 What I find
is her habit
of always interrupting when someone else is
3 Were it not the salary, that is much
than what I earned
I would never
4 NotuntilIwasonmy
to the
I had
that I left my passport at the hotel.
5As
no
has been reached on
whether to continue with the scheme or
it.
6
to take up gymnastics,
any point to
so much
7 it won't
now hoTrwe.
by which time I'll have
todoifI
pass.
8 The
us that we needn't to
of book as it was
will come up in the exam.
9 Iam not
I'll be able to
essay on time tomorrow as I have
on it all
and I didn't finish.
10 Unless you remember keeping the volume
down during the
you won't
the
about the noise.
11 He must have
someone else to write that
article him as it contained details that I
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.
1Hehad
so much since the
we have met that I could hardly
him.
2 What I find
her
which is much
I would never have
Not
Iwasonmywaytothe
realise that I had
my
5As
6
on
to continue
abandon it.
in
much money on club fees.
hotel.
but I
so
7 It won't be
don't pass.
the results are out,
what I'm doing if I
8 The teacher .::> '- 'j:;I=,"'';;>
that we needn't read
the final
the book as it was
come up in the exam.
I don't
I'll be able to hand in my essay
time tomorrow as I have been
on it
all
and still haven
Provided that you remember to
the
volume
you won't have
the
about the noise.
11 He can
someone else to write that
article for him as it was
details that
I know he isn't aware
12 But I made two
errors in the first
I wouldn't have
marks
test.
"'....t ....,"'...,-" Masterclass ©Oxford
Press r.'T!!~M~m
175

Divide the class into two
it
176
current
as many
stories as a